From the summary:
This Policy Snapshot explores need-based financial aid programs across the country and highlights state program examples, grant and scholarship expenditure amounts, and recent legislative activity.
As a partner supporting the Strategy Labs platform, Education Commission of the States tracks legislative activity across several key issue areas, providing valuable and timely information on state postsecondary legislation. This map displays postsecondary education related bills for the 2017-18 sessions.
Legislation is tracked from introduction through final action. 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. Click the arrow at the right side of the bill list to see specific information related to the bill. To reset the map, use the “reset” button at the bottom of the page.
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.
Students from abroad have become a rich resource for many state colleges and their towns. But anti-immigration sentiment and policies could drive them away.
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……
…. 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…..
Source: Doug Shapiro, Afet Dundar, Faye Huie, Phoebe Khasiala Wakhungu, Xin Yuan, Angel Nathan, Youngsik Hwang, National Student Clearinghouse Research Center and Project on Academic Success, Indiana University, Signature 12 Supplement, 2017
From the summary:
This supplement to our Signature Report 12 provides six-year completion rates disaggregated by race and ethnicity for students who began postsecondary education in fall 2010.
Among the study’s findings:
• Among students who started in four-year public institutions, black students had the lowest six-year completion rate (45.9 percent). The completion rate of Hispanic students was almost 10 percentage points higher than that of black students (55.0 percent). Over two-thirds of white and Asian students completed a degree within the same period (67.2 percent and 71.7 percent, respectively). Nationally, 62.4 percent of students finished a degree or certificate within six years.
• Nationally, 54.8 percent of students who started in any type of college or university in Fall 2010 completed a degree or certificate within six years. When examined by race and ethnicity, Asian and white students had a much higher completion rate (63.2 percent and 62.0 percent, respectively) than Hispanic and black students (45.8 percent and 38.0 percent, respectively). These rates include students who graduated after a transfer. They also count both full time and part time students.
• Among students who started in four-year public institutions, black men had the lowest completion rate (40.0 percent) and the highest stop-out rate (41.1 percent). Asian women had the highest completion rate (75.7 percent) and the lowest stop-out rate (11.2 percent).
• The overall completion rate for students who started in two-year public institutions was higher for white and Asian students (45.1 percent and 43.8 percent, respectively) than Hispanic and black students (33 percent and 25.8 percent, respectively). Nationally, the rate was 39.2 percent, as the Research Center reported in December 2016.
• The completion rate at four-year institutions for students who started at a community college (with or without receiving an associate’s degree first) was dramatically different for students of different racial and ethnic groups. While almost one in four Asian students and one in five white students had completed this transfer pathway by the end of the six-year study period, just one in 10 Hispanic students and about one in 12 black students did.
• The completion gaps between racial groups tend to shrink as students grow older. Among traditional-age students, there was a 24-percentage point gap in the completion rates of black and white students (42.7 percent and 66.8 percent, respectively) and 17.5-percentage points gap between Hispanic and white students (49.3 percent and 66.8 percent, respectively). Among adult learners (those who started college at 25 or older), however, the gap was 12.3 percentage points (42.0 percent and 29.7 percent, respectively) between black and white students and just 9.1 percentage points between Hispanic and white students (42.0 percent and 32.9 percent, respectively).
Graduation Rates and Race
Source: Emily Tate, inside Higher Ed, April 26, 2017
On average, white and Asian students earn a college-level credential at a rate about 20 percentage points higher than Hispanic and black students do, a new report shows.
From the press release:
State and local governments provided nearly $90 billion in Fiscal Year (FY) 2016 to support higher education—a slight decrease in real terms from the FY 2015 level, marking the first decline in overall state and local support for higher education in four years. However, the level of $6,954 per student (down from $7,082 per student in 2015) was caused by an 80% reduction in support in Illinois, which was able to enact only a small “stopgap” budget for 2016. Overall, 33 states increased their support per student and 17 (including Illinois) plus the District of Columbia and Puerto Rico reduced support. (Forty states had increased support per student in 2015.) Average state and local government support per student remains 17% below FY 2008 levels and is lower in 45 states than it was before the Great Recession.
Tuition income showed its lowest increase in many years, growing by 2.1% in 2016. Despite that, the share of total educational expenditures supported by tuition rose to 47.8%, near its all-time high, due to a decline in community college enrollment and an increase in enrollment in four-year institutions, whose tuition usually is higher than that charged by two-year colleges….
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.