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Wide Open Spaces: Schooling in Rural America TodayJeremy Knight
Fourteen percent of the nation’s population lives in rural communities, and one in five K-12 students attends a rural school — a substantial proportion of America’s school population. Despite increased attention from the national education policy community in recent years, too many rural communities and schools continue to struggle to provide their students with quality educational opportunities. Common approaches to education reform that may work in urban communities often fail to take into account the unique assets and challenges facing rural schools.
“Wide Open Spaces: Schooling in Rural America Today” provides education policymakers with a factbase on America’s rural schools and communities: the economic and academic challenges they face, their unique assets, and opportunities for improvement. This resource highlights some of the challenges facing schools and students, including limited economic opportunity, poor access to healthcare, and social challenges like drug addiction. It also provides an overview of available data on student outcomes, including National Assessment of Educational Progress data and graduation rates. These data reveal that while rural students appear to be doing better on average than students in some other geographies, there are real gaps among subgroups and barriers to postsecondary opportunities that hinder many rural students from achieving their full academic potential.
Even so, rural communities’ assets provide opportunities to create and sustain meaningful change. Compared with other geographies, rural communities tend to place high value on civic and community engagement and support tight-knit networks among residents. Community members tend to have a deep sense of and commitment to place that dates back generations. And at a state and national level, rural communities represent a powerful political voice.
“Wide Open Spaces: Schooling in Rural America Today” aims to equip advocates, decision-makers, and other stakeholders with a shared understanding of rural education to generate a more accurate and nuanced policy response.
Education in the American South: Historical Context, Current State, and Futur...Jeremy Knight
The deck provides a detailed analysis of academic outcomes in Southern states, placing them in historical, economic, and political context. It also traces the development of public schools in the South and shows that the modern education reform movement has its roots in the South, where strategies like accountability, charter schools, private school choice, and school governance reform were first piloted.
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In this presentation, the citizens of Tanzania speak on media freedom and free speech. There is nearly a universal (96%) satisfaction with freedom of expression in the country.
Ethnicity and Democracy Findings from Afrobarometer:Round 6 Survey in ZambiaAfrobarometer
In the first release of Afrobarometer findings in Zambia, a majority (74%) say they prefer #democracy to any other kind of government. Find out more in this presentation.
Wide Open Spaces: Schooling in Rural America TodayJeremy Knight
Fourteen percent of the nation’s population lives in rural communities, and one in five K-12 students attends a rural school — a substantial proportion of America’s school population. Despite increased attention from the national education policy community in recent years, too many rural communities and schools continue to struggle to provide their students with quality educational opportunities. Common approaches to education reform that may work in urban communities often fail to take into account the unique assets and challenges facing rural schools.
“Wide Open Spaces: Schooling in Rural America Today” provides education policymakers with a factbase on America’s rural schools and communities: the economic and academic challenges they face, their unique assets, and opportunities for improvement. This resource highlights some of the challenges facing schools and students, including limited economic opportunity, poor access to healthcare, and social challenges like drug addiction. It also provides an overview of available data on student outcomes, including National Assessment of Educational Progress data and graduation rates. These data reveal that while rural students appear to be doing better on average than students in some other geographies, there are real gaps among subgroups and barriers to postsecondary opportunities that hinder many rural students from achieving their full academic potential.
Even so, rural communities’ assets provide opportunities to create and sustain meaningful change. Compared with other geographies, rural communities tend to place high value on civic and community engagement and support tight-knit networks among residents. Community members tend to have a deep sense of and commitment to place that dates back generations. And at a state and national level, rural communities represent a powerful political voice.
“Wide Open Spaces: Schooling in Rural America Today” aims to equip advocates, decision-makers, and other stakeholders with a shared understanding of rural education to generate a more accurate and nuanced policy response.
Education in the American South: Historical Context, Current State, and Futur...Jeremy Knight
The deck provides a detailed analysis of academic outcomes in Southern states, placing them in historical, economic, and political context. It also traces the development of public schools in the South and shows that the modern education reform movement has its roots in the South, where strategies like accountability, charter schools, private school choice, and school governance reform were first piloted.
