Analyzing the Effectiveness of Adult Education Strategies: A new policy snapshot from the Institution of Education Sciences analyzed existing research on the effectiveness of various adult education strategies. The Workforce Innovation and Opportunity Act (WIOA) encourages adult education programs to use evidence-based strategies in order to improve services and participant success. However, the authors determined from their analysis that there is not enough evidence to guide decision-making for instructional and support strategies. Other key findings include:
- There are not enough rigorous studies on whether particular strategies improve adult learner outcomes.
- The few studies that have been performed did not address the full set of outcome areas that the federal government emphasizes.
- There is not enough evidence from the studies performed to indicate which strategies are most effective, however, bridge classes and integrated education and training programs offer some promises.
Examining Women, Minorities and Persons with Disabilities in Science and Engineering: A new report provides updated statistical information on the participation of women, minorities and persons with disabilities in science and engineering education and employment. From the survey responses collected, the researchers found that during 2018, more women than men were enrolled in both two-and four-year institutions, and women earned about half of all bachelor’s degrees. The most common degrees that women earned were in psychology, biological sciences and agricultural sciences, however, women earned far fewer degrees in computer sciences and engineering. The findings also showed that between 2016-2018, the overall number of science and engineering graduates declined. However, there were differences among populations. The share of Latino students increased while Black and Native American students remained the same. The researchers also found that the unemployment rate for these students is lower than in other fields and they generally have higher salaries, though women scientists and engineers have lower median salaries than their male counterparts in most broad occupational groups.
Analyzing State Data Capacity: Researchers from the Institute of Education Sciences recently provided an overview of the current data capacity of states’ and territories’ Statewide Longitudinal Data Systems (SLDSs). Information was collected from an annual survey that includes how states use SLDSs to inform policy and their capacity for linking K-12, postsecondary, workforce, CTE, early childhood and K-12 teacher data. Some of the key findings include:
- K-12 datasets were the most common data types reported in SLDSs.
- When asked about the capacity for linking K-12 student data in the SLDS to other data, at least 70 percent of states responded that there are linkages between K-12 students and teachers, postsecondary, CTE and early childhood data.
- Nearly three quarters of states reported having comprehensive data dictionaries for K-12 student data.
- The most common use of data for reporting and decision-making was in resources like scorecards or dashboards for students, parents and other members of the community.
Understanding Student Home Internet Connectivity Needs: A new report provides preliminary findings from a study on students’ home internet connectivity. Based on the findings, the researchers provide guidelines on bandwidth, devices and other remote learning needs. The researchers found:
- Video learning is essential for education.
- Students are mobile and rely on Wi-Fi.
- Some communities, specifically in rural areas, require more support and resources.
- Device quality significantly impacts remote learning.
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