Come learn from four stakeholders renowned for their experience and expertise in improving children's literacy; two professors of education, an education reporter, and the head of one of Michigan's school administrator associations.
The Next Generation Undergraduate Success Measurement Project, funded by the Andrew W. Mellon Foundation, is an exploratory project to develop and implement a state-of-the-art measurement project to improve our understanding of the value of undergraduate educational experiences, and promote evidence-based models of undergraduate student success.
In an exploratory project funded by The Andrew W. Mellon Foundation, Ithaka S+R developed a novel approach to measuring a liberal arts and sciences educational experience, and examining its relationship with student outcomes.
Please join the Education Policy Initiative in welcoming Hirokazu Yoshikawa, the Courtney Sale Ross Professor of Globalization and Education at NYU Steinhardt and a University Professor at NYU, and Co-Director (with J. Lawrence Aber) of the Global TIES for Children center at NYU, for a virtual education policy talk.
Join us for a year-long series of virtual panel discussions and seminars exploring the values, dimensions, and outcomes of liberal arts education, and how they might be measured.
Layne Scherer is a senior program officer with the Board of Higher Education and Workforce at the National Academies of Sciences, Engineering, and Medicine.
The Saving for Education, Entrepreneurship and Downpayment (SEED) initiative began in 2003 to test asset-building accounts for children and youth with the goal of providing strategic and practical lessons in how to create an inclusive CSA system. At the SEED impact assessment site in Michigan (MI-SEED), 500 Head Start families were offered Michigan 529 Educational Savings plans. The accounts were opened with an initial contribution of $800 from program funding and a possible $200 match from the State of Michigan. Any subsequent savings by the family were matched 1:1 up to $1200. Another set of similar Head Start families made up a comparison group that was not offered accounts. Most of the participating pre-school children are now old enough to graduate from high school and actually use the accounts to fund post-secondary education. This presentation will offer preliminary longitudinal data on accounts, standardized test scores, and other educational outcomes over time.
The massive dollar amounts associated with student loan debt and the impact on individuals and the financial stability of the overall economy has attracted the attention of journalists, economists, and average Americans. There are, however, several myths associated with these eye-popping numbers, and Susan Dynarski, Professor of public policy, education and economics will discuss a few of these myths in our January Blue Bag Lunch Talk.
For example, in a recent paper for Brookings, "The Trouble with Student Loans? Low Earnings, Not High Debt," Professor Dynarski debunks the popular notion that more student debt leads to higher student loan default rates.
In fact, research shows that default rates are highest among individuals with smaller loan balances. Students borrowing under $5,000 default at a rate of 34 percent, compared to 18 percent for those borrowing more than $100,000.
Among policy proposals advocated by Professor Dynarski to address the student loan crisis is to automatically enroll borrowers who are late on payments in income-based repayment, or adjust loan payments each pay period, similar to the current income-tax withholding system.
The event will be a half-day symposium at which scholars, public officials, private sector representatives, and other census stakeholders will address preparations for the 2020 Census and the challenges it faces, include funding, the proposed citizenship question, and the implications of an inaccurate count.
Causal Inference in Education Research Seminar (CIERS)
About CIERS: The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
Wealth is highly correlated between parents and their children; however, little is known about the extent to which these relationships are genetic or determined by environmental factors. We use administrative data on the net wealth of a large sample of Swedish adoptees merged with similar information for their biological and adoptive parents.
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
Causal Inference in Education Research Seminar (CIERS)
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
Causal Inference in Education Research Seminar (CIERS)
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
Causal Inference in Education Research Seminar (CIERS)
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
Causal Inference in Education Research Seminar (CIERS)
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
