Top-Paying College Majors Earn $3.4 Million More Than Lowest-Paying Majors Over A Lifetime, According To A New Georgetown University Report

When it comes to earnings, majors matter more than degrees. Over a career, the report finds, college graduates earn $1 million more than high school graduates on average. But averages are misleading: college graduates with the highest-paying majors earn $3.4 million more than the lowest-paying majors. Using Census data, The Economic Value of College Majors analyzes wages for 137 college majors, including the wages of graduates who go on to earn advanced degrees. It also details the most popular majors, the majors most likely to lead to an advanced degree, and the economic benefit of earning an advanced degree by undergraduate major.

Source: Center on Education and the Workforce (Georgetown University)

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Great Expectations: Students and Video in Higher Education

There is little doubt that students are accustomed to multiple methods for consuming information, ranging from journal articles, books, and textbooks to lectures, newspapers, blog posts, and videos. They participate in courses that take place live in a classroom on a college campus; they join hybrid classrooms; and they learn via courses that occur asynchronously, with instructors whom they will never meet in person. Their classroom experiences are varied. Students bring their own life experiences with them into the classroom, and they are an opinionated group, regardless of their age or geographic location. Combining previous research on video in higher education, surveys of 1,673 students, and a collection of in-depth interviews, this white paper examines student expectations for use of video within the classroom, how and why students use educational video outside the classroom, how likely students are to watch videos produced by libraries, and what tips students have for libraries about how to reach them.

Source: SAGE

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Human Trafficking in America’s Schools

Human trafficking is modern slavery. It involves exploiting a person through force, fraud, or coercion for the purpose of forced labor, commercial sex, or both. Victims of human trafficking include men, women, boys, girls, and transgender individuals lured by the promise of a better life in the United States and adults and children who were born and raised in the United States.

The International Labour Organization estimated, in 2012, that children represented 26 percent (or 5.5 million) of the 20.9 million victims worldwide.1 Both U.S. citizen and foreign national children are trafficked for sex and labor in the United States.2 In fact, many child victims of human trafficking are students in the American school system. School administrators and staff need to be aware that cases of child trafficking are being reported in communities throughout the nation. No community—urban, rural, or suburban—school, socioeconomic group, or student demographic is immune.

This guide was developed to help school officials

• understand how human trafficking impacts schools
• recognize the indicators of possible child trafficking
• develop policies, protocols, and partnerships to address and prevent the exploitation of children

Source: American Institutes for Research

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NBER Paper: Motivation and Incentives in Education: Evidence from a Summer Reading Experiment

Abstract:

For whom and under what conditions do incentives work in education? In the context of a summer reading program called Project READS, we test whether responsiveness to incentives is positively or negatively related to the student’s baseline level of motivation to read. Elementary school students were mailed books weekly during the summer, mailed books and also offered an incentive to read, or assigned to a control group. We find that students who were more motivated to read at baseline were more responsive to incentives, suggesting that incentives may not effectively target the students whose behavior they are intended to change.

Source: National Bureau of Economic Research

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Lessons from the Local Level: DACA's Implementation and Impact on Education and Training Success

Since its launch in 2012, the Deferred Action for Childhood Arrivals (DACA) program has brought together immigration policy and the education and career-training fields in an unprecedented manner. Applicants for DACA must meet the program's educational requirements in order to qualify for relief from deportation and work authorization, relying on schools to furnish transcripts as evidence. For those who lack a high school diploma or equivalent, DACA carves out a role for adult education programs to help unauthorized immigrants meet the educational requirements to qualify for protection. And schools at K-12, adult education, and postsecondary levels have played an important role in outreach and sharing of information about DACA. Furthermore, college completion is particularly important for this group, as future DREAM Act-type legislation could be predicated on a postsecondary education requirement.

This report examines the ways in which local educational institutions, legal service providers, and immigrant youth advocates have responded to the first phase of DACA. Based on extensive interviews with stakeholders in seven states—California, Florida, Georgia, Illinois, Maryland, New York, and Texas—the report identifies initiatives undertaken by educational institutions and other community stakeholders to support DACA youth’s education and training success, and examine the impact of deferred action on grantees’ academic and career pursuits. It provides examples of promising practices, additional challenges, and key takeaways at the high school, postsecondary, and adult education levels, as well as an exploration of the nature and scope of DACA legal outreach initiatives.

