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Strategy Paper Oct 28, 2016

Lessons for Broadening School Accountability under the Every Student Succeeds Act

In this strategy paper, The Hamilton Project highlights rates of chronic absenteeism in elementary, middle and high schools throughout the United States. The interactive map illustrates THP’s research that shows that across the nation and in every state, rates of chronic absenteeism meaningfully differentiate between schools. This means that rates of chronic absenteeism are widely distributed across schools and that the lowest performing schools are clearly identifiable. Accordingly, an accompanying Hamilton Project report recommends the selection of chronic absenteeism when states choose a new measure of school accountability as mandated under the recently enacted federal education law. 

Economic Facts Oct 20, 2016

Twelve Facts about Incarceration and Prisoner Reentry

In this set of economic facts, The Hamilton Project explores the characteristics of the populations of the currently incarcerated and individuals reentering their communities. In 2014, there were approximately seven million Americans living under correctional supervision and even more with criminal records. Successful reintegration is not just a concern for those who return from prison: it is also a matter of public safety and economic necessity. Reducing recidivism is critical for community safety; providing effective rehabilitation and skill development for those incarcerated and formerly incarcerated is critical to strengthening households and the economy.”

Economic Facts Oct 4, 2016

Seven Facts on Noncognitive Skills from Education to the Labor Market

In the past 30 years, the U.S. labor market has shifted dramatically toward increasing demand and reward for noncognitive skills. These noncognitive skills – elsewhere called soft skills or social, emotional, and behavioral skills – include qualities like perseverance, conscientiousness, self-control, social skills, and leadership ability. To facilitate success in the modern labor market, education policies should address how schools and teachers develop noncognitive skills.  In this set of economic facts, The Hamilton Project explores the development of noncognitive skills in education and the returns to noncognitive skills in the labor market.

Economic Analysis Jun 2, 2016

Where Does All the Money Go: Shifts in Household Spending Over the Past 30 Years

This economic analysis examines shifts in consumer spending patterns over the last thirty years, contrasting the experiences of low, middle, and high-income households. The analysis concludes that low-income households are spending a higher share of their budgets on basic needs—defined as the major budget components of housing, food, transportation, health care, and clothing—than they did three decades ago.

Economic Facts Mar 24, 2016

Fourteen Economic Facts on Education and Economic Opportunity

There are many factors at work in determining educational outcomes; some of these are more easily addressed by policy reforms than others, and not all can be addressed directly within the K–12 education system. To illustrate the payoffs from increasing educational attainment, the challenges faced by our nation’s K–12 schools, and the promise of targeted childhood interventions, The Hamilton Project offers the following fourteen facts on education and economic opportunity.