This ECS Alert provides examples of actions state policy leaders can take to assist schools and districts in preparing for and responding to an influenza pandemic.
The U.S. Census Bureau announced today that workers with a bachelor’s degree earned about $26,000 more on average than workers with a high school diploma, according to new figures that outline 2008 educational trends and achievement levels. The tables also show that in 2008, 29 percent of adults 25 and older had a bachelor’s degree, and 87 percent had completed high school. That compares with 24 percent of adults who had a bachelor’s degree, and 83 percent who had completed high school in 1998.
– Educational Attainment in the United States: 2008
– 2008 Detailed Tables
From the press release:
Many families save for college though tax-deferred savings plans called “529 plans” or simply “529s.” 529s are savings plans offered by states that let families save for college in a plan that works much like IRAs or 401(k) pension plans, wherein contributions receive some tax advantages. However, since the health of 529s depends to no small extent on the health of financial markets, at times like the present, when stocks and even fixed income investments have lost a great deal of their value, families can find their savings significantly diminished. This is especially tough for families whose children are ready to go to college, as such families don’t have the time needed to replenish their accounts as the market improves.
Today, Vice President Biden is asking the Treasury Department and the Secretary of Education to study ways of making 529 accounts more effective and reliable.
This report provides an overview of current financial conditions in public higher education. Using such metrics as funding levels, budget cuts, strategies for cost reductions, creative board actions, tuition and financial aid levels, enrollment projections, private support, and current board practices, we have tried to capture the essence of the challenges college and university boards are facing and how they are responding.
The following report outlines a preliminary effort to describe the range of information on college student mental health that could be accessed via a comprehensive long-term strategy. As a result of nearly five years of unprecedented collaboration, a pilot test of the CSCMH infrastructure produced data on over 28,000 students receiving mental health services at 66 institutions during the fall semester of 2008. Though substantial, this accomplishment represents a fraction of the theoretical capacity of a mental health informatics infrastructure. Because it is not possible to discuss the entire range of findings in this summary, we have instead chosen to offer an overview of salient findings observable in the data. Whereas many of the findings described here will be submitted to peer-reviewed journals, we trust that these preliminary, informal findings will serve to educate, inspire, and enhance efforts to understand and improve college student mental health.
Source: Paul Bunton, American Schools & Universities, Green Schools & Universities Supplement, March 1, 2009
Deciding to build more sustainably can uncover additional sources of financing that wouldn’t be available for a more conventional school.
Community college budgets were in a weakened state even before the full impact of the economic downturn hit. That’s the conclusion of the 2008 survey of the National Council of State Directors of Community Colleges.
The survey documents an increasing trend of midyear budget cuts — even before the recession neared its current magnitude — and notes past state patterns of responding to economic downturns in ways that do not bode well for community colleges or their students.
The preliminary information provided in this table is in accordance with VA’s statutory requirement to determine the highest in-state, undergraduate, public tuition as specified in 38 USC 3313(c)(1)(A). This information has no relationship to, and should not be compared with, average costs of tuition and fees of public institutions within any state commonly referred to when considering educational options.
This information is being made available to assist veterans and schools with their planning.
– Post 9/11 GI bill
Source: Jack L. Howard, Employee Responsibilities and Rights Journal, Published online: 29 July 2008
Most of the research on workplace violence has focused on workplace violence incidents and the development of models to predict and address the phenomenon. The assumption that all organizations are essentially similar in nature underlies this research. However, colleges and universities differ from for-profit businesses. Little, if any, research has been conducted to determine employees’ awareness of workplace violence policies and employee perceptions of potential perpetrators and how to address perpetrators which is necessary for increasing such policies’ effectiveness. The present study examines the awareness of employees at a large, public university in the Midwestern United States concerning WPV. Respondents indicate which sources they perceive to be likely perpetrators of workplace violence, and the actions that organization should take if WPV occurs. Based on this information, steps to increase employee awareness of workplace violence policies in colleges and universities are suggested.
On January 15, 2009, the House Committee on Appropriations released a draft version of the American Recovery and Reinvestment Act of 2009 (ARRA). The primary purposes of the act focus on promoting economic recovery, assisting those most affected by the recession, improving economic efficiency by spurring technological advances in science and health, investing in infrastructure, and stabilizing state and local government budgets. As part of this act, funds would be provided to several existing education programs administered by the U.S. Department of Education (ED), including programs authorized by the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA). The ARRA would also create new programs that would support school construction at the elementary, secondary, and postsecondary education levels and provide general funds for education to support state fiscal stabilization. This report provides a brief overview of the key provisions related to education programs that are or would be administered by ED that were included in the act under Title IX (Labor, Health and Human Services, and Education) and Title XII (State Fiscal Stabilization Fund). It also provides estimates of state grants for programs for which these estimates are relevant and for which data needed to produce the estimates are available. The report will be updated as warranted by legislative action.