Source: Louis Shedd, Stephen G. Katsinas, Nathaniel Bray, Journal of Collective Bargaining in the Academy, Vol. 11, Issue 1, 2020
From the abstract:
The focus of this study is an analysis of institutions, salary expenditures, employment categories (full-time professors by academic rank), and number and average pay of full-time faculty. Our new mission-driven classification system provides the framework for the analysis and specifically presents the data by both the presence or lack of a collective bargaining agreement. The goal of this paper is to illustrate differences in monetary compensation of full time faculty using the mission-driven classification system (as opposed to the Carnegie Classification) and to see the impact of the presence or lack of collective bargaining agreements. We argue that the Carnegie Classification is not how state officials–governors, legislators, and the general public view higher education in America. We argue that a public frame is needed to understand, support, and advance public higher education. We present data that shows difference by geographic type (rural, suburban, urban) for a much more precise understanding of how collective bargaining impacts faculty salaries.
Source: Anthony P. Carnevale, Jeff Strohl, Artem Gulish, Martin Van Der Werf, Kathryn Peltier Campbell, Georgetown University Center on Education and the Workforce, 2019
From the summary:
Inequities in access to good jobs by race and ethnicity have grown in past decades. The Unequal Race for Good Jobs: How Whites Made Outsized Gains in Education and Good Jobs Compared to Blacks and Latinos explores how White workers have relied on their educational and economic privileges to build disproportionate advantages in the educational pipeline and the workforce. Black and Latino workers, on the other hand, have strived to overcome discrimination, racism, and other injustices that continue to perpetuate earnings inequality. Policy changes can help narrow these equity gaps; otherwise, they will continue for generations to come.
Source: Center for Regional Economic Competitiveness (CREC), August 27, 2019
From the abstract:
This report describes veterans’ attainment of certifications and licenses, with an emphasis on post-9/11 veterans. Utilizing a new data set derived from the 2016-2018 Current Population Survey (CPS), the Center for Regional Economic Competitiveness (CREC) examined veterans’ attainment of certifications and licenses and associated earnings.
Source: Michael Mitchell, Michael Leachman, Matt Saenz, Center on Budget and Policy Priorities, October 24, 2019
From the introduction:
Deep state cuts in funding for higher education over the last decade have contributed to rapid, significant tuition increases and pushed more of the costs of college to students, making it harder for them to enroll and graduate. These cuts also have worsened racial and class inequality, since rising tuition can deter low-income students and students of color from college.
Overall state funding for public two- and four-year colleges in the school year ending in 2018 was more than $6.6 billion below what it was in 2008 just before the Great Recession fully took hold, after adjusting for inflation. In the most difficult years after the recession, colleges responded to significant funding cuts by increasing tuition, reducing faculty, limiting course offerings, and in some cases closing campuses. Funding has rebounded somewhat, but costs remain high and services in some places have not returned.
The potential benefits of a college degree are significant, with greater lifetime earnings for those who obtain a bachelor’s degree relative to those who only receive a high school diploma. But cuts to higher education, rising tuition, and stagnant household earnings make it difficult for today’s students — a cohort more racially and economically diverse than any before it — to secure those benefits….
Source: National Resource Consortium on Full Student Voter Participation, 2019
The National Resource Consortium on Full Student Voter Participation seeks to develop and advance evidence-based promising practices that bring institutions and partners closer to a shared goal of full high-quality student participation in the democratic process, particularly in elections. The core team and co-designers seek to achieve this goal by leveraging the Harvard IOP’s network of National Campaign for Political and Civic Engagement annual conference (NAC) and NASPA – Student Affairs Administrators in Higher Education and Campus Vote Project’s Voter Friendly Campus (VFC) network to develop strategies that engage opportunities in the field around promising practices for voter registration during orientation and new student programs and services or during other endeavors that reach a majority of students at an institution.
This process began in January prior to the February 2019 National Campaign for Political and Civic Engagement annual conference at Harvard Kennedy School’s Institute of Politics (IOP). During this in-person convening the National Resource Consortium on Full Student Voter Participation was outlined with the help of national partners Fair Election Center’s Campus Vote Project, NASPA – Student Affairs Administrators in Higher Education and the NASPA LEAD Initiative, the Foundation for Civic Leadership and Mile 22 Associates . The outcome of the convening was a collaboration with NAC and VFC campuses and the aforementioned partners to explore full student voter participation opportunities at higher education institutions.
