International Strategy 2012-16

Succeeding Globally Through /nƚernaƟonal ducaƟon and ngageŵenƚ

U.S. Department ŽĨ ĚƵĐaƟŽn /nternaƟŽnaů StrateŐLJ 2012–16

Succeeding Globally Through International Education and Engagement

U.S. Department of Education International Strategy 2012–16 November 2012

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Introduction The U.S. Department of Education has established its first-ever, fully articulated international strategy. The strategy is designed to simultaneously advance two strategic goals: strengthening U.S. education and advancing our nation’s international priorities. The strategy reflects the value and necessity of: R5 51),& 7 & --5 / .#)(5 ),5 &&5-./ (.-: R5 !&) &5 )'* . ( # -5 ),5 &&5-./ (.-: R5 #(. ,( .#)( &5 ( "' ,%#(!5 ( 5 **&3#(!5& --)(-5& ,( 5 ,)'5)." ,5 countries:5 ( 5 R5 / .#)(5 #*&)' 35 ( 5 (! ! ' (.51#."5)." ,5 )/(.,# -85 The international strategy for 2012–16 affirms the Department’s commitment to preparing today’s youth, and our country more broadly, for a globalized world, and to engaging with the international community to #'*,)0 5 / .#)(85 .5, ł .-5)(!)#(!51),%5#(5#'*& ' (.#(!5#(. ,( .#)( &5 / .#)(5*,)!, '-65* ,.# #* .#(!5#(5#(. ,( .#)( &5 ( "' ,%#(!5 .#0#.# -65 ( 51),%#(!5 &)- &351#."5)." ,5 )/(.,# -5 ( 5'/&.#& . , &5),! (#4 .#)(-5 to engage in strategic dialogue. 1 At the same time, it reflects a deliberate shift to a systematic and integrated approach to international engagement based on the goals and objectives of the strategy. The strategy, which the Department has already begun to implement, will be used to guide the Department’s activities and allocation of resources to reflect the highest priority and most strategic topics, parts of the world, and activities.

This international strategy was developed through extensive consultation within the Department of Education and with other U.S. government ! ( # -5 ( 5()(7!)0 ,(' (. &5),! (#4 .#)(-85 (35-. % ")& ,-5)Äż , 5 their perspectives and recommendations for how the Department should approach international education and the path forward.

ÍžUĹŻĆ&#x;mateůLJ͕ tĹše economic future of tĹše UniteÄš StateĆ? reĆ?tĆ? not onůLJ on itĆ? aÄ?iĹŻitLJ to Ć?trenĹ?tĹšen our eÄšucaĆ&#x;on Ć?LJĆ?tem Ä?ut aĹŻĆ?o on ciĆ&#x;ÇŒenĆ? in otĹšer naĆ&#x;onĆ? raiĆ?inĹ? tĹšeir ĹŻiÇ€inĹ? Ć?tanÄšarÄšĆ?. dĹšinĹŹinĹ? of tĹše future aĆ? a conteĆ?t amonĹ? naĆ&#x;onĆ? ǀLJinĹ? for ĹŻarĹ?er pieceĆ? of a ÄŽnite economic pie iĆ? a recipe for protecĆ&#x;oniĆ?m anÄš Ĺ?ĹŻoÄ?aĹŻ Ć?trife. džpanÄšinĹ? eÄšucaĆ&#x;onaĹŻ aĆŠainment eÇ€erÇ‡Ç Ĺšere iĆ? tĹše Ä?eĆ?t Ç aLJ to Ĺ?roÇ tĹše pie for aĹŻĹŻ.Í&#x; —Secretary Arne Duncan, March 3, 2011

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Why an International Focus?

(5.) 3]-5!&) &#4 51),& 65 (5 Äż .#0 5 )' -.# 5 / .#)(5 ! ( 5'/-.5 address global needs and trends and aim to develop a globally competent citizenry. It is no longer enough to focus solely on ensuring that students " 0 5 -- (.# &5, #(!651,#.#(!65' ." ' .# -65 ( 5- # ( 5-%#&&-85 /,5"3* ,7 )(( . 51),& 5 &-)5, +/#, -5." 5 #&#.35.)5."#(%5 ,#.# &&35 ( 5 , .#0 &35 .)5-)&0 5 )'*& 25*,) & '-65." 5-%#&&-5 ( 5 #-*)-#.#)(5.)5 (! ! 5!&) &&365 1 &&7")( 5 )''/(# .#)(5-%#&&-65 ( 5 0 ( 5' ." ' .# -65- # ( 5 ( 5 . "(# &5-%#&&-85 / "5 )'* . ( # -51#&&5*, * , 5-./ (.-65 ( 5)/,5( .#)(6 for a world in which the following are the reality.

R5 )()'# 5 )'* .#.#0 ( --5 ( 5$) -8 Students today will be competing for jobs with peers around the world and those jobs will , +/#, 5 0 ( 5%()1& ! 5 ( 5()(,)/.#( 5-%#&&-85 , (-!&) &5 communication and commerce are increasingly part of the daily 1),%5) 5& ,! 5 ( 5-' &&5 /-#( -- -651"# "5 5 #Ĺƒ /&.# -5#(5"#,#(!5 '*&)3 -51#."5." 5, +/#-#. 5!&) &5-%#&&-65#( &/ #(!5 /&./, &5 1 , ( --5 and linguistic proficiency.25 )5 5-/ -- /&5#(5-/ "5 (5 (0#,)(' (.65 students will need to perform at the highest academic levels and have the capacity to understand and interact with the world, including & (!/ ! 5-%#&&-5 ( 5 (5 **, # .#)(5 ),5)." ,5 )/(.,# -5 ( 5 /&./, -85 R5 &) &5 " && (! -8 Students will need to have the substantive %()1& ! 5 ( 5/( ,-. ( #(!5.)5 , --5#--/ -65*" ()' ( 5 ( 5 . -.,)*" -5." .5 /.5 ,)--5 ), ,-65&#% 5." 5-*, 5) 5 #- - 65 &#' . 5 change, natural disasters, and financial crises. They also will need to be & 5.)5 )''/(# . 5 ( 51),%5 )&& ), .#0 &351#."5#(. ,( .#)( &5* ,-5 to address these global challenges.

R5 .#)( &5- /,#.35 ( 5 #*&)' 3. Strong educational outcomes for all students, global competencies, and modern technological expertise help to fuel innovation and growth and are therefore critical for national security, as highlighted in the Council on Foreign Relations (CFR) report, Education Reform and National Security.3 Civic and global awareness are necessary to understand our nation’s history and policies, as well as our relations with other countries. In addition, foreign & (!/ ! 5-%#&&-5 ( 5 , 5 2* ,.#- 5 , 5 -- (.# &5 ),5( .#)( &5 (- 65 intelligence, homeland security and law enforcement.4

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R5 5 #0 ,- 5 8 85-) # .38 The United States is a multicultural society.

