Developed by: Eric Lichtenberger & Brad White, Illinois Education Research Council and Karen DeAngelis, University of Rochester as members of the Workforce Data Quality Initiative Working Group
The document outlines a plan to analyze outcomes in the healthcare sector across three cohorts over multiple years. It focuses on milestones of graduating high school ready for college or a career, completing a post-secondary credential, and entering a healthcare career earning a living wage. Key indicators include education outcomes like pathway participation, credentials, and employment outcomes like first-year earnings and retention. Analysis will look at outcomes from high school through university/employment separately for each cohort and account for demographics.
The document discusses Illinois' Longitudinal Data System (ILDS) and its goals of improving interagency data use and decision making. It focuses on the Illinois Pathways initiative and its Workforce Data Quality Initiative (WDQI) which aims to understand education and employment outcomes for students in healthcare career pathways. WDQI will analyze three cohorts of students, tracking their progress from high school through postsecondary education and into the workforce. Key metrics include pathway participation, degree/credential completion, employment, and earnings. Analysis results can inform regional career pathway development in Illinois.
Illinois Community Colleges: An Ecomomic Impact Fact SheetIllinois workNet
Sources: Illinois Community College Board, Illinois Department of Employment Security, Northern Illinois University Center for Governmental Studies, Illinois Community Colleges’ Economic Impacts (2014).
The document discusses empowering Illinois communities to create sustainable education-to-employment systems through the Illinois 60 by 2025 Network. The Network is a growing group of Illinois communities committed to ensuring 60% of adults have a college or career credential by 2025. It provides technical assistance and resources to help communities implement strategies like supporting new learning standards, improving student transitions, and developing career pathways. Through conferences, community teams set goals and learn from each other to better align state and local efforts in preparing students for productive careers.
The document provides an overview of the Utah System of Higher Education (USHE). It summarizes that USHE includes 2 research universities, 4 regional universities, and 2 community colleges. It notes that 8 out of 10 Utah high school graduates attend a USHE institution. USHE awarded over 32,000 degrees and certificates in 2014-2015. It also discusses various partnership initiatives between USHE and K-12 to help students prepare for and succeed in college.
Virtual schools allow students to complete courses online, with around 200,000 full-time online students in 2012-2013. Some states require a few online courses to graduate. They help students who cannot regularly attend school, such as those with medical conditions or who are long-term suspended. However, there is little research on their impact and some reports show low performance and graduation rates. Issues with virtual schools include the costs to create them and train teachers, and ensuring students have discipline to learn independently online.
Endless dreams foundation academic dreams program final2Brittany Yates
The document discusses challenges faced by minority students in higher education. It notes that while college enrollment has increased, completion rates for minority students still lag. It provides statistics showing the financial benefits of college education and jobs requiring postsecondary education are growing. However, many students lack college readiness and financial literacy. The primary barrier is no longer aspirations but building a clear path to achieve goals through high school preparation, financial aid awareness, and reducing remedial coursework in college.
Key Elements of Student Success in Utah Higher EducationHigherEdUtah
The document outlines key elements that contribute to high student achievement in Utah's higher education system. It discusses how Utah leverages a market-driven and affordable system, innovative uses of technology, and strong state support to accommodate growing student enrollment capacities while maintaining educational quality and affordability. State funding helps keep tuition low and college accessible for Utah residents.
The document outlines a plan to analyze outcomes in the healthcare sector across three cohorts over multiple years. It focuses on milestones of graduating high school ready for college or a career, completing a post-secondary credential, and entering a healthcare career earning a living wage. Key indicators include education outcomes like pathway participation, credentials, and employment outcomes like first-year earnings and retention. Analysis will look at outcomes from high school through university/employment separately for each cohort and account for demographics.
The document discusses Illinois' Longitudinal Data System (ILDS) and its goals of improving interagency data use and decision making. It focuses on the Illinois Pathways initiative and its Workforce Data Quality Initiative (WDQI) which aims to understand education and employment outcomes for students in healthcare career pathways. WDQI will analyze three cohorts of students, tracking their progress from high school through postsecondary education and into the workforce. Key metrics include pathway participation, degree/credential completion, employment, and earnings. Analysis results can inform regional career pathway development in Illinois.
Illinois Community Colleges: An Ecomomic Impact Fact SheetIllinois workNet
Sources: Illinois Community College Board, Illinois Department of Employment Security, Northern Illinois University Center for Governmental Studies, Illinois Community Colleges’ Economic Impacts (2014).
The document discusses empowering Illinois communities to create sustainable education-to-employment systems through the Illinois 60 by 2025 Network. The Network is a growing group of Illinois communities committed to ensuring 60% of adults have a college or career credential by 2025. It provides technical assistance and resources to help communities implement strategies like supporting new learning standards, improving student transitions, and developing career pathways. Through conferences, community teams set goals and learn from each other to better align state and local efforts in preparing students for productive careers.
