Search

This publication was prepared as part of the Cedefop project The shift to learning outcomes: rhetoric or reality. The purpose of this research is to analyse the conceptual, structural and political factors influencing the transformation of intended learning outcomes into achieved learning outcomes. It is considered as a first step in a long-term research strategy aiming to understand better the conditions for high quality vocational education, training and learning. The research focuses on initial vocational education and training, in schools and apprenticeships, in the 27 Member States of the EU as well as Iceland and Norway. The research is divided into five separate but interlinked themes: (1) Addressing the influence of learning outcomes on pedagogical theory and tools; (2) Focusing on the influence of learning outcomes-based curricula on teaching practices (in school-based programmes); (3) Examining the influence of learning outcomes-based curricula in company training (part of apprenticeship programmes that takes place in companies); (4) Mapping and analysing the influence of learning outcomes on assessment; and (5) Developing suggestions for the way forward supporting stakeholders and policy-makers in addressing future challenges and opportunities in this area. This report examines how the learning outcomes approach is embedded in and promoted by theories of teaching and learning (epistemology, didactics, pedagogy). It aims to analyse selected theories and the way these are presented to teacher training institutions in selected regions/countries. This allows for a better understanding of the explicit and implicit assumptions made regarding the role and relevance of learning outcomes. Results of the research illustrate differences across countries in whether and how the learning outcomes approach is embedded in theories underpinning VET teacher training programmes.

While international alliances among research universities are relatively well established, the challenges for the small liberal arts college to execute a meaningful global collaboration can be much more difficult, due both to the much smaller size of the institution, its more limited resources, and its smaller and more intimate culture centered on undergraduate teaching and learning. A new alliance of liberal arts colleges known as the Pacific Alliance of Liberal Arts Colleges (PALAC) was established in 2021 with the purpose to better articulate the global components of liberal arts education, and to collaborate on key projects that will build collective capacity for student-centered liberal arts education that engages with the world's most pressing problems. PALAC contains nine of the best liberal arts institutions from across the Pacific Region, including institutions in China, Hong Kong, Vietnam, Canada, and the United States. This essay describes the origins, motivations, and context of the creation of PALAC, its member institutions, and some of the initial projects planned by the new organization, and goals for global impact for PALAC.

This paper examines how international education (IE) as a tool of government foreign policy is challenged in an era of new geopolitics, where China's growing ambitions have increased rivalry with the West. It compares U.S. and Canada as cases first, by examining rationales and approaches to IE in both countries, second, IE relations with China before conflict and third, current controversies and government policy responses to IE relations with China. The paper concludes identifying contextual factors that shape each country's engagement with IE, but suggests that moving forward, the future of IE in a world of new geopolitics is likely to be far more complex and conflictual.

This report seeks to explore some of the reasons Sweden developed an independent school sector dominated by for-profit schools by drawing on prior scholarship and reports as well interview material from Swedish school entrepreneurs, researchers, and prior public representatives that helped create and implement the Swedish voucher program. This report is based on a descriptive qualitatively-oriented, research approach drawing on archival material, public data, and information gathered from interviews with key informants. The implementation of the Swedish voucher program appears to have been propelled by an appetite for change, and quest for greater diversity among educational providers, that had taken root in political parties on both the left and right. Today, however, the situation looks rather different as debates regarding inequality, segregation, grade inflation, and the notion of "vinster i välfärden" (profits in welfare services) have shifted the perception and opinions regarding school vouchers, and for-profit voucher schools in particular. We do not want to speculate what is going to happen, but it seems feasible to assume that future for-profit school entrepreneurs will have to operate, and be willing to accept, a very different public and political climate when it comes to the role of for-profit providers in the Swedish school sector. If the U.S. desires to increase the number of for-profit school entrepreneurs it will require substantial revisions of many formal as well as informal institutions. The current formal institutions in most U.S. voucher systems, which typically limits who can participate combined with lower per-pupil voucher payments, would need to be altered in order make this calculus attainable and attractive enough to spur action. The following are appended: (1) Methodology; and (2) About the authors.

