DOCSLIB.ORG

Investing in State Support for Higher Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Investing in State Support for Higher Education INVESTING IN STATE SUPPORT FOR HIGHER EDUCATION POLICY BRIEF Spring 2008 Executive Summary build support for a vital driver of the competitive economy: campus-based research and innovation. Research contracts n January 2004 the Vermont Business Roundtable issued BOEHSBOUTBUDPMMFHFTBOEVOJWFSTJUJFTQVNQPWFSNJMMJPO its !rst report on the vital importance of higher education JOUPUIFTUBUFTFDPOPNZ BOEUIBUNPOFZSJQQMFTPVUBUUIF as a driver of Vermont’s 21st century economy. Since that SBUFPGQFSSFTFBSDIEPMMBSTQFOU&WFONPSFJNQPSUBOU time the need for support of this important economic university research creates the technological knowledge that Isector has only become more pronounced. The moment has will shape and drive the 21st century economy. come to call attention again to the fact that we have made no progress but are in fact falling further behind. r 7FSNPOUOPXDPNQFUFTJOBGBTUFWPMWJOHHMPCBMNBSLFUQMBDF and our most vital resource is knowledge and the ability to Vermont’s prospects for a strong and secure economic future BDRVJSFJU$PMMFHFHSBEVBUFTFBSOGBSNPSF DPTUTPDJFUZGBS hinge on government’s commitment to make signi!cantly MFTT BOEDPOUSJCVUFNVDINPSFUIBOUIPTFXJUIPOMZIJHI greater investment in our state support for higher education. Estimated Overall Economic Impacts of Higher Education in Vermont The reasons are clear: The following figures use a multiplier of 2.5, which assumes that for every dollar spent, another $1.50 is generated r 5IJTJTBIVHFTFDUPSPGUIF7FSNPOUFDPOPNZ and spent within the state. XIJDIIBTJODSFBTFEQFSDFOUTJODF BOE now contributes $2.9 billion annually in total 6OJWFSTJUZPG7FSNPOU 5PUBM&YQFOEJUVSFT estimated economic impacts within Vermont — YNVMUJQMJFS Y yet we still rank 49th in the nation in per-capita Estimated Overall Economic Impact $1,132,817,500 support for higher education. 7FSNPOU4UBUF$PMMFHFT 5PUBM&YQFOEJUVSFT YNVMUJQMJFS Y r 5IJSUZFJHIUPG7FSNPOUTGBTUFTUHSPXJOH Estimated Overall Economic Impact $352,894,980 occupations require signi!cant post-secondary FEVDBUJPO BOEQFSDFOUPGUIFFTUJNBUFE *OEFQFOEFOU*OTUJUVUJPOT 5PUBM&YQFOEJUVSFT OFXXPSLFSTUIBU7FSNPOUCVTJOFTTFT YNVMUJQMJFS Y Estimated Overall Economic Impact $1,443,296,965 require each year need signi!cant training beyond high school. Yet these opportunities depend on 1VCMJD1SJWBUF*OTUJUVUJPOT 5PUBM&YQFOEJUVSFT affordable access — and we have allowed higher- YNVMUJQMJFS Y education debt loads of the neediest Vermont Estimated Overall Economic Impact $2,929,009,445 GBNJMJFTUPSJTFQFSDFOUTJODF GSPN UPPWFS UIJTZFBS Source for Expenditures: FY 2006 IPEDS Finance Survey. Source for “multiplier”: Recently economists have provided multiplier effects r 8JUIUPEBZTFYQMPTJWFHSPXUIPGSFTFBSDI from 