Ten College Majors with the Lowest Median Earnings
According to Georgetown University Center on Education and the Workforce, the ten majors with the lowest median earnings per year are:
Ten majors with the lowest median earnings per year:
Counseling/psychology: $29,000
Early childhood education: $36,000
Theology and religious vocations: $38,000
Human services and community organizations: $38,000
Social work: $39,000
Drama and theater arts: $40,000
Studio arts: $40,000
Communication disorders sciences and services: $40,000
Visual and performing arts: $40,000
Health and Medical preparatory programs: $40,000
Your students may want to know.
Ten majors with the highest median earnings per year
According to Georgetown University Center on Education and the Workforce, the ten majors with the highest median earnings per year are:
Petroleum engineering: $120,000
Pharmacy sciences and administration: $105,000
Mathematics and computer science: $98,000
Aerospace engineering: $87,000
Chemical engineering: $86,000
Electrical engineering: $85,000
Naval architecture and marine engineering: $82,000
Mechanical engineering: $80,000
Metallurgical engineering: $80,000
Mining and mineral engineering: $80,000
Training Students to Use the Internet
A survey by the National Cyber Security Alliance, financed by Microsoft indicates that teachers are not prepared to educate students on the basics of online security and safety. The survey of 1.012 teachers, 402 principals and superintendents and 200 school tech specialists found that 81% of school administrators feel that they are doing a good job teaching children about online safety. But 36% of teachers say they do not receive any training on the issue & 40% say they received one to three hours of training. Seventy-nine percent of teachers indicate that it is the parents who should be primarily responsible for teaching their children about cyber-security.
With cyber-bullying receiving national attention, the issue of cyber-security needs to have proponents. But as long as school administrators, teachers and parents have a different view on responsibility, then the issue falls into the hole of cyber space.
Condition of Education 2011
The National Center for Education Statistics released, Condition of Education 2011 which presents fifty different indicators of important developments and trends in U.S. education. The indicators focus on participation and persistence in education, student performance and other measures of achievement, the environment for learning, and resources for education. The report also includes a special section on changes in postsecondary education in the United States by institution level and control.
According to the report, public elementary and secondary enrollment in U.S. schools is expected to increase from 49.3 million to 52.7 million students, while undergraduate enrollment is expected to increase from 17.6 million students in 2009 to 19.6 million in 2020.
The report also notes that progress on national assessments in reading and math have been made among fourth- and eighth-grade students since the early 1990s, although “significant” gaps remain between white students and students of color.
With regard to college remediation, the report finds that about 36 percent of first-year undergraduate students reported taking a remedial course, while about 42 percent of students at public, two-year institutions reported taking a remedial course. The report also notes that about 54 percent of male and 60 percent of female first-time students who sought a bachelor’s degree and enrolled at a four-year institution full time in fall 2002 completed a bachelor’s degree at that institution within six years.
Young adults ages twenty-five to thirty-four who held bachelor’s degrees earned more than twice as much as young adults without a high school diploma or its equivalent, according to the report. College degree recipients also made 50 percent more than young adult high school graduates. The report also notes that young adults ages twenty-five to thirty-four with at least a bachelor’s degree had a full-time employment rate (74 percent) that was over 30 percentage points higher than that of their peers who had not completed high school (41 percent).
The complete report is available at http://nces.ed.gov/pubs2011/2011033.pdf.
Does More Testing Find Effective Teachers?
New York State is requiring districts to add “more than a dozen new standardized tests” in public schools in order to develop a more effective way to measure teacher performance as well as to improve the performance of its students. I do not have any objection to standardized tests as along as they provide an objective metric of students and teacher performance. But tests which rate teacher effectiveness have no validity because students are not held accountable if they pass or fail these tests is simply irresponsible in times of budget crises and teacher layoffs.
Where will the state get the tens of millions of dollars to develop and implement these new tests?
If principals cannot figure out whether teachers who work for them every day are effective, then we need different training for principals, not more tests for students. Why isn’t New York State using peer evaluations to rate teachers, in addition to the principal’s assessment as well as student performance? It’s being done in universities, law firms and the medical field.
GRANT ALERT!
My friends at the the National Dropout Prevention Center at Clemson University have sent this to me. Visit their website, www.dropoutprevention.org
Be aware of the deadlines!
This is to make you aware of the recent announcement of the 2011 Investing in Innovation (i3) grant competition and pre-application workshops.
