Troy Miller, CNP, CFRE

In Pennsylvania as in much of the country, the teacher shortage is growing. Capital Area Intermediate Unit (CAIU)—one of 29 educational service agencies in Pennsylvania—is tackling the problem head on with an innovative program for its member school districts. Now, thanks to CAIU’s Capital Area Pathways to Teaching Program, over 50 future educators (and more to come) are on the path to fill critical classroom vacancies by earning their education degrees and certifications on the job. Read more here ➡️ https://hubs.li/Q02RzNQT0

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"When public schools are not fully supported, communities and businesses cannot thrive: 1) the workforce shrinks as families move away (or don’t move in) to find better educational opportunities for their children; 2) property taxes go up, and fewer community services are available; and 3) the pool of locally educated workers is less diverse and less workforce-ready." Read this op-ed we published with Reaching Higher NH that appeared in the New Hampshire Businesses for Social Responsibility (NHBSR) Sustainability Spotlight in the NH Business Review, laying out the business case for strong public education. Read more: https://lnkd.in/e_63Jrqm

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Last chance to register for Thursday’s webinar that will provide an overview of the Community Development Block Grant Program, eligible applicants and activities, threshold requirements, evaluation and scoring criteria. To register, click the link!

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Why It Matters

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Maine Department of Economic and Community Development and Governor Janet Mills have rolled out a refresh of Maine's 10-year economic strategy and Maine's public universities couldn't be more proud to partner on the plan's development and implementation. As the state's largest driver of educational attainment and economic development, the University of Maine System (UMS) can uniquely help Maine deliver on the plan's goals. Here is how: 💲 Grow wages: Degree attainment increases earnings. UMS has awarded 106,362 degrees over the past two decades and working age University of Maine alumni earn more than double the state's average median income. 📈 Increase value: Through research and innovation, our System is increasing productivity and the value of what we sell. For example, UMaine research and development is credited with helping heritage farming, fishing and forestry industries innovate for the future, including by growing Maine’s wild blueberry production by 500% over the last 50 years. 👨‍⚕️ 👷‍♀️ Attract new workers: Not only do Maine's public universities keep talent in the state, but this academic year, the System enrolled more than 7,200 out-of-state students, many who will stay to Live and Work in Maine after graduation. Read the original 10-year plan and the recent update here: https://lnkd.in/eex_5NZ. University of Maine University of Maine at Augusta University of Maine at Farmington University of Maine at Fort Kent University of Maine at Machias University of Maine at Presque Isle University of Southern Maine University of Maine School of Law University of Maine Graduate & Professional Center

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PSAYDN Applauds the Introduction of the BOOST Program to Transform Out-of-School Time Education in Pennsylvania Message from the Director, Contrell Armor The Pennsylvania Statewide Afterschool/Youth Development Network (PSAYDN) commends the groundbreaking initiative by the governor and state legislature to significantly enhance the educational landscape through the “Building Opportunity through Out-of-School Time (BOOST) Program.” This historic investment promises to bridge the substantial access gap in quality afterschool and summer programs, benefiting youth across the state. Investing in our children’s education extends beyond traditional classroom settings. It encompasses a commitment to quality before and afterschool, as well as summer programs that forge transformative learning experiences. Such programs are crucial in shaping the futures of Pennsylvania’s youth, offering nearly a sevenfold return on investment by lowering rates of substance use, violent crime, teen pregnancies, and high school dropouts. Additionally, they play a pivotal role in enhancing social skills, boosting school attendance, and paving the way for future career pathway opportunities. Despite the clear benefits, the current challenge lies in accessibility and funding. With over 775,000 Pennsylvania children potentially benefiting from these programs, the reality is stark—with every child enrolled, four more remain on the waiting list. The BOOST program aims to eliminate these barriers by establishing a dedicated, sustainable state funding stream that will increase access to quality out-of-school time (OST) programs throughout the state. Eligible community-based nonprofits and statewide youth-serving organizations will receive funding to support services that enhance social, emotional, academic and vocational competencies; reduce negative behaviors and health-compromising activities; provide safe environments for out-of-school time; and facilitate career exploration and apprenticeships, among other approved activities. PSAYDN is prepared to support afterschool programs and state agencies as this initiative is implemented, ensuring that the BOOST program achieves its full potential. By fostering a collaborative environment between government, educators and community leaders, we can make a profound impact on the educational and personal growth of our youth. https://hubs.ly/Q02HCk050

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Two leaders in Maine’s public education system have gone back to school at the University of Maine to explore how superintendents, schools and communities can better support and retain principals. Nicole Hatch and Ben Greenlaw, UMaine Educational Leadership graduate students advised by assistant professor of educational leadership Esther Enright, are investigating these challenges and potential solutions, and building on prior research led by UMaine's educational leadership faculty and students. Read more on UMaine News: https://lnkd.in/eYwbsrVK #UMaine #Maine #EducationalLeadership

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You've likely heard the news that our Trustees have passed the System's FY25 operating budget. Here's what you need to know: 👨‍🎓 Maine's public universities remain the region's most affordable, with only a modest tuition increase (for example, UMaine’s FY25 in-state undergraduate credit hour cost is 35% lower than the average of other New England flagships this year) 📉When adjusted for inflation, our tuition price is actually decreasing, and is now less than 13% of Maine's average annual household income 💡We're making investments to improve the student experience, and reduce emissions and energy costs 🤝Our universities are enacting common-sense efficiencies, sharing resources to better serve students statewide and selling underutilized space to save money and benefit communities Learn more about our stewardship of tuition and taxpayer dollars: https://lnkd.in/e7ZhJ2Vm

