Principal Attrition and Mobility: Results From the 2012–13 Principal Follow-up Survey
Source: National Center for Education Statistics
The Principal Follow-up Survey (PFS), first conducted in school year 2008-09, is a component of the 2011-12 Schools and Staffing Survey (SASS). The 2012-13 PFS was administered in order to provide attrition rates for principals in K-12 public and private schools. The goal was to assess how many principals in the 2011-12 school year still worked as a principal in the same school in the 2012-13 school year, how many had moved to become a principal in another school, and how many had left the principalship.
The Productivity of Public Charter Schools
Source: University of Arkansas Department of Education Reform
People often wish to know how much “bang they get for their buck.” This calculation is often referred to as productivity and is measured either as cost effectiveness or return on investment (ROI). This report represents the first-ever national study tying funding to student achievement and measuring the productivity of public charter schools relative to traditional public schools. It was crafted by six researchers with more than 70 years of collective experience in the field of public finance and school funding.
Guidelines for Digital Newspaper Preservation Readiness
Source: Educopia Institute
Libraries and other cultural memory organizations curate a substantial body of digital newspaper content. The genesis of these collections is often a series of iterative and cumulative digitization and born-digital acquisitions with idiosyncratic and ad-hoc data storage structures that vary radically in their file types, structures, and metadata. These institutions have limited resources to expend on the normalization or restructuring of their legacy digital content.
The NEH-funded Chronicles in Preservation project has produced a set of Guidelines that explicitly differentiate between the essential and the optimal in preservation readiness activities and that document the incremental steps that institutions may take to move from the essential to the optimal level of preservation readiness for their digital newspapers.
If institutions believe that they are incapable of readying their content for preservation according to emerging standards and guidelines, they may not take any action at all. If they instead can engage in an incremental process that allows them to begin preserving content now, while slowly and steadily building toward an optimal level of preservation readiness, they will be more likely to participate in preservation activities now.
Around one in seven students in the 13 OECD countries and economies that took part in the first OECD PISA international assessment of financial literacy are unable to make even simple decisions about everyday spending, and only one in ten can solve complex financial tasks.
Some 29 000 15 year-olds in 18 countries and economies* took part in the test, which assessed the knowledge and skills of teenagers in dealing with financial issues, such as understanding a bank statement, the long-term cost of a loan or knowing how insurance works.
Shanghai-China had the highest average score in financial literacy, followed by the Flemish Community of Belgium, Estonia, Australia, New Zealand, the Czech Republic and Poland.
The gender gap in financial literacy was much smaller than in OECD PISA tests in maths or reading, with there being no significant difference between the performance of boys and girls, except in Italy.
But the inequality gap mirrors that in key school subjects: more socio-economically advantaged students scored much higher than less-advantaged students on average across participating OECD countries and economies. Non-immigrant students also performed slightly better than immigrant students from a similar socio-economic status. The gap between the two groups is larger than the OECD average in the Flemish Community of Belgium, Estonia, France, Slovenia and Spain.
The survey also revealed that skills in mathematics and reading are very closely related to financial literacy. However, high proficiency in one of these subjects does not always signal strong performance in financial literacy.
Workforce Innovation and Opportunity Act Frequently Asked Questions (PDF)
Source: U.S. Department of Labor
WOIA authorizes key employment and training programs and the American Job Center (referred to as One-Stop Center in the law) service delivery system to help workers acquire the tools and skills they need to be successful and to connect employers to the skilled workers they need. WIOA aligns the “core” programs to provide coordinated, comprehensive services. The core programs are: (1) Adult, Dislocated Worker and Youth formula programs administered by DOL; (2) the Adult Education and Literacy programs administered by the Department of Education (ED); (3) Wagner-Peyser Employment Service program administered by DOL; and (4) and the programs under title I of the Rehabilitation Act that provide services to individuals with disabilities administered by the ED. Other programs administered by DOL that are authorized under title I of WIOA include: Job Corps, YouthBuild, Indian and Native American programs, Migrant and Seasonal Farmworker programs, and evaluation and multistate projects.
Part of the Solution: Pre-Baccalaureate Healthcare Workers in a Time of Health System Change
Source: Brookings Institution
Healthcare occupations account for a large and growing share of the workforce and span the education and earnings continuum. Although many discussions of the healthcare workforce focus on doctors and other occupations requiring advanced degrees, the healthcare system would not function without pre-baccalaureate workers—those with less than a bachelor’s degree. These workers perform a variety of clinical, assistive, and administrative tasks, and like all healthcare staff, should be working at their full level of competence in order to achieve the “triple aim” of improving the experience of care, improving health outcomes, and reducing per capita costs.
