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Each year, millions of high school students consider whether to continue their schooling and attend and complete college. Despite strong evidence that a college degree yields far-reaching benefits, some critics of higher education increasingly argue that college "does not pay off" and that some students--namely, disadvantaged prospective college students--would be better served by forgoing higher education to immediately enter the workforce or pursue vocational training instead. But debates about the value of college often fail to consider what each individual's life would look like had they not completed college, or what is known as a person's college counterfactual. In "Overcoming the Odds" sociologist Jennie E. Brand reveals the benefits of completing college by comparing life outcomes of college graduates with their college counterfactuals. Drawing on two cohorts of nationally representative data from the Bureau of Labor Statistics National Longitudinal Surveys program, Brand uses matching and machine learning methods to estimate the effects of college completion across students with varying likelihoods of completing four-year degrees. To illustrate her findings, Brand describes outcomes using matched vignettes of college and noncollege graduates. Brand shows that four-year college completion enables graduates to increase wages and household income, while also circumventing unemployment, low-wage work, job instability, poverty, and social assistance. Completing college also increases civic engagement. Most of these benefits are larger for disadvantaged than for more advantaged students, rendering arguments that college has limited benefits for unlikely graduates as flawed. Brand concludes that greater long-term earnings, and less job instability and unemployment, and thus more tax revenue, less reliance on public assistance, and high levels of volunteering indicate that public investment in higher education for students from disadvantaged backgrounds yields far-reaching collective benefits. "Overcoming the Odds" is an innovative and enlightening exploration of how college can transform lives. Brand's novel research convincingly demonstrates that it is better for our society when more people complete college.

A long overdue, much needed transformation is underway in the higher education system. It started a decade ago, when federal and state policy­makers first began to collect data on what students earn after pursuing a postsecondary education. But new data are fundamentally differ­ent. Unlike broad-based national statistics, such as how much someone with a bachelor's degree earns on average, this new information reveals what indi­vidual cohorts of students earn after they complete a particular program in a particular institution of higher education. Previously, policymakers and students may have only had a general idea about what a degree from a given institution was worth. Now, they can weigh the price -- and the debt they would incur -- for a particular college or program with knowledge of what their future earnings will likely be. The data can also reveal colleges and programs where graduate earnings are so out of line with the cost of attending that the mismatch almost constitutes fraud. This volume covers the early work to collect earnings data, the overlooked limitations to what these new data can accomplish, and case studies on how the data can be used. Reports in this volume include: (1) "The Data Driving Higher Education Reform: The Historical Role of Employment and Earnings Information in Federal Policy" (Nicole Ifill and Amy Laitinen); (2) "Building the College Scorecard: A Tool to Assess Value and Aid Consumer Choice" (Michael Itzkowitz); (3) "Developing Student-Facing Tools Using Wage Data: The Texas Experience" (Stephanie Huie); (4) "Performance Measures and Postsecondary Investments for Adult Students: Available Yardsticks and the Challenges of Institutional Comparisons" (Diego Briones and Sarah E. Turner); (5) "The Limits and Potential of Program-Level Earnings in Higher Education Accountability: A Review of the Evidence and a New Look at Geographic Limitations" (Kristin Blagg); (6) "Accounting for Demographics, Selectivity, and Risk in Postcollege Earnings" (Jorge Klor de Alva); (7) "Using Earnings Data in College Advising: How New Information is Shaping Access Initiatives" (Carrie Warick and Sara Melnick); (8) "Innovations in Higher Education Finance: Using Income Data to Build Better Options for Students" (Kevin James and Barry Cynamon); and (9) "Show Me the Data: The Role of Capital Markets in For-Profit College Accountability" (Trace Urdan and Paul Fain).

"Children's Budget 2022" finds that the share of federal spending on children climbed to a historic 11.98% of the U.S. budget in FY 2022, producing remarkable declines in child poverty, hunger and the rate of children without health insurance. The report finds that the share of U.S. domestic and international spending on children rose 21% over the last five years, making up 11.98% of all federal spending in FY 2022 (11.88% for domestic, 0.10% for international). This share stands in stark contrast to pre-pandemic investments when the total share of federal spending on children was only 7.55% of the federal budget. Congress, however, has begun backing off these investments, with inflation-adjusted dollars for children dropping nearly 17% between FY 2021 and FY 2022. The report tracks federal spending in roughly 250 domestic and international programs. This year for the first time First Focus on Children began to track outlays that protect children from the impact of climate change, air pollution, toxic substances, pesticides, and other areas of environmental health. [For "Key Takeaways from Children's Budget 2022," see ED626706. For the 2021 report, see ED617710.]

"How a City Learned to Improve Its Schools" tells the story of the extraordinary thirty-year school reform effort that changed the landscape of public education in Chicago. Acclaimed educational researcher Anthony S. Bryk joins five coauthors directly involved in Chicago's education reform efforts, Sharon Greenberg, Albert Bertani, Penny Sebring, Steven E. Tozer, and Timothy Knowles, to illuminate the many factors that led to this transformation of the Chicago Public Schools. Beginning in 1987, Bryk and colleagues lay out the civic context for reform, outlining the systemic challenges such as segregation, institutional racism, and income and resource disparities that reformers grappled with as well as the social conflicts they faced. Next, they describe how fundamental changes occurred at every level of schooling: enhancing classroom instruction; organizing more engaged and effective local school communities; strengthening the preparation, recruitment, and support of teachers and school leaders; and sustaining an ambitious evidence-based campaign to keep the public informed on the progress of key reform initiatives and the challenges still ahead. The power of this capacity building is validated by unprecedented increases in benchmarks such as graduation rates and college matriculation. This riveting account introduces key actors within the schools, city government, and business community, and the partnerships they forged. It also reveals the surprising yet essential role of Chicago's innovative information infrastructure in aligning disparate initiatives. In making clear how elements such as advocacy, civic capacity, improvement research, and strong democracy contributed to large-scale progress in the system's 600-plus schools, the book highlights the greater lessons that the Chicago story offers for system improvement overall.

