Source: Adam Harris, Chronicle of Higher Education blog, May 23, 2017
Updated (5/23/2017, 2:19 p.m.) with details on the budget proposals for scientific and medical research.
The Trump administration on Tuesday released its budget proposal for the 2018 fiscal year. All told, the budget would cut federal education programs by more than $10 billion. The Department of Education’s total operating budget would be slashed by $9 billion, and spending on secondary-education programs would be redirected to school-choice initiatives — the chief policy goal of Betsy DeVos, the education secretary.
President Trump’s budget would eliminate the public-service loan-forgiveness program, subsidized Stafford Loans, and Supplemental Educational Opportunity Grants; begin to phase out the National Endowments for the Arts and for the Humanities; and allow the Perkins Loan program to expire. It would also cut spending in half on Federal Work-Study programs, slash the budget of the National Institutes of Health by a fifth, eliminate programs that foster foreign-language study, and reduce spending that supports international-education programs and exchanges, such as the Fulbright Scholar program, by 55 percent….
Source: College and University Professional Association for Human Resources (CUPA-HR), 2017
From the summary:
The Staff Salary Survey (formerly the Non-Exempt Staff Salary Survey) collects annualized salary data for positions commonly found in higher education institutions. The positions in the survey are mostly non-exempt, meaning that job incumbents are generally paid an hourly rate and are eligible for overtime. To ensure comparability of data across respondents, all institutions are asked to report the annual salary each incumbent would receive for working 2080 hours in 12 months without overtime. All survey positions are matched to BLS Standard Occupational Classification (SOC) codes to facilitate completion of IPEDS reporting requirements.
For the first time, information on exempt status, gender, ethnicity, years in position, and age was collected for each position on the Staff in Higher Education Salary Survey. Data for each of these variables is summarized in the report and available in DataOnDemand.
Source: Bruce Atchison, Emily Parker, Louisa Diffey, Education Commission of the States, January 2017
From the abstract:
This 50-State Review details state investments in pre-K funding by program for the 2016-17 fiscal year – including the percentage change over 2015-16, highlights state examples and includes opportunities for states under ESSA.
Source: Elizabeth Whitehouse, Leah Byers, Council of State Governments, The Current State, Issue 104, May 15, 2017
K-12 public education in the U.S. is funded primarily by state and local governments. In fact, only about 8 percent of elementary and secondary education spending comes from the federal government. About 47 percent of total K-12 education spending in the U.S. comes from state governments. States vary greatly in their ratio of federal, state and local funding.
Source: Tamara Anderson and Shira Cohen, Labor Notes, May 8, 2017
When teachers in Seattle planned a Black Lives Matter action in response to an incident of violent racism last October, our caucus of teachers in Philadelphia got inspired.
Seattle’s John Muir Elementary had received bomb threats after planning a motivational event where elementary students on their way into school would be greeted by hundreds of African American men. After the threats, the union’s representative assembly voted to support the event, and thousands of educators wore Black Lives Matter T-shirts to support their students of color.
The Caucus of Working Educators (WE) saw our chance to bring that spirit to Philadelphia. But we knew our action would have to go beyond the hashtag, pushing educators, parents, and students into an honest and difficult dialogue.
About 20 percent of Philadelphia teachers are African American. Our city is mired in poverty and income disparity. Union jobs are steadily decreasing, and the district is shuttering public schools in predominantly Black and Latino neighborhoods. So we wanted to do more than a day of solidarity…..
Source: National Conference of State Legislatures, April 28, 2017
NCSL surveyed 50 state legislative fiscal offices on their FY 2015, FY 2016 and FY 2017 state appropriations for various early care and education programs—child care, prekindergarten, home visiting and other related programs. Early Care and Education Budget Actions FY 2017 provides a snapshot of state funding investments from 36 states that responded to the survey in these areas. Click on each of the tabs to see specific changes to appropriations for child care, prekindergarten, home visiting and other early childhood programs that occurred from FY 2016 to FY 2017….
Source: Deborah A. Phillips, Mark W. Lipsey, Kenneth A. Dodge, Ron Haskins, Daphna Bassok, Margaret R. Burchinal, Greg J. Duncan, Mark Dynarski, Katherine A. Magnuson, and Christina Weiland, Brookings Institution, 2017
From the summary:
Scientific research has established that if all children are to achieve their developmental potential, it is important to lay the foundation during the earliest years for lifelong health, learning, and positive behavior. A central question is how well our public pre-kindergarten (pre-K) programs are doing to build this foundation.