This paper provides new evidence on educational inequality and reviews the literature on the causes and consequences of unequal education. We document large achievement gaps between children from different socio-economic backgrounds, show how patterns of educational inequality vary across countries, time, and generations, and establish a link between educational inequality and social mobility. We interpret this evidence from the perspective of economic models of skill acquisition and investment in human capital. The models account for different channels underlying unequal education and highlight how endogenous responses in parents' and children's educational investments generate a close link between economic inequality and educational inequality. Given concerns over the extended school closures during the COVID-19 pandemic, we also summarize early evidence on the impact of the pandemic on children's education and on possible long-run repercussions for educational inequality.

This paper describes the current criticisms of academic research collaboration between the US and China and proposes a university-led initiative to address those concerns. The article begins with the assertion that bilateral research collaboration has historically benefitted both countries, citing cooperation in virology as an example. The paper continues with a discussion of the criticisms leveled by several US government agencies against the Chinese government, especially with regard to the Thousand Talents Program (TTP). A close examination of publicly available appointment letters under the TTP suggests that Chinese universities are given wide discretion when it comes to defining the specific terms of scholarly collaboration. Along with additional supporting arguments, the paper concludes that the most significant violations of commonly accepted research norms are owing to the behavior of individual Chinese institutions and are not directed by the TTP or the Chinese national government. The paper then suggests several steps for addressing these issues at the university level, beginning with a convening of campus leaders from both countries.

This paper focuses on the increase in families who have chosen to homeschool their children in grades K-12 since the rise of the COVID-19 pandemic. This update includes interviews with families who opted to homeschool their children in the conventional approach, rather than continue with the hasty remote learning that educators tried to transfer from the classroom in March of 2020 and then the blended approach of online learning/classrooms-with-masks format that many districts used during the 2020-2021 school year. This report follows a study authored in June of 2017, "Homeschooling: The Ultimate School Choice," also published by the Pioneer Institute. It covered the history of homeschooling, demographics on homeschoolers, the economics around homeschooling and legislation affecting homeschooling. The authors of this report include several recommendations on how policy makers and education administrators can accommodate the growth in homeschooling and assist families who chose this manner of education for their children. The authors also urge policy makers and education officials to do more to acknowledge homeschooling as a viable educational choice. Districts and states can do more to provide direction and information for parents who are considering non-traditional options. [Foreword written by Kerry McDonald. For "Homeschooling: The Ultimate School Choice," see ED588847.]

When the North American Free Trade Agreement (NAFTA) came into fruition in the early 1990s, there were high hopes and expectations on what this emerging economic block could achieve. Although the agreement involved extensive conversations that led to regulations that facilitated trade across the region--the main intent of NAFTA--the same was not true for the higher education environment. Critics have argued that NAFTA's heavy focus on trade left little room for similar harmonization on issues like higher education. From this perspective, it is evident that if efforts to improve higher education are to gain traction in the trilateral relationship, they must be linked with regional trade and competitiveness. Yet even though NAFTA was not the vehicle for further cooperation on higher education, colleges and universities across Canada, Mexico, and the United States did embrace the opportunity and enthusiastically engaged in conversations that prompted trilateral collaboration. This article follows the key agreements that influenced and guided the early stages of NAFTA collaboration among higher education institutions, as well as developments that kept engagement across the three countries active. It also provides an initial list of areas in which future collaboration might focus. [The report was published in partnership with the Belfer Center for Science and International Affairs. This working paper will be published as a chapter in the forthcoming book, "North America 2.0: Forging a Continental Future."]

In her April 2010 NILOA paper, "Opening Doors to Faculty Involvement in Assessment," Pat Hutchings called for institutions to involve students in assessment, citing the potential to increase faculty engagement. In Curtis and Anderson (2020), the first author interviewed numerous partnership experts in both the United Kingdom and the United States regarding student-faculty partnerships and the extent to which students currently engage in the assessment process. Findings from the study make it clear that there currently exists little student-faculty partnership in assessment at the program- or system-levels. Combining existing research on partnership and the expert responses from the Curtis et al. study, we present a framework, based on prototyping, for developing student-faculty partnerships in program-level student learning outcomes assessment.

This article examines the rise and fall of a golden age of engagement between American and Chinese institutions of higher education. We assess the political context, examine institutional and demographic variables associated with successful initial joint efforts, and explore why current relationships are unraveling. The authors do not assume alignment in the interests promoting initial cooperation between the United States and China but a convergence of mutual interests. The paper discusses operational realities underpinning support for engagement (a need for coordination in organizational infrastructure, faculty support and what are referred to as "administrative nuts and bolts") associated with meaningful and long-term agreements. We present evidence of a dramatic decline in Sino-U.S. cooperative endeavors in post-secondary education and suggest that a new paradigmatic shift is underway and consider what this might mean for future engagement efforts. Finally, the paper poses recommendations to American institutional leaders for next steps to continue engagement with China.

Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.

Though schools do not track in Brazil, I find that black/white classroom segregation in Brazil is greater than recent estimates from North Carolina high schools (Clotfelter et al., 2020). How does race-based classroom segregation occur without tracking, and in a supposed "racial paradise," no less? Using national, student-level data spanning from 2011 to 2017, I describe racial classroom segregation among Brazilian 5th and 9th graders and assess potential mechanisms identified in the literature. The findings are consistent with a segregation by chance regime in which (1) schools typically assign students to classrooms arbitrarily, producing initial assignments that are sometimes segregated by chance, and (2) schools choose to move forward with the racially segregated "draws" rather than make race-conscious adjustments.

Educational inequality due to family socioeconomic status (SES) has been the focus of both public dialogue and education research in the United States for many years. The current study aims to understand how educational inequality due to family SES has changed in the United States. Specifically, the study focuses on the changes in achievement gaps between high and low SES students between 2003 and 2017 and the changes in the performance of low-SES students over time. Data from the National Assessment of Educational Progress (NAEP) grade 8 mathematics assessment were used for the analyses. Results show that the SES achievement gap at the national level has remained the same over time. State-level results suggest that 34 of the 50 states' SES achievement gaps experienced no significant change between 2003 and 2017, 14 gaps widened, and only two SES gaps narrowed. In addition, at the national level, more low-SES students achieved at the NAEP Basic and at the NAEP Proficient levels over time with a majority of states improving their low-SES students' performance. In conclusion, the study contributes to the existing literature not only by reflecting on U.S. national trends using an effective SES index, but also by providing state-level results. It also collects trend data on states' macro-level indicators, including economic growth, social inequality, and educational expenditures, allowing state-specific findings to be presented in the context of changes in macro-level context. Initial explorations of relationships between state SES achievement gap trends and macroeconomic factors are presented to motivate future research. The trends in SES achievement gaps and the specific policy contexts are presented in greater detail for 13 states/jurisdictions.

In both Canada and the United States, immigrants constitute a disproportionately large share of the supply of university-educated labour trained in the science, technology, engineering and mathematics (STEM) fields. This article examines the Canada-U.S. differences in the occupational skill utilization and earnings of STEM-educated immigrant workers. Using data from the 2016 Census for Canada and the combined 2015 to 2017 American Community Survey, this analysis focuses on immigrants with a university degree in a STEM field who were aged 25 to 64 and arrived as adults. Over one-half of STEM-educated immigrant workers in both countries held non-STEM jobs. In Canada, only about 20% of these immigrants with non-STEM jobs worked in occupations that required a university education, compared with 48% in the United States. There was a large earnings gap between STEM-educated immigrants and native-born workers in Canada, even after adjusting for sociodemographic differences, while no corresponding earnings gap existed in the United States. The earnings gap in Canada was particularly large for STEM-educated immigrants holding non-STEM jobs. Possible explanations for these results are discussed.

Family and social networks are widely believed to influence important life decisions but identifying their causal effects is notoriously difficult. Using admissions thresholds that directly affect older but not younger siblings' college options, we present evidence from the United States, Chile, Sweden and Croatia that older siblings' college and major choices can significantly influence their younger siblings' college and major choices. On the extensive margin, an older sibling's enrollment in a better college increases a younger sibling's probability of enrolling in college at all, especially for families with low predicted probabilities of enrollment. On the intensive margin, an older sibling's choice of college or major increases the probability that a younger sibling applies to and enrolls in that same college or major. Spillovers in major choice are stronger when older siblings enroll and succeed in more selective and higher-earning majors. The observed spillovers are not well-explained by price, income, proximity or legacy effects, but are most consistent with older siblings transmitting otherwise unavailable information about the college experience and its potential returns. The importance of such personally salient information may partly explain persistent differences in college-going rates by geography, income, and other determinants of social networks.

