Category Archives: Education

Postsecondary Institutions and Price of Attendance in 2015-16; Degrees and Other Awards Conferred: 2014-15; and 12-Month Enrollment: 2014-15: First Look (Provisional Data)

Source: Scott A. Ginder Janice E. Kelly-Reid, National Center for Education Statistics, Publication #: NCES 2016112REV, July 2016

From the abstract:
This First Look is a revised version of the preliminary report released on July 14, 2016. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2015 collection, which included three survey components: Institutional Characteristics for the 2015-16 academic year, Completions covering the period July 1, 2014, through June 30, 2015, and data on 12-Month Enrollment for the 2014-15 academic year.

Want to help free trade’s losers? Make ‘adjustment assistance’ more than just burial insurance

Source: Marina v. N. Whitman, The Conversation, October 24, 2016

…So what has made free trade – which still gets the support of most Americans – such a political pariah?

A major explanation is that there are losers as well as winners from its effects. The winners may be far more numerous, yet the impact on the losers, from lost jobs and lower wages, is more intense and personal….

….In other words, while the overall welfare effects of trade liberalization are generally positive, the impact on some subgroups, particularly the less well-educated, are negative and much larger.

And the United States is less generous than other rich countries in providing both reemployment assistance and income support to workers hurt by these changes.

The primary U.S. program aimed at mitigating this negative impact is known as trade adjustment assistance (TAA). That its intended recipients call it “burial insurance” sort of sums up its image problem…..

Trends in College Pricing 2016

Source: The College Board, 2016

From the summary:
Trends in College Pricing provides information on changes over time in undergraduate tuition and fees, room and board, and other estimated expenses related to attending colleges and universities. The report, which includes data through 2016-17 from the College Board’s Annual Survey of Colleges, reveals the wide variation in prices charged by institutions of different types and in different parts of the country. Of particular importance is the focus on the net prices students actually pay after taking grant aid into consideration. Data on institutional revenues and expenditures and on changing enrollment patterns over time supplement the data on prices to provide a clearer picture of the circumstances of students and the institutions in which they study.
Related:
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Waiting for the Payoff: How Low Wages and Student Debt Keep Prosperity Out of Reach

Source: Allyson Fredericksen, People’s Action Institute, Job Gap Economic Prosperity series, People’s Action Institute, October 2016

From the summary:
Education is often lauded as the great equalizer and a solution to the growing income gap. But, as the cost of college breaks family budgets and requires students to take out thousands of dollars in educational loans, wages, even for those with a degree, have not kept pace, and have even declined in many occupations.

Though campaigns to increase the minimum wage have been won in cities and states across the country, current minimum wage rates do not provide a living wage for even a single adult. Research on living wage rates produced by People’s Action Institute shows that, nationally, a living wage for a single adult is $17.28 per hour. For those with student debt, that living wage rises to $18.67 per hour.

Increasing the minimum wage to a living wage and abolishing the tipped subminimum wage will help more workers make ends meet, but student debt forgiveness is also vital. And, because systemic barriers mean women and people of color are disproportionately impacted by low wages and student debt, more must be done to strengthen and enforce equal opportunity statutes.

At a minimum, working full-time should ensure financial stability, including the ability to pay off student loan debt. It’s time for elected officials to take action to make that a reality.
Table 1: Single Adult Living Wage vs Minimum Wage by State
Table 2: Median Student Debt and Monthly Payment for Graduates by State
Table 3: Traditional Single Adult Living Wage vs Student Debt Living Wage by State
Related:
Executive summary

Student Debt May Be Contributing to Racial Inequality

Source: Shahien Nasiripour, Bloomberg, October 24, 2016

Black college grads owe more on their student loans while being paid less than their white counterparts.
Related:
Black-white disparity in student loan debt more than triples after graduation
Source: Judith Scott-Clayton and Jing Li, Brookings Institution, Evidence Speaks Reports, Vol 2 #3, October 20, 2016

The moment they earn their bachelor’s degrees, black college graduates owe $7,400 more on average than their white peers ($23,400 versus $16,000, including non-borrowers in the averages). But over the next few years, the black-white debt gap more than triples to a whopping $25,000. Differences in interest accrual and graduate school borrowing lead to black graduates holding nearly $53,000 in student loan debt four years after graduation—almost twice as much as their white counterparts. While previous work has documented racial disparities in student borrowing, delinquencies, and defaults, in this report we provide new evidence that racial gaps in total debt are far larger than even recent reports have recognized, far larger now than in the past, and correlated with troubling trends in the economy and in the for-profit sector. We conclude with a discussion of policy implications. Black-white disparity in student loan debt more than triples after graduation.

County Benchmarking Engine

Source: OnlyBoth, 2016

Benchmark a U.S. county or county-equivalent against all 3,143 counties described by 104 attributes.

There are 170,250 insights, or about 54 per county.

County data relates to geography, population, education, housing, income, employment, healthcare, resources, religion, land, and arrests.