2.0 to 2.5 to 4.0. JOTUJUVUJPOTJO*OEJBBOE$IJOB 7FSNPOUNVTU school backgrounds. Yet low levels of state support for higher The Power of Investing in Higher Education education in Vermont have contributed to high and rising 'PSCPUIPVSQSFTFOUBOEPVSGVUVSFQSPTQFSJUZ state UVJUJPO OBSSPXCVEHFUNBSHJOTGPSQVCMJDDPMMFHFT TJHOJàDBOU investment in our human capital is the single most EFGFSSFENBJOUFOBODF BOEBMJNJUFEBCJMJUZUPQSPWJEF powerful strategy Vermont can adopt for our economy DPNQFUJUJWFGBDJMJUJFT TBMBSJFT BOEQSPHSBNT and our future. Signi!cantly boosting state support for higher education will build our state’s ability to compete and *O*SFMBOEBOE,FOUVDLZ XIJDIIBWFBMTPMPOHTUSVHHMFEXJUISVSBM move forward as a 21st century economy. Postponing these QPWFSUZBOEMJNJUFEPQQPSUVOJUZ WJTJPOBSZJOWFTUNFOUJOIJHIFS investments will push us in the opposite direction — toward education access and support have borne remarkable fruit. Ireland the rear in the rigorous competition for prosperity in the global JTOPXBXJEFMZSFOPXOFEiFDPOPNJDNJSBDMF uBOE,FOUVDLZJT marketplace. now fourth in the nation in site selection for business. Vermont can do much the same — and we must start now. 3JHIUOPX IJHIFSFEVDBUJPODPOUSJCVUFTFOPSNPVTMZUPPVS TUBUFTXFMMCFJOH5IFGVMMUJNFJOTUJUVUJPOTJOUIJTVOVTVBMMZ i"XFMMFEVDBUFEXPSLGPSDFNFBOTHPPEKPCT BOEHPPEKPCT iDMFBOuFDPOPNJDTFDUPSFNQMPZBMNPTU QFPQMF QBZJOH NFBOIJHIFSQBZ uOPUFT#JMM4USJU[MFS $&0PG4NVHHMFST/PUDI PWFSNJMMJPOJOBOOVBMXBHFTBOECFOFàUT3FTFBSDI 3FTPSU 7JDF$IBJSPGUIF3PVOEUBCMF BOEDPDIBJSPGUIFHSPVQ HSBOUTCSJOHJOPWFSNJMMJPOQFSZFBSBTUIFZIFMQEFWFMPQ that produced Having the Courage to Change: How We Can Avoid the UFDIOPMPHJFTBOETPMVUJPOTGPSPVSGVUVSF0WFSBMM UIFFTUJNBUFE Coming Workforce Crisis. “Higher pay means more revenue to the economic impacts of higher education in Vermont are a state ... and more revenue means being able to take care of our staggering $2.9 billion per year. (See chart 1.) TPDJBMOFFET JODMVEJOHIJHIFSFEVDBUJPO The impacts on individual Vermonters are just as clear. A person i:PVIBWFUPIBWFBHPPEEFHSFFPGWJTJPO CFDBVTFUIJTGSFRVFOUMZ XJUIBCBDIFMPSTEFHSFFXJMMFBSOQFSDFOUNPSF QSPKFDUFE involves investment in the front end that yields a return in four PWFSBMJGFUJNFBOEXJMMQBZUXJDFBTNVDIJOUBYFTDPNQBSFE PSàWFZFBST u4USJU[MFSBEETi0ODFXFHFUUIBUQSPDFTTTUBSUFE to someone with only a high-school diploma. A Vermonter with it becomes regular and cyclical. And it is good for the people of BNBTUFSTEFHSFFXJMMFBSOQFSDFOUNPSF$PMMFHFHSBEVBUFT 7FSNPOUu BSFGBSNPSFMJLFMZUIBOIJHITDIPPMHSBETUPWPUF WPMVOUFFS BOE Expected Lifetime Earnings Relative to High School Graduates by Education Level 3.0 2.87 2.5 2.37 1.93 2.0 1.61 1.5 1.19 1.28 1.00 1.0 Earnings Ratio 0.75 0.5 0.0 Not a High Some Associate’s Bachelor’s Master’s Doctorate Professional HS school college, degree degree degree degree graduate graduate no degree Source: Education Pays 2007: The Benefits of Higher Education for Individuals and Society. Sandy Baum and Jennifer Ma. The College Board: 2007. 