This study compares the differences in the mismatch between the education and occupations of immigrants in Canada and the United States, operationalized by over-education. It further explores how the cross-country differences may be related to the supply of and demand for university-educated immigrants and the way they are selected. Using comparable data and three measures of over-education, this study found that university-educated recent immigrants in Canada were much more likely to be overeducated than their U.S. peers. The over-education rate gap between recent immigrants and the native-born was much more pronounced in Canada than in the United States. In addition, while labour market demand was associated with a lower level of over-education in both countries, a greater supply of university-educated recent immigrants was positively associated with a likelihood of over-education among recent immigrants in Canada, but not in the United States. Furthermore, in Canada, the over-education rate was significantly lower among immigrants who were admitted through some form of employer selection (e.g., immigrants who worked in skilled jobs in Canada before immigration) than those who were admitted directly from abroad. Overall, this study provides insight into how the immigration system interacts with broader aspects of the labour market to shape the labour market outcomes of immigrants.

This paper looks at the popularity of after-school mathematics by focusing on the Kumon and Russian School of Mathematics models. In 1954, Toru Kumon, a high school math teacher in Japan, designed a series of math worksheets to help improve the test scores of his son Takeshi, a second grader. Toru's goal was to teach Takeshi how to learn independently through the worksheets and improve his calculation skills prior to reaching high school. By working every day on the problems, Takeshi was able to reach the level of differential and integral calculus when he was just a few months into the sixth grade. The Kumon model is based on four elements: (1) Individualized instruction; (2) Self-learning; (3) Small-step worksheets; and (4) Kumon instructors. Parents who want to give their children a head start in math before elementary school can enroll them in Kumon as young as age 3. From that age they can stay with the program through high school or until they complete the program. In the U.S. alone, Kumon has grown from more than 182,000 students and nearly 1,300 centers in 2008 to more than 279,000 students and more than 1500 centers in 2018. While the Kumon method involves repeating mathematical processes until students over-learn them to automaticity, the Russian School of Mathematics (RSM) promotes itself as believing in just the opposite. The RSM model was founded by Inessa Rifkin in 1997 with Irina Khavinson, a friend, educator, and fellow Russian immigrant, after concluding that her son Ilya was not receiving the same mathematics education that she received as a student in the Soviet Union. Their goal was to translate their own experiences with specialized Russian math programs into a school that offered the same opportunity to American children. Two decades later about 25,000 students are enrolled with RSM today, in 40 locations in 11 states and Canada. Russian School of Mathematics students attend a classroom once per week for varying lengths of time, depending on grade: 90 minutes for kindergarten through third grade; two hours for grades four through six; and two-and-a-half hours for grades seven and above. Algebra and geometry are on separate tracks starting in the sixth grade, though students may enroll in both. This paper reviews each model's methods, highlights their best practices, and shows how they complement or run parallel with mathematics taught in traditional classrooms.

This paper studies the contribution of parental influence in accounting for cross-country gaps in human capital achievements. We argue that the cross-country variation in unobserved parental characteristics is at least as important as the one in commonly used observable proxies of parental socio-economic background. We infer this through an indirect empirical approach, based on the comparison of the school performance of second-generation immigrants. We document that, within the same host country or even the same school, students whose parents come from high-scoring countries in the PISA test do better than their peers with similar socioeconomic backgrounds. Differential selection into emigration does not explain this finding. The result is larger when parents have little education and have recently emigrated, suggesting the importance of country-specific cultural traits that parents progressively lose as they integrate in the new host country, rather than of an intergenerational transmission of education quality. Unobserved parental characteristics account for about 15% of the cross-country variance in test scores, roughly doubling the overall contribution of parental influence.

In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to ensure that children with these developmental issues receive appropriate referrals for evaluation and intervention. However, in 2015 and 2016, the US Preventive Services Task Force (USPSTF) and the Canadian Task Force on Preventive Health Care issued recommendations that did not support universal screening for these conditions. This occasional paper is designed to help make sense of the discrepancy between Task Force recommendations and those of the pediatric community in light of research and practice. To clarify the issues, in this paper I review the distinction between screening and surveillance; the benefits of screening and early identification; how the USPSTF makes its recommendations; and what the implications of not supporting screening are for research, clinical practice, and families.

