Search

The goal of this toolkit is to shed light on the importance of authorizing nontraditional charter schools and how the challenges of authorizing nontraditional schools manifest in practice, as well as to provide action steps for authorizers and school leaders who are able and eager to lead the field on these complex issues. The toolkit contains the following sections: (1) Strategies & Considerations for Improving Capacity; (2) Strategies & Considerations for Improving Metrics; and (3) Strategies & Considerations for Improving Communication. This toolkit for authorizers is accompanied by a policy report (ED610381) and a toolkit for school leaders (ED610383).

In recent years, two-year colleges have tried various strategies to improve student outcomes and remediate skill deficits in order to promote academic and employment success. Promising approaches include career pathways, dual-enrollment, competency-based credentialing, sectoral strategies, wrap-around services, and acceleration. Taken together, the papers on this panel provide important insights into these innovations in higher education. Four abstracts comprise the content of this Society for Research on Educational Effectiveness (SREE) 2017 symposium. The abstract titles include: (1) Accelerating Connections to Employment: A Collaborative Approach to Career Pathways Training and Workforce Development (Yvette Lamb and Christina McHugh); (2) Final Impact Findings from Accelerating Opportunity (Theresa Anderson, Lauren Eyster, Daniel Kuehn, Burt Barnow, and Robert I. Lerman); (3) College Count$: Evidence of Impact (Michael Scuello and Robert Harrington); and (4) A Summative Outcomes Evaluation of TAACCCT-Funded Competency-Based Education Programs at Three Community Colleges (Ann Person and Jaime Thomas). [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]

"Latinas Pathways to STEM: Exploring Contextual Mitigating Factors" presents transnational case studies of Latinas and Mexicanas pursuing a STEM degree/career from the United States (Georgia, New York, Texas) and México. The authors underscore that the experiences of the participants highlighted in this book provide insights into how to support successful Latinas and Mexicanas in STEM career pipelines and pathways. In doing so, the authors address the need for a set of approaches to STEM education policy that acknowledges that institutionalized pipelines often create replication by funding intervention programs that attempt to sterilize context by identifying variables and ignoring the associated contextual mitigating factors (CMFs). Researchers and funders of STEM intervention efforts can learn from the analysis of these case studies that successful Latinas and Mexicanas developed tactical understanding, which reinforced their identity and resisted how they were positioned by negative CMFs, reaffirming their aspirations and successes in STEM. Education graduate students, research methodologists, policy makers, and practitioners will find CMF analysis a useful methodological tool to interrogate how sociocultural factors position designated underrepresented people in STEM pipelines and pathways. Education policies that advocate for the existence and maintenance of pipelines that increase underrepresented Latinas and Mexicanas in STEM are important but are often crafted with blind spots that leave out how context mitigates policy especially at the individual level.

Higher education today faces a host of challenges, from quality to cost. But too little attention gets paid to a startling fact: four out of ten students -- that's more than ten percent of the entire population -- who start college drop out. The situation is particularly dire for black and Latino students, those from poor families, and those who are first in their families to attend college. In "The College Dropout Scandal," David Kirp outlines the scale of the problem and shows that it's fixable -- we already have the tools to boost graduation rates and shrink the achievement gap. Many college administrators know what has to be done, but many of them are not doing the job -- the dropout rate hasn't decreased for decades. It's not elite schools like Harvard or Williams who are setting the example, but places like City University of New York and Long Beach State, which are doing the hard work to assure that more students have a better education and a diploma. As in his "New York Times" columns, Kirp relies on vivid, on-the-ground reporting, conversations with campus leaders, faculty and students, as well as cogent overviews of cutting-edge research to identify the institutional reforms -- like using big data to quickly identify at-risk students and get them the support they need -- and the behavioral strategies -- from nudges to mindset changes -- that have been proven to work. Through engaging stories that shine a light on an underappreciated problem in colleges today, David Kirp's hopeful book will prompt colleges to make student success a top priority and push more students across the finish line, keeping their hopes of achieving the American Dream alive.

Blended learning combines traditional in-person learning with technology-enabled education. Its pedagogical aim is to merge the scale, asynchrony, and flexibility of online learning with the benefits of the traditional classroom--content-rich instruction and the development of learning relationships. This book offers a guide to both theory and practice of blended learning, offering rigorous research, case studies, and methods for the assessment of educational effectiveness. The contributors to this volume adopt a range of approaches to blended learning and different models of implementation and offer guidelines for both researchers and instructors, considering such issues as research design and data collection. In these courses, instructors addressed problems they had noted in traditional classrooms, attempting to enhance student engagement, include more active learning strategies, approximate real-world problem solving, and reach non-majors. The volume offers a cross-section of approaches from one institution, Georgia Tech, to provide both depth and breadth. It examines the methodologies of implementation in a variety of courses, ranging from a first-year composition class that incorporated the video game Assassin's Creed II to a research methods class for psychology and computer science students. Blended Learning will be an essential resource for educators, researchers, administrators, and policy makers. Contributors in this book include: Joe Bankoff, Paula Braun, Mark Braunstein, Marion L. Brittain, Timothy G. Buchman, Rebecca E. Burnett, Aldo A. Ferri, Bonnie Ferri, Andy Frazee, Mohammed M. Ghassemi, Ashok K. Goel, Alyson B. Goodman, Joyelle Harris, Cheryl Hiddleson, David Joyner, Robert S. Kadel, Kenneth J. Knoespel, Joe Le Doux, Amanda G. Madden, Lauren Margulieux, Olga Menagarishvili, Shamim Nemati, Vjollca Sadiraj, and Donald Webster. [Foreword by Richard A. DeMillo.]

Will the digital-learning movement repeat the mistakes of the charter-school movement? How much more successful might today's charter universe look if yesterday's proponents had focused on the policies and practices needed to ensure its quality, freedom, and resources over the long term? What mistakes might have been avoided? Damaging scandals forestalled? Missed opportunities seized? Can we be smarter about taking high-quality online and blended schools to scale--and to educational success? Yes, says this volume, as it addresses such thorny policy issues as quality control, staffing, funding, and governance for the digital sector. In these pages, the authors show how current arrangements need to change--often radically--if instructional technology is to realize its potential. Each chapter contains endnotes.

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard Learning System Release 6), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The course syllabus for Education 590 Culminating Experience is presented in the next section, followed by action research projects from fall semester 2006. (Individual papers contain references, figures, and tables.)

This series of reports, "Teachers Are the Center of Education," was developed to highlight the importance of teachers and the quality of their work. This specific report, a partnership among the College Board, the National Writing Project and Phi Delta Kappa International, shines the spotlight on one aspect of teacher work: the revolutionary use of technology to teach writing skills. Teachers were nominated by the College Board and the National Writing Project and were selected to provide a diverse set of disciplines, locations, kinds of schools and student populations, all committed to excellence in education. The stories of all nine nominated teachers are in the report. In each case, a writer spent a day at each school observing the teacher, and then interviewing him or her and recording their conversation. A photographer also visited each school. The final stories reflect only a small portion of the conversations and observations. School data in each profile were obtained from the National Center for Education Statistics. The teachers profiled in this report are: (1) Joel Malley (Cheektowaga High School, Cheektowaga, New York); (2) Katherine Suyeyasu (ASCEND School, Oakland, California); (3) Paul Epstein (Ruffner Elementary School, Charleston, West Virginia); (4) Paige Cole (Apalachee High School, Winder, Georgia); (5) Alejandro Sosa (World Journalism Preparatory, Queens, New York); (6) David Brown (John H. Webster Elementary School, Philadelphia, Pennsylvania); (7) Erin Wilkey (F.L. Schlagle High School, Kansas City, Kansas); and (8) Alina Adonyi and Jennifer Woollven (Eastside Memorial Green Tech High School, Austin, Texas).

