Education and Literacy;Race and Ethnicity
Clearly class is a powerful cross-cutting factor in explaining postsecondary differences among all students. Yet, controlling for income, race matters: taken together, lower-income AfricanAmerican and Hispanic students just don't do as well as lower-income whites. We find that white students (45%) in the lower half of the family income distribution drop out of college much less frequently than African Americans (55%) and Hispanics (59%).
These lower-income whites get Bachelor's degrees at nearly twice the rate of African Americans and Hispanics and obtain many fewer sub-baccalaureate degrees. In particular, African-American students get substantially more certificates.
Class and race overlap and are most virulent in combination. Along with many other researchers, we find that the reason for persistent racial inequality begins with the fact that African Americans and Hispanics seem to face barriers not faced by whites.
Unequal educational and career outcomes for economically disadvantaged whites can be explained with variables like family income, parental education, and peer expectations. These same variables do not fullyexplain African American and Hispanic educational and economic outcomes. Earlier research shows income effects are more fully explained by observable things, like peer group and tutoring, while differences by race are not so easy to pin down. The preponderance of evidence supports the premise that the disadvantages of race and income must be considered separately in most cases. Yes, differences in readiness and income explain differences in academic and life outcomes; but, independently, so do race and ethnicity.
August 1970
Geographic Focus: North America / United States
Education and Literacy, Employment and Labor
In "Patching the Pipeline: Addressing Teacher Satisfaction and Retention in Duval County," the Jacksonville Public Education Fund provides a comprehensive look at the last five cohorts of new teachers in Duval County Public Schools, and conducts a survey of all teachers in the district to get their opinions about a wide variety of different factors.
This report details the turnover among new teachers in Duval County Public Schools -- half leave in the first five years -- and raises the voices of teachers themselves about what factors keep them in the classroom.
August 1970
Geographic Focus: North America-United States (Southern)-Florida-Duval County
The American Dream is imperiled. Upward mobility, the contract between one generation of Americans and the next, is under siege. Once unchallenged, this nation's primacy in college graduation rates has already been overtaken by committed competitors from abroad. The nation can take great pride in what America's community colleges have accomplished, but the message of this Commission is simple and direct: If community colleges are to contribute powerfully to meeting the needs of 21st-century students and the 21st-century economy, education leaders must reimagine what these institutions are -- and are capable of becoming.
In a rapidly changing America and a drastically reshaped world, the ground beneath the nation's feet has shifted so dramatically that community colleges need to reimagine their roles and the ways they do their work. The premise of this Commission can be summarized in three sentences: The American Dream is at risk. Because a highly educated population is fundamental to economic growth and a vibrant democracy, community colleges can help reclaim that dream. But stepping up to this challenge will require dramatic redesign of these institutions, their mission, and, most critically, their students' educational experiences.
August 1970
Geographic Focus: North America / United States
Six years ago this summer, the financial crisis began when the first warning tremors were felt in our credit markets, and U.S. citizens began to hear new terms like mortgage-backed securities, subprime loans and credit default swaps. The financial crisis and recession also exposed behaviors that indicate low levels of financial literacy across the nation. Many people purchased homes they could not afford using unsound financial products they did not understand. As a result, mortgage defaults, foreclosure rates, personal credit defaults and bankruptcy rates reached near record highs.
According to the 2013 Consumer Financial Literacy Survey, 43 percent of adults worry that they do not have enough rainy day savings for an emergency, 31 percent have not saved anything for retirement, 31 percent have no savings, and 26 percent do not pay their bills on time. The behaviors underlying this data suggest a severe lack of personal finance knowledge and skill.
Such negative financial outcomes and low levels of consumer knowledge and confidence have made it crystal clear that financial literacy in America should be a national priority. Moreover, studies have shown that financial literacy is linked to positive outcomes like wealth accumulation, stock market participation, retirement planning, and avoiding high-cost alternative financial services like payday lending and auto title loans.
