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The great lakes research and education center.

• facilitating the use of parks for scientific inquiry
• promoting science-informed decision-making 
• communicating the relevance of and providing access to research knowledge
• promoting science literacy and resource stewardship,
• integrating science into park resource management, educational outreach programs, and visitor experiences. 

Get to Know the GLREC

Research is essential to develop data and knowledge to inform how NPS manages and educates around natural and cultural resources

The GLREC works with educators, partners, and interpretive staff at partner parks to bring new research findings to the public.

GLREC supports scientific research and education related to the natural and cultural resources of Great Lakes partner parks.

There are many ways to get involved including research, internships, citizen science, volunteering and educational opportunities.

Last updated: May 1, 2024

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Research & Development

The Capital Region has a long history of innovation, dating back to Thomas Edison and General Electric more than 100 years ago. This tradition of innovation continues today, with Schenectady County having the second highest patenting intensity among U.S. counties between 2000 and 2020. Inventors at the Albany Nanotech Complex have also helped generate more semiconductor patents than those in most states. And institutions, such as Rensselaer Polytechnic Institute and the University at Albany’s College of Nanotechnology, Science and Engineering (CNSE), provide these research hubs with the engineering talent that keeps them at the cutting edge.

University R&D

The Capital Region is home to several world-class research centers, including two R1 research universities: the University at Albany and Rensselaer Polytechnic Institute.  The success of the Capital Region’s R&D to Commercialization Cluster has been enabled by our educational institutions, which deliver a pipeline of more than 4,000 STEM graduates annually, including more than 500 advanced STEM degrees.

Each year, Capital Region universities expend nearly $700 million on research, with private businesses contributing millions in funding and projects ranging from semiconductors to artificial intelligence/quantum computing to mRNA. Some of the region’s premier university research centers include the Center for Semiconductor Research (UAlbany CNSE), the Cancer Research Center & Center for Functional Genomics (UAlbany East Campus), Center for Computational Innovations (RPI), the RNA Institute (UAlbany), and Center for Future Energy Systems (RPI).

Business R&D

The Capital Region is where talent and technology meet. Albany is one of 59 metro areas where businesses spend more than $1 billion annually on R&D , and it has more than 7,600 workers employed in the private physical/engineering/biological research industry.

Major business R&D centers in the Capital Region include GE’s Niskayuna campus that houses research operations for GE Aerospace, GE Healthcare and GE Vernova. The Albany Nanotech Complex houses Applied Materials’ Materials Engineering Technology Accelerator (META) Center, Tokyo Electron’s TEL Technology Center America, and IBM Research’s AI Hardware Center.

Other companies with significant research facilities and laboratories in the region include the contract development and manufacturing organization (CDMO) Curia Global in Albany and Rensselaer, the resins producer SABIC in Selkirk, the silicones manufacturer Momentive Performance Materials in Niskayuna, and the open-source software developer Kitware in Clifton Park.

Capital Region R&D Assets

• Albany Medical Center: Biomedical Acceleration Commercialization Center, Interdisciplinary Research and Clinical Trials Center
• NYCAP Research Alliance between Albany Medical Center, RPI and the University at Albany
• Rensselaer Polytechnic Institute: Center for Automation Technologies and Systems, Center for Future Energy Systems
• SUNY Polytechnic Institute: SUNY Polytechnic’s Solar Energy Development Center, U.S. Photovoltaic Manufacturing Consortium (PVMC)
• Union College: Science and Engineering Center
• University at Albany: The Cancer Research Center, RNA Institute

Business R&D Labs

• Applied BioPhysics , Troy: real-time automated cell-based assays powered by the technology of ECIS
• Applied Materials , Albany: materials engineering
• Criterium , Saratoga Springs: phase I-IIIb clinical services, including monitoring, statistics, and BA/BE studies
• Curia , Guilderland: pharmaceuticals
• Ecovative Design , Green Island: mycelium materials
• GE Vernova , Schenectady: renewable energy
• GE Research , Niskayuna: biotechnology, nanotechnology, renewable energy
• IBM/Samsung , Albany: semiconductors, AI, quantum computing
• International Electronic Machines Corporation , Troy: transportation safety and security solutions
• Kitware , Clifton Park: open source software
• Mechanical Technology Inc. , Albany: metrology equipment
• Mohawk Innovative Technology , Colonie: oil-free, high-speed rotating machinery
• Plug Power , Latham: hydrogen fuel cells
• Pulmokine , East Greenbush: inhalable pulmonary drugs
• Regeneron Pharmaceutical s, East Greenbush: pharmaceuticals
• SABIC , Selkirk: chemicals
• SI Group , Niskayuna: chemicals
• StemCultures , East Greenbush: controlled-release reagents that provide a stable micro-environment for improved cell growth
• Symmetrix , Clifton Park: provider of OEM component technology, software tools, and services for CAD/CAE integration
• Taconic Biosciences , East Greenbush and Germantown: commercial animal models
• Tokyo Electron , Albany: semiconductors

Funding Partners

Education Research

Our research identifies innovations critical to supporting a student-centered education system.

Why education?

Schools and colleges today are struggling to meet the needs of students, families, and employers. Only 47% of Gen Z in the US report that they are thriving, and Americans’ confidence in higher education has plummeted to 36%. At the same time, an overwhelming majority of employers are facing a skills gap and are hungry for new ways to find and train talent.

To meet the demands of today, education systems need to innovate in radical new ways that put students at the center. In our work, that means building a system better designed to address persistent opportunity gaps, to offer more flexible and personalized learning experiences, and to help more students discover their purpose and realize their potential. Our research seeks to identify new organizational models, technology tools, and public policies critical to supporting a student-centered education system.

Education Research Topics

Within education, theory has identified these specific research areas as currently having disruptive potential:

Social Capital: Innovations that expand students’ networks

The challenge.

Education is about more than building  skills. It’s not only what students know but who they know that unlocks opportunities in life. All too often, however, schools focus solely on skills and shortchange human connections—especially for students who are from low-income households, are first-generation college-goers, and students of color.

That’s a blindspot—an estimated half of jobs come through personal connections, and access to supportive relationships predicts everything from grade school GPA to successfully graduating college . Young people who have an adult encouraging them to pursue their goals are more than twice as likely as those without to have a promising future. 

To level the playing field and expand opportunity, K-12 schools and postsecondary institutions need to innovate in ways that build students’ networks.

What we’re finding

Our research has revealed how education systems can better help  students access strong, supportive relationships and the networks they need to get the jobs they want. We’ve identified models, technology tools, and measures that schools can adopt to ensure that all students have access to—and the ability to deepen and diversify—their networks. 

Resource Website

Who You Know

Learn about promising innovations that are building students’ social capital.

Value Networks: Innovations that create and support new models of schooling

The industrial model of education, prevalent today across most schools in developed parts of the world, is outdated and overdue for replacement. Its batch processing design is incapable of addressing the diverse needs and priorities of today’s learners. Yet despite the growing consensus that change is imperative, as well as the sense of urgency created by rapid technological change, schools haven’t changed much over the last century. Efforts to transform the public education system consistently fall short of their aims.

The reason the industrial model has proven so intractable is that too many change efforts focus narrowly on injecting new resources or shifting the practices of schools and educators. Meanwhile, gravitation-like forces inevitably draw schools back to the status quo. 

What are these hidden forces hindering change? External entities like education agencies and policymakers; learners and their families; employee unions; voters and taxpayers; etc.—collectively referred to as an organization’s value network—are the dominant influences that shape a school’s priorities. Long-lasting transformation doesn’t stand a chance if it runs counter to the value network’s priorities.

