189,902 results on '"Income"'
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2. Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2021-22 (Fiscal Year 2022). First Look Report. NCES 2024-309
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National Center for Education Statistics (NCES) (ED/IES), US Census Bureau, Stephen Q. Cornman, Osei Ampadu, Kaitlin Hanak, and Stephen Wheeler
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This First Look report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2022. Specifically, this report includes the following types of school district finance data: (1) revenue, current expenditure, and capital outlay expenditure totals; (2) revenues by source; (3) current expenditures by function and object; (4) revenues and current expenditures per pupil; and (5) revenues and expenditures from COVID-19 Federal Assistance Funds. This First Look report focuses on education revenues and expenditures at the school district level. The finance data used in this report are from the School District Finance Survey (F-33), 2F 3 a component of the Common Core of Data (CCD). The CCD is a group of annual public elementary/secondary data collections administered by NCES. The F-33 survey consists of LEA-level finance data submitted annually to the U.S. Census Bureau (Census Bureau) by state education agencies (SEAs) in the 50 states and the District of Columbia. SEAs report financial data covering services that provide or support prekindergarten through high school for public education for a variety of types of LEAs. These LEAs include regular school districts, independent charter school districts, as well as a substantial number of administrative and operating LEAs that are unlike typical school districts (e.g., education service agencies that provide specialized education services for school districts, such as vocational and other specialized education services for school districts). The purpose of this First Look report is to introduce new data through the presentation of tables containing descriptive information. The selected findings chosen for this report demonstrate the range of information available when using F-33 data files and are not intended to emphasize any particular issue(s).
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- 2024
3. The Appalachian Region: A Data Overview from the 2018-2022 American Community Survey. Chartbook
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Appalachian Regional Commission (ARC), Population Reference Bureau (PRB), Sara Srygley, Nurfadila Khairunnisa, and Diana Elliott
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This chartbook is the 14th version to be produced for the Appalachian Regional Commission (ARC) by the Population Reference Bureau (PRB). The Chartbook describes the diversity of the Appalachian Region on a host of demographic and economic measures and provides an important annual view of the area and its people. The data contained in the 2018-2022 Chartbook describe how residents in the Appalachian Region were faring before and during the COVID-19 pandemic that began in March 2020. Nearly half of the years during this time period were pre-pandemic and half were during the pandemic era. Thus, this Chartbook is a blend of these two eras. As future data releases reflect the post-pandemic era, data users will have additional insights on the long-term changes that the pandemic brought to Appalachia's social and economic dynamics. Most of the data shown here come from the 2018-2022 American Community Survey (ACS), a nationwide study collected continuously every year in every county in the United States by the U.S. Census Bureau. The ACS is designed to provide communities with reliable and timely demographic, social, economic, and housing data each year. To provide as much county-level data as possible, we use ACS 5-year data files which provide reliable estimates for geographic areas with fewer than 20,000 people. Since many counties in the Appalachian Region have fewer than 20,000 residents, these data permit comparable statistics for all 423 counties in the Region. The primary purpose of the ACS is to measure the changing characteristics of the U.S. population in a way that is continually updated. The estimates in this Chartbook, therefore, are data collected over the five-year (or 60-month) period from January 2018 through December 2022. These ACS estimates are not averages of monthly or annual values, but rather an aggregation of data collected continuously over that time period.
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- 2024
4. Evaluating the Longer Term Impact of Early College High Schools on Workforce Outcomes
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American Institutes for Research (AIR), Mengli Song, Kristina Zeiser, Kyle Neering, Robert Schwarzhaupt, and Sara Mitchell
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This report describes results from the Long-Term Impact of Early College High Schools Study--funded by the Institute of Education Sciences (IES) (#R305A210017)--which aimed to explore the long-term impacts of early college (EC) high schools on students' academic outcomes (e.g., college enrollment, degree attainment) and workforce, financial, and later life outcomes after schooling. In this report--the second follow-up report on our initial EC impact study--we focus specifically on key questions about workforce, financial, and other life outcomes: What were the impacts of ECs on workforce, financial, and other life outcomes in the 12th to 14th years after expected high school graduation? Did the impacts of ECs vary by participant characteristics? This report describes findings which build on a previous EC impact study, which was a multisite student-level randomized controlled trial with randomization based on admission lotteries. The analyses in this report focus on individuals who originally participated in 17 admission lotteries conducted by seven ECs for three cohorts of students, and examined outcomes after formal schooling. Key takeaways include the following: (1) Participants who were admitted to an EC, regardless of whether they attended the EC, did not experience a significant effect on any of the workforce, financial, and other life outcomes measured with survey data 12 to 14 years after expected high school graduation; and (2) EC impacts on workforce, financial, and other life outcomes measured 12 to 14 years after expected high school graduation did not differ significantly by individuals' race/ethnicity, low-income status, or prior achievement. While our initial impact study and first follow-up study found that attending an EC had effects on secondary and postsecondary enrollment, and completion for participants with different background characteristics, we found that attending an EC had no impact on any of the workforce, financial, and other life outcomes that we analyzed 12 to 14 years after participants' expected high school graduation. Future studies could consider examining workforce, financial, and other life outcomes in years before the 12th to 14th year after expected high school graduation using administrative data sources (e.g., IRS or unemployment insurance records). Further research may also examine if other factors, such as EC students' college major or labor market opportunities, influence the impact of ECs on longer-term outcomes.
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- 2024
5. The Long Shadow of School Closures: Impacts on Students' Educational and Labor Market Outcomes. EdWorkingPaper No. 24-963
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Annenberg Institute for School Reform at Brown University and Jeonghyeok Kim
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Each year, over a thousand public schools in the US close due to declining enrollments and chronic low performance, displacing hundreds of thousands of students. Using Texas administrative data and empirical strategies that use within-student across-time and within-school across-cohort variation, I explore the impact of school closures on students' educational and labor market outcomes. The findings indicate that experiencing school closures results in disruptions in both test scores and behavior. While the drop in test scores is recovered within three years, behavioral issues persist. This study further finds decreases in post-secondary education attainment, employment, and earnings at ages 25-27. These impacts are particularly pronounced among students in secondary education, Hispanic students, and those from originally low-performing schools and economically disadvantaged families.
