Our Separate & Unequal Public Colleges: How Public Colleges Reinforce White Racial Privilege and Marginalize Black and Latino Students, shows that the elite public four-year colleges do not represent the populations they are supposed to serve.
Women Can’t Win: Despite Making Educational Gains and Pursing High-Wage Major...Victoria Hartt
Women Can’t Win: Despite Making Educational Gains and Pursing High-Wage Majors, Women Still Earn Less than Men explores the complex set of reasons that have kept the gender wage gap in place. Even when comparing men and women who have equal educational attainment and work in the same occupation, women still earn only 92 cents for every dollar earned by men.
Latino Education and Economic Progress: Running Faster but Still BehindCEW Georgetown
Latino Education and Economic Progress: Running Faster but Still Behind reveals that lagging college degree attainment has led Latinos to become stuck in the middle-wage tiers of the labor market. The report also finds that obtaining a college degree remains a challenge, with only 21% of Latinos having a bachelor’s degree.
Separate & Unequal: How Higher Education Reinforces the Intergenerational Rep...CEW Georgetown
The higher education system is more and more complicit as a passive agent in the systematic reproduction of white racial privilege across generations. This report analyzes enrollment trends at 4,400 postsecondary institutions by race and institutional selectivity over the past 15 years.
The Racial College Completion Gap by Stella M. Flores (New York University)EduSkills OECD
This presentation was given by Stella M. Flores of the New York University at the international seminar “Equity and quality on higher education: from the right of access to the challenge of graduation” on 17-18 June 2016 in Santiago, Chile.
Women Can’t Win: Despite Making Educational Gains and Pursing High-Wage Major...Victoria Hartt
Women Can’t Win: Despite Making Educational Gains and Pursing High-Wage Majors, Women Still Earn Less than Men explores the complex set of reasons that have kept the gender wage gap in place. Even when comparing men and women who have equal educational attainment and work in the same occupation, women still earn only 92 cents for every dollar earned by men.
Latino Education and Economic Progress: Running Faster but Still BehindCEW Georgetown
Latino Education and Economic Progress: Running Faster but Still Behind reveals that lagging college degree attainment has led Latinos to become stuck in the middle-wage tiers of the labor market. The report also finds that obtaining a college degree remains a challenge, with only 21% of Latinos having a bachelor’s degree.
Separate & Unequal: How Higher Education Reinforces the Intergenerational Rep...CEW Georgetown
The higher education system is more and more complicit as a passive agent in the systematic reproduction of white racial privilege across generations. This report analyzes enrollment trends at 4,400 postsecondary institutions by race and institutional selectivity over the past 15 years.
The Racial College Completion Gap by Stella M. Flores (New York University)EduSkills OECD
This presentation was given by Stella M. Flores of the New York University at the international seminar “Equity and quality on higher education: from the right of access to the challenge of graduation” on 17-18 June 2016 in Santiago, Chile.
Youth Illiteracy Still a Crisis in the U.S., Statistics Showjudemiller2019
The US is facing a literacy crisis, impacting children’s future and well-being, the society, and the national economy. Illiteracy influences many of the issues the country is suffering from today, including gender inequality, malnutrition, unemployment, and infant mortality.
Too often when people state that college isn’t for “everyone” they neglect to realize this blanket statement limited to a group of people that may have a deep desire for college but simply lack the toolkit, the resources, the support, and the encouragement to actualize that deep desire and dream of college.
On May 9, Civic Enterprises and the Everyone Graduates Center at Johns Hopkins University, as part of the GradNation Campaign, released the 2016 Building a Grad Nation report. Released annually, the report shows detailed progress toward the GradNation goal of a national on-time graduation rate of 90 percent by 2020.
That afternoon, expert speakers and co-authors of the report – John Bridgeland, CEO and president, Civic Enterprises,Jennifer DePaoli, senior education advisor, Civic Enterprises, and Robert Balfanz, director of the Everyone Graduates Center at Johns Hopkins University School of Education – discussed where the nation and states stand on the path to 90 percent.
The webinar was moderated by Tanya Tucker, vice president of alliance engagement, America's Promise Alliance.
In addition to audience questions, topics included:
• Where the nation and states stand on reaching the 90 percent by 2020 goal
• Threats to achieving the goal
• Setting the record straight on graduation rates
• Recommendations for moving forward
Find the report at: www.gradnation.org/2016report
What is UK perception of school disengagement? What has and is being done about it? A presentation by Bill Jerman from Hampton Hill Junior School, Twickenham.
