Ky3C Coalition launches secondary school student competition, targets paying for college

Ky3C logofrom a Press Release from the Kentucky Council on Postsecondary Education

The Kentucky College & Career Connection (Ky3C) coalition invites middle and high school students to create 30-second Public Service Announcements promoting the idea that there’s more than one way to pay for college.

Challenge winners will have their work produced and broadcast on television and radio stations statewide. Entries must be received by February 1, 2016.

The competition is part of the Kentucky Department of Education’s Student Technology Leadership (STLP) Program and its Digital Products Online Judging competition. STLP is a statewide program that helps students use technology for their school and community.

For their projects, students will choose one of five strategies that lower the cost of college:

  1. find your career path;
  2. fill out the Free Application for Federal Student Aid (FAFSA);
  3. get good grades to earn scholarships;
  4. get a head start on college classes; and,
  5. start saving now.

There will be winners in each category. “This student-driven approach is designed to generate more authentic and relevant messages for the targeted student audience,” said Rachel Belin, senior director of the Prichard Committee for Academic Excellence’s Student Voice Team. “The strategy is a natural outgrowth of our work to integrate Kentucky’s young people as full partners in education policy and advocacy work.”

Submissions will be evaluated by judges from across the state, many of whom will be students. Finalists will be announced in February and offered the opportunity to work with media professionals to further develop and finalize their product for broadcast. Winners in each category will be recognized in April at the statewide STLP awards ceremony at Rupp Arena in Lexington.

Any Kentucky school can participate in the STLP program and all students in a participating school are eligible to compete. Coordinators at participating schools are available to support and advise students as they create and submit their projects.

Ky3C coalition is a statewide network of more than 30 Kentucky programs and organizations and was launched last February as a joint initiative by the Council on Postsecondary Education, the Kentucky Department of Education, Kentucky Higher Education Assistance Authority and Kentucky Adult Education. The mission of the coalition is to align, enhance and expand college and career outreach efforts statewide.

More information, including the challenge rules and requirements, is available at the STLP website (download .pdf file here). Entries must be uploaded by the deadline to be eligible.

For more information about the Ky3C Coalition, visit http://ky3Ccoalition.blogspot.com.

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2015 in review

WordPress.com stats helper prepared a 2015 annual report for UGE’s BluegrassBlade.

Here’s an excerpt:

A San Francisco cable car holds 60 people. This blog was viewed about 3,500 times in 2015. If it were a cable car, it would take about 58 trips to carry that many people…

Some of your most popular posts were written before 2015. Your writing has staying power!

In 2015, there were 99 new posts, growing the total archive of this blog to 285 posts.

The busiest day of the year was January 29th with 55 views. The most popular post that day was Black Latino Male Initiative at University of Kentucky.

Our visitors came from 50 countries in all – most came from the United States, but the United Kingdom & India were not far behind. The top referring sites in 2015 were:
twitter.com
facebook.com
facultyfocus.com
uky.edu
bluegrass-ky.aauw.net

Click here to see the complete report.

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Partnering with AAUW, UGE launches #IAmAWomanInSTEM initiative for undergraduate women at UK in STEM+H majors and minors

IAmaWomanInSTEM logoIn partnership with the American Association of University Women (AAUW) Kentucky Branch, a group of UK faculty, staff and students got together this fall to propose a new movement called #IAmAWomanInSTEM. This effort is in support of undergraduate women who have taken on the daunting task of persevering in majors (or minors) that rely primarily on the sciences, technologies and mathematics – including engineering and health care professions (aka STEM+H). Inspired by the #distractinglysexy social media campaign launched by Rhiannon Lucy Cosslett, the IAmAWomanInSTEM steering team has called for volunteers at UK (and beyond) to create a constructive and supportive space for women to showcase their important contributions to STEM+H related academic and professional work.