The document provides an overview of the Utah System of Higher Education (USHE). It summarizes that USHE includes 2 research universities, 4 regional universities, and 2 community colleges. It notes that 8 out of 10 Utah high school graduates attend a USHE institution. USHE awarded over 32,000 degrees and certificates in 2014-2015. It also discusses various partnership initiatives between USHE and K-12 to help students prepare for and succeed in college.
Virtual schools allow students to complete courses online, with around 200,000 full-time online students in 2012-2013. Some states require a few online courses to graduate. They help students who cannot regularly attend school, such as those with medical conditions or who are long-term suspended. However, there is little research on their impact and some reports show low performance and graduation rates. Issues with virtual schools include the costs to create them and train teachers, and ensuring students have discipline to learn independently online.
Endless dreams foundation academic dreams program final2Brittany Yates
The document discusses challenges faced by minority students in higher education. It notes that while college enrollment has increased, completion rates for minority students still lag. It provides statistics showing the financial benefits of college education and jobs requiring postsecondary education are growing. However, many students lack college readiness and financial literacy. The primary barrier is no longer aspirations but building a clear path to achieve goals through high school preparation, financial aid awareness, and reducing remedial coursework in college.
Key Elements of Student Success in Utah Higher EducationHigherEdUtah
The document outlines key elements that contribute to high student achievement in Utah's higher education system. It discusses how Utah leverages a market-driven and affordable system, innovative uses of technology, and strong state support to accommodate growing student enrollment capacities while maintaining educational quality and affordability. State funding helps keep tuition low and college accessible for Utah residents.
Board of Regents Strategic Goals 07-30-2015HigherEdUtah
The document discusses strategic directions and goals for higher education in Utah. It outlines that Utah has a system of 8 public colleges and universities ranging from research universities to community colleges. It notes that enrollment in higher education in Utah is growing faster than the national average and capacity challenges exist. It also highlights the economic return on investment of higher education, with higher levels of education correlating to higher incomes and lower unemployment and poverty rates. The document concludes by outlining strategic directions adopted by the Board of Regents to increase affordable participation, timely completion, and innovative discovery in higher education in Utah.
Big Data and Higher Education originally appeared on datascience@berkeley and was produced in conjunction with the launch of Education and Skills 2.0: New Targets and Innovative Approaches, a new book from the World Economic Forum's Global Agenda Council on Education and Skills.
Cardiff 2012/ Evaluate wiki technology as e-learning tool from the point view...Ibraheem Al-Zahrani
This document summarizes a pilot study that evaluated wiki technology as an e-learning tool from the perspective of undergraduate students at Al-Baha University in Saudi Arabia. The study aimed to investigate students' views on using wiki technology as a learning style at the university. It examined students' computer skills, knowledge of wikis, preferences for wiki-based learning versus traditional lectures, and their evaluation of the university's support for e-learning. The findings indicated that students preferred collaborative learning using wiki systems but that the university suffers from weak internet access and lack of computer availability in some classrooms, which students attributed to its status as a new university.
The document summarizes a survey of Washington state school district policies and practices related to online learning. It found that policies varied widely between districts, with small rural districts most restrictive. Most districts approved online courses from a variety of providers for credit recovery. Ensuring quality included reviewing course alignment and teacher training, though practices differed. Barriers to online learning included funding, course quality concerns, and lack of support systems.
The document summarizes the state of education privatization and equal opportunity in Sri Lanka. It notes that only 17% of students who qualify for university gain admission to state universities due to limited capacity. Public investment in education is also low at around 1.9% of GDP. This has led to a growth in private education to meet demand, but privatization risks making education unaffordable and exacerbating inequality unless the government increases funding to public universities or regulates private universities.
The document discusses the importance of vertical and horizontal alignment in education to prepare students for success beyond their current grade level. Vertical alignment refers to developing standards, assessments, and curricula that build upon each other between grade levels. Horizontal alignment creates connections between standards, assessments, and curricula across different subject areas. The document provides examples of how a health promotion course could achieve both vertical and horizontal alignment through statewide articulation with universities, dual credit opportunities, integrating information technology, writing assignments, and practical skills assessments.
The document summarizes Illinois' transfer policies and the Illinois Articulation Initiative (IAI). The IAI aims to facilitate transfer and degree completion among Illinois students. It establishes faculty panels representing two-year and four-year institutions that approve course equivalencies. Over 100 Illinois colleges and universities voluntarily participate in the IAI, which defines a transferable 37-41 credit general education core curriculum. The panels work to ensure lower-division courses at all schools are comparable.
New Era OF Education: Towards A LEAN LEARNING ENVIRONMENTShaheen Mansori
The document discusses the need for a "lean learning" approach in higher education. It notes that traditional higher education is not well-suited to today's fast-changing environment and has become inefficient. A lean learning model focuses on specifying learning outcomes, establishing adaptive learning environments, reviewing content based on industry feedback, and developing agile curricula aligned with emerging trends. This requires learners to actively seek knowledge from a variety of sources and question how education can be applied.
