Analyzing teacher salaries using the Post-Secondary Employment Outcomes dataset

2021 ◽  
Author(s):  
Andrew G. Biggs ◽  
Jason Richwine
Keyword(s):  
Employment Outcomes ◽  
Teacher Salaries ◽  
Post Secondary ◽  
Secondary Employment

Understanding Internships for Transition-Age Students With Disabilities

2021 ◽  
pp. 004005992110188
Author(s):  
Tim Riesen ◽  
Audrey A. Trainor ◽  
Rachel Elizabeth Traxler ◽  
Lilly B. Padia ◽  
Corban Remund
Keyword(s):  
Best Practices ◽  
Students With Disabilities ◽  
Labor Laws ◽  
Secondary Educators ◽  
Transition Age ◽  
Post Secondary ◽  
Employment Skills ◽  
Fair Labor Standards Act ◽  
Secondary Employment

Secondary educators implement an array of work-based learning activities that expose transition-age students to the demands of post-secondary employment. One such strategy, internships, provides students with a formal opportunity to acquire transferable employment skills that lead to meaningful post-secondary employment outcomes. Facilitating internships for transition-aged students with disabilities, however, presents challenges for educators because internships often involve complicated and sometimes ambiguous labor laws, regulations, and provisions. This article provides secondary educators with information about how to facilitate unpaid and paid internships for students with disabilities that align with requirements established by the Fair Labor Standards Act. The article provides a case study to illustrate how schools can develop both unpaid and paid internships and concludes with recommendations for best practices.

scholarly journals What is Your Degree Worth? The Relationship Between Post–Secondary Programs and Employment Outcomes

2015 ◽  
Vol 45 (4) ◽  
pp. 383-399
Author(s):  
Barbara Fenesi ◽  
Faria Sana
Keyword(s):  
Higher Education ◽  
Employment Status ◽  
Employment Outcomes ◽  
Full Time ◽  
Knowledge And Skills ◽  
Post Secondary ◽  
Graduate Survey ◽  
The Relationship

There is a long-standing debate over the value of certain postsecondary programs in facilitating employment after graduation. The National Graduate Survey (2005) was used to examine how graduates of various programs differ in their pursuits of higher education, employment status, job-program relatedness and job qualifications. Results suggest that graduates from humanities are more likely to pursue higher education, are less likely to be employed full time, are more likely to have jobs unrelated to their program, and are more likely to be overqualified for their jobs. These findings highlight that humanities programs may not provide the knowledge and skills that are in current economic demand.  

scholarly journals Eight Steps to School-Based Employment Training for Adolescents with Autism Spectrum Disorder and Intellectual Disability

2014 ◽  
Vol 33 (2) ◽  
pp. 1-15 ◽  
Author(s):  
Juliet E Hart Barnett ◽  
Robert Crippen
Keyword(s):  
Intellectual Disability ◽  
Students With Disabilities ◽  
Transition Planning ◽  
Autism Spectrum ◽  
Significant Disabilities ◽  
Employment Training ◽  
Post Secondary ◽  
Integrated Employment ◽  
Self Sufficiency ◽  
Secondary Employment

Despite the transition requirements mandated by IDEA, and a growing body of research supporting effective transition planning for learners with autism spectrum disorders and intellectual disability, current national surveys of transition from school to work document dismal employment outcomes for adults with significant disabilities who frequently are without employment or are under-employed. Enrollment in vocational or employment-related programs in high schooi improves post secondary employment attainment for students with disabilities. Using a restaurant organized and delivered by students with ASD and ID at their local high school as a model, the following describes eight, research-based, practical steps for teachers seeking to develop and implement high-quality, inclusive employment training programs for their students with disabilities. Implementing these steps will assist teachers in preparing students to assume post-secondary, meaningful integrated employment opportunities that are associated with greater economic self-sufficiency, social and community inclusion, and overall personal life satisfaction.

From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Peter P. Smith
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Good Practice ◽  
The United States ◽  
The Other ◽  
Secondary System ◽  
Mass Higher Education ◽  
Post Secondary ◽  
One Year ◽  
The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

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