Posts Tagged ‘postsecondary’

Statewide Longitudinal Data Systems Grant Applications Now Available

Monday, September 19th, 2011

The U.S. Department of Education has announced the 2012 competition for the Statewide Longitudinal Data Systems Grant Program. Grants will range from $1 million to $5 million and will last for a three-year period. Final amounts will depend on the final appropriation and state applications.

State education agencies that did not receive an American Recovery and Reinvestment Act grant are eligible to apply. The grants require states to develop and implement statewide data systems containing the elements specified in the America COMPETES Act. This year’s grants also require states to focus their grant applications on one of the following three priorities:

  1. Early childhood: Grants under this priority may be used to develop and link early childhood data with the state’s K–12 data system. This coordinated early learning data system must include the child, program, and workforce data elements described as Essential Data Elements in the Race to the Top–Early Learning Challenge program. Maximum grant award $4 million.
  2. K–12: Grants under this priority may be used to design, develop, and implement a statewide, longitudinal kindergarten through grade 12 data system. Maximum grant award $5 million.
  3. Postsecondary and/or workforce: Grants under this priority may be used to develop and link postsecondary and/or workforce data to the state’s K–12 data system. At a minimum, this must include the postsecondary data required by the America COMPETES Act elements, and “states are encouraged to develop their own postsecondary data and not simply purchase this data from an organization external to the agencies partnering under this application.” Maximum grant award $4 million.

Within each priority area, states must use grant funds to address minimum capacity requirements in three categories: governance and policy requirements, technical requirements, and data use requirements.

Applications are due December 15, 2011. The anticipated start date for the grants is May 1, 2012.

Nancy Conneely, Public Policy Manager

By admin in Public Policy
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Legislative Update: Obama Jobs Plan, FY12 Appropriations, Bills Introduced

Friday, September 9th, 2011

President’s Jobs Package Focuses on Education

Last night, before a joint session of Congress, President Obama unveiled his proposal to create jobs and grow the economy. With unemployment hovering around 9%, the Administration hopes that this plan turn around the economy. Broadly, the American Jobs Act proposes to extend existing and implement new tax cuts, and invest in areas such as infrastructure, housing aid, and education. This $400 billion plan will be paid for using savings identified by the newly-appointed Congressional deficit reduction committee.

Related to education, and CTE in particular, there are some promising elements:

• $35 billion to prevent public sector job layoffs – This includes educators, police officers and firefighters. Up to 280,000 education jobs are vulnerable to cuts this school year due to state budget troubles. The fund would support state and local efforts to retain teachers, counselors, tutors, and classroom assistants.
• $30 billion school modernization fund – This fund would support efforts to modernize at least 35,000 public schools. The money could be used to update labs, renovate facilities and increase internet access. Priority will be given to rural schools and schools in the most need. The funding includes $5 billion dedicated to community colleges.
• $5 billion for low-income youth and adults – This funding will focus on expanding employment opportunities for communities that have been hardest hit by the recession. Called the Pathways Back to Work Fund, it will make it easier for workers to remain connected to the workforce and gain new skills for long-term employment. This initiative will include:
o Support for summer and year-round jobs for youth
o Subsidized employment opportunities for low-income individuals who are unemployed
o Support for local efforts to implement promising work-based strategies and to provide training opportunities, including:
 Sector-based training programs
 Acquisition of industry-recognized credentials
 Career academies that provide students with academic preparation and training
 Free evening and weekend basic computer training classes, adult basic education and integrated basic education

FY 12 Appropriations
The House Appropriations Labor-HHS-Education markup scheduled for this morning has been cancelled, with no new date announced. House Majority Leader Eric Cantor (VA) has said that the House will vote on a continuing resolution during the week of September 19 that it will likely run through November 18. Congress is hoping to finalize the appropriations process by that date and will use an omnibus appropriations bill, rather than separate bills by subcommittee.

In the Senate, the Appropriations Committee approved a funding level for Labor-HHS-Education subcommittee that is $17.9 billion above the $139.2 billion set by the House. While the $157.1 billion allocation for the Labor-HHS-Education subcommittee is $23.7 billion below the Administration’s FY12 budget request and $300 million below FY1 levels, this is encouraging news. Despite the fiscal climate, it is clear that the Senate understands the importance of education programs.

Bills Introduced

Technical school training subsidy bill
Rep. John Barrow (GA) introduced H.R. 2851, a bill that would amend the Workforce Investment Act to establish a technical school training subsidy program. The bill would provide competitive grants to the states to provide funds to local workforce investment boards for technical school training subsidies in local areas through the One-Stop system. Subsidies received by individuals shall be used to assist them in paying the cost of tuition for career and technical education at a technical school.

