Archive

Archive for the ‘education’ Category

Exploring Gender Imbalance Among STEM Doctoral Degree Recipients

October 29, 2014 Comments off

Exploring Gender Imbalance Among STEM Doctoral Degree Recipients
Source: American Institutes for Research

Gender imbalance in doctoral education in science, technology, engineering, and mathematics (STEM) fields raises important questions about the extent to which women experience differential access, encouragement, and opportunity for academic advancement. Through primary school and middle school, girls and boys typically indicate an equal interest and demonstrate equivalent levels of achievement on several science and mathematical indicators, but girls’ interest in pursuing scientific degrees and careers wanes by high school.

Accurately identifying the nature of the imbalance is an important first step in addressing it. The alternate method used in this brief to account for the gender breakdown among undergraduate degree recipients provides a more reliable gauge of gender imbalance at the doctoral level.

About these ads

How Was Life? Global Well-being since 1820

October 28, 2014 Comments off

How Was Life? Global Well-being since 1820
Source: OECD

How was life in 1820, and how has it improved since then? What are the long-term trends in global well-being? Views on social progress since the Industrial Revolution are largely based on historical national accounting in the tradition of Kuznets and Maddison. But trends in real GDP per capita may not fully re­flect changes in other dimensions of well-being such as life expectancy, education, personal security or gender inequality. Looking at these indicators usually reveals a more equal world than the picture given by incomes alone, but has this always been the case? The new report How Was Life? aims to fill this gap. It presents the first systematic evidence on long-term trends in global well-being since 1820 for 25 major countries and 8 regions in the world covering more than 80% of the world’s population. It not only shows the data but also discusses the underlying sources and their limitations, pays attention to country averages and inequality, and pinpoints avenues for further research.

The How Was Life? report is the product of collaboration between the OECD, the OECD Development Centre and the CLIO-INFRA project. It represents the culmination of work by a group of economic historians to systematically chart long-term changes in the dimensions of global well-being and inequality, making use of the most recent research carried out within the discipline. The historical evidence reviewed in the report is organised around 10 different dimensions of well-being that mirror those used by the OECD in its well-being report How’s Life? (www.oecd.org/howslife), and draw on the best sources and expertise currently available for historical perspectives in this field. These dimensions are:per capita GDP, real wages, educational attainment, life expectancy, height, personal security, political institutions, environmental quality, income inequality and gender inequality.

Federal School Finance Reform: Moving Toward Title I Funding Following the Child

October 24, 2014 Comments off

Federal School Finance Reform: Moving Toward Title I Funding Following the Child
Source: Reason Foundation

The Elementary and Secondary Education Act (ESEA) was signed into law in 1965 as part of President Lyndon Johnson’s “war on poverty.” The Act was designed to help disadvantaged students meet challenging state academic standards. Originally authorized in 1970, the ESEA has been reauthorized routinely through the early 2000s. The last authorization of ESEA came in the form of the No Child Left Behind Act of 2001 (NCLB), which expired in 2007.

While Congress has not reauthorized the ESEA since the expiration of NCLB, most ESEA programs still receive appropriations. As it is currently written in federal statutes, the ESEA contains eight titles each directing federal funding toward different initiatives, all of which aim to improve education for disadvantaged students. At the crux of the ESEA is the Title I program, as it is the most far-reaching and heavily funded. Where other titles under the ESEA outline grants to states for specific initiatives—like teacher training, school choice, English language instruction or state assessments—Title I grants go toward any and all students who qualify as low-income.

The Title I program has fallen under scrutiny in the last decade. A common complaint is that stipulations in the legislation do not address funding inequities between Title I and non-Title I schools.

Initiatives from Preschool to Third Grade: A Policymaker’s Guide

October 24, 2014 Comments off

Initiatives from Preschool to Third Grade: A Policymaker’s Guide (PDF)
Source: Education Commission of the States

This reference guide addresses effective strategies to support children on their path to third-grade academic success and details the foundations of effective P-3 approaches. It is organized in response to the two types of questions policymakers most commonly ask ECS about P-3 approaches: What are effective strategies to support children on their path to third-grade academic success, and what are the foundations of any effective P-3 approach

Bullying of Students with Disabilities Addressed in Guidance to America’s Schools

October 23, 2014 Comments off

Bullying of Students with Disabilities Addressed in Guidance to America’s Schools
Source: U.S. Department of Education

As part of National Bullying Prevention Awareness Month, the U.S. Education Department’s Office for Civil Rights (OCR) today issued guidance to schools reminding them that bullying is wrong and must not be tolerated—including against America’s 6.5 million students with disabilities.

The Department issued guidance in the form of a letter to educators detailing public schools’ responsibilities under Section 504 of the Rehabilitation Act and Title II of Americans with Disabilities Act regarding the bullying of students with disabilities. If a student with a disability is being bullied, federal law requires schools to take immediate and appropriate action to investigate the issue and, as necessary, take steps to stop the bullying and prevent it from recurring.

The Middle-Class Squeeze: A Picture of Stagnant Incomes, Rising Costs, and What We Can Do to Strengthen America’s Middle Class

October 21, 2014 Comments off

The Middle-Class Squeeze: A Picture of Stagnant Incomes, Rising Costs, and What We Can Do to Strengthen America’s Middle Class
Source: Center for American Progress

The American middle class is in trouble.

The middle-class share of national income has fallen, middle-class wages are stagnant, and the middle class in the United States is no longer the world’s wealthiest.

But income is only one side of the story. The cost of being in the middle class—and of maintaining a middle-class standard of living—is rising fast too. For fundamental needs such as child care and health care, costs have risen dramatically over the past few decades, taking up larger shares of family budgets. The reality is that the middle class is being squeezed. As this report will show, for a married couple with two children, the costs of key elements of middle-class security—child care, higher education, health care, housing, and retirement—rose by more than $10,000 in the 12 years from 2000 to 2012, at a time when this family’s income was stagnant.

As sharp as this squeeze can be, the pain does not stop at one family, or even at millions of families. Because of the critical role that middle-class consumers play in creating aggregate demand, the American economy is in trouble when the American middle class is in trouble. And the long-term health of the U.S. economy is at risk if financially squeezed families cannot afford—and smart public policies do not support—developing the next generation of America’s workforce. It is this workforce that will lead the United States in an increasingly open and competitive global economy.

This report provides a snapshot of the American middle class and those struggling to become a part of it. It focuses on six key pillars that can help define security for households: jobs, early childhood programs, higher education, health care, housing, and retirement. Each chapter is both descriptive and prescriptive—detailing both how the middle class is doing and what policies can help it do better.

CRS — Cybersecurity: Authoritative Reports and Resources, by Topic (October 14, 2014)

October 20, 2014 Comments off

Cybersecurity: Authoritative Reports and Resources, by Topic (PDF)
Source: Congressional Research Service (via Federation of American Scientists)

This report provides references to analytical reports on cybersecurity from CRS, other government agencies, trade associations, and interest groups. The reports and related websites are grouped under the following cybersecurity topics:
• policy overview
• National Strategy for Trusted Identities in Cyberspace (NSTIC)
• cloud computing and FedRAMP
• critical infrastructure
• cybercrime, data breaches, and data security
• national security, cyber espionage, and cyberwar (including Stuxnet)
• international efforts
• education/training/workforce
• research and development (R&D)

In addition, the report lists selected cybersecurity-related websites for congressional and government agencies, news, international organizations, and organizations or institutions.

Follow

Get every new post delivered to your Inbox.

Join 944 other followers