This volume presents the 2009 Yearbook of the National Council of Professors of Educational Administration. This year's theme is "Remembering Our Mission: Making Education and Schools Better for Students." This Yearbook contains six parts. Part 1, Invited Chapters, includes the following: (1) President's Message: Remembering Our Mission (Sandra Harris); (2) Preparation and Opportunity (Living Legend 2008) (Marilyn L. Grady); and (3) Teaching and Assessing Dispositions in Principal-Preparation Programs: A Conundrum (Ronald Lindahl). Part 2, Preparation and Professional Development of School Leaders, includes the following: (4) Los Principios y Los Lideres Escolares Del Cambio Democratico: The Principles and the Principals of Democratic Change for Culturally and Linguistically Diverse Students (Betty Alford and Mary Catherine Nino); (5) Preparing Future School Leaders: How Can it be Accomplished Online? (Al Ramirez, Brian Burnett, Sandra S. Meagher, Jaime McMullen Garcia and Regina Lewis); and (6) Front-Line Education Administration (EDAD) Requires Concepts of Schooling Outcomes Beyond Test Scores (C. M. Achilles). Part 3, Theory in Leadership, includes the following: (7) A Comprehensive Theory and Practice of Constructivist Leadership (Arthur Shapiro); and (8) The Synergistic Leadership Theory: A 21st Century Leadership Theory (Beverly J. Irby, Genevieve Brown and LingLing Yang). Part 4, Diversity Issues in Leadership, includes the following: (9) Fostering Resiliency: Making Schools a Better Place for Students with Dyslexia (Christine Butler and Stacey L. Edmonson); (10) Leadership in Children's Books: Bridging Values of Equity in Creating Gender Awareness (Patricia Ann Marcellino and Lori Berman-Wolf); and (11) Leadership for Social Justice: Voices of Female School Principals (Julia Ballenger, Sandra Harris, Janet Tareilo, Sharon Ninness and Sandra Stewart). Part 5, Policy and Standards, includes the following: (12) High School Exit Exams and Conditional Standard Error or "Mis"measurement (Christopher H. Tienken); (13) Money Matters: Making Schools Better for Children--An Equity Study of Mean Per-Pupil Instructional Expenditures Among Property-Wealthy and Property-Poor Small School Districts in Texas (Clyde W. Steelman Jr., E. Jane Irons and Nancy Leffel Carlson); (14) Leadership in the Effective Change Zone: A Case Study of the High-Touch Needs of Educators Implementing the Georgia Performance Standards (Walter S. Polka); and (15) Challenging the Battleship Mentality of Education Leadership and Practice: A Metaphor Borrowed from History (Donald E. Larsen). Part 6, Professional Learning Communities and Leadership, includes the following: (16) Seeking to Make Schools Better for Students: High School Principals Implementing Professional Learning Communities (PLCS) (Caryn M. Wells and Lindson Feun); (17) Looking for the Crossroad: Merging Data Analysis and the Classroom Through Professional Learning Communities Dialogue (Sharion H. Jackson and Rebecca B. Good); and (18) We are True Witnesses on the Side of Those Who are Oppressed: People of Color and Co-Created Leadership (Christa Boske). An author index is included. Individual papers contain tables, figures, references and appendices.

The "Morbidity and Mortality Weekly Report" ("MMWR") Series is prepared by the Centers for Disease Control and Prevention (CDC). Data in the weekly "MMWR" are provisional, based on weekly reports to CDC by state health departments. This issue of "MMWR" contains the following studies: (1) Youth Risk Behavior Surveillance--Selected Steps Communities, United States, 2007 (Shari Shanklin, Nancy D. Brener, Laura Kann, Shannon Griffin-Blake, Ann Ussery-Hall, Alyssa Easton, Erica Barrett, Joseph Hawkins, William A. Harris, and Tim McManus); and (2) Youth Risk Behavior Surveillance--Pacific Island United States Territories, 2007 (Jaclynn Lippe, Nancy Brener, Laura Kann, Steve Kinchen, William A. Harris, Tim McManus, and Nancy Speicher). "Youth Risk Behavior Surveillance--Selected Steps Communities, United States, 2007" summarizes results from surveys of students in 26 Steps communities that conducted surveys in 2007. Results from the 26 Steps communities indicated that a substantial proportion of adolescents engaged in health-risk behaviors that increased their likelihood of becoming obese. "Youth Risk Behavior Surveillance--Pacific Island United States Territories, 2007" summarizes results from surveys of students in grades 9-12 conducted in five territories (American Samoa, Commonwealth of the Northern Mariana Islands, Guam, Republic of the Marshall Islands, and Republic of Palau) during January-June 2007. Across the five Pacific Island territories, the leading causes of mortality among all ages include unintentional injuries, including motor-vehicle crashes; cancer; cardiovascular diseases; stroke; and diabetes. Results from the Youth Risk Behavior Survey (YRBS) indicated that high school students in the Pacific Island territories engaged in behaviors that increased their risk for mortality or morbidity from these causes. Individual studies contain footnotes, references, and tables.

Residence life programs play a key role in recruiting students, helping them make a successful transition to a new institution, and in retaining them, whether students are enrolling for the first time, transferring from another institution, or entering graduate school. Chapters in this book address theories of learning and development, new technologies, the educational potential of residence halls, social justice as a framework for community development, leadership development and civic engagement, and faculty involvement, along with more practical considerations such as security, staffing, and assessment. New to this edition is a chapter addressing residential programs for new transfer and graduate students. Following a list of tables and figures, a foreword by Mary Stuart Hunter, Tracy L. Skipper, & Sallie Traxler, and an introduction & overview by William J. Zeller, this book is organized into the following chapters: (1) The Role of Residence Life Programs in Recruitment, Transition, and Retention (Mimi Benjamin & Craig M. Chatriand); (2) Student Learning and Development: Applications for First-Year Residence Halls (Brad V. Harmon & Merrily S. Dunn); (3) New Students, Emerging Technologies, Virtual Communities, and the College Residential Experience (Richard Holeton); (4) Living-Learning Programs for First-Year Students (Karen Kurotsuchi Inkelas, Matthew Soldner, & Katalin Szelényi); (5) Social Justice as a Strategy for Residence Hall Community Development (Mary L. Hummel); (6) Residential Programs Promoting Students' Academic Success (Gene Luna); (7) Faculty Involvement in Residence Halls: Bridging Faculty and Staff Cultures through Residential Learning Communities (Calvin J. Bergman & Aaron M. Brower); (8) Leadership Development and Advising First-Year Student Leaders (Norbert W. Dunkel and Mary Kay Schneider Carodine); (9) Current Staffing Patterns Supporting First-Year Students (Joel Johnson & James Parker); (10) Residence Hall Architectural Design and the First-Year Experience (Bradford L. Angelini); (11) Safety and Security: An Important Element of First-Year Residence Education (James C. Grimm, Jim Day, and Leslie Atchley); (12) Residential Programs for Other New Students: Serving Graduate and Transfer Students (William J. Zeller); (13) Assessing First-Year Residential Programs (Andrew Beckett and John R. Purdie, II); and (14) Concluding Thoughts: Residence Life's Impact on the First-Year Experience Today and in the Future (Beth M. McCuskey). A section about the contributors is included. Individual chapters contain references.

This is the second book in a series entitled "P-16: The Last Education Reform." It was the purpose of the authors to chronicle the growth of existing state and local P-16 councils and compacts across the United States and to look at what might constitute successful efforts and an ideal relationship between state and local efforts. The methodology utilized is the case study method with reliance on personal observations and Internet-based research. Specific focus is placed on efforts in Ohio, Indiana, Georgia, and Tennessee. On the basis of their findings, authors describe the ideal conditions for both local and state efforts in their conclusions. The authors recommend a Theory of Convergence for a functioning P-16 system involving both state and local efforts which has policy implications for state governance. (Contains a bibliography.) [This report was written with Adrienne O'Neill, Adele Gelb, and Kimberly J. Ross. It was produced by the Stark Education Partnership. The Timken Company Charitable Trust, Inc. provided partial support for this project. For "Book One: Reflections on School Restructuring and the Establishment of Local Preschool through College Compacts," see ED495436.]