States, philanthropists, and entrepreneurs need to create the conditions where new value networks can emerge—and consensus is built—that aligns with the priorities of families, society, and the economy.

Blended Learning: Innovations that unlock learning anytime, anywhere

The challenge:.

Different students have different learning needs. They come to class with differences in background knowledge and academic skills; their brains develop in different ways and at different paces; and they have different interests that motivate their learning. Yet, conventional classroom instruction is a one-size-fits all approach. Historically, the burden to compensate for differences has rested on the shoulders of teachers. But there are practical limits to how much teachers can differentiate and personalize instruction on their own.

What we’re finding:

Over the last few decades, the advent of online learning has enabled schools and educators to develop new instructional models that take advantage of the benefits of online learning within brick-and-mortar school settings. These models, referred to as blended learning, allow teachers to give students some element of control over the time, place, path, or pace of their learning in order to better meet varied learning needs and interests. The Christensen Institute has documented and cataloged various models of blended learning common across the K–12 landscape.

Blended Learning

Design a blended learning program for your school or classroom

Postsecondary Business Models: Innovations that increase college ROI

Rather than ratcheting up aid to meet ever-increasing price tags, we must solve for the root cause of the college affordability crisis: the business model. The traditional business model of higher education is rife with embedded inefficiencies and warped incentives—ranging from flawed credit transfer processes to “black box” degrees, and from high leadership turnover to antiquated accreditation systems.

While higher education institutions are quick to market the benefits of going to college, too few follow through with structures that support staying in college. A staggering 38% of students drop out, leaving them significantly more likely to default on student loans, and 20% more likely to be unemployed than degree holders. 

Our research has identified promising business models to scale access to affordable degree programs by combining online and competency based curricula. At the same time, policies need to give institutions the flexibility to develop instructional models that take advantage of the potential of technology and the ability to  focus on incentivizing quality through outcomes-based measures.

Meet the Researchers

Julia Freeland-Fisher

Julia is the director of education research and specifically focuses on social capital research. View Julia’s profile

Julia’s research highlights:

• Students’ hidden networks: Relationship mapping as a strategy to build asset-based pathways
• The missing metrics: Emerging practices for measuring students’ relationships and networks
• 5 Steps for Building & Strengthening Students’ Networks

Julia’s media highlights:

• Caps and gowns but no career prospects for grads without connections
• AI Can Make Schools More Human, But Only If Schools Prioritize Relationship Metrics
• 3 Steps Toward More Equitable Networks On Campuses

Julia’s webinar/podcast highlights:

• 10 Lessons in How to Build Relationships and Relevance in Career-Connected Learning
• Building Professional Social Capital for Black Learners and Workers
• Approaches to measuring students’ social capital emerging among schools and nonprofits

Thomas Arnett

Tom is a senior research fellow for education. View Tom’s profile .

Tom’s research highlights:

• K–12 value networks: The hidden forces that help or hinder learner-centered education
• Families on the new frontier: Mapping and meeting the growing demand for unconventional schooling
• Q&A: Unveiling the power of value networks in K–12 education

Tom’s media highlights:

• 5 learner-centered education models to inspire reform
• A value network can influence education change
• A better way to do online learning

Tom’s webinar/podcast highlights:

• The Power of New Value Networks in Revolutionizing Education Systems
• Marrying Freedom and Funding: How Districts Can Become Education’s New Inventors
• Educational Innovation and New Value Networks: Conversation with Thomas Arnett

Recent Education Content

How Antisemitism is changing how students choose college

Michael B. Horn May 28, 2024

The solution for the ‘other 95 percent’ to learn math

Michael B. Horn May 23, 2024

The literacy and numeracy revolution happening in Malawi

Efosa Ojomo May 16, 2024

Looking for more resources from our education researchers? Explore our resource library .

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Develop a clearer understanding of how the world works to create meaningful progress.

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Join the SafeTREC Team: Position open for Traffic Safety Researcher

Watch the Street Story webinar recording: I have the data, now what? Part 2

Get to the know the SafeTREC Team: Spotlight Interview with Lucia Ornelas

Welcome to the safe transportation research and education center.

Founded in 2000, we are part of the University of California, Berkeley, affiliated with the School of Public Health and the Institute of Transportation Studies, with additional partnerships with the Department of City and Regional Planning, Public Policy, and Transportation Engineering. Our research is carried out by faculty at UC Berkeley with assistance from post-doctoral scholars, research staff, and graduate student researchers. We also help the California Office of Traffic Safety administer its Community Pedestrian and Bicycle Safety Training workshops and support various safety initiatives from other California agencies, Including the California Department of Transportation (Caltrans). 

 The three emphasis areas are briefly described below:

• Data Analysis and Data Tools  is a necessity for understanding safety/mobility in transportation / land use planning in California.  SafeTREC will build on current large scale data efforts (geocoding 15 years of traffic crashes in California, adding pedestrian and bicycle infrastructure elements to the State Highway data base, building a statewide Tribal Road Safety Data Base) to construct state-of-the-art data analysis and mapping tools for use by government agencies, researchers, and the general public.
• Technology for Road Safety,  including crash warning and avoidance systems, smart infrastructure sensing systems, and automated vehicles. SafeTREC will be in the forefront of evaluating the benefits and costs of these rapidly emerging technologies. This emphasis area will also utilize technology for in-depth analysis of crash reports, data visualization techniques, and developing novel transportation safety management methods.
• Policy Analysis and Community Outreach  will continue to be a necessity to connect with California’s extremely diverse communities to improve road safety and encourage active transportation. SafeTREC will build on existing policy analyses (e.g., Safe Routes to School) and community outreach (e.g., Community Pedestrian and Bicycle Safety Training, data analyses and presentations for local governmental agencies) to create a national model for policy analysis and community outreach.

Sign up for the SafeTREC Newsletter

Recent news, may 17, 2024, may 16, 2024, may 6, 2024, april 29, 2024, recent publications.

40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 31 May 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy , materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

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College of Agriculture, Health, and Natural Resources

Center for Land Use Education and Research

How will climate change impact connecticut.

May 29th, 2024 1:00-2:00PM

Presented by: Owen Placido, UConn CLEAR and Deborah Abibou, Connecticut Sea Grant:

Continued changes to the climate around the world and in Connecticut are inevitable – the consequences of these changes, or climate impacts, are being experienced by Connecticut residents today and will continue to evolve in the coming decades. While it is not possible to say for certain what it will be like to live here in the future, we know that precipitation patterns will change dramatically, temperatures will get warmer, there will be significant changes to our coastline as sea levels rise, and the challenges of climate change will be experienced differently by different communities. A new tool from the Long Island Sound Study, the Long Island Sound Resilience Resource Hub website, will also be highlighted. This website can help communities in NY and CT learn, plan, and implement climate resilient strategies by providing information, case studies, and funding opportunities.

Webinar recording and slides coming soon.

The Ohio State University

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Flavor Research and Education Center

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Breadcrumb menu, the flavor research and education center.

The Flavor Research and Education Center (FREC) is a partnership between academic researchers and industry leaders focused on the creation, exchange, and application of knowledge to drive innovation in the food flavor market space.  Our utility-inspired fundamental research platform provides science-based solutions for our members and collaborators. 

FREC was created in 2011 as an open innovation platform to foster research collaborations between the food/flavor industry and academia. Center research is focused on advancing basic knowledge of common industrial problems.  The member companies share the cost of this research and also have the opportunity to work individually with the Center to use this basic knowledge for their own advantage. Our unique model enables critical research that in other contexts could be cost-prohibitive. Now housed at The Ohio State University, FREC benefits from strategic investments in agriculture and the Foods for Health Discovery Theme. This unique support directly benefits FREC members by fostering stronger academic/industry partnerships and enhancing our environment for research, innovation, and market-driven solutions. 