Research has shown that there is a gap in educational achievement between socioeconomic and racial groups in the public education system in the United States. This paper identifies the link between resources and academic achievement. Through examining educational resources, from in-school factors, such as facilities and teacher quality, to out-of-school factors, such as family structure, socioeconomic status, and community values, this study serves to evaluate several theories of social capital in the hopes of providing an explanation for why this achievement gap exists. The review of the literature provided an inconsistent view on which factor has the most impact on educational achievement across diverse groups. In turn, this paper explores the possibility that the factors are interrelated and therefore difficult to compare. By outlining an analogy between Jared Diamond's (1999) geographic luck theory from "Guns, Germs, and Steel" and the public education system in the United States, this paper shows the importance of resources to academic achievement and how social capital plays a consequential role in students' performance in school.

When does a community create and sustain a truly innovative "next generation" high school that not only remains innovative, but also relevant? According to the Carnegie Corporation, this means seizing the opportunity to redesign schools to promote personalized learning. So far, much work has gone into retooling many of these (reform) elements individually. Many states, districts, and schools have made essential progress in changing teacher preparation and professional development to help talented educators enter and stay in the classroom. There have also been pushes for interventions like additional learning time, new curricula, and new technology, much of which has been shown to have a significant impact on student achievement. However, applied individually, each of these fails to get schools and school systems where they need to be to serve every student. This white paper will explore the issues through the perspectives of several members of the Atlantic Rim Collaboratory, who are attempting to share ideas and concepts on system redesign, by examples of schools that are making deep learning a priority through technology and by examples of initiatives and schools that have made personalized learning and mastery the focus of what they do. All these approaches are important for they become part of a comprehensive whole that can drive meaningful change. [For "Innovation and Deeper Learning: Model High Schools," see ED604591.]

Prior research shows reduced criminality to be a beneficial consequence of education policies that raise the school leaving age. This paper studies how crime reductions occurred in a sequence of state-level dropout age reforms enacted between 1980 and 2010 in the United States. These reforms changed the shape of crime-age profiles, reflecting both a temporary incapacitation effect and a more sustained, longer run crime reducing effect. In contrast to the previous research looking at earlier US education reforms, crime reduction does not arise solely as a result of education improvements, and so the observed longer run effect is interpreted as dynamic incapacitation. Additional evidence based on longitudinal data combined with an education reform from a different setting in Australia corroborates the finding of dynamic incapacitation underpinning education policy-induced crime reduction.

International students are critical to the competitiveness of American higher education in terms of financial, intercultural, and educational contributions. However, recent data indicates that the U.S institutions enrolled 31,520 fewer international students in Fall 2017 as compared to Fall 2016. At average tuition and fees of US$ 25,000, higher education institutions are likely to lose potential revenue of US$ 788 million for the first year of studies alone. This paper examines the shifting landscape of international enrollment from the lens of three overlapping Waves spread over seven years and takes a deeper dive into implications for American universities. Wave I was shaped by the terrorist attacks in September 2001 and resulted in slower overall growth in international student enrollment of 11% between 1999 and 2006. Wave II has its origins in the global financial crisis which prompted universities to search for self-funded students and experienced overall robust growth of 44 percent in international student enrollment between 2006 and 2013. Finally, Wave III is shaped by the new political order and intensified competition from English-taught programs in Europe and Asia which will slow down the pace of projected growth in international enrollment to 18 percent between 2013 and 2020. In this current Wave of intensified global competition, overall international student enrollment is likely to flatten or decline for most universities. While the reputation and quality of American higher education is admired and emulated around the world, resting on its past laurels will not be sufficient for attracting international students in the Third Wave. This means that universities must get proactive and strategic in reaching, engaging and supporting international students throughout their educational lifecycle. Demand for studying abroad among international students remains robust, however, increasing competition and expectations for value for money will requires proactive and concerted efforts to maintain the global competitiveness of American higher education.

