This document summarizes the findings of a report on the economic, social, and fiscal consequences of dropping out of high school in Connecticut. Some key points:
- High school dropouts have much lower lifetime earnings, higher rates of poverty, and greater dependence on public assistance than graduates.
- Dropouts are also less likely to be married, more likely to have children out of wedlock, and have poorer health and higher incarceration rates.
- The costs to the state include lower tax revenues from dropouts and higher spending on public assistance, healthcare and incarceration. As a result, dropouts represent a significant net fiscal burden to the state.
- Both prevention efforts to reduce dropout rates and recovery
The document provides an overview of community college enrollment and funding trends across several major US markets from 2015-2021. It finds that while some areas like Texas saw enrollment growth from 2015-2019, most experienced declines, including Southern California (-1.6%), Boston (-16.9%), Chicago (-18.6%), and New York City (-9.2%). The COVID-19 pandemic further reduced enrollments in 2020 but predictions for future trends vary based on economic recovery. Funding sources for community colleges include state appropriations, tuition/fees, and federal aid.
Nearly 1 in 4 people in Wales live in relative income poverty after paying housing costs, according to statistics from 2016-2017 to 2018-2019. Children are the most affected age group, with 28% living in poverty. For working-age adults the rate is 22% and for pensioners it is 19%, though pensioner poverty has been rising in recent years. Rates of relative income poverty in Wales have remained steady but are generally higher than in other parts of the UK.
Community College Bachelor's Degree Programs Can Help Individuals Avoid Massi...Danny Singh, M.B.A., MSEd
The Bachelor's degree programs at community colleges can help individuals pursue higher education without getting into extreme debt. Many state universities in America are becoming very expensive. Community colleges are legitimate because they are "regionally accredited." #highereducation #college
The document summarizes Wales' progress toward its seven well-being goals based on data from the Well-being of Wales report for 2020-21. It highlights that the Welsh labor market continues to perform strongly compared to the UK. It also notes that the percentage of people living in relative income poverty has been stable for over 15 years in Wales. Additionally, it discusses that Wales now has the highest household recycling rate in the UK and second highest in Europe.
The Department for Work and Pensions define an individual as in persistent poverty if he or she is in relative income poverty in at least 3 out of 4 consecutive years.
For a person to be in relative income poverty it means they are living in a household where the total household income from all sources is less than 60 per cent of the average UK household income (as given by the median).
For a person to be in relative income poverty it means they are living in a household where the total household income from all sources is less than 60 per cent of the average UK household income (as given by the median).
Trends Shaping Education 2022 by Andreas SchleicherEduSkills OECD
1) The future will continue to surprise us with uncertainties like climate change, pandemics, and technological disruptions that will shape education.
2) Trends include growing inequality, new sources of economic growth in technology companies, and people pursuing better work-life balance through reduced working hours.
3) Knowledge and power are shifting as access to information increases through the internet and artificial intelligence, while science becomes more open through academic publishing and citizen participation in governance grows.
4) Identities and belonging are changing with more international migration, greater civic engagement in politics and associations, and younger minimum voting ages worldwide.
The document provides an overview of community college enrollment and funding trends across several major US markets from 2015-2021. It finds that while some areas like Texas saw enrollment growth from 2015-2019, most experienced declines, including Southern California (-1.6%), Boston (-16.9%), Chicago (-18.6%), and New York City (-9.2%). The COVID-19 pandemic further reduced enrollments in 2020 but predictions for future trends vary based on economic recovery. Funding sources for community colleges include state appropriations, tuition/fees, and federal aid.
Nearly 1 in 4 people in Wales live in relative income poverty after paying housing costs, according to statistics from 2016-2017 to 2018-2019. Children are the most affected age group, with 28% living in poverty. For working-age adults the rate is 22% and for pensioners it is 19%, though pensioner poverty has been rising in recent years. Rates of relative income poverty in Wales have remained steady but are generally higher than in other parts of the UK.
Community College Bachelor's Degree Programs Can Help Individuals Avoid Massi...Danny Singh, M.B.A., MSEd
The Bachelor's degree programs at community colleges can help individuals pursue higher education without getting into extreme debt. Many state universities in America are becoming very expensive. Community colleges are legitimate because they are "regionally accredited." #highereducation #college
The document summarizes Wales' progress toward its seven well-being goals based on data from the Well-being of Wales report for 2020-21. It highlights that the Welsh labor market continues to perform strongly compared to the UK. It also notes that the percentage of people living in relative income poverty has been stable for over 15 years in Wales. Additionally, it discusses that Wales now has the highest household recycling rate in the UK and second highest in Europe.
The Department for Work and Pensions define an individual as in persistent poverty if he or she is in relative income poverty in at least 3 out of 4 consecutive years.
For a person to be in relative income poverty it means they are living in a household where the total household income from all sources is less than 60 per cent of the average UK household income (as given by the median).
For a person to be in relative income poverty it means they are living in a household where the total household income from all sources is less than 60 per cent of the average UK household income (as given by the median).
Trends Shaping Education 2022 by Andreas SchleicherEduSkills OECD
1) The future will continue to surprise us with uncertainties like climate change, pandemics, and technological disruptions that will shape education.
2) Trends include growing inequality, new sources of economic growth in technology companies, and people pursuing better work-life balance through reduced working hours.
3) Knowledge and power are shifting as access to information increases through the internet and artificial intelligence, while science becomes more open through academic publishing and citizen participation in governance grows.
4) Identities and belonging are changing with more international migration, greater civic engagement in politics and associations, and younger minimum voting ages worldwide.
Arizona's Economic Imperative: Leading the Nation in Latino Student Successbvontran
Educating every student in Arizona is essential to ensuring our state’s economic prosperity, yet a growing portion of Arizona’s future workforce is falling short of essential degree completion. This is particularly true of the fastest growing demographic in our state – the Latino population.
The Department for Work and Pensions produces data on children in material deprivation and low income households by area. This is done on a before housing costs basis.
Between 2006 and 2011, London, Ontario's population grew from 352,395 to 366,151. A quarter of families are lone parents and 10% of people live alone, with over a quarter of those aged 65 and up living alone. Recent immigrants make up 3.1% of London's population and 1.3% are unable to speak English or French well. The document provides statistics on London's population breakdown, families and living arrangements, employment rates, education levels, income levels, transportation and housing.
This document discusses factors that account for Australian cities ranking highly in international measures of urban quality of life. It analyzes rankings from the United Nations, Mercer Quality of Life survey, OECD, and Economist Intelligence Unit's Liveability Ranking. Australian cities perform well due to high employment, income, life expectancy, satisfaction, and standards of living relative to other developed nations. Sydney currently ranks as the Australian city with the best living standards. The document questions whether Australian cities can maintain these rankings over the next 50 years.