Accomplishments

The Flavor Research and Education Center at OSU provides a strong fundamental research platform for collaboration to foster cross-disciplinary food research and translate basic discoveries into applied outcomes. We strive to provide our partners with innovative solutions that elevate food quality and change the discussion around the development of highly palatable healthy food choices to promote consumption and health outcomes.

Although we work together as one team, approximately one third of the Flavor Lab’s support comes directly from FREC membership.  Those fees are small in comparison to supporting single research projects, but when resources are pooled together, we accomplish big things.  

• Hosted  11 annual meetings
• Completed  14 multi-year projects
• Provided >  70 written research updates
• Submitted 6 patents
• Supported > 60  publications
• Supported many students and researchers , see our team, past and present

Alfie Kohn: The Siren Song of “Evidence-Based” Instruction

• Research Issues

I’m geeky enough to get a little excited each time a psychology or education journal lands in my mailbox. 1  Indeed, I’ve spent a fair portion of my life sorting through, critically analyzing, and writing about social science research. Even my books that are intended for general readers contain, sometimes to the dismay of my publishers, lengthy bibliographies plumped with primary sources so that anyone who’s curious or skeptical can track down the studies I’ve cited.

Why, then, have I developed a severe allergy to the phrases “evidence-based” and “the science of…” when they’re used to justify certain educational practices? It took me awhile to sort out my concerns and realize that these terms raise five distinct questions.

1.   What kind of evidence?  A healthy respect for data protects us from relying on unrepresentative anecdotes, or falling for conspiracy theories, or believing what we wish were true regardless of whether there’s good reason to conclude that it is. But some people take an extreme, reductionist view of what qualifies as data, dismissing whatever can’t be  reduced to numbers , or ignoring inner experience and focusing only on observable  behaviors , or attempting to explain all of human life in terms of  neurobiology . All of these have troubling implications for education, leaving us with a shallow understanding of the field. People who talk about the “science” of reading or learning, for example, rarely attend to student motivation or the fact that “all learning is a social process shaped by and infused with a system of cultural meaning.” 2

2.   Evidence of what?  When someone says that science conclusively proves that this instructional strategy is more effective than that one, what exactly is meant by “effective”? As I’ve discussed  elsewhere , that question is so obvious, so foundational to any claim, that it’s astonishing to realize how rarely it’s asked. Often it turns out that “effective,” along with other terms of approbation (“higher achievement,” “positive outcomes,” “better results”) signify nothing more than scoring well on a standardized test. Or having successfully  memorized a list of facts . Or producing correct answers in a math class (without grasping the underlying principles). Or being able to recognize and pronounce words correctly (without necessarily understanding their meaning).

3.   Evidence of an effect on whom?   Even large, well-constructed studies typically are able to show only that some ways of implementing a particular practice (not all possible versions of it) have some probability (greater than chance but far short of certainty) of producing some degree of benefit for some subset of students in some educational contexts (in certain academic subjects, or at certain age levels, or in certain cultures). Even one of these qualifiers, let alone all of them, signifies that evidence of an “on-balance” effect for a given intervention doesn’t allow us to claim that it’s a sure bet for all kids.

Yet it’s common to make just such an inference, which is why so many literacy experts are skeptical of, if not alarmed by, what’s being presented as “evidence-based” in their field. “Effective teaching is not just about using whatever science says ‘usually’ works best,” Richard Allington reminds us. “It is all about finding out what works best for the individual child and the group of children in front of you.” 3  Ironically, as Thomas Newkirk adds, medical research is “trending toward more individualized diagnoses and treatments…[since] patients may differ greatly in the response to certain drugs or how their immune systems work….But the so-called ‘science of reading’ is moving in the opposite direction – toward a monolithic and standard approach.” 4  Science complicates more often than it simplifies, which is your first clue that the use of “evidence based” or “the science of….” to demand that teachers must always do this or never do that — or even that they should be legally  compelled  to do this (or forbidden from doing that) — represents the very antithesis of good science.

4.   Evidence of an effect at what cost?  It’s not just that restricting evidence to what can be seen or measured limits our understanding of teaching and learning. It’s that doing so ends up supporting the kind of instruction that can alienate students and sap their interest in learning. Thus does schooling become not only less pleasant but considerably less effective. This exemplifies a broader phenomenon that Yong Zhao describes as a tendency to overlook unanticipated, harmful consequences. Even if a certain way of teaching did produce the desired effects, he argues, an inattention to its damaging  side  effects means that what’s sold to us as “evidence based” can sometimes do more harm than good. 5

5.   Does “evidence-based” refer to evidence at all?  That citing research in support of a claim can raise as many questions as it answers should give us pause. Even more disturbing is the fact that the term  evidence-based  sometimes functions not as a meaningful modifier but just as a slogan, an all-purpose honorific like “all-natural” on a food label. Rather than denoting the existence of actual evidence, its purpose may be to brand those who disagree with one’s priorities as “unscientific” and pressure them to fall in line. 6

This would be troubling enough if  evidence  and  science  were employed to justify all sorts of educational approaches, as seems to be the case with a label like “best practice.” But these words are almost always used to defend traditionalist practices such as direct instruction and control-based interventions derived from Skinnerian behaviorism such as Applied Behavior Analysis (ABA) and Positive Behavioral Interventions and Supports (PBIS). A kind of ideological fervor tends to fuel each of these things, whereas actual empirical support for them could be described as somewhere between dubious and negligible. 7

A quarter-century ago, defenders of high-stakes standardized exams resorted to the same strategy on behalf of the punitive, test-driven No Child Left Behind Act. The word  science  (or  scientific ) appeared more than a hundred times in the text of that law, while the Bush administration declared: “We will change education to make it an evidence-based field.” 8  In reality, no controlled study then or since has, to the best of my knowledge, ever demonstrated any benefit to high-stakes testing — other than the tautological claim that it raises scores on those same tests. The damage done to the quality of teaching and learning by NCLB has been incalculable. 9

A few years earlier, as Bill Jacob, a math professor at the University of California, Santa Barbara, reported, “the use of problem solving as a means of developing conceptual understanding [in math] was abandoned and replaced by direct instruction of skills” in California, and this move was similarly rationalized by “the use of the code phrase  research-based instruction ” even though the available research actually tended to point in the opposite direction (and still does). Indeed, Jacob added, the phrase  research-based  was just “a way of promoting instruction aligned with ideology.” 10  Much the same was true for reading instruction back then, and today such efforts have been turbocharged, with systematic phonics instruction for all children being sold, misleadingly, as the “science of reading.” 11  Explicit academic instruction in preschools, too, is presented as evidence-based even though, once again, actual evidence not only fails to support this approach but warns of its possible harms. 12

At best, then, there are important questions to ask about evidence that’s cited in favor of a given proposal, particularly when it’s intended to justify a one-size-fits-all teaching strategy. At worst, the term  evidence-based  is used not to invite questions but to discourage them, much as a religious person might seek to end all discussion by declaring that something is “God’s will.” Too often, the invocation of “science” to defend traditionalist education reflects an agenda based more on faith than on evidence.

1. That’s right, I still subscribe to the print editions. You have a problem with that?

2. National Academies of Sciences, Engineering, and Medicine,  How People Learn II: Learners, Contexts, and Cultures  (Washington, DC: The National Academies Press, 2018), p. 27. Also see Jean Lave and Etienne Wenger,  Situated Learning  (Cambridge University Press, 1991). Regarding the exclusion of motivation, see Seth A. Parsons and Joy Dangora Erickson, “ Where Is Motivation in the Science of Reading? “,  Phi Delta Kappan , February 2024, pp. 32-36.

