Category Archives: Education

Segregation Now: Investigating America’s Racial Divide

Source: Nikole Hannah-Jones, ProPublica, April 16, 2014

Sixty years after the Supreme Court declared an end to “separate but equal” education, many schools have moved back in time, isolating poor black and Latino students in segregated schools. ProPublica investigates Tuscaloosa schools, among most rapidly resegregating in the country.
Related:
Source Notes for ‘Segregation Now’
Source: ProPublica, April 16, 2014

Nikole Hannah-Jones spent nearly a year reporting on the resegregation of Southern schools, including more than two months crisscrossing Alabama. Here are her source notes.

Timeline: From Brown v. Board to Segregation Now

ILO Policy Guidelines on the promotion of decent work for early childhood education personnel

Source: International Labour Organization (ILO), 2013

The Meeting of Experts on Policy Guidelines on the Promotion of Decent Work for Early Childhood Education Personnel was held in Geneva from 12 to 15 November 2013.

The Meeting was attended by five experts from the Governments, five experts nominated by the Employers’ group of the Governing Body, and five experts nominated by the Workers’ group of the Governing Body, as well as by 34 Government and ten Worker observers. There were seven observers from intergovernmental organizations and international non-governmental organizations.

The Meeting adopted the ILO Policy Guidelines on the promotion of decent work for early childhood education personnel.

These Guidelines set out principles for the promotion of decent work for early childhood education (ECE) personnel as a means of ensuring universal access to high-quality ECE services. In this respect they cover conditions of work and employment of ECE personnel and related issues, including ECE financing, curricula and learning practices, social security, professional ethics and ECE governance systems.

The Guidelines are meant to serve as a reference tool on principles that should be reflected in the design and implementation of ECE measures such as policies, strategies, legislation, administrative measures and social dialogue mechanisms, including collective bargaining agreements. The Guidelines can be implemented progressively to achieve their objectives so as to take account of different national settings, cultures, and social, economic and political contexts….

Related:
Meeting of Experts on Policy Guidelines on the Promotion of Decent Work for Early Childhood Education Personnel – Final Report
Source: International Labour Organization (ILO), Sectoral Activities Department, MEECE/2013/10, 2014

Fair play: decent work for early childhood educators
Source: Oliver Liang, International Labour Organization (ILO), Work in Progress blog, April 17, 2014

Early childhood education plays a critical role in the lives of many families. It helps parents to continue working while equipping children with essential learning tools. But early childhood educators too often lack decent working conditions with longer hours, less pay and fewer benefits than other teachers.

Educational Attainment and Earnings Inequality among US-Born Men: A Lifetime Perspective

Source: Josh Mitchell, Urban Institute, April 2014

From the abstract:
This report tracks the lifetime earnings of men born in the U.S. between 1940 and 1974, focusing on how earnings differences by educational attainment, age, and year of birth have evolved. Both annual and lifetime earnings inequality increased dramatically for men born in the mid-1950s onward. That increase reflects both absolute earnings gains to highly educated workers (especially those with more than a four-year college degree) and absolute earnings losses to less educated workers. Earnings inequality also increases substantially among those with the same level of educational attainment, complicating standard assumptions about the lifetime value of a college degree.

Benefits of a Department of Corrections Partnership With a Health Sciences University – New Jersey’s Experience

Source: Rusty Reeves, Arthur Brewer, Lisa DeBilio, Christopher Kosseff, Jeff Dickert, Journal of Correctional Health Care, Vol. 20 no. 2, April 2014
(subscription required)

From the abstract:
More than half of the state prisons in the United States outsource health care. While most states contract with private companies, a small number of states have reached out to their health science universities to meet their needs for health care of prisoners. New Jersey is the most recent state to form such an agreement. This article discusses the benefits of such a model for New Jersey’s Department of Corrections and for New Jersey’s health sciences university, the Rutgers University, formerly the University of Medicine and Dentistry of New Jersey. The benefits for both institutions should encourage other states to participate in such affiliations.

What State Leaders Should Know About Early Head Start

Source: Hannah Matthews, Stephanie Schmit, Center for Law and Social Policy (CLASP), April 2014

What State Leaders Should Know About Early Head Start provides a guide for state leaders less familiar with the Early Head Start program. It provides explanation on eleven Key areas of the Early Head Start program and suggests ways that state policymakers can align key areas of child care and early education with EHS.

State Child Care Subsidy Policies that Support Early Head Start- Child Care Partnerships A Tool for States

Source: Hannah Matthews, Center for Law and Social Policy (CLASP), April 4, 2014

State Child Care Subsidy Policies that Support Early Head Start-Child Care Partnerships: A Tool for States provides a menu of state child care assistance policies that states could consider to improve continuity and stability for children and families in the subsidy system and to support child care providers receiving child care subsidy payments.

College Affordability for Low-Income Adults: Improving Returns on Investment for Families and Society

Source: Barbara Gault, Lindsey Reichlin, Stephanie Román, Institute for Women’s Policy Research (IWPR), #C412, April 2014

This report was prepared by the Institute for Women’s Policy Research (IWPR) as a part of a series of papers on defining college affordability sponsored by the Lumina Foundation. The report examines how efforts to understand and improve college affordability can be informed by the experiences and circumstances of low-income adults, students of color, and students with dependent children.

Housing and Education Advocates Work Together to Improve Education

Source: David Zisser, Brenda Shum, Clearinghouse Review, Vol. 48 nos. 2-3, March–April 2014
(subscription required)

From the abstract:
Sustainable communities and affordable housing are not always mentioned in discussions about how to improve American schools. However, housing advocates understand that healthy, integrated neighborhoods are the foundations of solid public school systems. If education advocates work with housing advocates to deepen their understanding of how housing affects education, students across the country will benefit.

Universal Free School Meals: Ensuring that All Children Are Able to Learn

Source: Madeleine Levin, Jessie Hewins, Clearinghouse Review, March–April 2014
(subscription required)

From the abstract:
A growing number of schools offer all their students free meals through the new federal community eligibility option, which makes it easier for high-poverty schools to provide free breakfast and lunch and eliminate the administrative work associated with identifying and tracking each child’s eligibility for free or reduced-price meals. Advocates should use a variety of strategies to offer meals for free and eliminate barriers to participation, including stigma.

The University and the Company Man

Source: Tressie McMillan Cottom, Dissent, Vol. 61 no. 2, Spring 2014
(subscription required)

The U.S. higher education crisis has been well documented. College is overpriced, over-valued, and ripe for disruption (preferably, for some critics, by the outcome-driven private sector). At the same time, many Americans are flailing in the post-recession economy. With rising income inequality, persistent long-term unemployment, and declining real wages, Americans are searching for purchase on shifting ground. Not so long ago, the social contract between workers, government, and employers made college a calculable bet. But when the social contract was broken and policymakers didn’t step in, the only prescription for insecurity was the product that had been built on the assumption of security. We built a university system for the way we worked. What happens to college when we work not just differently but for less? And what if the crisis in higher education is related to the broader failures that have left so many workers struggling?…. The “opportunity costs” of spending four to six years not being employed while you earn a degree were once measured against the security promised by the corporate social contract. Now, workers must not only absorb the costs of retirement planning, health care, and child care but also educate themselves to satisfy a moving target. There is plenty to be said about expensive climbing walls at pricey colleges and the often inadequate choices that the poor have, but there is no reason colleges cannot prepare workers for how we work today. Between 1945 and 1965 the entire system of higher education reinvented itself, in large part to give corporations the company men they needed. Higher education surely knows how to change—when it knows what it is changing to…..