Source: Migration Policy Institute

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Raising The Global Ambition for Girls' Education

Introduction:

In 1948, the world’s nations came together and agreed that “everyone has a right to education,” boys and girls and rich and poor alike. This vision set forth in the Universal Declaration of Human Rights has been reinforced over the decades and today the girls who still fight to be educated are not cases for charity but actively pursuing what is rightfully theirs. In recent years, girls’ education has also received attention because, in the words of the United Nations, “education is not only a right but a passport to human development.” Evidence has been mounting on the pivotal role that educating a girl or a woman plays in improving health, social, and economic outcomes, not only for herself but her children, family, and community. Educating girls helps improve health: one study published in The Lancet, the world’s leading medical journal, found that increasing girls’ education was responsible for more than half of the reduction in child mortality between 1970 and 2009. The economic benefits are clear: former chief economist at the World Bank and United States Secretary of the Treasury Lawrence Summers concluded that girls’ education “may well be the highest-return investment available in the developing world” due to the benefits women, their families and societies reap. And because women make up a large share of the world’s farmers, improvements in girls’ education also lead to increased agricultural output and productivity.

Source: Brookings Institution

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Opening the Curriculum: Open Education Resources in U.S. Higher Education, 2014

This report, funded by a grant from The William and Flora Hewlett Foundation with additional support from Pearson, examines the attitudes, opinions, and use of Open Educational Resources (OER) among teaching faculty in U.S. higher education. Some of the key findings:

• Faculty are not very aware of open educational resources. Depending on the strictness of the awareness measure, between two-thirds and three-quarters of all faculty classify themselves as unaware on OER.
• Faculty appreciate the concepts of OER. When presented with the concept of OER, most faculty say that they are willing to give it a try.
• Awareness of OER is not a requirement for adoption of OER. More faculty are using OER than report that they were aware of the term OER. Resource adoption decisions are often made without any awareness of the specific licensing of the material, or its OER status.
• Faculty judge the quality of OER to be roughly equivalent to that of traditional educational resources. Among faculty who do offer an opinion, three-quarters rank OER quality as the same as or better than traditional resources.
• The most significant barrier to wider adoption of OER remains a faculty perception of the time and effort required to find and evaluate it. The top three cited barriers among faculty members for OER adoption all concern the discovery and evalua- tion of OER materials.
• Faculty are the key decision makers for OER adop- tion. Faculty are almost always involved in an adoption decision and — except for rare instances — have the primary role. The only exceptions are in a minority of two-year and for-profit institutions, where the administration takes the lead.

Source: Babson Survey Research Group

• PDF version: Opening the Curriculum: Open Education Resources in U.S. Higher Education, 2014 (pdf)
• e-Book version for Kindle (.mobi format): Opening the Curriculum (.mobi)
• e-Book version for iPad or Nook (.epub format): Opening the Curriculum (.epub)
• Infographic: Opening the Curriculum Infographic

Migration of Professionals to the U.S.; Evidence from LinkedIn data

We investigate trends in the international migration of professional workers by analyzing a dataset of millions of geolocated career histories provided by LinkedIn, the largest online platform for professionals. The new dataset confirms that the United States is, in absolute terms, the top destination for international migrants. However, we observe a decrease, from 2000 to 2012, in the percentage of professional migrants, worldwide, who have the United States as their country of destination. The pattern holds for persons with Bachelor’s, Master’s, and PhD degrees alike, and for individuals with degrees from highly-ranked worldwide universities. Our analysis also reveals the growth of Asia as a major professional migration destination during the past twelve years. Although we see a decline in the share of employment-based migrants going to the United States, our results show a recent rebound in the percentage of international students who choose the United States as their destination.

Source: LinkedIn

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U.S. Departments of Education and Justice Release Joint Guidance to Ensure English Learner Students Have Equal Access to High-Quality Education

From the Press Release:

The U.S. Departments of Education (ED) and Justice (DOJ) today released joint guidance reminding states, school districts and schools of their obligations under federal law to ensure that English learner students have equal access to a high-quality education and the opportunity to achieve their full academic potential.

• A fact sheet in English and in other languages about schools' obligations under federal law to ensure that English learner students can participate meaningfully and equally in school.
• A fact sheet in English and in other languages about schools' obligations under federal law to communicate information to limited English proficient parents in a language they can understand.
• A toolkit to help school districts identify English learner students, prepared by the Education Department's Office of English Language Acquisition. This is the first chapter in a series of chapters to help state education agencies and school districts meet their obligations to English learner students.

This is the first time that a single piece of guidance has addressed the array of federal laws that govern schools' obligations to English learners. The guidance recognizes the recent milestone 40th anniversaries of Lau v. Nichols and the Equal Educational Opportunities Act of 1974 (EEOA), as well as the 50th anniversary of the Civil Rights Act. The EEOA, similar to Lau, requires public schools to take appropriate action to help English learner students overcome language barriers and ensure their ability to participate equally in school.

