Category Archives: Education

Why your child’s preschool teacher should have a college degree

Source: Anne Douglass, The Conversation, January 2, 2018

How much education does a preschool teacher need?

When the District of Columbia announced in March that it would require an associate’s degree for all lead teachers at child care centers who work with children up to age 5, the reaction was widely negative. …. The science of brain development shows a clear connection between positive early educational experiences and later success in life. The foundation for literacy, mathematics and science develops rapidly in infancy and continues throughout early childhood. The competencies early educators must have to guide this development effectively, as outlined in a 2015 Institute of Medicine report, are extensive. They include a “sophisticated understanding of the child’s cognitive and socioemotional development [and] knowledge of a broad range of subject-matter content areas.” ….

Enrollment and Employees in Postsecondary Institutions, Fall 2016; and Financial Statistics and Academic Libraries, Fiscal Year 2016: First Look (Provisional Data)

Source: Scott Ginder, et. al., National Center for Education Statistics (NCES), Publication #: NCES 2018002, December 2017

From the abstract:
This provisional First Look report includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) spring 2017 data collection, which included four survey components: Enrollment for fall 2016; Finance for fiscal year 2016; data on employees in postsecondary education for Fall 2016; and data for Academic Libraries for fiscal year 2016.

Everything Passes, Everything Changes: Unionization and Collective Bargaining in Higher Education

Source: William A. Herbert, Jacob Apkarian, Perspectives on Work, 2017

From the abstract:
This article begins with a brief history of unionization and collective bargaining in higher education. It then presents data concerning the recent growth in newly certified collective bargaining representatives at private and public-sector institutions of higher education, particularly among non-tenure track faculty. The data is analyzed in the context of legal decisions concerning employee status and unit composition under applicable federal and state laws. Lastly, the article presents data concerning strike activities on campuses between January 2013 and May 31, 2017.

Analyzing the Labor Market Outcomes of Occupational Licensing

Source: Maury Gittleman, Mark A. Klee, Morris Kleiner, Industrial Relations, Volume 57, Issue 1, January 2018
(subscription required)

From the abstract:
Recent assessments of occupational licensing have shown varying effects of the institution on labor-market outcomes. This study revisits the relationship between occupational licensing and labor-market outcomes by analyzing a new topical module to the Survey of Income and Program Participation. Relative to previously available data, the topical module offers more detailed information on occupational licensing attainment, with larger sample sizes and access to richer sets of person-level characteristics. We find that those with a license earn higher pay, are more likely to be employed, and have a higher probability of employer-sponsored health insurance offers.

Poverty and educational achievement in the US: A less-biased estimate using PISA 2012 data

Source: David Rutkowski, Leslie Rutkowski, Justin Wild & Nathan Burroughs, Journal of Children and Poverty, Published online: November, 23 2017
(subscription required)

From the abstract:
In the current paper, we employ the most recent Programme for International Student Assessment (PISA) data to calculate a less-biased estimate of poverty on US achievement. The PISA was specifically chosen as it is an assessment removed from a specific curriculum and instead focuses on concepts that students should know in order to participate in a global economy. Using a propensity score matching approach, our findings suggest that US students in poverty have notable educational attainment deficiencies compared to a matched group of students who are not in poverty. In other words, when we select two students who have a great deal in common but for the fact that one comes from a poverty background, the student in poverty is expected to perform nearly 28 points, or about a quarter of a standard deviation lower, on the PISA assessment. In real terms, this puts math achievement for children not in poverty on-par with the Organisation for Economic Co-operation and Development (OECD) average, while children in poverty are well below the OECD average.

Head Start may keep kids out of foster care

Source: Andy Henion, Futurity, October 9, 2017

Head Start programs may keep young children from being placed in foster care, new research suggests.

Kids up to age five in the federal government’s preschool program were 93 percent less likely to end up in foster care than kids in the child welfare system who had no type of early care and education, says Sacha Klein, an assistant professor of social work at Michigan State University.

Klein and colleagues examined multiple forms of early care and education—from daycare with a family member to more structured programs—and found Head Start was the only one to guard against foster care placement.

Early care and education arrangements and young children’s risk of foster placement: Findings from a National Child Welfare Sample
Source: Sacha Klein, Lauren Fries, Mary M.Emmons, Children and Youth Services Review, In Press – Accepted Manuscript, Available online 6 September 2017
(subscription required)

