Community and Economic Development;Computers and Technology;Education and Literacy
Colleges and universities should embrace the concept of increased openness in the use and sharing of information to improve higher education. That is the core recommendation of this report. The report was produced by CED's Digital Connections Council (DCC), a group of information technology experts that advises CED's business leaders on cutting-edge technologies.
August 1970
Geographic Focus:
Education and Literacy, Nonprofits and Philanthropy
Communicating social metrics efficiently can be a challenging but essential component of effective program or advocacy strategy. Our research highlights eight types of communication tools, which demonstrate options to convey complex data to a wide range of users. While most of these tools highlight education-related metrics, each can be adapted and used in other fields as well.
August 1970
Geographic Focus:
Education and Literacy;Government Reform
Washington's public colleges and universities are a critical resource for building a prosperous future for our state and fulfilling the promise of opportunity for all. Without strong public institutions of higher education, our youth will be stymied in striving to reach their full potential, and our state will not remain competitive in the global economy. Yet over the past two decades, the state's financial support for higher education has not kept pace with population growth and rising costs. Public institutions differ from private colleges and universities in their commitment to providing access to higher education and improving the well-being of all state residents. The University of Washington, in its statement of values, describes "Being Public" as follows: "As a public university we are deeply committed to serving all our citizens. We collaborate with partners from around the world to bring knowledge and discovery home to elevate the quality of lives of Washingtonians." As centers of education, research, and innovation, public colleges and universities spur economic development throughout the state. Washington's business leaders have long expressed the need for a more highly trained workforce, with more public investment in every level of education, from preschool through graduate study. Governor Christine Gregoire said in her 2009-11 Budget Proposal, "Washington's public colleges and universities are the economic engine that drives the state's economy and will drive our recovery." To build a strong foundation for Washington's future, we must increase public investment in higher education as a part of upgrading our whole public education system. Doing so will require identifying new sources of public revenue.
August 1970
Geographic Focus: North America / United States (Northwestern) / Washington
Children and Youth, Education and Literacy
This testimony, presented on March 18, 2009 to the Committee on Appropriations, Subcommittee on Labor, Health and Human Services, Education and Related Agencies, discusses the importance of Head Start/Early Head Start programs that support our most vulnerable infants, toddlers, preschoolers, and their families.
August 1970
Geographic Focus:
Children and Youth;Education and Literacy;Employment and Labor
This White Paper on post secondary access and persistence of career and technical education (CTE) graduates, particularly those with disabilities, is produced in collaboration with the Center for Labor and Market Studies at Northeastern University. Currently, little is known about the actual post secondary enrollment of graduates from Massachusetts public high schools and less is known about the post secondary outcomes of the subset of high school graduates with disabilities. Yet, the labor market environment that these young adults will enter is one characterized by a large and growing lifetime earnings advantage to earning a college degree. The findings are based on data about nearly 4,600 high school students from the Classes of 2004 through 2006 who graduated from seven vocational-technical high schools in Massachusetts.
August 1970
Geographic Focus:
Children and Youth, Education and Literacy
Developed by the Institute of HeartMath (IHM), the Early HeartSmarts (EHS) program is designed to train teachers to guide and support young children (3 -- 6 years old) in learning emotional self-regulation and key age-appropriate socioemotional competencies, with the goal of facilitating their emotional, social and cognitive development. This work reports the results of an evaluation study conducted to assess the efficacy of the EHS program in a pilot implementation of the program carried out during the 2006 -- 2007 academic year in schools of the Salt Lake City School District. The study was conducted using a quasi-experimental longitudinal field research design with three measurement moments (baseline and pre- and post-intervention panels) using The Creative Curriculum Assessment (TCCA) instrument, a teacher-scored, 50-item instrument measuring student growth in four areas of development -- social/emotional, physical, cognitive and language development. Children in nineteen preschool classrooms were divided into intervention and control group samples (N = 66 and 309, respectively; mean age = 3.6 years), in which classes in the former were specifically selected to target children of lower socioeconomic and ethnic minority family backgrounds. Overall, there is compelling evidence of the efficacy of the EHS program in increasing total psychosocial development and each of the four development areas measured by the TCCA: the results of a series of ANCOVAs found a strong, consistent pattern of significant differences on the development measures favoring preschool children who received the EHS program over those in the control group who did not.
August 1970
Geographic Focus:
Children and Youth;Education and Literacy;Immigration
Immigrant parents face significant barriers as they try to engage with their children's early educational experiences, including greatly restricted access for many due to limited English proficiency and functional literacy. Parental engagement is critical for young children's early cognitive and socioemotional development, and for their participation in programs that are designed to support early learning. Reducing the barriers to parent engagement in early childhood education and care (ECEC) programs would encourage school success, and help many young children of immigrants close the gaps in kindergarten readiness with their native peers.
Recent years have seen a rapid increase in the size and share of the U.S. young-child population with at least one immigrant parent, posing challenges to policymakers and front-line programs in the early childhood arena. These demographic changes are converging with efforts in many states to expand early childhood services and improve their quality. With one in four young children in the United States living in an immigrant family, efforts to build trust and establish meaningful two-way communication with these families is an urgent priority if system expansion efforts are to realize their purpose.
Many programs face difficulties engaging with immigrant and refugee parents who often require support building U.S. cultural and systems knowledge and in overcoming English language and literacy barriers. These difficulties have been exacerbated in recent years as adult basic education and English instruction programs, which early childhood programs such as Head Start had previously relied on to support parents in need of these skills, have been significantly reduced.
Against this backdrop, this report identifies the unique needs of newcomer parents across the range of expectations for parent skill, engagement, and leadership sought by ECEC programs, and strategies undertaken to address these needs. The study is based on field research in six states, expert interviews, a literature review, and a sociodemographic analysis.
December 1969
Geographic Focus: North America-United States
Analyzes trends in high school graduation rates in the nation's fifty largest metropolitan areas, including improvements and the urban-suburban divide. Compares employment, income, and poverty levels by educational attainment in each metropolitan area.
December 1969
Geographic Focus: North America-United States