3. Richard L. Allington, “ Ideology Is Still Trumping Evidence ,”  Phi Delta Kappan , February 2005, p. 462.

4. Thomas Newkirk,  The Broken Logic of “Sold a Story”  (Literacy Research Commons, 2024), p. 9.

5. Yong Zhao,  What Works May Hurt: Side Effects in Education  (Teachers College Press, 2018). For a shorter version (with the same title), see  this article  in the  Journal of Educational Change .

6. British educator Andrew Davis made a similar point in an essay about efforts to defend direct instruction. See “ Evidence-Based Approaches to Education ,”  Management in Education  32 (2018): 135-38.

7. On direct instruction, see the research in the first half of my 2024 essay “ Cognitive Load Theory: An Unpersuasive Attempt to Justify Direct Instruction .” On ABA, see Micheal Sandbank et al., “ Project AIM: Autism Intervention Meta-Analysis for Studies of Young Children ,”  Psychological Bulletin  146 (2020): 1-29, whose findings I described in “ Autism and Behaviorism ,” as well as  this  independent evaluation of ABA and  this study  of a version of Positive Behaviour Support used on autistic children. ABA and PBS/PBIS principally rely on rewards to elicit compliance, and I’ve offered a lengthy critical appraisal not only of that strategy but of behaviorism more generally:  Punished by Rewards  (Houghton Mifflin, 1993/2018).

8. U.S. Department of Education,  Strategic Plan – 2002-2007 , March 2002, p. 51.

9. For example, see the essays in Deborah Meier et al.,  Many Children Left Behind  (Beacon Press, 2004); and a description of two studies of NCLB’s effect on NAEP scores in Gerald W. Bracey, “The Condition of Public Education,”  Phi Delta Kappan , October 2006, pp. 151-53.

10. Bill Jacob, “Implementing Standards: The California Mathematics Textbook Debacle,”  Phi Delta Kappan , November 2001, pp. 265, 266.

11. As of this writing, the most comprehensive treatment of the topic is a book by eminent reading experts Robert J. Tierney and P David Pearson:  Fact-Checking the Science of Reading  (Literacy Research Commons, 2024). Also see David Reinking et al., “ Legislating Phonics: Settled Science or Political Polemics? “,  Teachers College Record  125 (2023): 104-31; Peter Johnston and Donna Scanlon, “ An Examination of Dyslexia Research and Instruction with Policy Implications ,”  Literacy Research: Theory, Method, and Practice  70 (2021): 107-28; Jeffrey S. Bowers, “ Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction ,”  Educational Psychology Review  32 (2020): 681-705; Dominic Wyse and Alice Bradbury, “ Reading Wars or Reading Reconciliation? “,  Review of Education  10 (2022): e3314; Catherine Compton-Lilly et al., “ Stories Grounded in Decades of Research: What We Truly Know About the Teaching of Reading ,”  The Reading Teacher  77 (2023): 392-400; and a series of blog posts by literacy specialist Maren Aukerman in 2022 on how the media has covered the “science of reading,” subtitled, respectively, “ Is Reporting Biased? “, “ Does the Media Draw on High-Quality Reading Research? “, and “ How Do Current Reporting Patterns Cause Damage? “

12. See Peter Gray, “ Beware of ‘Evidence-Based’ Preschool Curricula, ”  Psychology Today , December 9, 2021; and, for a review of earlier research on the subject, this lengthy  excerpt  from my book  The Schools Our Children Deserve  (Houghton Mifflin, 1999).

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UH Education Students Develop ‘Must Read’ Projects for Houston Families

Literacy Effort Supported by Cougar Initiative to Engage

By Mike Emery — 713-743-7197

• Student, Faculty and Staff Success

For today’s K-12 students, learning doesn’t end when the final school bell rings. These days, parents often support their children’s academic development when they’re not in the classroom.  

That’s a good thing for young learners. According to the National Center on Improving Literacy, parents’ involvement in at-home reading activities enhances children’s reading abilities, comprehension, and language skills.  

UH professor Anne Katz is well-aware of this fact and has led efforts to engage Houston-area parents in participating in more home-based literacy lessons.  

For four semesters, Katz, clinical associate professor of curriculum and instruction at the University of Houston’s College of Education, has guided UH education students—all early childhood pre-service teachers (PSTs) —in developing literacy projects that parents can share with their children.  

As part of a curriculum and instruction course that Katz teaches, these PSTs created and modeled family literacy activities for children attending Houston’s Pilgrim Academy and their families for two semesters.  

Under Katz’s guidance, UH education students also designed activities and donated children’s books to students in public schools around the Houston area during a field experience week. For this particular project, Katz’s students sent personalized Introductory letters to parents describing these home-based literacy exercises. Letters and books were sent in packets that also included step-by-step instructions for these activities, discussion questions, ideas for differentiation, extensions and additional materials.  

“These projects inspire a culture of literacy within families,” Katz said. “My hope is that this collaboration creates a foundation within their homes where they can further share the joy of reading, or perhaps plan family activities around books or visits to their local libraries.”  

Past projects have included a family tree activity developed by Marlene Galera, a recent College of Education graduate . Using the book, “A Thousand White Butterflies,” Galera’s activity invited a student to create paper butterflies representing their parents and siblings. The goal was to foster dialogue on family history and different cultures and to encourage further reading in both English and Spanish with recommended additional books on the topic.  

“I love this project because it gives students the opportunity to see themselves in literature,” Galera said. “Students can connect with characters that look, feel, and have experiences like them. The books used for this family literacy project are diverse and provide students with mirrors of their own life or windows into cultures in and out of their community.”  

Student Rahma Fatima’s activity centered on the book “The Water Protectors” and addressed environmental issues related to conservation. Two other projects introduced families to groundbreaking librarian (and New York’s first Puerto Rican librarian) Pura Belpré.  

Recent graduate Maritza Silva invited a student and their family to create and illustrate a story inspired by the book “Pura’s Cuentos: How Pura Belpr é Reshaped Libraries with Her Stories.” Her peer Alexis Silva also delved into the art of storytelling by embracing the book “Planting Stories: The Life of Librarian and Storyteller Pura Belpré.” She asked students to create an original puppet accompanied by a creative story. This activity was inspired by how Belpré created her own puppets to use for story times at the library.   

All of these projects were spotlighted in journal articles including one authored by Katz, Galera, and Maritza Silva in the 2023 Texas Association for Literacy Education Yearbook . Katz also co-authored an article with Fatima and Alexis Silva in the International Literacy Association Children’s Literature and Reading Special Interest Group journal.  

During previous semesters, Katz and students celebrated these projects with participating families and teachers during special reading nights at Pilgrim Academy. This spring, Katz and former Pilgrim Academy principal Diana Castillo (a UH alumna) delivered a presentation on this program during UH’s Symposium on Community Engagement and Experiential Learning.   

Feedback from PSTs and parents has been positive, Katz said. In follow-up surveys, parents have expressed enthusiasm for how these literacy activities have enriched their families’ appreciation for reading and books.  

One parent responded to the survey with feedback on how they now regularly engage in discussions about books with their child: “(We) spend more time discussing pictures—asking why the illustrator chose to draw certain things and why they chose to use that color and how it makes the reader feel.”  

For Katz and her PSTs, such feedback is particularly validating.  

“It is wonderful to see the impact that these projects are having on local families, and to celebrate the creativity and dedication of UH College of Education students,” Katz said.  

Over the past four semesters, Katz oversaw over 250 PSTs who developed projects for students and their families. She looks forward to continuing this academic service-learning work in future semesters.  