As endowments and fundraising campaigns have skyrocketed in recent decades, critics have attacked higher education for steeply increasing its production cost and price and the snowballing debt of students. In "Wealth, Cost, and Price in American Higher Education," Bruce A. Kimball and Sarah M. Iler reveal how these trends began 150 years ago and why they have intensified in recent decades. In the late nineteenth century, American colleges and universities began fiercely competing to expand their revenue, wealth, and production cost in order to increase their quality and prestige and serve the soaring number of students. From that era through today, the rising wealth and cost of higher education have continued to reinforce each other and spiral upward, increasing the heavily subsidized price paid by students. Kimball and Iler explain the strategy and reasoning that drove this wealth-cost double helix, the new tactics in fundraising and endowment investing that fueled it, and economists' efforts to understand it. Using extensive archival, documentary, and quantitative research, Kimball and Iler trace the shifting public perception of higher education and its correlation with rising costs, stagnating wages, and explosive student debt. They show how stratification of wealth in higher education became tightly interwoven with wealth inequality in American society. This relationship raises fundamental questions about equity in US higher education and its contribution to social mobility and democracy. [This book was written with Sarah M. Iler.]

"Children's Budget 2020" is the 14th annual release of this signature Children's Budget publication. While the COVID-19 health and economic crises have highlighted how important it is to put children and families at the forefront of budget decisions, far too often lawmakers fail to prioritize children when allocating federal resources. This year's "Children's Budget" includes, for the first time, a deeper analysis of how the federal budget impacts children in spending when it comes to the international affairs budget, which is spent across seven departments and agencies, including the State Department and U.S. Agency for International Development (USAID). The report estimates the children's share of that spending at around 9 percent and finds that this funding is so limited it only reflects about 0.11 percent of the overall federal budget. This year's report details the persistence of an alarming trend: children continue to receive a smaller and smaller share of federal spending. Policymakers must take action to change course and correct this inequity. [This report received additional support from the Wellspring Philanthropic Fund and the GHR Foundation. For the 2019 report, see ED607596.]

This completely updated edition of "The Almanac of American Education" helps users understand and compare the quality of education at the national, state, and county levels. Compiled from official U.S. government sources, this book contains historical and current data, insightful analysis, and useful graphs that provide compelling insights into the state of education in America. This edition of "Almanac of American Education" explores for the first time how the COVID-19 pandemic affected education in the United States. It contains new data on virtual schools and virtual school enrollment and characteristics of the twenty largest school districts in each state. The "Almanac" provides national coverage of school enrollment and educational attainment, looking at American education from a variety of different angles. It is organized into three sections: Part A--National Education Statistics; Part B--Region and State Education Statistics; and Part C--County Education Statistics. The "Almanac's" contents and coverage allow users to answer--and ask--important questions about education, including: (1) What are the nationwide trends in earnings by educational attainment level?; (2) Is the earnings gap between high school graduates and college graduates growing or shrinking?; (3) What is the average cost to attend college?; (4) Which states have the highest and lowest high school dropout rates?; (5) How do unemployment rates differ by educational attainment?; and (6) What is the correlation between family income and kindergarten and preschool enrollment? [For the 13th edition, see ED616885.]

"Children's Budget 2019" is a comprehensive analysis of how kids and families have been faring in the federal budget over the past five years. The book captures and analyzes historical funding data and spending trends across a wide range of policy areas including child welfare, early childhood, education, health, housing, income support, nutrition, safety and training, tracking federal investments in nearly 200 different programs. To determine the amount of money spent on children, this book relies on agency reporting and data. For a handful of programs, this book relies on the work of the Urban Institute in "Kids' Share 2018: Report on Federal Expenditures on Children through 2017 and Future Projections" (ED607636). For each program individually listed in the book, the amount indicated is the total allocation from the federal budget. The share of funding allocated to children indicates the percent of funding that are included in the total calculations; for programs for which this value is not 100%, a row is included estimating the total spending going to children. Top takeaways of this analysis include: (1) Child poverty remains high, but children's share of the budget continues to shrink; (2) Spending on children is not keeping up with rising costs and growing need; and (3) If Congress fails to act, children will fall further behind. [For the 2018 report, see ED607590.]

"Children's Budget 2018" captures and analyzes historical funding data and spending trends across a wide range of policy areas including child welfare, early childhood, education, health, housing, income support, nutrition, safety and training, tracking federal investments in nearly 200 different programs. To determine the amount of money spent on children, this book relies on Agency reporting and data. For a handful of programs, this book relies on the work of the Urban Institute in "Kids' Share 2017: Report on Federal Expenditures on Children through 2016 and Future Projections" (ED607635). Some highlights of this analysis include: (1) Children receive a smaller piece of the Federal pie today than they did four years ago. The share of total federal spending on children has declined by 1.7 percent since FY 2014 (from 8.20 percent to 8.06 percent); (2) However, the share of total federal spending on children rose 1.1 percent from FY 2017 (when it was 7.97 percent), thanks to important investments following passage of the Bipartisan Budget Act of 2018 (PL 115-123); (3) In FY 2018, the federal government spent 7.7 percent of its budget on the interest on the national debt--nearly as much as the 8.06 percent it spent on children. The Urban Institute estimates federal spending on interest on the debt will surpass all federal investments on children in FY 2020; (4) If enacted, the President's FY 2019 Budget Proposal would eliminate 41 programs serving children and cut numerous others, reducing the share of spending on kids to 6.89 percent; and (5) The Budget Control Act of 2011 (PL 112-25) cap on non-defense discretionary spending will drop $55 billion (from $597 billion to $542 billion) in FY 2020--jeopardizing gains under the Bipartisan Budget Act. [For the 2017 report, see ED607589.]

This completely updated edition of "The Almanac of American Education" helps users understand and compare the quality of education at the national, state, and county levels. Compiled from official U.S. government sources, this book contains historical and current data, insightful analysis, and useful graphs that provide compelling insights into the state of education in America. The "Almanac" provides national coverage of school enrollment and educational attainment, looking at American education from a variety of different angles. It is organized into three sections: Part A--National Education Statistics; Part B--Region and State Education Statistics; and Part C--County Education Statistics. [For the 12th Edition, see ED610380.]