This initiative will focus on developing and implementing an awareness campaign for all UK undergraduates (via a shared hashtag for social media and a new website) and a mentoring program connecting volunteer UK undergraduate females who are in STEM+H majors and minors with UK female faculty members and women in business and industry with STEM backgrounds. The steering team will offer a monthly Meet-and-Greet for all the mentees and mentors this spring as part of an effort to raise awareness about gender issues in these fields, and to help empower UK women undergraduates to persist in their STEM+H field of studies. Dr. Mary Lynne Capilouto (D.M.D.) has generously offered to host the inaugural IAmAWomanInSTEM Meet-and-Greet in January.

The volunteer undergraduates are identified in the AAUW Campus Action Project as “student ambassadors” and their leadership in raising awareness about the key issues as well as retention and student success for their peers at UK is crucial.  The student ambassadors will be asked to post news, events, myths/facts about women in STEM, links to resources, project progress, blog contributions, and narratives using the #IamaWomaninSTEM hashtag as an organizing tool. Some of the IAmAWomanInSTEM student ambassadors will enroll in a service-learning course (UK300) led by members of the steering team and will have opportunities to engage with University and community members in solving authentic community-identified problems and successes associated with gender in STEM-related careers, and to reflect on these experiences with peers and the course co-facilitators.

The IAmAWomanInSTEM steering team of UK faculty, staff and students coordinate and monitor the project; and, the UK Division of Undergraduate Education will host the meetings and handle the administrative tasks associated with the project. AAUW-KY will support the project through communications with business/industry to recruit and retain mentors. The #IamaWomanInSTEM steering team includes:

  • Shelby Albers, Mathematics major
  • Kate Collins, Physics major
  • Mandy Cox, Computer Science major
  • Kate Eddens, Assistant Professor, Health Behavior, UK College of Public Health
  • Judy Goldsmith, Professor, Computer Science, UK College of Engineering
  • Randolph Hollingsworth, Assistant Provost, UK Undergraduate Education
  • Ellen Nolan, AAUW-KY chapter president
  • Margaret Mohr-Schroeder, Associate Professor, STEM Education, UK College of Education
  • Donna Peden, AAUW Bluegrass-Central(KY) branch president
  • Thushani Rodrigo-Peiris, Kentucky Bridge to a Biomedical Doctorate Program Administrator, UK College of Medicine
  • Sue Scheff, UK Honors Program Academic Advisor and Program Director, AMSTEMM (Appalachian & Minority Science, Technology, Engineering, & Mathematics Majors) and liaison to Kentucky Girls STEM Collaborative

The #IAmAWomanInSTEM initiative will build on existing University of Kentucky student success and retention initiatives and directly address the University’s strategic plan components regarding diversity, high-impact practices for undergraduate education, and civic engagement. AAUW writes on their website about the urgency for supporting UK student leadership in this area:

There are more science, technology, engineering, and math (STEM) jobs than ever, but women remain severely underrepresented. Studies show that men are paid more and hired more often in engineering and computing careers than equally qualified women. That means the fields that are designing our future are missing the creativity, intellect, and drive of half the population. (AAUW Campus Action Projects)

We hope that with the launch of this initiative at UK, we can better understand how our women undergraduate students feel motivated to persist in their STEM+H-related majors/minors and know what it takes to be successful and graduate. (See past enrollment numbers of UK undergraduates in STEM-related fields by gender at the old Institutional Research website. A previous BluegrassBlade post on this topic of gender and STEM+H undergrads at UK was published in 2013 – we hope to get more up-to-date information as the initiative moves forward.)

Join in the conversation by using the #IAmAWomanInSTEM hashtag. Here are some key communication sites for you to follow/subscribe/bookmark:

If you have any questions or want to know how you might help with this initiative, please contact Dr. Randolph Hollingsworth (dolph@uky.edu) or write to the Steering Team at IAmAWomanInSTEM@gmail.com.