The transition from middle school to high school represents a significant event in the lives of adolescents, one that necessitates support from and collaboration among teachers, parents, counselors, and administrators at both educational levels. Successful transitions place particular emphasis on ninth-grade initiatives and can create one of strongest bridges from middle to high school and beyond. This report is a rolled up version of four National High School Center (NHSC) products that had been previously released as individual pieces related to one of the NHSC focus themes: transitions into high school. Included in this publication are: (1) The First Year of High School: A Quick Stats Fact Sheet (Elizabeth Williams and Scott Richman) [ED501080]; (2) Policy Brief: State and District-Level Support for Successful Transitions Into High School (Corinne Herlihy) [ED501074]; (3) Issue Brief: Toward Ensuring a Smooth Transition Into High School (Corinne Herlihy) [ED501075]; and (4) Snapshot: Managing the Transition to Ninth Grade in a Comprehensive Urban High School (Thomas J. Smith) [ED501072]. [This publication was produced by the National High School Center.]

This issue of "SEDL Letter" discusses a variety of subjects, including how to improve instruction for adolescent readers and struggling readers, using literacy coaching as an approach for ongoing professional development, and how to motivate students to read. Also, a visit to Bernalillo, New Mexico, is described to acknowledge how literacy coaches have played a role in helping students at Algodones Elementary School and Bernalillo Middle School become better readers. Another article looks at the effects of Reading First in the SEDL region of Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. Finally, how SEDL is working with teachers in Georgia to help them turn their large numbers of Spanish-speaking students into English-language readers is described.

The IFLA/FAIFE World Report Series is unique. It is the only source based on a systematic data collection process that provides an overview of how libraries around the world are tackling barriers to freedom of access to information and freedom of expression. This year's edition includes 84 country reports which detail the extent of Internet access in libraries worldwide and address three specific areas of concern: Anti-terror legislation; freedom of information laws; and the social responsibilities of libraries such as raising awareness of HIV/AIDS and increasing women's access to information. This publication contains the following sections: (1) Acknowledgments (Susanne Seidelin & Stuart Hamilton); (2) Authors; (3) Preface (Kay Raseroka); (4) Introduction (Susanne Seidelin & Stuart Hamilton); (5) Libraries, Liberty and the USA PATRIOT ACT (Marc Lampson); (6) Freedom of Information Legislation, Libraries, and the Global Flow of Information (Barbara Jones); (7) IFLA and Social Responsibility: A Core Value of Librarianship (Al Kagan); (8) Methodology (Stuart Hamilton & Susanne Seidelin); (9) Country Reports (Stuart Hamilton & Susanne Seidelin); and (10) Analysis and conclusions (Stuart Hamilton & Susanne Seidelin). Seven appendices are included: (1) IFLA/FAIFE World Report 2005 Questionnaire; (2) The IFLA/FAIFE World Report Series; (3) National Security Legislation; (4) Follow-up of the work of the Social Responsibilities Discussion Group; (5) Women's Information Needs; (6) The IFLA Internet Manifesto; and (7) The Glasgow Declaration on Libraries, Information Services and Intellectual Freedom. Individual sections contain notes. [Funding for this report was provided by the German Library Umbrella (BID).]

A central dream of American parents is sending their kids to college. What used to be unusual has now become a necessity if young people are to have a secure life in the middle class in a post-industrial economy. As such, one basic goal of higher education policy should be to make certain that this opportunity is not foreclosed by a family's income or wealth. In a society where 40 percent of students are non-White, it is more important than ever to be sure that minority students can go to college. In a society that does not believe in welfare or social supports, and where fairness rests on supposedly equal access to the education needed for economic success, these should be basic principles. In a society where the cost of college is soaring, affordability is a basic dimension of fairness. Unfortunately, it is being lost in too many state policy changes. This report is divided into the following chapters: (1) State Merit Scholarship Programs: An Overview (Donal E. Heller); (2) The Devil is in the Details: An Analysis of Eligibility Criteria for Merit Scholarships in Massachusetts (Donald E. Heller); (3) Who Are the Students Receiving Merit Scholarships? (Patricia L. Farrell); (4) Georgia's HOPE Scholarship and Minority and Low-Income Students: Program Effects and Proposed Reforms (Christopher Cornwell and David B. Mustard); (5) The New Mexico Lottery Scholarship: Does It Help Minority and Low-Income Students? (Melissa Binder and Philip T. Ganderton); and (6) The Impact of Financial Aid Guarantees on Enrollment and Persistence: Evidence from Research on Indiana's Twenty-First Century Scholars and Washington State Achievers Programs (Edward P. St. John). Individual chapters contain references. (Contains 42 tables and 20 figures.) [Foreword for "State Merit Scholarship Programs and Racial Inequality" written by Gary Orfield.]

The 5-year impacts of mandatory welfare-to-work programs on welfare recipients and their children were examined by using a rigorous research design called a social experiment to examine 11 welfare-to-work programs in 6 states (California, Georgia, Michigan, Ohio, Oklahoma, and Oregon). Four employment-focused and seven education-focused programs were examined. Data were collected from administrative records, state and county welfare payment records, and surveys of mothers and children over the 5-year study. In the absence of welfare-to-work programs, approximately three-fourths of single-parent welfare recipients found jobs and more than half left the welfare roles. Although few of the 11 programs improved on that already-high rate of job finding, nearly all the programs helped single parents work more hours during more quarters of the follow-up period and earn more than they would have in the absence of a program. The most effective program used an employment-focused approach that initially assigned some enrollees to very short-term education and training and others to job search. Impacts for children differed more by program site than by welfare-to-work approach. The following items are appended: table and figure notes; supplementary tables; a survey response analysis; a comparison of impacts estimated from different data sources; and selected impacts for various child survey samples. (Contains 121 tables and 282 references.) (MN)

This document contains three papers on organizational values. "Understanding the Work Beliefs of Nonprofit Executives through Organizational Stories" (Ava S. Wilensky, Carol D. Hansen) reports on a study during which qualitative interviews featuring a story component established that nonprofit executives constitute a diffuse managerial subculture and see themselves operating in a complicated and ambiguous world as they balance business and personnel requirements with the spiritual motivation of their service mission. "Work-Related Values of Managers and Subordinates in Manufacturing Companies in Germany, Georgia, Kazakhstan, the Kyrgyz Republic, Russia, and the United States" (K. Peter Kuchinke) reports on a survey of more than 4,000 respondents from 10 manufacturing companies in 2 Western countries and 4 countries of the former Soviet Union. The study examined the existence of within-country and between-country variation in cultural dimensions, differences between the values of managers and those of their subordinates, and the influence of demographic factors on culture. "Valuing the Employment Brand: Attracting Talent That Fits" (Diane M. Bergeron) argues that employment branding benefits both individuals and organizations, functions as a recruiting tool in a competitive labor market, and communicates the organization's values and work environment to potential applicants. All three papers include substantial bibliographies. (MN)

The impact of one-stop career centers on the U.S. Employment Service (ES) program was examined through case studies of one-stop initiatives in the following states: Georgia; Ohio; California; Iowa; Oregon; Massachusetts; Texas; Utah; and Wisconsin. Of the nine case study states, only Georgia had not begun instituting a one-stop career center system as of 1997. Ohio, California, Massachusetts, and Oregon were using various forms of interagency agreements to foster cooperation of ES with job training and other agencies at one-stops. Iowa, Utah, Wisconsin, and Texas had created new consolidated agencies. The following were among the 17 conclusions and suggestions emerging from the study: (1) state legislation should continue to encourage workforce service agency consolidation; (2) the ES must have the lead role in one-stop centers; (3) however state agencies are organized, one-stops should provide integrated services for the greatest number of programs possible; (4) strategies to involve employers in state workforce development activities should be emphasized; and (5) the ES's role in ensuring prompt reemployment of unemployment insurance recipients needs continued emphasis. (A table detailing selected ES productivity and funding measures in the nine case study states and nationwide and a discussion of consolidated workforce development agencies are appended.) (MN)