10-*$:#3*&'r2r413*/( join in civic and community activities. A person who has not gone "DDPSEJOHUPUIF7FSNPOU$PNNJTTJPOPO)JHIFS&EVDBUJPO to college is 12 times more likely to spend time in prison than 'VOEJOH $)&' iIJHIFSFEVDBUJPOEFCUMPBETPGUIFOFFEJFTU TPNFPOFXIPIBT%FTQJUFUIFTFDPNQFMMJOHGBDUT UIFOVNCFS 7FSNPOUGBNJMJFTJODSFBTFEUPNPSFUIBO JO': u of ninth graders deciding to not pursue college has increased 121 VQ JOKVTUPOFZFBS percent since 1997. "EET$)&' i1BTUMFWFMTPGGVOEJOHGPSIJHIFSFEVDBUJPOIBWF Vermont’s economy has changed and we now face competition SFTVMUFEJOIJHIUVJUJPOBOEGFFTBNPOHPVSQVCMJDJOTUJUVUJPOT POBXPSMEXJEFTDBMF8FOPXSFMZDIJFáZ OPUPOSBXNBUFSJBMT OBSSPXCVEHFUNBSHJOT TJHOJàDBOUEFGFSSFENBJOUFOBODFBOE PSOBUVSBMSFTPVSDFT CVUPOLOPXMFEHFBOEJOOPWBUJPO BOEUIF dif!culty in providing the types of academic services and equipment opportunity to acquire and use these vital assets. According UIBUXPVMENBLFVTNPSFDPNQFUJUJWFXJUIPUIFSTUBUFTu UPUIF3PVOEUBCMFTSFQPSU Having the Courage to Change: How We Can Avoid the Coming Workforce Crisis,PG7FSNPOUT 8FNVTUOPUJHOPSFUIFVSHFOUOFFEUPJODSFBTFTJHOJàDBOUMZ GBTUFTUHSPXJOHPDDVQBUJPOTJODMVEJOHTJYPGUIFGBTUFTU PVSTUBUFTTVQQPSUGPSIJHIFSFEVDBUJPO1VUTJNQMZ PVSGVUVSF growing jobs — require signi!cant post-secondary education. economic success depends on this. "MPOHXJUIFEVDBUJOHOFBSMZ 7FSNPOUFSTFWFSZZFBS PVS DPMMFHFTBOEVOJWFSTJUJFTBUUSBDUPWFS UBMFOUFEPVUPGTUBUF Campus Research and Innovation students annually — and many of those young people will stay Drives the Competitive Economy here and contribute. Research contracts and grants at Vermont colleges and VOJWFSTJUJFTQVNQPWFSNJMMJPOJOUPUIFTUBUFTFDPOPNZ But we face serious challenges. Vermont still ranks 47th in the NPTUMZGSPNPVUPGTUBUFHPWFSONFOU GPVOEBUJPO BOEDPSQPSBUF OBUJPOJOTUBUFTVQQPSUGPSIJHIFSFEVDBUJPO NFBTVSFEQFS TPVSDFT8IBUTNPSF SFTFBSDIEPMMBSTIBWFBOVOVTVBMMZMBSHF JOQFSTPOBMJODPNF1FSDBQJUB XFSBOLUI KVTUBTXF FTUJNBUFEFDPOPNJDNVMUJQMJFSFGGFDUBTNVDIBTEPMMBST did in 2004. in the community for every research dollar spent. Education and Traning vs. Pay Median weekly earnings in 2006 vs. 2006 unemployment rate by education level $1600 7% Median Weekly Earnings 2005 $1,441 $1,474 $1400 6% $1200 $1,140 Unemployment Rate 2006 5% $1000 $862 4% $800 $721 $674 $595 3% $600 $419 2% $400 1% $200 $0 0% Not a High Some Associate’s Bachelor’s Master’s Doctorate Professional HS school college, degree degree degree degree graduate graduate no degree Source: U.S. Department of Labor, Bureau of Labor Statistics 413*/(r3r10-*$:#3*&' &WFONPSFJNQPSUBOUMZ VOJWFSTJUZSFTFBSDIDSFBUFTUIF Shining Examples and “Economic Miracles” technological knowledge that will shape and drive the 21st Investing boldly