Most students make the investment in higher education because they want a better chance to land a good career and higher earnings. But as they enter the labor market, some graduates earn far more than others. This report sheds light on the postsecondary earnings of recent graduates and completers from Florida’s public postsecondary educational institutions.
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27 Jul 2015
During the past 20 years, the afterschool field has been held accountable in varying ways—first, on the ability to provide safe places for young people to spend time while their parents work; then, on success in helping to improve participants’ academic achievement as a supplement to the school day. This brief provides an overview of work done to date both in afterschool and school-based settings to define social and emotional learning, shares recent research on how afterschool programs contribute to the development of these competencies, and offers some next step recommendations to both practitioners and researchers.
11 Dec 2015
Teacher quality is recognized as a primary driver of variation in student learning outcomes, particularly in refugee and emergency settings, but few studies have examined the factors that motivate or demotivate teachers in these contexts. This article examines secondary source materials from academic experts and gray literature from United Nations agencies and nongovernmental organizations to identify seven key areas that affect teacher retention in refugee and emergency settings.
4 Dec 2015
For educators and employers, understanding the knowledge, attitudes, and skills that ultimately contribute to success in school, work, and life is a priority. Over the past decade, afterschool programs have focused on preparing young people for the workforce by developing good work habits and a strong work ethic; this brief addresses the importance of those programs also teaching social and emotional learning competencies.
15 Dec 2015
The armed conflict in Côte d'Ivoire had serious consequences on the country’s education sector. The destruction of school infrastructure and classroom materials considerably compromised access to quality education. This final report documents the process that the Appui de Developpement Assistance Internationale de Developpement de l’Education de Cote d’Ivoire (AIDE-CI) used to increase equitable access to education, especially for girls, in a post-conflict environment.
11 Nov 2015
Teach For America (TFA), the alternative certification program that places intensively selected recent college graduates and midcareer professionals into classrooms serving high-need students, requires a two-year commitment from the corps members it places in regions across the country. This report examines low retention, a major point of criticism directed at the program.
10 Sep 2015
A considerable amount of research exists on the mobility of teachers within states, but very little is known about the extent to which teachers move from employment in public schools in one state to another. This paper shows levels of cross-state mobility that are drastically lower than levels of within-state mobility, even when accounting for proximity to the border. These findings are consistent with the hypothesis that there are significant penalties to cross-state mobility that may be attributable to state-specific licensure regulations, seniority rules, and pension structures.
10 Sep 2015
The federal government recently directed states to develop plans to reduce inequity in the distribution of teacher quality across schools. Examination of data from Washington state suggests that prospective teachers’ student teaching positions are much more predictive of their first teaching positions than their hometowns, and that more qualified prospective teachers tend to student teach in more advantaged districts.
1 Oct 2015
One of the roles of the U.S. adult education system is to increase the number of nontraditional learners who transition to postsecondary education. Unlike transition services for high school graduates, the transformation of adult education programs to include transition services for adults is an emerging area of concern for the field of adult education. This brief examines the relationships between teacher characteristics and student transitioning into postsecondary education and finds that they were often not consistent across students with different educational functioning levels or were not substantively meaningful.
30 Sep 2015
Currently, the only large-scale source of data on adult education teachers and students comes from state data systems designed for federal accountability reporting through the National Reporting System, which requires all states to have a student-level record system for reporting the outcomes, attendance, and characteristics of students who attend federally funded adult education and literacy programs; however, using this data for the purposes of analysis and research is not straightforward. This brief focuses on communicating these common issues with administrative data and provides recommendations that may help states maintain a data system that can be better used for their own analysis and program evaluation as well as for outside research.