The Governance Divide: A Report on a Four-State Study on Improving College Readiness and Success. National Center Report #05-3

Autor/inn/en	Venezia, Andrea; Callan, Patrick M.; Finney, Joni E.; Kirst, Michael W.; Usdan, Michael D.
Institution	Institute for Educational Leadership; National Center for Public Policy and Higher Education; Stanford Institute for Higher Education Research
Titel	The Governance Divide: A Report on a Four-State Study on Improving College Readiness and Success. National Center Report #05-3
Quelle	(2005), (68 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Postsecondary Education; Elementary Secondary Education; Governance; Educational Change; High Schools; Case Studies; Educational Policy; Change Strategies; Leadership Responsibility; High School Graduates; College Bound Students; Educational Improvement; College Preparation; High School Students; Curriculum Development; Educational Finance; Accountability; Equal Education; Data Collection; Politics of Education; Budgets; Barriers; Cooperative Planning; Educational History; State Legislation; Florida; Georgia; New York; Oregon + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsreform; High school; Oberschule; Case study; Fallstudie; Case Study; Politics of education; Lösungsstrategie; High schools; Graduate; Graduates; Absolvent; Absolventin; Teaching improvement; Unterrichtsentwicklung; Student; Students; Schüler; Schülerin; Studentin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsfonds; Verantwortung; Data capture; Datensammlung; Finanzhaushalt; History of education; Bildungsgeschichte; Landesrecht
Abstract	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.) (ERIC).
Anmerkungen	National Center for Public Policy and Higher Education. 152 North Third Street Suite 705, San Jose, CA 95112. Tel: 408-271-2699; Fax: 408-271-2697; e-mail: center@highereducation.org; Web site: http://www.highereducation.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10