The New York Times reports:
Education was historically considered a great equalizer in American society, capable of lifting less advantaged children and improving their chances for success as adults. But a body of recently published scholarship suggests that the achievement gap between rich and poor children is widening, a development that threatens to dilute education’s leveling effects…
N0w, in analyses of long-term data published in recent months, researchers are finding that while the achievement gap between white and black students has narrowed significantly over the past few decades, the gap between rich and poor students has grown substantially during the same period.
“We have moved from a society in the 1950s and 1960s, in which race was more consequential than family income, to one today in which family income appears more determinative of educational success than race,” said Sean F. Reardon, a Stanford University sociologist.
USA Today reports:
When U.S. News & World Report debuted its list of “America’s Best Colleges” nearly 30 years ago, the magazine hoped its college rankings would be a game-changer for students and families. But arguably, they’ve had a much bigger effect on colleges themselves…
Yes, students and families still buy the guide and its less famous competitors by the hundreds of thousands, and still care about a college’s reputation. But it isn’t students who obsess over every incremental shift on the rankings scoreboard, and who regularly embarrass themselves in the process. It’s colleges…
…While U.S. News cross-checks some data with other sources, it relies largely on colleges themselves to provide it. Modest forms of fudging through data selection are undeniably common, especially in law school rankings. The most high-profile case of outright cheating involved Iona University in New York, which acknowledged last fall submitting years of false data that boosted its ranking from around 50th in its category to 30th.
But most rankings critics say by far the most pernicious failure of colleges isn’t blatant cheating, but what they do more openly — allowing the rankings formula to drive their goals and policies.
In the wake of his State of the Union address this past week, President Obama is touring the country and speaking, among other topics, about the relationship between STEM (science, technology, engineering, and mathematics) education and the American economy.
For instance, yesterday, Obama toured a new Intel manufacturing plant in Arizona that has struggled to find qualified workers in the U.S. and thus has had to outsource some parts of the manufacturing process overseas, as PC Magazine reports. The president addressed the issues of STEM education and the American workforce’s readiness to participate in the high technology economy in his State of the Union speech (see Scientific American’s roundup of expert reactions to Obama’s STEM-related remarks).
Perhaps due to the attention brought to this topic by the president’s speech, a number of STEM education-related news items have surfaced in recent days:
- A new survey conducted by M.I.T. uncovers reasons why American secondary students decline to pursue STEM studies (and, hence, STEM-related careers). Reasons include the perception that STEM fields are “too challenging.”
- The National Center for Science Education has announced it will “fight efforts to slip incorrect climate science information into school lessons. ‘We are seeing more efforts in legislatures and schools to push climate misinformation on teachers and students,’ says NCSE head Eugenie Scott.” [Source: USA Today]
- In a new podcast, the New York Times reports “an increasing number of parents are turning to outside organizations to supplement science education in the schools.”
Posted in College preparation, Curriculum, Education and careers, Faculty (K-12), Higher education, K-12, Outside the classroom, Research, School funding, School reform, Technology in education
The Wall Street Journal reports:
Time will tell if the poor job market persuaded more students to push into disciplines such as engineering and science. Although the number of college graduates increased about 29% between 2001 and 2009, the number graduating with engineering degrees only increased 19%, according to the most recent statistics from the U.S. Dept. of Education. The number with computer and information-sciences degrees decreased 14%. Since students typically set their majors during their sophomore year, the first class that chose their major in the midst of the recession graduated this year.
Research has shown that graduating with these majors provides a good foundation not just for so-called STEM jobs, or those in the science, technology, engineering, and math fields, but a whole range of industries where earnings expectations are high. Business, finance and consulting firms, as well as most health-care professions, are keen to hire those who bring quantitative skills and can help them stay competitive.
The Huffington Post reports:
The Obama administration on Thursday issued a series of highly anticipated regulations aimed at cracking down on for-profit colleges and other career training programs that leave students saddled with unmanageable debts and contribute to an unequal share of federal student loan defaults…
The rules have been in the making for nearly two years, amid evidence that students at for-profit institutions default on federal loans at a significantly higher rate and pay higher tuition than their counterparts at public universities, despite for-profit schools devoting significantly less money toward instruction.
The rules were derived as a way to bring accountability to the federal student aid system and to protect students from unscrupulous programs that sought only their federally subsidized tuition.
The San Jose Mercury News reports:
a new analysis shows the majority of America’s top high school science competitors are the children of new immigrants.
The report, released Monday by the nonpartisan National Foundation for American Policy, found that about two-thirds of the finalists at the Intel Science Talent Search — the Nobel Prize of high school science — were born to parents who hailed from either China or India.
Only 12 of 40 finalists at this year’s competition — a national contest based on solutions to scientific problems — had parents who were born in America.
The National Foundation for American Policy study is available online here (PDF).
The Huffington Post reports:
According to a new report, a college degree is well worth it in terms of lifetime earnings. But, the study’s authors noted, not all degrees are worth the same amount: A student’s chosen major has critical, far-reaching consequences.
“The core finding here is that going to college and getting a degree is important, but what you major in can be three or four times more important.” said Anthony P. Carnevale, who co-authored the study and directs Georgetown University’s Center on Education and the Workforce. “The difference in earnings is more than 300 percent…”
Titled “What’s It Worth? The Economic Value of College Majors,” the study indicates that the earnings disparity between different college majors is substantial. In terms of yearly earnings, petroleum engineers reported making $120,000, while college counselors and psychologists earned an average of $29,000. Over the course of a lifetime, this translated into petroleum engineers making $5 million, while counselors and psychologists earned approximately $2 million.