In 2010, an estimated 50 million immigrants were living in the United States, bringing a wealth of cultural experiences and languages. .5#-5 -- (.# &5." .51 5 , 5 &&5 & 5.)5 )''/(# . 5 ( 51),%51#."5 ( #!" ),-65 )1),% ,-65 ( 5 ,# ( -51#."5 #Äż , (.5 /&./, &5., #.#)(-5 ( 5 * ,-* .#0 -85 / "5#(. ,* ,-)( &5-%#&&-5 ( 5 (5 **, # .#)(5 ),5 #0 ,- 5 viewpoints will facilitate civil discourse and a cohesive society.

A paper published in 2011 by the Woodrow Wilson Center, A National Strategic Narrative, confirms the value and need for an international focus and perspective in education. 5 The authors, two active military officers, argue that our success as a nation requires that we invest more in -/-. #( & 5*,)-* ,#.35 ( 5." 5 Ŀ .#0 5.))&-5) 5*/ &# 5 (! ! ' (.5 ( 5& --5 in defense. Fostering an educated and engaged citizenry is a cornerstone of a strong democracy. The United States’ role in the world, and our ability to support and strengthen nascent democracies, rests on the strength of our nation and how well we support and practice democratic principles.

Ížte muĆ?t focuĆ? on inteĹ?raĆ&#x;nĹ? internaĆ&#x;onaĹŻ perĆ?pecĆ&#x;Ç€eĆ? into our cĹŻaĆ?Ć?roomĆ?. /t iĆ? tĹšrouĹ?Ĺš eÄšucaĆ&#x;on anÄš edžcĹšanĹ?e tĹšat Ç e Ä?ecome Ä?eĆŠer coĹŻĹŻaÄ?oratorĆ?Í• compeĆ&#x;torĆ? anÄš compaĆ?Ć?ionate neiĹ?ĹšÄ?orĆ? in tĹšiĆ? Ĺ?ĹŻoÄ?aĹŻ Ć?ocietLJ.Í&#x; —Secretary Arne Duncan, November 14, 2011

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., . !# 5 ) &-5 ( 5 $ .#0 The Department’s international strategy is fully integrated with the Department’s domestic agenda and designed to simultaneously attain two strategic goals: strengthen U.S. education and advance our nation’s international priorities. As illustrated in figure 1, three interrelated objectives—increase global competencies, learn from other countries, and engage in education diplomacy—will advance the Department of Education’s larger strategic goals. The activities supporting these objectives , 5/( ,. % (5 35*,)!, '5)Ĺƒ -5 ,)--5." 5 * ,.' (.5) 5 / .#)(5 and with other government agencies, and thus the success of the strategy depends on their integrated and coordinated implementation, the fourth objective of the strategy.

Figure 1: Framework for the U.S. Department of Education International Strategy

Strengthen h͘S͘ educaĆ&#x;on

GOALS

Advance U. S. internaĆ&#x;onal ƉrioriĆ&#x;eĆ?

K : T/s S 1

/ncreaĆ?e global cožƉetencieĆ?

4

2

3

>earn ĨroĹľ other countrieĆ?

ngage in educaĆ&#x;on diƉloĹľacy

/ntegrated and coordinated acĆ&#x;viĆ&#x;eĆ? and ƉrograĹľĆ?

Underlying the strategy is the notion that advancing educational attainment and achievement and increasing economic viability, both domestically and internationally, are worthy pursuits. A world-class education for all is not a zero-sum game: when individuals learn and nations succeed, it is a win-win for everyone. Thus, in implementing the international strategy, the Department of Education will focus on building awareness of the importance of a world-class education for all,

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international collaboration, and cross-cultural exchange. The secretary and other high-level Departmental officials will use the “megaphone� to address these issues in speeches, publications and other communications.

In the past two years, for example, the secretary has addressed these issues in speeches at such organizations as the CFR, United Nations / .#)( &65 # (.#Ĺ€ 5 ( 5 /&./, &5 ,! (#4 .#)(5B C65 ( 5." 5 ),& 5 (%85 $ .#0 5g95 ( , - 5." 5!&) &5 )'* . ( # -5) 5 &&5 8 85-./ (.-65 #( &/ #(!5.")- 5 ,)'5., #.#)( &&35 #- 0 (. ! 5!,)/*-8 &) &5 )'* . ( # -5 )'*,#- 5." 5%()1& ! 5 ( 5-%#&&-5#( #0# / &-5 need to be successful in today’s flat, interconnected world and to be fully engaged in and act on issues of global significance.6 (. ,( .#)( &&3 ( "' ,% 5 )&& ! 75 ( 5 , ,7, 35-. ( , -5 Ĺ€( 5 '# &&35,#!),)/-5 2* . .#)(-5) 51" .5-./ (.-5-")/& 5%()15 ( 5 be able to do if they are to be prepared for postsecondary education and .)5-/ 5#(5." 5hg-.5 (./,351),%*& 85Äť - 5-. ( , -65#( &/ #(!5 %()1& ! 5 ( 5/( ,-. ( #(!5) 5)." ,5 )/(.,# -65 /&./, -65& (!/ ! -5 ( 5 perspectives, are applicable across the world. Äť 5 &) &5 )'* . ( 5 -%5 ), 65 ),' 5 ( 5& 5 35." 5 )/( #&5 ) 5 "# 5 . . 5 "))&5 Ĺƒ ,-5 ( 5." 5 -# 5 ) # .365 Ĺ€( 5!&) &&35 )'* . (.5#( #0# / &-5 -5.")- 51")5/- 5." #,5%()1& ! 5 ( 5-%#&&-5.)5 investigate the world beyond their immediate environment, recognize their )1(5 ( 5)." ,-]5* ,-* .#0 -65 )''/(# . 5." #,5# -5 Äż .#0 &351#."5 diverse audiences, and translate their ideas into appropriate actions. In -"),.65!&) &5 )'* . ( # -5 , 5^hg-.5 (./,35-%#&&-5 **&# 5.)5." 51),& 8_5 -5#&&/-., . 5#(5Ĺ€!/, 5h65." - 5 )'* . ( # -5 , 5().5#-)& . 5-%#&&-65 /.5 , ." ,5#(. ,, & . 5-%#&&-5 ( 5%()1& ! 5." .5 , 5/- 5.)! ." ,5.)5 ( & 5 #( #0# / &-5.)5/( ,-. ( 5." 51),& 5 ( 5. % 5 .#)(85 #( &&365!&) &5 )'* . ( # -5 , 5().5 5&/2/,35 ),5 5- & .5 165 /.5, ." ,65 , 5 -- (.# &5-%#&&-5 for all individuals.