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New Haven Summer Learning Academy focuses on student success, improving math and literacy skills: https://ow.ly/m5h350SxeWb #magnetschools

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Why It Matters

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As Delaware begins to grapple with how to change funding of public education to improve student support, another major funding hurdle is emerging: deferred maintenance that is piling up at schools statewide. A first-of-its-kind statewide evaluation of school buildings completed this year by the Delaware Department of Education has identified more than 1,200 needed repairs, ranging from minor issues such as cosmetic deterioration to major needs like leaking roofs, outdated dehumidifiers, malfunctioning air conditioning, and more. Today, it’s common for students to attend schools that were built during the Great Depression in some parts of Delaware. After analyzing the responses from each school district obtained through a Freedom of Information Act request, Spotlight Delaware found there were more than 1,200 repair notes — ranging in severity from minor to major — across the state. #DelawareEducation #DelawareSchools Read more 👉 https://ow.ly/BIQF50UgW4z ✍️ Julia Merola/Spotlight Delaware

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On November 14th, NYSED released the highly anticipated results from last spring’s state assessments – and SUNY charter schools have once again set the standard for academic excellence. While the data is still preliminary and deeper analysis is forthcoming, the top-line results are impressive. Among the 185 SUNY schools with posted 3rd-8th grades testing results in ELA and math: -83% of SUNY charters outperformed their local district in math; 84% in ELA; -54 SUNY charters scored in the top 10% of schools statewide in math; 49 in ELA; and, -15 (!) SUNY charters scored in the top 25 schools statewide in math and 7 did so in ELA. Across the entire portfolio, SUNY charters posted an average proficiency rate of 66% in math and 58% in ELA, exceeding the New York State average by 13 points and 11 points, respectively. The math proficiency rate for SUNY also represents a two-point increase from last year. This is truly a moment to pause, reflect, and recognize the incredible job you and your staff are doing to lift your students. And the part that heartens me the most? The fact that each of you is doing it in your own way. The SUNY portfolio is as diverse and rich in mission, programs, and values as any in the nation. Schools focus on the Arts, STEM, agriculture, and sports operations. Schools with dedicated IB programs, college prep, and vocational training. Schools that serve students facing housing insecurity, bilingual students, and students on the autism spectrum. Community-based schools, small scale replicators, and large network-based schools. Each has its own unique vision, key design elements, and culture – all woven together through a shared commitment to high expectations and achievement. As an authorizer, we couldn’t be prouder. And yet, we know that one of the reasons for our success stems from your willingness as school leaders to continue putting in the work. You understand that there will always be students who need extra help, who are at risk of falling through the cracks without proper support and guidance. Moments like these are a cause for celebration, certainly, but also an opportunity to learn, evaluate what works, and grow stronger, both individually and as a sector regarding curriculum, instructional practices, SEL, and so much more. The idea that the work is never finished has and will continue to drive us forward, collectively, to the benefit of all students. Ever upward. -Kathryn Connell-Espinosa, Executive Director, SUNY Charter Schools Institute Click the link below to dive deeper into the results. https://lnkd.in/eq2r4Mb3 #MoreGreatSeats4Kids #charterschools

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The Connecticut Board of Regents for Higher Education (BOR) unanimously approved the Connecticut State Colleges and Universities (CSCU) General Education Transfer Credit Alignment Policy. The new policy will eliminate the barriers of transferring general education credits between the two- and four-year CSCU institutions and provides transparency on how courses will be applied to CSCU four-year institutions’ degrees. The new policy applies to all Connecticut State Community College (CT State) students and eliminates the risk of CT State’s general education courses and credits not transferring to CSCU’s four-year institutions that include Central, Eastern, Southern, and Western Connecticut State Universities, and Charter Oak State College (COSC). The goal of the policy is to guide more CT State students into transferring to the regional universities and COSC. Click here to learn more: https://ow.ly/W8Rc50SEAWf

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ICYMI | Check out this clip where Pennsylvania's State System of Higher Education's Dan Greenstein discusses: 🏫 Access to higher education 🧑‍🎓 How institutions address adult learners' needs 💵 The economic impact of adult learners Read more and learn how Chancellor Greenstein took a bold—and sometimes controversial—approach to repairing a public university system in a downward spiral. ➡️ https://bit.ly/3B0De6m

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School aid should direct resources where needed to fulfill the Constitutional promise of a sound basic education, while considering equity and each district’s ability, willingness and obligation to raise local resources.  30% of the State’s Operating Funds go to school districts across NYS—nearly $39B this year. Spending this better is not just about reforming Foundation Aid (65% of state education funding), but also expense-based aids (27%) and the STAR program (9%).   https://lnkd.in/eJJDjD3m

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How can Massachusetts parents and educators navigate the upcoming vote on the MCAS? Experts will discuss the pros and cons of this high school exam graduation requirement in our next Askwith Education Forum. Register here: https://bit.ly/4eE3fqG.

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