From the abstract:
A primary goal of the U.S. child welfare system (CWS) is to maintain children investigated for maltreatment in their parents’ homes whenever safely possible. This study explores the possibility that early care and education (ECE) services (e.g., child care, preschool, day care) can help the CWS achieve this goal by using a nationally representative sample of children referred to CWS for suspected maltreatment to measure the relationship between ECE receipt and the likelihood that 0–5 year olds in the CWS will be placed in foster care approximately 18 months later. Specifically, logistic regression analyses explore the relationship between: (1) regular ECE participation (yes/no), and (2) type of ECE arrangement (Head Start, other center- or home-based ECE, family/friend/relative ECE, other ECE, and multiple types of ECE) and foster placement risk. After controlling for multiple socio-demographic characteristics and foster placement risk factors, children who received ECE (yes/no) were no less likely to be placed in foster care than children who received no ECE. However, when exploring type of ECE arrangement, children who received Head Start were 93% less likely to be placed in foster care than children with no ECE. Children who participated in multiple types of ECE were almost seven times more likely to be placed in foster care than children with no ECE. These results suggest that Head Start may help maltreated children avoid foster placement and that experiencing multiple types of ECE is a risk factor for foster placement. It is recommended that caseworkers routinely assess the ECE service history and needs of families with young children who come in contact with the CWS, paying attention to the type and number of ECE services used.

• We explore whether receipt of early care and education (ECE) services reduces the likelihood of foster placement for 0-5 year olds in the U.S. child welfare system.
• ECE receipt (yes/no) was unrelated to children’s odds of being placed in foster care.
• However, children who participated in Head Start preschools were 93% less likely to be placed in foster care than children who received no ECE.
• Children who used multiple types of ECE were almost seven times more likely to be placed in foster care than children who received no ECE.

Breaking the Cycle? Intergenerational Effects of an Anti-Poverty Program in Early Childhood

Source: Andrew Barr, Chloe R. Gibbs, Texas A&M University and Notre Dame, August 2017

From the abstract:
Despite substantial evidence that resources and outcomes are transmitted across generations, there has been limited inquiry into the extent to which anti-poverty programs actually disrupt the cycle of bad outcomes. We explore how the effects of the United States’ largest early childhood program transfer across generations. We leverage the geographic rollout of this federally funded, means-tested preschool program to estimate the effect of early childhood exposure among mothers on their children’s long-term outcomes. We find evidence of intergenerational transmission of effects in the form of increased educational attainment, reduced teen pregnancy, and reduced criminal engagement in the second generation.

The Direct and Indirect (Spillover) Effects of Productive Government Spending on State Economic Growth

Source: Andrew Ojede, Bebonchu Atems, Steven Yamarik, Growth and Change, Early View, September 25, 2017
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From the abstract:
Using data on 48 contiguous U.S. states and a spatial econometric approach, this paper examines short- and long-run effects of productive higher education and highway infrastructure spending financed by different revenue sources on state economic growth. Following the Lagrange Multiplier, Wald, and Likelihood Ratio tests, the data are found to be characterized by both spatial lag and spatial error processes, leading to the estimation of a dynamic spatial Durbin model. By decomposing results of the dynamic spatial Durbin model into short- and long-run direct as well as indirect (spillover) effects, we show that accounting for spillover effects provides a more comprehensive approach to uncovering the effects of productive government spending on growth. We find that, regardless of the financing source, productive higher education and highway spending have statistically significant short- and long-run direct as well as spillover effects on state income growth.

Employment trends by typical entry-level education requirement

Source: Audrey L. Watson, U.S. Department of Labor, Monthly Labor Review, September 2017

From May 2007 to May 2010, the U.S. economy lost nearly 7.4 million jobs in occupations that typically require a high school diploma or no formal educational credential for entry. In contrast, the economy had no statistically significant employment change in occupations that typically require postsecondary education for entry. During the recovery, the economy gained jobs in almost all the typical entry-level education categories. By May 2016, employment exceeded May 2007 levels for occupations that typically require no formal educational credential for entry and occupations that typically require postsecondary education. However, employment in occupations that typically require a high school diploma or the equivalent for entry remained nearly 1.3 million lower than in May 2007. This trend is projected to continue. From 2014 to 2024, occupations that typically require a high school diploma for entry are projected to grow more slowly than average, causing a further employment shift away from these occupations and toward occupations that typically require postsecondary education.

The President’s House Is Empty: Losing and Gaining Public Goods

Source: Boston Review, Forum III, 2017
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Many of the critical issues of our time—from clean water to health care to schools—are about public goods, things that are owed to the members of a democratic society. In the United States, these goods are endangered and access to them is constricted by class and race. Against this background, Trump’s nearly empty White House stands as a symbol of the crisis our democracy faces. In this Forum we consider public goods: what they are, how to provide them, how to ensure equitable access. The debate about public goods is at heart a debate about what it means to be an American. What is at stake is not only what we owe to each other but who we are.

Articles include:
Losing and Gaining Public Goods
K. Sabeel Rahman

To build a tangible, inclusive, meaningful, and durable community, we must begin with public goods….

Free College for All
Marshall Steinbaum

The movement for free college has gained considerable momentum in the past year, in no small part thanks to the sad state in which many college graduates currently find themselves. …. The United States has never had free, high-quality college education. But that does not mean we can’t. In the past, we have included world-class public education in our understanding of public goods, and we have successfully expanded public education on the premise that society as a whole benefits from a well-educated population. Previous generations and social movements fought hard to create good educational institutions at public expense. The current generation is discovering why that matters. ….