The document discusses a regional planning workshop focused on conducting a fair housing and equity assessment for Southeast Florida. It provides background on why such an assessment is important for understanding barriers to opportunity and creating more equitable communities. Data on housing, transportation, income, poverty, and education are presented for the region showing inequities around race, income, and geography. The workshop aims to integrate these findings into the regional planning process to develop strategies that increase access to opportunities like jobs, schools, transportation and build more inclusive communities.
Reengaging Disconnected Youth through Youth DevelopmentAndrew Moore
The document discusses a conference on reengaging disconnected youth through youth development. It defines key terms like cross-system collaboration and disconnected youth. It also outlines challenges like low employment and graduation rates for youth and discusses strategies for municipalities to address these issues through cross-system collaboration and multiple pathways programs.
Education - One Year into the COVID Pandemic, Andreas SchleicherStatsCommunications
1) The COVID-19 pandemic led to widespread school closures in 2020, with some countries closing upper secondary schools for over 180 days.
2) Lost instruction time correlated with poorer performance on reading assessments, indicating learning loss. Countries employed various distance learning strategies like online platforms and take-home packages to continue education.
3) Supporting students' mental health and well-being during school closures will be as important as addressing learning gaps when schools reopen. Maintaining connections between teachers, students, and parents can help mitigate negative impacts.
Final presentation (nevada, ejaz. nikki)Nevada Miller
1) Only about half of students at New Bedford High School graduate, which impacts the local economy and community.
2) Factors contributing to the low graduation rate include student challenges like substance abuse and lack of family support as well as community issues like neighborhood blight and lack of support for minority students.
3) Increasing the graduation rate could boost the local economy through greater spending and investments from additional graduates, reduce crime, and attract new jobs and residents to the city.
Friday Forum - State of Education PresentationPlan 2020
Kristin Hines, an Academic Performance Analyst with Mayor Greg Ballard's Office of Education Innovation, presents on the state of education in Indianapolis at Plan 2020's Friday Forums.
Putting Children First: Session 2.2.C Ilze Plavgo - Inequality in education i...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
This document discusses the challenges faced by low-income working families living in inner London. It provides statistics showing high rates of child poverty in inner London boroughs. It then discusses the lived experiences of these families based on interviews conducted by the non-profit 4in10. Many families struggle with high rents and costs of living, while wages are not keeping pace. Even for those with jobs, poverty rates remain high in both part-time and full-time working families in London. The families interviewed discussed difficulties with housing, managing finances, debt, and accessing healthy food. While London has experienced strong economic growth, this growth has not benefited all residents and has not reduced poverty rates for these inner city families.
A presentation for a small rural public school staff in the Adirondack Mountain region of New York State. This presentation focuses on the contemporary impact of poverty on rural NYS and on learning for students, family engagement, and school culture.
The World Bank held consultations in Phase 1 of developing its Education Strategy 2020, meeting with countries representing Africa, South Asia, East Asia and the Pacific, Latin America and the Caribbean, and the Middle East and North Africa. Key themes from consultations in low-income countries and middle-income countries were discussed. The document presented population projections and economic growth projections for 2020 to frame education challenges. It outlined strategic directions for the Bank to increase learning for all by strengthening education systems through diagnostic tools, data, learning assessments, research and results-based financing. The Bank will take a differentiated approach depending on countries' economic development and education system capacity.
This research project examines barriers to education engagement for young people in Brimbank, Victoria. The researcher conducted literature reviews, surveys, focus groups, interviews, and case studies. The research found that lack of appropriate education and support, family disconnection, mental health issues, poverty, and low academic achievement were significant recurring barriers. The community of Brimbank has high rates of poverty, unemployment, and residents without higher education qualifications compared to state averages. To overcome these barriers, the research suggests early intervention, long-term skill-building programs, and individualized case management supports for young people.
The Covid-19 pandemic significantly impacted city liveability worldwide according to The Economist Intelligence Unit's 2021 Global Liveability Index. Auckland, New Zealand topped the rankings due to its success containing the virus and lifting restrictions. Many European and Canadian cities fell in the rankings as they struggled with second waves. Healthcare scores declined sharply for most cities. While conditions remained poor in the least liveable cities, some US cities rose as restrictions lifted. The pandemic's effects on liveability are expected to continue as vaccination rollouts progress at uneven rates globally.
This document contains multiple graphs and statistics related to population and education funding trends:
- Several states are projected to see large increases in their elderly populations from 2010-2030 according to Census data, while some states may see declines in youth populations.
- North Carolina spending has shifted over time, with larger portions now going to Medicaid, higher education, and transportation compared to 2000.
- Federal Medicaid costs are highest for the elderly and lowest for children according to CBO projections.
- Florida has significantly increased spending on Medicaid and K-12 education from 2000-2014 according to NASBO data.
- The document discusses the large and growing federal debt and entitlement spending, and proposes education savings accounts as one policy approach for
Educating the New Kids on the Block in our Country SchoolsRobert Mackey
The changing rural school student demographics cause them to have more in common with their urban counterparts; especially in the area of a growing number of students experiencing adverse social and economic conditions. This presentation shares a comparison of a rural school, the BOCES it is in, and three urban schools. There is also discussion on next steps for rural schools to take to ensure all kids learn at high levels.
The document discusses factors that can lead students to drop out of school and potential ways to prevent dropping out. It notes that dropping out is often a process that begins in elementary school due to challenges with schoolwork, bullying, lack of parental support, and low self-esteem. The document then examines specific issues that can contribute to dropping out at different educational levels and identifies groups like Hispanics that have high dropout rates. It also discusses the long-term effects of dropping out and potential interventions schools can implement to promote prevention and alternative learning options for at-risk youth.
The document discusses best practices for graduate enrollment management in relation to Millennials and the internet. It notes that Millennials, born between 1983-2003, are the most protected generation who were raised with computers and expect a high level of service. Traditional offline recruitment methods like print catalogs are becoming less effective for Millennials who are accustomed to online resources. New recruitment strategies need to meet Millennials where they are online through their reliance on digital communication and networking.
Boosting Enrollment: Strategies from a Gold Medallion-Winning Marketing CampaignDelaina Biernstein
Facing dropping enrollment and fierce competition from charter schools and other districts, the Tempe Elementary Schools needed a plan to enhance their appeal and stimulate enrollment. Through research, strategic planning, and effective marketing we boosted enrollment by turning a typical school into the cutting-edge Scales Technology Academy.