Nancy Conneely, Public Policy Manager

By admin in Legislation, Public Policy
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College Faculty: Students Meeting Common Core Expectations are Ready for College

Friday, September 2nd, 2011

After rating the Common Core State Standards for applicability to entry-level college courses, postsecondary educators agree that most of the academic standards reflect the skills that students will need upon entering postsecondary education.

The findings were gleaned from a survey of postsecondary instructors from 2-year and 4-year institutions across the nation, including those in Career Technical Education (CTE) fields such as health care, computer technology and business management. Participants were asked to discuss the applicability of the standards to the instructor’s course, and to rate the importance of broad and detailed components of the academic standards to their course. Many found that most common core standards prioritize areas like critical thinking and problem-solving and reflect the knowledge and skills that students need for future success.

However, other respondents found the common core standards incomplete. The chief executive officer of the Education Policy Improvement Center, David Conley, stated that completely relying on these standards to judge a student’s preparedness could be misleading. “[Students] may possess only a subset of the knowledge and skills, strategies and techniques necessary to be fully ready for postsecondary success.” NASDCTEc is developing a common core of technical standards that will align with the common core standards and fill in some of these gaps to better prepare students for college and careers. Through CTE programs, students acquire more comprehensive knowledge and skills aligned to the expectations of postsecondary educators and employers.

Click here to view the survey and report.

Kara Herbertson, Education Policy Analyst

By admin in Research, Resources
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Legislative Update: House Hearing on Higher Ed and Jobs

Friday, August 19th, 2011

On Tuesday, the House Education and Workforce Subcommittee on Higher Education and Workforce Training hosted a field hearing in South Carolina, “Reviving Our Economy: The Role of Higher Education in Job Growth and Development.” The hearing featured two panel discussions: The first examined the local economy and job opportunities, and the second focused on the ability of higher education institutions to successfully prepare graduates to join the workforce.

During the second panel, Dr. Keith Miller, President of Greenville Technical College, spoke about the importance of partnerships between education and employers to ensure economic success. His college is working with employers to bridge the skills gaps that exist industries such as manufacturing, healthcare, and IT. Dr. Miller encouraged members to support WIA funding and talked about the benefit of dual enrollment programs. While he did not speak about Perkins specifically, it is important that the subcommittee heard about the skills gaps that exist and the need to train workers to fill existing jobs. Hearing this message from constituents reinforces the message that we take the Hill with us – that Perkins funding and CTE programs are the key drivers in training these workers and closing the skills gap.

By admin in Public Policy
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For Higher Earnings, Consider More than Education Level

Monday, August 8th, 2011

Back in May, a report from Georgetown University’s Center on Education and the Workforce created a buzz with new analysis on the connection between a student’s college major and future earnings potential. A new report from the Center takes a further look at how much a college degree is worth and other factors that may influence a worker’s earnings.

While some findings were not surprising – median earnings rise with education level – others were more intriguing. As the report describes, the range of earnings for each education level shows a high amount of overlap, meaning that the upper reaches of one level of education have significant earnings overlap with those in the lower reaches of another. For example, more than a quarter of individuals with an Associate’s degree earn more than the median earnings of workers with a Bachelor’s degree.

According to the researchers, this overlap is due in large part to varying earnings among occupations. Within an individual field, such as health sciences, earnings seem to rise with education attainment. However, some occupations pay more than others so across-field comparisons show that workers with less education may earn more than workers with more education in a different field. These findings link to the center’s previous report showing that a student’s college major choice can dramatically impact their future earning potential.

The report also showed earnings gaps for women and minorities, calling gender and race “wild cards that matter more than education or occupation in determining earnings.”

Career Technical Education (CTE) students begin career exploration earlier than many high school students. Secondary and postsecondary CTE programs expose students to high-wage, high-demand fields such as advanced manufacturing and health sciences, and prepare students to advance in further education or careers in these areas.

By admin in Research, Resources
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More Baby Boomers Join Student Population

Thursday, July 28th, 2011

The economy is pushing a growing number of baby boomers back to college, according to a recent Smart Money article.

Students ages 50 to 64 increased 17 percent between fall 2007 and fall 2009, according to the latest data available from the National Center for Education Statistics, the article said. Further, colleges have lured those individuals with programs specifically designed for older students. For instance, the American Association of Community Colleges launched its “Plus 50 Initiative” on 15 campuses in 2008 and has since expanded to 21.

