Items tagged with education:
News & Updates:
The underrepresentation of low-income students at selective institutions of higher learning may point to strong disadvantages in the college admissions process that are unique to this demographic. A combination of a lack of access to resources to solidify prerequisites for acceptance, strong barriers to apply, and unfavorable admissions review procedures, make it significantly harder for low-income students to make it through the admissions process at top universities. While elite schools with large endowments and federal grants generally do well at providing financial support to low-income students, there seems to be limited awareness of these resources. Policies to recruit and accept low-income students appear to mitigate these issues on the institutional level, while government funding towards programs such as Pell Grants increase educational accessibility from the national level.
At a recent meeting of educational technology policy advisors, a well-informed university CIO casually declared that MOOCs were history. It’s true they stopped making headlines a while ago, but they have hardly abated. Research from Faculty Affiliate Ezekiel Emanuel on who’s benefiting from MOOCs and why informs this discussion.
On Tuesday December 5th, the Penn Wharton Public Policy Initiative and the Wharton Neuroscience Initiative co-sponsored a talk by Dr. Kimberly G. Noble (C’98 GR’05 M’07), Associate Professor of Neuroscience and Education at Teachers College, Columbia University. Trained as a neuroscientist and pediatrician, Professor Noble studies how inequality relates to children’s cognitive and brain development across infancy, childhood and adolescence. Her research is focused on the study of neurologic development in children under 3 years old, the socioeconomic factors that correlate with brain development disparity, and the ways we might harness this research to inform the design of public policy interventions.
Pop culture’s fascination with science, technology, engineering, and math jobs is vast. From a fixation on the applications and impacts of automation and artificial intelligence, to an enduring interest in startups and technology entrepreneurship, it seems we cannot go more than a day without a headline using the phrase “Jobs of the Future.”
Since the inception of The Elementary and Secondary Education Act (ESEA) in 1965 there have been a variety of measures instituted to address disparities in the quality of education such as changing fund allocation mechanisms, providing incentives for schools, altering tax distribution (local, state, and federal), and enforcing accountability measures. Despite these measures, there are still significant differences in the quality of education across different demographics. In order to close these gaps, the U.S. government needs to reassess the funding mechanism for public schools in order to minimize the disparities between the resources available to school districts in wealthy and poor neighborhoods.
March 2nd, 2018
1:00pm - 2:30pm:
Advancing Evidence-Based Social Policies through Intergovernmental Data Sharing Partnerships
There is increasingly broad recognition that policymaking can be done more effectively when decisions regarding support for public programs are made strategically, based on the rigorous analysis of evidence. In several key areas of social policy, including housing and education, such evidence-based policymaking at the federal level needs to rely on data collected and evaluated at the state and local levels. This seminar will help staffers better understand how the state and local evidence base is gathered and how that base can inform their own work.
Alliance for Excellent Education
The Alliance for Excellent Education is a Washington, DC–based national policy and advocacy organization dedicated to ensuring that all students, particularly those who are traditionally underserved, graduate from high school ready for success in college, work, and citizenship. The Alliance works to encourage the development and implementation of federal and national policies that support effective high school reform and increased student achievement and attainment. It works to synthesize and distribute research and information about promising practices that enlightens the national debate about education policies and options. The Alliance provides sound, objective, nonpartisan advice that informs decisions about policy creation and implementation.
Quick link to All4Ed’s State and National Data page: http://all4ed.org/state-data/national/
ED Data Express
ED Data Express is a Web site designed to improve the public’s ability to access and explore high-value state-level education data collected by the U.S. Department of Education. The site is designed to be interactive and to present the data in a clear, easy-to-use manner, with options to download information into Excel or manipulate the data within the Web site. The site currently includes data from EDFacts, Consolidated State Performance Reports (CSPR), State Accountability Workbooks, the National Center for Education Statistics (NCES), the National Assessment of Education Progress (NAEP), the College Board, and the Department’s Budget Service office.
ED Data Express home page: http://www.eddataexpress.ed.gov/
NAEP: Nation’s Report Card
The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what America’s students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, U.S. history, and beginning in 2014, in Technology and Engineering Literacy (TEL). To learn more about the NAEP, see: http://nces.ed.gov/nationsreportcard/about/
The Nation’s Report Card (TM) informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time.
Quick link to The Nation’s Report Card (TM): http://nationsreportcard.gov/about.aspx
Quick link to NAEP Website Tools and Applications: http://nces.ed.gov/nationsreportcard/about/naeptools.asp
National Center for Education Statistics
The National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. NCES is located within the U.S. Department of Education and the Institute of Education Sciences. NCES has an extensive Statistical Standards Program that consults and advises on methodological and statistical aspects involved in the design, collection, and analysis of data collections in the Center. To learn more about the NCES, click here.
Quick link to NCES Data Tools: http://nces.ed.gov/datatools/index.asp?DataToolSectionID=4
Quick link to Quick Tables and Figures: http://nces.ed.gov/quicktables/
Quick link to NCES Fast Facts (Note: The primary purpose of the Fast Facts website is to provide users with concise information on a range of educational issues, from early childhood to adult learning.): http://nces.ed.gov/fastfacts/#
U.S. Census Bureau: Educational Attainment Data (SIPP)
The Survey of Income and Program Participation collects information about respondent’s highest level of school completed or degree received, school enrollment, job training, courses or programs studied, school costs and financing, and dates of receipt of high school and postsecondary degrees or diplomas for persons 15 years of age and older. Estimates are available at the national level. The SIPP includes a topical module on field of training, asked of each panel since 1984.
Quick link to additional education data available from the U.S. Census Bureau: http://www.census.gov/hhes/socdemo/education/data/index.html