"Breaking Barriers" shows how to redesign high schools so that all students can move on to college and successful careers. In a negation of the American Dream, a child's zip code is currently a far better predictor of success than hard work, intelligence, or resilience. This book tells the story of a school model that focuses on equity and works to prove that all young people can achieve academic excellence given the right support. P-TECH (Pathways in Technology Early College High School) combines public high schools and community colleges in partnership with employers, providing both opportunity and support for all students. This innovative and effective approach eliminates barriers to replication by engaging all stakeholders. The first P-TECH, which opened in a low-income Brooklyn neighborhood, is now a model for school reform. Praised by President Obama and heads of nations, its story is told through the voices of students who have shattered the myths about which students can succeed. This book: (1) Describes a successful school reform model that is operating in 240 schools across 12 states and 28 countries; (2) Demonstrates how engaging and involving all stakeholders in school reform creates partners instead of adversaries; (3) Illustrates how success in a single school has become the linchpin behind a reform movement because the key barriers to replication were removed in its very design; and (4) Delves into thorny issues like the opportunity and achievement gaps, dismal college completion rates, college debt, income inequality, and the need for skilled, diverse STEM employees. [Foreword written by Randi Weingarten. Afterword written by Rashid Ferrod Davis.]

"Children's Budget 2017" captures and analyzes historical funding data and spending trends across a wide range of policy areas including child welfare, early childhood, education, health, housing, income support, nutrition, safety and training, tracking federal investments in nearly 200 different programs. For each program listed, this book reports the nominal funding level and the nominal percent change from the previous year, as well as the real percent change. To determine the amount of money spent on children, this book draws on the work of the Urban Institute in "Kids' Share 2016: Federal Expenditures on Children through 2015 and Future Projections" (ED607634). This publication can be used as a resource to inform policymakers, the media, and the public about how children are impacted by federal budget and policy decisions. [For the 2016 report, see ED570111.]

Federal spending dedicated to children represents just 7.83 percent of the federal budget in fiscal year 2016, and total spending on children's programs has decreased by five percent in the last two years, according to "Children's Budget 2016." The federal government makes more than 200 distinct investments in children. These include traditional children's initiatives like education and child abuse and neglect prevention. They also include other investments that improve the lives of kids, like Medicaid and the Supplemental Nutrition Assistance Program. Following a message from Bruce Lesley, the President of First Focus, "Children's Budget 2016" offers a detailed guide to federal spending on children and an invaluable resource for those seeking to improve the lives of America's youth. The majority of budget numbers in this book for fiscal year (FY) 2016 can be found in the appropriations bills considered by Congress, including the Consolidated and Further Continuing Appropriations Act of 2016. For the purpose of this book, children are defined as persons age 18 and under. To determine the amount of money spent on children, this book draws on the work of the Urban Institute in their First Focus-commissioned report, "Kids' Share 2015: Report on Federal Expenditures on Children Through 2014." Some programs included in this book are not included in "Kids' Share." These programs include the Consumer Product Safety Commission, Poison Control, and the Corporation for National and Community Service, among others. For each program listed in this book, "Children's Budget 2016" reports the nominal funding level and the nominal percent change from the previous year, as well as the real percent change. This book primarily focuses on the budget authority and outlays of each program through the yearly budget process. However, starting in FY 2009, some of these programs received additional resources to spend through the American Recovery and Reinvestment Act (ARRA), a package of tax cuts and investments intended to help stimulate economic growth and stem losses from a deepening recession. Mindful of the enormous impact that ARRA had on the overall federal investment in children and on individual programs, this book incorporates the effects of ARRA where relevant. A brief separate analysis of resources from ARRA is included within the basic overview of spending that precedes certain policy areas where it is relevant. Individual programs that received investments from ARRA are marked with the Recovery.gov logo. In addition, this book relies on the Congressional Budget Office's (CBO's) "Budget and Economic Outlook Fiscal Years 2013-2023" and the work of Julia Isaacs, et al. in "Kids' Share 2015: Report on Federal Expenditures on Children Through 2014" for projections as to the timing of the flow of ARRA money. For those children's programs that are not broken out separately, analyses in this book assume that money in those programs will be spent along the same time frame as the larger categories into which they fall. It is important to reiterate that the levels contained in the program tables do not include ARRA funding, and therefore neither do the resulting percentage change values. This book provides details regarding the following programs: Child Welfare; Early Childhood; Education; Education: Military; Health; Housing; Income Support; Nutrition; Safety; and Training. Contains the following indices: (1) Alphabetical Index of Programs; and (2) Index of Programs by Department and Bureau. [For "Children's Budget 2015," see ED569992.]

This completely updated edition of "The Almanac of American Education" helps users understand and compare the quality of education at the national, state, and county levels. Compiled from official U.S. government sources, this book contains historical and current data, insightful analysis, and useful graphs that provide compelling insights into the state of education in America. "The Almanac" provides national coverage of school enrollment and educational attainment, looking at American education from a variety of different angles. It is organized into three sections: Part A--National Education Statistics; Part B--Region and State Education Statistics; and Part C--County Education Statistics. "The Almanac's" contents and coverage allow users to answer--and ask--important questions about education, including: (1) What are the nationwide trends in earnings by educational attainment level?; (2) Is the earnings gap between high school graduates and college graduates growing or shrinking?; (3) What is the average cost to attend college?; (4) Which states have the highest and lowest high school dropout rates?; (5) How do unemployment rates differ by educational attainment?; and (6) What is the correlation between family income and kindergarten and preschool enrollment? [For the 11th Edition, see ED596452.]