Youth Illiteracy Still a Crisis in the U.S., Statistics Showjudemiller2019
The US is facing a literacy crisis, impacting children’s future and well-being, the society, and the national economy. Illiteracy influences many of the issues the country is suffering from today, including gender inequality, malnutrition, unemployment, and infant mortality.
Too often when people state that college isn’t for “everyone” they neglect to realize this blanket statement limited to a group of people that may have a deep desire for college but simply lack the toolkit, the resources, the support, and the encouragement to actualize that deep desire and dream of college.
On May 9, Civic Enterprises and the Everyone Graduates Center at Johns Hopkins University, as part of the GradNation Campaign, released the 2016 Building a Grad Nation report. Released annually, the report shows detailed progress toward the GradNation goal of a national on-time graduation rate of 90 percent by 2020.
That afternoon, expert speakers and co-authors of the report – John Bridgeland, CEO and president, Civic Enterprises,Jennifer DePaoli, senior education advisor, Civic Enterprises, and Robert Balfanz, director of the Everyone Graduates Center at Johns Hopkins University School of Education – discussed where the nation and states stand on the path to 90 percent.
The webinar was moderated by Tanya Tucker, vice president of alliance engagement, America's Promise Alliance.
In addition to audience questions, topics included:
• Where the nation and states stand on reaching the 90 percent by 2020 goal
• Threats to achieving the goal
• Setting the record straight on graduation rates
• Recommendations for moving forward
Find the report at: www.gradnation.org/2016report
What is UK perception of school disengagement? What has and is being done about it? A presentation by Bill Jerman from Hampton Hill Junior School, Twickenham.
The Unequal Race for Good Jobs: How Whites Made Outsized Gains in Education a...CEW Georgetown
White workers have used historical educational and economic privileges to build disproportionate advantages in the educational pipeline and the workforce that will continue to last for decades, according to new research from the Georgetown University Center on Education and the Workforce (CEW) in partnership with JPMorgan Chase & Co. Black and Latino workers, on the other hand, face discrimination, racism, and other injustices that perpetuate inequities in education and the economy. The Unequal Race for Good Jobs: How Whites Made Outsized Gains in Education and Good Jobs Compared to Blacks and Latinos explores how the distribution of good jobs across educational attainment levels varies by race and ethnicity.
You Want Us to Do WHAT????
Dr. Becky Blink, Data-Driven Instructional Solutions, LLC. WI
Fusion 2012, the NWEA summer conference in Portland, Oregon
Do you feel like your head is spinning with all the initiatives that have fallen into the field of education? This presentation will help you FUSE it all together MAP, common core, RTI, Odyssey (content partner to NWEA). Differentiated lesson plans will be shared; a newly designed template will be unveiled to help teachers create a plan for RTI intervention. These examples can provide you and your teachers with immediate practical applications to classroom instruction.
Learning Outcome:
- Participants will leave with an understanding of how to use MAP data to differentiate their universal classroom instruction.
- Participants will leave with an understanding of how to create their own lesson plan based on MAP data.
- Participants will leave with and overall concept of how MAP, RTI, common core standards, all fit together under one umbrella.
Audience:
- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
This lecture introduces 1st year students to the Educational system in the USA. The topics are: Organization of the Education system, budget, decentralization, private vs public education, the education crisis...
The Way We Were: The Changing Geography of US Manufacturing from 1940 to 2016CEW Georgetown
The manufacturing industry has lost ground in many places across the US and is now the largest employer in only two states—Indiana and Wisconsin.
Visit cew.georgetown.edu/manufacturing to learn more. Contact cewgeorgetown@georgetown.edu with questions.
Upskilling and Downsizing in American ManufacturingCEW Georgetown
Upskilling and Downsizing in American Manufacturing finds that workers with postsecondary education now outnumber workers with a high school diploma or less in the industry.
Visit cew.georgetown.edu/manufacturing to learn more. Contact cewgeorgetown@georgetown.edu with questions.
Three Educational Pathways to Good Jobs: High School, Middle Skills, and Bach...CEW Georgetown
In 1991, most good jobs did not require a BA. Today, there are three distinct pathways to good jobs: high school, middle skills, and bachelor’s degree.
Balancing Work and Learning: Implications for Low-Income StudentsCEW Georgetown
Balancing Work and Learning: Implications for Low-Income Students finds that while working and studying generally helps students from higher-income families, low-income students face steeper challenges when combining work and college.
To untangle today’s college and career maze, new research from the Georgetown University Center on Education and the Workforce, "Five Rules of the College and Career Game" shows that college is less about what college you go to and what degree you get but more about the returns of individual college programs.