This was a 1-hour presentation session from the National School Public Relations Association Annual Seminar on June 29, 2009 in San Francisco, CA
Presented by: Delaina Biernstein, Graphic Design Specialist for the Tempe Elementary School District in Tempe, Arizona
Arizona's Economic Imperative: Leading the Nation in Latino Student Successbvontran
Educating every student in Arizona is essential to ensuring our state’s economic prosperity, yet a growing portion of Arizona’s future workforce is falling short of essential degree completion. This is particularly true of the fastest growing demographic in our state – the Latino population.
The Department for Work and Pensions produces data on children in material deprivation and low income households by area. This is done on a before housing costs basis.
Between 2006 and 2011, London, Ontario's population grew from 352,395 to 366,151. A quarter of families are lone parents and 10% of people live alone, with over a quarter of those aged 65 and up living alone. Recent immigrants make up 3.1% of London's population and 1.3% are unable to speak English or French well. The document provides statistics on London's population breakdown, families and living arrangements, employment rates, education levels, income levels, transportation and housing.
This document discusses factors that account for Australian cities ranking highly in international measures of urban quality of life. It analyzes rankings from the United Nations, Mercer Quality of Life survey, OECD, and Economist Intelligence Unit's Liveability Ranking. Australian cities perform well due to high employment, income, life expectancy, satisfaction, and standards of living relative to other developed nations. Sydney currently ranks as the Australian city with the best living standards. The document questions whether Australian cities can maintain these rankings over the next 50 years.
The document discusses a regional planning workshop focused on conducting a fair housing and equity assessment for Southeast Florida. It provides background on why such an assessment is important for understanding barriers to opportunity and creating more equitable communities. Data on housing, transportation, income, poverty, and education are presented for the region showing inequities around race, income, and geography. The workshop aims to integrate these findings into the regional planning process to develop strategies that increase access to opportunities like jobs, schools, transportation and build more inclusive communities.
Reengaging Disconnected Youth through Youth DevelopmentAndrew Moore
The document discusses a conference on reengaging disconnected youth through youth development. It defines key terms like cross-system collaboration and disconnected youth. It also outlines challenges like low employment and graduation rates for youth and discusses strategies for municipalities to address these issues through cross-system collaboration and multiple pathways programs.
Education - One Year into the COVID Pandemic, Andreas SchleicherStatsCommunications
1) The COVID-19 pandemic led to widespread school closures in 2020, with some countries closing upper secondary schools for over 180 days.
2) Lost instruction time correlated with poorer performance on reading assessments, indicating learning loss. Countries employed various distance learning strategies like online platforms and take-home packages to continue education.
3) Supporting students' mental health and well-being during school closures will be as important as addressing learning gaps when schools reopen. Maintaining connections between teachers, students, and parents can help mitigate negative impacts.
Final presentation (nevada, ejaz. nikki)Nevada Miller
1) Only about half of students at New Bedford High School graduate, which impacts the local economy and community.
2) Factors contributing to the low graduation rate include student challenges like substance abuse and lack of family support as well as community issues like neighborhood blight and lack of support for minority students.
3) Increasing the graduation rate could boost the local economy through greater spending and investments from additional graduates, reduce crime, and attract new jobs and residents to the city.
Friday Forum - State of Education PresentationPlan 2020
Kristin Hines, an Academic Performance Analyst with Mayor Greg Ballard's Office of Education Innovation, presents on the state of education in Indianapolis at Plan 2020's Friday Forums.
Putting Children First: Session 2.2.C Ilze Plavgo - Inequality in education i...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
This document discusses the challenges faced by low-income working families living in inner London. It provides statistics showing high rates of child poverty in inner London boroughs. It then discusses the lived experiences of these families based on interviews conducted by the non-profit 4in10. Many families struggle with high rents and costs of living, while wages are not keeping pace. Even for those with jobs, poverty rates remain high in both part-time and full-time working families in London. The families interviewed discussed difficulties with housing, managing finances, debt, and accessing healthy food. While London has experienced strong economic growth, this growth has not benefited all residents and has not reduced poverty rates for these inner city families.
A presentation for a small rural public school staff in the Adirondack Mountain region of New York State. This presentation focuses on the contemporary impact of poverty on rural NYS and on learning for students, family engagement, and school culture.
The World Bank held consultations in Phase 1 of developing its Education Strategy 2020, meeting with countries representing Africa, South Asia, East Asia and the Pacific, Latin America and the Caribbean, and the Middle East and North Africa. Key themes from consultations in low-income countries and middle-income countries were discussed. The document presented population projections and economic growth projections for 2020 to frame education challenges. It outlined strategic directions for the Bank to increase learning for all by strengthening education systems through diagnostic tools, data, learning assessments, research and results-based financing. The Bank will take a differentiated approach depending on countries' economic development and education system capacity.
This research project examines barriers to education engagement for young people in Brimbank, Victoria. The researcher conducted literature reviews, surveys, focus groups, interviews, and case studies. The research found that lack of appropriate education and support, family disconnection, mental health issues, poverty, and low academic achievement were significant recurring barriers. The community of Brimbank has high rates of poverty, unemployment, and residents without higher education qualifications compared to state averages. To overcome these barriers, the research suggests early intervention, long-term skill-building programs, and individualized case management supports for young people.
The Covid-19 pandemic significantly impacted city liveability worldwide according to The Economist Intelligence Unit's 2021 Global Liveability Index. Auckland, New Zealand topped the rankings due to its success containing the virus and lifting restrictions. Many European and Canadian cities fell in the rankings as they struggled with second waves. Healthcare scores declined sharply for most cities. While conditions remained poor in the least liveable cities, some US cities rose as restrictions lifted. The pandemic's effects on liveability are expected to continue as vaccination rollouts progress at uneven rates globally.
This document contains multiple graphs and statistics related to population and education funding trends:
- Several states are projected to see large increases in their elderly populations from 2010-2030 according to Census data, while some states may see declines in youth populations.
- North Carolina spending has shifted over time, with larger portions now going to Medicaid, higher education, and transportation compared to 2000.
- Federal Medicaid costs are highest for the elderly and lowest for children according to CBO projections.
- Florida has significantly increased spending on Medicaid and K-12 education from 2000-2014 according to NASBO data.
- The document discusses the large and growing federal debt and entitlement spending, and proposes education savings accounts as one policy approach for
Educating the New Kids on the Block in our Country SchoolsRobert Mackey
The changing rural school student demographics cause them to have more in common with their urban counterparts; especially in the area of a growing number of students experiencing adverse social and economic conditions. This presentation shares a comparison of a rural school, the BOCES it is in, and three urban schools. There is also discussion on next steps for rural schools to take to ensure all kids learn at high levels.