The federal government makes more than 200 distinct investments in children. These include traditional children's initiatives like education and child abuse and neglect prevention. They also include other investments that improve the lives of kids, like Medicaid and the Supplemental Nutrition Assistance Program (formerly Food Stamps). Following a message from Bruce Lesley, the President of First Focus, "Children's Budget 2015" offers a detailed guide to federal spending on children and is an invaluable resource for those seeking to improve the lives of America's youth. The majority of budget numbers in this book for fiscal year (FY) 2015 can be found in the appropriations bills considered by Congress, including the Consolidated and Further Continuing Appropriations Act of 2015. For the purpose of this book, children are defined as persons age 18 and under. To determine the amount of money spent on children, this book draws on the work of the Urban Institute in their First Focus-commissioned report, "Kids' Share 2014: Report on Federal Expenditures on Children Through 2013." Some programs included in this book are not included in "Kids' Share." These programs include the Consumer Product Safety Commission, Poison Control, and the Corporation for National and Community Service, among others. For each program listed in this book, "Children's Budget 2015" reports the nominal funding level and the nominal percent change from the previous year, as well as the real percent change. This book primarily focuses on the budget authority and outlays of each program through the yearly budget process. However, starting in FY 2009, some of these programs received additional resources to spend through the American Recovery and Reinvestment Act (ARRA), a package of tax cuts and investments intended to help stimulate economic growth and stem losses from a deepening recession. Mindful of the enormous impact that ARRA had on the overall federal investment in children and on individual programs, this book incorporates the effects of ARRA where relevant. A brief separate analysis of resources from ARRA is included within the basic overview of spending that precedes certain policy areas where it is relevant. Individual programs that received investments from ARRA are marked with the Recovery.gov logo. In addition, this book relies on the Congressional Budget Office's (CBO's) "Budget and Economic Outlook Fiscal Years 2013-2023" and the work of Julia Isaacs, et al. in "Kids' Share 2014: Report on Federal Expenditures on Children Through 2013" for projections as to the timing of the flow of ARRA money. For those children's programs that are not broken out separately, analyses in this book assume that money in those programs will be spent along the same time frame as the larger categories into which they fall. It is important to reiterate that the levels contained in the program tables do not include ARRA funding, and therefore neither do the resulting percentage change values. This book provides details regarding the following programs: Child Welfare; Early Childhood; Education; Education: Military; Health; Housing; Income Support; Nutrition; Safety; and Training. Contains the following indices: (1) Alphabetical Index of Programs; and (2) Index of Programs by Department and Bureau.

The ambitious 15-year agenda known as the Sustainable Development Goals, adopted in 2015 by all members of the United Nations, contains a pledge that "no one will be left behind." This book aims to translate that bold global commitment into an action-oriented mindset, focused on supporting specific people in specific places who are facing specific problems. In this volume, experts from Japan, the United States, Canada, and other countries address a range of challenges faced by people across the globe, including women and girls, smallholder farmers, migrants, and those living in extreme poverty. These are many of the people whose lives are at the heart of the aspirations embedded in the 17 Sustainable Development Goals. They are the people most in need of such essentials as health care, quality education, decent work, affordable energy, and a clean environment. This book is the result of a collaboration between the Japan International Cooperation Research Institute and the Global Economy and Development program at Brookings. It offers practical ideas for transforming "leave no one behind" from a slogan into effective actions which, if implemented, will make it possible to reach the Sustainable Development Goals by 2030. In addition to policymakers in the field of sustainable development, this book will be of interest to academics, activists, and leaders of international organizations and civil society groups who work every day to promote inclusive economic and social progress.

This completely updated edition of "The Almanac of American Education" helps users understand and compare the quality of education at the national, state, and county levels. Compiled from official U.S. government sources, this book contains historical and current data, insightful analysis, and useful graphs that provide compelling insights into the state of education in America. The "Almanac" provides national coverage of school enrollment and educational attainment, looking at American education from a variety of different angles. It is organized into three sections: Part A--National Education Statistics; Part B--Region and State Education Statistics; and Part C--County Education Statistics. The "Almanac's" contents and coverage allow users to answer--and ask--important questions about education, including: (1) What are the nationwide trends in earnings by educational attainment level?; (2) Is the earnings gap between high school graduates and college graduates growing or shrinking?; (3) What is the average cost to attend college?; (4) Which states have the highest and lowest high school dropout rates?; (5) How do unemployment rates differ by educational attainment?; and (6) What is the correlation between family income and kindergarten and preschool enrollment? [For the Tenth Edition, see ED585615].

"Making Education Work for the Poor" identifies wealth inequality as the gravest threat to the endangered American Dream. Though studies have clearly illustrated that education is the primary path to upward mobility, today, educational outcomes are more directly determined by wealth than innate ability and exerted effort. This accounting directly contradicts Americans' understanding of the promise the American Dream is supposed to offer: a level playing field and a path towards a more profitable future. In this book, the authors share their own stories of their journeys through the unequal U.S. education system. One started from relative privilege and had her way to prosperity paved and her individual efforts augmented by institutional and structural support. The other grew up in poverty and had to fight against currents to complete higher education, only to find his ability to profit from that degree compromised by student debt. To directly counter wealth inequality and make education the 'great equalizer' that Americans believe it to be, this book calls for a revolution in financial aid policy, from debt dependence to asset empowerment. The book examines the evidence base supporting Children's Savings Accounts, including CSAs' demonstrated potential to improve children's outcomes all along the 'opportunity pipeline': early education, school achievement, college access and completion, and post-college financial health. It then outlines a policy that builds on CSAs to incorporate a sizable, progressive wealth transfer. This new policy, Opportunity Investment Accounts, is framed as the cornerstone of the wealth-building agenda the nation needs in order to salvage the American Dream. Written by leading CSA researchers, the book includes overviews of the major children's savings legislation proposed in Congress and the key features of prominent CSA programs in operation around the country today, as well as new qualitative and quantitative CSA research. The book ultimately presents a critical development of the theories that, together, explain how universal, progressive, asset-based education financing could make education work equitably for all American children.

Panama has achieved socio-economic improvements in recent decades thanks to strong economic growth and consequent poverty reduction. Its growth model is characterised by a dual economy in which a small number of activities, including those related to the Canal and Special Economic Zones, have exhibited high productivity growth but limited job creation. Panama should now embark on a new reform agenda to become a sustainable and inclusive high-income country. This report urges greater productivity in sectors that contribute to job formalisation to reduce disparities in income and among regions. As developing these policies requires further resources, taxation system and private sector involvement through public-private partnerships should also be reinforced. Focusing on skills and jobs, regional development and development financing, the volume provides analysis and recommendations on three areas which are key for Panama. Following a foreword, the table of contents includes the following chapters: (1) Acronyms and Abbreviations; (2) Executive Summary; (3) Overview: Towards a Sustainable and Inclusive High Income Country; (4) Building Better Skills and Creating Formal jobs for all Panamanians; (5) Strengthening Regional Development Policy to Boost Inclusive Growth; and (6) Improving the Taxation System and Promoting Private Sector Involvement to Support Financing for Development. [For Volume 1, see ED586180.]