in higher education can have economic impacts DFOUVSZFDPOPNZ/BUJPOBMMZ UIFVOJWFSTJUZCBTFEEJTDPWFSZ UIBUBSFBMNPTUBTUPOJTIJOH*OUIFT BTHaving the Courage PGSFDPNCJOBOU%/"HBWFCJSUIUPUIFCJPUFDIJOEVTUSZ to ChangeEFTDSJCFT UIFFDPOPNZPG*SFMBOEMPOHPOFPG Research at UVM and other land-grant colleges has developed &VSPQFTXFBLFTUXBTTBHHJOHCBEMZXJUIVOFNQMPZNFOU IJHIZJFME EJTFBTFSFTJTUBOUDSPQTUPNBLF"NFSJDBOBHSJDVMUVSF FNJHSBUJPOPGDPMMFHFHSBEVBUFT BOEGBTUSJTJOHOBUJPOBMEFCU#VU the world’s most productive; and university-based military JOBTJOHMFHFOFSBUJPO *SFMBOEIBTCFDPNFUIFXPSMESFOPXOFE SFTFBSDIJOUPFMFDUSPOJDTIBTHJWFOVTDPNQVUFSTDJFODF TBUFMMJUF i$FMUJD5JHFS uIPNFUPUPQQIBSNBDFVUJDBM NFEJDBMTVQQMZ DPNNVOJDBUJPOT SPCPUJDT NJOJBUVSJ[BUJPO BOEUIF*OUFSOFU BOETPGUXBSFDPNQBOJFT BOEUPFOPSNPVTHSPXUIJOEJSFDU GPSFJHOJOWFTUNFOUBOEUIFTJ[FPGJUTFNQMPZFEXPSLGPSDF5IF 5PEBZJO7FSNPOU /PSXJDI6OJWFSTJUZSFTFBSDIFSTBSFFOIBODJOH PGUFODJUFELFZUPUIJTiFDPOPNJDNJSBDMFuXBTUIBU BTQBSUPG cyber security; Middlebury College faculty and students are BDPPSEJOBUFEBQQSPBDIUPXPSLGPSDFEFWFMPQNFOU JO probing the impacts of climate change; UVM scientists are on the Ireland made a college education virtually
Load more

Recommended publications
  • Copy of 2012
    2012‐2013 Full‐time Faculty First Name Last Name Title Div Desc Inst 1Inst 1 Degree Inst 2Inst 2 Degree Inst 3Inst 3 Degree Inst 4Inst 4 Degree Robin Abramson Provost and Chief Academic Officer Academic Affairs SUNY Binghamton B.S. University of Vermont Ph.D. Professor Bryan Agran Instructor Div of Commnctn & Creatve Mdia University of Vermont B.A. Deborah Alden Instructor Div of Commnctn & Creatve Mdia University of Vermont B.A. University of Connecticut M.A. Gary Baker Assistant Professor Div of Eduction & Human Stdies University of Toledo B.A. Augusta State University M.S. University of Mississippi Ph.D. Scott Baker Assistant Dean Division of Business Carleton College B.S. Georgia Institute of Technology M.S. Assistant Professor Warren Baker Assistant Professor Div of Commnctn & Creatve Mdia Gettysburg College B.A. University of Southern Maine M.F.A. Cristian Balan Assistant Professor Div of Info Tchnlgy & Sciences Plattsburgh State University of New York B.A.,M.S.T.,C.A.S. Lynne Ballard Associate Provost Academic Affairs Tufts University B.A. University of Vermont M.Ed.,Ed.D. Associate Professor John Banks Co‐Director, Digital Filmmaking Div of Commnctn & Creatve Mdia University of Arizona B.F.A. School of the Art Institute of Chicago M.F.A. Assistant Director, Master's of Fine Arts Associate Professor Robert Barracano Assistant Professor Div of Commnctn & Creatve Mdia SUNY Purchase College B.F.A. American Film Institute Conservatory M.F.A. Charles Bashaw Assistant Professor Core Division Hampshire College B.A. University of Massachusetts‐ Amherst M.A. University of Wisconsin‐ Madison Ph.D.