This collection of papers is divided into three parts. Part 1, "Changing Patterns: Curricular Implications," includes "Basic Assumptions Revisited: Today's French and Spanish Students at a Large Metropolitan University" (Gail Guntermann, Suzanne Hendrickson, and Carmen de Urioste) and "Le Francais et Mort, Vive le Francais: Rethinking the Function of French" (H. Jay Siskin, Mark A. Knowles, and Robert L. Davis). Part 2, "Changing Patterns: Student Populations," includes "Do German Students Hold Gender Biases about Their TAs?" (Monika Chavez); "Teaching Chinese to the Chinese: The Development of an Assessment and Instructional Model" (Scott McGinnis); "Students Classified as Learning Disabled and the College Foreign Language Requirement: A Case Study of One University" (Richard L. Sparks, Lois Philips, and Leonore Ganschow); "Changing Demographics in Foreign Language Study and the Impact Upon Two-Year Colleges: A Case Study from Georgia" (Carol A. Wilkerson); and "Communication Policy for a Unique Bilingual Community: The National Technical Institute for the Deaf" (Christine Monikowski and Donna E. Gustina). Part 3, "Pedagogical Models," includes "The Foreign Language Class: A Forum for Intercultural Communication" (Gloria Sawicki) and "A Cognitive Model for the Teaching of the Literary Elements in the Second-Year Language Class" (Joan F. Turner and Glynis Cowell). (Papers contain references.) (SM)

Five projects are reported that examined factors related to adult learning in nontraditional environments. "Conrad, Montana: A Community of Memories" (Janice Counter, Lynn Paul, and Gary Conti) reports on a group of adults who for over 40 years have been active in building a better community for friends, relatives, and themselves. A 17-item bibliography lists archives, interviews, and articles, books, and records. "Investing in the Capital Assets of Adults" (Allen Moore) assesses the broad economic implications for a Southern community of its citizens' participation in educational activities. "Contrasting Foundations for Learning and Teaching: Selfhood in China and the United States" (Daniel Pratt) examines the influence of cultural traditions on learners. A model is proposed for how people develop a sense of self. "Educational Barriers to Rural Adults" (Stanley Easton) focuses on barriers to educational participation for adult learners in the rural Northwest. "Development and Utilization of Professional Literature: A Survey of Adult Education Professors" (Ralph Brockett) examines the creation of knowledge in an organizational culture. (YLB)

"Safe Is Not Enough" illustrates how educators can support the positive development of LGBTQ students in a comprehensive way so as to create truly inclusive school communities. Using examples from classrooms, schools, and districts across the country, Michael Sadowski identifies emerging practices such as creating an LGBTQ-inclusive curriculum; fostering a whole-school climate that is supportive of LGBTQ students; providing adults who can act as mentors and role models; and initiating effective family and community outreach programs. While progress on LGBTQ issues in schools remains slow, in many parts of the country schools have begun making strides toward becoming safer, more welcoming places for LGBTQ students. Schools typically achieve this by revising antibullying policies and establishing GSAs (gay-straight student alliances). But it takes more than a deficit-based approach for schools to become places where LGBTQ students can fulfill their potential. In "Safe Is Not Enough," Michael Sadowski highlights how educators can make their schools more supportive of LGBTQ students' positive development and academic success. [Foreword written by Kevin Jennings.]

Over the years, a number of interventions aimed at increasing student engagement and performance have been implemented in higher education. Some of these, labeled high-impact practices (HIPs), when done well, have led to documented evidence of student success. Two approaches that have been identified as HIPs--first-year seminars and learning communities--are often brought together into what is referred to here as first-year seminar/learning community (FYS/LC) programs. In this book, authors from both two- and four-year colleges and universities across the country explore the rationale for offering these combined programs, make suggestions for successfully implementing and supporting them, and provide snapshots of a variety of existing FYS/LC structures. Following a foreword (Tracy L. Skipper), and an introduction (Janine Graziano and Lauren Chism Schmidt), this book is divided into two parts. Part I: "Rationale for and Implementation of Combined Programs," contains the following chapters: (1) The Case for Connecting First-Year Seminars and Learning Communities (Ashley Finley and George D. Kuh); (2) National Practices for Combining First-Year Seminars and Learning Communities (Jean M. Henscheid, Tracy L. Skipper, and Dallin G. Young); (3) Administering Combined First-Year Seminar and Learning Community Programs (Nia Haydel and Liya Escalera); (4) Teaching in Combined Programs (Lisa Dresdner and Ruthanna Spiers); and (5) What Should We Be Assessing and Why? (Michele J. Hansen and Maureen A. Pettitt ). Part II: "Contexts for Implementation: Models From Two- and Four-Year Institutions" presents the following case studies: (1) Inviting the Mother Tongue and a First-Year Seminar to Promote Success among Spanish-Speaking ESL Students. (Andrea Parmegiani--Bronx Community College); (2) The Metro College Success Program: Redesigning the First Two Years of College (Vicki Legion--City College of San Francisco and Mary Beth Love--San Francisco State University); (3) The Targeted Learning Community: A Comprehensive Approach to Promoting the Success of First-Year Students in General Chemistry (Hillary H. Steiner, Michelle L. Dean, Stephanie M. Foote, and Ruth A. Goldfine--Kennesaw State University); (4) Common Courses: A Developing Linked Coursework Perspective (Hilary L. Lichterman, Daniel B. Friedman, Amber Fallucca, and Jason E. Steinas--The University of South Carolina; (5) Need a Little TLC? Incorporating First-Year Seminars in Themed Learning Communities (Stephanie Zobac, Kelly Smith, Julia Spears, and Denise Rode--Northern Illinois University); (6) Writing Across the Curriculum Through Community Engagement: Exploring the Foster Care System in a Thematic Living and Learning Community (Richie Gebauer and Michelle Filling-Brown--Cabrini College); and (7) Advancement via Individual Determination (AVID) (Lauren Smith, Aslinn Arcuri, and Matthew Farina--Mt. Hood Community College). This book also contains a Conclusion (Lauren Chism Schmidt and Janine Graziano), an index, and a section about the contributors. (Individual chapters and case studies contain references.)

Ethical practice in engineering is critical for ensuring public trust in the field and in its practitioners, especially as engineers increasingly tackle international and socially complex problems that combine technical and ethical challenges. This report aims to raise awareness of the variety of exceptional programs and strategies for improving engineers' understanding of ethical and social issues and provides a resource for those who seek to improve ethical development of engineers at their own institutions. This publication presents 25 activities and programs that are exemplary in their approach to infusing ethics into the development of engineering students. It is intended to serve as a resource for institutions of higher education seeking to enhance their efforts in this area. The following are appended: (1) Thank You to All the Contributors; and (2) Map of Exemplary Programs and Activities.

"Higher Education and Employability" makes a crucial contribution to the current reassessment of higher education in the United States by focusing on how colleges and universities can collaborate with businesses in order to serve the educational and professional interests of their students. Drawing on his extensive experience with universities and the business world, Peter J. Stokes argues that the need for closer alignment between the two sectors has never been more critical--and that the opportunities for partnership have never been greater. This book includes a series of trenchant case studies of particular universities that have developed ambitious collaborative programs--New York University, Northeastern University, and the Georgia Institute of Technology. Incisive and practical, this book surveys the full range of current partnerships between businesses and higher education and points to opportunities that will best serve students now and in the future. [Foreword written by Louis Soares.]

Although the federal government invests substantial resources into student financial aid, states have the primary responsibility for policies that raise overall higher educational attainment and improve equity across groups. The importance of understanding how states may accomplish these goals has never been greater, as educational attainment is increasingly required for economic and social well-being of individuals and society. Drawing on data collected from case studies of the relationship between public policy and higher education performance in five states--Georgia, Illinois, Maryland, Texas, and Washington--"The Attainment Agenda" offers a framework for understanding how state public policy can effectively promote educational attainment. Laura W. Perna and Joni E. Finney argue that there is no silver bullet to improve higher education attainment. Instead, achieving the required levels of attainment demands a comprehensive approach. State leaders must consider how performance in one area (such as degree completion) is connected to performance in other areas (such as preparation or affordability), how particular policies interact to produce expected and unexpected outcomes, and how policy approaches must be adapted to reflect their particular context. The authors call for greater attention to the state role in providing policy leadership to advance a cohesive public agenda for higher education and adopting public policies that not only increase the demand for and supply of higher education but also level the playing field for higher educational opportunity. The insights offered in "The Attainment Agenda" have important implications for public policymakers, college and university leaders, and educational researchers interested in ensuring sustained higher education attainment. [Foreword written by Patrick M. Callan.]

