Source: Myra Warne, Labor Notes, July 27, 2017
In 2014, members of the Maysville Education Association voted to accept a deal that would end our pay freeze, which dated back to 2011, in exchange for replacing our traditional pay scale with a new merit-pay system.
Local union leaders were warned by Ohio Education Association staff that a return to the step-and-ladder system of regular raises might be impossible—or require a strike. But this year, as the money for sweeteners and incentives dried up, a group of members committed to winning back our old pay scale…..
Source: Moody’s, Sector In-Depth, July 17, 2017
Public colleges and universities continue to demonstrate overall financial stability with steady enrollment, solid cash flow margins and retained financial flexibility, according to our fiscal 2016 sector medians. However, heading into 2018, revenue and expense pressures will emerge, pressuring performance for some. The challenges will mostly affect some moderate and small universities lacking the revenue diversity and brand strength of large research, or comprehensive, universities…..
Source: National Association of State Retirement Administrators, NASRA, June 2017
A 50 state chart detailing the retirement plan options of faculty and staff at state universities.
Source: Colorado K12 Financial Transparency, 2017
Welcome to the Colorado K12 Financial Transparency website. Here you will find revenue and expenditure information for each school, district, and BOCES throughout the state. Click below to learn more, or begin exploring using the search and map features.
Source: U.S. Government Accountability Office (GAO), GAO-17-411: Published: May 25, 2017
From the summary:
The federal government has reported physician shortages in rural areas; it also projects a deficit of over 20,000 primary care physicians by 2025. Residents in graduate medical education (GME) affect the supply of physicians. Federal GME spending is over $15 billion/year.
We found that, from 2005-15, residents were concentrated in the Northeast and in urban areas. And, while many trained in primary care, primary care residents often subspecialize in other fields. Federal efforts to increase GME in rural areas and primary care were limited. In 2015, we recommended HHS develop a plan for its health care workforce programs—it has yet to do so.
Source: Louis Jacobson and Jonathan Davis, Journal of Labor Economics 35, no. S1, July 2017
From the abstract:
The key finding of this paper is that women Workforce Investment Act (WIA) trainees select higher-return fields than men but men usually have higher returns than women in the same field. Among men, the higher the level of education, the greater the proportion who select high-return fields; the reverse is true for women. Finally, most men select fields that are predominantly male, and vice versa for women, even though gains among men and women making unconventional choices are often large. Thus, there is considerable room for men and women to increase their gains by altering their choice of field.
Source: Dan S. Rickman, Hongbo Wang, John V. Winters, Public Finance Review, OnlineFirst, Published June 20, 2017
From the abstract:
Using the three-year microdata sample of the American Community Survey for 2009 to 2011, we compute public school teacher salaries for comparison across US states. Teacher salaries are adjusted for state differences in teacher characteristics, cost of living, federal tax rates, household amenity attractiveness, and location within the metropolitan versus nonmetropolitan portions of the states. We find high persistence in the state rankings of nominal public school teacher salaries across time. Yet, we also find that the rankings significantly shift with the adjustments, suggesting they are necessary for meaningful comparisons of public teacher salaries across states. The differences in teacher pay across states also greatly narrow with the adjustments. Finally, this is the first study to show and test that teacher salary comparisons across states should be based on a comparison of public school teacher salaries with nonteacher college graduates in the states, adjusted for differences in personal characteristics and effective federal tax rates.
Source: Jessica Carson, University of New Hampshire, Carsey School of Public Policy, National Issue Brief #122, Spring 2017
From the summary:
Policy makers and advocates nationwide recognize that funding for early childhood education is a crucial investment in the future. Critical foundational development occurs before age 5, and research consistently shows that high-quality early education for children leads to higher future educational attainment and lower likelihood of crime, and yields a return on investment of 7 to 13 percent.
Yet accessing affordable, quality early childhood education and care is a challenge for families nationwide. More than a quarter of families with young children are burdened by child care costs, and the availability and quality of child care and education are highly variable across states.
One program that connects the most economically vulnerable families with quality early childhood programming is Early Head Start (EHS). Subject to rigorous quality and staffing standards, implemented among the youngest children (prenatally through age 2), and delivered via a two-generation approach, EHS is a significant opportunity for providing quality care and education to a population that might otherwise struggle to access it. This brief explores the characteristics of EHS in Maine, compares them to the national landscape, and connects these findings to a discussion of the federal and state policy climates.
– Maine has 837 funded Early Head Start (EHS) slots for more than 8,000 poor children age 0–2 in Maine. Limited funding means that EHS is unable to reach the vast majority of children living below the poverty line.
– Nearly half (47.2 percent) of Maine’s EHS enrollees participate via the home visitation service delivery model, compared with 37.3 percent nationwide.
– Maine’s EHS staff are more highly educated than EHS staff nationwide. More than one-third of center-based teachers and almost two-thirds of home visitors have at least a four-year degree, compared with about a quarter and a half, respectively, nationwide.
Source: U.S. Census Bureau, Educational Finance Branch, Report Number: G15-ASPEF, June 14, 2017
From the summary:
The U.S. Census Bureau conducts the Census of Governments and the Annual Surveys of State and Local Government Finances as authorized by law under Title 13, U.S. Code, Sections 161 and 182. The Census of Governments has been conducted every 5 years since 1957, while the annual survey has been conducted annually since 1977 in years when the Census of Governments is not conducted. The 2015 Annual Survey of School System Finances, similar to previous annual surveys and censuses of governments, covers the entire range of government finance activities—revenue, expenditure, debt, and assets (cash and security holdings).
This report contains financial statistics relating to public elementary-secondary (prekindergarten through grade 12) education. It includes national and state financial aggregates and displays data for the 100 largest school systems by enrollment in the United States….
Source: Sophie Quinton, Stateline, May 3, 2017
Community colleges are known for their associate degree programs. But these days, many community colleges award more certificates than degrees. Certificates typically take less than two years to complete and promise to prepare students for entry-level jobs in fields such as medical insurance coding or welding.
Now Kentucky and Indiana have created scholarships that would make some certificates tuition-free. The new grants draw inspiration from the free college idea pushed by Democrats like former President Barack Obama and embraced by Oregon, Tennessee and New York. But they’re less focused on reducing soaring tuition prices and more focused on training students for jobs that are sitting open. …. Arkansas recently put its own twist on free college with a grant that makes two-year degrees free for students of high-demand subjects, such as computer science. ….