The "Almanac of American Education" helps users understand and compare the quality of education at the national, state, and county levels. Compiled from official U.S. government sources, the book contains historical and current data, insightful analysis, and useful graphs that provide compelling insights into the state of education in America. The "Almanac" provides national coverage of school enrollment and educational attainment, looking at American education from a variety of different angles. It is organized into three sections: Part A--National Education Statistics; Part B--Region and State Education Statistics; and Part C--County Education Statistics. "The Almanac's" contents and coverage allow users to answer--and ask--important questions about education, including: (1) What are the nationwide trends in earnings by educational attainment level?; (2) Is the earnings gap between high school graduates and college graduates growing or shrinking?; (3) What is the average cost to attend college?; (4) Which states have the highest and lowest high school dropout rates?; (5) How do unemployment rates differ by educational attainment?; and (6) What is the correlation between family income and kindergarten and preschool enrollment? [For the Ninth Edition, see ED585614.]

In four Morrison Institute reports between 1997 and 2004, Phoenix area residents said their quality of life (QOL) was generally good. Some of the same questions were asked of the statewide Arizona Indicators Panel and are reported in this newsletter. In general, results mirror the positive levels of quality of life reported in the "Greater Phoenix What Matters" reports. This suggests such perceptions are stable over time and under different economic conditions. In this sense, they are indicators of long-term levels of social stability, even for a state noted for a changing and growing population and its cycles of economic boom and bust. Beyond the headline of Arizonans believing their quality of life is good, their outlooks show considerable variety. Opinions differ significantly depending upon geographic location, racial/ethnic background, age, income, education, and other variables. Reported data is expected to constitute a new baseline on quality of life in Arizona, and future panel surveys will explore it further. [Data reported come from the Arizona Indicators Panel, a statewide representative sample of Arizonans. Panel members have agreed to be surveyed online several times a year across multiple topic areas to permit depth and exploration of topics with the same sample group and solve some of the problems experienced in random sample telephone surveys. Reported results come from two rounds of panel questions and were collected in May and July 2008. The summarized results contain the statistically significant differences on selected demographic characteristics of panel participants that can be found at the end of the report. Arizona Indicators is a partnership of Arizona State University, The Arizona Republic, Arizona Community Foundation, Valley of the Sun United Way, and Arizona Department of Commerce.]

"Education Indicators" are facts and statistics that help to describe a public education system. They are tools which are useful in examining and measuring the effectiveness of the system. Examples include information such as the amount of local funds raised to support local schools, per pupil expenditures, pupil-teacher ratios, and student achievement results. This publication contains a series of indicators which will help interested citizens, policymakers, and legislators understand the many components of the K-12 Maine public education system. This paper is comprised of six categories of indicators: (1) Background Demographics; (2) Enrollment; (3) Staff; (4) Program; (5) Student Performance; and (6) Finance. While the categories have been changed recently from previous editions, the report still contains the same indicators. The "Background Demographics" section provides information on community and societal characteristics of the education environment which may have an impact on student learning. The "Enrollment" section highlights enrollment trends statewide and in some cases by county. The "Staff" section provides characteristics of Teachers and Administrators in schools statewide. The "Program" section provides information on the school district organizational structure and other specific programs within schools that enhance education in Maine. The "Student Performance" section provides a tool to assess the productivity and accomplishments of education in Maine. And finally, the "Finance" section provides financial information relevant to education in Maine. Two appendices are included: (1) Statutory Language for the Maine Education Policy Research Institute; and (2) Related Publications. (Contains 55 tables and 39 figures.)

Equitable educational opportunities can help to promote long-lasting, inclusive economic growth and social cohesion. Successful education and skills policies can empower individuals reach their full potential and enjoy the fruits of their labour, regardless of their circumstances at birth. However, as this report shows, far too many children, students and adults from socio-economically disadvantaged backgrounds fall behind. In many countries, substantial learning gaps exist between students at opposite ends of the socio-economic scale, and these differences tend to increase in the transition into adulthood. All countries have ample room for improvement to ensure better learning outcomes for all. Early childhood education has been identified as an important element in future success, and requires investment, as do family and community-based support and programmes for children from families that have not attained a high level of education and skills. In the schools, targeted support is necessary for low performers from disadvantaged backgrounds and for poorly performing schools. As for the adult population, learning should be focused on improving employability, through a combination of education and practical job training. Barriers to participation in learning need to be removed, and delivery methods need to be more innovative and flexible. Targeted support is needed for the most vulnerable members of society. (Individual chapters contain references.) [This publication was prepared with the assistance of Stephanie Hagen, François Keslair and Lindsey Ricker and under the supervision of Dirk Van Damme.]

The Rural Institute: Center for Excellence in Disability Education, Research, and Service, is one of sixty-four Centers for Excellence in Disability Education across the nation. It is an inter-disciplinary organization that promotes full participation in rural life for individuals with disabilities. The Rural Institute accomplishes this goal by developing and disseminating innovations in teaching, research, community supports, and policy advocacy. This publication is a monograph produced by the Transition Projects at The Rural Institute: Linkages to Employment. This monograph contains the following papers: (1) When Does Discovery and Individualized Career Planning for Students Lead to Self-Employment? (Ellen Condon); (2) A Business Within a Business (Cary Griffin); (3) Assistance Not Assessment: Getting At The Heart Of Small Business Feasibility (Cary Griffin & Dave Hammis); (4) Experiences in Self-Employment in RSA's National Choice Demonstration 1993-1999 (Michael Callahan); (5) Excerpts from Self-employment: Owning The American Dream (Cary Griffin, Nancy Brooks-Lane, Dave Hammis, & Doug Crandall); (6) Property Essential for Self-Support (PESS): A Self-Employment Resource that SSI Doesn't Count (Marsha Katz); and (7) How SSI Counts Income Earned Through Self-Employment (Marsha Katz). Individual papers contain references.