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- 2024
6. Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2021-22 (Fiscal Year 2022). First Look. NCES 2024-301
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National Center for Education Statistics (NCES) (ED/IES), US Census Bureau, Stephen Q. Cornman, Shannon Doyle, Clara Moore, Jeremy Phillips, and Malia R. Nelson
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This First Look report introduces new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2022. Specifically, this report includes the following school finance data: (1) revenue and expenditure totals; (2) revenues by source; (3) expenditures by function, subfunction, and object; (4) current expenditures; (5) revenues and current expenditures per pupil; (6) expenditures from Title I funds; and (7) revenues and expenditures from COVID-19 Federal Assistance Funds. The expenditure functions include instruction, support services, food services, and enterprise operations. The support services function is further broken down into seven subfunctions: instructional staff support services, pupil support services, general administration, school administration, operations and maintenance, student transportation, other support services (such as business services). Objects reported within a function or subfunction include salaries and wages, employee benefits, purchased services, supplies, and equipment. The purpose of a First Look report is to introduce new data through the presentation of tables containing descriptive information. The selected findings chosen for this report demonstrate the range of information available when using NPEFS. They do not represent all of the data and are not meant to emphasize any particular issue. While the tables in this report include data for all NPEFS respondents, the selected findings are limited to the 50 states and the District of Columbia.
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- 2024
7. Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2021-22 (Fiscal Year 2022). First Look Report. NCES 2024-301
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National Center for Education Statistics (NCES) (ED/IES), US Census Bureau, Stephen Q. Cornman, Shannon Doyle, Clara Moore, Jeremy Phillips, and Malia R. Nelson
- Abstract
This First Look report introduces new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2022. Specifically, this report includes the following school finance data: (1) revenue and expenditure totals; (2) revenues by source; (3) expenditures by function, subfunction, and object; (4) current expenditures; (5) revenues and current expenditures per pupil; (6) expenditures from Title I funds; and (7) revenues and expenditures from COVID-19 Federal Assistance Funds. The expenditure functions include instruction, support services, food services, and enterprise operations. The support services function is further broken down into seven subfunctions: instructional staff support services, pupil support services, general administration, school administration, operations and maintenance, student transportation, other support services (such as business services).1 Objects reported within a function or subfunction include salaries and wages, employee benefits, purchased services, supplies, and equipment. The finance data used in this report are from the National Public Education Financial Survey (NPEFS), a component of the Common Core of Data (CCD). The CCD is one of NCES's primary survey programs on public elementary and secondary education in the United States. State education agencies (SEAs) in each of the 50 states, the District of Columbia, and the five other jurisdictions of American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, Puerto Rico, and the U.S. Virgin Islands report these data annually to NCES. The NPEFS instructions ask SEAs to report revenues and expenditures covering prekindergarten through high school public education in regular, special, and vocational schools; charter schools; and state-run education programs (such as special education schools or education programs for incarcerated youth).
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- 2024
8. Essential Components of Teacher Professional Development for Financial Literacy: A Literature Review
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Silvya Louis, Siswandari Siswandari, and Leny Noviani
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Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators' comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers' professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
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- 2024
9. Leveling the Landscape: An Analysis of K-12 Funding Inequities within Metro Areas
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Bellwether, Alex Spurrier, Bonnie O’Keefe, and Biko McMillan
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At their best, K-12 public school systems can be engines of social and economic mobility. Unfortunately, schools in lower-income districts -- whose students have the greatest academic needs -- often receive less funding than their counterparts in more affluent districts. Discussions about closing these funding gaps usually zoom all the way out to the state level or all the way down to the district level. But a big part of the problem lies in how funding is distributed across districts in the same metro area -- and in state policies that allow wealthy communities to raise and keep large amounts of local revenue exclusively for their own schools. "Leveling the Landscape: An Analysis of K-12 Funding Inequities Within Metro Areas" takes a closer look at the scale and sources of education funding within 123 large metro areas in 38 states, focusing on funding disparities among districts serving the same region. Key takeaways include: (1) a majority of public school students (62%) live in large metro areas with more than five districts -- a level of fragmentation that makes funding disparities more likely; (2) within fragmented metro areas, wealthy districts often generate much more local funding per student than less affluent districts; (3) state policies, despite their progressive tilt, rarely bridge this gap -- and often don't even come close; (4) in 49 of the 123 large metro areas we examined, school districts in affluent areas receive the most funding per pupil; (5) closing the state and local funding gap between districts within the metro areas we examined would cost $26 billion in additional state funding per year; and (6) more ambitious policies can greatly reduce or even eliminate funding disparities. The report also explores policy tools state leaders can use to ensure all districts within the same metro area at the very least receive similar funding per student and ideally, set the stage for even greater levels of per-pupil funding to flow to higher-needs districts.
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- 2024
10. Strengthening State Higher Education Funding: Lessons Learned from K-12
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Bellwether, Matthew Richmond, Carrie Hahnel, Linea Harding, and Nick Lee
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Most Americans today need some education beyond high school to secure a well-paying job, and higher education is a key factor in social and economic mobility. But higher education is not accessible to all students. To further equalize opportunity, states must understand options for improving the way they fund higher education. America's public K-12 system has been grappling with similar funding disparities for decades -- challenges that offer important lessons for postsecondary funding. Bellwether's analysis, "Strengthening State Higher Education Funding: Lessons Learned From K-12," identifies insights and lessons from K-12 finance policy that may be instructive as states rework how they fund higher education. This report explores four topics and associated questions that are also relevant across K-12 education: (1) Equity: How can states distribute funding to students and public IHEs with the greatest needs?; (2) Adequacy: How much funding is enough to achieve the desired outcomes?; (3) Cost Sharing: How can local governments and states share the cost of public higher education?; and (4) Stability: How can public IHEs secure consistent and predictable funding?
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- 2024
11. The Impact of the COVID-19 Pandemic on Arts and Design Alumni
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Indiana University, Strategic National Arts Alumni Project (SNAAP), Rachel Skaggs, Jennifer L. Novak-Leonard, and Jeff Barbee
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During the COVID-19 pandemic there were many changes in arts and design alumni's paid work, creative work, income and in the skills that they needed to be successful in their careers. Given the documented impact of the pandemic on the arts and culture sector, on arts and creative workers, and on institutions of higher education, the authors turn to data from the 2022 Strategic National Arts Alumni Project (SNAAP) survey to understand how the impact of the pandemic was felt by people doing arts, design, or creative work as part of their job or occupational roles and the varied experiences across socio-demographic characteristics. This report focuses on providing insight into arts and design graduates whose work is--or before the pandemic was--in the arts, design, or creative realm by examining their working lives, economic lives, and the skills that they needed to attain or update during the first two years of the pandemic in the United States. In addition to presenting analyses and findings about arts and design alumni's experiences of the first year of the pandemic along these dimensions of their creative and working lives, the authors also dedicate a section of the conclusion of this report to the impressions and challenges identified by higher education arts leaders in a series of formal conversation at the beginning of 2021 to frame commentary about university preparation for resilient arts and design alumni. [Additional funding for this report was provided by the University of Illinois College of Fine and Applied Arts, the University of Illinois Investment for Growth Fund, and the Department of Arts Administration, Education, and Policy at The Ohio State University.]