Her efforts have been supported by Cougar Initiative to Engage (CITE) UH’s 2018-2023 Quality Enhancement Plan. CITE’s goal was to increase the number of high-impact experiential learning activities and the number of undergraduate students participating in these activities. CITE awarded 125 grants, providing funds to seed and expand 90 programs. Over 6,000 students reaped the benefits of these CITE-supported projects.  

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We Are Highlander.

We are a catalyst for grassroots organizing and movement building in Appalachia and the South.  We work with people fighting for  justice, equality and sustainability , supporting their efforts to take collective action to shape their own destiny.

Since 1932, Highlander has centered the experiences of directly-impacted people in our region, knowing that together, we have the solutions to address the challenges we face in our communities and to build more just, equitable, and sustainable systems and structures. Our workshops and programming bring people together across issues, identity, and geography to share and build skills, knowledge, and strategies for transformative social change. This work has created strong movement infrastructure in the South and Appalachia, building networks and organizing efforts that advanced the labor movements of the 1930s and 40s, the Civil Rights Movement of the 1950s and 60s, and environmental, economic, and racial justice organizing across decades. Today, this work is fortifying movement in the 21st Century by building the leadership of youth, LGBTQ+, and Black and Brown organizers; advancing solidarity economies to dismantle capitalism and extractive industries in our region; creating capacity for movement organizations through fiscal sponsorships and hands-on network support to groups like the Movement for Black Lives and the Southern Movement Assembly; shifting resources to build power within our region; and making sure Southern freedom fighters not only have a seat at decision-making tables, but are leading national and global efforts to shift systems and structures that all too often have incubated oppression and exploitation in our home communities.

HIGHLANDER IS TRANSITIONING TO NEW LEADERSHIP: SPECIAL ANNOUNCEMENT

After leading the Highlander Research and Education Center together for more than seven years, Ash-Lee Woodard Henderson and Rev. Allyn Maxfield-Steele, Highlander’s Co-Executive Directors, recently announced to the Board of Directors, Organizational Leadership Team, and Staff that their co-leadership is ending. Ash-Lee is assuming a Special Advisor role until the late summer, and Allyn will continue to lead as Co-Executive Director during this period of organizational transition. Salimah Muhammad, Highlander’s Chief Financial Officer, will join Allyn as Interim Co-Executive Director while maintaining CFO responsibilities.

Highlander wishes to take this occasion to celebrate Ash-Lee’s and Allyn’s joint leadership and to extend our highest praise for their incredible stewardship since the announcement of their positions as Co-Executive Director in late 2016. Their unique talents and synergy as co-directors afforded Highlander the opportunity to deepen the organization’s amazing legacy and to fulfill its mission to be a catalyst and school for social movements and grassroots leaders from the South, Appalachia, and around the world.

From the very beginning of their joint tenure, Ash-Lee and Allyn focused on listening to the many stakeholders in Highlander’s work: staff, Board, program participants, movement allies, and elders. They asked powerful questions, synthesized the feedback, and brought Highlander together to accelerate the school’s educational and operational interventions for transformative justice, movement accompaniment and support, and the incubation of radical work.

Under their leadership, Highlander’s 21st century role in social movements has expanded while the organization has grown financially and infrastructurally. They increased staff size, doubled staff wages, enhanced campus infrastructure, and oversaw the expansion of a model fiscal sponsorship program. Fundraising and fiscal management during Ash-Lee’s and Allyn’s time together consistently led to surpluses, allowing the organization to anticipate profound fluctuations in the philanthropic landscape while also moving resources to the frontlines. During their tenure, Highlander’s staff unionized and successfully negotiated its first Collective Bargaining Agreement.

With gratitude for Ash-Lee and Allyn’s powerful collective leadership, Highlander is in good shape as it moves toward celebrating its 100th year in 2032. Now, under Allyn and Salimah’s leadership, Highlander is also well positioned for a successful, impactful, and transformational leadership transition, and the organization is excited for how the process will spark new thinking and innovation, galvanize stakeholders, and propel Highlander to achieve even greater impact.

Personal letters from Ash-Lee and Allyn follow.

From Ash-Lee:

Dear Colleagues,

I’ve had both the privilege and epic responsibility of being the first Black woman to serve as Co-Executive Director at Highlander. It has been a real honor to be in community with you in this role as we continue to do the work required to build the capacity of grassroots organizations. I am especially proud to have worked with so many leaders who serve as catalysts for positive change. The lifelong relationships we’ve built over the years and our collective commitment to teaching and learning not only makes us better leaders in movement, but also improves the material conditions in our respective communities.

As Co-Directors, Allyn and I practiced big, bold, and audacious leadership for Highlander—all in pursuit of increasing the organization’s legacy. Together, we’ve accomplished the goals we set (and then some), and the organization is in good shape to move confidently toward its 100th year of radical education and movement accompaniment.

I am transitioning now and will assist the Highlander leadership transition as an Advisor. I will be around for the next few months and am really excited about moving from co-directorship into more of an advisory role and helping with some ongoing development commitments. I’ll also take the time to say goodbye to the really incredible people we’ve worked with as Co-Executive Directors.

As I reflect on my tenure as Co-Executive Director, I am most grateful for the friends, leaders, mentors, allies, and colleagues who have made this the journey of a lifetime. To the many members of our Board of Directors over the years, our co-conspirators in philanthropy, our coaches, our comrades who lead our sister organizations, and especially our families, specifically our parents, partners, and kiddos, you have gone above and beyond and we are grateful. And to my beloved brother, friend, comrade, Allyn—I wouldn’t have danced this dance with anyone but you. Onward to our family’s next great adventure. If it’s anything like this one, it’s gonna be one helluva ride!

Looking back on our journey and the many accomplishments of Highlander to date, Allyn and I both believe deeply that there is no better time than now to announce a new season of leadership for the organization. I look forward to the advisory role I will play to kick off a deliberate, effective, and intentional transition to new leadership.

In love and solidarity,

From Allyn:

As Ash-Lee departs, I’m staying to lead Highlander through this transitional period. I’m committed to seeing the organization through a smooth transition—one that fortifies an organizational culture and land-based strategy that bring our values to life, fosters life-giving working relationships, and strengthens Highlander’s work to be a catalyst for change.

With big changes come big opportunities. I’m thrilled that Salimah Muhammad has said “yes” to serving alongside me as interim Co-Executive Director. Other than Ash-Lee, there’s no one with whom I’ve led more closely than Salimah. She brings decades of experience in successful implementation of financial and operational strategies in social movement organizations and other sectors. Since she joined the staff on the eve of the Covid 19 pandemic, Salimah has graced all of us with her joyful presence, sage counsel, sharp political analysis, and incredible sense of humor. As former Board member and dear friend of Highlander, Makani Themba, once said, “Salimah is a star!”

Highlander’s staff is dynamic and brilliant, and we look forward to the staff’s full participation in the transition work. Highlander’s strong, actively engaged Board is fully supportive of our plan and will offer critical guidance at key moments during the process.

Given the accomplishments we’ve experienced over the past several years, Ash-Lee and I believe there is no better time than now to initiate this season of transition. Highlander has retained some amazing accompaniment from teams at RoadMap and Strategies for Social Change who will support staff and Board with critical internal change work as we continue our cutting edge education and research work on and off the Highlander hill.

To our partners, funders, allies in the movement, and special friends: Highlander will finalize our latest Strategic Plan, much of which is already in effect. Core to our educational program and coalitional work is the urgency of supporting people’s movements and weaving their strengths together to block fascist, authoritarian, and Christian Nationalist threats to our communities—before, during, and beyond the elections of 2024. And to do that, I turn to the words of the late Dr. Vincent Harding, who taught us to sing that “Builders must be strong!” Among our key “building” priorities are further developing Highlander’s new People & Culture and Land & Place departments, partnering with the staff union to foster an even healthier staff-centered workplace, constructing a new main office, and putting long-term land visions and strategies into action. After all, Highlander not only builds and supports movement infrastructure, but it also is movement infrastructure, and our role in the movement ecosystem grows more critical and demands more from us with every current and coming crisis.

