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This case study is part of a broader research project examining state policies and governance structures that span K-12 and postsecondary education. The New York Board of Regents oversees all education in the state and has been in place for over 200 years; this lends the regents' office a legitimacy and tradition unlike any other state education governance structure in the nation. This report explores how connected New York's education policies and reforms are across pre-K, K-12, and postsecondary education (called PK-16), with a focus on state-level initiatives, governance, and related structures. Aside from research conducted in New York City, this project did not explore these issues in relation to local or regional issues. The New York field research was conducted in May 2004. The main research questions included the following: (1) To what extent is PK-16 reform perceived as a state policy concern? What are the incentives and disincentives for improved connections? (2) What are the main goals and objectives of current state-level PK-16 reforms? Who is responsible for developing and implementing those changes? and (3) What have been the main successes and failures to date? In presenting the findings, this report first describes the context of PK-16 reform and governance in New York. It then presents a summary of major PK-16 reforms, an analysis of PK-16 challenges, and a concluding overview of the opportunities for PK-16 reform in New York. The New York Interview Protocol is appended. (Contains 35 endnotes.) [For "The Governance Divide: A Report on a Four-State Study on Improving College Readiness and Success. National Center Report #05-3," see ED508097. For the Oregon case study, see ED508101. For the Florida case study see, ED508098. For the Georgia case study, see ED508099.]

This case study is part of a broader research project examining state policies and governance structures that span K-12 and postsecondary education. Florida has implemented some of the most sweeping education governance changes of any state; all levels of education are housed in the Department of Education, which is overseen by a commissioner who reports to the governor. This study examines Florida's recent K-20 reforms, with a focus on state-level initiatives, governance, and related structures. The primary research questions included the following: (1) To what extent is K-20 reform perceived as a state policy concern? What are the incentives and disincentives for improved connections? (2) What are the main goals and objectives of current state-level K-20 reforms? Who is responsible for developing and implementing those changes? (3) What have been the main successes and failures to date? Interviews were conducted with state-level policymakers, administrators, business leaders, researchers, and others involved in reforms. This report begins with a summary of recent relevant political, governance, and education reforms in order to provide a context for later discussions of specific K-20 efforts. It outlines the previous policies and programs that contributed to the development of a K-20 foundation in the state. Next, the report summarizes the content of the current K-20 reforms, their effects, and the challenges they face in aligning K-12 and postsecondary education. The report concludes with reflections about the sustainability of the K-20 reforms and the role of the current governance structure in their development and implementation. The Florida Interview Protocol is appended. (Contains 20 endnotes.) [For "The Governance Divide: A Report on a Four-State Study on Improving College Readiness and Success. National Center Report #05-3," see ED508097. For the Georgia case study, see ED508099. For the New York case study, see ED508100. For the Oregon case study, see ED508101.]

This case study is part of a broader research project examining state policies and governance structures that span K-12 and postsecondary education. Oregon has been a leader in K-16 reform through its development of the Proficiency-based Admission Standards System (PASS), which articulated postsecondary expectations and linked them with K-12 reforms. This study, while being cognizant of these fast-paced changes, provides a snapshot of Oregon's K-16 reform efforts as of March 2004, with additional contextual and historical information collected from previous research from Stanford University's Bridge Project, and with follow-up interviews with selected participants in fall 2004 to identify key changes between March and August 2004. In presenting the findings, this report first describes the context of Oregon's education reforms, including descriptions of each relevant agency and public education entity. The report summarizes the major statewide K-16 reforms and outlines some of the key accomplishments as well as challenges to K-16 reform in the state. The report then offers a short summary of changes in the state from March to August 2004 before concluding with thoughts about the present and future of K-16 reform in Oregon. The Oregon Interview Protocol is appended. (Contains 32 endnotes.) [For "The Governance Divide: A Report on a Four-State Study on Improving College Readiness and Success. National Center Report #05-3," see ED508097. For the New York case study, see ED508100. For the Florida case study, see ED508098. For the Georgia case study, see ED508099.]

This case study is part of a broader research project examining state policies and governance structures that span K-12 and postsecondary education. Georgia was the first state to have state and regional P-16 councils, and its regents' office in the University System of Georgia oversees a variety of projects that focus on connecting K-12 and postsecondary education. The Georgia field research was conducted in September 2003. Two central questions that this report seeks to answer are: (1) What types of governance structures and related policies enable, or create difficulties for, P-16 reforms? (2) How necessary is a P-16 governance framework in order to create and institutionalize P-16 reform? To examine these questions and issues, this report describes the history of and context for P-16 reform and governance in Georgia. It then presents a summary of major P-16 projects and policies, and an analysis of the state's major P-16 accomplishments and challenges. The report concludes with thoughts about the present and future of P-16 reform in the state. The Georgia Interview Protocol is appended. (Contains 23 endnotes.) [For "The Governance Divide: A Report on a Four-State Study on Improving College Readiness and Success. National Center Report #05-3," see ED508097. For the Florida case study, see ED508098. For the New York case study, see ED508100. For the Oregon case study, see ED508101.]

This report, supported by case studies in Florida (ED508098), Georgia (ED508099), New York (ED508100), and Oregon (ED508101), identifies and examines policy options available to states that are interested in creating sustained K-16 reform. The findings move the K-16 agenda forward by proposing a set of state policy levers that can be used to create meaningful changes for students. In addition, this report identifies the role of other factors-- such as leadership and state culture and history--in implementing and sustaining K-16 reforms within states. The findings of this research demonstrate the real challenges--and opportunities--that states face as they seek to improve transitions between high school and college. This report provides state leaders with real-world policy choices, showing the kinds of steps several states have taken, and the implications of these policy decisions over time. The report also offers recommendations to help states transform ad hoc approaches into sustained action and institutionalized, long-term K-16 reforms. Every state needs to increase the percentage of students who complete high school and finish some form of postsecondary education; existing governance structures and policies cannot meet this overwhelming need. For most states, these structures and policies must be revised in significant ways. As the findings reveal, the responsibility for reform cannot be carried by one sector, but rather must be shared across systems to reach common ground, focusing on improving K-12 and postsecondary education for all students. "Education Performance in Four States" is appended. (Contains 54 endnotes and 1 figure.)