A Public Good Gone Bad: On Policing
Tracey Meares

….However, the best way to solve the epidemic of police violence against black Americans is far from obvious, and it should not be surprising that the solutions advanced by communities of color often run counter to conventional solutions. In some communities marked by extreme levels of violent crime—those one would think most in need of police—residents are calling for a complete and total end to policing….

Draining the Swamp: On Mar-a-Lago
Julian C. Chambliss

….Mar-a-Lago is the apotheosis of the Florida Dream in which wealthy interests degrade the environment and hollow out prospects for the poor. But as Hurricane Irma shows, this dream was never sustainable….

The Third Rail
Elaine Kamarck

….Although we are a long way from the pioneer era, a nation’s DNA dies hard. A substantial number of Americans still glorify the individual and believe that it is everyone’s responsibility to work hard and take care of their own. It’s why, for instance, America has never had a successful socialist party while Europe has. Progressive or liberal policy that ignores this strain in the public consciousness will always be vulnerable to the argument that government that takes from those who work and gives to those who do not is illegitimate. Fortunately policy that is constructed with an understanding of this tension can stand the test of time…..

Saving the Commons from the Public
Michael Hardt

Sabeel Rahman’s argument against the privatization of public goods and services contributes to a rich stream of contemporary critiques of neoliberalism that rightly focuses on how privatization creates and maintains forms of exclusion and hierarchy. In response to privatization, Rahman calls to make public goods public again—that is, to design and bolster government programs that foster social inclusion and equality, broadening both our conception of public goods and the populations whose membership grants them access to those goods. Rahman’s argument, however, rests on a notion of the opposition between public and private that obscures the full range of political possibilities. …. Fortunately the private and the public are not our only options. The common—defined by open access to, and shared democratic management of, social wealth—provides an alternative. ….

All Good Things
Jacob T. Levy

….What do we want in the provision of a good? Is it sufficiency, equality, progress, or simply more? Different answers to these questions call for genuinely different kinds of responses. If we want sufficiency, as we do with dignity goods and necessities, very often we should not pay much attention to the provision of the goods themselves; we should pay attention to the problem of poverty, and worry about economic growth, barriers to entering the labor market, redistribution and poverty relief, or some combination of these. (Direct public provision of food, or indirect provision through food stamps, is certainly not better for recipients’ dignified membership in the community than their having enough money to be able to simply afford food.)….

Naming the Villain
Lauren Jacobs

Sabeel Rahman’s essay is a call to action. Progressives should take seriously the coming political struggle over public goods generally and infrastructure specifically. They should also be better skilled in the administration of government and learn how to use the tools available to incrementally transform the material conditions of our current system. But as a lifelong organizer, dedicated to the dignity and economic security of all workers, I know that this is not enough. It is also critical that we see the big picture: the corporate power and its accompanying dogma of the supremacy of profit that brought us to this brink. They are the enemies we face. And they must be named. From fairy tales such as Rumpelstiltskin, to J. K. Rowling’s Harry Potter series, many of the stories of our childhood teach us the same lesson: we must name the villain before we stand any chance of defeating it. Any discussion of public goods is ultimately a discussion of values. How we define who is included in the notion of a “public”—and what we think is in the best interest of that public—are inherently political and therefore always contested. Those definitions live at the intersection of race, wealth, gender, and work….

A Beautiful Public Good
Joshua Cohen

Sabeel Rahman’s democratic conception of public goods is founded on the idea of a public responsibility for ensuring the essentials of a democratic society. Public goods are among those essentials. They answer to the basic needs of persons, conceived of as free and equal members of a democratic society. What those public goods are and the best methods for providing them vary across time and circumstance. In our time and circumstance, public goods should include clean water and air, good schools, broadband Internet access, and quality health care. Discharging the responsibility to provide those goods is not only a core public responsibility, Rahman says. It will also help to foster a sense of commonality—of a we with a common fate. Rahman calls this dimension of public provision the “constitutive” aspect of public goods.
I agree with much of Rahman’s view, but found his account of this constitutive aspect surprisingly thin. In a collaborative spirit, I propose to thicken this aspect of the democratic conception with a story about how the ambition to foster democracy and democratic sensibilities helped to shape the design of Central Park, one of the country’s truly great public goods…..

The Last Word
K. Sabeel Rahman

Throughout this forum, the idea of public goods has been linked to water, housing, parks, and more. Taken together, the thoughtful responses highlight two crucial questions about our understanding of public goods. First, what types of goods qualify as “public” in a democratic conception? Or, more precisely, what makes a good “public,” as opposed to merely ordinary? And second, what kinds of policy tools—including but not limited to direct state provision—can we employ to ensure more equitable and inclusive access to these goods?….