"The Redesign of Urban School Systems" provides a uniquely valuable resource for anyone involved in preparing education leaders for the political and practical realities of district-based school reform. Edited by two leading experts in education reform, this absorbing volume brings together twelve teaching cases on urban school governance developed specifically for training school boards and district leaders. The cases illustrate major shifts in district-wide reform, from traditional, hierarchical, compliance-driven bureaucracies to high-performing, student-centered systems. Richly detailed, fast-paced, and incisive, they describe real-life situations in which district leaders and school boards grapple with district wide reform efforts.

The Morehouse School of Medicine in Atlanta, Georgia, is one of only four predominantly Black medical schools in the United States. Among its illustrious alumni are surgeons general of the United States, medical school presidents, and numerous other highly regarded medical professionals. This book tells the engrossing history of this venerable institution. The school was founded just after the civil rights era, when major barriers prevented minorities from receiving adequate health care and Black students were underrepresented in predominantly White medical schools. The Morehouse School of Medicine was conceived to address both problems--it was a minority-serving institution educating doctors who would practice in underserved communities. The school's history involves political maneuvering, skilled leadership, dedication to training African American physicians, and a mission of primary care in disadvantaged communities. Highlighting such influential leaders as former Health and Human Services Secretary Louis W. Sullivan, "The Morehouse Mystique" situates the school in the context of the history of medical education for Blacks and race relations throughout the country. The book features excerpts from personal interviews with prominent African American doctors as well as with former presidents Jimmy Carter and George H. W. Bush, who reveal how local, state, and national politics shaped the development of Black medical schools in the United States. The story of the Morehouse School of Medicine reflects the turbulent time in which it was founded and the lofty goals and accomplishments of a diverse group of African American leaders. Their tireless efforts in creating this eminent Black institution changed the landscape of medical education and the racial and ethnic makeup of physicians and health care professions. (Contains 28 halftones and 1 line drawing.) ["The Morehouse Mystique: Becoming a Doctor at the Nation's Newest African American Medical School" was written with Louis W. Sullivan.]

This book demonstrates through case studies and expert analyses the impressive educational gains children can make when the best educational research, policy, and practice are aligned. This volume is a valuable resource to aspiring leaders, educational researchers, and current practitioners and a must-read for anyone who cares about the public education system. This book contains: (1) The Urban Superintendents Program Leadership Framework (Larry Leverett); (2) A Superintendent's Entry (Leslie Boozer); (3) Communicating the Vision, which includes: Breathing Life into Your Vision (Holly Weeks); Meria Joel Carstarphen, St. Paul Public Schools: Where Imagination Meets Destination (Leslie Boozer and Laura Kelley); Communicating to Change the Culture (Brian G. Osborne); (4) Strategic Planning, which includes: Planning to Succeed: Strategic Approaches for Every Superintendent (Janice Jackson); Maria Goodloe-Johnson, Seattle Public Schools: The Strategy Behind the Plan (Leslie Boozer and Laura Kelley); The Best Laid Plans... (Maree Sneed); (5) Instructional Improvement, which includes: Leading Learning in Urban Schools (Richard F. Elmore); Deborah Jewell-Sherman, Richmond Public Schools: Getting to the Heart of the Work (Kristy Cooper, Laura Kelley, Leslie Boozer, and Aaliyah El-Amin); Building New Structures and Options for Success (Rudy F. Crew); (6) School Boards and Unions, which includes: Moving Ahead with School Boards and Teachers Unions (Susan Moore Johnson); Andr'es Alonso, Baltimore City Public Schools: The Superintendent and Board Partnership (Laura Kelley and Leslie Boozer); Pragmatic Radicalism: The Superintendent as Catalyst, Capacity Builder, and Concertmaster (Joshua P. Starr); (7) Realigning Resources, which includes: Strategic Resource Allocation: The Superintendent's Perspective (James P. Honan); Arlene Ackerman, School District of Philadelphia: The Quest for Educational Equity (Leslie Boozer and Laura Kelley); The Equity Fight in Utica, Michigan (Christine M. Johns); (8) Community Engagement, which includes: Why Family and Community Partnerships Are Important to District Reform (Karen L. Mapp); Beverly Hall, Atlanta Public Schools: From the Living Room to the Boardroom (Laura Kelley, Leslie Boozer, and Drew Echelson); Hit the Ground Listening (Carol Johnson and Michele Brooks); (9) Scaling Up, which includes: Scaling Up: The Key to School Improvement (Robert S. Peterkin); Rudy Crew, New York City Public Schools: Instilling Success in Every School (Laura Kelley and Leslie Boozer); Scaling Up Connections (Amalia Cudeiro); (10) Sustaining Improvement over Time, which includes: Replicating the "Long Beach Way" (Carl A. Cohn); Chris Steinhauser, Long Beach Unified School District: Eluding the Allure of Quick Fixes (Leslie Boozer and Laura Kelley); Building and Sustaining Improvement over Time: The Austin Story (Pascal D. Forgione Jr.); and (11) Exiting the Superintendency (Laura Kelley). An epilogue, "Demography Is Not Destiny!" by Deborah Jewell-Sherman, and an index are included.

The main aim of the Tempus programme is to support the modernisation of higher education in Partner Countries outside the European Union. The targeted regions include Eastern Europe, Central Asia, Western Balkans and the Southern Mediterranean, with a total of 29 Partner Countries participating in the programme. In the field of cooperation in education, Tempus is one of the first programmes launched by the EU and it celebrated its 20 years of existence in 2010. The higher education systems of the Tempus Partner Countries operate in different realities and are based on a variety of historical traditions. Some similarities can be found between the higher education systems in certain regions, but each country has its own features and ambitions. The attached descriptions of higher education systems in the Tempus Partner Countries provide a tool for those who are either planning or already carrying out projects within Tempus. This document forms part of a series of four publications which have been produced for each of the regions covered by Tempus. This publication focuses on the Eastern Europe countries. The descriptions consist of a general presentation of the higher education system in each country, information on current challenges and trends, information on the implementation of the Bologna process and on the participation in the Tempus and Erasmus Mundus programmes. They provide a snapshot of the situation in 2010, but it should be kept in mind that reality evolves at a high speed and that the constant developments in higher education cannot be reflected in these documents. Individual sections contain bibliographical references and websites. (Contains 11 footnotes.)

In a time of transformation in higher education, "Leading Change: How Boards and Presidents Build Exceptional Institutions" fills a significant void in leadership literature and focuses on the changing level of board engagement. This book examines 18 institutions, across the spectrum of higher education, at which the board played a significant collaborative role with the president, the leadership team and the faculty to lead change. Whether facing major challenges or striving to re-envision their institution, change-adept boards share two common traits: an energetic engagement with the college or university and a productive partnership with the president. Written by Terrence MacTaggart, "Leading Change" identifies the attributes and practices that create change-adept leadership, providing practical tools and sound advice for presidents, board members, institutional leaders and others committed to improving higher education. Part tour guide, part provocateur, MacTaggart leads us on a journey through different types of transformational changes that took place at very different institutions. Through the journey, we learn what role boards play in this kind of change, how board members effectively partner with presidents at these change-adept institutions, and why some boards, including presidents and chancellors, are able to navigate successfully through change when others aren't. Among the essential topics covered in "Leading Change" are: (1) How board members and presidents at change-adept institutions engage in effective partnerships; (2) Why some boards, presidents, and chancellors navigate change successfully when others do not; (3) Building the change-adept board; (4) The board's role in pursuing high aspirations; (5) How good institutions can become even better through strategic change; and (6) Lessons learned about change: Collaboration, strategy and metrics, and good governance are all essential to effective leadership. Case studies are appended. A list of resources is included. (Contains 19 figures and 17 footnotes.)

