Education and Literacy;Welfare and Public Assistance
In 2009, Ohio cut in half the General Revenue Fund appropriation for the Ohio College Opportunity Grant (OCOG) need-based financial aid program and ended the program for students in public 2-year institutions. This study examines the impact on Ohio students of these cuts and recommends strategies to strengthen need-based aid programs and policy in Ohio. To show the impact of the OCOG cuts, the research compares a variety of indicators before and after the cuts, including Ohio's need-based aid per student relative to neighboring states, state aid as a percentage of federal Pell grant awards, and average student debt. Each of these indicators worsened significantly in the wake of the cuts. Recommendations include: (1) Increasing total funding for need-based aid; (2) Restoring aid for students at 2-year public institutions; (3) Implementing approaches to financial aid that support low and moderate-income students' enrollment in college and attainment of a certificate or degree.
August 1970
Geographic Focus: North America / United States (Midwestern) / Ohio
Education and Literacy;Welfare and Public Assistance
In 2009, Ohio cut in half the General Revenue Fund appropriation for the Ohio College Opportunity Grant (OCOG) need-based financial aid program and ended the program for students in public 2-year institutions. This study examines the impact on Ohio students of these cuts and recommends strategies to strengthen need-based aid programs and policy in Ohio. To show the impact of the OCOG cuts, the research compares a variety of indicators before and after the cuts, including Ohio's need-based aid per student relative to neighboring states, state aid as a percentage of federal Pell grant awards, and average student debt. Each of these indicators worsened significantly in the wake of the cuts. Recommendations include: (1) Increasing total funding for need-based aid; (2) Restoring aid for students at 2-year public institutions; (3) Implementing approaches to financial aid that support low and moderate-income students' enrollment in college and attainment of a certificate or degree.
August 1970
Geographic Focus: North America / United States (Midwestern) / Ohio
Education and Literacy;Welfare and Public Assistance
In 2009, Ohio cut in half the General Revenue Fund appropriation for the Ohio College Opportunity Grant (OCOG) need-based financial aid program and ended the program for students in public 2-year institutions. This study examines the impact on Ohio students of these cuts and recommends strategies to strengthen need-based aid programs and policy in Ohio. To show the impact of the OCOG cuts, the research compares a variety of indicators before and after the cuts, including Ohio's need-based aid per student relative to neighboring states, state aid as a percentage of federal Pell grant awards, and average student debt. Each of these indicators worsened significantly in the wake of the cuts. Recommendations include: (1) Increasing total funding for need-based aid; (2) Restoring aid for students at 2-year public institutions; (3) Implementing approaches to financial aid that support low and moderate-income students' enrollment in college and attainment of a certificate or degree.
August 1970
Geographic Focus: North America / United States (Midwestern) / Ohio
This report presents findings from a quantitative survey that Gallup conducted on behalf of Lumina Foundation. The overall objective of the study was to determine the perceptions of the general American population about several important issues pertaining to higher education, including degree attainment, quality and value, costs, and innovative learning models. The study measures public attitudes about higher education generally, as well as other topics, namely, barriers to degree attainment and responsibility for financing higher education. To achieve these objectives, Gallup conducted 1,009 interviews with individuals 18 years and older residing in landline-telephone households, cell-phone-only households, and cell-phone-user households.
August 1970
Geographic Focus: North America / United States
Children and Youth, Education and Literacy, Gay, Lesbian, Bi and Trans
In 1999, GLSEN identified the need for national data on the experiences of lesbian, gay, bisexual, and transgender (LGBT) students and launched the first National School Climate Survey (NSCS). At the time, the school experiences of LGBT youth were under-documented and nearly absent from national studies of adolescents.
For more than a decade, the biennial NSCS has documented the unique challenges LGBT students face and identified interventions that can improve school climate. The survey explores the prevalence of anti-LGBT language and victimization, the effect that these experiences have on LGBT students' achievement and well-being, and the utility of interventions in lessening the negative effects of a hostile school climate and promoting a positive educational experience. The survey also examines demographic and community-level differences in LGBT students' experiences.