The partnership of free speech & good governance in AfricaAfrobarometer
Presentation at the release of Afrobarometer's "Freedom of Speech and Radio, Internet data" at the 2nd Round 5 Global Release in Nairobi, Kenya on October 16, 2013.
Free Speech within Bounds? Views from Tanzania on Media Freedom and Free SpeechAfrobarometer
In this presentation, the citizens of Tanzania speak on media freedom and free speech. There is nearly a universal (96%) satisfaction with freedom of expression in the country.
Presentation by Leena Hoffmann, CILSS, at the 2017 European Conference on African Studies (ECAS) in Basel, Switzerland. The presentation took place on 30 June during the special presentation of the SWAC/OECD publication "Cross-border Co-operation and Policy Networks in West Africa".
Education in the American South: Historical Context, Current State, and Futur...Jeremy Knight
The deck provides a detailed analysis of academic outcomes in Southern states, placing them in historical, economic, and political context. It also traces the development of public schools in the South and shows that the modern education reform movement has its roots in the South, where strategies like accountability, charter schools, private school choice, and school governance reform were first piloted.
Education in the American South: Historical Context, Current State, and Futur...Jeremy Knight
The deck provides a detailed analysis of academic outcomes in Southern states, placing them in historical, economic, and political context. It also traces the development of public schools in the South and shows that the modern education reform movement has its roots in the South, where strategies like accountability, charter schools, private school choice, and school governance reform were first piloted.
HLEG thematic workshop on Measurement of Well Being and Development in Africa...StatsCommunications
HLEG thematic workshop on Measurement of Well Being and Development in Africa, 12-14 November 2015, Durban, South Africa, More information at: www.oecd.org/statistics/measuring-economic-social-progress
These are slides from a revision presentation covering aspects of Extract 3 for the OCR F585 June 2016 Global economy paper. The presentation focuses on progress in human development in Zambia, volatile copper prices and the terms and trade and the issue of whether Zambia is experiencing a natural resource curse.
Click to edit Master title styleClick to edit Master subtitle WilheminaRossi174
Click to edit Master title style
Click to edit Master subtitle style
Comparing Blacks and White
Bindusree Polineni
BADM-700
Introduction
African Americans and whites compare differently.
There are one of the most dominant races in any community in America.
Even where I come from, African Americans and Whites are the most dominant racial groups, and hence there is so much data available to study the two.
Races and cultures have always been different. The culture that people of certain races embrace is always different from the culture embraced by people of different races. When people of different races live together, they merge their cultures, and some items are likely to be compromised. However, there are areas where the gap of racial differences widens and proves hard to seal. A good example is a comparison of whites and black in America and how they compare in different areas.
2
Areas of Differences
Some of the most dominant areas where these two groups compare differently are:
Access to Medicare
Income
Poverty rate
Unemployment
Divorce rate
The way people access Medicare differs significantly and not just between white Americas and black Americans. This applies to everyone in America. Race is correlated to access to healthcare in different ways. Income is also correlated to race and a person's social identity in the United States. These are the factor that affects employment and other job-related attributes like poverty.
3
Statistical Differences on Access to Medicare
Statically, more whites have higher access to Medicare than African Americans. To put this into perception, white has 72% higher accessibility than African American. This implies that the government's subsidies to support Medicare are more accessible to whites than to blacks. This could be why whites enjoy better healthcare than their black counterparts.
4
Medicare Beneficiaries Between African Americans and Whites
Africa Americans White 2879200 7463050
Statistical Differences on Income
KFF, (2019).
Income is the second area where black and whites compare significantly differently. As you would expect, whites earn more than blacks. From the graph shown above, the average income for a white household per annum is $98,174. This significantly reduces to only $46,073 for the case of African Americans. This is a clear indication that there is a possibility that some whites are paid almost double for the same job done by an African American worker.