Hyper-accountability, corporatization, deficit ideology, and Ruby Payne's preparation of teachers to comply with these and other atrocities are not merely markers of philosophical shifts in education. They are manifestations of a neoliberal remaking of public schooling into a private and corporate enterprise. Collectively, these trends are seen not just as an imposition, but as an assault on quality pedagogy; an assault on democratic ideals of equity and social justice; and an assault on kids compelled to participate simply because they are public school students. This edited collection is a response by critically-minded educators, activists, and scholars--both a reaction to and a call to action against these vilifications. It is critical reading for students, professors, administrators, and policy makers involved in public education. Contents of this book include: (1) Introduction (Roberta Ahlquist, Paul C. Gorski and Theresa Montano); (2) The 'Empire" Strikes Back via a Neoliberal Agenda: Confronting the Legacies of Colonialism (Roberta Ahlquist); (3) What We Don't Talk About When We Talk About "The Achievement Gap" (Sue Books); (4) Can Standardized Teacher Performance Assessment Identify Highly Qualified Teachers? (Ann Berlak); (5) Anti-Democratic Militaristic Education: An Overview and Critical Analysis of KIPP Schools (Brian Lack); (6) Exposing the Myths of the Corporate City: Popular Education and Political Activism in Atlanta (Richard Lakes, Paul McLennan, Jennifer Sauer and Mary Anne Smith); (7) Ground Zero in a Corporate Classroom (Lisa Martin); (8) Why Aren't We More Enraged? (Virginia Lea); (9) Unlearning Deficit Ideology and the Scornful Gaze: Thoughts on Authenticating the Class Discourse in Education (Paul C. Gorski); (10) A Framework for Maintaining White Privilege: A Critique of Ruby Payne (Monique Redeaux); (11) Undoing Ruby Payne and Other Deficit Views of English Language Learners (Theresa Montano and Rosalinda Quintanar-Sarellana); and (12) What's Class Got to Do with It? A Pedagogical Response to a Deficit Perspective (Julie Keown-Bomar and Deborah Pattee). [Foreword by Annette Henry.]

"The Castle in the Classroom" describes a year in a kindergarten classroom as the children embark on literary exploration. Each child approaches the journey from a different perspective--some are self-sufficient, others more hesitant; some are literary adventurers, others shyly reluctant. The detailed focus lessons throughout the book use the power of stories--personal narratives, folktales, and fairy tales--to deepen the literary experience so that reading and writing become as much a part of kindergarten as playing and pretending are. As the book progresses through the year, teachers will find a wealth of resources, including practical models to teach strategies and skills; effective teaching schedules; ways to address, challenge, expand, and celebrate student learning; examples of student work; parent education materials; and ideas on how to manage assessment. By the end of the year, your students--like those in Ranu's class--will have built on their love of story-telling to establish a strong literacy foundation. [Foreword by Georgia Heard.]

Organizing for Student Success draws on data from more than 50 institutions to provide insight into how university colleges are organized, the initiatives they house, and the practices in place to ensure their effectiveness. Twenty case studies from 15 different campuses offer an in-depth understanding of institutional practice. Ultimately, university colleges are not only a structure for organizing educational experiences but also a catalyst for creating institutional change. An invaluable resource for first-year experience steering committees, general education reform committees, and other groups or administrators charged with reorganizing and revitalizing the delivery of undergraduate education. Following a list of tables and figures, a preface by Jennifer R. Keup & Carter Hammett-McGarry, a foreword by Betsy O. Barefoot & John N. Gardner; and an introduction by Scott E. Evenbeck & Dorothy Ward, this book is organized into the following chapters: (1) University Colleges: Flexible Structures for Serving Undergraduate Students (Randy L. Swing & Julie S. Alexander-Hamilton); (2) Collaborations for Entering Student Success (Frank E. Ross & Maggy Smith); (3) Dynamic Engagement With the Undergraduate Curriculum (Barbara Jackson); (4) Holistic Support for Learning (Dorothy Ward); (5) Comprehensive University College Assessment: The Importance of Assessing Students' Needs, Program Processes, and Critical Outcomes (Michele J. Hansen, Scott E. Evenbeck, & Gayle Williams); (6) Resource Management in the University College (Maggy Smith & Scott E. Evenbeck); and (7) The University College: A Context for Student Success and Institutional Change (Scott E. Evenbeck, Maggy Smith, & Dorothy Ward). Chapters 2-5 contain university case studies. The following are appended: (1) Responding Institutions; (2) University College Survey; and (3) Resources for University College Work. A section about the contributors is included.

High-quality pre-K that really improves children's outcomes--that's the goal early childhood professionals will work toward with this groundbreaking text, the first volume in the NEW National Center for Research on Early Childhood Education (NCRECE) series. Combining the most current knowledge of top researchers, policy makers, and federal and state officials, this book examines where pre-K is today and inspires decision-makers with programs. With this in-depth examination of the latest research and practice, readers will be better prepared to: (1) make a compelling argument for supporting high-quality pre-K, articulating how it boosts children's school readiness and academic performance; (2) address the complex challenges of expanding pre-K at the national and state level; (3) understand the pros and cons of different types of pre-K programs: universal vs. targeted, whole day vs. part day, centralized vs. local, one curriculum vs. many; and (4) make informed decisions about the most important issues in program development. To find out what's already working in pre-K program development, readers will get an inside look at five successful state-level programs in New York, Maryland, Louisiana, Georgia, and North Carolina. Through detailed analyses of each program's characteristics, these extended case examples give decision-makers a template for effective, child-centered early education. An essential resource for policy makers, researchers, and teacher educators, this important volume will help early childhood professionals make progress toward their ultimate goal: pre-K that responds to children's changing needs, helps close the achievement gap, and ensures school readiness. Following a Foreword by Richard M. Clifford, this book contains nine chapters divided into two sections (National Level Concerns and Implementation at the State Level). The chapters are: (1) An Overview of Prekindergarten Policy in the United States: Program Governance, Eligibility, Standards, and Finance (W. Steven Barnett, Allison H. Friedman, Jason T. Hustedt, and Judi Stevenson-Boyd); (2) Assessing the School Readiness Needs of a State (Thomas Schultz); (3) Models for Financing State-Supported Prekindergarten Programs (Anne W. Mitchell); (4) Comparing Universal and Targeted Prekindergarten Programs (Aryn M. Dotterer, Margaret Burchinal, Donna M. Bryant, Diane M. Early, and Robert C. Pianta); (5) Research Evidence About Program Dosage and Student Achievement: Effective Public Prekindergarten Programs in Maryland and Louisiana (Craig T. Ramey, Sharon Landesman Ramey, and Billy R. Stokes); (6) Georgia's Prekindergarten Program: Bright from the Start (Marsha H. Moore); (7) North Carolina More at Four Prekindergarten Program: A Case Study of Funding versus Quality and Other Issues in Large-Scale Implementation (Carolyn T. Cobb); (8) Implementing Large-Scale Prekindergarten Initiatives: Lessons from New York (Moncrieff Cochran); and (9) Emerging Issues in Prekindergarten Programs (Youngok Jung, Carollee Howes, and Robert C. Pianta).

