Research and Publications - Education Policy Center

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    K-12 STEM Education in Alabama’s Black Belt
    O'Brien, Sean; Corley, Emily Grace; Till, Garrett; Courchesne, Eric; University of Alabama Tuscaloosa
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    COVID-19 and Alabama’s Black Belt
    Corley, Emily Grace; Till, Garrett; O'Brien, Sean; Katsinas, Stephen G.; Bray, Nathaniel J.; University of Alabama Tuscaloosa
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    Poverty, Housing, & GDP in Alabama’s Black Belt
    Katsinas, Stephen G.; Till, Garrett; Corley, Emily Grace; O'Brien, Sean; Courchesne, Eric; Bray, Nathaniel; University of Alabama Tuscaloosa
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    Educational Attainment, Community College, and Transfer in the Black Belt
    Till, Garrett; Corley, Emily Grace; O'Brien, Sean; Katsinas, Stephen G.; Bray, Nathaniel; University of Alabama Tuscaloosa
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    Infrastructure in Alabama’s Black Belt
    Katsinas, Stephen G.; Corley, Emily Grace; Till, Garrett; O'Brien, Sean; Bray, Nathaniel J.; University of Alabama Tuscaloosa
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    Profiles of Community Leaders in the Black Belt
    Corley, Emily Grace; Till, Garrett; Shettles, Sally Grace; O'Brien, Sean; Bray, Nathaniel J.; Katsinas, Stephen G.; University of Alabama Tuscaloosa
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    Black Belt Manufacturing and Economic Prospects
    Katsinas, Stephen G.; Bray, Nathaniel J.; Bowen, Jonathan; Corley, Emily Grace; Keeney, Noel E.; Whann, Hunter; Jacobs, Emily; University of Alabama Tuscaloosa
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    Internet Access Disparities in Alabama & the Black Belt
    Katsinas, Stephen G.; Keeney, Noel E.; Jacobs, Emily; Corley, Emily Grace; Whann, Hunter; University of Alabama Tuscaloosa
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    Access to Early Childhood Interventions and First Class Pre-K in Alabama & the Black Belt Region
    Whann, Hunter; Keeney, Noel E.; Jacobs, Emily; Katsinas, Stephen G.; University of Alabama Tuscaloosa
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    Healthcare: A Key Challenge in Alabama’s Black Belt
    Jacobs, Emily; Whann, Hunter; Corley, Emily Grace; Bowen, Jonathan; Keeney, Noel; University of Alabama Tuscaloosa
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    Defining Alabama’s Black Belt Region
    Katsinas, Stephen G.; Keeney, Noel E.; Jacobs, Emily; Whann, Hunter; University of Alabama Tuscaloosa
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    The Black Belt’s Labor Force Participation Lags Behind the Rest of Alabama & the Nation
    Katsinas, Stephen G.; Keeney, Noel E.; Jacobs, Emily; Whann, Hunter; University of Alabama Tuscaloosa
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    Persistent Unemployment in the Black Belt
    Whann, Hunter D.; Keeney, Noel E.; Katsinas, Stephen G.; Jacobs, Emily; University of Alabama Tuscaloosa
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    School Enrollment in Alabama’s Black Belt Continues to Decline
    (Education Policy Center) Katsinas, Stephen G.; Keeney, Noel E.; Jacobs, Emily; Whann, Hunter; University of Alabama Tuscaloosa
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    The Growing Impact of New Pell Grant Funding: A Statewide Profile of Iowa's Community Colleges
    Hagedorn, Linda Serra; Mensel, R. Frank; Friedel, Janice N.; Lui, Joyce; Smith, Dustin; Tarrant, Melissa; Kilgo, Rhonda; Clark, Chad; Katsinas, Stephen G.; University of Alabama Tuscaloosa
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    The Economic & Social Impacts of Alabama Public Higher Education
    Katsinas, Stephen G.; Koh, Jonathan P.; Murphy, David S.; Lacey, Vincent A.; Fincher, Mark E.; DeMonBrun, R. Matthew; Bray, Nathaniel J.; Breaux, Arleene P.; Malley, Michael S. Jr.; Adair, J. Lucas; Shedd, Louis E.; University of Alabama Tuscaloosa
    The Education Policy Center at the University of Alabama has completed an objective analysis to determine whether there is a quantifiable relationship between the funding of Alabama’s universities and the per capita income of Alabama’s citizens. The study revealed a statistically signifcant relationship. Alabama’s state-wide per capita income rises in direct proportion to Alabama’s funding of its public higher education institutions. Alabama gains a quantifiable return on its investment in higher education. Simply put, the more Alabama spends on universities, the better off Alabamians will be.