The document discusses factors that can lead students to drop out of school and potential ways to prevent dropping out. It notes that dropping out is often a process that begins in elementary school due to challenges with schoolwork, bullying, lack of parental support, and low self-esteem. The document then examines specific issues that can contribute to dropping out at different educational levels and identifies groups like Hispanics that have high dropout rates. It also discusses the long-term effects of dropping out and potential interventions schools can implement to promote prevention and alternative learning options for at-risk youth.
The document discusses best practices for graduate enrollment management in relation to Millennials and the internet. It notes that Millennials, born between 1983-2003, are the most protected generation who were raised with computers and expect a high level of service. Traditional offline recruitment methods like print catalogs are becoming less effective for Millennials who are accustomed to online resources. New recruitment strategies need to meet Millennials where they are online through their reliance on digital communication and networking.
Boosting Enrollment: Strategies from a Gold Medallion-Winning Marketing CampaignDelaina Biernstein
Facing dropping enrollment and fierce competition from charter schools and other districts, the Tempe Elementary Schools needed a plan to enhance their appeal and stimulate enrollment. Through research, strategic planning, and effective marketing we boosted enrollment by turning a typical school into the cutting-edge Scales Technology Academy.
This was a 1-hour presentation session from the National School Public Relations Association Annual Seminar on June 29, 2009 in San Francisco, CA
Presented by: Delaina Biernstein, Graphic Design Specialist for the Tempe Elementary School District in Tempe, Arizona
1) Young high school dropouts in the US face high rates of unemployment (54% in 2008) and low rates of employment (46% in 2008). Their employment rates lagged far behind those with higher levels of education.
2) High school dropout rates for being incarcerated were extremely high, especially for young black men. Nearly 1 in 10 young male dropouts were incarcerated in 2006-2007 compared to 1 in 33 for male graduates and 1 in 500 for males with a bachelor's degree.
3) High school dropout rates for teen pregnancy and single motherhood were much higher than for those with more education. Nearly 38% of female dropouts were mothers compared to 6% for those with a bachelor
This document provides an introduction and background to the dissertation topic of evaluating the implementation of the National Service Training Program (NSTP) in Region 3 of the Philippines. It discusses the history and purpose of conscription and national service in the Philippines. The problem statement indicates that the study aims to evaluate how the revised Implementing Rules and Regulations (IRR) of the NSTP are being implemented in terms of program components, instruction, monitoring, fees and incentives, and graduate organization. It also seeks to identify issues, problems and recommendations to address them. The document outlines the significance of the study for students, administrators, policymakers, and future researchers.
3 Things Every Sales Team Needs to Be Thinking About in 2017Drift
Thinking about your sales team's goals for 2017? Drift's VP of Sales shares 3 things you can do to improve conversion rates and drive more revenue.
Read the full story on the Drift blog here: http://blog.drift.com/sales-team-tips
How to Become a Thought Leader in Your NicheLeslie Samuel
Are bloggers thought leaders? Here are some tips on how you can become one. Provide great value, put awesome content out there on a regular basis, and help others.
This document discusses challenges low-income, high-achieving students face in accessing higher education opportunities and presents Sixup as a solution. It notes that low-income students are often forced to attend less selective colleges due to cost barriers, which can negatively impact outcomes. Sixup aims to bridge funding gaps for such students to allow them to attend more selective institutions through an outcomes-based model pairing students with philanthropic investors. The organization provides gap financing, grants, and wraparound support services to help students succeed in college and beyond.
This annual report provides an overview of the Acton-Boxborough Regional School District for the 2021-2022 school year. It includes information on district leadership, enrollment numbers and demographics, student performance, district finances, and the district's five-year strategy focused on engaged learning, inclusive practices, equitable opportunities and outcomes, and social emotional learning. The report highlights that students continued achieving at high levels despite pandemic challenges, and the district remains focused on supporting all students and families.
Arizona's Economic Imperative: Leading the Nation in Latino Student Successbvontran
Educating every student in Arizona is essential to ensuring our state’s economic prosperity, yet a growing portion of Arizona’s future workforce is falling short of essential degree completion. This is particularly true of the fastest growing demographic in our state – the Latino population.
Perfect Storm or Perfect Opportunity for Higher EducationWCET
This panel of higher education policy leaders will present a forecast of several critical trends that will have an enormous impact on higher education in the not-so-distant future. Access to postsecondary education and degree completion for this country's under-represented minority student population is a priority in this country. Some states are forecasting significant declines in college-going rates, while others are facing a swell in new student demand. Public financing for higher education has been in a crisis mode for several years in many states.
The hope of new technologies, such as broadband networks, is exciting – but how will new applications be funded?
David Longanecker, President, Western Interstate Commission for Higher Education (CO)
Bill Harvey, Executive Director, International Reading Association (DE)
Dennis Jones, President, National Center for Higher Education Management Systems (CO)
The document discusses challenges facing education and workforce development in Kentucky. It notes that 49 of 50 highest paying jobs require postsecondary education, yet only 65 out of every 100 Kentucky 9th graders graduate from high school. Kentucky students also have low rates of college enrollment and completion compared to national averages. However, the document outlines efforts underway in Kentucky to address these issues through new high school graduation requirements, individual learning plans, and testing to better prepare students for college and careers.
The document discusses five critical forces that will challenge higher education institutions in the United States over the next 10-15 years: 1) acute national need for more postsecondary education, 2) critical demographic shifts, 3) continued rapid changes in technology, 4) intense competition, and 5) growing regulatory pressure for accountability. It argues that to meet these challenges, institutions must invent scalable online programs, technology-driven student support systems, data-driven assessment, and professional development for faculty in using new technologies.
The document summarizes a study on the link between educational attainment and skills among young adults across EU countries. The study used PIAAC data from 16 EU members states and found:
1) Higher educational attainment, especially tertiary education, is positively associated with higher competency scores in literacy and numeracy.
2) However, the strength of this link varies between countries and education phases.
3) Other individual factors beyond education also influence competencies, such as parental background, current education status, and work experience.
4) Certain education system characteristics, like autonomy and school choice policies, affect the relationship between education and competencies.
The document discusses student flow models that can be used to project the number of additional credentials and degrees needed by states to meet goals for 2020 and 2025. It describes the inputs, throughput rates, and outcomes that are used in models to estimate the impacts of improved performance. The models can help identify strategies to close educational attainment gaps and estimate the costs of achieving certain results.
