Small cities face greater impact from automation

The city has proven to be the most successful form of human agglomeration and provides wide employment opportunities for its dwellers. As advances in robotics and artificial intelligence revive concerns about the impact of automation on jobs, a question looms: How will automation affect employment in cities? Here, we provide a comparative picture of the impact of automation across U.S. urban areas. Small cities will undertake greater adjustments, such as worker displacement and job content substitutions. We demonstrate that large cities exhibit increased occupational and skill specialization due to increased abundance of managerial and technical professions. These occupations are not easily automatable, and, thus, reduce the potential impact of automation in large cities. Our results pass several robustness checks including potential errors in the estimation of occupational automation and sub-sampling of occupations. Our study provides the first empirical law connecting two societal forces: urban agglomeration and automation's impact on employment

The Principal Internship: How Can We Get It Right?

Examines educational leadership degree programs in the SREB region. Focuses on the problems within internships, and provides ideas on how programs can be designed to produce good school leaders

2000-03-00 Newsletter

Board Briefs newsletter for March of 2000

Alternative School Principals’ and Teachers’ Perceptions of Their School Setting

This session will present principal and teacher survey responses from a Georgia service area to show the level of existence of 40 effective alternative school characteristics and the importance of these same characteristics in their respective alternative schools. Principal and teacher interview data will be presented. Implications of the data will be discussed

Access to Algebra I, Gateway to Success: The Impact of Eighth-Grade Algebra I.

An understanding of Algebra I and the role that this foundational course plays as an entry to the college preparatory pathway in secondary education and its influence on mathematical achievement is an integral component for the education of American youth in the global world of science and technology. Achievements in high school curricula are cumulative; each course completed determines which paths will be open to the student and which postsecondary education options will be available. In today\u27s world, these options are necessary for the competitive world market. Algebra I is the prerequisite course for subsequent high school math pathways. Students exposed to higher level math and science pathways in high school score higher on college entrance exams such as the American College Test (ACT), and they are more likely to be successful in college due to greater competence in math (Conley, 2006). This research examined the effect of early Algebra I exposure in the 8th grade on students in 2 city school systems in Northeast Tennessee. More specifically, this study explored the correlation between Algebra I completion in the 8th grade and subsequent student achievement. The number of math classes attempted by high school seniors and ACT achievement scores, suggested that early exposure to algebra yields more math class participation and higher levels of mathematic achievement. This study found that students who successfully completed Algebra I in the 8th grade were able to earn more higher level high school math course credits than students who did not successfully complete Algebra I in grade 8. Successful completion of Algebra I in middle school allowed students to enroll in more varied and higher level math courses throughout their high school career