5
Income Between African Americans and Whites
Africa Americans
46073 White
98174
Statistical Differences on Poverty Rate
Economic policy institute, (2019).
In terms of poverty, most Black people tend to suffer more poverty than white people. To be precise, 18.7% of blacks live in poverty. This might not appear like such a huge percentage of them, but when it is compared to whites, it is such a huge figure. Only 7.3% of whites live in poverty. This implies more than two folds of black lives in poverty comp ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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The deck provides a detailed analysis of academic outcomes in Southern states, placing them in historical, economic, and political context. It also traces the development of public schools in the South and shows that the modern education reform movement has its roots in the South, where strategies like accountability, charter schools, private school choice, and school governance reform were first piloted.
Education in the American South: Historical Context, Current State, and Futur...Jeremy Knight
The deck provides a detailed analysis of academic outcomes in Southern states, placing them in historical, economic, and political context. It also traces the development of public schools in the South and shows that the modern education reform movement has its roots in the South, where strategies like accountability, charter schools, private school choice, and school governance reform were first piloted.
HLEG thematic workshop on Measurement of Well Being and Development in Africa...StatsCommunications
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These are slides from a revision presentation covering aspects of Extract 3 for the OCR F585 June 2016 Global economy paper. The presentation focuses on progress in human development in Zambia, volatile copper prices and the terms and trade and the issue of whether Zambia is experiencing a natural resource curse.
Click to edit Master title styleClick to edit Master subtitle WilheminaRossi174
Click to edit Master title style
Click to edit Master subtitle style
Comparing Blacks and White
Bindusree Polineni
BADM-700
Introduction
African Americans and whites compare differently.
There are one of the most dominant races in any community in America.
Even where I come from, African Americans and Whites are the most dominant racial groups, and hence there is so much data available to study the two.
Races and cultures have always been different. The culture that people of certain races embrace is always different from the culture embraced by people of different races. When people of different races live together, they merge their cultures, and some items are likely to be compromised. However, there are areas where the gap of racial differences widens and proves hard to seal. A good example is a comparison of whites and black in America and how they compare in different areas.
2
Areas of Differences
Some of the most dominant areas where these two groups compare differently are:
Access to Medicare
Income
Poverty rate
Unemployment
Divorce rate
The way people access Medicare differs significantly and not just between white Americas and black Americans. This applies to everyone in America. Race is correlated to access to healthcare in different ways. Income is also correlated to race and a person's social identity in the United States. These are the factor that affects employment and other job-related attributes like poverty.
3
Statistical Differences on Access to Medicare
Statically, more whites have higher access to Medicare than African Americans. To put this into perception, white has 72% higher accessibility than African American. This implies that the government's subsidies to support Medicare are more accessible to whites than to blacks. This could be why whites enjoy better healthcare than their black counterparts.
4
Medicare Beneficiaries Between African Americans and Whites
Africa Americans White 2879200 7463050
Statistical Differences on Income
KFF, (2019).
Income is the second area where black and whites compare significantly differently. As you would expect, whites earn more than blacks. From the graph shown above, the average income for a white household per annum is $98,174. This significantly reduces to only $46,073 for the case of African Americans. This is a clear indication that there is a possibility that some whites are paid almost double for the same job done by an African American worker.
5
Income Between African Americans and Whites
Africa Americans
46073 White
98174
Statistical Differences on Poverty Rate
Economic policy institute, (2019).
