Here is a statement from Jack Buckley , the USA Commissioner Of Education Statistics:
For-profit private schools have had the fastest growth in awarding degrees at all education levels, from associate to master’s degrees. Yet when it comes to student graduation rates, “an interesting split” emerges, according to Mr. Buckley. For four-year degree programs, private nonprofit colleges have the highest graduation rate—65 percent, compared to 55 percent for public colleges and only 22 percent for for-profit private schools.
Yet when it comes to two-year programs, the situation is reversed: For-profit colleges graduate 58 percent of students in two-year degree programs, well above the 48 percent at nonprofit private colleges and 21 percent at public colleges.
“Most people would guess the first part, but not the second,” Mr. Buckley sai
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From “A Portrait of California,” released today by the American Human Development Project:
Only one hundred of California’s nearly 2,500 high schools account for nearly half of the state’s dropouts.
Wow. Based on a speed-read, I’m not sure where this statistic comes from, but just: wow.
The report uses census data to look at health, education, and living standards, not surprisingly revealing wide disparities in the Golden State.
Is College Worth It? By Paul Taylor et al., Pew Research Center The report, called “ Is College Worth It?” and issued by the nonprofit Washington-based Pew Research Center, said that three-quarters of American adults say college is too expensive for most Americans to afford, and 57 percent said the higher education system does not provide students good value for the cost. Still, 86 percent of college graduates agreed that attending college had proven to be a good personal investment.
If you’ve been reading EdWeek, you’ve certainly read about states’ dire fiscal circumstances, the adoption of common standards in math and English/language arts, and worries that subjects other than those are being marginalized by accountability pressure. Those strands come together in discussions being held this week about the possible development of common social studies standards.
In our story, we report that social studies specialists from 18 states are meeting with representatives of content-area groups in social studies disciplines. They’re talking about how states can bolster social studies so it claims the central place its advocates feel it deserves in the classroom. Those talks could end up serving simply as a forum for discussion and exchange of ideas, or they could produce guidelines or standards. It’s not clear yet.
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The U.S. Department of Education will for the first time give school districts guidance on when to use restraints and seclusion as ways on children with disabilities.
According to Disability Scoop, Alexa Posny, told a federal autism advisory committee Thursday that the Office of Special Education and Rehabilitative Services will issue guidance to schools this fall and will also provide the first national data on the use of restraints and seclusion in schools.
“There are no federal regulations that exist, so it makes it very hard for us at the Department of Education to go out and say you can and can’t do this,” Ms. Posny told the safety subcommittee of the Interagency Autism Coordinating Committee. “We have no role in enforcement at this point.”
Restraints and seclusion are intended to calm and protect students from harming themselves or others.
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