Íždo Ä?e on tracĹŹ toÄšaLJ for coĹŻĹŻeĹ?e anÄš careerĆ?Í• Ć?tuÄšentĆ? neeÄš tĹše 21Ć?t centurLJ Ć?ĹŹiĹŻĹŻĆ? tĹšat are Ć?o Ç€itaĹŻ to Ć?ucceĆ?Ć? in tĹše Ĺ?ĹŻoÄ?aĹŻ economLJ. dĹšeLJ neeÄš to Ć?ĹšoÇ tĹšat tĹšeLJ can anaĹŻÇ‡ÇŒe anÄš Ć?oĹŻÇ€e compĹŻedž proÄ?ĹŻemĆ?Í• communicate cĹŻearůLJ͕ Ć?LJntĹšeĆ?iÇŒe informaĆ&#x;onÍ• appůLJ ĹŹnoÇ ĹŻeÄšĹ?eÍ• anÄš Ĺ?eneraĹŻiÇŒe ĹŻearninĹ? to otĹšer Ć?eĆŤnĹ?Ć?.Í&#x; —Secretary Arne Duncan, March 14, 2012

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Figure 2: Global Competencies: 21st Century Skills Applied to the World

Íť Identify an issue, generate ate ts questions, and explain its significance. Íť hĆ?Äž Ç€Ä‚ĆŒĹ?ĞƚLJ ŽĨ ĹŻÄ‚ĹśĹ?ƾĂĹ?ÄžĆ?Í• Ć?Ĺ˝ĆľĆŒÄ?ÄžĆ? Ć?Í• Ć?Ĺ˝ĆľĆŒÄ?ĞĞĆ? and media to identify and nd weigh h relevant evidence. Íť ĹśÄ‚ĹŻÇ‡ÇŒÄžÍ• Ĺ?ŜƚĞĹ?ĆŒÄ‚ĆšÄžÍ• ĂŜĚ synthesize evidence to construct construcct coherent responses. Íť ĞǀĞůŽƉ Ä‚ĆŒĹ?ƾžĞŜƚ Ä?Ä‚Ć?ĞĚ ŽŜ Äš ŽŜ compelling evidence and d draws defensible conclusions.

Investigate the World

Recognize Perspectives

Students investigate the world beyond their immediate environment.

Students recognize their Ĺ˝Ç Ĺś ĂŜĚ Ĺ˝ĆšĹšÄžĆŒĆ?Í› perspectives.

‡ Recognize Recogn and express their own perspective and identify perspec influences influenc on that perspective. ‡ Examine Examin others’ perspectives and identify ide what influenced them. ‡ Explain the impact of cultural interactions. interact ‡ Articulate Articula how differential access tto knowledge, technology, and resources technol affects quality of life and perspectives. perspec

Understand the World through Disciplinary and Interdisciplinary Study Take Action

‡ Identify and create opportunities portunitiees for personal or collaborative rative action to improve conditions. itions. ‡ Assess options and plan n actionss based on evidence and potential potentiaal for impact. ‡ Act, personally or collaboratively, boratively, in creative and ethical ways to contribute to improvement, ment, and and assess impact of actionss taken. ‡ Reflect on capacity to advocate dvocate for and contribute to improvement.

Students translate their ideas into appropriate actions to improve conditions.

Communicate Ideas Com Stud Students communicate their ideas effectively with thei diverse audiences. dive

Íť Recognize Recogn and express how diverse audiences perceive meaning and how that affects meanin communication. commu Íť Listen to t and communicate effectively with diverse people. effectiv Íť Select and a use appropriate technology and media to technol communicate with diverse commu audiences. audienc Íť Reflect on how effective communication affects commu understanding and collaboration underst in an interdependent world.

SourceÍ— dĹše 'ĹŻoÄ?aĹŻ ompetence daĆ?ĹŹ &orceÍ• formeÄš anÄš ĹŻeÄš Ä?LJ tĹše ounciĹŻ of Ĺšief State ScĹšooĹŻ KĸcerĆ?Í› ÄšStepĆ? /niĆ&#x;aĆ&#x;Ç€e anÄš tĹše Ć?ia SocietLJ WartnerĆ?Ĺšip for 'ĹŻoÄ?aĹŻ >earninĹ?.

The Department of Education integrates global competencies into its ), 51),%65*,#' ,#&35#(5.", 5 , -95#'*& ' (. .#)(5) 5#(. ,( .#)( &&35 ( "' ,% 65 )&& ! 75 ( 5 , ,7, 35-. ( , -65." 5 0 &)*' (.5) 5 %()1& ! 5 ( 5/( ,-. ( #(!5 )/.5." 51),& 65 ( 5." 5 +/#-#.#)(5) 5 ), #!(5& (!/ ! 5-%#&&-5 ( 5 , 5 2* ,.#- 8 Rigorous standards that reflect what high-performing countries expect of their students—together with appropriately aligned curricula, assessments, and supports—are essential for ensuring that U.S. students are held to the same standards as their international peers and, in turn, prepared for the global economy. The Department supports the development and #'*& ' (. .#)(5) 5#(. ,( .#)( &&35 ( "' ,% 65 )&& ! 75 ( 5 , ,7 ready standards and the development of assessments aligned with the #(. ,( .#)( &&35 ( "' ,% 5 )'')(5 ), 5 . . 5 . ( , -5.",)/!"5 5.)5." 5 )*87 The new assessments, when available, will yield valuable information on how well states are doing in preparing students for

