Technical Education Funding
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The State of Maine K-12 Science and Mathematics Preservice Education 2010-2015
The state of Maine K-12 science and mathematics preservice education 2010-2015 Thomas E. Keller March 2018 For more information: Email [email protected] Or visit www.mmsa.org Abstract Five years of data reported by the US Department of Education Title 2 Higher Education Act on teacher preparation program completers in Maine were analyzed and reviewed along with Maine Department of teacher certification and endorsements. This analysis focused on teachers of science and mathematics such as general elementary teachers, secondary life science teachers, secondary physical science teachers, and secondary mathematics teachers. These are the teachers who teach STEM (science, technology, engineering and math) although there is currently no certification for integrated STEM teaching. Findings included: • Smaller and often private institutions are producing disproportional numbers of teachers of math and science graduating from undergraduate programs. For example, in AY 2014-15, Bowdoin College and the University of New England prepared as many secondary physical science teachers as did the two largest teacher preparation programs in the state, the University of Maine and the University of Maine at Farmington. This was only one teacher each. • In terms of production, between 255 and 409 (aver = 339) elementary teachers are prepared each year; between 8 and 27 (aver = 19) secondary life science teachers are prepared each year; between 5 and 16 (aver = 10) secondary physical science teachers are prepared each year; and, between 15 and 38 (aver = 33) secondary mathematics teachers are prepared each year when the efforts of all undergraduate programs in Maine are considered. • The Maine Department of Education is unable to disaggregate data on teacher recruitment making any statements on supply and demand moot. -
Support K-12 Computer Science Education in Maine
Support K-12 Computer Science Education in Maine Computer science drives job growth and innovation throughout our economy and society. Computing occupations are the number 1 source of all new wages in the U.S. and make up over half of all projected new jobs in STEM fields, making Computer Science one of the most in- demand college degrees. And computing is used all around us and in virtually every field. It’s foundational knowledge that all students need. But computer science is marginalized throughout education. Only 45% of U.S. high schools teach any computer science courses and only 11% of bachelor's degrees are in Computer Science. We need to improve access for all students, including groups who have traditionally been underrepresented. In Maine, there are currently 1,597 open computing jobs with an average salary of $81,965. Yet, there were only 152 graduates in computer science in 2018 and only 56% of all public high schools teach a foundational course. Computer science in Maine Only 298 exams were taken in AP Computer Science by high school students in Maine in 2020 (119 took AP CS A and 179 took AP CSP). Only 30% were taken by female students (22% for AP CS A and 35% for AP CSP); only 12 exams were taken by Hispanic/Latino/Latina students (5 took AP CS A and 7 took AP CSP); only 3 exams were taken by Black/African American students (2 took AP CS A and 1 took AP CSP); only 1 exam was taken by Native American/Alaskan students (0 took AP CS A and 1 took AP CSP); no exams were taken by Native Hawaiian/Pacific Islander students. -
Educator Recruitment and Retention in Maine Schools
Educator Recruitment and Retention in Maine Schools Amy Johnson, Ph.D. Kathryn Hawes, Ph.D. Sigrid Olson, MSIA Maine Education Policy Research Institute University of Southern Maine October 2020 Center for Education Policy, Applied Research, and Evaluation Published by the Maine Education Policy Research Institute in the Center for Education Policy, Applied Research, and Evaluation (CEPARE) in the School of Education and Human Development, University of Southern Maine. CEPARE provides assistance to school districts, agencies, organizations, and university faculty by conducting research, evaluation, and policy studies. In addition, CEPARE co-directs the Maine Education Policy Research Institute (MEPRI), an institute jointly funded by the Maine State Legislature and the University of Maine System. This institute was established to conduct studies on Maine education policy and the Maine public education system for the Maine Legislature. Statements and opinions by the authors do not necessarily reflect a position or policy of the Maine Education Policy Research Institute, nor any of its members, and no official endorsement by them should be inferred. The University of Southern Maine does not discriminate on the basis of race, color, religion, sex, sexual orientation, national origin or citizenship status, age, disability, or veteran's status and shall comply with Section 504, Title IX, and the A.D.A in employment, education, and in all other areas of the University. The University provides reasonable accommodations to qualified individuals -
Made in Maine
