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Higher Education and Silicon Valley
It focuses on the ways in which various types of colleges have endeavored—and often failed—to meet the demands of a vibrant economy and concludes with a discussion of current policy recommendations, suggestions for improvements and reforms at the state level, and a proposal to develop a regional body to better align educational and economic development.
Remaking College
Between 1945 and 1990 the United States built the largest and most productive higher education system in world history. Over the last two decades, however, dramatic budget cuts to public academic services and skyrocketing tuition have made college completion more difficult for many. Nevertheless, the democratic promise of education and the global competition for educated workers mean ever growing demand. Remaking College considers this changing context, arguing that a growing accountability revolution, the push for greater efficiency and productivity, and the explosion of online learning are changing the character of higher education. Writing from a range of disciplines and professional back...
From High School to College
Publisher Description
Who's in Charge Here?
Few Americans are aware that their nation long ago created a separate government for education, supposedly to shield it from political interference. Some experts believe that at the heart of todays school debates is a push to put the larger government-- presidents, governors, mayors-- in the drivers seat, or even to dump democratic school governance entirely. The results are mixed. One clear result, however, is a vexing tangle of authority and accountability. "Whos in Charge Here?" untangles it all.
Academically Adrift
In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Asses...
Governing Public Schools
The role of the local school board in delivering quality education is examined in this booklet, which provides a set of expectations and principles for drastic change in the role and operation of school boards. Now that fundamental, systemic change is being called for, the performance of school boards is under greater scrutiny. Following the preface and introduction, chapter 1 analyzes national trends in changes external to schooling and new demands placed upon schools and their boards by business and other leadership sectors. The interrelationships between education and other children's services for children's success are also explored. Chapter 2 examines reform strategies of the 1980s, par...
Diploma Matters
DIPLOMA MATTERS In our current education system too many high school students wind up with too few choices. Students are locked into what is decided for them by a broken system. Too often, they are handed a diploma that holds an empty promise. This practical field book is filled with effective tools from The Education Trust–West. Diploma Matters helps school leaders and teachers examine the current high school experience and develop a detailed action plan that will transform curriculum and ensure that all students are ready for college and the workplace. “This is a book for practitioners who have seen it all. Linda Murray captures in a straight-forward way the nuts and bolts of how to do...
Learning from the Past
Many Americans view today's problems in education as an unprecedented crisis brought on by contemporary social ills. In Learning from the Past a group of distinguished educational historians and scholars of public policy reminds us that many of our current difficulties – as well as recent reform efforts – have important historical antecedents. What can we learn, they ask, from nineteenth century efforts to promote early childhood education, or debates in the 1920s about universal secondary education, or the curriculum reforms of the 1950s? Reflecting a variety of intellectual and disciplinary orientations, the contributors to this volume examine major changes in educational development and reform and consider how such changes have been implemented in the past. They address questions of governance, equity and multiculturalism, curriculum standards, school choice, and a variety of other issues. Policy makers and other school reformers, they conclude, would do well to investigate the past in order to appreciate the implications of the present reform initiatives.