In short, I’m beyond pleased with where we’ve been, where we are, and where we’re headed. As it is for so many others, Highlander has long been a political and spiritual home for me, and I remain honored to be one of its leaders.

Lastly, as I reflect on my tenure as Co-Executive Director with Ash-Lee, I want to share:

We are not finished. Not even close. I love you, dear sister, and thank you for loving me. Thank you for trusting me. Thank you for singing with me. See you on the porch.

SPRING 2024 PROGRAM UPDATE

Transformative Justice via a Social Solidarity Economy​

We explore economic and governance systems with communities and grassroots organizations through participatory processes that create knowledge and share solutions to transform community wealth and health through democratic and cooperative practices and policies.

Movement Accompaniment + Support

We support grassroots organizing and movement-building by boosting capacity and infrastructure for movement, supporting intergenerational leadership development for this long-haul work, resourcing and funding Southern organizing with mini-grants and technical support, and supporting regional, national and global networks that build collective power for transformative justice. We also facilitate workshops and residencies to deepen skills in Highlander's methodologies and in grassroots organizing tactics and strategies.

Incubate & Innovate Radical Work

We build capacity and power for grassroots organizing networks through active network participation and support, strategic partnerships, anchor roles in movement coalitions and collaborations, and by providing fiscal sponsorship to emerging groups and organizations.

Intergenerational Leadership

Our Seeds of Fire Program and Children's Justice Camp promote youth-centered, youth-led spaces and organizing, providing peer guidance and mentorship, political education, and skill-based trainings that make room for young people to take the resources they need and build power together.

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Is College Worth It?

1. labor market and economic trends for young adults, table of contents.

• Labor force trends and economic outcomes for young adults
• Economic outcomes for young men
• Economic outcomes for young women
• Wealth trends for households headed by a young adult
• The importance of a four-year college degree
• Getting a high-paying job without a college degree
• Do Americans think their education prepared them for the workplace?
• Is college worth the cost?
• Acknowledgments
• The American Trends Panel survey methodology
• Current Population Survey methodology
• Survey of Consumer Finances methodology

A majority of the nation’s 36 million workers ages 25 to 34 have not completed a four-year college degree. In 2023, there were 19 million young workers who had some college or less education, including those who had not finished high school.

The overall number of employed young adults has grown over the decades as more young women joined the workforce. The number of employed young adults without a college degree peaked around 1990 at 25 million and then started to fall, as more young people began finishing college .

This chapter looks at the following key labor market and economic trends separately for young men and young women by their level of education:

Labor force participation

• Individual earnings

Household income

• Net worth 1

When looking at how young adults are doing in the job market, it generally makes the most sense to analyze men and women separately. They tend to work in different occupations and have different career patterns, and their educational paths have diverged in recent decades.

In 1970, almost all young men whose highest educational attainment was a high school diploma (98%) were in the labor force, meaning they were working or looking for work. By 2013, only 88% of high school-educated young men were in the labor force. Today, that share is 87%.

Similarly, 96% of young men whose highest attainment was some college education were in the labor force in 1970. Today, the share is 89%.

By comparison, labor force participation among young men with at least a bachelor’s degree has remained relatively stable these past few decades. Today, 94% of young men with at least a bachelor’s degree are in the labor force.

The long-running decline in the labor force participation of young men without a bachelor’s degree may be due to several factors, including declining wages , the types of jobs available to this group becoming less desirable, rising incarceration rates and the opioid epidemic . 2

Looking at labor force and earnings trends over the past several decades, it’s important to keep in mind broader forces shaping the national job market.

The Great Recession officially ended in June 2009, but the national job market recovered slowly . At the beginning of the Great Recession in the fourth quarter of 2007, the national unemployment rate was 4.6%. Unemployment peaked at 10.4% in the first quarter of 2010. It was not until the fourth quarter of 2016 that unemployment finally returned to its prerecession level (4.5%).

Studies suggest that things started to look up for less-skilled workers around 2014. Among men with less education, hourly earnings began rising in 2014 after a decade of stagnation. Wage growth for low-wage workers also picked up in 2014. The tightening labor markets in the last five years of the expansion after the Great Recession improved the labor market prospects of “vulnerable workers” considerably.

The COVID-19 pandemic interrupted the tight labor market, but the COVID-19 recession and recovery were quite different from the Great Recession in their job market impact. The more recent recession was arguably more severe, as the national unemployment rate reached 12.9% in the second quarter of 2020. But it was short – officially lasting two months, compared with the 18-month Great Recession – and the labor market bounced back much quicker. Unemployment was 3.3% before the COVID-19 recession; three years later, unemployment had once again returned to that level.

Full-time, full-year employment

Since the Great Recession of 2007-09, young men without a four-year college degree have seen a significant increase in the average number of hours they work.

• Today, 77% of young workers with a high school education work full time, full year, compared with 69% in 2011.
• 83% of young workers with some college education work full time, full year, compared with 70% in 2011.

The share of young men with a college degree who work full time, year-round has remained fairly steady in recent decades – at about 80% – and hasn’t fluctuated with good or bad economic cycles.

Annual earnings

Annual earnings for young men without a college degree were on a mostly downward path from 1973 until roughly 10 years ago (with the exception of a bump in the late 1990s). 3

Earnings have been increasing modestly over the past decade for these groups.

• Young men with a high school education who are working full time, full year have median earnings of $45,000 today, up from $39,300 in 2014. (All figures are in 2022 dollars.)
• The median earnings of young men with some college education who are working full time, full year are $50,000 today, similar to their median earnings in 2014 ($49,100).

It’s important to note that median annual earnings for both groups of noncollege men remain below their 1973 levels.

Median earnings for young men with a four-year college degree have increased over the past 10 years, from $67,500 in 2014 to $77,000 today.

Unlike young men without a college degree, the earnings of college-educated young men are now above what they were in the early 1970s. The gap in median earnings between young men with and without a college degree grew significantly from the late 1970s to 2014. In 1973, the typical young man with a degree earned 23% more than his high school-educated counterpart. By 2014, it was 72% more. Today, that gap stands at 71%. 4

Household income has also trended up for young men in the past 10 years, regardless of educational attainment.

This measure takes into account the contributions of everyone in the household. For this analysis, we excluded young men who are living in their parents’ home (about 20% of 25- to 34-year-old men in 2023).

• The median household income of young men with a high school education is $75,200 today, up from $63,800 in 2014. This is slightly lower than the highpoint reached around 2019.
• The median household income of young men with some college education is $92,200 today, up from $81,100 in 2014. This is close to the 2022 peak of $93,800.

The median household income of young men with at least a bachelor’s degree has also increased from a low point of $118,700 in 2014 after the Great Recession to $145,000 today.

The gap in household income between young men with and without a college degree grew significantly between 1980 and 2014. In 1980, the median household income of young men with at least a bachelor’s degree was about 38% more than that of high school graduates. By 2014, that gap had widened to 86%.

Over the past 10 years, the income gap has fluctuated. In 2023, the typical college graduate’s household income was 93% more than that of the typical high school graduate.

The 2001 recession and Great Recession resulted in a large increase in poverty among young men without a college degree.