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)&& ! 5 ( 5 , ,65 ( 5 ),5&#0#(!5 ( 51),%#(!5#(5 5!&) &5 )()'38555555555555555555555 The Department’s recent blueprint to reauthorize the Carl Perkins Career and Technical Education Act focuses on revamping career and technical education so students are prepared to compete in a 21st century global economy. ( ,-. ( #(!5 ( 5 **, # .#(!5)." ,5* ,.-5) 5." 51),& 65 #Ŀ , (.5 religions, cultures, and points of view are essential elements of global competence. Students at all levels, from elementary to postsecondary, (5 +/#, 5."#-5/( ,-. ( #(!5.",)/!"5 )/,- 51),%5.# 5.)5 )&& ! 75 ( 5 career-ready standards that encourage students to learn about the world ),5. % 5 &. ,( . 5* ,-* .#0 -5 ( 5#-5#( /- 51#."65 ),5 2 '*& 65!&) &5 . 2.-65#--/ -65),5*,) & '-855 ./ (.-5! #(5."#-5%()1& ! 5 35-./ 3#(!5." 5 arts, civics, geography, history, and foreign languages. And opportunities for study and research abroad can deepen this understanding and global perspective. &-)(5 ( & 5" -5- # 65^ 53)/5. &%5.)5 5' (5#(5 5& (!/ ! 5" 5 /( ,-. ( -65." .5!) -5.)5"#-5" 855 53)/5. &%5.)5"#'5#(5"#-5)1(5 language, that goes to his heart.� Even in a world where English is often considered the primary lingua franca65-* %#(!5 ()." ,5& (!/ ! 5 ( 5 understanding the culture that accompanies the study of this language, #'*,)0 -5 )''/(# .#)(5 ( 5 Ŀ .#0 51),%#(!5, & .#)(-"#*-855ĝ#-5#-5.,/ 5 across disciplines from academia and business to healthcare, intelligence, law enforcement, and the military. In addition, foreign language study leads to an increased understanding of one’s native language and has been shown to improve cognitive development and academic performance.

For many years, the Department of Education has supported programs designed to increase expertise in foreign languages and area and #(. ,( .#)( &5-./ # -65-/ "5 -5.")- 5*,)!, '-5 /( 5/( ,5 #.& 5 5 of the Higher Education Act.8 Most of these programs support deep subject matter expertise for a relatively small number of students. With the strategy’s focus on global competencies for all students beginning in elementary school, the Department is exploring how to leverage these programs to achieve broad global competencies for more students and teachers.

Íž merica iĆ? too far Ä?eĹšinÄš otĹšer countrieĆ? in termĆ? of matĹš anÄš Ć?cience. dop Ć?tuÄšentĆ? from arounÄš tĹše Ç orĹŻÄš are more ĹŻiĹŹeůLJ to Ä?e Ä?iĹŻinĹ?uaĹŻ or eÇ€en triĹŻinĹ?uaĹŻ tĹšan our cĹšiĹŻÄšren.Í&#x; —Secretary Arne Duncan, October 2, 2012

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$ .#0 5h95 (" ( 5 , &65-. . 5 ( 5&) &5 / .#)(5*)&# 35 ( 5 *, .# 5 **&3#(!5& --)(-5& ,( 5 ,)'5)." ,5 )/(.,# -5.)5 ,#0 5 2 && ( 5 ( 5#(()0 .#)(5#(5." 5 8 85 ( 5 ,) 8 Sharing policies and practices with other high-performing countries about how to improve teaching and learning, and applying these lessons in the United States where appropriate, is a critical element in the Department ) 5 / .#)(]-5 Äż),.-5.)5 #&#. . 5 51),& 7 & --5 / .#)(5 ),5 &&855 )5." .5 ( 65." 5 * ,.' (.5-/**),.-5^ ( "' ,%#(!_5 8 85-./ (.-]5* , ),' ( 5 against that of students in other countries. The goal of this research is to identify areas of strength and deficiency, and then use this information to guide our learning.

The United States regularly participates in international assessments and surveys (see table 1), such as PIRLS (Progress in International Reading Literacy Study), PISA (Program for International Student Assessment), ( 5 5B , ( -5#(5 (. ,( .#)( &5 ." ' .# -5 ( 5 # ( 5 ./ 3C65 -5." 5ŀ,-.5-. *5#(5 ( "' ,%#(!5." 5 (#. 5 . . -5 ! #(-.5)." ,5 countries. From these studies we learn not only how the United States compares to our economic competitors and trading partners in terms of -./ (.5* , ),' ( 65 /.51 5 &-)5& ,(51" .5-./ (.-5%()15 ( 5 (5 )5 #(5% 35-/ $ .5 , -5 ( 5 )/.5 )(. 2.-5 ),5& ,(#(!85 (5hfgi65." 5 (#. 5 . . -51#&&5* ,.# #* . 5#(5 5B "#(!5 ( 5 ,(#(!5 (. ,( .#)( &5 Survey) for the first time to learn more about teaching, schools, and school leadership in the middle grades. A new assessment of adult competencies, PIAAC (Program for the International Assessment of Adult Competencies), administered in 2011 with results to be released in hfgi651#&&5. &&5/-5 )/.5." 5&#. , 365(/' , 365 ( 5*,) & '7-)&0#(!5-%#&&-5 ) 5 /&.-65 ( 5 )/.5." 5.3* -5) 5-%#&&-5* )*& 5/- 5#(51),%5 ( 5 0 ,3 35&# 85 There are other studies that the United States could potentially participate in as well, such as the International Association for the Evaluation of Educational Achievement’s (IEA) 2016 international civic education -./ 35 ( 5." 5 ]-5hfgk5 7 0 ( 65 (5 -- --' (.5) 5 0 ( 5 mathematics and science students.

The Department of Education’s National Center for Education Statistics (NCES) implements these international studies in the United States and is actively involved at the international level by serving on the international governing boards that guide study policies and by collaborating with other countries to continually improve data quality.

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Table 1: U.S. Participation in International Assessments and Surveys*

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While the international studies have primarily reported results for the (#. 5 . . -5)0 , &&65." 5 * ,.' (.5#-5 .#0 &35- %#(!51 3-5.)5 (" ( 5 the use of international data at the state and local levels as well. Some -. . -5* ,.# #* . 5#(5 65 65 ( 5 5#(5), ,5.)5) . #(5-. . 7 level results. In its FY 2013 budget, the Department has proposed a pilot to expand state-level participation in PISA so that states can learn how their student performance, policies, and practices compare with other )/(.,# -65 ( 5." (5 **&35." 5& --)(-5." 35& ,(5#(5." #,5- "))&-85 ." ,5 countries with federal education systems, such as Australia and Canada, have expanded their samples to enable them to report results for their nations overall as well as for each state and province, respectively. Another 1 35.)5 #&#. . 51# ,5/- 5) 5#(. ,( .#)( &5 . 5#-5.)5' % 5#(. ,( .#)( &5 -- --' (.5 ( 5-/,0 35 . 5'), 5, #&35 0 #& & 5.)5-. % ")& ,-5.",)/!"5 data tools and other resources.955 / &# .#)(-5 ( 51),%-")*-5-* #Ĺ€ &&35 geared toward states, districts, schools and teachers could also broaden the use of international data at the state and local levels.

