A changing economy and professionalization is driving an increase in education requirements for child-care workers, but there are concerns about mandating higher degrees for a field that traditionally doesn’t pay well.
The Ithaka S+R Library Survey 2016 examines strategy and leadership issues from the perspective of academic library deans and directors. This project aims to provide academic librarians and higher education leaders with information about chief librarians’ visions and the opportunities and challenges they face in leading their organizations.
In fall 2016, we invited library deans and directors at not-for-profit four-year academic institutions across the United States to complete the survey, and we received 722 responses for a response rate of 49 percent.
Results from the Library Survey reinforce the distinct differences in academic library leaders’ strategic direction and priorities by institution type, as perceptions differ notably across Carnegie classifications. There are also a number of areas in which library leaders differ based on the number of years they have been in their positions – namely, in the challenges that they identify facing and in their perceptions of the role of the library as a starting point for research – and these differences have been highlighted in this report….
This map displays enacted and vetoed bills on a wide variety of education topics for the 2013 through 2017 legislative sessions, updated daily. You can sort this information by year, state, and/or issue and sub-issue.
– Use the year dropdown to add or remove a year’s legislative session.
– To sort by state, click on a state on the map and the bills will display below the map.
– To sort by issue and sub-issue, click an issue area bar then a sub-issue bar to display the bills.
Once you’ve sorted and found the bills, click the arrow at the right side of a bill to see the detailed summary of the bill. To reset the map, use the “reset” button at the bottom of the page. To view an archive of our old state policy tracking database for the 2010 through 2016 legislative sessions, please go here.
Source: Celeste K. Carruthers, Marianne H. Wanamaker, Journal of Labor Economics, Ahead of Print, March 23, 2017
From the abstract:
Competing explanations for the long-standing gap between black and white earnings attribute different weight to wage discrimination and human capital differences. Using new data on local school quality, we find that human capital played a predominant role in determining 1940 wage and occupational status gaps in the South despite entrenched racial discrimination in civic life and the lack of federal employment protections. The resulting wage gap coincides with the higher end of the range of estimates from the post–Civil Rights era. We estimate that truly “separate but equal” schools would have reduced wage inequality by 29%–48%.
From the summary:
This paper and accompanying brief review recent evidence on the labor market returns to credit accumulation, certificates, and associate degrees from community colleges. Evidence is collated from estimates of earnings gaps across college students using large-scale, statewide administrative datasets from eight states. Six of these states were partners of the Center for Analysis of Postsecondary Education and Employment (CAPSEE), a research center funded by the Institute of Education Sciences of the U.S. Department of Education. CAPSEE researchers conducted extensive analyses of education and earnings in these states.
Findings from these studies affirm a “CAPSEE consensus” with three main results and two key features. For associate degrees, this review affirms that completing an associate degree yields strongly positive, persistent, and consistent earnings gains: studies show that completing an associate degree yields on average approximately $4,640–$7,160 per annum in extra earnings compared to entering college but not completing an award. For certificates, the evidence shows positive but modest returns and that these returns may fade out within a few years post-college. For non-completers, there is evidence that earning more credits is associated with higher earnings. Generally, the results establish two main features. First, increments of college lead to higher earnings, but with returns that are heterogeneous by field of study. Second, the evidence is strongly suggestive that returns to college are robust to macroeconomic trends.
The related brief is based largely on the paper. It summarizes the findings on gains from completing an associate degree, a certificate, and from accumulating credits without earning an award. It also reviews important details concerning these gains and highlights implications for policy.
From the abstract:
Traditionally, professionalism conceived of the professions as central to democratic society. Because professionals gained their status through reputation not wealth, they were in the best position to suppress their own self-interest in order to ascertain and pursue the public good. This Article argues that this traditional understanding of the professions was lost as a market ideology took hold in the 1970s. Professionalism gradually became synonymous with the delivery of services. This Article draws on this intellectual history to argue that aspects of the traditional concept of professionalism can and should be revived today.
States Perform provides users with access to interactive, customizable and up-to-date comparative performance measurement data for 50 states in six key areas: fiscal and economic, public safety and justice, energy and environment, transportation, health and human services, and education. Compare performance across a few or all states, profile one state, view trends over time, and customize your results with graphs and maps.
NLRB Holds that Student Assistants at Private Colleges and Universities Are Statutory Employees Covered by the NLRA.
From the press release:
This year’s Grapevine survey tentatively points to a modest national 3.4% increase in state support for higher education from fiscal year 2015-16 (FY16) to fiscal year 2016-17 (FY17), though an exact figure awaits a budget resolution in Illinois. There, legislators enacted only a partial FY17 budget that funded higher education through December 2016, and an agreement for augmenting those funds through the rest of the fiscal year has not yet been reached. This continues an ongoing budget impasse that left Illinois without a state budget in FY16, when funding for higher education was also limited to partial stopgap monies. In all, Illinois higher education funding remains sharply curtailed. Stopgap monies appropriated in FY16 amounted to only 17% of funding allocated in fiscal year 2014-15 (FY15), the last fiscal year for which Illinois enacted a full state budget. Stopgap monies allocated so far in FY17, although an increase over the partial funding amount appropriated in FY16, amount to only 29% of FY15 funding.
In the remaining 49 states, FY17 fiscal support for higher education represent an overall one-year increase of 2.7% from FY16: 39 states registered increases ranging from 0.2% to 10.5%, and 10 reported decreases ranging from 0.4% to 8.8%. The 2.7% increase for these 49 states is lower than the 4.1% increase registered from FY15 to FY16 in last year’s survey. Slumping energy prices appear to have taken a toll in at least some states, including Alaska, Louisiana, New Mexico, Oklahoma, and Wyoming—states with a high economic stake in the oil and gas sector and that reported the largest declines in higher education funding between FY16 and FY17.
The states and cities expanding early education have wrestled with the question of what qualifies as “universal.”