Made in Maine A State Report Card on Public Higher Education American Council of Trustees and Alumni with The Maine Heritage Policy Center Made in Maine A State Report Card on Public Higher Education American Council of Trustees and Alumni with The Maine Heritage Policy Center April 2011 Acknowledgments This report was prepared by the staff of the American Council of Trustees and Alumni, primarily Eric Markley and Dr. Michael Poliakoff, in conjunction with The Maine Heritage Policy Center. ACTA thanks the staff of MHPC for their assistance and the staff of the University of Maine System for their gracious cooperation. The American Council of Trustees and Alumni is an independent non-profit dedicated to academic excellence, academic freedom, and accountability at America’s colleges and universities. Since its founding in 1995, ACTA has counseled boards, educated the public, and published reports about such issues as good governance, historical literacy, core curricula, the free exchange of ideas, and accreditation. ACTA has previously published Here We Have Idaho: A State Report Card on Public Higher Education, At a Crossroads: A Report Card on Public Higher Education in Minnesota, For the People: A Report Card on Public Higher Education in Illinois, Show Me: A Report Card on Public Higher Education in Missouri, Shining the Light: A Report Card on Georgia’s System of Public Higher Education, and Governance in the Public Interest: A Case Study of the University of North Carolina System, among other state-focused reports. The Maine Heritage Policy Center is a non-profit research and educational organization that formulates innovative public policy solutions for Maine concerning the economy and taxation, education, health care, and open government based on the principles of free enterprise and limited government. -
A Case Study of Local Control of Schools Michael Steven Martin University of Vermont
University of Vermont ScholarWorks @ UVM Graduate College Dissertations and Theses Dissertations and Theses 2017 Vermont's Sacred Cow: A Case Study of Local Control of Schools Michael Steven Martin University of Vermont Follow this and additional works at: https://scholarworks.uvm.edu/graddis Part of the Educational Administration and Supervision Commons, and the Other History Commons Recommended Citation Martin, Michael Steven, "Vermont's Sacred Cow: A Case Study of Local Control of Schools" (2017). Graduate College Dissertations and Theses. 737. https://scholarworks.uvm.edu/graddis/737 This Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks @ UVM. It has been accepted for inclusion in Graduate College Dissertations and Theses by an authorized administrator of ScholarWorks @ UVM. For more information, please contact [email protected]. VERMONT’S SACRED COW: A CASE STUDY OF LOCAL CONTROL OF SCHOOLS A Dissertation Presented by Michael S. Martin to The Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements For the degree of Doctor of Education Specializing in Educational Leadership and Policy Studies May, 2017 Defense Date: March 21, 2017 Dissertation Examination Committee: Cynthia Gerstl-Pepin, Ph.D., Advisor Frank Bryan, Ph.D., Chairperson Judith A. Aiken, Ed.D. Kieran M. Killeen, Ph.D. Cynthia J. Forehand, Ph.D., Dean of the Graduate College ABSTRACT When it comes to school governance, the concept of “local control” endures as a powerful social construct in some regions of the United States. In New England states, where traditional town meetings and small school districts still exist as important local institutions, the idea of local control is still an important element of policy considerations, despite increasing state and federal regulation of education in recent years. -
2017 State of Higher Education in Vermont
State of Higher Education in Vermont A comprehensive picture of the higher education sector in Vermont including institutional characteristics, enrollment statistics, special programs, and outcomes. Based on complete data from the 2015 academic year. Table of Contents Introduction .................................................................................................................................................. 3 About our Institutions ................................................................................................................................... 4 Top Fields of Study .................................................................................................................................... 5 STEM Degrees Awarded by Level .............................................................................................................. 7 Degrees Related to Promising Careers ..................................................................................................... 8 Distance Learning ...................................................................................................................................... 8 About our Students ....................................................................................................................................... 9 Basic Enrollment Figures ........................................................................................................................... 9 Total Enrollment: ................................................................................................................................. -
Public Higher Education in Vermont Maximizing the State’S Investment