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( "' ,%#(!5 8 85* , ),' ( 5 ! #(-.5)." ,5 )/(.,# -5#-5$/-.5." 5Ĺ€,-.5 -. *85Äť 5 * ,.' (.5#-5 &0#(!5'), 5 *&35#(.)51" .51),%-5#(5)." ,5 countries and learning more about innovative practices and how they could be applied in the United States. The International Summit on ." 5 "#(!5 ,) --#)(5B- 5-# ,5 &)1C651"# "5 , . ,35 /( (5 )")-. 51#."5." 5 ,! (#4 .#)(5 ),5 )()'# 5 ))* , .#)(5 ( 5 0 &)*' (.5B C5 ( 5 / .#)(5 (. ,( .#)( &5B C5#(5hfgg5 ( 5 2012, is one example of powerful learning through international dialogue.

AƉƉlying LeĆ?Ć?onĆ? Learned ĨroĹľ ,ighͲƉerĨorĹľing ountrieĆ? /ĹśĆšÄžĆŒĹśÄ‚Ć&#x;ŽŜĂů ^ƾžžĹ?Ćš ŽŜ ƚŚĞ dĞĂÄ?ĹšĹ?ĹśĹ? WĆŒĹ˝Ä¨ÄžĆ?Ć?Ĺ?ŽŜ /n 2011Í• SecretarLJ Duncan conceiÇ€eÄš of anÄš coĹšoĆ?teÄš Ç itĹš tĹše K D anÄš / ÍžtĹše feÄšeraĆ&#x;on of internaĆ&#x;onaĹŻ teacĹšerĆ? unionĆ?Íż tĹše ÄŽrĆ?t /nternaĆ&#x;onaĹŻ SummĹ?t on the deachĹ?nĹ? WroĨeĆ?Ć?Ĺ?on. dĹšiĆ? Ĺ?atĹšerinĹ? Ç aĆ? ÄšeĆ?iĹ?neÄš to enaÄ?ĹŻe eÄšucaĆ&#x;on miniĆ?terĆ? anÄš naĆ&#x;onaĹŻ union ĹŻeaÄšerĆ? from countrieĆ? Ç itĹš ĹšiĹ?ŚͲperforminĹ? anÄš rapiĚůLJ improÇ€inĹ? eÄšucaĆ&#x;on Ć?LJĆ?temĆ? ÍžÄ?aĆ?eÄš on tĹše reĆ?uĹŻtĆ? of W/S 200ϾͿ to come toĹ?etĹšer to Ć?Ĺšare pracĆ&#x;ceĆ?. Äširect outcome of tĹše 2011 Ć?ummit for tĹše UniteÄš StateĆ? Ç aĆ? tĹše ZecoĹ?niÇŒinĹ? ÄšucaĆ&#x;onaĹŻ SucceĆ?Ć?Í• WrofeĆ?Ć?ionaĹŻ džceĹŻĹŻenceÍ• anÄš oĹŻĹŻaÄ?oraĆ&#x;Ç€e deacĹšinĹ? ÍžZ SW dÍż iniĆ&#x;aĆ&#x;Ç€e to empoÇ er Ć?tateĆ? anÄš ÄšiĆ?trictĆ? tĹšat commit to purĆ?uinĹ? Ä?oĹŻÄš reformĆ? at eÇ€erLJ Ć?taĹ?e of tĹše teacĹšinĹ? profeĆ?Ć?ion. Ć?econÄš Ć?ummitÍ• aĹŻĆ?o coĹšoĆ?teÄš Ä?LJ SecretarLJ DuncanÍ• Ç aĆ? ĹšeĹŻÄš in 2012 anÄš focuĆ?eÄš on ĹšoÇ to prepare teacĹšerĆ? anÄš ÄšeÇ€eĹŻop Ć?cĹšooĹŻ ĹŻeaÄšerĆ?. Äširect outcome of tĹše 2012 Ć?ummit Ç aĆ? tĹše Ć?ĹšareÄš Ç€iĆ?ion Ć?tatementÍ• dranĆ?ĨormĹ?nĹ? the deachĹ?nĹ? WroĨeĆ?Ć?Ĺ?onÍ• ÄšeÇ€eĹŻopeÄš anÄš Ć?iĹ?neÄš Ä?LJ SecretarLJ DuncanÍ• tĹše preĆ?iÄšentĆ? of tĹše merican &eÄšeraĆ&#x;on of deacĹšerĆ? anÄš tĹše EaĆ&#x;onaĹŻ ÄšucaĆ&#x;on Ć?Ć?ociaĆ&#x;onÍ• anÄš ÄŽÇ€e otĹšer U.S. eÄšucaĆ&#x;on ĹŻeaÄšerĆ?. dĹše tĹširÄš Ć?ummit Ç iĹŻĹŻ Ä?e ĹšeĹŻÄš in tĹše EetĹšerĹŻanÄšĆ? in 201ĎŻ anÄš tĹšiĆ? neÇ internaĆ&#x;onaĹŻ ÍžcommunitLJ of pracĆ&#x;ceÍ&#x; iĆ? noÇ an annuaĹŻ eÇ€ent. ŚƊpÍ—ÍŹÍŹÇ Ç Ç 2.eÄš.Ĺ?oǀ͏aÄ?outÍŹinitĆ?ÍŹeĚ͏internaĆ&#x;onaĹŻeĚ͏teacĹšinĹ?ͲĆ?ummit.ĹštmĹŻ

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Partnerships with other multilateral organizations and with individual )/(.,# -5*,)0# 5 #.#)( &5 2 '*& -5) 5& ,(#(!5 ( 5%()1& ! 5-" ,#(!85 ),5 2 '*& 65." 5 ), (5 #(#-.,35) 5 / .#)(65 # ( 65 ( 5 "()&)!35 and the U.S. Department of Education are conducting joint research and held a seminar in May 2012 in which experts and practitioners from both countries shared policies and practices about dramatically improving their lowest performing schools. The Department of Education has bilateral agreements with several countries, including Australia and Singapore, to promote active dialogue about education topics of mutual interest, #( &/ #(!5. " ,5+/ &#.35 ( 5hg-.5 (./,35-%#&&-85 ( 65- (#),5)Ĺƒ # &-5#(5 the Department have also engaged in strategic travel overseas to visit - "))&-5 ( 5' .51#."5. " ,-65-./ (.-65 / .#)(5*)&# 3' % ,-5 ( 5 experts in high-performing education systems. Äť 5 * ,.' (.5) 5 / .#)(51#&&5 )(.#(/ 5." - 5 ( 5-#'#& ,5 Äż),.-5 #' 5 .5/( ,-. ( #(!51" .51),%-5#(5)." ,5 )/(.,# -5#(5"#!"7*,#),#.35 , -5-/ "5 -5. " ,5 Äż .#0 ( --65. "()&)!365 , ,5 ( 5. "(# &5 education, school funding, equity, and early learning. We will focus ." - 5 Äż),.-5)(5 )/(.,# -51#."5"#!"5* , ),' ( 5),5, *# 5#'*,)0 ' (.5 on international assessments such as PISA, strong performance or high degrees of innovation in specific areas (such as early learning or innovation) and educational contexts similar to those in the United States.

