Meet The Low Wage Workforce
“Fifty-three million Americans – 44% of all workers aged 18-64 – have low-wage jobs, according to “Meet The Low Wage Workforce,” a new report from the Brookings Institute. These workers earn median hourly wages of $10.22 and median annual earnings of $17,950. The common thread in the report’s recommendations are “policies and programs to support low-wage workers advance to higher wage and greater financial stability should address both sides of the labor market: the assets and circumstances of workers and the number and nature of available jobs.”
Other articles in the November, 2019 edition:
The 2016 Report: Adult Financial Literacy published by Champlain College in Burlington, VT, grades each state on its financial literacy. You can click on your state online to find a final grade and report card.
Image of a clickable map on the Champlain College website.
This second image is of the grades given to the state of Virginia. One wonders if the researchers divided the state into the rural horseshoe regions, where adult literacy statistics place those regions at the bottom 5 of our states, and into northern-central-Hampton Roads/Virginia Beach areas of the state, if the grades would change significantly.
Click on this link to enter the web page on the National Report Card on Adult Financial Literacy at Champlain College.
On this page find:
- The Case for Financial Literacy
- State Final Grades: Population and State Percentage
- In the Media
If you have questions, you can get in touch with firstname.lastname@example.org
On this page you can also download two resources:
By National College Transition Network, World Education
No Matter What Obstacle is Thrown My Way is the report from the Single Mothers’ Career Readiness and Success Project, funded by ECMC Foundation. The report documents program models and service strategies, and, to a lesser extent, institutional and public policies, implemented specifically in community college settings to support single mothers and increase their rates of persistence and completion, leading to greater career and economic opportunities and success for themselves and their families.
With this investigation, we hope to contribute to the field’s understanding of the landscape and illuminate the strengths and gaps in the support systems available to single mother students, with a focus on community colleges. Our ultimate goal is to share the insights and best practices we have gleaned with educators, funders and investors, and policymakers so that, together, we can increase the opportunities and supports available to single mother students.
READ THE REPORT
Executive Summary: No Matter What Obstacle is Thrown My Way
Full Report: No Matter What Obstacle is Thrown My Way
Of the 43 million adults in the U.S. with low English literacy skills, two-thirds of them were born in the U.S.” — National Center for Education Statistics Data Point. (Download the full 2019 document at the above link.)
The Data Point was written by AIR, using data from the Program for the International Assessment of Adult Competencies. It only considered literacy in the English language, not adults’ overall literacy.
The U.S. Census Bureau page states these new video features best:
Our team of experts is excited to share with you their favorite tips and tricks about how to access and use Census Bureau Data.
So we created the Data Gems: a series of “how-to” videos available for data users who are looking for an easy and quick way to enhance their knowledge of Census data.
They will introduce you to various concepts and techniques to improve your ability to navigate our website and use our data-access tools.
We hope you find these Gems valuable! Drop us a line at email@example.com and let us know what you think!
The image below lists all but one video on the site. To access them click on Data Gems.
Twenty of twenty-one videos available to learn how to access data specific to your region.
Excerpt from “Learner Variability Is the Rule, Not the Exception by Barbara Pape,” Digital Promis Global, May 21, 2019:
Learner variability is the young person who lives in poverty, or is learning to speak
English and may not yet have the background knowledge to enable comprehension of a reading passage. Or, the student who already has the skills to excel at a pace beyond the curriculum and is bored because traditional methods of instruction do not engage her or meet her needs. It is the student who has experienced trauma in a single event or on a day-to-day basis. Learner variability is the learner whose learning difference, color, ethnicity, or gender makes them susceptible to stereotype threat and low expectations. It’s the learner with working memory, decoding, or
attention challenges who retreats into silence or acts unruly out of fear they will be asked a question they are not yet ready to answer…p. 3
Digital Promise is currently developing a follow-up survey that will provide an even deeper understanding and more context on Learning in the 21st Century.
For more information on learner variability:
This Prison Literacy edition of the COABE Journal highlights programs, approaches, and professionals who work with adults currently serving or who have served time in correctional settings. These contributions are intended to generate ideas for effectively providing quality and relevant learning opportunities to those who are “behind the walls” and help them improve their experiences once they transition to life “outside the walls.”
Click on this link to read the 132 p. PDF document: 2019 Spring Prison Edition COABE Journal: Prison Literacy Edition