Private schools have a long and important tradition in U.S. education and have been the focus of a great deal of political controversy in recent years. There is deep division among Americans over the desirability of using public funds to finance vouchers for private education--an issue that has become the leading educational goal of the Trump Administration. Surveys of the public show that substantial majorities of Americans do not favor voucher policies, yet these efforts have long been supported by significant shares of the public, the religious groups that operate nonpublic schools, and leaders of one of our national parties. This deep division is reflected in the extraordinary differences among the states in their adoption of voucher policies over the past two decades. Examining these differences, along with data on national and regional trends in private education, provides a useful framework for considering the relationship between private school enrollment and the impact of voucher policies. This working paper explores how the size and share of private education has changed in the U.S. over two decades, from 1995 to 2015-16 (the most recent federal data), along with how the students are divided among different kinds of private schools: secular, Catholic, and non-Catholic religious schools. It also examines the racial composition of these schools, providing key data for evaluating the civil rights dimension of private schooling and voucher policies. The civil rights questions concern how well private schools serve students of color, what kinds of schools these students attend, how segregated they are, and whether students of color are getting a major share of the growth of private schools in the areas they are growing, especially in the South. Key findings of the report include: (1) Student enrollment in private schools peaked in 2001 and has moderately declined over the past fifteen years. In 2015, private schools served 9 percent of the nation's students and accounted for 28 percent of the nation's schools; (2) Private schools seem to compete with charter schools. Since its appearance a decade ago, the growth of charter schools is noticeable. In 2015, private schools serve 4.9 million students while charter schools enroll 2.7 million students; (3) The 2015 racial composition of private school enrollment was 68.6% white, 9.3% black, 10.4% Hispanic, 6.9% Asian. The student body of public schools differed substantially from private schools, comprising 48.7% white, 15.2% black, 26.3% Hispanic, and 5.4% Asian students; (4) Private school enrollment rates among white students have not changed over time--one in eight white students in the nation attend private schools. Meanwhile, private school attendance rates among non-white students have slightly declined. As of 2015, 5.6 percent of blacks, 3.8 percent of Hispanics, and 11.3 percent of Asians in the nation are enrolled in private schools; (5) Students from low-income families are underrepresented in private schools, accounting for 9% of the private school student body. The secular sector in particular has the smallest percentage of poor students: 5.4%. In public schools, poor students make up more than 50% of student enrollment; (6) White students are overrepresented in private schools, making up 69 percent of private school enrollment; they comprise 51 percent of total enrollment of school-aged population in the country. African American and Hispanic students are severely underrepresented in private schools. The latter comprise over 25 percent of students in the public sector but only 10 percent of students in private schools; (7) The South has seen an 11% increase in the number of private schools--non-Catholic religious schools in particular--over the past two decades unlike other regions in which private schools have declined over years; (8) The number of Catholic private schools and Catholic school enrollment have decreased over the past two decades in the Northeast and Midwest in particular. Enrollment in nonCatholic religious private schools and secular private schools has grown during the same period. The growth of non-Catholic religious schools stands out in the Northeast and the South in particular; (9) The South has the largest number of schools for both private and public sectors, which account for one third of the country's schools. Given the number of schools for both private and public systems, private schools are most overrepresented in the Northeast; (10) Black and Hispanic private school students on average experience more diversity compared to their peers in public schools. White students are the most isolated group in terms of intergroup contact, and white students in the non-Catholic religious sector across regions have the most limited intergroup experiences, typically attending schools with large white majorities; and (11) The secular sector has seen the largest increase in diversity over time compared to Catholic and non-Catholic religious schools, although the level of diversity does not reach the same level of public schools.

The Association for Career and Technical Education (ACTE), on behalf of career and technical education (CTE) professionals in the United States, advocates for clearly focusing American high schools on the goal of preparing every student for full participation in a spectrum of college opportunities, meaningful work, career advancement, and active citizenship. Leaders are called upon to make needed changes in school culture, instructional strategies and organizational priorities that will support this new purpose. The people at ACTE strongly believe that CTE courses and instructional methodologies have an important place in the redesigned high school of the 21st century. In their view, there should no longer be an artificial split between academic coursework and CTE studies, nor should exposure to career- or interest-based coursework be delayed until late in high school or college. Rather, they believe that all coursework, with clearly articulated standards and expectations, can help build in students the mix of skills, aptitudes and attitudes they will need for success after high school. This paper reviews the challenges and current efforts in high school redesign, and offers a number of recommendations about what elements should be included in the efforts to reinvent the American high school for the 21st century. (Contains 26 endnotes.)