The Department will also examine how the learning can be applied in the United States and at what level (national, state, district or school).

At the same time, we view this as a shared endeavor in which the United States not only learns from other countries but in which we also share U.S. experiences and lessons learned with other countries. $ .#0 5i95 0 ( 5 8 85#(. ,( .#)( &5*,#),#.# -5#(5-., . !# &&35 #'*),. (.5 )/(.,# -5.",)/!"5 .#0 5 / .#)(5 #*&)' 38 The Department of Education supports diplomacy through almost all of its international activities. By building and fostering relationships with !)0 ,(' (.5)Ĺƒ # &-65*)&# 3' % ,-65, - , " ,-65 / .),-65-./ (.-65 ( 5 other professionals around the world, providing leadership on education issues, and learning about and from other countries, the Department is helping to further global stability and progress and, in turn, facilitate a world-class education at home and abroad. This soft diplomacy contributes to our national security, our credibility as a leader among nations, and, ultimately, our national prosperity. The Department addresses this objective by focusing on high-priority countries or regions of the world based on U.S. government needs and priorities, engaging bilaterally with other

Íž/ am commiĆŠeÄš to Ä?encĹšmarĹŹinĹ? tĹše pracĆ&#x;ceĆ? anÄš performance of topͲ performinĹ? countrieĆ? Ä?ecauĆ?e it can ĹšeĹŻp merica acceĹŻerate acĹšieÇ€ement anÄš eĹŻeÇ€ate tĹše teacĹšinĹ? profeĆ?Ć?ion. / am conÇ€inceÄš tĹšat eÄšucaĆ&#x;on ĹŻeaÄšerĆ? can Ä?eĆŠer Ä?ooĆ?t Ć?tuÄšent ĹŻearninĹ? Ä?LJ Ç orĹŹinĹ? toĹ?etĹšer anÄš Ć?ĹšarinĹ? Ä?eĆ?t pracĆ&#x;ceĆ?Í• tĹšan Ä?LJ Ç orĹŹinĹ? aĹŻone.Í&#x; —Secretary Arne Duncan, May 24, 2011

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countries, participating in multilateral organizations, and hosting visitors who come to the United States to learn about U.S. education and share information about their countries. Äť 5 * ,.' (.5) 5 / .#)(5 ) /- -5 Äż),.-5)(5 )/(.,# -5 ( 5, !#)(-5) 5 the world that are a priority for the secretary of education and other U.S. government officials. Important factors for prioritizing countries include geopolitical significance and national security, trade relationship with the United States, size of the economy, proximity and immigration patterns, acute development needs, and the number of U.S. students abroad and foreign students in the United States.

Education diplomacy is important for building mutually beneficial and reciprocal relationships between countries. For example, the U.S. government, led by the secretary of state, has strategic partnerships with % 35 )/(.,# -65#( &/ #(!5 , 4#&65 "#( 65 ( # 65 ( 5 ( )( -# 85 (5 "5) 5 these strategic partnerships, education diplomacy plays an important role, and priorities include expanding higher education partnerships, increasing international exchange, and promoting equity in education.

For example, the United States and China have the 100,000 Strong Initiative to increase dramatically the number of Chinese students in U. S. postsecondary institutions and vice versa. The United States held higher education summits with India and Indonesia in 2011 bringing together government and private sector officials from each country to examine ways to build partnerships among institutions and to consider the role of community colleges. The U.S.-Brazil Joint Action Plan to Eliminate Racial and Ethnic Discrimination and Promote Equality is another example (see sidebar, next page). Student exchanges and student mobility across country borders are issues in the multilateral as well as the bilateral context.

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ngaging in ducaĆ&#x;on iƉloĹľacy Through Strategic WartnerĆ?hiƉĆ? h͘^Í˜Í˛ ĆŒÄ‚ÇŒĹ?ĹŻ :Ĺ˝Ĺ?Ŝƚ Ä?Ć&#x;ŽŜ WĹŻÄ‚Ĺś ƚŽ ĹŻĹ?ĹľĹ?ŜĂƚĞ ZÄ‚Ä?Ĺ?Ä‚ĹŻ ĂŜĚ ƚŚŜĹ?Ä? Ĺ?Ć?Ä?ĆŒĹ?ĹľĹ?ŜĂĆ&#x;ŽŜ ĂŜĚ WĆŒĹ˝ĹľĹ˝ĆšÄž ƋƾĂůĹ?ƚLJ dĹše U.S.Ͳ raÇŒiĹŻ :oint cĆ&#x;on WĹŻan to ĹŻiminate ZaciaĹŻ anÄš tĹšnic DiĆ?criminaĆ&#x;on anÄš Wromote Ć‹uaĹŻitLJ͕ ĹŻauncĹšeÄš in 200Ď´Í• caĹŻĹŻĆ? upon Ä?otĹš Ĺ?oÇ€ernmentĆ? to increaĆ?e coĹŻĹŻaÄ?oraĆ&#x;on Ä?LJ Ć?ĹšarinĹ? Ä?eĆ?t pracĆ&#x;ceĆ?Í• reĆ?ourceĆ? anÄš informaĆ&#x;on to aĚĚreĆ?Ć? iĆ?Ć?ueĆ? reĹŻateÄš to raciaĹŻ eĆ‹uitLJ in a Ç€arietLJ of ÄŽeĹŻÄšĆ?Í• incĹŻuÄšinĹ? eÄšucaĆ&#x;on. UnÄšer tĹše eÄšucaĆ&#x;on component of tĹše cĆ&#x;on WĹŻanÍ• raÇŒiĹŻ anÄš tĹše UniteÄš StateĆ? ĹšaÇ€e Ć?iĹ?niÄŽcantůLJ Ć?trenĹ?tĹšeneÄš tĹšeir Ä?iĹŻateraĹŻ ÄšiaĹŻoĹ?ue on maĆŠerĆ? reĹŻateÄš to increaĆ?inĹ? eĆ‹uaĹŻ opportunitLJ in eÄšucaĆ&#x;on at aĹŻĹŻ ĹŻeÇ€eĹŻĆ? anÄš ĹšaÇ€e eĆ?taÄ?ĹŻiĆ?ĹšeÄš a numÄ?er of reĹŻateÄš acĆ&#x;Ç€iĆ&#x;eĆ? or iniĆ&#x;aĆ&#x;Ç€eĆ?. ooperaĆ&#x;on unÄšer tĹše cĆ&#x;on WĹŻan aĹŻĆ?o incĹŻuÄšeĆ? a neÇ partnerĆ?Ĺšip Ä?etÇ een tĹše Ĺ?oÇ€ernment of raÇŒiĹŻ anÄš a coaĹŻiĆ&#x;on of ,iĆ?toricaůůLJ ĹŻacĹŹ oĹŻĹŻeĹ?eĆ? anÄš UniÇ€erĆ?iĆ&#x;eĆ? Íž, UĆ?Íż in tĹše UniteÄš StateĆ? tĹšat aimĆ? to increaĆ?e coĹŻĹŻaÄ?oraĆ&#x;on tĹšrouĹ?Ĺš ĹŠoint reĆ?earcŚ͕ inĆ?Ć&#x;tuĆ&#x;onaĹŻ partnerĆ?ĹšipĆ? anÄš edžcĹšanĹ?eĆ?. , U coĹŻĹŻaÄ?oraĆ&#x;on Ç itĹš raÇŒiĹŻ aĹŻĆ?o incĹŻuÄšeĆ? eÄŤortĆ? to aĚĚreĆ?Ć? topicĆ? of mutuaĹŻ intereĆ?t Ć?ucĹš aĆ? recruitmentÍ• retenĆ&#x;onÍ• Ä?riÄšĹ?e proĹ?ramĆ?Í• Sd D eÄšucaĆ&#x;on anÄš etĹšnic Ć?tuÄšieĆ?.

