Your search found 1794 results.

Descriptors:
Educational Attitudes; Minority Groups; Bilingual Education; Whites; Bilingualism; Bilingual Education Programs; Cultural Context; Census Figures; Regression (Statistics); Hispanic Americans; Population Distribution; Population Growth; Hypothesis Testing; Fear; Negative Attitudes

Abstract:
This study examines local contextual conditions that influence opposition to bilingual education among non-Hispanic Whites, net of individual-level characteristics. Data from the Texas Poll (N = 615) are used in conjunction with U.S. Census data to test five competing hypotheses using binomial and multinomial logistic regression models. Our results support a "racial threat" hypothesis, suggesting that increasing opposition to bilingual education among Whites corresponds to changes in the Hispanic population. We find opposition to bilingual education among non-Hispanic Whites to be most pronounced in areas with substantial growth in an already sizeable Hispanic population, and least pronounced in areas of high growth rates and historically low proportions of Hispanics. Importantly, our results highlight the relevance of the interaction between minority group size and minority growth rates in generating majority opposition to bilingual education programs in the United States. (Contains 1 table, 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Population Growth; Family Income; High School Graduates; Tuition; Fees; Undergraduate Students; In State Students; Educational Attainment; Educational Finance; Academic Achievement; Access to Education; Benchmarking

Abstract:
Benchmarks: WICHE Region 2012 presents information on the West's progress in improving access to, success in, and financing of higher education. The information is updated annually to monitor change over time and encourage its use as a tool for informed discussion in policy and education communities. To establish a general context for the benchmarks, it is useful to understand that three demographic characteristics of the West are central to issues of Access, Success, and Finance. First, median household income in the West is slightly higher than in most other regions; while the national median household income in 2011 was $50,054, the average for Western Interstate Commission for Higher Education (WICHE) states was $51,721. However, average tuition and fees for resident undergraduates in 2012-2013 at public four-year institutions in the West were significantly lower: $7,553 in the region compared to $8,655 nationally. Second, on average, a slightly higher proportion of the region's population holds at least a bachelor's degree (29.4%) than is found nationally (28.2%). Finally, although population growth has been strong in the West, preliminary projections suggest that the era of uninterrupted growth in the number of high school graduates, both nationally and in the West, is nearing an end. Still, the West is home to states that are among the fastest-growing in the nation, as well as those which will see continued declines in the size of high school graduating classes, while all are likely to see continuation of a trend in the rapid diversification of high school graduates. (Contains 15 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Attainment; Colleges; Alumni; Population Growth; Brain Drain; Economic Development; Conferences (Gatherings); School Community Relationship; Higher Education; Student Attitudes; Student Experience

Abstract:
In 2008, Rhode Island was in the early stages of refocusing its economic development efforts on transitioning to a knowledge-based economy. This move would require an educated workforce, largely deemed the responsibility of the state's 11 public and private institutions of higher education. For a state with slightly over a million residents and low population growth, increasing the retention of these graduates had the potential to close the postsecondary educational attainment gap that Rhode Island faced in comparison to its neighboring states. In fall 2009, nearly 100 educators, students, alumni, business leaders, policy officials, and entrepreneurs from across the state convened on the campus of Brown University for the Knowledge Retention Symposium, a forum to explore strategies to grow the state's knowledge workforce. From the discussion, it became clear that data were needed to determine whether the "brain drain" issue being discussed was real or perceived. In addition, two research questions emerged: how do current students view Rhode Island, and what experiences are common among alumni who decide to stay local after graduation? In 2010, "AICU Rhode Island" launched bRIdge, a statewide initiative to answer these questions and implement a strategy to increase post-graduate opportunity in Rhode Island. From the conversation that began in 2009 at the Knowledge Retention Symposium, to the data-driven strategy being implemented today, colleges and universities in Rhode Island are committed to working in partnership with the community to develop the educated workforce needed to reinvent the local economy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Services; Eligibility; Health Insurance; Public Sector; Autism; Legislation; Population Growth; Family (Sociological Unit); Family Environment; Children