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- 2024
12. How HEER Funding Rescued Community Colleges from the Pandemic. ARCC Network Brief
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Columbia University, Community College Research Center (CCRC), National Student Clearinghouse Research Center, University of California, Davis. Wheelhouse: The Center for Community College Leadership and Research, Clive Belfield, Thomas Brock, John Fink, and Davis Jenkins
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The Higher Education Emergency Relief (HEER) Fund had two main purposes: (1) to ensure that colleges could continue to provide education to students in the wake of the pandemic and (2) to provide emergency financial assistance through colleges directly to students. Four years after the onset of the pandemic, this ARCC Network brief uses college financial data--including data recently released for fiscal year 2022--to look at what happened to college finances and to assess the importance of HEER funding for the financial solvency of community colleges over the course of the pandemic. The authors find that during the peak years of the pandemic (2020-2022), community colleges lost huge numbers of students: On average, colleges lost 580 full-time-equivalent (FTE) students or 15% of pre-pandemic year-on-year enrollment, whereas college enrollments typically fluctuate by +/-2% each year. The authors also find that federal HEER funding saved community colleges from massive losses in tuition revenue during the pandemic. Instead of losing revenue, HEER funding increased total revenue per college from $81 million to $84 million, covering lost tuition and offsetting new costs associated with the pandemic. HEER funding also provided $4 million in student aid per college, on average, making up for lost resources students experienced during the pandemic. The authors--who also wrote an associated blog post that includes an interactive dashboard on this topic--contend that community colleges are confronting new fiscal challenges post-pandemic. As HEER funding has ended, many community colleges are faced with a difficult fiscal outlook, with increased costs due to inflation and decreased overall enrollments relative to pre-pandemic levels. Navigating these new fiscal realities will be extremely challenging for community colleges, raising new concerns about the viability of many colleges in the post-pandemic era. [This report was written with the Accelerating Recovery in Community Colleges (ARCC) Network.]
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- 2024
13. Annual Poll 2024: Parents and Guardians' Opinions on K-12 Public Education in New Orleans. Poll Policy Brief No. 2
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Tulane University, Cowen Institute
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The Cowen Institute has conducted annual polls on perceptions of public education in New Orleans since 2007. Our polls are designed to provide insight into how parents, guardians, and the general public view New Orleans' highly decentralized K-12 public education system. Each year, we ask some new questions about the most relevant and pressing issues facing educators and families. We also repeat questions from our previous polls to assess how opinions change over time on a few key topics. We now release the poll findings in a series of briefs at the start of each year. This is the second of two briefs that will be released in 2024 with results from polling conducted in the fall of 2023. We present the data in this way to make it more accessible and understandable for the general public -- the briefs allow us to group the findings by topic, enabling us to surface trends about particular areas of the city's education system. To capture the experiences and attitudes of a wide range of parents, as we have done since 2020, we polled 1,000 public and private school parents and guardians in Orleans Parish, as well as a small number who homeschool their children.
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- 2024
14. Income Share Agreements to Finance Short-Term Career Training. Preliminary Findings from the Career Impact Bond Study
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MDRC, Gilda Azurdia, Richard Kazis, Caroline Schultz, and Katerina Galkin
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Postsecondary education and middle-skills occupational training are viewed as important paths to higher-paying jobs and careers. Lifelong learning pathways geared toward working learners aged 25 and older also seem essential for career advancement and professional growth in the current job market. However, many learners face financial and other barriers to accessing and completing occupational training. Social Finance, Inc., a national nonprofit that creates impact-first investments, launched the UP Fund, a $50 million fund that aims to improve economic mobility by expanding access to job training programs to underserved learners and learners from low-income backgrounds. The UP Fund enables learners to enroll in short-term, sector-based occupational training programs with access to career and supportive services without paying up-front tuition costs. Learners enter into "income share agreements" (ISAs) that are intended to repay tuition costs. This is achieved by learners committing to repay a fixed percentage or amount of their income over a set term and up to a capped amount. However, this repayment obligation is contingent upon the learner's earnings meeting a minimum income threshold. The UP Fund's Career Impact Bond (CIB) model focuses on providing ISAs to learners from low-income backgrounds who might not otherwise have access to the training programs. The CIB model also emphasizes the importance of comprehensive support services to help learners achieve career success. MDRC launched a multisite, multiyear study of the UP Fund's CIB model in 2022. The study includes four training providers that enroll learners financed by the UP Fund across multiple industries. This brief provides an overview of the study, details of the UP Fund's CIB model, and early implementation findings. Initial results suggest that individuals who enrolled in a training program supported by the UP Fund learned helpful skills to find jobs in their chosen careers.
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- 2024
15. Course Corrections? The Labor Market Returns to Correctional Education Credentials. Working Paper No. 294-0224
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), James Cowan, Dan Goldhaber, and Suvekshya Gautam
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Correctional education is a prevalent form of rehabilitation programming for prisoners in the United States. There is limited evidence, however, about the labor market returns to credentials received while incarcerated. Using incarceration, educational, and labor market data in Washington State, we study the labor market returns to GEDs and short-term vocational certificates earned in prison. We identify the returns to credentials by a difference-indifferences design that compares changes in earnings and employment for incarcerated persons who earn a credential to those who enroll in a program but fail to complete a GED or certificate. We estimate that GEDs increase post-incarceration earnings by about $450 per quarter and that vocational certificates increase earnings by about $250 per quarter. Degree completers have higher hourly wages, are more likely to be employed, and work more hours following release. For vocational programs, earnings increases are driven by certificates in construction and manufacturing. [The research presented presented in this report uses confidential data from the Education Research and Data Center (ERDC) located within the Washington Office of Financial Management (OFM).]
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- 2024
16. Securing External Resources to Enrich Program Quality in Higher Education: How One College Acts
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Arvin Johnson and Tak Cheung Chan
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This study examines the effort of one higher education college in China to see how it secures external funding resources to enhance its educational programs. The college is known for its success in getting external funding in addition to public revenue appropriations. The researchers took a case study approach by first reviewing the current literature to find out what has been done by other universities worldwide to secure external funding. Data in this study were retrieved by reviewing relevant documents in the college files. Additionally, five college administrators were interviewed to solicit their experiences in seeking external funding for the college. The findings of this study disclosed that the college administrators and staff have contributed tremendous effort to secure external resources to help achieve the college goals. The findings were also discussed relating to the current literature and the implications for educational planning.
