Archive for the ‘postsecondary’ Category

New From the GAO

January 22, 2015 Comments off

New From the GAO
Source: Government Accountability Office


1. Job Corps: Assessment of Internal Guidance Could Improve Communications with Contractors. GAO-15-93, January 22.
Highlights –

2. African Growth and Opportunity Act: USAID Could Enhance Utilization by Working with More Countries to Develop Export Strategies. GAO-15-218, January 22.
Highlights –


1. Higher Education: Education Should Strengthen Oversight of Schools and Accreditors. GAO-15-59, December 22.
Highlights –

On January 22, 2015, GAO reissued this report to revise the first sentence of footnote 11, page 49.

On the Front Line of Child Protection

January 22, 2015 Comments off

On the Front Line of Child Protection
Source: Boston Consulting Group

  • An outstanding social worker can transform the lives of disadvantaged children and help them reach their full potential. But attracting high-caliber job candidates is not easy.
  • In a 2012 survey, 70 percent of 600 industry professionals reported that newly qualified social workers were entering the profession with insufficient skills and experience to begin practicing.
  • Frontline’s cost-effective program combines an innovative curriculum, a five-week summer institute, 12 months of supervised on-the-job training, and an ongoing leadership-development course.

Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering (2015)

January 21, 2015 Comments off

Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering (2015)
Source: National Research Council

The undergraduate years are a turning point in producing scientifically literate citizens and future scientists and engineers. Evidence from research about how students learn science and engineering shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering? Are there ways of thinking that hinder or help their learning process? Which teaching strategies are most effective in developing their knowledge and skills? And how can practitioners apply these strategies to their own courses or suggest new approaches within their departments or institutions? Reaching Students strives to answer these questions.

Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way.

The research-based strategies in Reaching Students can be adopted or adapted by instructors and leaders in all types of public or private higher education institutions. They are designed to work in introductory and upper-level courses, small and large classes, lectures and labs, and courses for majors and non-majors. And these approaches are feasible for practitioners of all experience levels who are open to incorporating ideas from research and reflecting on their teaching practices. This book is an essential resource for enriching instruction and better educating students.

National Academies Press — Most Downloaded Reports in 2014

January 13, 2015 Comments off

College Counseling in High Schools: Advising State Policy

January 12, 2015 Comments off

College Counseling in High Schools: Advising State Policy (PDF)
Source: Education Commission of the States

Key Takeaways

High schools sending more students to four-year postsecondary institutions have distinctly different practices and counselor attitudes than high schools sending fewer students to four-year institutions.

Research supports high-impact, low-cost approaches such as college coaching and texting initiatives that can especially help low-income and firstgeneration college-goers.

Emerging state policies and initiatives are aligned with these approaches.

Fact Sheet — White House Unveils America’s College Promise Proposal: Tuition-Free Community College for Responsible Students

January 9, 2015 Comments off

White House Unveils America’s College Promise Proposal: Tuition-Free Community College for Responsible Students
Source: White House

Nearly a century ago, a movement that made high school widely available helped lead to rapid growth in the education and skills training of Americans, driving decades of economic growth and prosperity. America thrived in the 20th century in large part because we had the most educated workforce in the world. But other nations have matched or exceeded the secret to our success. Today, more than ever, Americans need more knowledge and skills to meet the demands of a growing global economy without having to take on decades of debt before they even embark on their career.

Today the President is unveiling the America’s College Promise proposal to make two years of community college free for responsible students, letting students earn the first half of a bachelor’s degree and earn skills needed in the workforce at no cost. This proposal will require everyone to do their part: community colleges must strengthen their programs and increase the number of students who graduate, states must invest more in higher education and training, and students must take responsibility for their education, earn good grades, and stay on track to graduate. The program would be undertaken in partnership with states and is inspired by new programs in Tennessee and Chicago. If all states participate, an estimated 9 million students could benefit. A full-time community college student could save an average of $3,800 in tuition per year.

In addition, today the President will propose a new American Technical Training Fund to expand innovative, high-quality technical training programs similar to Tennessee Tech Centers that meet employer needs and help prepare more Americans for better paying jobs. These proposals build on a number of historic investments the President has made in college affordability and quality since taking office, including a $1,000 increase in the maximum Pell Grant award to help working and middle class families, the creation of the $2,500 American Opportunity Tax Credit, reforming student loans to eliminate subsidies to banks to invest in making college more affordable and keeping student debt manageable, and making available over $2 billion in grants to connect community colleges with employers to develop programs that are designed to get hard-working students good jobs.

DACA Recipients’ Educational Prospects Shaped by Differing Tuition and Financial Aid Policies, and Varying Levels of Legal and Other Support across U.S., New Report Finds

January 8, 2015 Comments off

DACA Recipients’ Educational Prospects Shaped by Differing Tuition and Financial Aid Policies, and Varying Levels of Legal and Other Support across U.S., New Report Finds
Source: Migration Policy Institute

Given the wide differences in college costs and state policies regarding tuition and financial aid for unauthorized students, higher education opportunities for recipients of the Deferred Action for Childhood Arrivals (DACA) program are driven largely by their state of residence, a new Migration Policy Institute (MPI) report based on fieldwork in seven states finds. Community college tuition and fees at institutions examined for the report range from $600 for 12 credit hours at California community colleges to $4,500 at a metro-area college in Georgia, which bars DACA recipients and all unauthorized immigrants from in-state tuition.

Offering the first in-depth look at educational institutions’ involvement with DACA during its first two years, the report also finds great variation in the responses of adult education systems to DACA. Support has been hindered in many states by severe capacity constraints as well as a limited understanding, in some cases, of the DACA program’s rules. And a few states bar unauthorized immigrants from enrollment in federally funded adult education programs, which for many are a requirement for DACA eligibility.


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