While individuals with less than a bachelor’s degree work in multiple healthcare occupations, they are overwhelmingly concentrated in a subset of occupations. This report identifies the 10 largest “pre-baccalaureate” healthcare occupations, those in which substantial shares of workers—ranging from 39 percent to 94 percent—have less than a bachelor’s degree, and focuses on those workers in the 10 occupations, unless otherwise noted.
Enterprising States 2014: Re-Creating Equality and Opportunity
Source: U.S. Chamber of Commerce
The U.S. Chamber of Commerce Foundation has released its annual Enterprising States study, offering an in-depth look at the free enterprise policies being implemented to promote economic growth at the state and local levels.
Now in its fifth edition, the Enterprising States study measures state performance overall and across five policy areas important for job growth and economic prosperity. Those five areas include:
- Talent Pipeline
- Exports and International Trade
- Technology and Entrepreneurship
- Business Climate
The 2014 report relates these policies and practices to the need for collaboration between education, workforce development, and economic development to positively combat the nation’s growing skills gap.
Helping build financial capability across America
Source: Consumer Financial Protection Bureau
We just published our second annual financial literacy report to Congress. It outlines our strategy and what we’ve done over the past year to enhance financial literacy and capability. In the report, you’ll find out about the tools and information we provide to help consumers navigate financial choices. You’ll see how we collaborate with organizations that reach consumers where they are, and how we research effective approaches to financial education.
Financial literacy is gaining attention worldwide. For the first time, a study of educational achievement has compared the financial literacy of young people across the globe. The results show that 15-year-olds in the United States are in the middle of the pack, compared to their peers in 17 other nations and regions that participated in the study.
We’ll put these results to work—collaborating with other government and educational agencies to look at promising solutions, innovative approaches, and scalable strategies for educating the next generation of young Americans.
Return on Educational Investment: 2014 — A District-by-District Evaluation of U.S. Educational Productivity
Return on Educational Investment: 2014 — A District-by-District Evaluation of U.S. Educational Productivity
Source: Center for American Progress
In 2011, the Center of American Progress released the first-ever attempt to evaluate the productivity of almost every major school district in the country. That project developed a set of relatively simple productivity metrics in order to measure the achievement that a school district produces relative to its spending, while controlling for factors outside a district’s control, such the cost of living and students living in poverty.
The findings of that first report were worrisome and underscored the fact that the nation suffers from a productivity crisis. The data suggested that low productivity might cost the nation’s school system billions of dollars a year. What’s more, too few states and districts tracked the bang that they received for their education buck.
In this updated report, CAP uses these same metrics to once again examine the productivity of the nation’s school districts. We embarked on this second evaluation for a number of reasons. In many areas, education leaders continue to face difficult budget choices, and more than 300,000 education-related jobs have been lost since the start of the Great Recession. At the same time, the advent of the new, more rigorous Common Core standards will demand that far more from educators, including better, tougher exams. In short, many educators are being asked to do more with less.
But still, school productivity has not become part of the reform conversation, and with this project, our hope is to shine a light on how productivity differs across districts, as well as to identify key areas of reform. Moreover, for the first time, we conducted a special analysis of educational fiscal practices, diving deep into state budgeting approaches. We believe that if our education system had a more robust way of tracking expenditures, it could do more to increase productivity. Together with this report, we have also released analysis by CAP Senior Policy Analyst Robert Hanna on twin districts. Hanna’s analysis looks more closely at the programs and practices of more effective districts.
The Education Directory for Children With Special Needs
Source: U.S. Department of Defense
The Education Directory for Children With Special Needs provides military families with children with special needs the information they need to make informed assignment decisions and easier transitions.
The directory consists of two components:
- The Early Intervention Directory focusing on early intervention services for children birth through 3 years old
- The School-Age Directory focusing on education services for children with special needs, 3 through 21 years old
Both provide tools and resources to help with the transition to a new location. The Early Intervention Directory summarizes national and state level early intervention trends and includes descriptions of local early intervention service providers. The School-Age Directory summarizes national and state level trends for special education and includes descriptions of individual school districts.
Note: Not just for military families. Lots of good info here.