(5 #.#)(5.)51),%#(!51#."5 )/(.,# -5 -5* ,.5) 5 8 85!)0 ,(' (.1# 5 strategic partnerships, the Department of Education has bilateral agreements with a number countries, including, for example, Spain and 2# )65.",)/!"51"# "51 5 )&& ), . 5)(5% 35 / .#)(5#--/ -855 ),5 2 '*& 65." 5 (#. 5 . . -5 ( 5 * #(51),%5.)! ." ,5.)5 #&#. . 5." 5 learning of Spanish in the United States and English in Spain under the Plan for Joint Activities. This cooperation at the national level complements the high level of cooperation that exists between Spain and a number of U.S. states, school districts, and universities. A Memorandum of Understanding on Education between the United States and Mexico )-. ,-5 # &)!/ 5 .1 (5*)&# 3' % ,-5)(5 / .#)(5#--/ -5) 5'/./ &5 )( ,(51#."5* ,.# /& ,5 .. (.#)(5.)5 Ŀ),.-5.)5#'*,)0 5." 5+/ &#.35) 5 education for binational migrant students.

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Similarly, the United States actively participates in multilateral organizations—Asia-Pacific Economic Cooperation (APEC), East Asia /''#.5B C65 ,! (#4 .#)(5) 5 ' ,# (5 . . -5B C65 5 ( 5 A.",)/!"51"# "51 5-" , 5 -.5*, .# -5 ( 5& --)(-5& ,( 5 ( 51),%5 )&& ), .#0 &35.)5#'*,)0 5 / .#)(5" , 5 ( 5 ,) 855 (.&365 ),5 2 '*& 65." 5 65 65 ( 5 5 / .#)(5 #(#-. ,# &-5 , -- 5 such issues as teacher quality, career and technical education, technology, and higher education. The Department of Education is also helping to lead research within APEC to examine teacher quality and the preparation ) 5. " ,-5#(5- & . 5 )/(.,# -855ĝ 5 * ,.' (.51),%-5 &)- &351#."5 ." 5 5)(5' (35#--/ -65#( &/ #(!5." 5 (. ,( .#)( &5 /''#.5)(5." 5 "#(!5 ,) --#)(5 ( 5'/&.#*& 5#(. ,( .#)( &5 . 5 )&& .#)(-855 .#0#.# -5 1#."5 5#(5hfgh5#( &/ 5% 35,)& -5 ),5." 5 (#. 5 . . -5#(5." 5 ĝ#, 5 (. ,( .#)( &5 )(!, --5)(5 ) .#)( &5 ( 5 "(# &5 / .#)(5 ( 5 , #(#(!5 ( 5." 5hfgh5 ),& 5 )(!, --5)(5 * (5 / .#)( &5 -)/, -8 ĝ 5 * ,.' (.5) 5 / .#)(5 &-)5, !/& ,&35")-.-50#-#.),-5#(5% 35ŀ & -5 -5* ,.5) 5." 5 . . 5 * ,.' (.]-5 (. ,( .#)( &5 #-#.),-5 ,-"#*5 ,)!, '5B C85ĝ#-5*,)!, '5" &*-5.)5-., (!." (5 8 85, & .#)(-51#."5 other countries by providing emerging leaders with the opportunity to experience firsthand American political, economic, social and cultural life and to build long-lasting connections between Americans and delegates from other countries. In addition, the Department hosts high-level government officials, researchers and educators who come to learn about current initiatives in U.S. education and share information about their )/(.,# -]5 / .#)(5-3-. '-5 ( 5*)&#.# &5 )( #.#)(-85 (5 0 , ! 65." 5 Department of Education hosts more than 1,200 visitors from more than 140 countries each year.

Since 2000, the Department of Education has also collaborated with the U.S. Department of State to celebrate the importance and benefits of international education in the United States and around the world through ." 5 ((/ &5 (. ,( .#)( &5 / .#)(5 %8555 % (5.)! ." ,65." - 5 .#0#.# -5 ( 5#(. , .#)(-5*,)0# 5' (35#'*),. (.5 opportunities to learn from and share with other countries and to continue to foster strategic relationships.

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$ .#0 5j95 0 &)*65')(#.),5 ( 5 )(.#(/)/-&35#'*,)0 5 ]-5 #(. ,( .#)( &5 .#0#.# -5#(5 (5#(. !, . 5 ( 5 )), #( . 5' (( ,8 ĝ#-5#(. ,( .#)( &5-., . !35*,)0# -5 5 , ' 1),%5 ),5 5 #0 ,- 5 /.5 targeted set of activities that are carried out by multiple offices across the Department of Education. Implementing the strategy requires clear guidance and leadership regarding the strategy, as well as close cooperation and coordination throughout the Department. The Department is developing an annual implementation plan and is creating and refining internal processes, guidance, and mechanisms to facilitate an integrated and coordinated implementation of the strategy. And, while this is the Department of Education’s international strategy, the importance of global competencies, learning from others, and engaging internationally cuts ,)--5 #- #*&#( -65!)0 ,(' (.5 ! ( # -65 ( 5-. % ")& ,-85ĝ 5 * ,.' (.5 ) 5 / .#)(5" -5 ( 51#&&5 )(.#(/ 5.)51),%51#."5)." ,5 8 85!)0 ,(' (.5 agencies, such as the Departments of State, Commerce, and Labor and the U.S. Agency for International Development (USAID), and with global partners to promote qualitative improvements in education, to strengthen systems here and abroad, and to promote international exchange.