    [Show full text]
  • VSCS Fact Sheet 2008
    Enrollment Vermont State Colleges Fall Semester Headcount Workforce & Business t 14,000 t 12,590 Development Network e e Vermont State 12,000 2,162 e 9,834 9,896 17% Customized training, consulting, and e 10,000 advisory services for Vermont businesses, Colleges h 1,792 h 1,965 18% large and small . Nearly 20,000 Vermonters 8,000 20 % S participate annually in VSC workforce S For the Benefit education and training programs. Thousands 6,000 t t of Vermont of Vermonters will access these services 7,869 8,104 10,428 c 4,000 80% 82% 83% through VIT, Vermont’s videoconferencing c and distance learning system. a a 2,000 F Small Business Development Center F VSC Student Profile 0 (SBDC) Over 19,000 students s 1990 2000 2007 s Vermont Manufacturing Extension enrolled annually e e Fall Semester Center (VMEC) 82.5% Vermonters g Full-time Equivalency (FTE) g 10,000 Technology Extension Division (TED) e 9,041 e 51% first in family to l Vermont Interactive Television (VIT) l attend college 1,944 l 8,000 6,499 22% l 6,447 38% over the age of 25 o 1,647 o 6,000 25% 1,935 VSC Economic Impact 57% of Vermonters C 30% C attending undergraduate 4,000 With over 2,200 employees , the VSC is the college in Vermont attend e 5th largest employer in Vermont. Higher e 4,512 4,852 7,097 the VSC t t 2,000 70% 75% 78% education is the 3rd largest industry in a Vermont, contributing at least 2.5 times its a Over 26,000 VSC alumni budget to the local, regional and state live and work in Vermont t 0 t 1990 2000 2007 economy: S S Total Out-of-State In-State VSC FY08 All
    [Show full text]
  • College-Specific Scholarships Scholarship Name & Application College Eligibility Criteria Hyperlink Deadline High Academic Achievement, U.S
    College-Specific Scholarships Scholarship Name & Application College Eligibility Criteria Hyperlink Deadline high academic achievement, U.S. Scholarship Examination Competition, citizen/perm. Resident, or eligible non- Boston University citizen http://www.bu.edu/eng/scholexam/ October 24th New England students who are admitted Joseph D Aiken Scholarship Citadel to The Citadel http://www.citadel.edu Ralph J. Bunche Scholars, http://www.colby.edu/admissions/residential/ Colby College for outstanding students of color diversity/scholarships.shtml November 15th DeVry University (Campuses in AZ, CA, CO, FL, GA, IL, MO; NJ, Seniors; admitted to DeVry; minimum SAT NY, OH, PA, TX, VA, WA) of 1100 or ACT of 24. Dean's Scholarship March 7th Students offered admission to Green Green Mountain College; email $30 fee waived until February 15 Mountain College; matching grants [email protected] Green Mountain College awarded by VSAC ALANA students (African American, Latino, Asian, or Native American); Apply to College by December academic achievement, leadership, 15th; Apply for Scholarship by Ithaca College community involvement. Martin Luther King Jr. Scholar Program February 1st New student scholarships (12) for academic year;see requirements on Johnson State College application See Application March 1st Students planning to major in the Johnson State College Hospitality Industry Hospitality Industry Scholarship March 1st Johnson & Wales University (Campuses in Seniors; admitted to Johnson & Wales; RI, SC, VA, FL, CO) minimum SAT of 1000 or ACT
    [Show full text]
  • Progress Report on UNIFICATION
    Progress Report on UNIFICATION Northern Vermont University February 2019 Prepared for a NECHE Site Visit April 1-4, 2019 NVU Progress Report on Unification, February 2019, page 1 Introduction On July 28, 2017, President Elaine C. Collins as CEO submitted a substantive change proposal seeking Commission approval to unite Johnson State College and Lyndon State College, both members of the Vermont State Colleges System (VSCS), as Northern Vermont University (NVU) with campuses at both locations, NVU-Lyndon and NVU-Johnson. In his December 7, 2017, letter, Commission on Institutions of Higher Education Chair David P. Angel conveyed the Commission’s decision, taken at its meeting on September 29, 2017, to accept the colleges’ report and approve the plans to merge as Northern Vermont University as of July 1, 2018. President of the Commission Barbara E. Brittingham wrote to President Collins on December 21, 2017, confirming that the new Northern Vermont University had been granted initial accreditation as of July 1, 2018. In accordance with the policy on substantive change, the Commission in its December letter also scheduled a Spring 2019 site visit to assess initial implementation of the merger. For the progress report in advance of the site visit the Commission directed particular attention to three areas: (1) developing an effective governance structure for Northern Vermont University that provides for the participation of constituency groups on both campuses; (2) consolidating the planning and evaluation activities of the two institutions and implementing an institution-wide approach to assessing student learning; (3) meeting enrollment goals and achieving a balanced budget that ensures sufficient staffing for Northern Vermont University’s two campuses.
