Author: Elizabeth Burr
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 220

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Author: Policy Analysis for California Education (PACE)
Publisher:
ISBN:
Category :
Languages : en
Pages : 159

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Book Description
Educators and policymakers have accomplished much over the past decade, aided by parents and taxpayers. California has set a high bar for what all children are expected to learn, from kindergarten forward. Instructional materials and tests are now closely aligned, so that teachers know how to gauge their students' progress. And achievement growth within thousands of elementary schools has been strong since these accountability tools were forged in 1999. Yet this is no time to be complacent. Earlier gains in test scores are leveling off in some grades. Achievement gaps between children from poor and middle-class families have failed to narrow. California students continue to learn at slower rates than students in other states, like New York or Texas, where family demographics are similar. California has constructed a high-standards education system, with high-stakes testing for students, but with a finance system that fails to match standards and accountability demands. California can rekindle school reform by building from recent success and squarely facing new challenges. This volume concludes by suggesting four policy shifts: (1) Reorient school accountability and finance to raise the achievement of low-performing students; (2) Pursue a coherent strategy for boosting the performance of English learners; (3) Make school finance simple, transparent, and adequate for a high-standards public school system; and (4) Focus the state's role on tracking district and school performance, then deregulate authority over resources down to the school level. The analyses contained in this volume support two key messages. First, a school reform agenda that fails to close achievement gaps is simply not working. Second, the current policy approach is long on rules and short on resources, an order that's unlikely to motivate long-term gains inside schools. This volume contains ten chapters: (1) Rules and Resources: The Evolving Context for School Reform (Haleh Hatami); (2) Funding California's Schools, Part I: Past, Present, and Future? (Lawrence O. Picus); (3) Funding California's Schools, Part II: Resource Adequacy and Efficiency (Jay G. Chambers and Jesse D. Levin); (4) California's Accountability System (Catherine Bitter and Jennifer O'Day); (5) Evaluating State Intervention: The High Priority Schools Grant Program (Thomas Timar); (6) Achievement and Attainment: The Comprehensive High School and the Problem of Reform (Leslie Santee Siskin); (7) Crucial Issues in Preparing Teachers of English Learners (Julie Maxwell-Jolly and Patricia Gandara); (8) Addressing the Needs of Low-Income Students (Elisabeth Woody and Melissa Henne); (9) Expanding and Improving Preschool (Margaret Bridges); and (10) Rekindling Reform (Bruce Fuller). Individual chapters contain tables, figures, endnotes and references.

Author: California. Legislature. Assembly. Office of Research
Publisher:
ISBN:
Category : California
Languages : en
Pages : 47

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Author:
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 152

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Author: Irving G. Hendrick
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 116

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Author: Stacy Dickert-Conlin
Publisher: Russell Sage Foundation
ISBN: 1610441567
Category : Business & Economics
Languages : en
Pages : 222

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Book Description
The vast disparities in college attendance and graduation rates between students from different class backgrounds is a growing social concern. Economic Inequality and Higher Education investigates the connection between income inequality and unequal access to higher education, and proposes solutions that the state and federal governments and schools themselves can undertake to make college accessible to students from all backgrounds. Economic Inequality and Higher Education convenes experts from the fields of education, economics, and public policy to assess the barriers that prevent low-income students from completing college. For many students from disadvantaged socioeconomic backgrounds, the challenge isn't getting into college, but getting out with a degree. Helping this group will require improving the quality of education in the community colleges and lower-tier public universities they are most likely to attend. Documenting the extensive disjuncture between the content of state-mandated high school testing and college placement exams, Michael Kirst calls for greater alignment between K-12 and college education. Amanda Pallais and Sarah Turner examine barriers to access at elite universities for low-income students—including tuition costs, lack of information, and poor high school records—as well as recent initiatives to increase socioeconomic diversity at private and public universities. Top private universities have increased the level and transparency of financial aid, while elite public universities have focused on outreach, mentoring, and counseling, and both sets of reforms show signs of success. Ron Ehrenberg notes that financial aid policies in both public and private universities have recently shifted towards merit-based aid, away from the need-based aid that is most helpful to low-income students. Ehrenberg calls on government policy makers to create incentives for colleges to increase their representation of low-income students. Higher education is often vaunted as the primary engine of upward mobility. Instead, as inequality in America rises, colleges may be reproducing income disparities from one generation to the next. Economic Inequality and Higher Education illuminates this worrisome trend and suggests reforms that educational institutions and the government must implement to make the dream of a college degree a reality for all motivated students.

Author: Larry Cuban
Publisher: Teachers College Press
ISBN: 0807774375
Category : Education
Languages : en
Pages : 191

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Drastic reform measures are being implemented in growing numbers of urban communities as the public’s patience has finally run out with perpetually nonperforming public schools. This authoritative and eye-opening volume examines governance changes in six cities during the 1990s, where either mayoral control of schools has occurred or where noneducators have been appointed to lead school districts. Featuring up-close, in-depth case studies of Philadelphia, Baltimore, Chicago, Boston, San Diego, and Seattle, this book explores the reasons why these cities chose to alter their traditional school governance structures and analyzes what happened when the reforms were implemented and whether or not teachers and students performed better because of them. “Provides useful perspectives on the complexities of educational change that is relevant to all kinds of school systems . . . of interest to elected officials, other policymakers, business leaders, and educators.” —Richard W. Riley, Former U.S. Secretary of Education “A ‘must-read’ for policymakers intent on improving the academic performance of children in America’s urban centers . . . offers important insight and an excellent overview of the reforms being tested in the six urban centers.” —Ted Sanders, President, Education Commission of the States “Every urban political official, indeed, every governor, business leader, and state legislator should study the urban school reforms described in this book” —James B. Hunt, Jr., Former Governor of North Carolina and Chairman, James B. Hunt Jr. Institute for Educational Leadership and Policy “A ‘must-read’ for educators. This book clearly defines what it takes to make significant changes in urban districts” —Floretta McKenzie, Former Superintendent, District of Columbia Public Schools

Author: Faye Ong
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 52

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Provides vision for strong school library programs, including identification of the skills and knowledge essential for students to be information literate. Includes recommended baseline staffing, access, and resources for school library services at each grade level.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 38

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Author: Susanna Loeb
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 6

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