In Conclusion The Department of Education’s international strategy is designed to achieve the two overarching goals of improving U.S. education and advancing our nation’s international priorities. More specifically, though, it was developed to ensure the competitiveness of our nation and our 1),% ), :5 / . 5)/,5)1(5#( , -#(!&35 #0 ,- 5 8 85-) # .3:5*,)'). 5 ( .#)( &5- /,#.35 ( 5 #*&)' 3:5 ( 5-., (!." (5)/,5 #&#.35.)5 , --5 global challenges. The strategy reflects the importance of international (! ! ' (.5 -5 5 ), 5 & ' (.5#(5." 51),%5) 5." 5 * ,.' (.5) 5 Education. The strategy also reflects the importance of a world-class education for all, so that we have a nation, and a world, that is informed, (! ! 65 ( 5*, * , 5.)5 &5 Ŀ .#0 &351#."5." 5!&) &5 " && (! -5." .5 will face us.

Íž ÄšucaĆ&#x;on iĆ? noÇ tĹše ĹŹeLJ to eĹŻiminaĆ&#x;nĹ? Ĺ?enÄšer ineĆ‹uaĹŻitLJ͕ to reÄšucinĹ? poÇ€ertLJ͕ to creaĆ&#x;nĹ? a Ć?uĆ?tainaÄ?ĹŻe pĹŻanetÍ• to preÇ€enĆ&#x;nĹ? neeĚůeĆ?Ć? ÄšeatĹšĆ? anÄš iĹŻĹŻneĆ?Ć?Í• anÄš to foĆ?terinĹ? peace. nÄš in a ĹŹnoÇ ĹŻeÄšĹ?e economLJ͕ eÄšucaĆ&#x;on iĆ? tĹše neÇ currencLJ Ä?LJ Ç ĹšicĹš naĆ&#x;onĆ? maintain economic compeĆ&#x;Ć&#x;Ç€eneĆ?Ć? anÄš Ĺ?ĹŻoÄ?aĹŻ proĆ?peritLJ. ÄšucaĆ&#x;on toÄšaLJ iĆ? inĆ?eparaÄ?ĹŻe from tĹše ÄšeÇ€eĹŻopment of Ĺšuman capitaĹŻ.Í&#x; —Secretary Arne Duncan, March 3, 2011

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( (). 1 The inventory of the U.S. Department of Education’s international programs and activities provides a description of all international programs and activities, including /( #(!85 .5#-5 0 #& & 5 ,)'5." 5 (. ,( .#)( &5 Äż #,-5 Ĺƒ 5 .5." 5 * ,.' (.5) 5 / .#)(65 (. ,( .#)( &8 Äż #,-H 8!)0855 2 Education for Global Leadership: The Importance of International Studies and Foreign Language Education for U.S. Economic and National Security, Washington, DC: Committee for Economic Development, 2006.

3 U.S. Education Reform and National Security ( Joel Klein and Condoleezza Rice, eds.).

15 ),%65 95 )/( #&5)(5 ), #!(5 & .#)(-65hfgh85 4 International Education and Foreign Languages: Keys to Securing America’s Future (Mary && (5 ] )(( &&5 ( 5 ( .5 85 ),1)) 65 -8C65 -"#(!.)(65 95 .#)( &5 - , "5 Council, 2007.

5 A National Strategic Narrative (Mr. Y, a pseudonym for Captain Wayne Porter, USN, ( 5 )&)( &5 ,%5^ / %_5 3%& 365 C85 -"#(!.)(65 95 )) ,)15 #&-)(5 International Center for Scholars, 2011.

6 Educating for Global Competence: Preparing Our Youth to Engage the World5B ,)(# 5 )#25 (-#&& 5 ( 5 (.")(35 %-)(65 -C85 )/( #&5) 5 "# 5 . . 5 "))&5 Ĺƒ ,-]55 . *-5 (#.# .#0 5 ( 5." 5 -# 5 ) # .35 ,.( ,-"#*5 ),5 &) &5 ,(#(!85 15 ),%65 95 -# 5 Society, 2011. m5Äť 5 )'')(5 ), 5 . . 5 . ( , -5 (#.# .#0 5#-5 5-. . 7& 5 Äż),.5 )), #( . 5 35." 5 .#)( &5 )0 ,(),-5 --) # .#)(5 ( 5." 5 )/( #&5) 5 "# 5 . . 5 "))&5 Ĺƒ ,-85Äť 5 standards were developed in collaboration with teachers, school administrators, and 2* ,.-65.)5*,)0# 5 5 & ,5 ( 5 )(-#-. (.5 , ' 1),%5.)5*, * , 5)/,5 "#& , (5 ),5 )&& ! 5 ( 5." 51),% ), 855 )-.5-. . -5" 0 5 )*. 5." - 5-. ( , -85 8 See the inventory of the U.S. Department of Education’s international programs and .#0#.# -65 0 #& & 5 ,)'5." 5 (. ,( .#)( &5 Äż #,-5 Ĺƒ 5 .5." 5 * ,.' (.5) 5 / .#)(65 (. ,( .#)( &8 Äż #,-H 8!)085 9 For example, the Department’s International Data Explorer (www.nces.ed.gov/ international/ide) is a web-based analysis tool that has made the international data more accessible.

The Department of Education's mission is to promote student achievement and preparation for global dŚĞ ĞƉĂƌƚŵĞŶƚ ŽĨ ĚƵĐĂƟŽŶ͛Ɛ ŵŝƐƐŝŽŶ ŝƐ ƚŽ ƉƌŽŵŽƚĞ ƐƚƵĚĞŶƚ ĂĐŚŝĞǀĞŵĞŶƚ ĂŶĚ ƉƌĞƉĂƌĂƟŽŶ ĨŽƌ ŐůŽďĂů ĐŽŵƉĞƟƟǀĞŶĞƐƐ ďLJ competitiveness by fostering educational excellence and ensuring equal access.

ĨŽƐƚĞƌŝŶŐ ĞĚƵĐĂƟŽŶĂů ĞdžĐĞůůĞŶĐĞ ĂŶĚ ĞŶƐƵƌŝŶŐ ĞƋƵĂů ĂĐĐĞƐƐ͘ www.ed.gov

www.ed.gov