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- 2024
17. Investigation of the Screen Reading Self-Efficacy Perceptions of Turkish Language and Literature and Turkish Teacher Candidates Perspective
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Abdulkadir Kirbas and Mesut Bulut
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The rapid development of information technologies in the century we live in has caused significant changes in the field of education. Today, in the information age, traditional reading models with printed materials such as books, newspapers, and magazines have been replaced by reading computers, mobile phones, presentations, and billboards. Thus, information is conveyed to students at all levels through tools such as computers, the Internet, CDs, videos, and printed materials during the education process. It has become necessary to understand the importance of this type of reading, screen reading, in the process of native language teaching and to use it effectively in practice. In this study, it was aimed to examine the Screen Reading Self-Efficacy Perceptions of Turkish Language and Literature and Turkish Teacher Candidates in terms of variables such as age, gender, income level, frequency of internet use, etc. The sample group of this study in the survey model consists of 379 Turkish Language and Literature and Turkish Language Teacher candidates studying at a university in the east of Turkey. The research data was collected with the screen reading self-efficacy perception scale (Ulu, 2018), which has three subcategories: understanding, page management, and eye health dimension. As a result of the research, it is seen that the Screen Reading Self-Efficacy Perceptions of Turkish Language and Literature and Turkish Teacher Candidates are generally in favor of screen reading. Additionally, as a result of the research, it was concluded that Turkish Language and Literature and Turkish Language Teacher candidates' gender and basic computer skills differ in their screen reading perceptions.
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- 2024
18. From Classroom to Clinic: The Influence of Medical Education on Physician Shortages in the United States
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Lina M. Adwer, Taylor Nelson, and Kristy Carlson
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The landscape of medical specialty choice is dynamic, undergoing significant changes as students' progress through undergraduate and graduate medical training. These shifts are influenced by various factors, with financial considerations becoming increasingly relevant among medical students' preferences. This study conducts a retrospective analysis of specialty match rates and physician compensation, suggesting a potential trend where primary care fields, though fundamental to healthcare, appear less competitive and often associated with less financial reward compared to other specialties. The existence of this disparity is not without consequences. It contributes significantly to the ongoing and anticipated primary care physician shortages. This situation requires a comprehensive approach to tackle the complex factors influencing medical students' career choices. Understanding these dynamics is critical for healthcare policy and planning. This paper investigates how financial considerations sway medical students' specialty choices, emphasizing the economic disparities between primary care and other specialties.
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- 2024
19. How Clear Is Their Path? Guided Career Pathways and Community College Students
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Center for Community College Student Engagement (CCCSE)
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"How Clear Is Their Path? Guided Career Pathways and Community College Students" explores how prepared community college students are to meet their career goals. Over 90 percent of students responding to the 2023 Community College Survey of Student Engagement (CCSSE) indicated they had chosen a career path. But many of those respondents were missing vital information about what that path would entail. This report contains data from 83,189 students across 199 community colleges who responded to CCSSE in spring 2023.
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- 2024
20. Who Demands Technical and Vocational Education in Pakistan? A PSLM Analysis of Socio-Economic Determinants
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Suhrab Khan and Kazim Ali
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Purpose: The present study investigates the influence of demographic factors on the demand for Technical and Vocational Education and Training (TVET) in Pakistan. The government of Pakistan has implemented various skill enhancement programs to harness the demographic dividend. However, only a small portion of the workforce receives any form of TVET, contributing to a shortage of skilled workers in the country. Many industries, particularly in manufacturing and mining, face deficits in the skilled labour. Consequently, this study aims to examine the role of demographic factors in shaping the demand for TVET within the Pakistani context. Methods: For the TVET demand's estimation, this study employed the Pakistan Social and Living Standard Measurement (PSLM) dataset of 2018-19 by using binary logistic regression analysis (BLRA). The demographic variables include the household's income, household head's education, household size, male proportion of the target age group, household head's age, and region of the household. Findings: The findings indicate that households in the higher income category do not demand TVET. Moreover, if the head of the household is highly educated, then the household is less likely to participate in TEVT. So, the higher the socio-economic status, the lower the probability of demand for TVET from the better-off students. Further, this study also indicates that boys are more likely to participate in TVET-related degrees, while females are less likely to participate in TVET due to the non-availability of institutes and hostel facilities, poor transportation, the limited number of trades available for females, and security issues. Conclusion: The findings provide insightful evidence to support the idea that the higher the socio-economic status of households, the lower the probability of demand for a TVET degree or diploma. Similarly, children of parents with university education are less likely to pursue TVET-related degrees. The reason is likely attributed to the perception that TVET-associated degrees and diplomas are considered inferior due to their lower standing and prestige as compared to general or professional degrees. This study suggests that the attractiveness of TVET can be enhanced by improving the quality of TVET, improving labour market outcomes, and creating a pathway to general education. Overall, this study not only contributes to empirical analyses of socio-economic determinants in TVET demand but also suggests that its findings can be applied not only to South Asian countries but also to other comparable nations with similar cultural ties and affinities.
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- 2024
21. Providing Long-Term Sustainability to Capital Outlay Funding in Kansas
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Kellen James Adams
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The proverbial clock is ticking for many Kansas school buildings, whether due to implications of a complete slowdown due to code compliance, or due to failure of critical systems. Regardless of the reasons, millions of square footage of learning spaces are in jeopardy of no longer being able to serve students in adequate teaching and learning environments. For those school facilities that remain in operation, their effectiveness continues to wane with each year of age and usage. Ultimately, as more classrooms and other learning spaces continue to become uncomfortable, ineffective, or unusable, the greater the detriment to student learning. The funding mechanisms made available through current Kansas school finance law place significant revenue limitations on school districts through mill levy maximums. These taxing limitations--in nearly all instances--do not provide enough funding to adequately meet the capital infrastructure needs of schools. Yet, alternatives could be viable through state policy changes that would lead to greater revenue and educational opportunity.
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- 2024
22. International Onshore VET Qualification Completer Outcomes, 2023. Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
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This report provides a summary of the outcomes of international students who completed their vocational education and training (VET) qualification in Australia in 2022. These students were surveyed as an additional component to the 2023 National Student Outcomes Survey. Information is presented on international onshore VET qualification completers' reasons for training and their employment outcomes, their satisfaction with training and further study outcomes. Overall, 13 594 international onshore VET qualification completers responded to the survey.