Ivy Tech Community College is looking to expand its online course offerings to support students and the state of Indiana. A SWOT analysis identified strengths in growing online student enrollment, as well as opportunities to provide workforce training. Challenges include the perceived lower quality of online education and developing a unique value proposition. The document recommends Ivy Tech further analyze how online learning aligns with its strategic plan to best serve students.
Our goal is to ensure that more children find jobs by being academically and socially ready for their first year of college. The "College Ready" High School to College Pipeline program allows colleges and universities to enroll students that have been acculturated to college, both socially and academically. This program will increase their retention and graduation rates, while decreasing the institution's drop-out rates.
Dr. King
The Vice President of The Alliance writes in support of HB 2728, which would create the Oregon Talent Council to strategically connect education and industry. The Alliance represents 18 private nonprofit colleges in Oregon enrolling over 35,000 students and awarding 30% of bachelor's degrees. It focuses on increasing student access and success and supporting talent development and career transitions. The Oregon Talent Council's goals align with these initiatives and would enable participation in a statewide effort to build a skilled workforce, enhancing efficiency. The private nonprofit colleges award high percentages of degrees in fields like STEM relevant to Oregon's needs.
The document outlines plans for an Alumni Meet in January 2014. It proposes inviting 2 students from each branch plus interested alumni, and obtaining support from student councils. Representatives from various college clubs will help exchange information. Efforts will focus on revamping the alumni website and Facebook/LinkedIn pages, sharing college updates and data. The meet will provide networking opportunities and highlight campus upgrades to attract alumni through a presentation featuring interviews. Entertainment will include college performances to save on professional bands. Interactions will be prioritized over seating through less space and walking tours. The goal is to generate social buzz, networking, and brand Alumni Meet 2014 through an engaged portfolio.
This document discusses the sustainability challenges facing two-year higher education institutions in Pennsylvania. It notes that there are 64 for-profit proprietary schools, 17 community colleges, and 15 non-profit junior colleges in the state. It outlines challenges such as retention, chronic financial distress, lack of endowments, open admissions policies, and few dormitories. Specific financial sustainability ratios that the Department of Education uses are presented. Potential solutions discussed include merging with four-year schools, specialized workforce programs, and facility sharing.
The State of E learning in HE 2013 from EducauseJim Nottingham
This document summarizes the state of e-learning in higher education. It finds that while most institutions are interested in e-learning, not all are prepared to develop or expand their online offerings. It also discusses the benefits of e-learning for flexibility, teaching, and learning. While online course offerings are growing, some institutions still lack resources or see online learning as not fitting their mission. The document concludes that e-learning initiatives face challenges regarding faculty skepticism, financial models, and ensuring academic quality, but that these challenges can be addressed through strategic planning and investment.
The document summarizes the new Master of Science Degree in Instructional Media from Wilkes University and Discovery Education. The degree focuses on 21st century skills and innovative learning methods using technology. It is an affordable and convenient fully online program. Students gain access to Discovery Education resources and can complete the degree in less than two years. The degree helps students professionally by allowing them to teach educational technology, become teacher leaders, and increase their pay scale.
This document discusses plans to create a data dashboard to track education and workforce outcomes for students in central Ohio. The dashboard will combine K-12, postsecondary, and employment data from state sources. It aims to help education and business leaders understand pathways and outcomes for graduates. The dashboard is being developed through a collaboration of research and education organizations for the Central Ohio Compact, which has a goal of increasing postsecondary attainment rates in the region. It will allow tracking items like dual enrollment participation, college credits earned, college readiness, career credentials, and employment outcomes at the district and institutional levels.
The document discusses problems facing engineering colleges in India, including low enrollment, high numbers of vacant seats, and poor skills and ineffective communication. It proposes solutions like implementing feedback mechanisms, developing online study materials and placement management systems, and providing counseling to help students. The document calls on the engineering community to come together and help empower colleges through operational efficiency, transparency, collaboration, and developing students into 21st century professionals.
The Illinois Community College Board and Northern Illinois University (NIU) Center for Governmental Studies (CGS) Economic Impact Study (EIS) Project Team collaborated on this study.
Board of Regents Strategic Goals 07-30-2015HigherEdUtah
The document discusses strategic directions and goals for higher education in Utah. It outlines that Utah has a system of 8 public colleges and universities ranging from research universities to community colleges. It notes that enrollment in higher education in Utah is growing faster than the national average and capacity challenges exist. It also highlights the economic return on investment of higher education, with higher levels of education correlating to higher incomes and lower unemployment and poverty rates. The document concludes by outlining strategic directions adopted by the Board of Regents to increase affordable participation, timely completion, and innovative discovery in higher education in Utah.
Big Data and Higher Education originally appeared on datascience@berkeley and was produced in conjunction with the launch of Education and Skills 2.0: New Targets and Innovative Approaches, a new book from the World Economic Forum's Global Agenda Council on Education and Skills.