In terms of poverty, most Black people tend to suffer more poverty than white people. To be precise, 18.7% of blacks live in poverty. This might not appear like such a huge percentage of them, but when it is compared to whites, it is such a huge figure. Only 7.3% of whites live in poverty. This implies more than two folds of black lives in poverty comp ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Configuring the world peer assignment - project 2
1. Configuring the World: A Critical
Political Economy Approach
Peer Assignment – Project 2
Fábio Castro – October 3rd, 2014
2. Choice of Region: Eastern Africa
Reason: Place where I worked for one year
Country Region
Population 2012
(in thousands)
Burundi Eastern Africa 10.163
Comoros Eastern Africa 735
Djibouti Eastern Africa 873
Eritrea Eastern Africa 6.333
Ethiopia Eastern Africa 94.101
Kenya Eastern Africa 44.354
Madagascar Eastern Africa 22.925
Malawi Eastern Africa 16.363
Mauritius Eastern Africa 1.244
Mayotte Eastern Africa n/a
Mozambique Eastern Africa 25.834
Reunion Eastern Africa n/a
Rwanda Eastern Africa 11.777
Seychelles Eastern Africa 93
Somalia Eastern Africa 10.496
South Sudan Eastern Africa 11.296
Tanzania (United Republic)Eastern Africa 49.253
Uganda Eastern Africa 37.579
Zambia Eastern Africa 14.539
Zimbabwe Eastern Africa 14.150
Comparison country: Brazil (South America)
Reason: Where I live
Country Region
Population 2012
(in thousands)
Brazil South America 200.362
3. Dimension: Trust
• Country populations (log), ordered per population ranking
4. Dimension: Trust
• Eastern Africa placement in comparison with other states:
These countries are in the lower end of the spectrum, except for Madagascar, Ethiopia
and Mozambique.
• Brazil placement in comparison with other states:
Brazil is among the very lowest-trust countries.
• Comparison among countries in the region and reference states:
Brazil has a level of trust similar to the countries in Eastern Africa
• Nature of data and possible explanations:
The data is collected through personal surveys, as part of collection of several opinion
data. There is no clear trend on the differences observed among the countries, which
varies in a scale of 2-3x between Tanzania, Kenya and Malawi in the lower spectrum,
and Mozambique, Ethiopia and Madagascar in the higher spectrum. It can be a matter
of survey interpretation or sentiment towards the government, instead of trust among
the population.
6. Dimension: Ethnicity Fractionalization
• Eastern Africa placement in comparison with other states:
Most of the Eastern African countries have a higher-than-average level of ethnicity
fractionalization, except for Rwanda, Burundi and Zimbabwe.
• Brazil placement in comparison with other states:
Brazil’s ethnicity fractionalization is very close to world’s average and median.
• Comparison among countries in the region and reference states:
Most of the Eastern African countries’ fractionalization is higher than Brazil’s.
• Nature of data and possible explanations:
This data shows how different ethnicities live in the same country. The levels are very
high for most of the Eastern African countries, except for the very small ones. The
explanation is probably the colonization history, which divided the countries with no
respect for the local ethnical groups.
Regarding Brazil, the reason are the mixtures between the local Indians, colonizers
(Portuguese), Africans (brought as slaves) and later immigrations (Lebanese, Italians,
Germans, Japanese)
8. Dimension: Language Fractionalization
• Eastern Africa placement in comparison with other states:
Most of the Eastern African countries have a higher-than-average level of language
fractionalization, except for Rwanda and Burundi. Notice these are also the counties
with the lowest ethnicity fractionalization.
• Brazil placement in comparison with other states:
Brazil’s ethnicity fractionalization is among the lowest in the world.
• Comparison among countries in the region and reference states:
Most of the Eastern African countries’ fractionalization is higher than Brazil’s.
• Nature of data and possible explanations:
This data considers the languages from the Ethnologue and it shows how different
language groups are spoken in the same country. The levels are high for most of the
Eastern African countries, because in most countries the local (non-colonizer)
languages are spoken outside of the large cities. Exceptions are the very small countries
(Rwanda and Burundi), as with the ethnicity fractionalization.
Regarding Brazil, the reason is that almost all population have Portuguese as mother
language.
10. Dimension: Religion Fractionalization
• Eastern Africa placement in comparison with other states:
Most of the Eastern African countries have a higher-than-average level of religion
fractionalization, except for South Sudan.
• Brazil placement in comparison with other states:
Brazil’s ethnicity fractionalization is slightly higher than average.