To avoid another financial crisis in the future and to improve personal finance outcomes for American citizens, our nation must be educated in personal finance. A great place to start is with our K-12 students. In too many of our states, our youth receive little if any personal finance training in middle school, high school and college.
August 1970
Geographic Focus: North America / United States
Six years ago this summer, the financial crisis began when the first warning tremors were felt in our credit markets, and U.S. citizens began to hear new terms like mortgage-backed securities, subprime loans and credit default swaps. The financial crisis and recession also exposed behaviors that indicate low levels of financial literacy across the nation. Many people purchased homes they could not afford using unsound financial products they did not understand. As a result, mortgage defaults, foreclosure rates, personal credit defaults and bankruptcy rates reached near record highs.
According to the 2013 Consumer Financial Literacy Survey, 43 percent of adults worry that they do not have enough rainy day savings for an emergency, 31 percent have not saved anything for retirement, 31 percent have no savings, and 26 percent do not pay their bills on time. The behaviors underlying this data suggest a severe lack of personal finance knowledge and skill.
Such negative financial outcomes and low levels of consumer knowledge and confidence have made it crystal clear that financial literacy in America should be a national priority. Moreover, studies have shown that financial literacy is linked to positive outcomes like wealth accumulation, stock market participation, retirement planning, and avoiding high-cost alternative financial services like payday lending and auto title loans.
To avoid another financial crisis in the future and to improve personal finance outcomes for American citizens, our nation must be educated in personal finance. A great place to start is with our K-12 students. In too many of our states, our youth receive little if any personal finance training in middle school, high school and college.
August 1970
Geographic Focus: North America / United States
Six years ago this summer, the financial crisis began when the first warning tremors were felt in our credit markets, and U.S. citizens began to hear new terms like mortgage-backed securities, subprime loans and credit default swaps. The financial crisis and recession also exposed behaviors that indicate low levels of financial literacy across the nation. Many people purchased homes they could not afford using unsound financial products they did not understand. As a result, mortgage defaults, foreclosure rates, personal credit defaults and bankruptcy rates reached near record highs.
According to the 2013 Consumer Financial Literacy Survey, 43 percent of adults worry that they do not have enough rainy day savings for an emergency, 31 percent have not saved anything for retirement, 31 percent have no savings, and 26 percent do not pay their bills on time. The behaviors underlying this data suggest a severe lack of personal finance knowledge and skill.
Such negative financial outcomes and low levels of consumer knowledge and confidence have made it crystal clear that financial literacy in America should be a national priority. Moreover, studies have shown that financial literacy is linked to positive outcomes like wealth accumulation, stock market participation, retirement planning, and avoiding high-cost alternative financial services like payday lending and auto title loans.
To avoid another financial crisis in the future and to improve personal finance outcomes for American citizens, our nation must be educated in personal finance. A great place to start is with our K-12 students. In too many of our states, our youth receive little if any personal finance training in middle school, high school and college.
August 1970
Geographic Focus: North America / United States
Education and Literacy;Poverty;Race and Ethnicity
Making targeted decisions about how, when, and where to intervene to improve educational outcomes for black males requires understanding the complex pathways that shape these outcomes. This study, undertaken for the Black Male Donor Collaborative, uses longitudinal data on a cohort of black males from New York City Schools to gain insights about the different possible student paths, with specific focuses on middle school and math scale scores.
August 1970
Geographic Focus: North America / United States (Northeastern) / New York / New York County / New York City
Community and Economic Development;Education and Literacy
This new report from The Democracy Collaborative and the Responsible Endowments Coalition seeks to connect struggling communities to local institutional wealth through engaging student activism. The report profiles three administration-led initiatives and three student-led initiatives, as well as five potential future partnerships, where institutional investments are directed into local communities in a way that empowers low-income residents, develops small businesses, and generates sustainable economic development.
August 1970
Geographic Focus: North America / United States