Cardiff 2012/ Evaluate wiki technology as e-learning tool from the point view...Ibraheem Al-Zahrani
This document summarizes a pilot study that evaluated wiki technology as an e-learning tool from the perspective of undergraduate students at Al-Baha University in Saudi Arabia. The study aimed to investigate students' views on using wiki technology as a learning style at the university. It examined students' computer skills, knowledge of wikis, preferences for wiki-based learning versus traditional lectures, and their evaluation of the university's support for e-learning. The findings indicated that students preferred collaborative learning using wiki systems but that the university suffers from weak internet access and lack of computer availability in some classrooms, which students attributed to its status as a new university.
The document summarizes a survey of Washington state school district policies and practices related to online learning. It found that policies varied widely between districts, with small rural districts most restrictive. Most districts approved online courses from a variety of providers for credit recovery. Ensuring quality included reviewing course alignment and teacher training, though practices differed. Barriers to online learning included funding, course quality concerns, and lack of support systems.
The document summarizes the state of education privatization and equal opportunity in Sri Lanka. It notes that only 17% of students who qualify for university gain admission to state universities due to limited capacity. Public investment in education is also low at around 1.9% of GDP. This has led to a growth in private education to meet demand, but privatization risks making education unaffordable and exacerbating inequality unless the government increases funding to public universities or regulates private universities.
The document discusses the importance of vertical and horizontal alignment in education to prepare students for success beyond their current grade level. Vertical alignment refers to developing standards, assessments, and curricula that build upon each other between grade levels. Horizontal alignment creates connections between standards, assessments, and curricula across different subject areas. The document provides examples of how a health promotion course could achieve both vertical and horizontal alignment through statewide articulation with universities, dual credit opportunities, integrating information technology, writing assignments, and practical skills assessments.
The document summarizes Illinois' transfer policies and the Illinois Articulation Initiative (IAI). The IAI aims to facilitate transfer and degree completion among Illinois students. It establishes faculty panels representing two-year and four-year institutions that approve course equivalencies. Over 100 Illinois colleges and universities voluntarily participate in the IAI, which defines a transferable 37-41 credit general education core curriculum. The panels work to ensure lower-division courses at all schools are comparable.
New Era OF Education: Towards A LEAN LEARNING ENVIRONMENTShaheen Mansori
The document discusses the need for a "lean learning" approach in higher education. It notes that traditional higher education is not well-suited to today's fast-changing environment and has become inefficient. A lean learning model focuses on specifying learning outcomes, establishing adaptive learning environments, reviewing content based on industry feedback, and developing agile curricula aligned with emerging trends. This requires learners to actively seek knowledge from a variety of sources and question how education can be applied.
Ivy Tech Community College is looking to expand its online course offerings to support students and the state of Indiana. A SWOT analysis identified strengths in growing online student enrollment, as well as opportunities to provide workforce training. Challenges include the perceived lower quality of online education and developing a unique value proposition. The document recommends Ivy Tech further analyze how online learning aligns with its strategic plan to best serve students.
Our goal is to ensure that more children find jobs by being academically and socially ready for their first year of college. The "College Ready" High School to College Pipeline program allows colleges and universities to enroll students that have been acculturated to college, both socially and academically. This program will increase their retention and graduation rates, while decreasing the institution's drop-out rates.
Dr. King
The Vice President of The Alliance writes in support of HB 2728, which would create the Oregon Talent Council to strategically connect education and industry. The Alliance represents 18 private nonprofit colleges in Oregon enrolling over 35,000 students and awarding 30% of bachelor's degrees. It focuses on increasing student access and success and supporting talent development and career transitions. The Oregon Talent Council's goals align with these initiatives and would enable participation in a statewide effort to build a skilled workforce, enhancing efficiency. The private nonprofit colleges award high percentages of degrees in fields like STEM relevant to Oregon's needs.
The document outlines plans for an Alumni Meet in January 2014. It proposes inviting 2 students from each branch plus interested alumni, and obtaining support from student councils. Representatives from various college clubs will help exchange information. Efforts will focus on revamping the alumni website and Facebook/LinkedIn pages, sharing college updates and data. The meet will provide networking opportunities and highlight campus upgrades to attract alumni through a presentation featuring interviews. Entertainment will include college performances to save on professional bands. Interactions will be prioritized over seating through less space and walking tours. The goal is to generate social buzz, networking, and brand Alumni Meet 2014 through an engaged portfolio.
This document discusses the sustainability challenges facing two-year higher education institutions in Pennsylvania. It notes that there are 64 for-profit proprietary schools, 17 community colleges, and 15 non-profit junior colleges in the state. It outlines challenges such as retention, chronic financial distress, lack of endowments, open admissions policies, and few dormitories. Specific financial sustainability ratios that the Department of Education uses are presented. Potential solutions discussed include merging with four-year schools, specialized workforce programs, and facility sharing.