The document outlines a collective impact initiative called the Road Map for Education Results project. The project aims to dramatically improve student achievement from early childhood through postsecondary education in South Seattle and South King County. It focuses on nine communities with large populations of low-income students and students of color. The project brings together organizations to work on early learning, K-12 education, postsecondary attainment, and building community support. The goal is to double the number of students earning a postsecondary credential by 2020 and close achievement gaps.
The document discusses returns on investments in education, particularly early childhood development. It finds that investing early and increasing access to preschool has substantial economic and social benefits, with benefit-cost ratios ranging from 2.9 to 17.1. Studies show investments in early education improve educational and life outcomes, and can increase long-term economic growth. While Caribbean countries invest heavily in education overall, pre-primary receives the smallest share of budgets. The document concludes greater investment is needed in early childhood to improve educational and economic outcomes in the region.
The document discusses pathways to economic opportunity through regional networks that integrate college and career experiences into high school. It summarizes research showing gaps in high school graduation, college enrollment, and degree attainment rates based on income, race, and ethnicity. Models like early college high schools and career academies aim to address these gaps by providing work-based learning opportunities and a clear path to postsecondary credentials. Regional networks in California are working to co-design, co-deliver, and co-validate learning experiences across high schools and colleges to better prepare young people for careers. While this approach shows early progress, challenges remain around leadership capacity, community buy-in, and coordinating competing initiatives.
The document summarizes the challenges facing the Williamson Central School District's 2011-2012 budget. Significant cuts were made, including the elimination of 9 professional and 1.4 classified positions. State aid was cut by $1.48 million or 16.24% of the previous year's funding. For the 2011-2012 school year, the district is facing a shortfall of $2.2 million despite applying federal funding and reserves. Further cuts of 7-10 professional and 3-5 support positions may be necessary.
Plan 2040 Goals: Fostering a Well-Trained and Prosperous PopulationARCResearch
This looks at ARC's Plan 2040 goal of fostering a health, educated and prosperous population. The presentation displays several different indicators that reflect this goal, including educational attainment, the "education gap," as well as health and quality of life of older adults.
The document discusses the importance of literacy and numeracy skills for individuals and the economy in the 21st century workplace. It notes that adult basic education can no longer be separate from occupational training. Several statistics are presented showing declining literacy levels and growing job vacancy rates requiring postsecondary education. Challenges to completing postsecondary programs are discussed. The need to better align workforce development programs and increase support for adult basic education is emphasized.
This document from the OECD discusses trends in education including rising educational attainment levels, challenges for less educated workers, and implications for education systems and labor markets. Some key points:
- Educational attainment levels have risen substantially in most OECD countries over the past decades.
- Less educated workers now face greater difficulties finding employment and risk long-term unemployment.
- Further expansion of education systems is expected to continue widening gaps in attainment between younger and older cohorts.
The document summarizes how cuts to career and technical education (CTE) funding in Arizona will negatively impact the state's economy and education system. It presents data showing that CTE programs improve high school graduation rates and academic performance while reducing dropout rates. Studies cited found students taking two or more CTE courses had their risk of dropping out reduced by 50-70% and absenteeism reduced. However, recent cuts of 50% to CTE funding will lead to fewer students in these programs and downstream effects like lower graduation rates, workforce skills, and economic outcomes. The document calls on readers to urge elected officials to reverse these cuts.
The document summarizes how cuts to career and technical education (CTE) funding in Arizona will negatively impact the state's economy and education system. It presents data showing that CTE programs improve high school graduation rates and academic performance while reducing dropout rates. Fewer students in CTE will result in a less robust workforce, higher social costs, and lower quality education. The 50% cut to CTE funding in 2010 and another cut this year will lead many CTE programs and teachers to be eliminated, reducing enrollment and access to these beneficial programs. Reversing these cuts is important for Arizona's fiscal health and education quality.
Why College? Understanding the Benefits of a College Educationahiller-white
This document discusses the benefits of obtaining a college education. It provides data showing that individuals with higher levels of education tend to have higher lifetime earnings, lower unemployment rates, and are less likely to live in poverty. Additionally, those with a college degree are more likely to have health insurance through their employer. The document also notes that jobs that are declining generally do not require advanced education, while growing occupations usually require at least a high school diploma or college degree. It concludes by emphasizing that success in the workforce and life is more attainable with higher education.
Navigating Waves of Change: Driving Academic Improvement in Northern Kentucky...nkyec
The document discusses challenges facing education in Northern Kentucky, including rising rates of economically disadvantaged students and English language learners. It notes that the region's economic success depends on increasing the percentage of residents with a bachelor's degree or higher. Many students in Northern Kentucky schools perform below grade level in reading and math. The document recommends actions like focusing investments on reading and math interventions to raise academic achievement and high school completion rates.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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1. The Economic, Social, Civic and Fiscal
Consequences of Dropping Out of High
School: Findings for Connecticut Adults in
the 21st
Century
Andrew Sum
Center for Labor Market Studies
Northeastern University
Prepared for:
Governor’s Summit on Dropout Prevention
October 19, 2009
“This report was commissioned by Our Piece of the Pie® and Capital Workforce Partners
with additional funding support from the Nellie Mae Education Foundation and the
Connecticut Office of Workforce Competitiveness.”
2. The Economic, Social, Civic and Fiscal Consequences of
Dropping Out of High School in Connecticut
The economic, civic and social case for addressing high school dropout
problems in Connecticut (a need for both prevention and recovery
efforts)
The labor market difficulties of teen and young adult (20-34 year old)
dropouts in Connecticut; declining lifetime earnings and income
prospects of 18-64 year old dropouts
The key social consequences of dropping out of high school in
Connecticut: declining marriage rates, increasing out-of-wedlock
childbearing, high income inadequacy problems of children, lower rates
of ownership, less civic engagement and volunteering, poor health,
higher rates of incarceration in jails and prisons
The fiscal consequences of dropping out of high school: lower tax
payments at all levels of government, increased dependency on
government for cash and in-kind transfers, a higher incarceration cost,
a major net fiscal burden
3. The Distribution of the 18-64 Year Old Resident Population
in Connecticut by Their Level of Educational Attainment and
Nativity Status, 2005-2007
Educational Attainment
(A)
Total
(B)
Native
Born
(C)
Foreign
Born
H.S. dropouts 8.3 5.5 20.2
H.S. graduates, with no post-secondary
schooling 29.0 28.6 31.0
Some College, no degree 20.8 22.5 13.5
Associate degree 7.7 8.0 6.6
Bachelors degree 20.1 21.1 15.7
Masters or higher degree 14.0 14.3 12.9
4. The Percent of High School Dropouts in the 18-64 Year Old
Population of Connecticut and the U.S. By Race-Ethnic
Group, 2005-2007
7.9
13.5
27.4
5
9.9
15
34.7
7.7
0
5
10
15
20
25
30
35
40
Asian Black Hispanic White
Race-Ethnic Group
%
CT
U.S.