    [Show full text]
  • Vermont State Colleges Announces System-Wide Task Force to Assist
    CASTLETON UNIVERSITY OFFICE OF THE CHANCELLOR COMMUNITY COLLEGE OF VERMONT PO BOX 7 NORTHERN VERMONT UNIVERSITY MONTPELIER, VT 05601 VERMONT TECHNICAL COLLEGE P (802) 224-3000 Vermont State Colleges Announces System-Wide Task Force to Assist with Building a Sustainable Future The group will recommend solutions to system-wide challenges focusing on program quality, viability and access Montpelier, VT – Vermont State Colleges System (VSCS) Interim Chancellor Sophie Zdatny today announced the creation of a new system-wide task force charged with developing plans and advising the Chancellor’s Office and Board of Trustees on how to move the organization forward to ensure quality, financial viability, and access to programs for students across Vermont. The 15-member task force, called VSCS Forward, is comprised of diverse and highly skilled individuals representing all VSCS entities, as well as faculty, staff, students, and trustees. Each college and full-time bargaining unit was asked to select participants. An outside professional facilitator will be hired to lead the group discussion and support the team’s work. “VSCS Forward is a critical next step in our work to move beyond the challenges of the past and toward a future where our system is thriving, our faculty and staff are supported in new and exciting ways and our students receive the high quality education they deserve,” said Interim Chancellor Zdatny. “We must seize this opportunity to build an inclusive and thoughtful process to consider how we transform into a sustainable organization with high-demand programs that prepare students for the economy of the future.” VSCS Forward members will spend the next few months meeting, researching and analyzing the system.
    [Show full text]
  • Economic Programs, Providers & Services
    GBIC~The Greater Burlington Industrial Corporation Frank Cioffi, President; Curt Carter, Vice President; Seth Bowden, Dir. Business Development P.O. Box 786 60 Main St., Burlington, VT 05402 Tel. 802.862.5726 Fax: 802.860.1899 ~ [email protected] www.gbicvt.org The following is a compilation of the Providers, Programs and Services of Economic Development in Vermont Vermont’s Primary Economic Development Providers Vermont Agency of Commerce & Community Development ……………………..….3 Department of Economic, Housing and Community Development………..........3 Department of Travel, Tourism & Marketing ………………………………………..…………5 Vermont’s Regional Development Corporations (RDCs) ………………………………..5 Existing Vermont Economic Development Programs, Resources, Incentives and Resource Partners Financing: Vermont Economic Development Authority VEDA ………………………………………….7 Fresh Tracks Capital ……………………………………………………………………………………..11 Vermont Seed Capital Fund…………………………………………………………………………...11 North Country Angels ……………………………………………………………………………………11 Vermont Venture Network …………………………………………………………………………....12 Vermont Sustainable Job’s Fund…………………………………………………………………….12 Vermont Community Foundation ….…………………………………………………………….…13 Revolving Loans Funds …………………………………………………………………………………..14 Workforce Training: Workforce Development Council ………………………………………………………………….14 Workforce Investment Boards ……………………………………………………………………….14 Peer to Peer Collaborative ………………………………………………………………….………….15 Vermont Training Program VTP …………………………………………………………………….15 Workforce Education & Training Fund WETF
    [Show full text]
  • 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.
    [Show full text]
  • Research on Waldorf Graduates in North America, Phase 1
    Research on Waldorf Graduates in North America, Phase 1 Faith Baldwin, Douglas Gerwin, and David Mitchell EDITORIAL NOTE: The Research Institute for Waldorf Education has completed Phase I of its research project, “Research on Waldorf Graduates.” We are pleased to present the report from this first phase of the research project with this issue of the Research Bulletin. Although the body of the report is printed here in its entirety, we have omitted all the appendices except Appendix E and Appendix F. (The other appendices are available on request). This initial project will form a foundation for the more in-depth research that will now begin with Phase 2. Readers of this report will be interested to learn that Waldorf graduates are being accepted by and attending not only the finest universities and colleges in North America but around the world. Especially intriguing is the number of students (22.8%) who opted to defer college for a year in order to pursue an impressive array of other creative and unique programs. Introduction Waldorf education is designed to provide its stu- Waldorf graduates, and to which colleges do they dents with broad skill sets and a wide range of choose to go? How many do not go directly to interests, giving them many options in life and college, and what do they do instead? allowing them to find fulfilling vocations. Seventy-five years after the founding of the first This first phase in a two-part survey examined Waldorf school in the United States and with the these questions by gathering data collected in tremendous growth of Waldorf schools across 2004–2005 in the United States and Canada the country, it is time to look in a systematic way from twenty-seven Waldorf high schools report- at what happens to Waldorf graduates: How ing on what their graduates from the past ten many go on to college? Which colleges accept years did in the year following graduation.
    [Show full text]
  • 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: .................................................................................................................................
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]