In the 1998 Amendments to the Higher Education Act, Congress directed the National Center for Education Statistics to conduct a new study of higher education costs paid by institutions and prices paid by students and their families. This report contains commissioned papers prepared in support of this study and a summary of a meeting convened to discuss these papers. The papers are: (1) "An Essay on College Costs" (David W. Breneman); (2) "Higher Education and Those 'Out of Control Costs'" (D. Bruce Johnstone); (3) "Cost Analysis and the Formulation of Public Policy" (Dennis P. Jones); (4) "Institutional Financial Health: Tuition Discounting and Enrollment Management" (Lucie Lapovsky); (5) "Issues of Cost and Price in Higher Education: Observations on Needed Data and Research" (Michael McPherson and Morton Owen Schapiro); (6) "Measuring Higher Education Costs: Considerations and Cautions" (Michael F. Middaugh); and (7) "Higher Education's Costs, Prices, and Subsidies: Some Economic Facts and Fundamentals" (Gordon C. Winston). Each paper contains references. (Contains 17 tables and 9 figures.) (SLD)

This document contains three papers from a symposium on human resource development (HRD) and employee outcomes that was conducted as part of a HRD conference. "The Impact of Participating in Human Resource Development Activities on Individuals' Job Level and Income" (Tim de Jong, Bob Witziers, Martin Mulder) presents the results of a linear regression analysis of data collected from a sample of 1,957 respondents, which showed that participating in HRD activities has a significant but modest impact on individuals' job level and a significant but very small impact on their income. "The Relationship between Training and Organizational Commitment in the Health Care Field" (Kenneth R. Bartlett) discusses a study of a sample of 337 registered nurses from 5 hospitals that demonstrated that the nurses' perceived access to training, social support for training, motivation to learn, and perceived benefits of training are positively correlated to organizational commitment. "The Role of HRD in Promoting Job Satisfaction in Malaysian SMEs [Small and Medium Enterprises]" (Robert W. Rowden, Shamsuddin Ahmad) reports on a study of the nature and extent of HRD and level of job satisfaction among workers in Malaysian SMEs and established a correlation between workplace learning and job satisfaction. The papers contain reference sections. (MN)

This collection of papers presents a picture of economic principles at work in the dynamic world of big-time sports. Papers were given at the 35th Annual Lecture-Seminar Series presented by the Department of Economics at Western Michigan University during the 1998-99 school year. After an "Introduction" (William S. Kern), the six papers are: (1) "Market Power in Pro Sports" (Rodney Fort); (2) "The Impact of Sports Teams and Facilities on Neighborhood Economics: What is the Score?" (Robert A. Baade); (3) "Who is Sitting in the Stands? The Income Levels of Sports Fans" (John J. Siegfried and Timothy Peterson); (4) "Academics, Athletics, and Finances" (Richard G. Sheehan); (5) "Economic Issues in the 1998-1999 NBA Lockout and the Problem of Competitive Balance in Professional Sports" (Andrew Zimbalist); and (6) "A Level Playing Field? Sports and Discrimination" (Lawrence M. Kahn). (Papers contain references.) (SM)

The case for and consequences of redefining poverty were considered. The analysis focused on the following issues: (1) remeasuring poverty in a time of prosperity; (2) alternative poverty measures; (3) consequences of and enhanced poverty threshold; (4) assessing the performance of employment and training programs in achieving income adequacy standards for participants; and (5) the adequacy of the earnings of demographic and state subgroups of Job Training Partnership Act terminees. The analysis demonstrated that, to give the term "poverty" the same realistic meaning it carried in 1964, the current official index must be raised to 140% of its current level. To represent 50% of the median pretax income of families containing two to four persons now as in 1964, the index must be raised to 165% of the current standard. It was recommended that the poverty threshold be changed accordingly but varied by state to account for cost of living differences. (Sixty tables/figures are included. Information on the assignment of family poverty thresholds to individual metropolitan and nonmetropolitan areas across the United States in 1995 and information about various estimates related to recipients of services under various titles of the Job Training Partnership Act are appended. Sixty-two endnotes are included.) (MN)

Gender inequalities persist in all areas of social and economic life and across countries. Young women in OECD countries generally obtain more years of schooling than young men, but women are less likely than men to engage in paid work. Gaps widen with age, as motherhood typically has marked negative effects on gender pay gaps and career advancement. Women are also less likely to be entrepreneurs, and are underrepresented in private and public leadership positions. The 2013 and 2015 OECD Gender Recommendations provide guidance on how to advance gender equality in education, employment, entrepreneurship and public life; this book discusses recent developments in these areas in one overview chapter and 24 short chapters which each include key findings and policy recommendations. Topics include violence against women, gender budgeting, the unequal sharing of unpaid work, labour market outcomes and migration. The book presents a range of indicators illustrating gender gaps. It also discusses recent policy initiatives, such as pay transparency measures to reduce gender wage gaps and policy reform aimed at fathers taking parental leave. Overall, progress has been slow and there is a strong need for further policy action to close gender gaps in education, employment, entrepreneurship and public life.

The "Almanac of American Education" helps users understand and compare the quality of education at the national, state, and county levels. Compiled from official U.S. government sources, the book contains historical and current data, insightful analysis, and useful graphs that provide compelling insights into the state of education in America. The "Almanac" provides national coverage of school enrollment and educational attainment, looking at American education from a variety of different angles. It is organized into three sections: Part A--National Education Statistics; Part B--Region and State Education Statistics; and Part C--County Education Statistics. "The Almanac's" contents and coverage allow users to answer--and ask--important questions about education, including: (1) What are the nationwide trends in earnings by educational attainment level?; (2) Is the earnings gap between high school graduates and college graduates growing or shrinking?; (3) What is the average cost to attend college?; (4) Which states have the highest and lowest high school dropout rates?; (5) How do unemployment rates differ by educational attainment?; and (6) What is the correlation between family income and kindergarten and preschool enrollment? [For the Eighth Edition, see ED573226.]