5. Estimating the Number of 18-24 Year Olds Who Left High
School Without a Regular Diploma:
High school dropouts, no GED 22,516
The estimated ACS “undercount” of high school dropouts 2,501
18-24 year olds with a GED in 2007 10,011
Projected number of high school students who will drop out 2,198
before receiving a regular diploma
Total, above four groups 37,226
Total 18-24 Year Old Population 300,223
Dropouts as a share of the 18-24 Year Old Population 12.4%
6. The Labor Market Experiences and Earnings Outcomes of
Connecticut Adults (16-64) by Educational Attainment
The civilian labor force participation behavior and unemployment rates
of 16-24 year olds in Connecticut by educational attainment
The employment rates of 16-24 year olds in Connecticut and the U.S.
by educational attainment
The mean annual hours of work and annual earnings of teens and
young adults in Connecticut; large earnings gaps by level of
educational attainment
Trends in lifetime earnings of 18-64 year old men and women in
Connecticut by educational attainment
Differences in the mean expected lifetime earnings of male and
female high school dropouts and graduates in Connecticut, 2005-2007
Mean lifetime years in a poverty/near poverty and low income status
among Connecticut men and women by educational attainment, 2005-
2007
7. Civilian Labor Force Participation Rates of 16-24 Year Olds in
Connecticut by Educational Attainment, 2005-2007 Averages
(in %)
69.7
86.8
63.1
89.8
95.4
0
20
40
60
80
100
120
H.S. Dropout H.S. Grad College Student 13-15 Years BA Degree
Educational Attainment
%
8. Unemployment Rates of 16-24 Year Olds in Connecticut
by Educational Attainment/School Enrollment Status,
Both Genders Combined, 2005-2007 Averages (in %)
25.8
31.2
17.5
10.7 10.5
7.2
0
5
10
15
20
25
30
35
H.S. Student H.S. Dropout H.S. Grad/GED College Student 1-3 Years College BA or Higher
Degree
Educational Attainment
%
9. Employment Rates of 16-24 Year Old High School Dropouts
in Connecticut by Race-Ethnic Group, 2005-2007 Averages
21.6
33.7
43.5
58.0
46.5
0
10
20
30
40
50
60
70
Asian Black, not Hispanic Hispanic, Native Born Hispanic, Immigrant White, not Hispanic
Major Race/Ethnic Group
%
10. Comparisons of the Employment/Population Ratios of
16-24 Year Olds in Connecticut and the U.S. by Educational
Attainment/School Enrollment Status, 2005-2007 Averages
Educational Group
(A)
Connecticut
(B)
U.S.
(C)
Connecticut
-U.S.
High school students 28.5 26.3 +2.2
High school dropouts/no GED 47.9 51.4 -3.5
High school graduates/GED holders 71.6 67.9 +3.7
College students 96.4 55.2 +1.2
1-3 years college, including AA 80.1 79.3 +0.8
Bachelor’s degree 88.5 83.9 +0.6
All 53.7 52.8 +0.9
11. Employment Rates of 16-24 Year Old Dropouts in
Connecticut and Selected Cities/Areas of the
State, 2005-2007
48.0
31.3
34.7
37.4
40.7
42.3
53.7
0.0
10.0
20.0
30.0
40.0
50.0
60.0
Connecticut New Haven Waterbury Hartford Bristol Manchester Bridgeport
%
12. Mean Annual Hours of Work of 16-24 Year Olds in Connecticut
and Mean Hourly Earnings of Employed by Educational
Attainment, All and by Gender, 2005 – 2007 Averages
Mean Annual Hours of Work
(Including Non-Workers) 00
(A)
All
(B)
Men
(C)
Women
• High school students 164 165 162
• High school dropout, no GED 857 949 700
• High school graduates/GED 1,372 1,510 1,179
• College students 696 697 695
• 13-15 years 1,470 1,549 1,385
• BA or higher degree 1,634 1,650 1,622
Mean Hourly Earnings
of Employed
(A)
All
(B)
Men
(C)
Women
(D)
Women as
% of Men
• High school student $8.47 $8.36 $8.63 103
• High school dropout, no GED 10.11 10.51 9.16 87
• High school graduate, GED 11.83 12.15 11.28 93
• College students 10.77 10.88 10.69 98
• 1-3 years of college 12.53 12.68 12.35 98
• BA or higher degree 17.16 18.15 16.41
13. Mean Annual Hours of Work Among Non-Enrolled 16-24 Year
Olds in Connecticut by Educational Attainment, 2005-2007
Averages (includes non-workers)
857
1,372
1,470
1,634
0
200
400
600
800
1000
1200
1400
1600
1800
High School Dropout High School Diploma or
GED
1-3 Years College BA or Higher Degree
Educational Attainment
Mean Annual
Hours
14. Mean Annual Earnings of Non-Enrolled 16-24 Year Olds in
Connecticut by Educational Attainment (in 1000s)
$8.7
$16.2
$18.4
$28.0
$-
$5.0
$10.0
$15.0
$20.0
$25.0
$30.0
High School Dropout High School Graduate 13-15 Years BA or Higher
Educational Attainment
in 1000s
15. Percent of 16-24 Year Olds in Connecticut Experiencing Selected
Types of Income Inadequacy Problems by Educational Attainment,
2005-2007 Averages (Excludes High School Students)
Educational Attainment
(A)
Poor
(B)
Poor /
Near Poor
(C)
Low
Income
High school dropout 30.3 35.2 52.0
High school graduate/GED 9.6 12.9 25.3
College students 8.2 9.7 16.1
Some college, including AA degree 7.3 8.5 19.4
Bachelor’s degree 5.5 8.0 16.8
16. Percent of 16-24 Year Olds in Connecticut with No Work
Experience at Any Time During the Year by Educational
Attainment, 2005-2007 Averages (Excluding High School Students)
32
12
15
8
3
0
5
10
15
20
25
30
35
High School Dropouts High School Graduate College Students 1-3 Years College BA+
Educational Attainment
Percent
17. Trends in Male Mean Lifetime Earnings(1)
from Employment
in Connecticut From Ages 18-64 by Educational Attainment
and by Gender (in $1000 of 2009 Dollars)
MEN
Educational Attainment
(A)
1979
(B)
2005-2007
Averages
(C)
Absolute
Change
(D)
Percent
Change
High school dropout $1,510 $1,110 -400 -26.5
High school graduate/GED 2,008 1,630 -378 -18.8
13-15 years 2,387 2,156 -231 -9.7
Bachelor’s degree 3,288 3,770 +482 +14.6
Master’s or higher degree 3,454 4,928 +1,474 +42.7
All 2,318 2,699 381 +16.4
Note: Earnings of all students ages 18-22 are ignored in the lifetime calculations.