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Celebrate the 1966 Kentucky Civil Rights Act on January 27th with Symposium at UK Law School

On January 27, 2016, the Kentucky Commission on Human Rights (KCHR)and the University of Kentucky College of Law are hosting a law symposium in commemoration of the 50th anniversary of the Kentucky Civil Rights Act. Governor Edward T. Breathitt signed the Kentucky Civil Rights Act into law on January 27, 1966. The act was the first of its kind passed in a southern state. The Kentucky Civil Rights Act makes it unlawful to discriminate against people in the areas of employment, financial transactions, housing and public accommodations (see more on this at the KCHR website). Please download the flyer (a .pdf file) about the symposium and post in your area for all to see.

Patricia Timmons-GoodsonRegistration (free) will begin at 8 a.m. at the UK Law School, and the Symposium will start at 8:30 a.m. in the Law School Courtroom. The symposium will consist of a series of panels and speakers prominent in the civil rights arena, including legislators, judges, activists and attorneys. The keynote speaker will be Patricia Timmons-Goodson, Vice Chair of the U.S. Commission on Civil Rights. The day of events should end around 4:30 p.m.

RSVP to the Kentucky Commission on Human Rights
Attention: Mary Ann Taylor- call 502.566.9961 or pre-register on the UK Law School website at http://law.uky.edu/civilrightssymp.

 

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Professors’ Choices for Course Materials – Gender Matters

Are you working on your syllabus for the spring? Take a minute to listen to the Academic Minute session with Brown University’s Jeff Colgan, Political Science and International Studies. He talks about a study he did using syllabi from International Relations courses. He found that, overall, 75-80% of assigned readings were written by men. This is roughly consistent with the demographics of the professors in the field of international relations: about 75% male. He found from the syllabi though that female professors differ in two ways from male professors in how they assign their coursework.

“First, women assign more work written by female researchers than male instructors do, on average about 5 more articles or books per course than men. Second, female instructors are much more reluctant to assign research that they themselves have written, as compared to male instructors. On average, men assign a little over three readings per course that they wrote, about twice as much as female instructors.”

Colgan encourages instructors to think about putting more scholarship from women on their syllabus – it will help you think harder about what you really want to teach and that will make your course better overall.

https://www.insidehighered.com/audio/2015/12/08/female-professors

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Celebrate Computer Science Education Week, December 7-13, with an #HourofCode

The Hour of Code initiative is in celebration of Computer Science Education Week, December 7-13 each year. 180+ countries are participating in The Hour of Code initiative this year. Anyone can organize an Hour of Code event. One-hour tutorials are available in over 40 languages. No experience is needed – and technical volunteers are wanted. Currently, the Hour of Code website has identified nearly 200,000 events located around the world that are taking place this week.

Many educators are focusing on creating an Hour of Code event with young girls since the gender disparity in the field of computing and IT has grown in the last few decades. (See more on this issue at SitWithMe.org and how this growing disproportionality is negatively impacting not only educational institutions but also the workplace.) Several of us here at the University of Kentucky are coming together to create an initiative called #IamaWomanInSTEM.  UGE will launch the initiative this spring with undergraduate women in STEM+H related majors and minors with their mentors (faculty and staff from UK as well as in business and industry who have STEM backgrounds).

The goal for the #HourOfCode movement is to find some time during this week to bring together tens of millions of people – to show that everyone should have the opportunity to learn computer science.

You can do the Hour of Code anytime during this week – so long as you (and/or your collaborators) finish the Hour of Code tutorial. Start your own Hour of Code at https://code.org/learn and try the tutorials there. Many of the tutorials focus on famous games or fictional characters such as Minecraft, Star Wars, and Angry Birds.

Another idea is to learn about computer science in a free and open (some of them self-paced) computer science course online. Here are a few for you to consider.

Code Studio offers online courses in computer science fundamentals for all ages (either one-hour courses or 20-hour courses) created by Code.org – engineers from Google, Microsoft, Facebook and Twitter. See more at https://studio.code.org/.

