E.D. Owes Rhode Island Agency $2.7 Million, Judge Rules

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

A federal judge has ruled that the U.S. Education Department owes $2.7 million to a Rhode Island agency that guarantees student loans.

U.S. District Judge Ernest C. Torres said in a decision released Oct. 26 that the department broke a contract with the Rhode Island Higher Education Assistance Authority when it withheld the money to comply with a 1987 federal deficit-reduction law.

Judge Torres did not address questions of constitutionality and due process.

The Rhode Island decision is the latest in a series relating to the federal department's implementation of a decision that required loan-guarantee agencies to reduce their reserves.

While some guarantee agencies have received favorable rulings at the district-court level, they have not been successful in the federal appellate courts or upon appeal to the U.S. Supreme Court. The High Court last month declined to hear appeals from five guarantee agencies.

Education Department officials have not seen the ruling and declined to comment, a spokesman said.

The two teachers' unions in Florida have met to discuss the ground rules for holding formal talks on merging the two organizations, officials of the two organizations said.

In a joint announcement, the presidents of the Florida Education Association/United and Florida Teaching Profession-National Education Association said they believe "the financial and substantive issues confronting public education in Florida require a more concerted approach to public policy."

The possibility of merging the National Education Association and the American Federation of Teachers at the national level arose at both unions' conventions last summer. (See Education Week, Aug. 1, 1990.)

Some observers have suggested that state organizations will be encouraged to merge as a prelude to national merger.

Jeff Wright, president of the F.T.P.-N.E.A., said he had "no idea" whether the talks will actually lead to merger of the two organizations. "We're way, way, away from any substantive discussion," Mr. Wright added.

Vol. 10, Issue 10

Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented

Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >