This report details our visits in 19 vibrant communities and 47 impressive classrooms across Minnesota. We hope the proof points that educators and community leaders shared will inspire fellow teachers, administrators, community leaders -- and policymakers -- in classrooms and at the capitol. It's critical to learn from and collaborate with Minnesotans working to make great public schools available to all kids.
August 1970
Geographic Focus: North America-United States (Midwestern)-Minnesota
Education and Literacy;Employment and Labor
Finding ways to help more Americans develop and connect their knowledge, skills, and talent with a good job may be the most important economic and human development challenge in this country. To contribute to the dialogue surrounding the importance of post-secondary education in preparing and connecting people with a good job, for the past three years, Lumina and Gallup have been gauging the American public's opinion on the most pressing issues facing higher education today, including cost, access, quality, and workforce readiness. This year, in addition to the annual public opinion poll conducted of the U.S. general population, a second survey was conducted of business leaders in the U.S. to understand their perceptions of post-secondary education and how higher educational institutions are doing in preparing employees for the world of work. Together these studies can help inform what thought leaders and ALL Americans need to know about the value and opportunity that quality higher education affords.
August 1970
Geographic Focus: North America / United States
Education and Literacy;Employment and Labor;Women
Nearly 50 years after the passage of the Equal Pay Act of 1963, women continue to earnless than men do in nearly every occupation.Because pay is a fundamental part of everyday life, enabling individuals to support themselves and their families, the pay gap evokes passionate debate. Although the data confirming the persistence of the pay gap are incontrovertible,the reasons behind the gap remain the subject ofcontroversy. Do women earn less because they make different choices than men do? Does discrimination play a role? What other issues might be involved?
This report explores the pay gap between male and female college graduates working full time one year after graduation.
You might expect the pay gap between men and women in this group of workers of similar age,education, and family responsibilities to be small or nonexistent. But in 2009 -- the most recent year for which data are available -- women one year out of college who were working full time earned, on average, just 82 percent of what their male peers earned. After we control for hours, occupation, college major, employment sector,and other factors associated with pay, the pay gap shrinks but does not disappear. About one third of the gap cannot be explained by any of the factors commonly understood to affect earnings, indicating that other factors that are more difficult to identify -- and likely more difficult to measure -- contribute to the pay gap.
August 1970
Geographic Focus: North America / United States
This report examines the country's most prestigious liberal arts colleges. Despite endowments soaring as high as $1.8 billion, nearly all institutions increased tuition during the Great Recession to finance bloated administrative spending, with many college presidents enjoying salaries higher than Barack Obama's. This report peels back reputation to find out what students are really getting for their diploma's $240,000 price tag
August 1970
Geographic Focus: North America / United States
Education and Literacy, Men, Race and Ethnicity
Chronic absence from preschool and elementary school -- defined here as missing at least 10% of the school year, regardless of whether or not the absences are excused -- is a key contributor to poorer educational outcomes of black males later in life. The Campaign for Grade-Level Reading has partnered with the Campaign for Black Male Achievement to produce a factsheet on this topic, as well as other resources.
August 1970
Geographic Focus: North America-United States, North America-United States (Western)-California-Alameda County-Oakland
The for-profit higher education sector has attracted significant attention over the past few years -- both from enthusiasts and from critics. For-profit colleges and universities -- most notably large, national and online schools such as the University of Phoenix, DeVry University and ITT Technical Institute -- have seen a steep increase in student enrollment, from serving about 4.7 percent of the undergraduate student population in the 2000 -- 2001 academic year to about 13.3 percent in the 2011 -- 2012 academic year, peaking at nearly 14 percent in the 2010 -- 2011 academic year. And they have become increasingly visible through their ubiquitous advertisements and proactive -- some would say aggressive -- recruitment strategies. Largely missing from the discussion so far have been the perspectives of for-profit students themselves and those of employers who might hire them. This study gives voice to these central stakeholders.
August 1970
Geographic Focus: North America / United States
Education and Literacy;Employment and Labor
For those who question the value of college in this era of soaring student debt and high unemployment, the attitudes and experiences of today's young adults -- members of the so-called Millennial generation -- provide a compelling answer. On virtually every measure of economic well-being and career attainment -- from personal earnings to job satisfaction to the share employed full time -- young college graduates are outperforming their peers with less education. And when today's young adults are compared with previous generations, the disparity in economic outcomes between college graduates and those with a high school diploma or less formal schooling has never been greater in the modern era.
August 1970
Geographic Focus: North America / United States
This case study is one of four written by SCOPE about student-centered practices in schools.
The case studies address the following questions:
1. What are the effects of student-centered learning approaches on student engagement, achievement of knowledge and skills, and attainment (high school graduation, college admission, and college continuation and success), in particular for underserved students?
2. What specific practices, approaches, and contextual factors result in these outcomes?The cases focus on the structures, practices, and conditions in the four schools that enable students to experience positive outcomes and consider the ways in which these factors are interrelated and work to reinforce each other.
August 1970
Geographic Focus: North America / United States (Western) / California / San Francisco County / San Francisco