More than half of unemployed workers ages 55 and older have been unemployed for six months or more, compared to 40 percent of workers under 55, the article reported on the most recent Bureau of Labor Statistics data. Further, the average unemployed worker over 55 years old spends more than 52 weeks looking for a job, which is nearly 50 percent longer than younger workers.

-Erin Uy, Communications & Marketing Manager, [email protected]

By admin in News
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Legislative Update: House Floor Schedule for FY 2012 Appropriations, House Approves Protecting Academic Freedom in Higher Education Act, Committee Report Filed on ESEA Setting New Priorities in Education Act, Bills Introduced

Friday, June 17th, 2011

House Floor Schedule for FY 2012 Appropriations
House Majority Leader Eric Cantor (VA) released the House floor schedule for appropriations bills. According to the schedule, Labor, Health and Human Services and Education appropriations will be considered as follows:

• July 26th: Subcommittee markup
• August 2nd: Full committee markup
• Week of September 19th (tentative): Floor

Committee Report Filed on ESEA “Setting New Priorities in Education Act”
A committee report has been filed on H.R. 1891, the Setting New Priorities in Education Act, which would eliminate ineffective or unnecessary education programs to restore focus on successful federal elementary and secondary education programs for disadvantaged students. The report is filed under House Report 112-106.

House Approves Protecting Academic Freedom in Higher Education Act
Rep. Virginia Foxx (NC) recently introduced H.R. 2117, the Protecting Academic Freedom in Higher Education Act, which would repeal unnecessary credit hour and state authorization regulations to protect institutes and students from excessive burdens.. The House Committee on Education and the Workforce approved the legislation this week, passing the Committee by a vote of 27 to 11.

Bills Introduced:

Bill to Develop and Support 21st Century Readiness Initiatives
Sen. Kay Hagan (NC) introduced S. 1175, a bill that would develop and support 21st century readiness initiatives to help students acquire skills for problem solving, critical thinking, communication, creativity, teamwork, and innovation.

Graduation Promise Act
Sen. Jeff Bingaman (NM) introduced S. 1177, the Graduation Promise Act (GPA), the first in a package of bills that aims to reform America’s schools by raising academic standards and helping students to achieve them. The GPA would direct funding towards underperforming high schools with the goal of increasing graduation rates and student achievement. In his press release, Bingaman points out that about 25 percent of low-income students in the United States attend high schools, yet less than 10 percent of federal funding for disadvantaged students goes to high schools. The GPA aims to improve this.

By admin in Legislation, Public Policy
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Study: How Much Does A College Major Impact Potential Earnings?

Tuesday, May 31st, 2011

Which college majors are linked to the highest job earnings? A report released last week by the Georgetown University Center on Education and the Workforce analyzed 171 majors to report on median salaries in each field.

Anthony Carnevale, Director of the Center, stated that “The majors that are most popular are not the ones that make the most money.” He also remarked that, while he views attaining a bachelor’s degree as necessary, a student’s choice of major may be an even more important decision.

Not surprisingly, majors in science, technology, engineering and math (STEM) fields take the top ten spots for salary. The highest earners are Petroleum Engineers with a median salary of $120,000. All ten of the lowest median earnings are in social science fields. Counseling/Psychology majors earn the least with an annual average of $29,000.

The report also reveals the majors with the lowest unemployment, including Military Technologies and School Student Counseling, and those with the highest unemployment, including Social Psychology and Nuclear Engineering.

Race and gender earnings gaps are present in all majors.

The huge disparities in earnings potential confirm the necessity of career guidance in secondary and postsecondary education. Career guidance is a key part of Career Technical Education (CTE), and helps students to attain postsecondary certificates or credentials in high-skill, high-wage, high-demand jobs.

By admin in News, Research
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New NCES Report Shows Major Enrollment Increases in Postsecondary Education

Friday, May 27th, 2011

Enrollment at private for-profit postsecondary institutions has quadrupled in the last decade, according to a report released yesterday by the National Center for Education Statistics (NCES).

The Condition of Education 2011 is a congressionally-mandated report analyzing 50 indicators that impact all levels of education. The report examines enrollment, degrees conferred, and other areas that provide a closer look at the current condition of postsecondary education in America and how it has evolved. While much of the report focuses on postsecondary education, NCES also shows that private, religious school enrollment has plunged while public charter school enrollment is increasing. Other findings include:

Click here to view the report.

By admin in News, Research, Resources
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Feedback Requested on Community College Virtual Symposium

Monday, May 9th, 2011

We told you last week about the Community College Virtual Symposium hosted by the U.S. Department of Education on April 27, 2011. The Department would now like stakeholder feedback:

The Department of Education will post a transcript of the proceedings on its website in the next couple of weeks.

By admin in Public Policy
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