• In 2000, among young men living independently of their parents, 8% of those with a high school education were in poverty. Poverty peaked for this group at 17% around 2011 and has since declined to 12% in 2023.
• Among young men with some college education, poverty peaked at 12% around 2014, up from 4% in 2000. Poverty has fallen for this group since 2014 and stands at 8% as of 2023.
• Young men with a four-year college degree also experienced a slight uptick in poverty during the 2001 recession and Great Recession. In 2014, 6% of young college graduates were in poverty, up from 4% in 2000. Poverty among college graduates stands at 5% in 2023.

Labor force trends for young women are very different than for young men. There are occupational and educational differences between young women and men, and their earnings have followed different patterns.

Unlike the long-running decline for noncollege young men, young women without a college degree saw their labor force participation increase steadily from 1970 to about 1990.

By 2000, about three-quarters of young women with a high school diploma and 79% of those with some college education were in the labor force.

Labor force participation has also trended upward for college-educated young women and has consistently been higher than for those with less education.

After rising for decades, labor force participation for young women without a college degree fell during the 2001 recession and the Great Recession. Their labor force participation has increased slightly since 2014.

As of 2023, 69% of young women with a high school education were in the labor force, as were 78% of young women with some college education. Today’s level of labor force participation for young women without a college degree is slightly lower than the level seen around 2000.

The decline in labor force participation for noncollege women partly reflects the declining labor force participation for mothers with children under 18 years of age . Other research has suggested that without federal paid parental and family leave benefits for parents, some women with less education may leave the labor force after having a baby.

In contrast, labor force participation for young women with a college degree has fully recovered from the recessions of the early 2000s. Today, 87% of college-educated young women are in the labor force, the highest estimate on record.

Young women without a college degree have steadily increased their work hours over the decades. The past 10 years in particular have seen a significant increase in the share of employed noncollege women working full time, full year (with the exception of 2021).

• In 2023, 69% of employed young women with a high school education worked full time, full year, up from 56% in 2014. This share is the highest it’s ever been.
• In 2023, 65% of employed women with some college worked full time, full year, up from 58% in 2014. This is among the highest levels ever.

The trend in the share working full time, full year has been similar for young women with college degrees. By 2023, 78% of these women worked full time, full year, the highest share it’s ever been.

Unlike young men, young women without a college education did not see their earnings fall between 1970 and 2000.

The 2001 recession and Great Recession also did not significantly impact the earnings of noncollege young women. In the past 10 years, their median earnings have trended upward.

• For young women with a high school diploma, median earnings reached $36,000 in 2023, up from $30,900 in 2014.
• For those with some college, median earnings rose to $40,000 in 2023 from $37,700 in 2014.

For young women with a college degree, median earnings rose steadily from the mid-1980s until the early 2000s. By 2003, they reached $62,100, but this declined to $55,200 by 2014. In the past 10 years, the median earnings of college-educated young women have risen, reaching $65,000 in 2023.

In the mid-1980s, the typical young woman with a college degree earned about 48% more than her counterpart with a high school diploma. The pay gap among women has widened since then, and by 2014, the typical college graduate earned 79% more than the typical high school graduate. The gap has changed little over the past 10 years.

Noncollege young women living independently from their parents have experienced large household income gains over the past 10 years, measured at the median.

• In 2023, young women with a high school diploma had a median household income of $61,600, up from $48,100 in 2014.
• The pattern is similar for young women with some college education. Their median income rose to $75,200 in 2023 from $64,600 in 2014.

The median household income for young women with a four-year college degree is significantly higher than it is for their counterparts without a degree. College-educated young women have made substantial gains in the past 10 years.

The income gap between young women with and without a college degree has widened over the decades. In 1980, the median household income of young women with a college degree was 50% higher than that of high school-educated women. By 2014, the income gap had grown to 139%. Today, the household income advantage of college-educated women stands at 121% ($136,000 vs. $61,600).

Poverty trends for young women mirror those for young men, although young women are overall more likely to be in poverty than young men. The past 10 years have resulted in a steep reduction in the share of noncollege women in poverty.

• Today, 21% of young women with a high school diploma are living in poverty. This is down from 31% in 2014.
• 15% of young women with some college education live in poverty, compared with 21% in 2014.
• Young women with a college degree are consistently far less likely than either group to be living in poverty (5% in 2023).

Along with young adults’ rising incomes over the past 10 years, there’s been a substantial increase in their wealth. This part of our analysis does not look at men and women separately due to limitations in sample size.

In 2022, households headed by a young high school graduate had a median net worth of $30,700, up from $12,700 in 2013. Those headed by a young adult with some college education had a median net worth of $52,900, up from $15,700 in 2013.

The typical wealth level of households headed by a young college graduate was $120,200 in 2022, up from $46,600 in 2013.

There has not been any significant narrowing of the wealth gap between young high school graduate and young college graduate households since 2013.

Wealth increased for Americans across age groups over this period due to several factors. Many were able to save money during the pandemic lockdowns. In addition, home values increased, and the stock market surged.

• Most of the analysis in this chapter is based on the Annual Social and Economic Supplement collected by the U.S. Census Bureau. Information on net worth is based on a Federal Reserve survey, which interviews fewer households. Due to this smaller sample size, the net worth of households headed by a young adult cannot be broken out by gender and education. ↩
• Bureau of Labor Statistics data indicates that the labor force participation rate for men ages 25 to 54 has been declining since 1953. ↩
• This analysis looks at the earnings of employed adults working full time, full year. This measure of earnings is not uncommon. For example, the National Center for Education Statistics publishes a series on the annual earnings of 25- to 34-year-olds working full time, full year. ↩
• Other studies using hourly wages rather than annual earnings find that the college wage premium has narrowed. For example, researchers at the San Francisco Federal Reserve report that the college wage gap peaked in the mid-2010s but declined by just 4 percentage points to about 75% in 2022. ↩

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Cancer Center experts present research at national conference

Ovarian and blood cancer trials highlight uc’s asco abstracts.

University of Cincinnati Cancer Center experts will present research at the American Society of Clinical Oncology annual meeting May 31 to June 4 in Chicago.

Platform-predicted treatment leads to longer survival for patients with ovarian cancer

Thomas Herzog, MD. Photo/University of Cincinnati Cancer Center.

After an initial response to chemotherapy, many patients with ovarian cancer encounter a period of resistance to therapy that can lead to tumor regrowth. 

The Cancer Center’s Thomas Herzog, MD, said this resistance is believed to be partially caused by cancer stem cells (CSCs) that rebuild and repair tumors after chemotherapy. In a recent trial, researchers used a diagnostic tool called ChemoID that determines how sensitive CSCs and bulk tumor cells are to various cancer-killing therapies.

“The goal of the test is to find the most effective chemotherapeutic agents that would reduce CSCs in ovarian cancer, thereby limiting recurrent disease potential to help improve patients’ outcomes,” said Herzog, a University of Cincinnati Cancer Center member, the Paul and Carolyn Flory Professor in Gynecologic Oncology in the UC College of Medicine, and director of UC Health’s Gynecologic Cancer Disease Center. “ChemoID provides a prioritized list of effective and ineffective chemotherapies after taking a tissue biopsy of the tumor.”

In a multisite clinical trial, patients with recurrent platinum-resistant epithelial ovarian cancer were randomized to have their chemotherapy regimens selected through the ChemoID platform or by their physician’s best choice. 

Patients in the physician-choice arm had an overall response rate to their chemotherapy of 5%, while those in the ChemoID arm had a 55% overall response rate. The median progression-free survival, or time after treatment when the disease does not get worse, was three months for the physician-choice group and 11 months for the ChemoID group.

Moving forward, Herzog said a larger trial will be needed to validate these results.