The State of E learning in HE 2013 from EducauseJim Nottingham
This document summarizes the state of e-learning in higher education. It finds that while most institutions are interested in e-learning, not all are prepared to develop or expand their online offerings. It also discusses the benefits of e-learning for flexibility, teaching, and learning. While online course offerings are growing, some institutions still lack resources or see online learning as not fitting their mission. The document concludes that e-learning initiatives face challenges regarding faculty skepticism, financial models, and ensuring academic quality, but that these challenges can be addressed through strategic planning and investment.
The document summarizes the new Master of Science Degree in Instructional Media from Wilkes University and Discovery Education. The degree focuses on 21st century skills and innovative learning methods using technology. It is an affordable and convenient fully online program. Students gain access to Discovery Education resources and can complete the degree in less than two years. The degree helps students professionally by allowing them to teach educational technology, become teacher leaders, and increase their pay scale.
This document discusses plans to create a data dashboard to track education and workforce outcomes for students in central Ohio. The dashboard will combine K-12, postsecondary, and employment data from state sources. It aims to help education and business leaders understand pathways and outcomes for graduates. The dashboard is being developed through a collaboration of research and education organizations for the Central Ohio Compact, which has a goal of increasing postsecondary attainment rates in the region. It will allow tracking items like dual enrollment participation, college credits earned, college readiness, career credentials, and employment outcomes at the district and institutional levels.
The document discusses problems facing engineering colleges in India, including low enrollment, high numbers of vacant seats, and poor skills and ineffective communication. It proposes solutions like implementing feedback mechanisms, developing online study materials and placement management systems, and providing counseling to help students. The document calls on the engineering community to come together and help empower colleges through operational efficiency, transparency, collaboration, and developing students into 21st century professionals.
The Illinois Community College Board and Northern Illinois University (NIU) Center for Governmental Studies (CGS) Economic Impact Study (EIS) Project Team collaborated on this study.
1. A public site should provide easy to use and compelling information on education to employment outcomes to help policymakers, students, families, and communities.
2. The site should frame this pipeline within Illinois' broader vision of supporting early childhood, K-12 education, and connecting education to jobs.
3. Key indicators on the site should be supported by labor market data to show the value of career pathways and allow for disaggregation by demographics, programs, occupations, and regions.
This Illinois Longitudinal Data System (ILDS) Annual Report & Plan is the third such plan adopted by the ILDS Governing Board. This Annual Report & Plan initially describes the ILDS governance activities since January 2015, with a focus on activities since the adoption of the prior plan. Then, this Report & Plan describes the priorities for ILDS governance activities through 2016-17 that have been adopted by the Governing Board. Finally, this document includes a benchmarking of ILDS efforts against the requirements of the P-20 Longitudinal Education Data System Act 3.
The Federal Imperative on Workforce Outcomes - Slides 12-27Illinois workNet
This document discusses conventional and enhanced narratives for analyzing workforce outcomes data. An enhanced narrative shifts the unit of analysis to job-level data by pairing social security numbers with employer information. This allows outcomes to be compared based on labor market status and job attachment over time. Key findings include that some workers hold multiple jobs, exiters establish similar job attachment rates as other workers within a year, and enhanced analysis reveals differences in outcomes for subgroups like veterans and older workers compared to conventional analyses.
The Kingston City School District is proposing a restructuring that merges some administrative positions and expands support. Specifically:
- Two assistant superintendent positions will be merged into one new "Deputy Superintendent" position each for curriculum and business functions.
- Three director positions will be replaced with new assistant superintendent positions for humanities, STEM, and special education. Each will have additional director/assistant director support.
- This restructuring aims to better support teachers, principals, and students by streamlining some roles and increasing specialized academic support.
A Statistical Potrait of New York City's Public School TeachersLuis Taveras EMBA, MS
The total number of teachers in the city’s public schools has declined over the period studied, from
77,088 to 73,373. While the number of general education teachers fell by more than 9,100 to 54,778
over the 12-year period, the number of special education teachers grew by more than 5,400 to 18,595.
School performance, literacy rate nobert&tamajongabdelcris
This document summarizes a study on school performance, literacy rates, and socioeconomic development in Cameroon. It provides background on Cameroon's education system, methodology used in the study, key findings, and conclusions. The study examined factors influencing school choice, literacy levels of primary students, and different teaching approaches used. It found proximity was a major factor in school choice, and government and private mission schools primarily used new pedagogical approaches focused on the individual child compared to other school types. The study aimed to evaluate how education impacts future opportunities and development.
Lincoln Academy Core Knowledge Charter SchoolBeckyCorning
Lincoln Academy is a Core Knowledge charter school in Arvada, Colorado that serves students from pre-kindergarten through 8th grade. The school's mission is to help students reach their highest academic and social potential through a rigorous, content-rich curriculum in a safe and caring environment. Core Knowledge is based on the idea that a standardized core curriculum is necessary to ensure a fair elementary education. Lincoln Academy has experienced teachers, with over half having advanced degrees, and offers specialized classes and programs beyond a typical elementary and middle school curriculum to enrich students' learning.