INNOVATION GRANTS
On June 3, the Department kicked-off the 2011 Investing in Innovation (i3) grant competition to continue support for evidence-based practices in education. This second round of i3 makes $150 million available to individual school districts, consortia of districts, and non-profit organizations in partnership with districts or groups of schools. Grants will be available within the same three categories as in round one:
· up to $25 million each for scale-up grants to applicants with the strongest evidence and track record of success;
· up to $15 million each for validation grants to verify effectiveness of programs with moderate levels of evidence; and
· up to $3 million each for development grants to support new, high-potential practices whose impact should be studied further.
Grant recipients will be required to secure private sector matching funds of 5%, 10%, or 15%, respectively.
Three absolute priorities remain from last year’s grant competition: supporting effective teachers and principals, implementing high standards and quality assessments, and turning around persistently low-performing schools. For this year’s competition, the Department has included two new absolute priorities focusing on achievement and high school graduation rates in rural schools and promoting science, technology, engineering, and math (STEM) education. All applicants must address one of these five areas of reform. In addition, competitive preference will be given to applications that demonstrate support for improving early learning outcomes, increasing college access and success, addressing the unique needs of students with disabilities and limited English proficient students, or improving productivity or technology.
The Department will offer pre-application workshops in the coming weeks (June 17 in Washington, D.C., June 24 in San Francisco, and June 28 in Houston), along with several webinars on key topics. Applications are due on August 2. Awards will be made no later than December 31. FOR MORE INFORMATION, PLEASE GO TO http://www2.ed.gov/programs/innovation/. (Note: Applicants are strongly encouraged to submit a notice of intent to apply by June 23.)
Meanwhile, the Department is seeking peer reviewers from a variety of backgrounds and professions for the competition. Reviewers must have expertise in at least one of the program’s five absolute priorities or in educational evaluation and be available for roughly four weeks, in August and September, to review applications. Resumes and an information checklist are due by July 8. FOR MORE INFORMATION, PLEASE GO TO http://www2.ed.gov/programs/innovation/2011/call-for-peer-reviewers.html.
When does 19% = 44%?
The Gary Indiana School Board voted to cancel contract for 333 teachers since the district expects a 19% cut in state funding. The district has (according to state records) 720 teachers. If my math is correct that is a cut of 44 percent. That means that the remaining 387 teachers will have to teach the 11,000 students. The ratio of teachers to students would increase from 1 to 15.2 students to 1 teacher for every 28 students.
That’s the end of today’s math lesson.
Dropout Funds Cuts
On May 25, the U.S. House Committee on Education and the Workforce passed the first in a series of education reform bills designed to revamp the Elementary and Secondary Education Act (ESEA), currently known as No Child Left Behind Act (NCLB). The bill, “Setting New Priorities in Education Spending Act,” which passed on a party-line vote of twenty-three to sixteen, would eliminate more than forty federal education programs, including Striving Readers, Smaller Learning Communities, High School Graduation Initiative, and Enhancing Education Through Technology (Ed-Tech).
Representative Bobby Scott (D-VA), offered an amendment that would have restored some of the dropout prevention activities that the bill eliminated. The amendment failed on a party-line vote of sixteen to twenty-three.
In defense of the amendment, Scott noted that it would specifically restore dropout prevention services that are not duplicative and authorized in other sections of ESEA. “There are dropout prevention services that are successful,” Scott said. “Those services should be expanded. There are also dropout prevention services that are unsuccessful. Those services should be cut. Dropout prevention services ensure that the nation’s high school students—and the nation itself—succeed.”
Since the vote to eliminate federal funding for dropout prevention services was along party lines (the Republicans voted to cut; the Democrats voted not to cut) remember to ask your representative how they voted before you vote in November.
SREB High Schools That Work Conference – Nashville, TN
| July 21, 2011 | ||
| 2:15 pm | to | 4:45 pm |
Franklin will be presenting a workshop entitled “School Leadership and School Cultures That Build Graduation Rates” in the Presidential Ballroom A at the Opryland Hotel in Nashville, TN starting at 2:15PM.
SREB High Schools That Work Conference – Nashville
| July 21, 2011 | ||
| 9:30 am | to | 11:00 am |
Franklin will be presenting a workshop entitled “It’s Time to End the Plague of School Dropouts” in the Presidential Ballroom A at the Opryland Hotel in Nashville, TN starting at 9:30 AM.