Public Higher Education in Vermont Maximizing the State’s Investment Report of the Governor’s Task Force on Higher Education November 15, 2009 1 TABLE OF CONTENTS The Task Force and Its Charge 3 Executive Summary 5 History of Public Education in Vermont 7 Recommendations 12 Continuum of Education 15 Areas of Possible Future Collaboration 18 Conclusion 24 Attachments 25 2 The Task Force and Its Charge Underlying the creation of the governor’s task force on higher education in January 2009 was the stark realization that spending for public education is seriously out of balance in Vermont. The state spends relatively little on early education, among the highest in the nation for primary and secondary education, and among the lowest in the nation for higher education.1 In light of this, Governor James H. Douglas, proposed a 20% increase in his 2010 budget for early and higher education based on his belief that an investment in lifelong learning is an investment in an individual’s economic independence, and that Vermont’s public higher education institutions must be affordable and accessible to Vermonters who need education and skills to succeed in the 21st century economy. 2 At the same time, the governor sought to inquire whether the current structure, administration, and program offerings of the state’s public higher education institutions are appropriate for today’s needs. This led him to create ―a working task force with the responsibility to find academic and administrative efficiencies that will be achieved through consolidation of our university and state college systems.‖ Although the governor assured the task force that he had no preconceived notion as to what type of consolidation activities might be effective and appropriate, he urged the task force to identify ways to improve services to students and the state and bring greater value to the state’s investment. -
K-12 Civics Education
Vermont Legislative Research Service https://www.uvm.edu/cas/polisci/vermont-legislative-research-service-vlrs K-12 Civics Education The events of January 6th, 2021 shocked the nation and put the importance of civics education at the forefront of discussion across the states. A lack of civic knowledge can lead to a decreased ability to fact-check sources, which can be dangerous in the era of misinformation and polarized sources. The National Assessment of Educational Progress (NAEP) civics exam tests civics knowledge of students throughout the country. The 2018 eighth grade national score on that exam was below proficient, with scores remaining relatively stagnant for the past two decades.1 Civics education in childhood and adolescent schooling is vital to growing responsible civic engagement. Teaching the functions of government, citizenship rights, and aspects of civil society can result in higher voter turnout rates, a more informed subscription to news and events, and volunteering. States that prioritize civics and Advanced Placement (AP) US Government in their curricula often observe rates of youth civic engagement that are higher than the national average.2 Nationwide, voter turnout for ages 18-29 remains the lowest among all eligible age groups.3 The increase in turnout for the past few elections does not necessarily prove a new standard. Providing required civics education for grade K-12 would better prepare responsible young citizens for when they become eligible to vote. 1The National Assessment of Educational Progress, “NAEP Report Card: Civics,” NAEP Report Card: Civics, accessed March 15, 2021, https://www.nationsreportcard.gov/civics/results/scores/. 2 Stephen Sawchuck, “How 3 States Are Digging in on Civics Education,” Education Week, July 17, 2019, accessed March 12, 2021, https://www.edweek.org/teaching-learning/how-3-states-are-digging-in-on-civics-education. -
Final Report of the Committee to Study the Scope And
STATE OF MAINE 121ST LEGISLATURE FIRST REGULAR SESSION Final Report of the Commission to Study the Scope and Quality of Citizenship Education February 2004 Members: Senator Neria R. Douglas, Chair Representative Glenn Cummings, Chair Senator Betty Lou Mitchell Representative Gerald M. Davis Joseph Burnham Gale Caddoo Amanda Coffin Staff: Christopher J. Hall Phillip D. McCarthy, Ed.D., Legislative Analyst Judith Harvey Nicole A. Dube, Legislative Analyst Kurt Hoffman Richard Marchi Office of Policy & Legal Analysis Denise O’Toole Maine Legislature Elizabeth McCabe Park (207) 287-1670 Patrick Phillips http://www.state.me.us/legis/opla/ Francine Rudoff Table of Contents Page Executive Summary ....................................................................................................... i I. Introduction....................................................................................................... 1 II. Background ....................................................................................................... 4 III. Summary of Key Findings ................................................................................ 8 IV. Conclusions and Recommendations ............................................................... 15 Appendices A. Authorizing Legislation, Resolve 2003, Chapter 85 B. Membership List, Commission to Study the Scope and Quality of Citizenship Education C. Resource People and Presenters Providing Information to the Commission D. Definitions E. Bibliography of Citizenship Education Materials F. Citizenship -
Pub Type Edrs Price Descriptors