18. Trends in Female Mean Lifetime Earnings(1)
from Employment
in Connecticut From Ages 18-64 by Educational Attainment and
by Gender (in $1000 of 2009 Dollars)
WOMEN
Educational Attainment
(A)
1979
(B)
2005-2007
Averages
(C)
Absolute
Change
(D)
Percent
Change
High school dropout 436 586 +100 +20.6
High school graduate/GED 693 971 +278 +40.1
13-15 years 790 1,2784 +494 +55.9
Bachelor’s degree 816 1,826 +1,010 +123.8
Master’s or higher degree 1,285 2,387 +1,102 +85.7
All 733 1,445 712 +97.1
Note: Earnings of all students ages 18-22 are ignored in the lifetime calculations.
19. Percent Change in the Mean Real Lifetime Earnings of Males in
Connecticut by Educational Attainment from 1979 to 2005-2007
-27
-19
-10
15
43
-40.0
-30.0
-20.0
-10.0
0.0
10.0
20.0
30.0
40.0
50.0
High School
Dropout
High School
Graduate
13-15 Year BA MA or Higher
Educational Attainment
%
20. Differences Between the Mean Lifetime Earnings of High
School Dropouts and High School Graduates and Those with
1-3 Years of College in Connecticut in 2005-2007 by Gender
Comparison Men Women
High school graduate vs. high school dropout $527,920 $384,289
1-3 years of college vs. high school dropout $1,046,552 $697,875
21. Mean Expected Lifetime Years in Poverty/Near Poverty Among
18-64 Year Olds in Connecticut by Educational Attainment and
Gender, 1979 to 2005-07
Men
Educational Attainment
(A)
1979
(B)
2005 – 2007
(C)
Change
in Years
High school dropout 5.5 9.0 +3.5
High school graduate/GED 2.2 3.8 +1.6
Some college 1.8 2.4 +.6
Bachelor degree 1.6 1.5 -.1
Master’s or higher degree 1.1 1.3 +.2
All 2.7 3.4 +.7
Women
Educational Attainment
(A)
1979
(B)
2005 – 2007
(C)
Change
in Years
High school dropout 10.7 15.0 +4.3
High school graduate/GED 3.7 6.4 +2.7
Some college 2.9 4.1 +1.2
Bachelor degree 2.7 2.0 -.7
Master’s or higher degree 1.7 1.7 0.0
All 4.6 5.0 +.4
22. Mean Expected Years Living in Poverty/Near Poverty Among
18-64 Year Old Women in Connecticut by Educational
Attainment, 2005-2007 Averages
15.0
6.4
4.1
2.0 1.7
5.0
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
16.0
High School
Dropout
High School
Graduate
13-15 Year BA MA or Higher All
Educational Attainment
Years
23. Percent Change in the Mean Real Lifetime Earnings of Women
in Connecticut by Educational Attainment from 1979 to 2005-07
21
40
56
124
86
0.0
20.0
40.0
60.0
80.0
100.0
120.0
140.0
High School
Dropout
High School
Graduate
13-15 Year BA MA or Higher
Educational Attainment
%
24. Key Social, Civic, Health, and Criminal Justice Consequences
of Dropping Out of High School in Connecticut
Trends in marriage rates of Connecticut adults by educational
attainment
The share of births taking place out-of-wedlock to Connecticut
women under 30 years old
The dependence of Connecticut adults on welfare income and
food stamps by educational attainment
The voting and volunteering behavior of Connecticut adults
The self-reported health status and disability status of
Connecticut adults
The health insurance coverage of non-elderly Connecticut adults
The incarceration status of young adults by educational
attainment
25. Trends in the Marriage Rates of 22-64 Year Old Native Born
Adults in Connecticut by Educational Attainment from 1980
to 2005-2007 (in %)
Educational Attainment
(A)
1979
(B)
2005 – 2007
(C)
Change
in Years
All
High school dropout 66.4 40.9 -25.5
High school graduate/GED 72.1 54.4 -17.7
Some college 66.1 58.3 -7.8
Bachelor degree 67.9 63.9 -4.0
Master’s or higher degree 74.5 72.7 -1.8
All 69.4 59.8 -9.6
Men
High school dropout 70.6 43.0 -27.6
High school graduate/GED 71.8 55.9 -16.5
Some college 65.7 58.4 -7.3
Bachelor degree 69.4 65.6 -3.8
Master’s or higher degree 79.2 77.8 -1.4
All 70.9 60.4 -10.5
Women
High school dropout 62.2 38.6 -23.6
High school graduate/GED 72.4 55.9 -16.5
Some college 66.5 58.2 -7.3
Bachelor degree 66.1 63.3 -3.8
Master’s or higher degree 66.4 68.3 +1.9
All 67.9 59.2 -8.7
26. Marriage Rates of 22-64 Year Olds in the State of Connecticut
by Educational Attainment, 2005-2007 Averages
41
54
58
62
68
0
10
20
30
40
50
60
70
80
High School Dropout High School
Graduate
13-15 Year BA MA or Higher
Educational Attainment
27. Per Cent of Connecticut Households Headed by a Person
18-64 Years Old Who Owned Their Home by Educational
Attainment in 2005-2007
37.0
59.1
69.7
78.0
81.4
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
High School
Dropout
High School
Graduate
13-15 Years BA Degree MA+ Degree
Educational Attainment
%
28. Voting Rates of 18-64 Year Old Citizens in Connecticut by
Educational Attainment in the 2004, 2006, and 2008
National Elections (in %)
Educational Attainment
(A)
2004
(B)
2006
(C)
2008
High school dropout 46.6 26.8 41.5
High school graduate/GED 53.9 40.1 55.8
1-3 years of college 63.4 47.0 73.1
Bachelor’s degree 73.6 61.7 77.4
Master’s or higher degree 82.3 76.8 82.4
All 63.3 49.7 67.2
Source: November 2004, 2006, and 2008 CPS surveys, public use files, tabulations by authors.
29. Volunteering Rates of 18-64 Year Olds(1)
in Connecticut by
Type Activity and by Educational Attainment, 2005-2008
Averages
Educational Attainment
(A)
Any
Volunteering
(B)
Civic
Volunteering
(C)
Health or
Education
Volunteering
High school dropout 11.5 1.9 5.1
High school graduate 20.7 3.0 9.8
1-3 years of college 32.5 7.5 14.8
BA degree 39.7 8.2 19.0
Master’s or higher degree 51.3 12.3 22.4
All 31.6 6.7 14.4
Note: Findings exclude high school and college students.
