Education and Literacy, Government Reform
Roy's review of the South Carolina report finds that it is built on seriously flawed assumptions and offers little insight into the effects of school vouchers. Roy writes that the report relies more on rhetoric and less on authentic research and concludes that it is significantly biased and of little value to policymakers.
August 1970
Geographic Focus: North America-United States (Southern)-South Carolina, North America-United States (Midwestern)-Michigan
Community and Economic Development;Computers and Technology;Education and Literacy
Colleges and universities should embrace the concept of increased openness in the use and sharing of information to improve higher education. That is the core recommendation of this report. The report was produced by CED's Digital Connections Council (DCC), a group of information technology experts that advises CED's business leaders on cutting-edge technologies.
August 1970
Geographic Focus:
Education and Literacy;Government Reform
Washington's public colleges and universities are a critical resource for building a prosperous future for our state and fulfilling the promise of opportunity for all. Without strong public institutions of higher education, our youth will be stymied in striving to reach their full potential, and our state will not remain competitive in the global economy. Yet over the past two decades, the state's financial support for higher education has not kept pace with population growth and rising costs. Public institutions differ from private colleges and universities in their commitment to providing access to higher education and improving the well-being of all state residents. The University of Washington, in its statement of values, describes "Being Public" as follows: "As a public university we are deeply committed to serving all our citizens. We collaborate with partners from around the world to bring knowledge and discovery home to elevate the quality of lives of Washingtonians." As centers of education, research, and innovation, public colleges and universities spur economic development throughout the state. Washington's business leaders have long expressed the need for a more highly trained workforce, with more public investment in every level of education, from preschool through graduate study. Governor Christine Gregoire said in her 2009-11 Budget Proposal, "Washington's public colleges and universities are the economic engine that drives the state's economy and will drive our recovery." To build a strong foundation for Washington's future, we must increase public investment in higher education as a part of upgrading our whole public education system. Doing so will require identifying new sources of public revenue.
August 1970
Geographic Focus: North America / United States (Northwestern) / Washington
Children and Youth;Education and Literacy
High school students participating in 16 California multiple pathways programs generally graduated at higher rates, met university requirements in greater numbers, performed better on high school exit exams and were more engaged in school and learning. This report summarizes a 2007-2008 study of the ConnectEd Network of Schools, capturing positive results as well as challenges. Results are not considered conclusive, but provide encouragement and insight as Irvine launches a larger-scale demonstration: the California Multiple Pathways District Initiative. The report is also intended to offer insights to funders, policymakers and practitioners who, like Irvine, see great potential in California multiple pathways to help students build a strong foundation for success in college and career -- and life. The study was conducted by MPR Associates, Inc., a leading education research and consulting firm.
August 1970
Geographic Focus: North America / United States (Western) / California
Community and Economic Development, Education and Literacy, Employment and Labor
This one-page document shares fascinating stories of individuals who have benefited from adult workforce literacy programs.
August 1970
Geographic Focus: North America-United States (Northeastern)-Pennsylvania-Philadelphia County-Philadelphia
Community and Economic Development, Education and Literacy, Employment and Labor
In today's economy, strong basic skills and success in the workforce are intertwined. Employers across all industries demand a new kind of worker, and businesses can go virtually anywhere to find the right employees. In order to compete in today's global economy, Philadelphia must commit to becoming a city with a world-class, highly literate workforce. This policy brief, written in response to the publication Help Wanted: Knowledge Workers Needed, proposes strategies for uniting the full community to advance adult workforce literacy levels. Many of the strategies described in this policy brief are also applicable to areas throughout the country facing this same challenge.
August 1970
Geographic Focus: North America-United States (Northeastern)-Pennsylvania-Philadelphia County-Philadelphia
Children and Youth;Education and Literacy;Employment and Labor
This White Paper on post secondary access and persistence of career and technical education (CTE) graduates, particularly those with disabilities, is produced in collaboration with the Center for Labor and Market Studies at Northeastern University. Currently, little is known about the actual post secondary enrollment of graduates from Massachusetts public high schools and less is known about the post secondary outcomes of the subset of high school graduates with disabilities. Yet, the labor market environment that these young adults will enter is one characterized by a large and growing lifetime earnings advantage to earning a college degree. The findings are based on data about nearly 4,600 high school students from the Classes of 2004 through 2006 who graduated from seven vocational-technical high schools in Massachusetts.
August 1970
Geographic Focus:
Children and Youth;Education and Literacy
Of the Massachusetts graduates from the Class of 2005 who enrolled in public colleges, an appalling 29 percent enrolled in a developmental (remedial) math course during the fall semester. Nationally, 63 percent of college students who remediate in mathematics do not earn a 2- or 4-year degree. At a time when a college degree is one of the critical components of one's ability to afford a home and support a family, that such high rates of Massachusetts' high school graduates require remediation in math is cause for alarm - and action. The Rennie Center for Education Research and Policy has produced a policy brief that proposes a new pathway in high school mathematics aimed at eliminating the need for college remediation in math.
The policy brief, entitled Alternative High School Math Pathways in Massachusetts: Developing an On-Ramp to Minimize College Remediation in Mathematics, proposes a plan designed to significantly reduce, and ultimately, eliminate the number of students who require college remediation in mathematics.
Rather than the traditional progression of math courses (Algebra I, Geometry, Algebra II, Calculus), we propose three new math courses at the middle and high school levels - including a new fourth year math course titled: Topics in Applied Mathematics for College Preparation that would provide an alternative to Pre-calculus/Calculus for students pursuing non-math related majors. We recommend that Massachusetts policymakers and school and district leaders should take the following steps toward establishing to a well-aligned, effective system that ensures all students are ready for college-level mathematics:
- Ensure mastery of arithmetic by the end of seventh grade;
- Focus on mastery and application of algebraic concepts;
- Offer the ACCUPLACER(R) test to high school juniors;
- Provide guidance based on the Elementary Algebra ACCUPLACER(R) score; and
- Encourage all students to take mathematics during their first college semester.
August 1970
Geographic Focus: North America / United States (New England)