The National Resource Consortium on Full Student Voter Participation was conceived in January 2019 to explore such opportunities connected to first-year and transfer student orientation programs and other new student services. This insight brief outlines the steps taken by a select group of national partners (noted as the core team) and campuses (noted as co-designers) between January and June 2019; as well as future explorations for this work.
Source: Jeffrey W Snyder, Andrew Saultz, Rebecca Jacobsen, Journal of Public Administration Research and Theory, Volume 29, Issue 4, October 2019
From the abstract:
Performance management reforms are a popular way to try to create responsive and improving government. These types of reforms have become commonplace in education policy and the Journal of Public Administration Research and Theory (JPART) has been one of the leading venues for research on these topics. However, under-analyzed are the ways in which performance management policies represent antipolitical bent to education reform. We outline an argument that avoiding political decisionmaking in favor of reforms that create authoritative or purportedly neutral data risks undertaking policy change are not as meaningful as hoped. We select eight articles that represent research on performance management broadly and are thought provoking for a broader consideration of performance management in education policy.
Source: Cristian deRitis, Regional Financial Review, September 2019
Rising student debt levels command significant attention in social and political discourse. This article explores how we got here, some of the potential long-term consequences of student debt, and offers a proposal for dealing with the problem.
Source: Danielle A. Crosby, Julia L. Mendez, Amanda Barnes, National Research Center on Hispanic Children & Families, October 2019
From the overview:
Hispanic households tend to have both high levels of parental employment and low levels of income, making access to good-quality child care a critical need for these families. Child care has the potential to serve as a two-generation investment strategy, with both short- and long- term economic and social benefits, by supporting parents’ ability to work and providing enrichment opportunities for children.
Affordability is a key factor shaping families’ access to care. Even when communities have an adequate supply of good-quality child care that meets parents’ and children’s needs and families are aware of these options, care remains inaccessible if costs are beyond household budgets. The U.S. Department of Health and Human Services (HHS) recommends that child care be considered affordable if family out-of-pocket costs are equivalent to 7 percent or less of total household income. Yet in every state in the nation, the average price of formal child care (e.g., centers and licensed or regulated family child care) exceeds this recommended benchmark of affordability.
To reduce financial barriers and support more equitable access, several federal and state programs provide low-income families with no- or low-cost early care and education (ECE) options, including Head Start, public pre-kindergarten, and subsidies through the Child Care and Development Fund (CCDF). While the reach of these programs has expanded over the years, funding constraints mean that not all eligible children can be served. In the absence of such programs or when co-payments are high, low-income families are often priced out of the formal, licensed care settings that tend to be more stable and of higher quality than more informal arrangements.
Source: Patti Banghart, Carlise King, Elizabeth Bedrick, Ashley Hirilall, Sarah Daily, Child Trends, October 2019
From the summary:
In 2018, Congress appropriated an increase of more than $2 billion to support states and territories in meeting the goals and requirements of the 2014 reauthorization of the Child Care and Development Block Grant (CCDBG). View the interactive maps and state profiles on this page to learn more about how states are using or planning to use this funding increase and the challenges they still face.
In 2014, Congress reauthorized the CCDBG, setting new standards around eligibility for child care subsidies, child care quality, health and safety, access to child care, and workforce supports for early childhood educators. The 2014 reauthorization law included policy changes requiring states to:
• Set provider payment rates to promote equal access to the child care market for parents receiving child care subsidies.
• Implement family-friendly eligibility policies that help families keep their subsidy without interruptions.
• Enhance health and safety practices for all CCDBG providers, including health and safety training and inspections and comprehensive background checks.
• Expand consumer education, which includes increasing online access to information on child development and other financial assistance programs and creating a hotline to report safety concerns.
• Increase the amounts of set-asides that states must spend toward supporting the quality and development of the child care workforce.
• Expand access to child care for vulnerable families and priority groups whose needs and characteristics limit the child care options currently available to them.
1. Use of Federal CCDBG funding increase
2. Implementing specific reauthorization requirements
3. Challenges to implementing reauthorization goals and requirements
4. Increased state funding for child care assistance
Information on how each state has used, or plans to use, increased federal funds.
Data notes (XLS) »
Source: Helen Cregger, Denise Rappmund, Naomi Richman, Leonard Jones, Alexandra S. Parker, Moody’s, Sector In-Depth, September 17, 2019
Given enrollment declines, high housing prices, tighter labor markets and a growing proportion of legacy fixed costs, meeting teacher pay and staffing demands will continue to challenge districts, especially those with more constrained finances.