The Centenarian Population: 2007–2011

On April 15, 2014, in Social Issues, by editor2

U.S. Census Bureau. April 2014.

There are 55,000 centenarians in the U.S. Of centenarians, 57 percent received at least a high school diploma. Women made up 81 percent of centenarians. 17 percent of centenarians lived below the poverty line. Among women, 3 percent of centenarians were married. Among men, 23 percent of centenarians were married. Of centenarians, 83 percent received Social Security income. 24 percent of centenarians received retirement income.

http://www.census.gov/prod/2014pubs/acsbr12-18.pdf [PDF format, 7 pages].

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Brookings Institution. April 15, 2014.

It isn’t easy to innovate in governance. Bureaucracy can be hidebound. The private sector’s lean startup model, with its “fail forward” ethos, is antithetical to government as we know it. Electorates are not tolerant of failure, and voter confidence in government is at an all time low. In a 2013, more people listed government dysfunction as the problem they believe is the country’s most serious challenge. Given these headwinds, it’s not surprising that many officials resist the experimentation and risk necessary to innovate.
However, partly in response to this same citizen disaffection, a new wave of participatory policy reforms is springing up across the United States. This includes New Urban Mechanics in Boston and Philadelphia piloting experiments to engage citizens with City Hall to Participatory Budgeting, a process to enlist citizens as decision makers on public budgets. While the civic experiments differ in form, they reflect common principles in action that offer lessons for policy makers considering their own civic innovations. [Note: contains copyrighted material].

http://www.brookings.edu/blogs/techtank/posts/2014/04/15-three-lessons-promote-civic-innovation-gilman [HTML format].

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Center for American Progress. April, 11, 2014.

Since Congress passed the No Child Left Behind Act of 2001, or NCLB, much has transpired in K-12 public education. NCLB, the most recent iteration of the Elementary and Secondary Education Act of 1965, or ESEA, sought to ensure that all children have the equal opportunity for a high-quality education, established criteria for highly qualified teachers, and required all students to be taught by “highly qualified” teachers by 2006. Criteria for a highly qualified teacher, or HQT, included a bachelor’s degree, full state certification, and demonstrated competency in each core academic subject taught. For accountability purposes, the law required that states assess the extent to which all students have highly qualified teachers and develop plans to ensure that poor and minority students are not taught by inexperienced, unqualified, and/or out-of-field teachers at higher rates than other students. [Note: contains copyrighted material].

http://www.americanprogress.org/wp-content/uploads/2014/04/TeacherDistro.pdf [PDF format, 68 pages].

Center for American Progress. April 10, 2014.

Higher education is an economic necessity, and yet the higher-education system in the United States is under strain today with ever-increasing prices and disappointing completion rates. The results for low-income students and students of color have been profound; low graduation rates may explain why economic inequality continues to exist. Among the institutions most challenged financially and in terms of graduation rates are those that disproportionately serve students from communities of color that are underrepresented in higher education. These institutions form a broad group of minorityserving institutions, or MSIs, which includes historically black colleges and universities, or HBCUs; historically black graduate institutions, or HBGIs; predominantly black institutions, or PBIs; tribally controlled colleges and universities, or TCCUs; Alaska Native and Native Hawaiian-serving institutions; Native American-serving nontribal institutions; Asian American and Native American Pacific Islander-serving institutions; and Hispanic-serving institutions, or HSIs. [Note: contains copyrighted material].

http://www.americanprogress.org/wp-content/uploads/2014/04/MinorityInstitutions-brief.pdf [PDF format, 8 pages].

 

Center for Strategic & International Studies. April 2014.

This report evaluates the energy and geopolitical shifts that have arisen from the production of shale gas and light tight oil in the United States. It begins by assessing how much the unconventional energy trend has already impacted energy, geopolitics, and national security. It then posits several possible energy futures that could emerge from the unconventionals revolution. Finally, it offers views on the major geostrategic question: how will the United States seek to utilize this, so far, domestic resource trend, and given the range of potential future energy outcomes, what might the geopolitical and national security implications be. [Note: contains copyrighted material].

http://csis.org/files/publication/140409_Ladislaw_NewEnergyNewGeopolitics_WEB.pdf [PDF format, 66pages].