As schools move towards a 21st century model of preparing students for college and a career, it is becoming unnecessary to maintain a system based on time spent in the classroom, according to the report's authors. Rather, learning happens at different times in a variety of settings, and progress should be demonstrated by mastery of content, not merely grade promotion. In the proficiency-based systems examined in "Making Mastery Work", students advance at their own pace as part of a cycle of continuous learning and achievement. This mix of freedom and responsibility is positively impacting both the teaching and the learning at the ten schools studied by Nora Priest, Antonia Rudenstine and Ephraim Weisstein, the report's authors.

Issues examined through the collected experiences of the participating schools include: the creation of a transparent mastery and assessment system, time flexibility, curriculum and instruction, leadership for competency education development, and the role of data and information technology in a competency-based education model.

As schools move towards a 21st century model of preparing students for college and a career, it is becoming unnecessary to maintain a system based on time spent in the classroom, according to the report's authors. Rather, learning happens at different times in a variety of settings, and progress should be demonstrated by mastery of content, not merely grade promotion. In the proficiency-based systems examined in "Making Mastery Work", students advance at their own pace as part of a cycle of continuous learning and achievement. This mix of freedom and responsibility is positively impacting both the teaching and the learning at the ten schools studied by Nora Priest, Antonia Rudenstine and Ephraim Weisstein, the report's authors.

Issues examined through the collected experiences of the participating schools include: the creation of a transparent mastery and assessment system, time flexibility, curriculum and instruction, leadership for competency education development, and the role of data and information technology in a competency-based education model.

This report was designed to highlight the underlying challenges facing Opportunity Youth (i.e., youth between the ages of 16 and 24 who are neither enrolled in school nor participating in the labor market) and offers a framework to help communities come together to address these challenges.

Presents findings from two studies about the education, training, and types of skills employers seek in hiring or promoting employees as well as those the workers themselves believe are important, such as interpersonal, collaborative, and problem-solving.

Analyzes state-by-state data on the average debt of 2010 graduates and percentages of those with debt. Interactive map provides additional campus-by-campus data including tuition, cost of attendance, and percentage of Pell Grants recipients.

Analyzes state-by-state data on the average debt of 2009 graduates and percentages of those with debt. Ranks high- and low-debt states and colleges and makes recommendations for improving data.

Provides an updated summary of the foundation's twenty years of grantmaking in Russia in the areas of higher education and research and human rights. Lists representative grants.