This document provides an overview of NC State's Northeast Leadership Academy (NELA), which trains principals through a rigorous two-year program. It discusses how quality teaching and leadership are essential for student success, especially in high-poverty schools. The program aims to address principal shortages through an innovative, personalized approach focused on solving real school problems. NELA graduates have shown improvements in student test scores within their first year as principals, beating expectations given the challenges of leading high-poverty schools. District leaders praise NELA for helping districts get the right school leaders in place to drive long-term improvements.
August 2005
Teacher Attrition: A Costly Loss to the Nation and to the States
Earlier this summer, bells rang in schools across the nation to mark the end of another academic
year. Students and teachers left to enjoy their summer vacations, but for too many teachers, fall
will not mark a return to the classrooms in which they taught last year. Every school day, nearly
a thousand teachers leave the field of teaching. Another thousand teachers change schools, many
in pursuit of better working conditions. And these figures do not include the teachers who retire.1
The exit of teachers from the profession and the movement of teachers to better schools are
costly phenomena, both for the students, who lose the value of being taught by an experienced
teacher, and to the schools and districts, which must recruit and train their replacements.
A conservative national estimate of the cost of replacing public school teachers who have
dropped out of the profession is $2.2 billion a year.2 If the cost of replacing public school
teachers who transfer schools is added, the total reaches $4.9 billion every year. For individual
states, cost estimates range from $8.5 million in North Dakota to a whopping half a billion
dollars for a large state like Texas.
Many analysts believe that the price tag is even higher; hiring costs vary by district and
sometimes include signing bonuses, subject matter stipends, and other recruiting costs specific to
hard-to-staff schools. Others believe that the cost of the loss in teacher quality and student
achievement should also be added to the bill.3
There is a growing consensus among researchers and educators that the single most important
factor in determining student performance is the quality of his or her teachers. Therefore, if the
national goal of providing an equitable education to children across the nation is to be met, it is
critical that efforts be concentrated on developing and retaining high-quality teachers in every
community and at every grade level.
Why is teacher turnover so high? Many assume that retirement is the primary reason for teacher
attrition, but when the facts are examined closely, it becomes clear that the number of teachers
retiring from the profession is not a leading cause.4 In an analysis of teacher turnover, teachers
reported retirement as a reason for leaving less often than because of job dissatisfaction or to
pursue another job.5
Among teachers who transferred schools, lack of planning time (65 percent), too heavy a
workload (60 percent), problematic student behavior (53 percent), and a lack of influence over
school policy (52 percent) were cited as common sources of dissatisfaction.6
Many teachers who see no hope for change leave the profession altogether. While it is true that
teachers of all ages and in all kinds of schools leave the profession each year, it is also true that
Secondary School Students
Need Highly Qualified Te ...
Needs Assessment and Program Proposal Slideshow Pam Kummerer
PowerPoint was used to present the Committed College Coach (CCC) program to several key stakeholders to gain buy-in and financing. The program was an idea of Commissioner Wozniak, and I was an instrumental part of the core group in the development of the program. I am very proud to say that CCC is being tested in 2 local elementary schools. Powerpoint created/designed by Pam Kummerer
LAUSD Principal Presentation: College Readiness, Access and SuccessRebecca Joseph
This document discusses findings from studies on improving college readiness, access, and success for students in the LA Unified School District. Key findings include:
1) Improving academic achievement, like achieving A/B averages and scoring above national averages on standardized tests, is essential for college enrollment and completion.
2) Completing the A-G college preparatory course sequence with a C or higher strongly correlates with enrollment in 4-year colleges.
3) Supporting students' and families' understanding of the college application and financial aid process is needed to ensure academically-qualified students enroll in college.
4) Increasing college persistence and completion rates at local colleges and universities is important given current low transfer and graduation
This document provides an overview of ability grouping and tracking in education. It discusses the origins of tracking in response to increasing student diversity in the early 20th century. Students were initially sorted into academic, general, and vocational tracks in high school. Modern tracking involves grouping students by ability within subjects like math and English. Research shows tracking can negatively impact the achievement of lower-tracked students by providing them weaker instruction, while higher-tracked students benefit from more rigorous curricula and experienced teachers. The debate around tracking centers on whether it prepares students for their futures or serves to reproduce the social hierarchy.
1) The document analyzes factors that influence college tuition rates, including enrollment levels, admissions characteristics, and whether the school is public or private.
2) Regression analysis found that Northeastern schools had significantly higher tuition rates than other regions. Higher graduation rates also led to higher tuition rates.
3) The final regression model showed that being a public university predicted lower tuition by 113%, while Northeastern schools had 17% higher tuition, after controlling for other factors like enrollment and graduation rates.
Putting Children First: Session 2.4.C Rossiter, Vadete and Berhanu - Scaling-...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 of graduating students who are college and career ready. It notes that most job openings will require some post-secondary education. While New York's overall graduation rate is 74%, there are gaps for certain student groups. Over 50% of students in New York two-year institutions require remedial courses. International test scores show US students underperforming compared to other countries. The document discusses implementing the Common Core standards, using data to improve instruction, developing effective teachers and leaders, and increasing college attainment to boost the economy.
