Compass Point
A Weekly Collection of Data, Articles and Insights from the Commonwealth Educational Policy Institute
A project of the Virginia Commonwealth University's Center for Public Policy
L. Douglas Wilder School of Government and Public Affairs
Articles of Interest
State & Local Policy

Gov. McAuliffe Announces VA. Schools Earn Top Federal Rating
NBC29 (WVIR)
July 20, 2015

Governor Terry McAuliffe announced today that Virginia’s public schools earned the U.S. Department of Education’s highest overall rating and achieved the second-highest score for serving students with disabilities under the federal Individuals with Disabilities Education Act (IDEA).

“In every school division in the Commonwealth, there are special educators who are committed to preparing all students to succeed,” Governor McAuliffe said. “These accomplishments are the result of their efforts, as well as successful partnerships between the state and localities in developing innovative programs to improve outcomes for students with disabilities.”

Virginia Education Panel to Discuss Projected Enrollment Numbers

Newsplex.com
July 20, 2015

Universities and colleges in Virginia expect enrollment to increase by more than seven percent in 2021.

A preliminary state report says public and private institutions expect to enroll about 475,000 undergraduate students in 2021. Undergraduate enrollment last year totaled about 442,300 undergraduates.


Institutions also expect to award more than 75,200 associate and bachelor's degrees in 2021. That's an increase of almost seven percent.

UVa students' voices echo in Senate as education bill passes with Kaine's sexual assault proposal included

Daily Press
July 16, 2015

The discussion was pretty free-wheeling, when Sen. Tim Kaine gathered with members of UVa’s One Less group last December to talk about what to do about sexual assaults on campus.

But he learned something then that, as of today, looks as if will reshape federal education policy.
 

Whiteboard Advisers
July 20, 2015

On last Thursday, the Senate passed its ESEA reauthorization bill, the Every Child Achieves Act of 2015 (ECAA). The House passed their version on July 8.

The next step is to reconcile the two bills in conference and to present a bill to the President that he will sign into law. The negotiation will revolve, in large part, around the Senate bill because it has Democratic support. The President reiterated his veto threat against the House bill as soon as it was passed.

Accordingly, Whiteboard Advisors is providing  flash analysis of the Senate bill  here.


New Parent Checklist Out Today Helps Empower Families to Support Children’s Success in School
US Dept. of Education

July 17, 2015

As America’s 54 million students prepare to return to school this fall, the U.S. Department of Education, America Achieves, National Council of La Raza (NCLR), National PTA and the United Negro College Fund (UNCF) released a parent checklist today with questions and resources that parents and caregivers can use to help ensure their children are getting the education they deserve. The checklist suggests key questions, tips for educational success and resources for more information.

 
What is the STEM trend in U.S. education?

One of the current trends in education is an increased focus on science, technology, engineering and math (STEM) educational opportunities.  This emphasis likely emerges from several trends:
  • Rapid technology change and the increasing importance of computers in everyday life mean such skills are needed by employers and industry
  • Rapid globalization and the use of robotics drives down the wages of low-skilled workers - if a country hopes to maintain a robust middle class, giving a broad range of workers the skills to get higher-skill jobs is one important element. 
  • Philanthropy by industry is potentially self-interested - industries may support programs that support the development of a workforce which will meet their needs down the road
There is, of course, debate over the focus on STEM education - some wonder whether the trend has gone too far.  Others continue to celebrate policy changes that enhance the focus on STEM skill sets.  And there are different paths to encouraging those same skill sets - whether demanding proficiency in math and science of all students or developing STEM focused schools (studies are mixed on the effectiveness of the latter).

Recently, U.S. News (in collaboration with industry giant Raytheon) published its second annual STEM Index, which seeks to measure overall STEM activity in the United States, from degrees awarded to employment within the sector.  (Below is a chart showing the trend lines in the sectors that make up the index.) 

Looking specifically at education related elements there are several interesting trends.  One "line" within the index measures degrees granted in STEM fields - this measure recently recovered from a pronounced slump relative to the number granted in 2000 with the resurgence starting in 2009.  Another shows a slight fall in the proportion of students scoring a 3 or higher on AP exams in STEM fields.  High school interest in STEM fields also showed a decline in the mid-2000's before recovering later in the decade.  Within the overall interest index, interest in mathematics has been falling recently while science has been growing steadily.  

Other recent articles on the topic by U.S. News include:
  • insights from experts on how "blurring boundaries between academic education and technical training" could help increase interest in technical fields
  • engaging parents in STEM efforts can broaden student exposure to the concepts and applications

Continuing our focus on STEM education, our Poll Snapshot this week looks at information from our 2011 Commonwealth Education Poll that looked at several STEM questions.  Read below for more detail.

We also excerpt from our General Assembly wrap-up edition, posted in May, highlighting those bills that passed and impacted STEM education in some way. 

Sincerely,
CEPI
Poll Snapshot:  School Funding
Businesses are commonly seen as a force pushing for greater emphasis on STEM focused education, but what does the general public think? In 2011, our poll asked respondents the following:

“In thinking about the skills taught in the public schools in Virginia, which of these do you think is the MOST IMPORTANT for preparing student for the workforce needs of the future . . .”

The chart below summarizes the responses:


Clearly math/science/tech skills, problem solving and communication skills were the most important aspects for respondents, far more than working with diverse cultures or even creative thinking.

That same year, we also asked respondents whether they thought the public schools in Virginia were doing a good or bad job in "preparing students for the workforce needs of the future."  Fifty-four percent of all respondents thought schools were doing a good job while 33% disagreed.  Notably, the youngest age bracket (18-34 years old) more frequently said the schools were doing a good job (62%) compared to 35-44 year olds (49%), 45-64 year olds (52%) and those 65+ (49%).

To read the full results of the poll, visit our website. Questions 30 and 31 are cited above on the most important priorities for workforce development in public education - topline results are on page 34 of the 2010-2011 poll

STEM Policy Legislation - 2015 Session Review

Excerpted from our May General Assembly Update wrap-up which reviewed adopted legislation - those below are those bills passed that pertain to STEM education in some way.

"HB 1676 (Byron) allows local school boards to enter into agreements for postsecondary credential, certification or license attainment with Virginia community colleges, universities or educational institutions that offer a career and technical education curriculum.

HB 1616 (Greason) requires a sequence of courses constituting a career and technical education program to be aligned with national certification requirements, if any, unless such program is offered by industry in cooperation with a local school board.

HB 2276 (Orrock) provides that a student can receive competency-based instruction to satisfy standard diploma requirements in lieu of achieving a career and technical education credential, when such credential in a particular subject area is not readily available or appropriate or does not adequately measure student competency.

HB 2137 (Yancey) allows the BOE to issue provisional licenses to career and technical education teachers who have not yet attained the required industry certification credential.

HB 1822 (Ward) and SB 1024 (Alexander) transfers, from the SBCC to the Commissioner of Labor and Industry, the duty to establish policies governing the provision of apprenticeshiprelated instruction delivered by state and local public education agencies and to provide for the administration and supervision of related and supplemental instruction for apprentices."

To read the full newsletter, visit our website.