Education

CSG Midwest
Since its inception in 1955, the Advanced Placement program has been used by millions of high school students who want to experience the rigor of college-level courses before graduation. The long-running program continues to gain popularity. In fact, participation in AP classes by high school graduates in the United States nearly doubled over the past decade. While AP courses are available in many high schools across the country, some states, like Indiana, require every high school to provide students with access to the classes.

Rural communities in the South continue to face serious challenges in getting highly educated students to return home after college graduation. Research indicates that education may be a cause and effect for this rural “brain drain” phenomenon, and also the key to reversing the trend. Studies have shown that efforts to improve rural education contribute to rapid economic development in those areas, while a more educated community can serve as a catalyst for business expansion and increased civic engagement. This complimentary webinar, presented by CSG South/SLC, highlights the impact of education on rural development and examines initiatives in rural communities to entice educated former residents to return and invest in their hometowns.

A 2014 report by the National Skills Coalition said middle-skill jobs—those that require more than a high school diploma, but less than a four-year degree—account for 54 percent of the United States’ labor market, but only 44 percent of the country’s workers are qualified for these types of positions. One way the skills gap—the gap between skills that employers seek and the skills available in the workforce—can be decreased is to use stackable credentials to improve worker capabilities and competencies. This FREE eCademy webcast, presented by the CSG National Task Force on Workforce Development and Education, highlights innovative programs that are helping students gain the competencies they need by offering stackable credentials and credits for talent development.

Econ Piggy

According to a recent report released by the Census Bureau, per pupil spending for the U.S. in fiscal year 2013 was $10,700 – less than 1 percent more than in 2012. New York spent the most per student - $19,818 – followed by Alaska ($18,175), the District of Columbia ($17,953), New Jersey ($17,572) and Connecticut ($16,631). Utah spent the least per pupil – $6,555 – followed by Idaho ($6,791), Arizona ($7,208), Oklahoma ($7,672) and Mississippi ($8,130).

CSG Midwest
How many amendments does the U.S. Constitution have? How old do citizens have to be to vote for presidents? How many U.S. senators are there?
Those are among the 100 questions that new immigrants study and learn before taking the test to become a U.S. citizen. Now, some state legislatures are considering proposals to require students to pass the citizenship test in order to graduate from high school.
CSG Midwest
A year after they have left high school, 58 percent of Wisconsin students with disabilities report that they have not yet worked, participated in a job-training program or taken a postsecondary course. Rep. Robert Brooks, a first-year legislator in the state Assembly, believes the state and its schools can do better for this population.
His plan, introduced at least initially as a budget resolution, calls for new pay-for- performance incentives for school districts to improve their career- and college-readiness programs for students with disabilities.

The Council of State Governments (CSG) and Elsevier are proud to partner on this report to analyze the research strengths of the United States. Using a variety of data sources, including Scopus—Elsevier’s proprietary abstract and citation database of peer-reviewed research literature—this report assesses where states have a comparative advantage in research and how they can capitalize on those advantages to drive innovation, attract jobs, and foster economic growth.

CSG Midwest
In 1985, Minnesota became the first U.S. state to allow and provide funding for high school juniors and seniors to take college-level courses. Thirty years later, the program has evolved and grown, and it may expand once again this year under a plan to improve affordability and accessibility to “concurrent enrollment”: students taking college-level courses at their own high schools.
 
This opportunity to earn college credits without leaving a high school campus has clearly caught on: Since 2009, participation in concurrent enrollment has grown by 24 percent.
 
But Minnesota Sen. Greg Clausen, a principal for 15 years in the Twin Cities area, says the state’s current level of support for the program — $2 million in net aid per year — isn’t enough to address student demand for these courses.
 
 
“It’s an underfunded program right now,” says Clausen, who has proposed an increase in state funding, to $9 million a year, under legislation introduced this year (SF 995). “We allocated [up to] $150 per student registration, and right now, that does not cover the cost. So we have our secondary schools paying out of their general fund.”
 
Additional state dollars would be used to reimburse school districts, expand the number of courses offered by postsecondary institutions, and pay for teacher and staff development. The bill would also make ninth- and 10th-graders eligible for concurrent enrollment, at the discretion of their districts.
 

On July 22, 2014, President Obama signed into law the Workforce Innovation and Opportunity Act (WIOA) to assist those looking for employment access the education, training and support services needed to find family-sustaining jobs and to match skilled workers with business and industry. 

CSG Midwest
After decades of experience in Nebraska’s public schools, including 15 years as a principal, Sen. Rick Kolowski learned quite a bit about the students he taught and helped graduate. One lesson learned, he says, is that young people need to be prepared for college and careers — now more than ever before. A second lesson is the value of academic and scheduling rigor, which Kolowski says not only challenges students, but also gets them excited about their future.
 
“We need to work on maximizing the junior and senior years of high school,” Kolowski says. “It is especially important that these students have full, rigorous schedules that get them ready for college or a career.”
 
As a legislator, Kolowski is now pushing for a new law that would get the state more involved in delivering a better curriculum to students in the final years of their K-12 careers. LB 343 would reimburse school districts with successful existing programs and offer grants to schools that need help in implementing new ones.

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