The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries. "PISA 2015 Results: Students' Financial Literacy. Volume IV" is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It explores students' experience with and knowledge about money and provides an overall picture of 15-year-olds' ability to apply their accumulated knowledge and skills to real-life situations involving financial issues and decisions. Over the past decades, developed and emerging countries and economies have become increasingly concerned about the level of financial literacy of their citizens, particularly among young people. This initially stemmed from concern about the potential impact of shrinking public and private welfare systems, shifting demographics, including the ageing of the population in many countries, and the increased sophistication and expansion of financial services. Many young people face financial decisions and are consumers of financial services in this evolving context. As a result, financial literacy is now globally recognised as an essential life skill. The following annexes are included: (1) PISA 2015 Technical Background; (2) PISA 2015 Data; and (3) The Development and Implementation of PISA: A Collaborative Effort. Individual chapters contain references. [For "PISA 2015 Results: Students' Well-Being. Volume III," see ED574086.]

This first annual report by the Dusseldorp Skills Forum on the situation of young Australians provides a national perspective on developments that have affected 15-19 year olds during the 1990s. An overview chapter, "Youth: The Rhetoric and the Reality of the 1990s" (Richard Sweet), addresses these topics: education-work transition; the labor market and youth; vocational education and training and youth; national targets; and building bridges from insecure to secure employment. "Rapporteur's Observations" (Meredith Edwards) addresses issues generally, some concerns expressed, and some possible policy directions. "The Labor Market for Young Australians" (Mark Wooden) provides a statistical overview of the labor market for teenagers drawing primarily on labor force survey data."School Participation, Retention, and Outcomes" (John Ainley) addresses the decline in school completion, characteristics of secondary school completers, and destinations of school leavers. "Young People's Participation in and Outcomes from Vocational Education" (Chris Robinson, Katrina Ball) offers a profile of 15-19 year olds in the vocational education sector from 1990-96 and of apprentices and trainees and describes factors affecting uptake of apprenticeships and traineeships. "Young Peoples' Participation in Higher Education" (Simon Marginson) addresses changes in enrollments and participation rates. "Young People and Labor Market Disadvantage: The Situation of Young People Not in Education or Full-Time Work" (Alison McClelland, Helen MacDonald, Fiona MacDonald) examines the young people engaged in marginal activities who may face limited choices about their job and income situation in the future. "Youth Incomes" (John Landt, Phillip Scott) examines incomes of 15-19 year olds in 1994-95, using the most recent Australian Bureau of Statistics survey. "Expenditure on Education and Training: Estimates by Sector and Course" (Gerald Burke) provides an overview of aggregate and sector expenditures. Three brief commentaries represent an initial response from key organizations in the community sector, labor movement, and business to the seven papers. An executive summary is attached. (YLB)

This document is a collection of three parts: two extended papers and one shorter commentary on the International Adult Literacy Survey (IALS). These originally appeared in "Literacy Across the Curriculum" in response to an invitation for comment to several prominent international researchers. The first of these entitled "The Persisting Power and Costs of the Literacy Myth" by Harvey J. Graff appeared in Volume 12, No. 2, Summer 1996. The second "Literacy, Economy and Society--A Review" by Brian V. Street was published in Volume 12, No. 3, Fall 1996. The third, "Ending the Myth of the 'Literacy Myth" by Stan Jones was published in Volume 12, No.4, Winter 1997. These articles have been collected because they reflect a continuing debate on literacy between two schools of thought which have been variously called the autonomous and the socio-cultural. (The second paper, "Literacy, Economy and Society--A Review" by Brian V. Street, contains references.)

The tables in this compilation provide information about poverty and income trends in 1995. In some cases, trend data are available back to the 1950s. The first section of tables, "Poverty Trends," focuses on poverty thresholds and poverty among children. Some tables present information on poverty by ethnic group, and others present information about urban and nonurban poverty. In 1959, 18.3% of the population of the central cities was estimated as "in poverty," and in 1995, this figure was 20.6%. However, in "nonmetro" areas, 33.2% of the population was considered poor in 1959, and that figure dropped to 15.6% in 1995. A second set of tables provides information about the depth of poverty, with details about the aggregate poverty gap by racial and Hispanic origins of the householder. A section on "Income Trends and Distribution" presents information about income by race and Hispanic origin and for family structure. In the section on "The Working Poor," the various income tables include one on the relationship between poverty and level of education for householders aged at least 25 years. In 1995, only 4.8% of those with at least 1 year of college were "poor," but 24.1% of those who did not complete high school were counted among the poor. A final section presents statistics on the health insurance coverage of employed people and those covered by Medicaid. (Contains 61 tables.) (SLD)

Rural minorities lag behind rural Whites and urban minorities on many crucial economic and social measures. This collection of 10 papers examines rural Black, Hispanic, Native American, and Asian and Pacific Islander populations and their economic well-being in the 1980s, an economically difficult decade for rural areas. Results show minimal minority progress as measured by changes in occupation, income, and poverty rates. However, the type and speed of progress were quite different among minority groups and between men and women of the same minority group. Results show considerable diversity among groups in the characteristics associated with poor economic outcomes. These characteristics included unemployment, low English proficiency, concentration in agricultural employment, low educational attainment and skill levels, and geographic isolation. Following an introduction by Linda L. Swanson, the papers are: "Education and Rural Minority Job Opportunities" (David A. McGranahan, Kathleen Kassel); "The Ethnic Dimension of Persistent Poverty in Rural and Small-Town Areas" (Calvin L. Beale); "Rural Child Poverty and the Role of Family Structure" (Linda L. Swanson, Laarni T. Dacquel); "Age and Family Structure, by Race/Ethnicity and Place of Residence, 1980-90" (Carolyn C. Rogers); "Increasing Black-White Separation in the Plantation South, 1970-90" (John B. Cromartie, Calvin L. Beale); "Trends in Occupational Status among Rural Southern Blacks" (Robert M. Gibbs); "Education and the Economic Status of Blacks" (Margaret A. Butler); "Hispanics in Rural America: The Influence of Immigration and Language on Economic Well-Being" (Anne B.W. Effland, Kathleen Kassel); "American Indians: Economic Opportunities and Development" (Deborah M. Tootle); and "Asians and Pacific Islanders in Rural and Small-Town America" (Calvin L. Beale). Appendix contains figures and data tables of socioeconomic indicators. (Individual papers contain references.) (SV)