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    A Study of Pell Grants in Alabama
    (Education Policy Center, 2012-11-26) Katsinas, Stephen G.; Bray, Nathaniel J.; Koh, Jonathan P.; Grant, Phillip D.; Alabama Commission on Higher Education; University of Alabama Tuscaloosa
    Participation in the most basic national program to provide access to college, the federal Pell Grant program, has increased by 50% since 2008, from 6 million to 9 million students. The timing of these Pell increases could not have been better for Alabama students and families, coming at the precise time as the nation entered a lengthy period of high unemployment.The National Bureau of Economic Research (NBER) is the non-partisan federal agency that determines when recessions officially start and end. The NBER affixed June 2007 as the recession’s start. In July 2007, as Table 1 shows, the unemployment rate was above 5% in 12 states. By July of 2009 it was below 5% in just 1 state; and had jumped to above 5% in 49 states. It has remained above 5% nationally and in Alabama since then.
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    Performance Versus Promises: An Evaluation of Teach for America's Research Page
    (Education Policy Center, 2013-07) Kovacs, Philip; Slate-Young, Erica; University of Alabama Tuscaloosa
    Teach for America is a widely praised program that puts teachers, usually liberal arts graduates from highly selective colleges and universities with minimal pedagogical training, into school classrooms.After laying off 300 veteran teachers in what was billed as a necessary budgetary move, Huntsville City Schools Board of Education announced a program to add TFA teachers which would cost a minimum of $700,000. This amount would eventually increase to $1.7 million. The contract stipulation that at least 170 TFA recruits would be hired in four, years makes the possible salary expense close to $ 2 million.
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    Pell Grant's Vital Role in Lifting Up Mississippi
    (Education Policy Center) Katsinas, Stephen G.; Davis, James E.; Koh, Jonathan P.; Grant, Phillip D.
    Recent years have seen significant growth in the federal government’s foundational program to provide for access to college, the Pell Grant program. Nationally, the number of Pell participants have increased by 50% since 2008, from 6 million to 9 million students. This reflects a federal commitment to serve a fast-growing traditional-aged population—there were one million more Americans ages 18 to 24 years old in 2012 than in 2009. For Mississippi students and families, and community colleges, the timing of these increases could not have been better, as the state entered a long recession. The National Bureau of Economic Research, the federal agency that determines when recessions start and end, affixes June 2007 as the recession’s start. In July of 2007, the unemployment rate was above 5% in just 12 states; by July of 2009 it was below 5% in only 3. The “Great Recession” produced double-digit statewide unemployment rates in Mississippi. In October 2012, Mississippi’s statewide unemployment rate of 9.2% was well above the 7.8% national average.4 Only the northeast and coastal regions have lower rates.
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    Oregon Pell Grants: Women Raise Rural Vigor
    (Education Policy Center) Mensel, Frank; Malley, Michael; Thomas, Reine
    The Pell Grant voucher is the Federal Government’s most significant program for access to Higher Education. This study of the Pell Grant voucher awarded by Oregon community colleges in the 2012-13 college year adds another graphic chapter to the series of such studies led by the Education Policy Center at The University of Alabama. Much of the series focus so far has been rural America. Of Oregon’s 17 community colleges, 14 are classified as rural-serving by the Basic Classification of the prestigous Carnegie Foundation for the Advancement of Teaching. The other three are Portland, the largest urban community college of the Pacific Northwest, and the nearby suburban colleges of Mt. Hood and Clackamas. Most conspicuous in the data is the heavy dependence of rural colleges on the Pell Grant voucher. On average, at rural Oregon’s 14 colleges, Pell Grant recipients number more than half of the FTE enrollment. This is consistent with earlier state wide studies across Kansas, Arkansas, Alabama, and Mississippi, in which rural colleges commonly show half or more of their FTE enrollment earning credits through Pell.