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Dennis Redovich - Center for the Study of Jobs & Education in Wisconsin/ Columnist EducationNews.org


Dennis W. Redovich retired as Director of Research, Planning and Development from the Milwaukee Area Technical College in 1991 after 28 years of service. He served as Assistant or Special Assistant to four presidents of MATC (Emeritus President Parkinson and Presidents Ramsey, Taibl and Slicker) 1969 to 1991 He has taught chemistry and math at three Wisconsin high schools (Clinton, Wilmot, Whitefish Bay) and chemistry at MATC, UW-Milwaukee and Marquette University. Education:  B.S. University of Wisconsin-Madison 1955, M.S. University of Wisconsin-Milwaukee 1960, M.A.T. Indiana University 1963, Ed.D. Marquette University 1971. Presently Dr. Redovich is an educational consultant, public speaker and Center Director of the Center for the Study of Jobs & Education in Wisconsin. Dennis W. Redovich has presented at six international educational conferences,  (U. of Twente Holland 1987, Trier Germany 1989, Brussels 1992, Jerusalem 1996, Helsinki Finland 1997 and Beijing China 1999)  

Content Posted by Dennis Redovich - Center for the Study of Jobs & Education in Wisconsin/ Columnist EducationNews.org

289 Math & Science Employment and Employment Projections by Required Education and Training Levels in the United States 2006-2016

By Dennis W. Redovich
Columnist EducationNews.org
This is the first of a series of Center reports that will be prepared from the United States Bureau of Labor Statistics (BLS) U. S. Employment Projections 2006-2016 published in the Monthly Labor Review November 2007. The ten-year projections of United States employment are prepared every two years and are conveniently ignored by the popular media and the supporters and critics of public education in the United States.

294 What is the Rationale for Requiring Higher Mathematics Proficiency for All K-12 Students?

By Dennis W. Redovich
Columnist EducationNews.org
Higher mathematics, except as an extremely important college entrance requirement, may be the most insignificant academic subject taken by students in elementary and secondary schools. Higher mathematics proficiency is not important for everyday living nor is it required for more than 90% of jobs.

290 United States Occupations Projected with Largest Growth 2006-2016

By Dennis W. Redovich
Columnist EdNews.org
Reality is 1. Education for education sake is good and is helpful in getting a job and doing it well. However there is a surplus of well-educated people for jobs that require higher levels of education and training. 2. A majority of jobs in the United States workforce require only short-term or moderate length on the job training or experience. 3. About 21% of jobs might require a bachelor’s degree or more. The U.S. Census in 2003 stated that about 31% of workers in the workforce 25 years of age and older had a Bachelor’s degree or more. 6. About 5% of jobs in the United States in 2006-2016 might require higher math and science preparation.

289 Math & Science Employment and Employment Projections by Required Education and Training Levels in the United States 2006-2016

By Dennis W. Redovich
Columnist EdNews.org
This is the first of a series of Center reports that will be prepared from the United States Bureau of Labor Statistics (BLS) U. S. Employment Projections 2006-2016 published in the Monthly Labor Review November 2007. The ten-year projections of United States employment are prepared every two years and are conveniently ignored by the popular media and the supporters and critics of public education in the United States.

287 Just Another Big Con: The Crisis in Mathematics and Science Education

Dennis W. Redovich
Columnist EdNews.org
What is the rationale for all United States high students passing three advanced courses in math and science to receive a high school diploma? What is the rationale for “all” high school graduates satisfying the requirements for admission to a four-college program? There is none!

286 Summary

By Dennis W. Redovich
Columnist EdNews.org
Center for the Study of Jobs & Education in Wisconsin And United States
The Wisconsin Technical College annual follow-up reports reflect the reality of employment in the State of Wisconsin and the U.S. and not the hype from the universities and business interests about the so-called high tech jobs of the future, the new information based economy and the shortage of educated skilled workers that is reported in the popular media.

284 Wisconsin Technical College System Graduate Report 2006

By Dennis W. Redovich
Columnist EdNews.org
The Wisconsin Technical College annual follow-up reports reflect the reality of employment in the State of Wisconsin and the U.S. and not the hype from the universities and business interests about the so-called high tech jobs of the future, the new information based economy and the shortage of educated skilled workers that is reported in the popular media.

283 The Spurious Shortage of Knowledge Based Workers in Wisconsin

By Dennis W. Redovich
Columnist EdNews.org
Center for the Study of Jobs & Education in Wisconsin And United States
The Milwaukee Journal Sentinel April 2007 article, "Regents to revise admissions" and subsequent articles indicated that the University of Wisconsin System Regents had agreed to accept race as one factor in admissions to all UW System universities. The objective is to increase the numbers of minorities admitted to the UW-System. There would be no change in using academic achievement as the most important factor in admissions at all UW-System universities.

282 The Top High Schools in Wisconsin 2003 to 2006

By Dennis W. Redovich
Columnist EdNews.org
Center for the Study of Jobs & Education in Wisconsin And United States The May 28, 2006 Edition of Newsweek, lists the “The Top 100 High Schools” in America in 2006. The rankings of the top 1,253 of 27,468 public high schools in America have been ranked according to a ratio devised by Washington Post education writer Jay Mathews.

281 What is the Rationale for Requiring Higher Math and Science for All?

By Dennis W. Redovich
Columnist EdNews.org
Center for the Study of Jobs & Education in Wisconsin
And United States
What is the rationale for all Wisconsin and United States high school students passing three advanced courses in math and science to receive a high school diploma? What is the rationale for “all” high school graduates satisfying the requirements for admission to a four-college program? There is none!

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