• Comparison among countries in the region and reference states:
Brazil’s fractionalization is similar to most Eastern African countries .
• Nature of data and possible explanations:
This data shows how different religions are followed in the same country. The levels are
high for most of the Eastern African countries, probably for the same reason as the
ethnic fractionalization. Exception is South Sudan, however this may be due to poor
data.
Regarding Brazil, though most of the population is roman catholic, there are many
other Christian denominations present, as well as syncretism between African and
Christian religion.
11. Dimension: Religiosity
• Religiosity level (% of personnel practicing a religion), ordered by ranking
12. Dimension: Religiosity
• Eastern Africa placement in comparison with other states:
All of the countries are in the very high spectrum of religiosity.
• Brazil placement in comparison with other states:
Brazil also has a very high religiosity level.
• Comparison among countries in the region and reference states:
Brazil’s religiosity level is slightly lower than the levels of the eastern African countries.
• Nature of data and possible explanations:
There is a strong correlation between religiosity and development levels. Thus it is not
a surprise that the countries in Eastern Africa present very high religiosity levels.
However, it is disputed if low religiosity favors economic development or the opposite.
14. Dimension: Income and Inequality
• Eastern Africa placement in comparison with other states:
Most of the Eastern Africa countries present high income inequalities. Zambia, for
example, is the world’s second highest.
• Brazil placement in comparison with other states:
Brazil also has a very high level of income inequality.
• Comparison among countries in the region and reference states:
Brazil’s income inequality is slightly higher than the Eastern African average.
• Nature of data and possible explanations:
This data indicates how much the income distribution deviates from a “perfect
equality” (all people earning the same amount). Brazil’s level is very high, though have
been decreasing in these previous years.
Ethiopia’s level is relatively low, which is not necessarily good, as it indicates not a just
society, but a society where all are equally poor.
16. Dimension: Democracy
• Eastern Africa placement in comparison with other states:
Eastern African countries have, mostly, a lower-than-average democracy index than the
rest of the world, except for Mauritius, that has a high index. Also the levels of Zambia,
Malawi and Tanzania are slightly higher than average.
• Brazil placement in comparison with other states:
Brazil has a higher-than-average democracy index than the rest of the world.
• Comparison among countries in the region and reference states:
Eastern African countries’ indexes are generally lower than Brazil’s except for Mauritius.
• Nature of data and possible explanations:
The Democracy Index used was from The Economist Intelligence Unit. Most of the
countries in Eastern Africa are presidential democracies, but the political freedom and
institution’s impartiality is questionable.
18. Dimension: Rule of Law
• Eastern Africa placement in comparison with other states:
The indexes for these countries are much lower than average (Somalia, for example,
holds the worst position), except for Reunion and Mauritius, which present very high
levels.
• Brazil placement in comparison with other states:
Brazil is slightly lower than average.
• Comparison among countries in the region and reference states:
In general, Eastern African levels are lower than Brazil’s.
• Nature of data and possible explanations:
The data used are from the world Bank. This index intends to demonstrate how much
business rules are followed, indicating the perception of institutional business risks.
Somalia, as a failed state, has the worst index level in the world.
19. Dimension: Control of Corruption
• “Control of Corruption” index, ordered per index ranking
20. Dimension: Control of Corruption
• Eastern Africa placement in comparison with other states:
The indexes for these countries are much lower than average, except for Reunion ,
Mauritius, Seychelles and Rwanda, which present higher-than-average levels.
• Brazil placement in comparison with other states:
Brazil is slightly lower than average.
• Comparison among countries in the region and reference states:
In general, Eastern African levels are lower than Brazil’s.
• Nature of data and possible explanations:
This is an index assembled by the Word Bank, which intends to demonstrate the
perception of corruption control. Notice that some local countries, such as Somalia,
Zimbabwe, Burundi and South Sudan, are perceived as among the most corrupt in the
world. As with many other Governance Indexes, it indicates that the institutions in
these countries are very week.