The NSCS remains one of the few studies to examine the school experiences of LGBT students nationally, and its results have been vital to GLSEN's understanding of the issues that LGBT students face, thereby informing our ongoing work to ensure safe and affirming schools for all.
In our 2011 survey, we examine the experiences of LGBT students with regard to indicators of negative school climate:
- hearing biased remarks, including homophobic remarks, in school;
- feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression, or race/ethnicity;
- missing classes or days of school because of safety reasons; and
- experiencing harassment and assault in school.
We also examine:
- the possible negative effects of a hostile school climate on LGBT students' academic achievement, educational aspirations, and psychological well-being;
- whether or not students report experiences of victimization to school officials or to family members and how these adults address the problem; and
- how the school experiences of LGBT students differ by personal and community characteristics.
In addition, we demonstrate the degree to which LGBT students have access to supportive resources in school, and we explore the possible benefits of these resources, including:
- Gay-Straight Alliances (GSAs) or similar clubs;
- anti-bullying/harassment school policies and laws;
- supportive school staff; and
- curricula that are inclusive of LGBT-related topics.
Given that GLSEN has more than a decade of data, we examine changes over the time on indicators of negative school climate and levels of access to LGBT-related resources in schools.
August 1970
Geographic Focus: North America-United States
Children and Youth, Education and Literacy, Gay, Lesbian, Bi and Trans
For many students who identify as lesbian, gay, bisexual, or transgender (LGBT), school is a hostile environment that can negatively affect academic performance and personal well-being. One strategy that educators can employ to promote safe and affirming school environments is including positive representations of LGBT people, history, and events in the curriculum. Among the LGBT students in GLSEN's 2009 National School Climate Survey, attending a school with an
LGBT-inclusive curriculum was related to a less-hostile school experience for LGBT students as well as increased feelings of connectedness to their school communities. Despite these benefits, the vast majority of LGBT students do not have access to an inclusive curriculum.
August 1970
Geographic Focus: North America-United States
Children and Youth, Education and Literacy, Gay, Lesbian, Bi and Trans
For more than 20 years, GLSEN has worked to make schools safer for all students; it has sought specifically to reduce the bullying and harassment targeted at students' sexual orientation, gender identity, and gender expression. For lesbian, gay, bisexual, and transgender (LGBT) students across the country, violence and harassment experienced in school affect their ability to learn. Although schools in urban areas are typically regarded as more violent or dangerous than schools in other areas, findings from our National School Climate
Surveys consistently show that it is most often rural schools that may pose the greatest threats for LGBT students. It may be that community characteristics, such as religious and cultural traditions, income, and educational levels, influence individual beliefs and attitudes toward LGBT people in these areas. It may also be that a lack of positive LGBT-related school resources negatively affects LGBT students' school engagement and academic performance, particularly if they also experience bullying and harassment. Although research on the educational experiences of LGBT youth has grown considerably over the past 25 years, less is known about rural students specifically.
This research report examines the experiences of LGBT students in small town and rural areas on matters related to biased language in schools, school safety, harassment and victimization, educational outcomes, school engagement, and LGBT-related resources and support. It also examines the prevalence and utility of LGBT-related resources in rural schools. Finally, this report concludes by advocating for more intentional policies, measures, and programs that protect LGBT students.
August 1970
Geographic Focus: North America-United States
Our traditional system of two- and four-year colleges and universities is not well-suited to educate post-traditional learners, writes Louis Soares. Postsecondary education leaders need to be challenged to embrace a future of innovation that may put their current institutional, instructional, and financial models at risk. This paper includes a brief primer on innovation, a profile of post-traditional learners, a look at the U.S. investment in postsecondary education and training, and concludes with three principles to "catalyze a manifesto for college leaders on how to proceed."
August 1970
Geographic Focus: North America / United States