The edX partners are publicizing many different intro courses in computer science in celebration of Computer Science Education Week, such as:

  • Harvey MuddX – Programming in Scratch
  • Harvard X – Introduction to Computer Science
  • AdelaideX – Think. Create. Code.
  • IITBombayX – Introduction to Computer Programming, Part I
  • HKUSTx – Introduction to Java Programming, Part I
  • UC3Mx – Intro to Programming with Java, Part I
  • UC BerkeleyX – The Beauty and Joy of Computing (CS Principles), Part I
  • UBCx – Systematic Program Design-Part 1: The Core Method
  • LinuxFoundationX – Introduction to Linux
  • UPValenciaX – CLEP Information Systems and Computer Applications, Part 1: IT

Coursera partners also offer many introductory CS courses for free, such as:

  • Univ of MI – Python for Everybody
  • UC, San Diego – Interaction Design
  • UC, San Diego – Java Programming: Object-Oriented Design of Data Structures
  • CA Institute of the Arts – Fundamentals of Graphic Design
  • Univ of MD, College Park – Programming Mobile Applications for Android Handheld Systems, Part 1
  • Duke U – Java Programming: An Introduction to Software
  • Hong Kong Univ of Sci & Tech – HTML, CSS and JavaScript
  • Univ of Toronto – iOS App Development with Swift
  • Mich State U – Game Design and Development

Probably the most famous – and most popular worldwide – introductory course in computer science is the one offered by Udacity. Check out the free and open components to Intro to Computer Science: Build a Search Engine and a Social Network.

Join in the movement – do an Hour of Code for yourself and for those around you in our fast and growing global world of technology.

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Instructors Need to Get Final Grades In No Later than Monday, 21 December

This just in from Don Witt, Director of Undergraduate Admission and University Registrar:

Grades must be submitted for all students by the University Senate’s deadline (Senate Rule 5.1.6) of Monday, 21 December. The final grading window is open as of today and will remain open until 11:59 p.m. on December 21st.

Important processes such as degree conferral, end-of-term progression (i.e., GPA, classification, academic standing and honors updates), eligibility for financial aid and course prerequisite checks rely on timely grade entry.  Delinquent grades can negatively impact students. [Editor’s note: … and that will negatively impact our shared goals for improving UK’s retention and graduation rates!]

Help and guidance:

  • Assistance with access to your course in the grading portal, Click here for your college contact with access to the part in MyUK where you can post grades.
  • Assistance transferring your grades from BlackBoard or Canvas to the grading portal, email the UKIT Help Desk at 218help@uky.edu or call 859.218.4357.
  • For MyUK grade entry and grade change procedural documents, Click here.
  • For all other questions regarding grade entry, send an email to Sean Cooper sean.cooper@uky.edu.
  • Remember: If a student has NEVER attended class and has not participated in any academic-related activity for the course, please submit an “N” grade.
  • If you are not sure about who can get access to student information, including grades, please review the FERPA/Privacy information at http://www.uky.edu/registrar/content/faculty-ferpa-privacy.
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Service-learning and college & career readiness programming featured in UK Sustainability Challenge Grant Awards

Congratulations to all the winners of the UK Sustainability Challenge Grants – and in particular we offer up a big cheer for those project leaders who are focusing on service-learning and on college/career readiness programming in their initiatives.