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- 2024
23. Analysing Employee Training Policies of the High Revenue Companies: Examples from Turkey
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Betül Balkar and Nazife Karadag
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Purpose: The present study explores the primary characteristics of employee training practices by way of analysing the employee training policies of the top two companies with the highest sales revenue in Turkey. The primary characteristics of employee training practices are examined within the scope of the corporate employee training activities and the practices to cope with the challenges in the organization of employee training. Methods: Employing qualitative approach, document analysis was conducted within the context of two cases. The two companies with the highest sales revenue in Turkey were selected as cases in the study. The companies were determined through criterion sampling in line with the financial performance based on net sales revenue, stability of financial performance and potential for corporate training policy development criteria. The six years of sustainability and activity reports of the companies were analysed through thematic analysis. The documents were analysed through thematic analysis using open coding. Employee training policies and practices were presented under the sub-themes of personnel training types, subjects of personnel training, training infrastructure, factors considered in the design of training processes and supportive practices for training processes. Findings: Employee training of the companies mostly consists of formal and non-formal training activities designed according to the needs of employees. These training activities aim at both occupational and personal development of the employees. The training activities, which are mostly organized with the use of internal resources, also allow employees to make their own personal development plans. The dominant common aspects of the employee training policies of the companies show that the successful integration of employee training to the career management systems increases the efficiency of training activities. The study results also illustrate that the employee training policies can be strengthened through corporate capacity development activities. Conclusion: Institutionalization of training practices that contribute to workplace learning has an important role in the financial gains of highly competitive organizations. The success of corporate training practices for employees requires both an effective design in terms of content and process and a strong establishment of corporate training infrastructure. The provision of formal and informal learning opportunities structured according to employee needs through a strong corporate training infrastructure and planning the career development of employees based on the outputs of training activities are the indicators of successful company performance. [Note: The page range (1-31) shown on the PDF is incorrect. The correct page range is 1-32.]
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- 2024
24. Annual Poll 2024: Parents and Guardians' Opinions on K-12 Public Education in New Orleans. Poll Policy Brief No. 1
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Tulane University, Cowen Institute
- Abstract
The Cowen Institute has conducted annual polls on perceptions of public education in New Orleans since 2007. Our polls are designed to provide insight into how parents, guardians, and the general public view New Orleans' highly decentralized K-12 public education system. Each year, we ask some new questions about the most relevant and pressing issues facing educators and families. We also repeat questions from our previous polls to assess how opinions change over time on a few key topics. We now release the poll findings in a series of briefs at the start of each year. This is the first of two briefs that will be released in 2024 with results from polling conducted in the fall of 2023. We present the data in this way to make it more accessible and understandable for the general public -- the briefs allow us to group the findings by topic, enabling us to surface trends about particular areas of the city's education system. This brief covers general perceptions about New Orleans K-12 public education; the second brief will delve more deeply into specific areas of education. To capture the experiences and attitudes of a wide range of parents, as we have done since 2020, we polled 1,000 public and private school parents and guardians in Orleans Parish, as well as a small number who homeschool their children.
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- 2024
25. Relation between Resilience and Enneagram Personality Types
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M. Hülya Ünal-Karagüven
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The purpose of this research is to examine the psychological resilience levels of adult individuals in terms of demographic characteristics and enneagram personality types. The findings may help experts working in the field and contribute to the literature. The study is an original study that has not been researched before. Participants consisted of parents of students attending a pre-school education center. Data was collected from 252 people, 182 women and 70 men. In order to collect data a "Questionnaire", "Brief Resilience Scale" and "Enneagram Personality Scale" were used to collect data. T-test and analysis of variance techniques were used to evaluate the changes in the level of the resilience with demographic variables. Correlation analysis was conducted to determine the relationship between resilience and enneagram personality types. Results of the statistical analysis has been determined that resilience levels are higher in men, older individuals, married people, and those with high education and income levels. Additionally, levels of resilience were found to be positively related to enneagram personality types. This relationship was found statistically significant in a total of six personality types: achiever, original, observer, adventurer, leader, and accommodator. This work contributes to the study of resilience and related factors. Similar studies were proposed for the future to bolster the results.
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- 2024
26. Annual Report on People with Disabilities in America: 2024
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University of New Hampshire (UNH), Institute on Disability, A. Houtenville, and S. Bach
- Abstract
The "Annual Report on People with Disabilities in America" is a companion volume to the "2024 Annual Disability Statistics Compendium." Indicators were in the following areas of interest: employment, educational attainment, health and health care, financial status and security, leisure recreation, personal relationships, and crime/safety.
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- 2024
27. 2024 Annual Disability Statistics Compendium
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University of New Hampshire (UNH), Institute on Disability, N. Thomas, S. Paul, S. Bach, and A. Houtenville
- Abstract
The "Annual Disability Statistics Compendium," is a summary of statistics about people with disabilities and about the government programs which serve them. The Compendium, presents key overall statistics on topics including the prevalence of disability, employment among persons with disabilities, rates of participation in disability income and social insurance programs, and other statistics. It is a compilation of data from multiple sources, such as the Social Security Administration, Veterans Benefits Administration, and frequently, the U.S. Census Bureau's American Community Survey, among others. A companion "Annual Report" is available, providing graphic representations of key findings.
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- 2024
28. Paying for School Finance Reforms: How States Raise Revenues to Fund Increases in Elementary-Secondary Education Expenditures
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Shelby M. McNeill and Christopher A. Candelaria
- Abstract
This study investigates how individual states raise revenue to pay for elementary-secondary education spending following school finance reforms (SFRs). We identify states that increased and sustained education expenditures after reform, search for legislative statutes that appropriated more education spending, and assess how policymakers funded the SFRs. Our results show that state legislatures increase investments in education by increasing tax revenue streams, such as sales and excise taxes, and by taking over property tax collections. Considering these results, we discuss that increased state investment in education should be accompanied by a policy mechanism to distribute state aid equitably to districts. Moreover, policymakers should consider local voters' preferences when implementing SFR policies, as tax increases may reduce local fiscal effort for education.
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- 2024
- Full Text
- View/download PDF
29. Education and Financial Knowledge in Health-Related Financial Decisions
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Sean Hubbard
- Abstract
The high cost of health care in the United States creates complex decisions where suboptimal choices may negatively affect an individual's physical and financial health. The challenge for patients is that the complex nature of health-related financial decisions requires specialized knowledge to avoid these suboptimal choices. While the benefits of improved health literacy are well documented, the connection between health care and household finances may mean that there is a role for education and financial knowledge in improving outcomes. This study uses data from the Financial Industry Regulatory Authority's Financial Capability Survey in a binomial logistic regression to examine the role of education and financial knowledge in health-related financial decisions. The results show that both higher levels of education and financial knowledge are related to a higher likelihood of obtaining health insurance coverage and a lower likelihood of having medical debt and engaging in cost avoidance. Income disparities remain, however, especially for those in the middle-income brackets. These results raise the possibility that increases in general education and financial knowledge may improve health outcomes, but those facing the most complex health care decisions may need more specialized knowledge. This implies that given the connection between health care and personal finances, increasing objective and subjective knowledge may lead to better outcomes for patients' financial and physical health.