Every 10 years, the U.S. Census Bureau conducts a complete accounting of every resident in the United States. While there is no Congressional mandate requiring an accurate enumeration of Americans with disabilities by the Decennial Census, communities and people with disabilities will be affected if the Decennial Census is inaccurate. Census data are used by educators, policymakers, and community leaders and directly affect funding for many programs critical to individuals with disabilities, including programs for health care, transportation, employment training, and housing. Federal, state, and county governments use Census information to guide the annual distribution of hundreds of billions of dollars in critical services and supports. While there have been some improvements in the use of a few disability questions and interview methodology in the Decennial Censuses for the past 30 years, those improvements have been small and incremental. At a time when cash strapped states are grappling with major unmet human service needs, and increasing numbers of people who require a range of services and supports from federal-state programs, the ability of our nation's public leadership is at an all time high to provide accurate Decennial Census (and related federal survey data) to states and locales. This paper addresses these issues and provides some recommendations for consideration by the Federal Government which include: (1) The U.S. Congress should legislatively require an official and accurate enumeration of Americans with disabilities through the Decennial Census, through related national Census-like efforts (e.g., American Community Survey); (2) The U.S. Census Bureau should immediately revise Census questions for the Year 2010 Census (and the American Community Survey) to reflect the ADA definition; and (3) The Bureau of Labor Statistics should finish its work with all due haste under the Executive Order 13078.

The digital revolution and automation are accelerating changes in the labour market and in workplace skills, changes that are further affected by fluctuations in international and regional economic cycles and employment opportunity. These factors pose a universal policy challenge for all advanced economies and governments. In the workplace, people seek to acquire contemporary and relevant skills to gain employment and retain transferable skills to maintain employment. The central purpose of this paper is to investigate how other nations or regions are dealing with these issues. What approaches are they taking to understanding the mix and dynamics of the skills attained by individuals and, more broadly, the totality of skills that in aggregate constitute a highly capable and adaptable labour force, one that supports firm viability and greater national productivity. This research has examined a range of initiatives and approaches being developed or in use in selected countries, including the United States, Singapore and New Zealand, and agencies/organisations; for example, the European Commission and the Skills for the Information Age Foundation. In doing so, it showcases the good practices used to ensure that occupational-level skills information remains current and widely accessible. [For "Identifying Work Skills: International Case Summaries. Support Document," see ED579875.]

This paper is the third in Pioneer Institute's "UMass at a Crossroads" series. This report takes a closer look at the university's growing dependency on increases in tuition and fees and expansion of out-of-state and international student enrollment to support continued expansion of the university. The first report examined whether UMass' continuing strategy of enrollment expansion makes sense given forecasts by the Western Interstate Commission for Higher Education of an 11.4 percent decline in Massachusetts high school graduates over the next twelve years. This study examines more closely the university's strategy of increasing out-of-state and international enrollment as a means of increasing revenue through higher tuition rates paid by this group of students. As this paper explains, UMass-Amherst made offers of admission to more out-of-state and international applicants to its 2015-2016 freshman class than it did to Massachusetts applicants for the first time in university history. Growing out-of-state enrollment is not limited to undergraduate programs at UMass. Overall, in-state students are in the minority in UMass graduate programs, representing 30 percent of the total master's degree student population. This study also examines state funding as measured by state support per full-time equivalent student (FTE), showing that Massachusetts' higher education institutions (including UMass, the state colleges and community colleges) receive the second highest level of state financial support of New England higher education systems by this metric, and also receive more than the national average. Pioneer Institute questions whether UMass' current strategy of increasing out-of-state and international enrollment is consistent with its primary mission of serving in-state students. Furthermore, this report raises the question of whether it makes sense to provide UMass with additional state funding for capital expansion if the intent of the expansion is in large part intended to attract and educate a rising percentage of out-of-state students. The recommendations of this report call for the Governor, state education leaders, the state legislature, and university leaders to consider whether UMass' current strategy of expanding the university's facilities and enrollment capacity in order to serve a growing percentage of out-of-state students serves the financial and educational interest of Massachusetts residents. [For "UMass at a Crossroads Part 1: Is the UMass Enrollment Expansion Plan Sustainable? White Paper No. 145," see ED598651. For "UMass at a Crossroads Part 2: Is UMass' Expansion Fiscally Sustainable? White Paper No. 146," see ED598659.]

