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July 31, 2015

Executive functioning, an emerging and important area of study

2015-07-30_14-03-24Last semester we had the pleasure of having David Ferrier, a doctoral student studying applied developmental psychology at George Mason University, as one of our policy research interns.

We enjoyed many cerebral discussions with David, who spent his time detailing what research says about executive functioning and its connection to critical thinking, specifically, and academic achievement, generally, in an upcoming research brief.

You can get a preview of what David means by executive functioning and why it’s so important in the latest issue of American School Board Journal. Read it here and then visit our Facebook page where we’ve shared a video of a University of Michigan researcher discussing what she discovered in her review of school-based interventions that target executive functioning.






July 30, 2015

DQC visualizes Q&A’s of data

CPE has worked with the Data Quality Campaign a number of times to shed light on how and why student data is collected and used.

They’ve answered many of the most common questions in this handy infographic, which you can click to enlarge.

 

studentdata

 

Filed under: CPE,Data — Tags: , , — NDillon @ 8:00 am





July 29, 2015

Traveling the path least taken successfully requires preparation

Nearly two-thirds of employers believe that our public schools are not adequately preparing recent high school graduates for the workforce, according to a new survey from our friends over at Achieve. However, this percentage would likely drop significantly if recent high school graduates were properly prepared in high school, according to CPE’s most recent report The Path Least Taken: Preparing non-college goers for success.

While much of the rhetoric surrounding education reform has centered on the phrase ‘college and career ready,’ much of the discussion and policies have focused on the former rather than the latter. So CPE decided to take a closer look at what high schools could do to prepare their graduates who don’t go onto college for success after high school. Not surprisingly we found that on-average high school graduates who go onto college are more likely to see success in terms of getting a good job than their fellow graduates who never attended college. Yet, when we took a closer look at the preparation non-college goers received in high school and beyond, a much different picture emerged. A picture that showed non-college goers were more likely to find career success if they were properly prepared in high school.

CPE_Graphic_PLTIIBut what does a proper high school preparation look like? And how does it impact the chances for success of non-college goers? Those are the questions we focused on answering in our latest report. And what we found was that the preparation non-college goers needed to be ‘career ready’ didn’t differ much from what research has typically found for graduates to be ‘college ready’.

Both college and non-college goers need to complete a rigorous high school curriculum that includes high level math and science courses and earn a Grade Point Average (GPA) of at least a C-plus. But non-college goers are even more successful at getting a good job if they had also completed at least three vocational courses in a specific labor market area—called an occupational concentration.

If non-college goers also went on to earn a professional certification or license their chances of getting a good job by age 26 equaled or surpassed that of the typical college goer on most indicators of career success examined in this report.

For example, a well-prepared college goer who completed Algebra 2, Advanced Biology, earned a 2.5 GPA, completed an occupational concentration and obtained a professional certification or license, they earned $19.71 per hour by age 26, as opposed to the $16.71 per hour that the average college goer earned at the same age. This equates to a more than $6000 per year difference for a full-time job, which is nothing to scoff at.

What this report shows is that, yes, on-average going to college provides the greatest chance for success for most high school graduates. Yet, it also shows that a high school graduate doesn’t need to go to college to obtain success in the labor market. But for non-college goers to have the same chances of success as their college going classmates it is imperative they receive the proper preparation in high school.

Unfortunately, as was found in Part I of our Path Least Taken reports only a small proportion of non-college goers receive such a preparation. So if more non-college goers received such a preparation we’d certainly see more employers say our public schools are adequately preparing graduates for the workforce. It won’t happen overnight but preparing more of our non-college goers for success after high school can be done now that we have a better idea how. –Jim Hull






July 23, 2015

CPE releases second part of study analyzing how schools prepare non-college goers for success

CPE_HomePage_SliderLast fall, we introduced the first installment of a series that examined the characteristics and outcomes of high school graduates who don’t go on to college.

We called it The Path Least Taken because, much to our surprise, the percentage of students who had not advanced to college by the time they turned 26 was remarkably small.

But more than just identifying which students had and hadn’t gone on to college, we wanted to know which of those non-college going students found “success” in spite of taking the road less traveled. And further, how high school had prepared them to achieve similar if not better outcomes than their college-going peers.

Jim Hull, CPE’s senior policy analyst, sifted through A LOT of data from NCES’ Educational Longitudinal Study of 2002 to answer these questions and more. Read what he discovered in our second installment of The Path Least Taken.

Filed under: 21st century education,college,CPE,Data,Report Summary,research — NDillon @ 7:12 am





July 17, 2015

Accepting applications for CPE’s Fall Policy Research Internship

The Center for Public Education seeks a policy research intern to work closely with CPE’s senior policy analyst in conducting education policy research. CPE is a national resource for accurate, timely, and credible information about public education and its importance to the well-being of our nation. CPE provides up-to-date research, data, and analysis on current education issues and explores ways to improve student achievement and engage public support for public schools.

Primary duties include: Produce a report to be published by the Center as well provide research assistance to the Center’s staff, summarize findings of significant education reports on the Center’s blog, update the Center’s previous reports, and attend briefings/conferences in the Washington, DC area. Previous interns have produced reports on such topics as credit recovery programs, effective professional development and preparing high school graduates to succeed in college.

Job qualifications: A graduate or undergraduate student studying education policy, public policy, statistics, economics, or a related field. The student should also have a strong interest in education policy and research.

The internship begins in September and concludes in December and requires a minimum of 10 to 15 hours a week. The internship is unpaid. However, the Center will work with your school to satisfy any requirements for you to receive course credit.

Send a cover letter, resume, and writing sample to jhull@nsba.org with the subject line Policy Research Intern. Please contact Jim Hull at 703-838-6758 or jhull@nsba.org with any questions about the internship.

Filed under: CPE — Jim Hull @ 2:41 pm





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