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- 2024
- Full Text
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30. Public School Nurses in the United States: National School Nurse Workforce Study 2.0
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Mayumi A. Willgerodt, Andrea Tanner, Ellen McCabe, Beth Jameson, and Doug Brock
- Abstract
The National School Nurse Workforce Study 2.0 describes the demographic characteristics and distribution patterns, school nursing models and activities, and practice environment among self-reported public school nurses in the United States. A random sample of U.S. public schools was surveyed, stratified by region, school level, and urban/rural locale. A total of 2,827 schools responded, yielding a 38.1% response rate. Using these data, we estimate 78,869 full-time equivalents of school nurses, with 65,052 registered nurses (RN) and 13,817 licensed practical/vocational nurses (LPN/LVN). Findings indicate school nurse distribution differences by region, locale, and income. The predominant model of school nursing practice was the RN only, followed by the RN and LPN model. In general, school nurse respondents felt supported by school staff and parents. Less than half of survey respondents stated they were supervised by an RN. Research, policy, and school nursing practice implications are discussed.
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- 2024
- Full Text
- View/download PDF
31. Keeping the Pitch on Track: Spatiotemporal Challenges in Ambulant Vending on a Buenos Aires Trainline
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Rosina Márquez Reiter and Elizabeth Manrique
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This article examines ambulant vendors' labour on a Buenos Aires trainline. It explores how vendors employ a range of verbal and embodied resources to navigate the challenges of sustaining attention from commuters and manage the progressivity of their sales pitch as they achieve individual service encounters and deal with physical obstructions intrinsic to the local ecology of the train and the contingencies of earning a livelihood on the move. An interactional pragmatics analysis of vendors' working practices as video-recorded by them coupled with ethnographic observations, reveals the complex interplay of verbal and embodied cues, spatial arrangements, and temporal constraints in relation to the progressivity of their sales pitch. The findings challenge long-held negative views of vendors' presence in public space by highlighting the methodical approach, dexterity, and civility of their working practices, and how their labour fills a gap in the market. The article provides new insights into the dynamics of urban labour in public spaces and the intrinsicality of multimodality to manoeuvre round the unequal conditions these workers inhabit.
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- 2024
- Full Text
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32. Institutional Effects of Adding Football: A Difference-in-Difference Analysis
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Welch Suggs, Alex B. Monday, Jennifer May-Trifiletti, and James C. Hearn
- Abstract
Football teams draw the largest crowds of any American collegiate sport, and with them, both positive and negative attention for colleges and universities. Nearly 50 colleges have added the sport recently, but little research has examined the institutional effects of adding a team. Some of these institutions are regional research universities adding the sport as part of broad plans to transform campus identities, while at smaller public and private institutions, adding a football team (with approximately 100 members) appears to be an attempt to boost racial diversity and the number of male students. This study uses difference-in-difference models to find that adding a football team appears to have a significant, but short-term, effect on enrollment and tuition revenue. The long-term effects of adding the sport do not appear to be statistically significant. This raises questions about the costs and benefits of adding football at a time when higher education faces significant challenges attracting students.
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- 2024
- Full Text
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33. Performance-Based Funding and Certificates at Public Four-Year Institutions
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Junghee Choi
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This study examines how performance-based funding (PBF) for public four-year institutions in the U.S. is associated with the production of short-term certificates. Results indicate that high-dosage PBF is associated with increases in both the number of short-term certificate programs offered and the number of short-term certificates awarded, even though PBF's incentives for the four-year sector typically focus on bachelor's degree attainment. Given the challenges of improving performance on bachelor's degrees, particularly in the midst of insufficient resources and support, institutions may be turning to certificates as alternative sources of revenue to address the financial uncertainty induced by PBF. The findings shed light on the broader impact of PBF on institutional behavior, beyond those directly relating to formalized performance metrics.
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- 2024
- Full Text
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34. A Tale of Two Systems: Choice and Equity in the District of Columbia's Charter Schools
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Andrew Eisenlohr, Kate Kennedy, Katrina E. Bulkley, and Julie A. Marsh
- Abstract
Advocates often predict that school choice policies will expand access to high-quality schools, particularly for marginalized communities. To interrogate this assumption, we employed a sequential mixed-methods analysis examining the state of charter reform in the District of Columbia. We observed that stakeholders consistently defined equity as uniform processes, evident in data distribution and enrollment practices. We also uncovered persistent disparities in where students live versus learn. We conclude that race-neutral conceptions of equity may hinder attempts to improve school access by ignoring structural inequalities tied to race, place, and income and by overlooking privileged households' efforts to remain separate.
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- 2024
- Full Text
- View/download PDF
35. Understanding School Principals' Burnout
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Özge Karaevli
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This study explores why the principals experiences burnout and what the future plans of the principals who experienced burnout were. This is a case study that uses qualitative research methods. Before collecting qualitative data, the researcher collected and analysed data from principals working at different school levels and revealed their burnout tendencies. Subsequently, I collected qualitative data from kindergarten, middle school, and vocational high school principals through semi-structured interview questions and analysed them through content analysis. Along with the four main themes, four subthemes emerged based on the theme of burnout sources. Accordingly, school principals experience burnout due to situations arising from parents, senior management, teachers, other principals, students, non-education-related workload, and insufficient financial income. Although the short-term plans of school principals experiencing burnout are to continue their duties in their schools, in the long term, they plan to leave the profession and completely move away from educational work.
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- 2024
- Full Text
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36. Future Goal Aspirations of Students with Extensive Support Needs: Findings from NLTS 2012
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David R. Johnson, Yi-Chen Wu, Martha L. Thurlow, and John M. LaVelle
- Abstract
This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the future goal aspirations of students with extensive support needs who participate in alternate assessments, compared to other students with extensive support needs and to students with other disabilities. We examined students' individualized education program (IEP)/transition planning meeting experiences and postschool goals in relation to their functional, communication, and self-advocacy skills, as well as their school/community support. Students with other disabilities held higher expectations than all students with extensive support needs for future participation in postsecondary education, employment, independent living, and financial independence. All students had higher postschool goal expectations than their parents. Implications for supporting students with extensive support needs and directions for future research and practice are discussed.