Building on the inaugural survey conducted three years prior, the 2015 CASE Community College Alumni Relations survey collected additional insightful data on staffing, structure, communications, engagement, and fundraising. This white paper features key data on alumni relations programs at community colleges across the United States. The paper compares results from 2015 and 2012 across such areas as the structure, operations and budget for alumni relations, alumni data collection and management, alumni communications and engagement strategy, as well as fundraising activities with alumni. The latest snapshot from community colleges across the United States shows that alumni relations has made progress. Survey questions are appended. [For the prior White Paper, "Benchmarking Alumni Relations in Community Colleges: Findings from a 2012 CASE Survey. CASE White Paper," ED571308.]

At some future point, when a definitive history of the assessment movement is written, one of the most frequently cited, influential publications will be "Assessment Update" ("AU"). Since 1989, this bimonthly newsletter has been published by Jossey-Bass in partnership with Indiana University-Purdue University Indianapolis (IUPUI). It is no coincidence that the two most frequent contributors to "AU," Trudy Banta--"AU"'s founding editor and intellectual muse--and Peter Ewell, are also among the most prolific thinkers and writers shaping the scholarship and practice of student learning outcomes assessment. In this featured NILOA occasional paper, Banta and Ewell with the assistance of Cynthia Cogswell mine the pages of "AU" between 2000 through 2015 to distill the major themes and advances that characterize the evolution of assessment as a field of professional practice. [Foreword by George D. Kuh.]

Over the past two decades, public higher education has become widely recognized for its contribution to socio-economic adjustment. This paper probes its evolution in two large and affluent democracies, the United States and Germany, whose higher education systems represent distinct ideal types. The analysis argues that public authorities in both countries have liberalized their systems to spur innovation in the provision of higher education. Yet a broad convergence in associated market expansion has coincided with divergence in its modes and consequences. Tracing how the two countries' policy regimes have created path-dependent trajectories of reform, the paper contends that the institutions associated with each state's inherited role in higher education--"enabling" in the US and "constitutive" in Germany--have empowered different social groups to shape state action. Under the influence of investors and managers, institutional drift and conversion have pushed public higher education toward corporatization in the United States. In contrast, interventions by faculty and students have moderated the effects of institutional displacement and layering on the German system's stratification. Given the sector's growing importance, this analysis carries important implications for the comparative study of capitalist evolution. [A bibliography is included.]

The purpose of this report is to summarize the key elements of school and district level Performance Index scores (PI scores) for the 50 states and the District of Columbia (D.C.) across the United States. PI scores are partial or overall summative ratings of schools or districts currently used across US state accountability systems to assess organizational performance. In this study, we first extracted 14 elements from 49 PI calculation metrics for states in the U.S and conducted a descriptive analysis to provide an overview of which data elements are used across the different calculation metrics for each state and what role PI scores play in state accountability systems. Second, we categorized the fourteen elements into seven categories proposed by the most recent ESSA regulations (81 FR 34539 §200.14-16, 2016) and examined how each state integrated each element in their PI score calculations. Third, we conducted a multidimensional scaling (MDS) analysis to compare the similarities and differences of PI calculation metrics across the states. The results indicate that there are few commonalities in PI score calculation metrics across the states, as each state has its own methods in addressing the requirements of NCLB and now ESSA. The goal of this report is to inform decisions across states on PI score calculations through summarizing overall ratings and metrics nationally used to hold schools and districts accountable as states move toward implementing the recent Every Child Succeeds Act (ESSA) regulations.

In this report, the authors present findings from their analysis of social studies state standards. The following questions guided their work: (1) To what extent do middle and high school (grades 8-12) history and civics state standards support teaching about political parties? For the states that do include language about political parties, what does an analysis of the standards tell us about what they expect students to learn? and (2) To what extent to do state middle and high school (grades 8-12) history and civics state standards support teaching about political ideology? For the states that do include language about political ideology, what does an analysis of the standards tell us about what they expect students to learn? The report focuses on four criteria: (1) The role that political parties play in the political system; (2) How controversial political issues map onto the political spectrum and party interests; (3) The ideological underpinnings of the two major political parties; and (4) How one's own beliefs fit within the ideological-partisan landscape. Findings indicate that, in general, state standards recognize that young people need to learn about electoral politics, and this includes learning about political parties and issues. At the same time, the standards give teachers little guidance about how deeply to wade into these waters. No state met the four criteria that the authors identified as necessary for informed engagement in electoral politics. North Carolina, Virginia and Vermont are noteworthy, because they include three of the four criteria: role of political parties, platforms, and ideological foundations. [This research was funded in part by the Gibb Democracy Education Fund.]