Abstract:
Objective: Many states have implemented regulations (commonly referred to as waivers) to increase access to publicly insured services for autism spectrum disorders (ASD). In recent years, several states have passed legislation requiring improved coverage for ASD services by private insurers. This study examines the impact of such legislation on use of Medicaid-funded ASD services. Method: We used Medicaid claims data from July 1, 2006, through June 30, 2010, to identify children with ASD and to assess their use of behavioral health services and psychotropic medications. Service and medication use were examined in four consecutive 12-month periods: the 2 years preceding passage of the legislation, the year after passage but before implementation, and the year after implementation. We examined differences in use of services and medications, and used growth rates from nonwaiver children to estimate the impact of the legislation on Medicaid spending for waiver-eligible children with ASD. Results: The number of children with ASD receiving Medicaid services increased 20% from 2006-2007 to 2009-2010. The growth rate among children affected by the legislation was comparable to that of other groups before passage of the legislation but decreased after the legislation's passage. We project that, without the legislation, growth in this population would have been 46% greater in 2009-2010 than observed, associated with spending of more than $8 million in 2009-2010. Conclusions: Passage of legislation increasing private insurance coverage of ASD services may decrease the number of families seeking eligibility to obtain Medicaid-funded services, with an associated substantial decrease in Medicaid expenditures. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Portfolios (Background Materials); Animals; Rural Farm Residents; Low Income; Family (Sociological Unit); Population Growth; Natural Resources; Climate; Family Income; Financial Problems; Risk; Rural Economics; Rural Development; Farm Management; Surveys; Developing Nations; Land Use; Economic Development; Semi Structured Interviews; Followup Studies; Sociometric Techniques; Well Being; Social Indicators

Abstract:
The rural population of semi-arid lands in Kenya face multiple challenges that result from population growth, poor markets, land use and climatic changes. In particular, subsistence oriented farmers face various risks and opportunities in their attempt to secure their livelihoods. This paper presents an analysis on how livelihood assets and strategies of smallholders in Laikipia County, Kenya, have changed within the last decade and discusses the implications for development interventions. The analysis is based on bi-temporal data from 170 semi-structured household interviews in 1997 and a follow-up survey of 30 households conducted in 2010. Well-being indicators were developed and livelihood portfolios compared. The results show a striking persistence in low asset endowment for the majority of smallholders from an aggregated perspective, whereas transitions into and out of better livelihood conditions become evident from a household perspective. The investment in, and accumulation of, conventional buffer or productive assets, such as grain stocks, livestock or land, does not shield households from adverse shocks and stresses as smallholders were shown to easily slip back into poverty. Household portfolios display particular constraints for smallholders in expanding natural resource related activities and a substantial decrease in livestock numbers. While off-farm activities could possibly increase well-being, the prevailing low income levels and high insecurity for the majority who are engaged in off-farm employment, limits the ability to increase livelihood assets in the area. (Contains 1 table and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Equal Education; Educational Quality; Educational Attainment; Achievement Gap; Graduation Rate; High School Graduates; Economic Impact; Education Work Relationship; Minority Group Students; Educational Benefits; Population Growth; Public Schools; School Demography

Abstract:
For most of the last sixty years, the United States has labored to provide a quality education to "all" children, regardless of their skin color or socioeconomic status. This struggle for equity in education has seldom been linked to America's position as the world's economic powerhouse and leading producer of college-educated individuals. Historically, the country's moral failure to provide all children with an adequate and equal education did not incur a noticeable economic cost. This is no longer the case. Today, this moral imperative--to equitably provide all students with a quality education--is now a critical factor in maintaining the United States's national economic strength. The global economy demands knowledge and skills, and America cannot afford to ignore the gaps in educational achievement and disparate high school graduation rates that keep it from producing a workforce that possesses both. Failing to close these gaps, especially given the nation's changing demographics, will have dire consequences for the American economy. With two-thirds of the U.S. economy driven by consumer spending, it is only by increasing the financial resources of large portions of the population--specifically among rapidly growing communities of color--that the national economy will reap huge benefits. Increasingly, these consumers and workers will be citizens of color as the United States experiences sweeping demographic changes. U.S. policymakers searching for a formula to rebuild the economy must include equity in their equation. This equation has only one conclusion: in an information-age economy dependent upon consumer activity, any successful economic strategy must eliminate the gaps in education attainment and achievement and enable the fastest-growing populations to reach their full potential as wage earners, consumers, and citizens. (Contains 18 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Immigrants; Public Schools; Enrollment; English (Second Language); Second Language Learning; English Language Learners; Second Language Instruction; Population Growth; Population Trends; Second Language Programs; Program Implementation; Parent School Relationship; Civil Rights; Social Discrimination; Family Literacy; Administrator Responsibility

