Staff-student ratios nationally are the same as they were a decade ago. The number of public-school K-12 staff per 1,000 students peaked at 129 in 2009-10 and has now dipped to 123, which is the same ratio as in 2003-04.
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Enrollments in teacher preparation programs in California are continuing to decline at a precipitous rate, according to new figures from the California Commission on Teacher Credentialing.
Darling-Hammond said some of the enrollment declines are related to years of teacher layoffs due to the state’s budget crisis. “People don’t want to go into a profession where there are no jobs,” she said.
- In 2014, teachers are more likely to report feeling prepared to teach to the Common Core (79% in 2014 vs. 71% in 2013); they are also now more likely to say implementation is going well in their schools (68% in 2014 vs. 62% in 2013).
- Fifty-three percent (53%) of teachers overall have seen a positive impact on their students’ ability to think critically and use reasoning skills due to Common Core implementation. Sixty-eight percent (68%) of teachers who report they are in schools where implementation was fully complete in the 2012–13 school year (or earlier) say the same.
- Eighty-four percent (84%) of teachers who have experienced more than one year of full implementation say they are enthusiastic about the implementation of the new standards.
- Fewer teachers overall this year than last say that they are enthusiastic about Common Core implementation (68% in 2014 vs. 73% in 2013); teachers are now also more likely to say implementation is challenging (81% in 2014 vs. 73% in 2013).
- Teachers identify Common Core–aligned instructional materials (86%), quality professional development (84%), additional planning time (78%) and opportunities to collaborate (78%) as critical to ensure successful implementation.
The highest percentage of active shooting incidents occurred in “businesses open to pedestrian traffic” followed by schools — “pre-kindergarten through 12th grade.” School shooters were significantly more likely to target schools that they attended. 12 out of the 14 high school shooters in the FBI report were students at the schools.
Since 2012, we have been gathering data on how US college students acquire course materials. Our annual survey of more than 1,000 students shows steady growth in the textbook-rental market. In our 2012 survey, 10 percent of all assigned textbooks were rented. Some 30 percent of textbooks were purchased new, and about 45 percent were bought used. (The remaining 15 percent includes basic e-book sales and books that were shared, borrowed, or pirated.) One year later, the proportion of rented textbooks had doubled to about 20 percent, compared with 30 percent bought new and 40 percent bought used. And in our 2014 survey, the rental share was 25 percent, compared with 30 percent for new and 35 percent for used (Exhibit 1, above).
Asian-Americans and Pacific Islanders represent a wide range of individuals with varying educational strengths and needs, Rich Lee says.
The dramatic increase in children traveling to the U.S. without their parents from Honduras, El Salvador and Guatemala, is largely the result of high rates of poverty and violence in their home countries, according to U.S. Department of Homeland Security documents.
States may be getting a deal for their teachers. The Consortium for Policy Research in Education (CPRE) recently released a report on the changing trends in the teaching workforce. The authors—Ingersoll, Merril, and Stuckey—found seven trends in the data. The teaching force is simultaneously becoming: larger, older, younger and less experienced, more female, more racially diverse, and more consistent in academic ability. Important to the topic of state pension plans, the report findings mean that states have more retirees to pay for. But at the same time, states are hiring younger and more transient teachers who can be paid lower salaries and often leave before qualifying for a large or even moderate pension. It’s ostensibly a bargain for the state, but a loss for individual teachers.
High school graduation is the final act in the American teenage rite of passage. Each spring, “Pomp and Circumstance” plays, speeches are delivered, and cameras flash as graduates cross the stage to receive their diplomas. But finishing high school provides students with something far more valuable than photos and memories. It is a prerequisite for life-long economic stability. Without a high school degree, college—let alone the federal financial aid to pay for it—is off the table. And good luck trying to get a well-paying job, or any job, as a high school dropout.
American young adults are more racially and ethnically diverse, more likely to graduate from high school, and attend college, and less likely to smoke than previous generations, according to a report by the Federal Interagency Forum on Child and Family Statistics. However, the young adults have more student debt than generations past, earn less than their counterparts in the year 2000, and more than 1 in 5 are obese, the report says.
The findings are among those reported in a statistical collection by the forum titled, America’s Young Adults: Special Issue, 2014. Young adults are identified as between the ages of 18–24.
A global survey done by the OECD has found that just 31% of teachers worldwide believe their profession is valued by society.
Did you know:
- Older Americans are least likely to use libraries
- Just 4% of Americans are “e-book only” readers
- Those who use libraries are more likely than others to be book buyers
There’s a simple reason young adults are living at home in higher numbers: For many, moving out means living in poverty.
The numbers are jarring. According to the Pew Research Center, a whopping 56% of 18-24 year olds lived at home in 2012, the highest rate since the 1970s. Today’s young adults are taking longer to reach life milestones like taking out a mortgage or getting married. The New Republic has dubbed this trend the Great Delay.
Here, from the non-profit Economic Policy Institute, is a snapshot of how segregated public schools are, starting in kindergarten. It was written by Elaine Weiss and Emma García. Weiss has served as the national coordinator for the Broader, Bolder Approach to Education since 2011. García, who joined the Economic Policy Institute in 2013, specializes in the economics of education and education policy. EPI was created in 1986 to broaden the discussion about economic policy to include the interests of low- and middle-income workers.