Source:  The U.S. Departments of Education (ED) and Justice (DOJ)

The Global Gender Gap Report 2014

Description:

The Global Gender Gap Report 2014 emphasizes persisting gender gap divides across and within regions. Based on the nine years of data available for the 111 countries that have been part of the report since its inception, the world has seen only a small improvement in equality for women in the workplace. According to the Global Gender Gap Report 2014, launched today, the gender gap for economic participation and opportunity now stands at 60% worldwide, having closed by 4% from 56% in 2006.

Source: World Economic Forum

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Generating Vocabulary Knowledge for At-Risk Middle School Readers: Contrasting Program Effects and Growth Trajectories

Abstract:

We tested whether urban middle-school students from mostly low-income homes had improved academic vocabulary when they participated in a freely available vocabulary program, Word Generation (WG). To understand how this program may support students at risk for long-term reading difficulty, we examined treatment interactions with baseline achievement on a state standardized test and also differential effects for students with (n = 398) and without (n = 1,395) individualized education plans (IEPs). Students in this unmatched quasi-experiment (5 WG and 4 comparison schools) completed pre- and postvocabulary assessments during the intervention year. We also retested student vocabulary knowledge after summer vacation and the following spring on 11 target words to construct a longitudinally consistent scaled score across 4 waves of data. Growth models show that students experienced summer setback. Although there were no average underlying differences in growth or differences in summer setback for students by baseline achievement, better readers improved more from program participation. IEP status did not predict differential benefits of program participation, and students with IEPs maintained gains associated with participation in WG; however, participation in the program did not change underlying growth trajectories favoring students who did not have IEPs.

Source: U.C. Irvine [via eScholarship Repository]

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Teacher Pay Penalty

Snapshot:

There is an increased emphasis in building a quality teacher workforce but little attention paid to the pay penalty teachers face for working in their profession.

Teachers working in the public sector who are represented by a union earn 13.2 percent less than other comparable college graduates. The pay gap is largest for private sector teachers without union representation (-32.1 percent). Separate analyses by gender are also presented given that the overwhelming majority of teachers are women (around 72 percent)—here female teachers were only compared to female non-teacher college-educated workers, and male teachers were only compared to male non-teacher college-educated workers. Compared to female teachers, the teacher pay penalty is worse for male teachers for each of the four teacher groups. In general, teacher pay disadvantages are mitigated if teachers are employed in the public sector—and more so if they have union representation.

Source: Economic Policy Institute

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Will MOOCs be Flukes? : Why MOOCs are failing the people they are supposed to help

From the introduction:

On July 23rd, 1969, Geoffrey Crowther addressed the inaugural meeting of the Open University, a British institution that had just been created to provide an alternative to traditional higher education. Courses would be conducted by mail and live radio. The basic mission, Crowther declared, was a simple one: to be open to people from all walks of life. “The first, and most urgent task before us is to cater for the many thousands of people, fully capable of a higher education, who, for one reason or another, do not get it, or do not get as much of it as they can turn to advantage, or as they discover, sometimes too late, that they need,” he told his audience. “Men and women drop out through failures in the system,” he continued, “through disadvantages of their environment, through mistakes of their own judgment, through sheer bad luck. These are our primary material.” He then invoked the message emblazoned on the Statue of Liberty: Open University wanted the tired, the poor, the huddled masses. To them, most of all, it opened its doors.

The mission Crowther described is the same one that has driven the proliferation of massive open online courses, or MOOCs, during the past few years. (Open University has often served as a sort of inspirational model forsuch ventures, which Nathan Heller wrote about last year in the magazine.) The premise of the MOOC movement is as commendable as it is democratic: quality education should not be a luxury good. MOOCs are flexible and they can be free; if people want an education, MOOCs can give it to them.

Source: New Yorker

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Leaders & Laggards: A State-by-State Report Card on Public Postsecondary Education

Introduction:

This report identifies the best and worst performing states—the leaders and laggards— in public postsecondary education. It focuses on the performance of the institutions over which state governments have the most influence: public colleges and universities. In an effort to systematically measure the most important factors being watched by policymakers, business leaders, and concerned citizens, we graded state performance and policy in the following six areas:

1. Student Access & Success
• Do state institutions retain and graduate a high percentage of their students within a reasonable amount of time?
• Do they ensure access for low-income students?
2. Efficiency & Cost-Effectiveness
• How much money do public institutions spend on education and related expenses per degree produced?
• How much does it cost, in state and local spending, to produce degrees?
3. Meeting Labor Market Demand
• How much better do college graduates fare than their less-educated peers in terms of employment and wages?
4. Transparency & Accountability
• Do states measure learning and labor market outcomes? Do they routinely make information on the performance of the higher education system available to the public?
5. Policy Environment
• Do states have policies in place that provide incentives to promote degree completion and allow students to transfer course credits freely within the system?
6. Innovation
• Have states made efforts to embrace innovative ways of delivering college instruction?
• Do states encourage innovative providers to serve nontraditional students who may be underserved by the existing system?