What really works in alternate assessment based on alternate achievement standards? Every state is working to know the answer--both to comply with federal requirements for evaluating students with severe cognitive disabilities, and to ensure that all students reach their full potential. This comprehensive book is the first to gather today's best knowledge about alternate assessments so professionals can act quickly to shape the future of this rapidly developing field. An urgently needed resource for assessment developers, researchers, policy makers, special education directors, and students in graduate-level courses in both special education and assessment, this book is a rigorous investigation of the challenges, recent successes, and key components of assessing alternate achievement standards. Following About the Editors, About the Contributors, a Foreword: (Martha L. Thurlow), and a Preface, this book is divided into three sections. Section I, Conceptualizing Alternate Assessment, presents: (1) Who Are the Children Who Take Alternate Achievement Standards Assessments? (Jacqueline F. Kearns, Elizabeth Towles-Reeves, Harold L. Kleinert, & Jane Kleinert); (2) Understanding the Construct to Be Assessed (Stephen N. Elliott); (3) Sampling the Domain for Evidence of Achievement (Gerald Tindal); (4) Public Policy and the Development of Alternate Assessments for Students with Cognitive Disabilities (Susan L. Rigney); (5) Alignment of Alternate Assessments with State Standards (Diane M. Browder, Shawnee Wakeman, & Claudia Flowers); (6) Conceptualizing and Setting Performance Standards for Alternate Assessments (Steve Ferrara, Suzanne Swaffield, & Lorin Mueller); (7) An Introduction to Validity Arguments for Alternate Assessments (Scott F. Marion & Marianne Perie); and (8) The Long and Winding Road of Alternate Assessments: Where We Started, Where We Are Now, and the Road Ahead (Rachel F. Quenemoen). Section II, Alternate Assessment in Action, continues with: (9) Assessing All Students in Connecticut (Peter Behuniak & Joseph Amenta); (10) Georgia Alternate Assessment: A Portfolio Assessment for Students with Significant Cognitive Disabilities (Melissa Fincher & Claudia Flowers); (11) The Alternate Maryland School Assessment (Sharon E. Hall, Martin D. Kehe, & William D. Schafer); (12) Alternate Assessment in Massachusetts: Approaches and Validity (Daniel J. Wiener & Charles A. DePascale); (13) The Mississippi Alternate Assessment of Extended Curriculum Frameworks: Purpose, Procedures, and Validity Evidence Summary (Stephen N. Elliott, Andrew T. Roach, Kristopher J. Kaase, & Ryan J. Kettler); (14) Test Design and Validation of Inferences for the Oregon Alternate Assessment (Dianna Carrizales & Gerald Tindal); and (15) The South Carolina Alternate Assessment (Lorin Mueller, Steve Ferrara, Suzanne Swaffield, & Douglas G. Alexander). Section III, The Future of Alternate Assessment, contains: (16) Considering the Consequences of Alternative Assessments (Peter Behuniak); (17) Which Came First--The Curriculum or the Assessment? (Diane M. Browder, Shawnee Wakeman, & Claudia Flowers); (18) Key Issues in the Use of Alternate Assessments: Closing Comments to Open More Discussion and Exploration of Solutions (Stephen N. Elliott); (19) Psychometric Rigor for Alternate Assessments: For the Sake of Interpretation, Not Rigor (Steve Ferrara); (20) Does the Emperor Have New Clothes? (Claudia Flowers); (21) Some Key Considerations for Test Evaluators and Developers (Scott F. Marion); (22) Toward a Straighter Road (Rachel F. Quenemoen); (23) How Should States Move Forward? (Susan L. Rigney); (24) Principles Unique to Alternate Assessments (William D. Schafer); (25) Reflections on the Alternate Assessment in Oregon (Gerald Tindal); and (26) Essential Truths About Alternate Assessments (Daniel J. Wiener). An index is also included.

This newsletter focuses on the importance of reading and writing skills in all educational and career pathways. It includes a variety of strategies for integrating reading and writing skills across the curriculum--in academic, career/technical and fine arts courses--in ways that improve student achievement in reading and writing and in the content area. This issue asserts that if students cannot read and write for learning, they will struggle with--and potentially fail--the courses needed to graduate from high school and enter postsecondary education and careers. Many schools in the "High Schools That Work" ("HSTW") network have implemented wall-to-wall literacy programs to strengthen reading and writing for learning in every academic and career/technical (CT) classroom. Other schools have designed programs to target the reading and/or writing weaknesses of particular groups of students. These schools know that literacy for learning is every teacher's responsibility in preparing students for success in a knowledge-based economy. Articles in this issue include: (1) Literacy Initiative Pays Off in Higher Achievement; (2) Focusing on Fun in a Schoolwide Literacy Campaign; (3) Training Helps Career/Technical Instructors Promote Literacy; (4) Urban School Takes Action to Promote Literacy; (5) All Teachers Take Responsibility for Increasing Literacy; (6) International Project Builds Literacy at Suburban School; (7) Teachers Increase Reading and Writing in All Classrooms; (8) Computer Students Gain Confidence through Inspirational Reading; (9) Focused Writing: Moving Beyond Spell Checker; (10) Students Select Favorite Formats for Reports; (11) Writing Program Raises Achievement on Graduation Test; (12) Portfolios Encourage Students to Upgrade Skills and Activities; (13) Preparing Teachers to Build Students' Reading, Writing and Learning Skills; and (14) School Increases Reading Skills for Job Success. [This newsletter of "best practices" in implementing the "High Schools That Work" ("HSTW"), "Making Middle Grades Work" ("MMGW") and "Technology Centers That Work" ("TCTW") school improvement models is based on presentations at the 22nd Annual "HSTW" Staff Development Conference in Nashville, Tennessee, in July 2008.]

In a global society and economy, education and training is essential to a nation's competitiveness and to the standard of living of its people. The need to open the doors of higher or further education beyond the relatively limited enrollments in elite and selective universities has spawned a movement to develop or expand institutions that are less expensive, accessible, flexible, and tied to business and industry. This book describes the systems that have developed in over 20 countries to meet these needs, covering the historical development of the systems, as well as how they are addressing national mandates for preparing the workforce for the challenges of the global economy. Countries highlighted in this book include: Australia, Canada, Chile, China, Denmark, Dominican Republic, England, French West Africa, Georgia, Hong Kong, India, Ireland, Japan, Mexico, Netherlands, New Zealand, South Africa, Spain, Thailand, United Arab Emirates, and Vietnam. [Individual chapters contain references.]

Living in an age of communication, literacy is an extremely integral part of our society. We are impacted by literature during our infancy, childhood, adolescence, and adulthood. "Literacy for the New Millennium" includes information from specialists in the field who discuss the influence of popular culture, media, and technology on literacy. Together, they offer a comprehensive outline of the study and practice of literacy in the United States. "Adolescent Literacy," the third volume, covers supplementary literacy programs for at-risk adolescents, literacy tutors, young adult literature, gender issues, digital literacy, and blogging. After a set preface and a preface to the volume, this book is divided into three parts. Part I, Issues and Trends in Adolescent Literacy, contains the following chapters: (1) Redefining Adolescent Literacy Instruction (Donna E. Alvermann and Amy Alexandra Wilson); (2) Adolescent Literacy toward Global Citizenship (Katherine Schultz, Lalitha Vasudevan, and Rachel Throop); (3) Policy and Adolescent Literacy (Bob Fecho, Christine A. Mallozzi, and Katherine Schultz); and (4) Reading Assessment for Adolescents (Terry Salinger). Part II, Best Practices in Adolescent Literacy Instruction, presents: (5) An Overview of Secondary Literacy Programs (Barbara J. Guzzetti and Leslie S. Rush); (6) Reconfiguring Literacy Instruction and Labs in Secondary Schools (David O'Brien); (7) Middle School Literacy (K. Denise Muth, Diana J. Durbin, and Shawn M. Glynn); (8) Content Literacy: Reading, Writing, Listening, and Talking in Subject Areas (David W. Moore); (9) Exemplary Young Adult Literature: The Best Books for Adolescents (James Blasingame, Jr.); (10) Motivating Adolescents in Literacy (Jeanne Swafford); (11) Critical Literacy and Adolescents (James R. King, Steven Hart, and Deborah Kozdras); and (12) I Used to Treat All the Boys and Girls the Same: Gender and Literacy (Heather Blair). Part III, Adolescent Literacy beyond the Classroom, continues with: (13) Digital Literacies (Cynthia Lewis, Kevin Leander, and Xiqiao Wang); (14) Linking Popular Culture to Literacy Learning and Teaching in the Twenty-First Century (Margaret C. Hagood); (15) In Their Words, Sounds, and Images: After-School Literacy Programs for Urban Youth (Eliane Rubinstein-Avila); (16) Bridging the Continents of Difference: Family Literacy with Adolescents (Sharon Kane); and (17) Resources for Adolescent Literacy (Thomas W. Bean and Jennifer J. Wimmer). (Individual chapters contain references.) [For "Volume 2: Childhood Literacy," see ED498283.]