DOCUMENT RESUME ED 292 912 UD 026 081 TITLE Reauthorization of the Education Consolidation and Improvement Act. Hearings before the Subcommittee on Education, Arts and Humanities of the Committee on Labor and Human Resources, United States Senate, and the Subcommittee on Elementary, Secondary, and Vocational Education: House of Representatives, One Hundredth Congress, First Session (Saint Johnsbury, Vermont, February 10, 1987; Waterbury, Vermont, February 13, 1987). INSTITUTION Congress of the U.S., Washington, D.C. House Committee on Education and Labor. REPORT NO Senate-Hrg-100-153 PUB DATE 10 Feb 87 NOTE 190p.; Some pages contain small, light type. AVAILABLE FROM Superintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, DC 20402. PUB TYPE Legal /Legislative /Regulatory Materials (090) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Compensatory Education; *Educationally Disadvantaged; Educational Needs; Elementary Secondary Education; *Federal Aid; *High Risk Students; *Program Budgeting; Program Development; *Program Effectiveness; Success IDENTIFIERS *Education Consolidation Improvement Act Chapter 1; *Education Consolidation Improvement Act Chapter 2; Vermont ABSTRACT Hearings before the House Subcommittee on Education, Arts, and Humanities were held in February, 1987 to reauthorize the Education Consolidation and Improvement Act. The purpose was to report on the contribution made in education by Chapter 1 and Chapter 2 programs and to refine and explain the goals for reauthorization. Teachers, coordinators, administrators, students, and parents testified on the following aspects of these programs in Vermont: (1) services to preschool children; (2) negative effects on the programs if funding is cut; (3) parent and community involvement; (4) professional development and training; (5) instructional materials, methods, and approaches; (6) effects on student achievement; and (7) special concerns of rural districts. -
Authorizations by States
Authorizations by States Listed below are states in which ESU Distance Education has sought and received authorization to offer distance education or where we are currently in the process of obtaining authorization. Alabama: ESU Distance Education has been authorized to offer distance education in Alabama. Alabama has joined the State Authorization Reciprocity Agreement (SARA) on 01-01-2016. Alaska: ESU Distance Education is exempt from authorization to offer distance education in Alaska. Alaska has joined the State Authorization Reciprocity Agreement (SARA) on 05-13-2014. Arizona: ESU Distance Education is exempt from authorization to offer distance education in Arizona. Arizona has joined the State Authorization Reciprocity Agreement (SARA) on 11-11-2014. Arkansas: ESU Distance Education has been authorized to offer distance education in Arkansas. Arkansas has joined the State Authorization Reciprocity Agreement (SARA) on 06-29-2015. California: ESU Distance Education is exempt from authorization to offer distance education in California. Colorado: ESU Distance Education is exempt from authorization to offer distance education in Colorado. Colorado has joined the State Authorization Reciprocity Agreement (SARA) on 05-13-2014. Connecticut: No application is required from ESU Distance Education to offer online education in Connecticut. Connecticut has joined the State Authorization Reciprocity Agreement (SARA) on 12-09-2016. Delaware: ESU Distance Education has been authorized to offer distance education in Delaware. Delaware has joined the State Authorization Reciprocity Agreement (SARA) on 09-01-2016. District of Columbia: ESU Distance is exempt from authorization to offer distance education in DC. District of Columbia has joined the State Authorization Reciprocity Agreement (SARA) on 07-01-2016. -
State Education Agencies As Agents of Change What It Will Take for the States to Step up on Education Reform
AP PHOTO/ERIK SCH PHOTO/ERIK AP E LZIG State Education Agencies as Agents of Change What It Will Take for the States to Step Up On Education Reform Cynthia G. Brown, Frederick M. Hess, Daniel K. Lautzenheiser, and Isabel Owen July 2011 WWW.AMERICANPROGRESS.ORG State Education Agencies as Agents of Change What It Will Take for the States to Step Up On Education Reform Cynthia G. Brown, Frederick M. Hess, Daniel K. Lautzenheiser, and Isabel Owen July 2011 On the cover: Kevin Huffman, a former vice president atT each for America, speaks at a news conference after being named education commissioner at the state Capitol in Nashville, Tennessee in March 2011. Gov. Bill Haslam and wife, Crissy, look on. Contents 1 Introduction and summary 3 Our findings 4 Our recommendations 6 The importance of this paper 7 History of state education agencies 11 Literature review 17 The SEA circa 2011 20 Findings: How chiefs get things done, in their own words 21 Shift from compliance to performance 22 Reorganize and focus the agency 23 Make the “federal unit” fit 25 Recognize the limits of the SEA 27 Recruit talent 28 Build key relationships 30 Use the levers for change 32 Conclusions and recommendations 32 Role of the state 34 Role of the federal government 35 Role of the SEA chief 38 Conclusion 39 Appendix: State education agency staffing levels 41 References 42 Endnotes 43 About the authors and acknowledgements Introduction and summary Today, state education agencies and their leaders face unprecedented demands. What was once a low-profile job of managing federal aid, providing curricular guidance, and ensuring compliance with various legal obligations is now a far more visible and politically fraught task.