Women Can’t Win: Despite Making Educational Gains and Pursuing High-Wage Majo...CEW Georgetown
Women Can’t Win: Despite Making Educational Gains and Pursuing High-Wage Majors, Women Still Earn Less than Men explores the complex set of reasons that have kept the gender wage gap in place. Even when comparing men and women who have equal educational attainment and work in the same occupation, women still earn only 92 cents for every dollar earned by men.
The blue-collar economy conjures images of shuttered factories and the disappearance of good jobs. Those images reflect the suffering among blue-collar workers left behind by the shift away from an economy based in manufacturing, but they do not tell the whole story. In fact, we find that there are still 30 million good jobs that do not require a Bachelor’s degree. These good jobs pay an average of $55,000 per year, and a minimum of $35,000
annually.
Good Jobs That Pay without a B.A.: A State-by-State Analysis CEW Georgetown
State-level analysis of the 30 million good jobs in the economy for those with less than a bachelor’s degree (B.A.) finds that nearly half of states have added good blue-collar jobs that pay without bachelor’s degrees.
Nursing: Can It Remain a Source of Upward Mobility Amidst Healthcare TurmoilCEW Georgetown
The ongoing policy debate about the best way forward with healthcare reform has left out a major group of professionals central to making the system work—nurses. Nursing: Can It Remain a Source of Upward Mobility Amidst Healthcare Turmoil? finds that a college education is key to upward mobility in the profession. The report also reveals a lack of diversity among nurses remains a challenge.
Career Pathways: Five Ways to Connect College and CareersCEW Georgetown
Career Pathways: Five Ways to Connect College and Careers, calls for states to help students, their families, and employers unpack the meaning of postsecondary credentials and assess their value in the labor market.
The 20% Solution: Selective Colleges Can Afford to Admit More Pell Grant Reci...CEW Georgetown
The 20% Solution: Selective Colleges Can Afford to Admit More Pell Grant Recipients finds that if every college was required to have at least 20 percent Pell Grant recipients, nearly 79,000 more Pell students would have to be admitted to 349 colleges and universities, half of which are selective colleges. Some selective colleges have suggested that Pell Grant recipients do not gain admittance because they would not be able to keep up with the workload. However, the Georgetown Center report finds that 78 percent of Pell recipients who attend selective colleges and universities graduate, while their chances to complete diminish to 53 percent at open-access colleges.
America's Divided Recovery: College Haves and Have-NotsCEW Georgetown
Over 95 percent of jobs created during the recovery have gone to college-educated workers, while those with a high school diploma or less are being left behind. America’s Divided Recovery: College Haves and Have-Nots reveals that those with at least some college education have captured 11.5 million of the 11.6 million jobs created during the recovery.
While jobs are back, they are not the same jobs lost during the recession. The Great Recession decimated low-skill blue-collar and clerical jobs, whereas the recovery added primarily high-skill managerial and professional jobs.
The Midwest Challenge: Matching Jobs with Education in the Post-Recession Eco...CEW Georgetown
This report finds that the twelve Midwestern states are no longer dependent on manufacturing. New jobs in the region will be in high-skill service industries such as education and healthcare.
Science, Technology, Engineering, and Mathematics workers are the source of growth and innovation, but meeting the economy's demand for these critical skills will be challenging.
Getting a Bachelor's degree is the best way for most workers to make middle-class wages. In this report, however, we show there are 29 million jobs (21% of all jobs) for workers without Bachelor's degrees. The report also details five major sub-baccalaureate, career and technical education (CTE) pathways: employer-based training, industry-based certifications, apprenticeships, postsecondary certificates, and associate's degrees.
The College Advantage: Weathering the Economic StormCEW Georgetown
Many of the stories you've heard about the Great Recession often involve the plight of college graduates, or stories about how men and women have fared differently in the recession and recovery. The media have even created a new vocabulary to describe these differences, such as "Man-cession" and "Man-covery." But the evidence suggests that differences in education better explain how Americans have fared in these difficult economic times. In The College Advantage, we argue that college degrees have served as protection for Americans seeking shelter during a tough economic storm.