  • Building an Inclusive Community by Empowering Youth through Sustainability Education – Team members: Roger Brown (Agricultural Economics); Kristina Ricketts (Community and Leadership Development); Thaiieasha Beard (Agricultural Biotechnology); Xavia Gantz (Retail Management and Tourism); Bryan Haines (Community and Leadership Development). Awarded $27,455 to build a Youth Empowerment Through Sustainability Education Program centered in the Smithtown neighborhood at The Plantory on West Sixth Street in Lexington. The program will have three main components: sustainability and sustainable agricultural education, applied community engagement through community awareness and community service, and professional development and personal succession planning of each participant. The goal is to “increase the ecological integrity of the youth through teaching about the importance of sustainability and how to practice it regularly in their daily lives through the sustainability education component.” The team intends for the program to contribute to social equity in this geographic area by “engaging youth in community awareness and service opportunities that teach them the importance of community development.”
  • Creating Tree Ambassadors – Team Members: Mary Arthur (Forestry); Lynne Rieske-Kinney (Entomology); Nic Williamson (Forestry); Amanda Williams (Forestry); Ellen Crocker (Forest Health Restoration and Education Center); Jerry Hart (UK Physical Plant Grounds Department). Awarded $32,636 to pilot a community-based program of Tree Ambassadors to “enhance awareness, appreciation, and ultimately the care, of our urban trees.” K-12 students, UK students and community members will be documenting tree status, health, and planting/site conditions. (See more about the Urban Forest Initiative on the College of Agriculture, Food and Environment website).
  • Establishing Native Forest on Surface Mines – Team Members: Chris Barton (Forestry and UK Appalachian Center); Kenton Sena (Forestry); Michael French (Green Forests Work). Awarded $18,175 to establish shortleaf pine (Pinus echinata), a declining species of southern pine, on a portion of the surface mined tract of Robinson Forest in eastern Kentucky. This project will help restore habitat for bird, bat, and invertebrate species of concern that rely on shortleaf pine. Green Forests Work will involve UK students and “students from local communities in volunteering at tree planting events, providing important outreach opportunities and a sense of accomplishment, ownership, and ecological responsibility.”
  • From SEE(E)D to (S)STEM – Team Members: Eduardo Santillian-Jimenez (UK CAER); Rebekah Radtke (Interiors); Margaret Mohr-Schoeder, (STEM Education). Awarded $25,184 to connect students, faculty and staff in UK science, engineering, entrepreneurship, education & design – SEE(E)D – to promote sustainability, science, technology, engineering, and mathematics – (S)STEM – to underserved K-12 students using a game to teach K-12 students about complex and often misunderstood energy and sustainability issues. UK student entrepreneurs will develop a business plan so that profits from the game are reinvested in the development of additional didactic tools. These didactic tools will be used by minority engineering students working with the target K-12 institutions.
  • Point of Departure – Team Members: Martin Summers (Architecture); Michael Wilson (UK CAER); Regina Hannemann (Electrical Engineering); Owen Duross (Architecture); Thompson Burry (Architecture). Awarded $49,991 to design and help construct critically placed high-performance transit shelters—part of an existing UK Sustainable Campus Exemplar Project – and to “engage students in a dialogue about sustainability, alternate transportation, the value of design, and the possibilities of collaborative research at UK.”
  • Solar Powered Tractor – Team Members: Joseph Dvorak (Biosystems and Agricultural Engineering); Mark Williams (Horticulture); Don Colliver (Biosystems and Agricultural Engineering). Awarded $25,000 to support the UK Horticulture Research Farm’s Community Supported Agriculture (CSA) program using only solar power for field machine work. Students (BAE/EE 599) will design the PV solar system. Student employees and graduate students in the BAE department will switch a small 20-horsepower diesel-electric hybrid tractor to all electric and install the charging system. Student apprentices (SAG397 Apprenticeship in Sustainable Agriculture) and employees on the CSA will use the tractor to produce crops.
  • The Arboretum Children’s Garden Patio and Wet Meadow Demonstration Area – Team members: Christopher Sass (Landscape Architecture); Molly Davis (The Arboretum); Richard Durham (Extension Horticulture); Mark Williams (Horticulture); George Riddle (UK Physical Plant Division Grounds Department); Jesse Dahl (The Arboretum); Emma Trester-Wilson (The Arboretum); Ned Crankshaw (Landscape Architecture); Reginald Souleyrette (Civil Engineering). Awarded $21,000 to design and construct a wet meadow and permeable ADA accessible patio entrance for the newly constructed bathroom facilities near the KY Children’s Garden, including educational signage. The work will include service-learning projects by students in the Landscape Architecture program, the UK Student Chapter American Society of Landscape Architects, the Horticulture Club, and Arboretum volunteers with guidance from faculty and Arboretum staff.