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- 2024
- Full Text
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37. Ever English Learner 4-Year Graduation: Toward an Intersectional Approach
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Ben Le, Kristin E. Black, Coleen Carlson, Jeremy Miciak, Lindsay Romano, David Francis, and Michael J. Kieffer
- Abstract
This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013-2014 and 2014-2015 (N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential predicted probabilities depending on the student's ever-EL status, race/ethnicity, and neighborhood income. These findings reveal important intersectional disparities in this diverse group of ELs--nuances that are lost when analyzing across a single social dimension and that push us to adopt an intersectional lens in quantitative research on ELs.
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- 2024
- Full Text
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38. Models of Building a Faculty: Institutional Transformation and the Disruption of the Professoriate in Public Higher Education
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Barrett Taylor and Karri Holley
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This article explores patterns in the US professoriate and the relationship to institutional wealth and status in public higher education, 2012-2021. We use latent profile analysis to identify different models for building a faculty and multinomial logistic regression to describe the characteristics of institutions employing these models. The results describe the human toll of the financial disruptions facing American public higher education. The findings suggest that changes to the faculty have been widespread but uneven.
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- 2024
- Full Text
- View/download PDF
39. Heterogeneity in Labor Market Returns to Master's Degrees: Evidence from Ohio
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Veronica Minaya, Judith Scott-Clayton, and Rachel Yang Zhou
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Graduate education is among the fastest growing segments of the U.S. higher educational system. This paper estimates the returns to Master's degrees and examines heterogeneity in the returns by field area, student demographics and initial labor market conditions. We use rich administrative data from Ohio and an individual fixed effects model that compares students' earnings trajectories before and after earning a Master's degree. Findings show that obtaining a Master's degree increased quarterly earnings by about 14% on average, but the returns vary largely across graduate fields. We also find gender and racial disparities in the returns, with higher average returns for women than for men, and for White than for Black graduates. In addition, by comparing returns among students who graduated before and under the Great Recession, we show that economic downturns appear to reduce but not eliminate the positive returns to Master's degrees. There are important variations in the returns to Master's degrees during the recession across field area and race/ethnicity.
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- 2024
- Full Text
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40. The Relationship between Financial Stress and College Retention Rates
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Kelsie Smathers, Erin Chapman, Nancy Deringer, and Terrance Grieb
- Abstract
This study examined the relationship between financial stress and student retention for post-secondary students. Data from 2014 collected at a Pacific Northwest University using The Ohio State's National Student Financial Wellness Study were used to examine the students' reported levels of stress related to finances. Students reported the most financial stress came from their student loan debt. Data analyses showed significance between participants who reported "large" and "extreme" amounts of stress from debt and their decisions to reduce course work, drop out, and/or take a break. Although future research is needed to determine the exact relationship between financial stress and retention rates, it is important to acknowledge that financial stress influences students' educational decisions.
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- 2024
- Full Text
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41. The Long-Term Consequences of Early School Absences for Educational Attainment and Labour Market Outcomes
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Jascha Dräger, Markus Klein, and Edward Sosu
- Abstract
School absences can negatively impact a child's schooling, including the loss of teacher-led lessons, peer interactions, and, ultimately, academic achievement. However, little is known about the long-term consequences of school absences for overall educational attainment and labour market outcomes. In this paper, we used data from the 1970 British Cohort Study to examine long-term associations between school absences in late childhood and individuals' educational attainment, social class, unemployment and earnings at age 42 while adjusting for a comprehensive set of confounders. Our findings show that school absences are associated with lower educational attainment but are not associated with social class destination except for increasing the likelihood of being out of the labour force after adjusting for confounders. Individuals who missed five days of school at age 10 were 5.2% more likely to have obtained no qualifications and 4.1% more likely to be out of the labour force. However, we did not find a significant association between school absences and individuals' earnings or duration of unemployment. Our findings suggest that the detrimental consequences of school absences persist beyond schooling into adulthood. Overall, this study highlights the importance of addressing school absenteeism to promote educational and labour market participation over the life course.
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- 2024
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42. Associations of Symptoms of ADHD and Oppositional Defiant Disorder (ODD) in Adolescence with Occupational Outcomes and Incomes in Adulthood
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Sampo Seppä, Sanna Huikari, Marko Korhonen, Tanja Nordström, Tuula Hurtig, and Anu-Helmi Halt
- Abstract
Objective: The purpose of this study was to examine the associations of ADHD and ODD symptoms in adolescence with occupational outcomes and incomes in adulthood within the Northern Finland Birth Cohort 1986 (NFBC1986). Method: ADHD symptoms were evaluated at ages 15 to 16 years using the Strengths and Weaknesses of ADHD symptoms and Normal Behaviors (SWAN) scale. ODD symptoms were assessed using a 7-point scale, like the SWAN assessment. Results: Symptoms of ADHD and ADHD + ODD were associated with elevated rates of unemployment, increased sick days, and lower annual incomes compared to controls for both sexes. Symptoms of ODD were associated with higher unemployment and more sick days for males, although these associations did not reach statistical significance in their association with annual incomes. Conclusion: Symptoms of ADHD were associated with adverse occupational outcomes and lower incomes. Furthermore, symptoms of ODD were associated with occupational outcomes but not with incomes.
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- 2024
- Full Text
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43. HBCU Enrollment and Longer-Term Outcomes. EdWorkingPaper No. 23-883
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Annenberg Institute for School Reform at Brown University, Ashley Edwards, Justin Ortagus, Jonathan Smith, and Andria Smythe
- Abstract
Using data from nearly 1.2 million Black SAT takers, we estimate the impacts of initially enrolling in an Historically Black College and University (HBCU) on educational, economic, and financial outcomes. We control for the college application portfolio and compare students with similar portfolios and levels of interest in HBCUs and non-HBCUs who ultimately make divergent enrollment decisions -- often enrolling in a four-year HBCU in lieu of a two-year college or no college. We find that students initially enrolling in HBCUs are 14.6 percentage points more likely to earn a BA degree and have 5 percent higher household income around age 30 than those who do not enroll in an HBCU. Initially enrolling in an HBCU also leads to $12,000 more in outstanding student loans around age 30. We find that some of these results are driven by an increased likelihood of completing a degree from relatively broad-access HBCUs and also relatively high-earning majors (e.g., STEM). We also explore new outcomes, such as credit scores, mortgages, bankruptcy, and neighborhood characteristics around age 30.