Herzog will present the oral abstract  Relationship of cancer stem cell functional assay and objective response rate of patients with recurrent platinum-resistant ovarian cancer in a randomized trial  June 1 from 8-9:30 a.m. Co-authors include Thomas Krivak, John Diaz, Scott Lentz, Stephen Bush, Navya Nair, Nadim Bou Zgheib, Camille Gunderson Jackson, Abhijit Barve, Seth Lirette, Candace Howard, Jagan Valluri, Krista Denning and Pier Paolo Claudio. 

Herzog will also present the poster  Endometrial cancer (EC) by ERBB2 amplification (ERBB2amp) status: Differences in molecular subtypes, ancestry, and real-world outcomes  June 3 from 9 a.m. to 12 p.m. Co-authors include Natalie Danziger, Douglas Lin, Julia Elvin, Andrew Kelly, Ryon Graf, Robert Coleman, Bhavana Pothuri, Ramez Eskander, Julia Quintanilha and Brian Slomovitz. 

Trial tests drug’s ability to overcome resistance in lymphoma

The Cancer Center’s John Byrd, MD, will present information on a Phase 1 trial testing a new treatment for patients with non-Hodgkin lymphoma (NHL) or chronic lymphocytic leukemia (CLL) whose cancer has returned or stopped responding to treatment (relapsed/refractory).

On average, about a quarter of patients with NHL or CLL will relapse by 24 months. Each patient is unique, and the relapse can occur with different mutations, including a MALT mutation that promotes survival and proliferation of blood cancers.

Cancer cells can also sometimes develop resistance to currently-used drugs targeting other enzymes, creating the need for innovative new therapies. 

The trial drug, ONO-7018, targets a protein called MALT1. Preclinical data showed the drug inhibits MALT1 activity and exhibited an antitumor effect with a good safety profile, giving it therapeutic potential to be effective and overcome resistance.

Erin Hertlein, PhD, left, and John Byrd, right, look at data in the Leukemia and Drug Development Lab. Photo/UC Foundation.

In the trial, patients will be given ONO-7018 orally in 21-day treatment cycles. The first group of up to 48 patients will be enrolled to receive increasing doses until the maximum tolerated dose is identified. Once this occurs, a second group of up to 60 patients will be enrolled to receive the optimal dose identified.

“We are excited to have this exciting new agent, ONO-7018, available for our patients with NHL and CLL who have exhausted available effective therapies available for their disease,” said Byrd, Gordon and Helen Hughes Taylor Professor and Chair of the Department of Internal Medicine at the UC College of Medicine. “MALT1 is an exciting target across all B-cell malignancies and potentially for other types of cancer.” 

The trial, which is currently recruiting patients, will primarily assess the drug’s safety and tolerability.

Byrd will present the poster  A phase I, first-in-human study of ONO-7018 in patients with relapsed/refractory non-Hodgkin lymphoma or chronic lymphocytic leukemia  June 3 from 9 a.m. to 12 p.m. Co-authors include Pierluigi Porcu, Thomas Sundermeier, Takashi Nakada, Takeyuki Iwata, Sergio Prados and Leo Gordon. 

For more information on this and other blood cancer clinical trials at the Cancer Center, contact Michelle Marcum at [email protected] or 513-584-6628.

Research examines link between sleep disturbance and cancer-related cognitive impairment

Cancer-related cognitive impairment (CRCI), often called “chemo brain,” affects approximately 75% of individuals with cancer.

The Cancer Center’s cognitive clinical registry found that more than 83% of patients report experiencing sleep disturbances, leading researchers to ask the question of how sleep disturbances and sleep apnea contribute to CRCI.

“CRCI is complex and overlaps with risk factors associated with non-cancer cognitive impairment and neurodegenerative disease,” said Alique Topalian, PhD, a research scientist in Survivorship and Supportive Services at the Cancer Center. “Sleep is central to maintaining brain health. Understanding the relationship between sleep and cancer is important for mitigating CRCI and neurodegenerative disease.”  

In patients who do not have cancer, impaired sleep contributes to executive dysfunction and enlarged brain ventricles, which disrupt cerebral spinal fluid (CSF) flow and drainage of waste material from the brain, Topalian said. The team hypothesized this same process may be a contributing factor to CRCI.

“Reduced removal of toxic byproducts of normal brain metabolism and inflammation that is induced by cancer and its treatment could explain one mechanism of action for CRCI and the increased risk of neurodegenerative disease in cancer survivors,” Topalian said.

A Cancer Center team will present findings on how sleep disturbances and sleep apnea affect cancer-related cognitive impairment. Photo/iStock/FG Trade.

The research team analyzed data from 135 patients in the cognitive clinic’s clinical registry and found sleep apnea and sleep disturbances to be highly prevalent in CRCI. 

“There was a statistical trend toward a relationship between sleep disturbance severity in CRCI and enlarged ventricles,” Topalian said. “Sleep disturbances did not correlate with measures of cognitive impairment. However, ventricular size was significantly associated with impaired processing speed, sustained attention/inhibitory control and semantic fluency.”

Topalian said the novel finding of enlarged brain ventricles in these patients suggests treatment aimed at improving sleep disturbances may help regulate disrupted CSF flow, which could potentially improve CRCI cognitive symptoms.

“We are pursuing fundings for a CPAP and sleep health treatment trial for CRCI patients to investigate how treatment impacts cognitive, imaging and serum markers of CSF flow,” she said.

Additionally, the research team plans to form an ongoing translational working group to expand research on this topic.

Research assistant Sophie Kushman will present the poster “ Sleep apnea and glymphatic dysfunction as a mediator of executive dysfunction and neurodegenerative risk in cancer related cognitive impairment (CRCI) ” during the Symptom Science and Palliative Care session June 3 from 1:30 to 4:30 p.m. Abstract co-authors are Topalian and Rhonna Shatz, DO.

Unique approach aids elementary science education

As the University of Cincinnati Cancer Center is tackling how to reduce the suffering and mortality of cancer in the community today, it is also testing unique ways to encourage the next generation of cancer researchers.

William Barrett, MD, co-director of the Cancer Center, professor and chair of Radiation Oncology in UC’s College of Medicine, and medical director of the Barrett Center for Cancer Prevention, Treatment and Research, said elementary students, particularly those in socially and financially disadvantaged settings, encounter barriers to effective scientific learning. 

With an aim to overcome these barriers, which include maintaining interest, concentration and focus, Barrett and his colleagues implemented a scientific educational program for children attending an urban community center’s after-school program. 

During the program’s activities, five students at a time complete three-minute sessions at tutoring stations on human physiology, astronomy, geography, geology and cancer led by medical students or residents. Meanwhile, another group of five students goes through three-minute basketball drills with a coach on the court. 

Cancer Center volunteers developed a scientific educational program that alternated basketball drills with educational stations at a community center's after-school program. Photo/Nik Shuliahin/Unsplash.

The groups alternate between basketball and tutoring until all students have participated in all five drills and tutoring stations. Then the kids are quizzed on what they learned, and an end-of-practice scrimmage begins with a score based on the quiz results.

“Within weeks, nearly every child could list the planets of the solar system in order; calculate  their pulse and explain its importance; list the most common symptoms of the most prevalent cancers; correctly identify continents, oceans, countries and states on maps; and explain the origin of volcanoes, earthquakes, hurricanes and tsunamis,” Barrett and his coauthors wrote in the abstract.

The alternating of physical exertion with learning appears to maintain interest, focus and concentration, and the approach could be widely applied to students from diverse backgrounds.

Barrett is first author on the abstract  Defeating cancer through education, prevention, and youth athletics.  Sherwin Anderson, Andrew Frankart, Samuel Thompson and William Mackey are co-authors.

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Featured photo at top of ovarian cancer cells. Photo/OGPhoto/iStock.

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