The Challenge Grant Program is a collaborative effort of the President’s Sustainability Advisory Committee, The Tracy Farmer Institute for Sustainability and the Environment, and the Office of Sustainability with funding from the Executive Vice President for Finance and Administration, the Vice President for Research and the UK Student Sustainability Council. The purpose of the program is to “engage multidisciplinary teams from the University community in the creation and implementation of ideas that will promote sustainability by simultaneously advancing economic vitality, ecological integrity and social equity, now and into the future.”

See the project abstracts at the UK Office of Sustainability website.

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Submit Info to UK Bookstore about Your Required Class Materials

The Provost recently sent out a reminder about submitting information about required class materials to the UK Bookstore. This information is transferred into the UK Class Schedule for the appropriate term, allowing for student enrollees to see what is required for the class.

This is a great way to promote the rigor of academic expectations for your class, and is an opportunity for you to choose free and open content as a contribution to lowering the high cost of a college education in Kentucky. Lower textbook costs for our students, especially those whose financial aid is insufficient to cover the costs, allows them to take courses they might not otherwise be able to afford, work fewer hours at low paying jobs to pay for the cost of textbooks, and reduce the burden of student debt. Most exciting about designing courses at UK around free access materials is that student performance might be improved when the open text can be tailored to the course by the instructor. Students then benefit not only financially, but in the quality of the education at UK.

There are many resources to help you think about the movement behind open access for higher education:

  • Richard Baraniuk, an architect of the Cape Town Open Education Declaration which aims to accelerate efforts to promote open resources, technology and teaching practices in education (http://www.capetowndeclaration.org); founder of Connexions, an environment for collaboratively developing, freely sharing, and rapidly publishing scholarly content on the Web (http://cnx.org); and Professor of Electrical & Computer Engineering at Rice University.
  • David Wiley, also a leader of the Cape Town Declaration; Chief Openness Officer for Flat World Knowledge, a new approach to college textbooks offering rigorously reviewed textbooks online free of cost to students, as well as Co-Founder and Chief Academic Officer of Lumen Learning; and Associate Professor of Instructional Psychology & Technology at Brigham Young University.
  • Nicole Allen, leader of the Student Public Interest Research Groups or PIRGs’ Make Textbooks Affordable campaign, which aims to develop a textbook market with both a vibrant used book market and a plethora of learning content that is priced and sold fairly.
  • Mark Nelson, Digital Content Strategist for the National Association of College Stores, the trade association representing the higher education retail industry. He facilitates NACS three-pronged digital course materials strategy—partnerships, enhanced trade infrastructure, and education and awareness (http://www.nacs.org).

In 2008 Congress passed the Higher Education Opportunity Act (HEOA). A portion of the HEOA requires faculty members to submit textbook and other instructional material information to university bookstores by a specified due date. Our date for submitting information about our courses’ Winter 2015 and Spring 2016 materials was November 1, 2015. According to the Provost’s message, the UK Bookstore has received only 50 percent of the orders for offered courses during the Winter and Spring terms. He reminds us that all textbook and course materials orders must be submitted to the UK Textbook Information listserv via the web-based form available at:

http://www.uky.edu/AuxServ/textbookinfo/

UK’s instructional staff and faculty have an opportunity to think more deeply about how we want to address this important issue – and in close partnership with our student leadership.

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Effects of Graduation Rates on Kentucky’s Economy

Have you looked at the latest UK Retention Update that the Office of Student Success recently sent out? Take a look – and then read what is happening across the state when we do not meet our goals of collaboration, both internally and across bridges we’ve crafted with our secondary and higher education partners.

The Center for Business and Economic Research (CBER) of the UK Gatton College of Business and Economics was commissioned by Kentucky’s Council for Postsecondary Education (CPE) to examine the implications of education across the Kentucky economy. The findings that CBER presented to the CPE earlier this month are a clear reminder that we are all better off when UK’s undergraduate student success initiatives work out the way we plan them to do.

