With many young children among the refugees and asylum seekers arriving in Europe and North America in recent years, policymakers and service providers are grappling with the task of designing and scaling up critical early childhood services. This report examines the approaches taken in nine key host countries, highlighting common challenges and promising practices. [Note: contains copyrighted material].
This report presents findings from a unique partnership between the University of Michigan and the State that allowed the authors to match the universe of child maltreatment records in Michigan with educational data on all public school children in the state. They find that roughly 18 percent of third-grade students have been subject to at least one formal investigation for child maltreatment. In some schools, more than fifty percent of third graders have experienced an investigation for maltreatment. These estimates indicate that child abuse and neglect cannot simply be treated like a secondary issue, but must be a central concern of school personnel. [Note: contains copyrighted material].
This report brings data from the newly-released 2016 National Survey of Children’s Health (NSCH) to the robust policy and research debate over the extent to which differences in aggregate special education participation rates over racial and ethnic groups represent differences in underlying needs for special education. [Note: contains copyrighted material].
Discussions about the value of a college degree in the humanities have become something of a cottage industry of late. Opinions range from enthusiastic support of the long-term benefits of humanities degrees to resigned acceptance or acid humor regarding the ostensibly grim career outcomes of graduates from the field. As the number of students graduating with degrees in the humanities started to drop in recent years, these conversations appeared to take on increased urgency.
This report reflects the ongoing mission of the Humanities Indicators, a nationally recognized source of nonpartisan information on the state of the humanities. The Indicators website (www.HumanitiesIndicators.org) features 103 topics and includes more than 500 graphs and data tables detailing the state of the humanities. The project draws on data sources that meet the highest standards of social scientific rigor, relying heavily on the products of the U.S. federal statistical system. In producing this report, the Indicators staff also received crucial support from Louis Tay and Christopher Wiese (Purdue University), who provided special data runs from the Gallup-Purdue Index survey of college alumni. [Note: contains copyrighted material].
Between 2012 and 2016, the Learning Metrics Task Force (LMTF) laid out an ambitious agenda for nations and the international community on how to define and measure learning in the context of the United Nations Sustainable Development Goals (SDGs). The first phase of the task force’s work—“LMTF 1.0”—focused on two main objectives in 2012 and 2013. One was to catalyze a shift in the global education conversation from increased education access, to access plus learning. The second was to build consensus on a set of global learning indicators and actions to improve measurement of learning worldwide.
The second phase—“LMTF 2.0”—took place between 2014 and 2016 and concentrated on applying the task force’s recommendations. This entailed influencing the SDG indicator process to include learning outcomes and developing practical strategies for countries and other jurisdictions to improve the measurement of learning across a broad range of skills.
This report describes the process undertaken by a group of 15 “Learning Champions”—countries, provinces, and cities—that came together to experiment with the LMTF 1.0 recommendations and develop strategies for improving their education systems. They did this by seeking to measure learning across the seven learning domains and seven measurement areas captured in the LMTF 1.0 recommendations. First, the authors describe these domains and measurement areas along with the structure of the Learning Champions initiative. Next, they present the experiences and activities of the 15 Learning Champions. Finally, they discuss the lessons learned from the initiative and present examples of the tools developed through it. [Note: contains copyrighted material].
Civic education in Europe is being asked to perform a patchwork of shifting, and occasionally competing, functions. Though hardly a new feature in European education systems—dating back in some countries to the 19th century—policymakers and publics have turned with renewed interest to such programs to solve a range of modern challenges, from lagging political participation and youth unemployment, to the integration of newly arrived immigrants and refugees, and the need to protect pupils against the sway of alienation and radicalization. [Note: contains copyrighted material].
This brief examines how students finance their graduate and professional education. It summarizes the sources of funds used to cover the tuition and fees universities charge, as well as living expenses. Institutions set a “cost of attendance” (COA) for students, estimating the average budget for one academic year (fall through spring). COA includes tuition and fees, books and supplies, room and board, transportation, and other living expenses, and it establishes the maximum amount students can borrow in federal student loans to attend a particular school. These official budgets serve as the foundation for the discussion that follows about how graduate and professional degree students pay for their education. [Note: contains copyrighted material].