Categories for Societal Outcomes

Are Schools Preparing Students for Sustainable Careers?

August 4, 2017

Find Out If Your Job Will Be Automated

Bloomberg has published an interactive graphic that reveals valuable information on the probability of a particular employment path being impacted by automation. The graphic also provides information on average annual wage, number of people employed in the sector, and academic degree required for the job. This data is especially important as schools consider models for preparing students’ future careers. As schools are increasingly held accountable for career preparation, how can educators use this data to create career pathways that will adequately equip students with the skills and knowledge required for well-paying jobs obtainable when they graduate?

Citation: Whitehouse, M., & Rojanasakul, M. (2017). Find out if your job will be automated. Retrieved from

Link: https://www.bloomberg.com/graphics/2017-job-risk/

 


 

What Do We Know About the Impact of Common Core and College and Career Readiness Standards?

August 3, 2017

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL)

C-SAIL was established in July 2015 as a resource on the implementation and effects of college and career readiness standards. The Center is funded through a grant from the Institute of Education Sciences (IES) of the U.S. Department of Education.

The goals of C-SAIL are:

  • Compare and contrast college and career readiness standards implementation in English language arts (ELA) and math across different states.
  • Capture the differences in approaches to implementation between states, districts, schools, and classrooms, and between students within a classroom, and determine their effects.
  • Measure college and career readiness standards’ impact on student achievement, through NAEP scores, high school graduation rates, and college enrollment and employment rates.
  • Create and make available new tools for teachers to monitor in real-time how well-aligned the content of their enacted curriculum is to their states’ college and career readiness standards in ELA and math.
  • Test the Feedback on Alignment and Support for Teachers (FAST) Program to support teachers through feedback and coaching.
  • Engage policymakers, education practitioners, and researchers in national discussions of the Center’s work and its findings.

Eight reports have been published in 2017.

  • How is policy affecting classroom instruction?
  • Standards Implementation in Kentucky: Local Perspective on Policy, Challenges, Resources, and Instruction
  • Standards Implementation in Texas: Local Perspective on Policy, Challenges, Resources, and Instruction
  • Standards Implementation In Ohio: Local Perspectives on Policy, Challenges, Resources, and Instruction
  • Year 1 State Report: Texas
  • Year 1 State Report: Ohio
  • Year 1 State Report: Massachusetts
  • Year 1 State Report: Kentucky

Citation:

  • Edgerton, A. Polikoff, M., Desimone, L. (2017). How is policy affecting classroom instruction?. Evidence Speaks Reports. Volume 2, #14. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
  • Edgerton, A. Polikoff, M., Desimone, L. (2017). Standards Implementation in Kentucky: Local Perspective on Policy, Challenges, Resources, and Instruction. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
  • Edgerton, A. Polikoff, M., Yang, R. (2017). Standards Implementation in Texas: Local Perspective on Policy, Challenges, Resources, and Instruction. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
  • Edgerton, A. Polikoff, M., Yang, R. (2017). Standards Implementation in Ohio: Local Perspective on Policy, Challenges, Resources, and Instruction. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
  • Flores, N., Nichols, T. P., Pak, K., Plummer, E., Stornaiuolo, A., and Desimone L. (2017). Year 1 State Report: Texas. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
  • Stornaiuolo, A., Flores, N., Nichols, T. P., Pak, K., Plummer, E., and Desimone L. (2017). Year 1 State Report: Ohio. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
  • Nichols, T. P., Plummer, E., Flores, N., Pak, K., Stornaiuolo, A., and Desimone L. (2017). Year 1 State Report: Massachusetts. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
  • Pak, K., Flores, N., Nichols, T. P., Plummer, E., Stornaiuolo, A., and Desimone L. (2017). Year 1 State Report: Massachusetts. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).

Link: http://www.c-sail.org/publications

 


 

Reengaging Students Who Drop Out of High School

July 12, 2017

Characteristics and Education Outcomes of Utah High School Dropouts Who Reenrolled

Reducing the dropout rate of high school students remains one of the great challenges facing education. The consequences for those who do not obtain a high school diploma are real and long lasting. Individuals who do not complete high school are more likely to face unemployment, earn less income over a lifetime, experience poverty, rely on public assistance, suffer health problems, and spend time in prison. This study undertaken by WestEd researchers provides valuable information necessary for developing interventions to support the approximate 20% of students who reenroll after initially dropping out of school.

Citation: Barrat, V. X.,& Berliner, B. (2016). Characteristics and education outcomes of Utah high school dropouts who re-enrolled (REL 2017–206). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West.

Link: https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2017206.pdf

 


 

Do Healthier School Lunches Have a Positive Impact on Students?

June 15, 2017

School Lunch Quality and Academic Performance

Providing children with nutritious school meals continues to be a topic of interest in education policy. It has been argued that a healthy diet can have a positive impact on childhood obesity as well as student achievement. However, there is little empirical evidence to support this popular intervention. A working paper released by the National Bureau of Economic Research offers insights to help policy makers decide whether to select this option as a way to make a difference in children’s lives. The study, a natural experiment conducted in California public schools, uses a difference-in-difference regression statistical analysis of data from a treatment group and a control group at two or more different time periods, pre-treatment and post-treatment. The study found no evidence to support a reduction in obesity, but it did discover that introducing healthy meals was associated with a 0.036 standard deviation increase in test scores. The improved student achievement, although small, makes nutritious school lunches a viable cost-effective intervention that can boost test scores. It is important to remember that this is a correlational study and thus cannot establish a cause and effect relationship between healthy eating and student achievement.

Citation: Anderson, M. L., Gallagher, J., & Ritchie, E. R. (2017). School lunch quality and academic performance (NBER Working Paper No. 23218). Cambridge, MA: National Bureau of Economic Research.

Link: http://www.nber.org/papers/w23218.pdf

 


 

The Cost of Suspensions in California Schools

March 21, 2017

The Hidden Cost of California’s Harsh School Discipline: And the Localized Economic Benefits from Suspending Fewer High School Students

This research from the Center for Civil Rights Remedies at the Civil Rights Project, UCLA, and California Dropout Research Project shows that the overuse of suspensions in California schools is harming student achievement and graduation rates, and causing billions of dollars in economic damage. The financial consequences of school suspensions, including both additional costs borne by taxpayers as a result of suspensions and lost economic benefit, are quantified. The impact of school suspension varies widely by school district, with California’s largest districts incurring the greatest losses. For example, suspensions in the Los Angeles Unified School District for a 10th grade cohort are estimated to cause $148 million in economic damage. The report calculates a total statewide economic burden of $2.7 billion over the lifetime of the single 10th grade cohort.

Rumberger, R., & Losen, D. (2017). The Hidden Cost of California’s Harsh School Discipline: And the Localized Economic Benefits from Suspending Fewer High School Students. The Center for Civil Rights Remedies at the Civil Rights Project, UCLA, and California Dropout Research Project.

https://www.civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/summary-reports/the-hidden-cost-of-californias-harsh-discipline/CostofSuspensionReportFinal-corrected-030917.pdf