Forty-two states and the District of Columbia, through 57 pre-K programs, have introduced substantial innovations in their early education systems by developing the infrastructure, program sites, and workforce required to accommodate pre-K education. These programs now serve nearly 30 percent of the nation’s 4-year-olds and 5 percent of 3-year-olds.
In recent years, there as been increasing interest in assessing how well these short- and long-term goals have been achieved. What should we expect pre-K to produce for our society? How can we ensure that children who attend these programs get as much out of them as they can? ….
…. All members of the Task Force agreed on six consensus statements, which include:
• Children’s early learning trajectories depend on the quality of their learning experiences not only before and during their pre-K year, but also following the pre-K year;
• There is often greater improvement for economically disadvantaged children and dual-language learners after a year of per-k than there is for more advantaged and English-proficient children;
• Among the effectiveness factors that may make a difference are curricula that build foundational skills, professional development and coaching for teachers, and organized and engaging classrooms;
• Convincing evidence on the longer-term impacts of contemporary scaled-up pre-K programs on academic outcomes and school progress is sparse, precluding broad conclusions. ….
Source: Justin Steil, Stephen Menendian, Samir Gambhir, University of California, Berkeley – Haas Institute for a Fair and Inclusive Society, Policy Brief, 2017
From the summary:
A major policy brief from the Haas Institute for a Fair and Inclusive Society offers a proven roadmap to end extreme inequality in the United States. The brief, entitled “The Path to a Fair and Inclusive Society: Policies that Address Rising Inequality,” names six basic solutions to tackle what may be the greatest problem of the 21st Century.
These solutions include:
-increasing the minimum wage
-expanding the Earned Income Tax
-building assets for working families
-investing in early childhood education
-making tax code more progressive
-ending racial segregation
Source: Pell Institute for the Study of Opportunity in Higher Education, 2017
Vrom the summary:
…..This 2017 Indicators Report and the earlier reports compile statistical data since the 1970s from the nationally representative government statistics including the Census Bureau household studies and the National Center for Education Statistics (NCES)-sponsored high school and college longitudinal studies which track college entrance and completion by family income, socioeconomic status, and race/ethnicity.
A Special Focus on Understanding Equity. The 2015 edition of the Indicators Report began with a quote from the foreword to President Truman’s 1947 Commission on Higher Education that called attention to the dangers of a higher education system that functioned not to provide opportunity but to sort students: “If the ladder of educational opportunity rises high at the doors of some youth and scarcely rises at the doors of others, while at the same time formal education is made a prerequisite to occupational and social advance, then education may become the means, not of eliminating race and class distinctions, but of deepening and solidifying them.” The Indicators Reports are dedicated to increasing our understanding of how to address the equity issues raised by the Truman Commission Report 70 years ago.
Operationalizing Measures of Higher Education Opportunity in the United States. In these statistical reports, we operationalize the concept of “equity” in terms of several types of deviations from a distribution that would indicate “equal access to education.” For example, we observe the differences across quartiles of family income in the percentages of students entering college and receiving bachelor’s degrees. We also observe the extent to which, for example, the racial/ethnic distribution of the composition of the U.S. population differs from the racial/ethnic distribution of degree recipients.
The 2015 Indicators Report focused on equity in higher education based on measures of family income.
Family income remains the primary focus of the 2017 edition. Recognizing the need to also address inequity based on other interrelated demographic characteristics, the 2016 and 2017 editions include selected indicators that highlight differences by race/ethnicity, parent education, and a composite socioeconomic status (SES). The Indicators Reports present data as far back as comparable data warrant, often beginning with 1970. Methodological appendices provide additional relevant notes, tables, and figures……
Data / Charts
Equity Indicators Website
Source: Nelson Lichtenstein, Dissent blog, April 25, 2017
…. Nowhere has this rejection of Trump’ extremism been more steadfast than on the university campus, especially at those elite, historically liberal institutions populating the coasts. At the University of California, where I teach, President Janet Napolitano has made clear that UC will protect undocumented students; Harvard, Yale, and Stanford are among seventeen schools joining a lawsuit against the Trump administration effort to ban immigration from Muslim countries. And in a joint opinion piece published in the Boston Globe, law school deans from Harvard and Yale declared the president “an enemy of the law and the Constitution” for his Twitter attacks on the judiciary.
Unfortunately, top university officials at Columbia and Yale have chosen to crack this wall of resistance. They have found in Trump an ally in their longstanding efforts to resist graduate employees’ efforts to unionize. They are ready, in other words, to collaborate—a word I do not use lightly. From their presidents on down, university labor-relations officials are hoping that Trump and the people he will soon appoint to the National Labor Relations Board will weigh in on management’s side and against those who are exercising their democratic right to organize and bargain with the school…..