The Brink of Renewal: A Business Leader’s Guide to Progress in America’s Schools
Source: Boston Consulting Group
Major cities in the U.S. are committed to improving education, and their resolve is beginning to bear fruit. Cities such as Boston, New York, New Orleans, Dallas, and Denver have made measurable progress in student achievement and graduation rates. Denver, for example, boosted on-time graduation rates from 38.7 percent to 61.3 percent over a recent six-year period.
However, while individual examples of progress are heartening (and worth celebrating), the big picture isn’t nearly as bright.
On the whole, the nation’s preK-12 education system continues to be plagued by low overall achievement, wide achievement gaps, and uncertain prospects for the future. Consider just one indicator: the U.S. spends more on its schools than almost all other industrialized nations, and yet its students still lag behind their global peers—performing at or below average on many international measures.
It’s no surprise that pessimism prevails. In a recent Harvard Business School survey on U.S. competitiveness, the nearly 7,000 business leaders who responded named preK-12 education among the greatest weaknesses in the U.S. business environment. A significant majority also said they believe the U.S. is falling behind in preK-12 education compared with other nations.
Despite the troubling data, we believe that today can represent a historic turning point for U.S. schools. Promising trends, some decades in the making, are converging to make a transformation of the U.S. education system possible.
Impact of Finances 50+ Training Classes on Individuals’ Financial Behaviors
Source: AARP Research
AARP Foundation, in collaboration with Charles Schwab Foundation, designed and disseminated a financial capability curriculum targeted to the 50+ age group to approximately 11 organizations nationwide. Classes were offered beginning in September 2012 through December 2013. Approximately 2,775 people participated in these classes.
The purpose of the report is to evaluate the impact of the financial training by:
- Comparing behaviors relating to key financial topics before and after participating in the class
- Determining whether desired financial behaviors increased after participating in the class
A pre-test post-test evaluation methodology was designed by AARP in which financial behaviors, including behaviors around spending, saving, budgeting, investing, handling debt, etc., were measured prior to training and at two follow-up time points (3- and 6-month post training). Analysis of respondents’ financial behaviors pre- and post-training reveals notable findings on the impact of the training classes:
1. Participants’ levels of anxiety about their financial situations decreased significantly from before to after the training, with the proportion “very worried” dropping by 36% (from 22% to 14%) from pre-training to six months post-training, while those “not very/not at all worried” increased 24% (from 34% to 42%) during the same time period.
2. Participant scores on the Financial Management Behavior Scale (FMBS) measured at three points in time show that there was a statistically significant improvement in average scale scores pre- and post-training.
3. Looking at other discrete indicators of change in financial behaviors, most significant post-training (6-month) change was found in the following “positive” behaviors:
- calculating net worth
- reducing financial fees
- reducing spending and/or increasing earnings
- prioritizing debt payment
- reviewing credit card statement
Likewise, frequency of some “negative” behaviors declined significantly 6 months post, including:
- being overdrawn
- being contacted by a collector
- taking out a payday loan
4. Developing a clear financial goal was a major accomplishment for those who took the training, with a 50% improvement rate in participants setting a goal. Among those with a defined goal, the proportion with an Action Plan increased 40% by the end of the study period.
2013-2014 COSLA Survey: Overview Results from the American Library Association’s survey of Chief Officers of State Library Agencies
2013-2014 COSLA Survey: Overview Results from the American Library Association’s survey of Chief Officers of State Library Agencies (PDF)
Source: American Library Association
Libraries continue to provide their vital community service despite the cuts of the past five years. There continue to be reductions in hours and flat budgets – but perhaps the constant budget cuts are leveling off for public libraries. That flattening (and some increases) may not recover losses from years of state belt-tightening, highlighted in our trend graph.
Public libraries continue to look for ways to keep pace with broadband needs –few respondents feel that their libraries are prepared to handle the bandwidth loads in the coming years.
Remedial Reporting Steering Committee Calls for Common Method for Remedial Reporting (PDF)
Source: Education Commission of the States
The Education Commission of the States (ECS) today revealed a lack of consistency across the states on how remediation is measured and reported through their new report, A Cure for Remedial Reporting Chaos: Why the U.S. Needs a Standard Method for Measuring Preparedness the First Year of College . The report analyzed how states identify, track and report the number of students referred to remedial instruction in postsecondary school.
Thirty states were found to issue annual reports for all institutions and postsecondary systems that offer remediation, yet, only 13 states of these states provide feedback to high schools on their graduates’ needs for college remedial classes.
+ Full Report (PDF)