As a result of No Child Left Behind (NCLB) legislation and the reauthorization of Individuals with Disabilities Education Act (IDEA) 2004, Response to Intervention (RTI) is now a mandated process for documenting the existence or nonexistence of a learning disability. For educators new to the RTI approach, this text presents an overview of key concepts with guidelines for accountability practices that benefit students in inclusive classrooms. Presenting the three tiers of RTI techniques, the authors demonstrate how general and special education teachers can use research-based interventions to individualize instruction, monitor individual student progress, and implement strategies to meet the specific needs of all students. Response to Intervention assists educators with the basic and necessary steps to provide students with a Fair and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE), and includes: (1) Vignettes, examples, and forms based on the problem-solving and standards-based approaches to RTI; (2) A chapter illustrating how RTI techniques benefit students who are economically underprivileged and/or culturally and linguistically diverse and (3) A chapter devoted to Frequently Asked Questions. The text also includes charts and reproducibles for use as educators implement programs to document how individual students respond to specific educational interventions. Following an open letter to educators as preface, acknowledgments, authors' and contributors' information, the book contains the following five chapters: (1) Response To Intervention; (2) Implementation of a Standard Treatment Protocol RTI; (3) Implementation of a Problem Solving RTI; (4) Implementing RTI to Meet the Needs of All Learners and (5) Will RTI Work? On-going Questions. The following appendices are included: (1) Appendix A. RTI Needs Assessment; (2) Appendix B. The Georgia Pyramid of Intervention; (3) Appendix C. RTI Summary Forms; (4) Appendix D. Where Do General Educators Find the Time to Do RTI?; (5) Appendix E. Resources for RTI Interventions and (6) Appendix F. Using Response to Intervention for Inappropriate Behaviors. An index is included. [Published in Association with A Joint Publication With the Council for Exceptional Children.]

This straightforward and inspiring book takes readers into schools where educators believe--and prove--that all children, even those considered "hard-to-teach," can learn to high standards. Their teachers and principals refuse to write them off and instead show how thoughtful instruction, high expectations, stubborn commitment, and careful consideration of each child's needs can result in remarkable improvements in student achievement. The following chapters are included in this book: (1) Spelunking through the Data; (2) Frankford Elementary School, Frankford Delaware; (3) University Park Campus School, Worcester Massachusetts; (4) Oakland Heights Elementary School, Russellville, Arkansas; (5) Elmont Memorial Junior-Senior High School, Elmont, New York; (6) Lincoln, Elementary School, Mount Vernon, New York; (7) Dayton's Bluff Achievement Plus Elementary School, St. Paul Minnesota; (8) Centennial Place Elementary School, Atlanta, Georgia; (9) Lapwai Elementary School, Lapwai Idaho; (10) Granger High School, Granger, Washington; (11) M. Hall Stanton, Elementary School, Philadelphia, Pennsylvania; (12) West Jasper Elementary School, West Jasper, Alabama; (13) East Millsboro Elementary School, East Millsboro, Delaware; (14) Capitol View Elementary School, Atlanta, Georgia; (15) Port Chester, Middle School, Port Chester, New York; and (16) The Benwood Initiative, Chattanooga, Tennessee. Also included is Conclusion" What Can We Learn, and an Index. [Foreword by Kati Haycock.]

Since 2001-2002, standards-based accountability (SBA) provisions of the No Child Left Behind Act of 2001 (NCLB) have shaped the work of public school teachers and administrators in the United States. NCLB requires each state to develop content and achievement standards in several subjects, administer tests to measure students' progress toward these standards, develop targets for performance on these tests, and impose a series of interventions on schools and districts that do not meet the targets. Many states had such systems in place before NCLB took effect, but, since 2001-2002, every state in the United States has had to develop and implement an SBA system that met the requirements of the law, and its provisions have affected every public school and district in the nation. This book sheds light on how accountability policies have influenced attitudes and been translated into actions at the district, school, and classroom levels in three states, with a focus on mathematics and science. SBA is leading to an increased emphasis on student achievement, and many educators laud this focus, but a single-minded emphasis on student proficiency on tests has some potentially negative consequences such as narrowing curriculum and declining staff morale. This book is divided into the following chapters: (1) Introduction; (2) Study Design and Methods; (3) SBA Systems in California, Georgia, and Pennsylvania; (4) Educators' Opinions about Standards, Assessments, and Accountability; (5) School and District Improvement Strategies; (6) Instructional Practices Related to Standards and Assessments; (7) Perceived Barriers to School Improvement; and (8) Conclusions and Implications. The following are appended: (1) Sampling and Survey Responses; (2) Supplementary Tables; and (3) Superintendent, Principal, and Teacher Surveys. (Contains 34 figures, 119 tables, and 28 notes.)

Public higher educational institutions, where about 80 percent of all college students and 65 percent of all four-year college students are educated, appear to be in serious trouble. In order to delve more deeply into this topic, the author invited a wide-ranging team of experts to examine changes in public higher education over the last quarter century, and to present their findings at a conference at Cornell University in May 2005. Edited versions of their papers are presented here. The authors of the essays are leading researchers from around the country who have intensively studied the causes of the changing finances of public higher education and the ways in which these changes have affected public higher education institutions, their students, and their potential students. Following a preface and an introduction, this book is divided into three parts and 16 chapters. The first part, Setting the Stage, presents the initial chapters of the book: (1) State Preferences for Higher Education Spending: A Panel Data Analysis (Michael J. Rizzo); (2) Do Tenured and Tenure-Track Faculty Matter? (Ronald G. Ehrenberg and Liang Zhang); (3) The Increasing Use of Adjunct Instructors at Public Institutions: Are We Hurting Students? (Eric P. Bettinger and Bridget Terry Long); and (4) The Effect of Institutional Funding Cuts on Baccalaureate Graduation Rates in Public Higher Education (Gary L. Blose, John D. Porter, and Edward C. Kokkelenberg). Next, the second part, Individual State Experiences, continues with chapters: (5) The Effects of a Changing Financial Context on the University of California (Gerald R. Kissler and Ellen Switkes); (6) Assessing Public Higher Education in Georgia at the Start of the Twenty-First Century (Christopher Cornwell and David B. Mustard); (7) Changing Priorities and the Evolution of Public Higher Education Finance in Illinois F. King Alexander and Daniel Layzell); (8) Michigan Public Higher Education: Recent Trends and Policy Considerations for the Coming Decade (Stephen L. DesJardins, Allison Bell, and Iria Puyosa); (9) North Carolina's Commitment to Higher Education: Access and Affordability (Betsy E. Brown and Robert L. Clark); (10) State Support for Public Higher Education in Pennsylvania (Donald E. Heller); (11) The Changing Accessibility, Affordability, and Quality of Higher Education in Texas (Lisa M. Dickson); (12) Higher Tuition, Higher Aid, and the Quest to Improve Opportunities for Low-Income Students: The Case of Virginia (Sarah Turner); (13) Public Higher Education in Washington State: Aspirations Are Misaligned with Fiscal Structure and Politics (William Zumeta); and (14) Consequences of a Legacy of State Disinvestment: Plunging State Support Reduces Access and Threatens Quality at University of Wisconsin System Institutions (David W. Olien). Finally, the last part of the book, Looking to the Future, concludes with the remaining chapters: (15) Why We Won't See Any Public Universities "Going Private" (John D. Wiley); and (16) Concluding Remarks (F. King Alexander). A list of references and an index are also included.

In "One Hundred Semesters", William Chace mixes incisive analysis with memoir to create an illuminating picture of the evolution of American higher education over the past half century. Chace follows his own journey from undergraduate education at Haverford College to teaching at Stillman, a traditionally African-American college in Alabama, in the 1960s, to his days as a professor at Stanford and his appointment as president of two very different institutions--Wesleyan University and Emory University. Chace takes us with him through his decades in education--his expulsion from college, his boredom and confusion as a graduate student during the Free Speech movement at Berkeley, and his involvement in three contentious cases at Stanford: on tenure, curriculum, and academic freedom. When readers follow Chace on his trip to jail after he joins Stillman students in a civil rights protest, it is clear that the ideas he presents are born of experience, not preached from an ivory tower. The book brings the reader into both the classroom and the administrative office, portraying the unique importance of the former and the peculiar rituals, rewards, and difficulties of the latter. Although Chace sees much to lament about American higher education--spiraling costs, increased consumerism, overly aggressive institutional self-promotion and marketing, the corruption of intercollegiate sports, and the melancholy state of the humanities--he finds more to praise. He points in particular to its strength and vitality, suggesting that this can be sustained if higher education remains true to its purpose: providing a humane and necessary education, inside the classroom and out, for America's future generations.