Source: U.S. Chamber of Commerce

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U.S. Workers’ Diverging Locations: Policy and Inequality Implications

From the introduction:

Over the past three decades, the earnings of workers with a college education have substantially increased relative to those with less education. In 1980, the average college graduate earned 38% more than the average high school graduate. By 2000, the college-high school graduate wage gap increased to 57%, and by 2011 it rose to 73%.1 At the same time, workers have become increasingly spatially segregated by education. Cities that initially had a large share of college graduates in 1980 increasingly attracted larger shares of college educated workers from 1980 to 2000, while cities with relatively less educated populations in 1980 gained few college grads over the following 20 years. The increasingly “highly educated cities” also experienced higher wage growth for both low- and high-skill workers and substantially larger increases in housing costs. The economic trajectories of these increasing high skill cities are diverging from those with fewer college graduates (Moretti, 2013).

Source: Stanford Institute for Economic Policy Research

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Bullying of Students with Disabilities Addressed in Guidance to America’s Schools

From the Press Release:

As part of National Bullying Prevention Awareness Month, the U.S. Education Department’s Office for Civil Rights (OCR) today issued guidance to schools reminding them that bullying is wrong and must not be tolerated—including against America’s 6.5 million students with disabilities. The Department issued guidance in the form of a letter to educators detailing public schools’ responsibilities under Section 504 of the Rehabilitation Act and Title II of Americans with Disabilities Act regarding the bullying of students with disabilities. If a student with a disability is being bullied, federal law requires schools to take immediate and appropriate action to investigate the issue and, as necessary, take steps to stop the bullying and prevent it from recurring.

Source: U.S. Department of Education

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Is There "White Flight" into Private Schools? Evidence from the National Educational Longitudinal Survey

Abstract:

Using a recently released confidential dataset from the National Center for Educational Statistics (NCES), we find some evidence of "white flight" from public schools into private schools partly in response to minority schoolchildren. We also examine whether "white flight" is from all minorities or only from certain minority groups, delineated by race or income. We find that white families are fleeing public schools with large concentrations of poor minority schoolchildren. In addition, the clearest flight appears to occur from poor black schoolchildren. The results for "white flight" from Asians and Hispanics are less clear.

Source: Department of Economics, UC Santa Cruz [via eScholarship Repository]

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Teaching the Children: Wide Gaps over Teaching Faith, Tolerance, Obedience

As the public grows more politically polarized, differences between conservatives and liberals extend their long reach even to opinions about which qualities are important to teach children, according to a survey by the Pew Research Center.

Conservatives Prioritize Teaching Faith, Obedience; Liberals Value Tolerance People who express consistently conservative political attitudes across a range of issues are more likely than other ideological groups to rate teaching religious faith as especially important – and the least likely to say the same about teaching tolerance.

By contrast, people with consistent liberal opinions stand out for the high priority they give to teaching tolerance – and the low priority they attach to teaching religious faith and obedience.

Read the full overview | Download the complete pdf report | Download topline questionnaire

Coached for the Classroom: Parents’ Cultural Transmission and Children’s Reproduction of Educational Inequalities

Abstract:

Scholars typically view class socialization as an implicit process. This study instead shows how parents actively transmit class-based cultures to children and how these lessons reproduce inequalities. Through observations and interviews with children, parents, and teachers, I found that middle- and working-class parents expressed contrasting beliefs about appropriate classroom behavior, beliefs that shaped parents’ cultural coaching efforts. These efforts led children to activate class-based problem-solving strategies, which generated stratified profits at school. By showing how these processes vary along social class lines, this study reveals a key source of children’s class-based behaviors and highlights the efforts by which parents and children together reproduce inequalities.

Source:  American Sociological Review August 25, 2014 doi: 0003122414546931

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An Exploration of the Determinants of the Subjective Well-being of Americans During the Great Recession

Abstract:

This paper uses data from the American Life Panel to understand the determinants of well-being in the United States during the Great Recession. It investigates how various dimensions of subjective wellbeing reflected in the Organisation for Economic Cooperation and Development (OECD) Better Life Framework impact subjective well-being. The results show that income is an important determinant of subjective well-being. The unemployed and the disabled are significantly less satisfied with their lives than the working population, while the retired and the homemakers are more satisfied. The paper expands the existing evidence by showing that homeowners, registered voters and those with access to health insurance have higher levels of subjective well-being. Time spent walking or exercising is positively correlated with happiness, while working more than 50 hours per week or spending time on health-related activities is negatively correlated with subjective well-being, and higher levels of anxiety. This Working Paper relates to the 2014 OECD Economic Survey of United States (www.oecd.org/eco/surveys/economic-survey-united-states.htm)

Source:  Organisation for Economic Cooperation and Development (OECD)

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