Chris Bollinger

Dr. Christopher R. Bollinger, CBER, UK Gatton College of Business & Economics

Dr. Christopher Bollinger, Gatton Professor of Economics at University of Kentucky, presented the CBER findings at the CPE’s November meeting. Their study used data on Kentuckians from the American Community Survey (ACS), the Behavioral Risk Factor Surveillance System (BRFSS), the Uniform Crime Reports (UCR), the Bureau of Labor Statistics (BLS), and the Bureau of Economic Analysis (BEA). Seven outcomes were examined in the study: income and earnings, employment, state income tax revenues, Medicaid, health, crime, and participation in the Supplemental Security Income (SSI) and Supplemental Nutrition Assistance Program (SNAP) programs.

Overall, the results of the CBER study show that the present educational attainment levels in Kentucky cost the state in myriad ways. According to the 2013 ACS estimates, approximately 21.5% of Kentuckians have a Bachelor’s Degree or higher, while the U.S. average sits at 28.8%; similarly, 7% of Kentuckians have earned an Associate’s degree, while the U.S. average is 8%. If Kentucky were to obtain the same average education levels as the U.S., per capita earnings would rise by over 3.5% and over 4,600 Kentuckians would move off unemployment rolls.

If Kentucky education levels were raised to meet the current U.S. levels, the state income tax revenues would rise by as much as $500 million, helping to ease state budget crises. For example, Bollinger posits that families headed by a person with a Bachelor’s degree make up only 13% of households, but contribute 25% of the total state income tax revenue — and the state’s 9% of families headed by someone with graduate or professional degrees contribute 22% of total state income tax revenue (see Figure 1: Relative Share of Households and Income Tax Revenue from “How to Raise State Revenue without Raising Taxes”).

According to Bollinger, Kentuckians earn 29% more with an Associate’s degree and 51% more with a Bachelor’s degree (see the Figure 1: Project Earnings from “Education Pays Everywhere!”).

In addition, increasing education throughout the state would save over $200 million in Medicaid expenditures, further easing state budgets and allowing legislators to use those resources for the benefit of the citizens of the Commonwealth. If Kentuckians with a high school diploma obtained their college degree, Bollinger predicts that the rate of Medicaid eligible adults could move from 29% to 20% (see Figure 1: Education and Medicaid Eligibility Rates in “Impact of Education on Medicaid Eligibility”). Achieving a higher education level would save the state approximately $3 million in costs associated with crime. It would also move over 5,000 Kentucky families off food stamps and over 20,000 adults off SSI.

According to the studies by the CBER staff, the unemployment rate for college graduates is 4.8% lower than for high school graduates. In the Urban Triangle — the geographic area between Lexington, Louisville and Covington — the unemployment rate for college graduates is 5% lower, while in Eastern Kentucky it is 5.5% lower! Perhaps more importantly, education has profound effects on labor force participation. Labor force participation for high school graduates ranges from a low of 54.4% in Eastern Kentucky to 73.7% in the Urban Triangle. But the labor force participation for college graduates is 77% in Eastern Kentucky and 83% in the Urban Triangle. College graduates are more likely to have jobs and more likely to keep their jobs through hard economic times (see Figure 2: Labor Force Participation from “Want a Job? Get a College Degree”).

See all the briefs developed for the CPE in the list below (from the CBER website):

  • “Want a Job? Get a College Degree” (Oct 2015 .pdf file)
  • “How to Raise State Revenue without Raising Taxes” (Oct 2015 .pdf file)
  • “Education Pays Everywhere!” (Oct 2015 .pdf file)
  • “Impact of Education on Medicaid Eligibility” (Oct 2015 .pdf file)
  • “Education for Your Health” (Oct 2015 .pdf file)
  • “Crime and Punishment and Education” (Oct 2015 .pdf file)
  • “Moving People Off SNAP Through Education” (Oct 2015 .pdf file)
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