Tiempos Difíciles: Carreras universitarias, desempleo y ganancias 2013CEW Georgetown
La Gran Recesión afectó a todos, pero los recién egresados de la universidad han tenido dificultad de encontrar trabajo. La primera edición de Tiempos Difíciles muestra que a pesar de una lenta recuperación, la tasa de desempleo para los recién egresados de la universidad ha declinado un 7.9 por ciento (2010), comparada a la tasa de desempleo del 8.9 por ciento (2009)
El sistema postsecundario es cada vez más pasivo y cómplice, perpetuando sistemáticamente el privilegio racial blanco intergeneracionalmente. Separados y Desiguales: Cómo la educación superior fomenta la reproducción intergeneracional del privilegio racial analiza las tendencias de matrícula de 4,400 instituciones postsecundarias por raza y selectividad institucional durante los últimos 15 años.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Our Separate & Unequal Public Colleges: How Public Colleges Reinforce White Racial Privilege and Marginalize Black and Latino Students
1. By Anthony P. Carnevale, Martin Van Der Werf,
Michael C. Quinn, Jeff Strohl, and Dimitri Repnikov
November 13, 2018
2. Overview
• The US public higher education system is racially
stratified.
• Whites are given a first-class education in well-funded
selective public colleges.
• Blacks and Latinos are funneled into overcrowded,
underfunded open-access public colleges.
• Graduation rates between selective and open-access
colleges differ widely.
• Standardized test scores are poor predictors of
graduation rates.
• Selective public colleges receive more funding than open-
access public colleges.
• Almost every state has unequal proportions of Blacks and
Latinos enrolled in selective public colleges compared to
their share of the college-age population.
2
3. Selective vs. open-access colleges
in the United States
• Our tax-funded public colleges enroll more than 75 percent of college
students.
• Selective public colleges comprise 170 selective colleges whose
students have median SAT scores ranging between 1150 and 1600.
• Open-access public colleges comprise 1,100 two- and four-year
colleges that admit students who have evidence of high school
graduation or its equivalent.
3 Georgetown University Center on Education and the Workforce
4. Public colleges are racially separate
and unequal
• Whites have 64 percent of
the seats in selective public
colleges even though they
make up only 54 percent of
the college-age population.
• Blacks are 15 percent of the
college-age population, but
only 7 percent of freshmen
at selective public colleges.
• Latinos are 21 percent of the
college-age population, but
only 12 percent of freshmen
at selective public colleges.
4Georgetown University Center on Education and the Workforce44 Georgetown University Center on Education and the Workforce
5. • The graduation rate at
selective colleges is 85
percent, while the graduation
rate at open-access colleges
is just 51 percent.
• Black and Latino students
graduate from selective
colleges at almost the same
rate (81%) as White students
(86%).
5 Georgetown University Center on Education and the Workforce
Graduation rates differ substantially
between selective public colleges and
open-access public colleges
6. • SAT/ACT scores often reflect
the quality of schooling and
the level of parental education
of the test-taker, factors that
overwhelmingly favor Whites.
• A student who scores just
above average on the SAT
(1000-1099) is about as likely
to graduate as a student who
scores in the top quartile
(1200 and above).
• Only 19 percent of high-
scoring Blacks and Latinos
enroll in selective colleges.
6 Georgetown University Center on Education and the Workforce
Standardized test scores are not strong
predictors of college graduation
7. Selective public colleges have more
resources than open-access public
colleges
• The gap in instructional and
academic support spending per
student between open-access
and selective public colleges
has grown from $8,800 in 2005
to $10,600 in 2015.
• Open-access colleges have
only 2.7 full-time faculty
members per 100 full-time
equivalent (FTE) students.
• Selective colleges, meanwhile,
have 6.8 full-time faculty
members per 100 FTE
students.
7Georgetown University Center on Education and the Workforce7 Georgetown University Center on Education and the Workforce
8. Selective public colleges in 15 states get at least twice as
much public funding as open-access public colleges
• In California, selective public
colleges spend five times as
much as open-access public
colleges on instructional and
academic support per
student.
• Selective public colleges
increased spending the most
in Illinois and Connecticut
between 2005 and 2015.
• Open-access public colleges
in Wyoming, Wisconsin, and
Alaska receive far more state
and local government funding
per FTE student than any
other state.
8Georgetown University Center on Education and the Workforce8 Georgetown University Center on Education and the Workforce
9. • Latinos are proportionately
represented at selective
public colleges only in
Florida.
• Blacks are
underrepresented at
selective public colleges in
every state with a sizable
Black population, although
Kentucky comes close to
proportional representation.
9 Georgetown University Center on Education and the Workforce
Latinos have been gaining access to selective public
colleges in almost every state, but Black representation
in selective public colleges has declined
10. Conclusion
• Our separate and unequal public higher
education system exacerbates gaps in
educational attainment between Whites and
Blacks and Latinos.
• Enrollment at selective public colleges should
reflect a cross-section of each state’s college-age
population.
• Colleges should end the overreliance on
standardized test scores to decide who gets into
selective public colleges.
• Policymakers should allocate more state and
federal spending to education at open-access
public colleges where the financial needs are
greatest.
10