Abstract:
As thousands of communities--especially in the South--became booming gateways for immigrant families during the 1990s and the early years of the new century, public schools struggled with the unfamiliar task of serving the large numbers of English-learners arriving in their classrooms. Instructional programs were built from scratch. Districts had to train their own teachers to teach English to non-native speakers or recruit teachers from elsewhere. School staff members had to figure out how to communicate with parents who spoke no English. But even as immigration has slowed or stopped in many places, and instructional programs for English-learners have matured, serving immigrant families and their children remains a work in progress in many public schools, especially those in communities that are skeptical, or sometimes hostile, to the newcomers. Communicating with parents who do not speak English is proving to be a big challenge for districts facing immigrant influxes for the first time. The author reports on how schools falter at keeping ELL families in the loop. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Hispanic Americans; Hispanic American Students; Migrant Children; Demography; Community Characteristics; Population Distribution; Population Growth; Academic Achievement

Abstract:
This article presents a brief demographic portrait, with particular emphasis on school-related issues, that points to the dire situation of Latino/a education. According to the 2010 Census, the number of Hispanics (the term used in government data) currently was 50,477,594 million, an increase of 43 percent since 2000, making this group the fastest growing of all ethnic/racial groups in the United States (U.S. Census Bureau, 2010). Latinos/as represent 16 percent of the total U.S. population, meaning that they are the largest so-called "minority" group in the nation. Approximately 63 percent of Latinos/as living in the U.S. are of Mexican origin, 9 percent are Puerto Rican, 3.5 percent are Cuban, 3 percent are Salvadoran and 2.8 percent are Dominican, with smaller percentages of other Central American, South American or other Hispanic origin. All in all, the lack of academic success among Latinos/as presents serious implications that reverberate within and well beyond the Latino/a population. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Elementary School Teachers; Human Geography; Geography Instruction; Population Growth; Teaching Methods; Elementary School Curriculum

Abstract:
Despite wars, natural disasters, fears of epidemics and pandemics, and other catastrophic events that are vividly featured in media outlets, the world's population continues to rise. In fact, the world recently passed another demographic milestone: a human population of 7 billion people. The number of people on Earth has tripled since around 1930, and by 2045 it is estimated that there will be 9 billion people inhabiting the planet. Factors that have improved living conditions worldwide have also contributed to the rapid growth of the world's population, including effective healthcare (both preventive and treatment), the green revolution (combination of high yield seeds, irrigation, pesticides, and fertilizers that produce an abundance of grains), better access to clean water, and improved waste water disposal technologies and policies. Although the population explosion has multiple implications, this article focuses on what it means for elementary teachers, and it provides ideas for addressing the topic of population (in terms of both its growth and characteristics) in the curriculum. (Contains 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Climate; Innovation; Environmental Education; Population Growth; Educational Change; Biodiversity; Faculty Development; Sustainability; Higher Education; Models; Colleges; Universities; Creativity; College Faculty; Workshops; General Education

Abstract:
Curricular innovation is at the center of the challenges many colleges and universities face as they seek to help students address more successfully than previous generations the complex, multi-faceted, systemic challenges of global climate change, population growth, loss of biodiversity, environmental justice, toxic wastes, and food insecurity. The key to meeting these challenges is to inspire faculty creativity, whether the goal is to broaden an environmental approach with the "triple bottom line" of sustainability (economic and social, as well as environmental dimensions), to create sustainability minors or majors, or to integrate sustainability issues across the curriculum. This article describes the Piedmont/Ponderosa model, a successful approach to curricular change that has inspired faculty at dozens of colleges and universities around the country to integrate sustainability issues across the curriculum. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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