Data sources are USDA ERC, CDC, HUD, CMS, DHSS, DOJ FBI, and USGS (all federal) plus the Association of Religion Data Archives (thearda.com).
Related:
Benchmark a hospital
Benchmark a nursing home
Benchmark a [private] college’s finances

Project on Student Debt – State by State Data

Source: Institute for College Access & Success (TICAS), 2016

Seven in 10 seniors (68%) who graduated from public and nonprofit colleges in 2015 had student loan debt, with an average of $30,100 per borrower. This represents a 4% increase from the average debt of 2014 graduates.

National, state, and college data on student debt from federal and private loans can be found in the full report. For more details, click on the map and other links on this page…..

Arkansas Career Pathways Initiative: How TANF can support skills for low-income parents, and how policymakers can help

Source: Brooke DeRenzis and Kermit Kaleba, National Skills Coalition, October 2016

….This issue brief highlights Arkansas’ Career Pathways Initiative (CPI) as an example of a successful state policy that helps low-income parents earn in-demand credentials. CPI combines adult education and postsecondary training with critical supports like case management, child care and transportation assistance, and help with the costs of tuition, books, supplies, and testing fees. CPI is a critical strategy for expanding economic opportunity in Arkansas, which is one of only six states with a poverty rate at 18 percent or more. Since 2005, CPI has used the federal Temporary Assistance for Needy Families (TANF) block grant to provide support services for more than 30,000 qualifying students enrolled in occupational programs at the state’s community and technical colleges. Despite the significant academic and employment barriers facing many participants, CPI students have achieved impressive outcomes: more than half of all CPI enrollees obtained at least one postsecondary credential or degree, compared to just twenty-four percent of non-CPI participants, and CPI participants earned $3,100 more per year than TANF recipients who were not enrolled in CPI programs.

The issue brief provides a short overview of the history and structure of the Arkansas CPI program, including key action steps that state policymakers, advocates, and other stakeholders can consider as they seek to develop similar programs. The brief also highlights key federal policy challenges that impact states’ ability to serve low-income jobseekers, and provides recommendations for changes that Congress should consider in 2017 and beyond…..

Foundational workplace safety and health competencies for the emerging workforce

Source: Andrea H. Okun, Rebecca J. Guerin, Paul A. Schulte, Journal of Safety Research, In Press- Uncorrected Proof, Available online 6 October 2016
(subscription required)

From the abstract:
Introduction: Young workers (aged 15–24) suffer disproportionately from workplace injuries, with a nonfatal injury rate estimated to be two times higher than among workers age 25 or over. These workers make up approximately 9% of the U.S. workforce and studies have shown that nearly 80% of high school students work at some point during high school. Although young worker injuries are a pressing public health problem, the critical knowledge and skills needed to prepare youth for safe and healthy work are missing from most frameworks used to prepare the emerging U.S. workforce.

Methods: A framework of foundational workplace safety and health knowledge and skills (the NIOSH 8 Core Competencies) was developed. The framework was aligned with the Health Belief Model (HBM) and the Core Competencies were mapped to the individual HBM constructs.

Results: The proposed NIOSH Core Competencies utilize the HBM to provide a framework for foundational workplace safety and health knowledge and skills. An examination of how these competencies and the HBM apply to actions that workers take to protect themselves is provided. The social and physical environments that influence these actions are also discussed.

Conclusions: The NIOSH 8 Core Competencies, aligned with one of the most widely used conceptual frameworks in health behavior practice, fill a critical gap in preparing the emerging U.S. workforce to be cognizant of workplace risks and to participate in, and benefit from, safe and healthy work.

Practical applications: Integration of the NIOSH 8 Core Competencies into school curricula is one way to ensure that every young person, before he or she enters the workforce, has the foundational workplace safety and health knowledge and skills to be cognizant of risks on the job and to participate in, and benefit from, safe and healthy work.

Highlights
• Most career readiness initiatives are missing foundational workplace safety and health skills.
• The NIOSH 8 Core Competencies fill a critical gap in preparing the emerging U.S. workforce.
• The NIOSH framework of eight core competencies is grounded in the Health Belief Model.
• The NIOSH 8 Core Competencies are portable to all jobs and industries.
• The NIOSH 8 Core Competencies are transferable to non-work settings such as homes and schools.

The Checkered History of Colleges, Unions, and Scabs

Source: Livia Gershon, JSTOR Daily, October 12, 2016

Harvard University’s dining hall workers have been on strike for more than a week. Now, the administration is searching for other employees willing to volunteer to keep students fed and break the strike. The labor battle should remind us that, despite their current reputations as bastions of liberalism, U.S. colleges have historically played a serious role in fighting against unions. A century ago, Harvard and other major universities were heavily involved in anti-union actions, rallying students to act as scabs during the massive labor actions of that era…..
Related:
The Student as Strikebreaker: College Youth and the Crisis of Masculinity in the Early Twentieth Century
Source: Stephen H. Norwood, Journal of Social History, Vol. 28 No. 2, Winter 1994
(subscription required)