EDL 701. Vision Project Final PPT. 12.3.13brianpiazza10
The document outlines a revised vision and mission for the Collegiate Institute for Math and Science (CIMS) high school. It summarizes the original mission focusing on preparing students for college through rigorous math and science courses. The rationale for revision is that CIMS did not have a clear vision statement and the current mission was not comprehensive. The revised mission aims to equip students with scientific skills to be college and career ready through a rigorous academic program. The revised vision includes goals like graduating students who are college and career ready, improving graduation rates, and increasing college enrollment rates. It also discusses current demographics, neighborhood needs, and methods to achieve this vision like expanding enrollment, improving college readiness, and increasing parent involvement and community partnerships.
This equity audit analyzes standardized test data from Maria Immacolata Catholic School in Houma, Louisiana from 2010-2012. It summarizes the demographic and testing information, including that students were assessed using the Stanford Achievement Test and Otis-Lennon School Ability Test. Interviews with school administrators and teachers revealed that standardized testing is important but should be updated to assess skills like writing and align with Common Core. The audit finds that test scores differed little year-to-year and makes recommendations such as designating a staff member to analyze testing data, increasing emphasis on skills like critical thinking and emotional intelligence, and adopting new testing methods like PARCC to better evaluate student achievement.
KPS has grown significantly since the Kalamazoo Promise was announced in 2005, adding over 2400 students. It has constructed two new schools and expanded programs. Student achievement has improved substantially based on both old and new state test score standards. KPS has strengthened supports for students through expanded pre-K, full day kindergarten, new curriculum, and schedule changes. However, the document notes there is still progress to be made to fully realize the goal of making Kalamazoo a college-going culture.
KPM has identified 5 gaps in the Malaysian education system:
1) Rural-urban gap - Students in rural areas tend to have lower academic achievement compared to those in urban areas. This is due to factors like less qualified teachers, lack of facilities/resources, and socioeconomic background of families.
2) Digital gap - There is unequal access to technology between rural and urban areas.
3) Gap in student achievement - Performance differs between groups like rural/urban, low/high socioeconomic status, and special needs/normal students.
4) Gap between special needs and normal students - Special education programs aim to close this gap.
5) Socioeconomic gap - Family socioeconomic background influences students
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The Geography ofNew Teacher Pipeline in Illinois - May 20, 2015
1. The Geography of
New Teacher Pipeline in Illinois
Eric Lichtenberger & Brad White
Illinois Education Research Council
Karen DeAngelis
University of Rochester
Workforce Data Quality Initiative Working Group
May 20, 2015
2. Background:
The IERC teacher supply pipeline study
2
• Using data from ACT, National Student Clearinghouse, and state and federal education
agencies, we track the 2002 and 2003 cohorts of Illinois high school graduates (N=225,196)
for up to 10 years through college enrollment, bachelor’s degree completion, teacher
certification, and teaching employment in an Illinois public school
• We examine changes in the composition of the pipeline to measure the extent to
which each stage in the new teacher pipeline affects our ability to attract a
diverse, academically skilled teaching force
Figure 1.
Conceptual Model of Stages in the Teacher Pipeline
3. Overview: What proportion of students
progresses through each stage of the pipeline?
3
Less than 1/3 of high
schoolers earned a
bachelor’s degree
More than 1 in 5
bachelor’s degree
completers earned a
teaching certificate
Less than half of
certificants ended up
teaching in Illinois
public schools
• 3.2% (7,209) of the
225,196 students
from these cohorts
became teachers in
Illinois public
schools
4. The role of geography in the new teacher pipeline
• Student characteristics and college access, enrollment, and completion patterns differ
widely between regions in Illinois
• Teacher labor markets are considerably more constrained geographically than those of
similarly-aged college graduates in non-teaching occupations (Boyd et al., 2005; Reininger, 2012)
– About 60% of first-year public school teachers work in schools within 15 miles of “home”
(where they attended HS)
• New teachers also tend to initially work in schools with high proportions of students
sharing their race and from similar socio-economic backgrounds (Cannata, 2008; Engel 2014)
• Younger workers tend to have more geographic mobility than older workers, so initial
sorting is likely to persist to some extent
• Together, these factors contribute to the inequitable distribution of teacher
characteristics, whereby the highest need students are typically the most shortchanged
– Summarized in a previous IERC report, Leveling Up: Narrowing the Teacher
Academic Capital Gap in Illinois (2008)
4
6. How does the geographic composition of the
pipeline change at each stage?
6
Only 27% of 4-Year college-goers
from Chicago complete a
Bachelor’s degree, compared to
52% from the Northeast Region
• Throughout the college
pipeline and through
teacher certification,
the proportion of
students who graduated
from CPS drops, while
the proportion who
started in the NE region
grows.
