February 7, 2020 | Prichard Committee for Academic Excellence
Prichard Committee for Academic Excellence
February 7, 2020

Daily Archives

  • Small STEM Gaps In K-12 Education: Why I Barely Glance at Male/Female Results

    When new assessment results come out, I barely glance at how we’re serving female students and male students, even as I’m hurrying to see what progress Kentucky delivered (or failed to deliver) for other groups. This post offers a quick look at why gender isn’t at the top of my equity concerns in Kentucky P-12 education. On 2019 KPREP math and science assessments, our schools didn’t produce identical scores for female and male students, but they got pretty close, with slight male leads on two tests and small female leads on four.
  • Postsecondary STEM has Important Gender Gaps: Why Is It So Different?

    Kentucky’s K-12 data may show only small STEM gaps by gender, but postsecondary STEM degrees are another matter. At our public universities, female students are a majority of enrolled students and bachelor degree recipients, but a small minority of STEM degree recipients, and the drop-off is much worse for female students seeking associate degrees. Using data from the Council on Postsecondary Education’s data portal, here’s one way to see the problem.
  • Legislation aims to increase FAFSA completion

    House Bill 87 of the 2020 Regular Session of the Kentucky General Assembly aims to increase the number of students completing the FAFSA – the Free Application for Federal Student Aid – by making it a high school graduation requirement. The legislation would allow waivers of the requirement under certain circumstance for hardship or if a student/parent certifies they understand the FAFSA and are choosing not to fill it out. Recently, several states – including Louisiana, Texas, and Illinois – have adopted requirements similar to what is being proposed in House Bill 87.  Louisiana saw a 25% increase in completions after implementing the change, but it is not all attributed to the requirement.  Louisiana took a multi-pronged approach including peer-support programs, one-on-one assistance for students and families, phone-call reminders, and completion incentives.
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