The IDEABOOK is a research-based framework to guide and broaden family engagement in libraries.

The framework helps libraries move beyond thinking of family engagement as random, individual activities or programs, but rather as a system where library leadership, activities, and resources that are linked to goals. The framework represents a theory of change that begins with a set of elements—leadership, engagement, and support services—that build a pathway for meaningful family engagement beginning in the early childhood years and extending through young adulthood.

This IDEABOOK was developed for anyone who works in a library setting—from library directors and children’s and youth librarians, to volunteers and support staff—and shares many innovative ways that libraries support and guide families in children’s learning and development.

The IDEABOOK is a research-based framework to guide and broaden family engagement in libraries.

The framework helps libraries move beyond thinking of family engagement as random, individual activities or programs, but rather as a system where library leadership, activities, and resources that are linked to goals. The framework represents a theory of change that begins with a set of elements—leadership, engagement, and support services—that build a pathway for meaningful family engagement beginning in the early childhood years and extending through young adulthood.

This IDEABOOK was developed for anyone who works in a library setting—from library directors and children’s and youth librarians, to volunteers and support staff—and shares many innovative ways that libraries support and guide families in children’s learning and development.

The IDEABOOK is a research-based framework to guide and broaden family engagement in libraries.

The framework helps libraries move beyond thinking of family engagement as random, individual activities or programs, but rather as a system where library leadership, activities, and resources that are linked to goals. The framework represents a theory of change that begins with a set of elements—leadership, engagement, and support services—that build a pathway for meaningful family engagement beginning in the early childhood years and extending through young adulthood.

This IDEABOOK was developed for anyone who works in a library setting—from library directors and children's and youth librarians, to volunteers and support staff—and shares many innovative ways that libraries support and guide families in children's learning and development.

Similar to previous editions, Education Pays 2016: The Benefits of Higher Education for Individuals and Society documents differences in the earnings and employment patterns of U.S. adults with different levels of education. It also compares healthrelated behaviors, reliance on public assistance programs, civic participation, and indicators of the well-being of the next generation.

In addition to reporting median earnings by education level, this year's report also presents data on variation in earnings by different characteristics such as gender, race/ethnicity, occupation, college major, and sector. Education Pays 2016 also examines the persistent disparities across different socioeconomic groups in college participation and completion. The magnitude of the benefits of postsecondary education makes ensuring improved access for all who can benefit imperative.

Our focus is on outcomes that are correlated with levels of educational attainment, and it is important to be cautious about attributing all of the observed differences to causation. However, reliable statistical analyses support the significant role of postsecondary education in generating the benefits reported.

Data on student aid for 2015-16 confirm that the dramatic increases in aid awarded in 2009-10 and 2010-11 were products of extreme economic circumstances, not harbingers of long-run changes in financing for postsecondary education. Both total federal education loans and federal loans per full-time equivalent (FTE) student declined for the fifth consecutive year in 2015- 16. Total expenditures on federal Pell Grants peaked in 2010-11 and have declined in each year since, but state grant aid has increased each year since 2011-12.

This year's data confirm the importance of focusing not only on the financing of undergraduate education, but also on graduate education. Unlike loans to undergraduate students, both federal loans per graduate student and total graduate student federal borrowing rose in 2015-16, after a four-year decline. Graduate students have much higher average debt levels than undergraduate students and, while they have relatively low default rates, the generous availability of federal loans makes it critical to watch these patterns closely in future years.

"Trends in College Pricing 2016" reports on the prices charged by colleges and universities in 2016-17, how prices have changed over time, and how they vary within and across types of institutions, states, and regions. It also includes estimates of the net prices students and families pay after taking financial aid into consideration. Data on institutional revenues and expenditures and on changing enrollment patterns over time supplement the data on prices to provide a clearer picture of the circumstances of students and the institutions in which they study.

"Trends in College Pricing 2016" reports on the prices charged by colleges and universities in 2016-17, how prices have changed over time, and how they vary within and across types of institutions, states, and regions. It also includes estimates of the net prices students and families pay after taking financial aid into consideration. Data on institutional revenues and expenditures and on changing enrollment patterns over time supplement the data on prices to provide a clearer picture of the circumstances of students and the institutions in which they study.

Black primary-school students matched to a same-race teacher perform better on standardized tests and face more favorable teacher perceptions, yet little is known about the long-run, sustained impacts of student-teacher demographic match. We show that assigning a black male to a black teacher in the third, fourth, or fifth grades significantly reduces the probability that he drops out of high school, particularly among the most economically disadvantaged black males. Exposure to at least one black teacher in grades 3-5 also increases the likelihood that persistently low-income students of both sexes aspire to attend a four-year college. These findings are robust across administrative data from two states and multiple identification strategies, including an instrumental variables strategy that exploits within-school, intertemporal variation in the proportion of black teachers, family fixed-effects models that compare siblings who attended the same school, and the random assignment of students and teachers to classrooms created by the Project STAR class-size reduction experiment.