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- 2023
44. Disabled Immigrants Face Compounding Barriers to Education and Employment: Insights from an Expert Convening and Future Research Directions
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Urban Institute, Dulce Gonzalez, and Paola Echave
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Despite growing attention to addressing racial, ethnic, and other inequities in many domains, limited research explores whether and how society's marginalization of people with disabilities compounds for immigrants to produce inequitable financial outcomes. When accessing education and employment, immigrants with disabilities face challenges due to their disability status, citizenship and immigration status, race, ethnicity, and language. This summary highlights key takeaways from a convening of nine experts from universities, research organizations, and community organizations knowledgeable about the intersection of immigration and disability. The goal of the meeting was to identify barriers to financial well-being among immigrants with disabilities in education and employment. Participants discussed how the Protection and Advocacy systems (P&As), which provide legal representation and advocacy for people with disabilities, can help better inform this population of their rights as disabled people and how community-based organizations (CBOs) can bridge gaps in access to education and employment supports. The summary concludes with directions for future research. [Additional funding provided by the Capital One Foundation.]
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- 2023
45. Financial Deregulation, School Finance, and Student Achievement. EdWorkingPaper No. 23-874
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Annenberg Institute for School Reform at Brown University, Xi Yang, and Jian Zou
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This paper studies how school spending impacts student achievement by exploiting the US interstate branching deregulation as state tax revenue shocks. Leveraging school finance data from universal school districts, our difference-in-differences estimation reveals that deregulation leads to an increase in per-pupil total revenue and expenditure. The rise in revenue is primarily attributed to higher state revenues, while the expenditure increase is more prominent in low-income school districts. Using restricted-use student assessments from the Nation's Report Card, we find that deregulation results in improved student achievement, with no distributional effects evident across students' ability, race, or free lunch status. We introduce an instrumental variables approach that accounts for dynamic treatment effects and estimate that a one-thousand-dollar increase in per-pupil spending leads to a 0.035 standard deviation improvement in student achievement.
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- 2023
46. Comparing Labor Market Performance of Vocational and General School Graduates in Indonesia: Insights from Stable and Crisis Conditions
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Kasmad Ariansyah, Yanuar Farida Wismayanti, Renny Savitri, Virgiawan Listanto, Azwar Aswin, Madya Putra Yaumil Ahad, and Benedicta Retna Cahyarini
- Abstract
This study seeks to investigate the association between distinct tracks of secondary education--namely, vocational school (Sekolah Menengah Kejuruan, SMK) and general school (Sekolah Menengah Atas, SMA)--and two key labor market outcomes: the duration required for graduates to attain their initial employment and their resilience in the face of pandemic, as measured by changes in average monthly income. While the former sheds light on the outcome under typical circumstances, the latter offers valuable insights into the outcome during periods of crisis. Focused on Indonesia, this research employs Heckman two-step model alongside ordinary least square (OLS) for the first outcome and ordered probit regression for the second. The research draws upon data extracted from the 2021 National Labor Force Survey (Survey Angkatan Kerja Nasional, SAKERNAS). Our results suggest that SMK provides an advantage in securing initial employment compared to SMA, with SMK graduates entering the workforce earlier than their counterparts. Moreover, in terms of resilience during the pandemic, as evidenced by changes in income, SMK graduates exhibit greater resilience, with a higher likelihood of maintaining or even increasing their income compared to SMA graduates. These findings offer valuable implications for both theoretical understanding and practical considerations.
- Published
- 2024
- Full Text
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47. How Do States Fund School Facilities? Splitting the Bill: A Bellwether Series on Education Finance Equity. #12
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Bellwether, Linea Koehler, and Bonnie O'Keefe
- Abstract
Construction and maintenance of school facilities are big cost drivers for schools, and the quality of school facilities can make a difference in student learning and health. Notably, school building construction is the second-highest capital expenditure of state and local funds, trailing only investments in infrastructure like roads. Ensuring access to safe, modern learning environments for all students is a critical and often overlooked aspect of school funding policy at the state level. A 2021 analysis estimates an annual shortfall of $85 billion in school facilities funding and recommends districts nearly double their spending on maintenance, operations, and capital construction. This brief discusses: (1) the importance of school facilities for student equity; (2) local roles in capital funding; (3) states' differing approaches to facilities funding; and (4) funding charter school facilities.
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- 2023
48. How Do Local Taxes Affect School Finance Equity? Splitting the Bill: A Bellwether Series on Education Finance Equity. #6
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Bellwether, Alex Spurrier, Bonnie O'Keefe, and Jennifer O'Neal Schiess
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Property taxes are the most common mechanism to generate local revenue for public school systems but are also a long-standing source of inequity. Policymakers and advocates should be aware of the challenges created by local funding mechanisms in their states and consider potential policy solutions to produce more equitable education funding. This brief covers: (1) How Property Taxes Fund Schools; (2) How Property Taxes Produce Education Finance Inequities; and (3) Making Local School Funding More Equitable.
- Published
- 2023
49. Revenues and Expenditures for Public Elementary and Secondary School Districts: FY 21. Finance Tables. NCES 2024-303
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National Center for Education Statistics (NCES) (ED/IES), US Census Bureau, Cornman, S. Q., Ampadu, O., Hanak, K., and Wheeler, S.
- Abstract
This report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2021. Specifically, this report includes the following types of school district finance data: (1) revenue, current expenditure, and capital outlay expenditure totals; (2) revenues by source; (3) current expenditures by function and object; and (4) revenues and current expenditures per pupil. The finance data used in this report are from the School District Finance Survey (F-33), a component of the Common Core of Data (CCD). The CCD is the primary National Center for Education Statistics (NCES) database on public elementary and secondary education in the United States. The F-33 survey consists of LEA-level finance data submitted annually to the U.S. Census Bureau (Census Bureau) by state education agencies (SEAs) in the 50 states and the District of Columbia. [For "Revenues and Expenditures for Public Elementary and Secondary School Districts: FY 20. Finance Tables. NCES 2022-303," see ED624445.]
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- 2023
50. Education and Earnings of Canadian-Born Black Populations. Insights on Canadian Society. Catalogue No. 75-006-X
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Statistics Canada, Wall, Katherine, and Wood, Shane
- Abstract
This study uses the 2021 Census to describe the educational attainment and earnings of the Canadian-born Black population, focusing on three groups: (1) those with at least one African-born parent (African-origin); (2) those with at least one Caribbean-born parent (Caribbean-origin) and (3) those whose parents were both born in Canada (Canadian-origin). Comparisons are drawn with the non-racialized, non-Indigenous population, both second generation and third generation or more. The study provides a descriptive analysis of the demographic and educational characteristics of the three Canadian-born Black populations, followed by a regression analysis examining factors affecting earnings, including educational attainment, job characteristics, and other factors.
- Published
- 2023
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