• Chicago under-produces
teachers relative to the
size of their student
population, whereas the
Northeast region over-
produces
Despite under-producing teachers,
certificants from CPS were still the least
likely least like to transition to teaching
employment
7. Teacher Geography Study
• Research questions:
1. What does the spatial geography of new teacher labor markets look like in Illinois?
2. Does the spatial geography of new teacher labor markets differ by the teachers’
demographic and academic characteristics?
3. What are the relationships between the demographics of teachers, the schools they
attended, and the schools where they initially teach?
• These analyses focus solely on the 7,209 teachers who emerged from our cohorts
• We use the location of the high school from which a student graduated as a proxy for
hometown
• We used latitude and longitude coordinates to calculate distances between three key
points in the new teacher pipeline:
– Hometown (high school) college (Bachelor’s granting institution)
– College first teaching assignment
– Hometown first teaching assignment
• We also examine differences between the characteristics associated with these 3 points.
7
8. Distances between Home, College, and
First Teaching Assignment
8
• Teachers tend to
travel considerably
farther from home
to attend college
than they do for
their first teaching
position
• There is some
evidence of a small
secondary teacher
labor market
around one’s
college.
9. Median Distance from Home to First
Teaching Position by Home Region
9
• Teachers from
Chicago were the
least mobile by a
considerable
degree (more
than 50% began
teaching in CPS)
• Teachers from
the Northeast
(who were the
most mobile for
college) still
tended to start
teaching quite
close to home
10. 10
Flow from Home
to College
10
• Sankey diagrams – depict size and
direction of flow from one region to
another
• While most new teachers graduated from
HS in the Northeast region, the greatest
number of new teachers earned their
degree in the East Central region
• The second most popular college “region”
for Illinois teachers was out-of-state
11. Flow from College to
First Teaching Assignment
• Substantial movement from
colleges in the East Central to
teaching in schools outside of
this region
• Substantial movement to
teaching at schools in the
Northeast from colleges
outside of these regions
12. 12
Flow from Home to
First Teaching Assignment
• The vast majority of the new
teachers in each region
graduated from high schools in
that region…
• …except for Chicago. Only a
third of new CPS teachers
graduated from CPS high
schools
• Very limited movement into or
out of the Southeast and
Southwest regions
13. 13
Focus on: Flow from the
Northeast region to CPS
• The majority of new CPS
teachers graduated from high
schools in the Northeast
• How do they compare with
native Chicago teachers?
• Were they more or less
academically qualified than
their peers from the Northeast
who stayed in the Northeast to
teach?
What are the characteristics of
these new teachers?
14. 14
Flow from the Northeast to CPS
New CPS teachers from the Northeast had stronger
academic qualifications than their counterparts who stayed
in the NE (and much stronger than native CPS)
New CPS teachers from the Northeast were more
diverse than their peers who stayed in the NE (but
much less diverse than native CPS teachers)
15. Shifting demographics over time
15
• Across all Illinois regions, teachers tend to begin their careers at schools
that are more disadvantaged (especially with regard to English proficiency
and poverty) than the schools from which they graduated …
• …and this holds true even for teachers returning to the same school from
which they graduated
16. Summary
• Similar to existing studies, we find that new teacher labor markets are quite small
geographically, even smaller for non-White teachers, and that new Illinois teachers
generally begin teaching in schools that are both geographically and demographically
familiar
• Despite the fact that there is substantial mobility between home & college and between
college & initial teaching placement, the vast majority of the new teachers in each region
were originally from that region
• Some regions (such as the Northeast and Chicago) are more open to inter-regional
movement, whereas others (the Southern regions) tend to operate more as closed
systems, with limited movement in or out.
• Chicago tends to under-produce new teachers and the Northeast region tends to over-
produce new teachers (relative to the size of their student population).
16
17. Implications
Methodological
• Based on our findings, we question the practice of using college
location as a proxy for one’s home area.
Policy
• Teacher preparation programs need to continue to prepare their
candidates for teaching in racially and economically diverse settings.
• Getting talented and diverse teachers into the classroom is only the
first step. There needs to be concerted efforts to retain such
individuals.
17
18. Illinois Education Research Council
Southern Illinois University Edwardsville
elichte@siue.edu
brawhit@siue.edu
866-799-IERC (4372)
18
Editor's Notes
Students from Chicago are more diverse and have lower ACT scores, whereas students in southern IL are more likely to enroll in 2-year colleges and less likely to earn bachelor’s degrees
Urban teachers, non-White teachers, and teachers with weaker academic qualifications tend to be even less mobile
More than one-fifth of new teachers had their first teaching assignment in the same district or feeder district as their home area.
However, due to Illinois’ shifting student demographics, these teachers tend began their careers at schools that are more disadvantaged than the schools from which they graduated – even those who returned to teach at their alma maters
Except for Chicago, where only a third of new teachers were native to CPS
But the teachers who are “imported” to Chicago from the Northeast region tend to have substantially higher academic qualifications and are more diverse than those who remain in the Northeast