Data from the U.S. Census and more limited surveys aimed at specific artist occupations were used to profile the employment and earnings of four groups of artists in 1970-1990: authors, artists who work with their hands, performing artists, and architects and designers. The following items were examined: evidence of multiple job holding; reliability/consistency of data from various sources; growth of the field; geographic areas where individuals in the field are most likely to live and work; age, sex, and racial patterns in the field; education, employment, and income levels for the field and its various subfields; satisfaction with the field; and challenges facing individuals working in the field. Income and employment levels varied widely both between and within the four occupational groups examined. The numbers of people employed in all the occupations examined increased significantly during the decades examined. In 1989, authors' total earnings averaged $23,335. In 1990, the median income for full-time female painters/craft artists was $18,762. In 1989, actors/directors, dancers, musicians, decorators/designers, and architects had median incomes of $22,000, $8,500, $9,900, $45,873, and $56,773, respectively. In general, women tended to earn less than their male counterparts. (MN)

Successfully educating at-risk populations depends in part upon adequate and equitable funding. This General Accounting Office (GAO) report examines the current status of and trends in public-education spending. National and state trends in education spending and revenues were examined using data from the Department of Education's National Center for Education Statistics (NCES) and other sources. Measures of states' ability and willingness to raise revenues for education were also developed. Findings show that since 1980, total real expenditures in public elementary and secondary schools have increased, while the average national per-pupil expenditure increased and then stabilized after 1989. Such leveling off is due, in part, to a leveling off in the states' share of education funding. In addition, the number of poor children is increasing at a higher rate. Education's share of state budgets decreased between fiscal years 1987 and 1994, while Medicaid and corrections increased their shares. States' willingness to raise revenues for education grew more slowly than willingness to raise revenues for overall spending. Ability and willingness to raise revenues also varied widely among states. Appendices describe the research design and present data on school-age population characteristics; expenditures; federal, state, and local revenue shares; education's share of state budgets; and states' ability and willingness to raise revenue. Fourteen figures, 15 tables, and a list of GAO contacts and acknowledgments are included. (LMI)

This report contains information on elementary and secondary schools and institutions of higher education aggregated at a state level. A wide array of statistical data is presented, ranging from enrollments and enrollment ratios to teacher salaries and institutional finances. The report is designed to meet the needs of state and local education officials and analysts who need convenient access to state level statistics, without consulting numerous volumes and conflicting sources. Examples of new materials for this volume include: expenditures per student in elementary and secondary schools, by function; percent of students participating in federal special education programs, public school districts' sizes; distribution of college graduates by major; average public college tuition compared to per capita income; and educational and general expenditure per full time equivalent student by type and control of institution. The report reflects an extension of the prior two editions and also presents detailed analytical tables that highlight more recent data as well as annual time-series data from 1969-70 to 1992-93 or 1993-94. An attachment, "Guide to Sources," presents technical information about the sources of published information, and a glossary section of definitions is included. (Contains 26 figures and 87 tables.) (SLD)

Perceived declines in student achievement and family environment and the perceived ineffectiveness of increases in educational expenditures have stimulated the present investigation, which focuses primarily on estimating the change in achievement test scores that can be attributed to changing family and demographic characteristics. Family characteristics included in the analysis were income, family size, parental education levels, age of the mother at the child's birth, labor-force participation of the mother, and single-parent families. The analysis estimates effects of family changes on achievement scores of a national sample of students aged 14 to 17 in 1970 to 1975 and 1990 using the National Longitudinal Survey of Youth of 1980 and the National Education Longitudinal Survey of 1988. Using test scores as the sole measure of the effects of changes in the family provides no evidence of a deteriorating family environment for youth in 1990 compared to the same age group in 1970-1975. This study does not support the view that the schools of the 1970s and 1980s have deteriorated in significant ways with respect to the schools of the 1950s and 1960s in their instruction, and it suggests that schools have made significant progress in decreasing educational inequalities for minorities. Eighteen tables and 44 figures illustrate the discussion. (Contains 82 references.) (SLD)

This book is designed to serve as a comprehensive resource on all aspects of school finance for Pennsylvania educators. Chapter 1 provides a historical overview of Pennsylvania school finance. The next three chapters examine the local, state, and federal sources of revenue. The fifth chapter explains the components of Pennsylvania's mandatory system of school-district accounting, and the sixth chapter describes financial management and planning. Chapters 7 and 8 examine developing a budget cycle and conducting district audits. The ninth chapter discusses fiscal administration--its roles, duties, and activities, and the final chapter offers a historical overview of distressed school districts. Appendices contain a bibliography, the Pennsylvania Public School Code of 1949, samples of policies, vital statistics on budget decisions, a sample budget review and analysis, guidelines for auditing student-activity funds, and a glossary. (LMI)

This report covers the purpose, funding, services, administration, and effectiveness of 132 programs administered by the United States Department of Education during fiscal year 1990. This is the 20th annual report to the Congress on federally funded education programs and the 11th such report submitted by the Department of Education. It also briefly describes planned studies. Relevant chapters contain a new subsection, "National Goals Addressed," that describes how the programs help to implement the six national goals for education adopted by the President and Governors in September 1989. The report summarizes evaluation findings about what helps program participants to increase their achievement or improve their performance. It also describes management initiatives and reforms and changes in priorities under the Department's accountability initiative. Chapters describe programs that are administered by the Office of Elementary and Secondary Education, Office of Bilingual Education and Minority Languages Affairs, Office of Special Education and Rehabilitative Services, Office of Vocational and Adult Education, Office of Postsecondary Education, and the Office of Educational Research and Improvement. Numerous tables and references are included throughout the document. A list of evaluation contracts active in the Office of Planning, Budget and Evaluation (OPBE) during fiscal year 1990 is appended. (LMI)