Source: September 2007 and September 2008 CPS surveys, public use files, tabulations by authors.
30. Percent of 18-64 Year Olds in Connecticut Who Report
Their Health Status as Only Fair or Poor in 2007 and 2008
by Educational Attainment
21.5
12.8
7.2
4.5
3.6
8.9
0.0
5.0
10.0
15.0
20.0
25.0
High School
Dropout
High School
Graduate
13-15 Years BA Degree Master's or
Higher
All
Educational Attainment
%
31. Percent of 18-64 Year Olds in Connecticut Who Lacked
Any Health Insurance Coverage by Educational Attainment,
2007-2008 Averages
27.0
15.8
14.0
6.6
3.9
12.6
0.0
5.0
10.0
15.0
20.0
25.0
30.0
High School
Dropout
High School
Graduate
13-15 Years BA MA or Higher All
Educational Attainment
%
32. Percent of 18-60 Year Olds in the State of Connecticut Who
Reported Some Type of Disability by Educational Attainment,
2005-2007 Average
23.3
12.3
8.7
4.6 4.2
9.7
0.0
5.0
10.0
15.0
20.0
25.0
High School
Dropout
High School
Graduate
13-15 Years BA MA or Higher All
Educational Attainment
%
33. Percent of 18-60 Year Old Disabled Persons in the State of
Connecticut Who Were Dependent on Some Form of Cash
Public Assistance Income by Educational Attainment, 2005-
2007 Averages
48.3
37.3
29.4
22.9
19.9
35.3
0.0
10.0
20.0
30.0
40.0
50.0
60.0
High School
Dropout
High School
Graduate
13-15 Years BA MA or Higher All
Educational Attainment
%
34. Percent of 18-34 Year Old Males in Connecticut Who Are
Institutionalized by Educational Attainment, 2006-2007
Averages
11.1
3.7
1.1
0.1 0
0
2
4
6
8
10
12
High School
Dropout
High School
Graduate
13-15 Years BA Degree MA or Higher
Educational Attainment
%
35. The Fiscal Consequences of Being a High School Dropout
in Connecticut
Measuring the net annual fiscal contributions of Connecticut
adults by educational attainment
The sources of federal, state, and local tax payments of each
educational group
The receipt of a wide array of both cash and in-kind transfers
(rental subsidies, food stamps, Medicaid benefits, etc.) from the
government
Correctional institution costs imposed by each educational group
Estimates of the mean size of the net annual fiscal contributions of
each educational group
The lifetime differences between the net tax payments of
Connecticut high school dropouts, high school graduates, and
those with 1-3 years of college
36. A Listing of the Income, Payroll, and Property Tax Payments
to the Federal Government and State and Local Governments
(A) (B)
Federal Government
State and Local
Governments
Federal income tax payments State income tax liability
Federal retirement payroll deductions Property tax liability
Federal retirement payroll deductions Property tax liability
Social Security retirement payroll taxes State sales tax
37. Cash and Non-Cash Transfers Received by Individuals
or Households That Are Used in the Computation of the
Net Fiscal Impacts
Cash Transfers Non-Cash Transfers (In-Kind Benefits)
Unemployment benefits Market value of food stamps
Worker's compensation Market value of Medicare insurance
Social Security payments Market value of Medicaid benefits
Supplemental Security Income for the disabled
and aged
Family market value of housing
subsidies
Public assistance income (TANF, general relief) Family market value of school lunch
subsidies
Veteran's payments Energy assistance payments
Survivor's income benefits
Other disability income
Federal Earned Income Tax Credits
38. A Listing of the Tax Payments, Cash Transfers, Non-Cash
Transfers, and Jail/Prison Cost Items Used in the Computation
of the Net Fiscal Impacts
(A) Total Tax Payments
+ Mean Federal Income Tax Payments
+ Mean State Income Tax Payments
+ Mean Federal Government Retirement Contributions
+ Mean Social Security Payroll (Include Employer
Contribution)
+ Mean Expected Property Tax Payment
+ Mean Sales Taxes
(B) Total Transfers/Jail or Prison Costs
+ Mean Non-Cash Transfers
+ Mean Cash Transfers
+ Mean Jail/Prison Costs (for ages 18-60)
Taxes Paid -Transfers/Jail or Prison Costs (A-B)
Ratio of Taxes Paid to Transfer/Jail or Prison Costs (A/B)
39. The Mean Net Annual Fiscal Contributions of 18-64 Year
Old Adults in Connecticut and the U.S. by Educational
Attainment, Annual Averages, 2004-2007 (Dollars)
Area/Education
Total Tax
Payments
Total Transfers/
Jail or Prison
Cost
Taxes Paid
-Transfer/Jail
or Prison Cost
Connecticut
<12 or 12, No HS Diploma 9,276 11,485 -2,209
HS Graduate or GED 13,452 4,642 8,810
1-3 Years of College 17,825 2,882 14,943
Bachelor's Degree 27,886 1,810 26,076
Master's or Higher 35,573 1,170 34,403
Total 20,722 3,654 17,068
U.S.
<12 or 12, No HS Diploma 6,087 6,197 -110
HS Graduate or GED 9,938 3,551 6,386
1-3 Years of College 13,244 2,508 10,736
Bachelor's Degree 20,580 1,236 19,343
Master's or Higher 29,876 1,061 28,814
Total 14,239 2,934 11,305
40. Mean Lifetime Net Fiscal Contributions of U.S. Adults in
Connecticut and the U.S. from Ages 18-64 by Educational
Attainment, 2004-2007 Averages (In Dollars)
Educational Attainment Connecticut U.S.
Connecticut –
U.S.
<12 or 12, No HS Diploma -103,823 -5,170 -98,653
HS Graduate or GED 414,070 300,142 113,928
1-3 Years of College 672,435 483,120 189,315
Bachelor's Degree 1,095,192 812,406 282,786
Master's or Higher 1,341,717 1,123,746 217,971
Total 802,196 531,335 270,861
41. Differences Between the Estimated Mean Lifetime Net Fiscal
Contributions of U.S. Adults in Selected Educational Groups
Groups Being Compared Connecticut U.S.
Connecticut –
U.S.
High school graduate vs. dropout 517,893 305,312 212,581
13-15 years vs. high school graduate 258,365 182,978 75,387
B.A. degree vs. high school graduate 681,122 512,264 168,858
B.A. degree vs. high school dropout 1,199,015 817,576 381,439