The Governance Divide: The Case Study for New York. National Center Report #05-6

Autor/inn/en	Venezia, Andrea; 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: The Case Study for New York. National Center Report #05-6
Quelle	(2006), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Postsecondary Education; Elementary Secondary Education; Governance; Governing Boards; State Colleges; Public Colleges; Educational Change; Politics of Education; State Legislation; Case Studies; Educational Policy; Change Strategies; Enrollment Trends; Leadership Responsibility; State Standards; Financial Support; High School Graduates; College Bound Students; Educational Improvement; College Preparation; Curriculum Development; Educational Finance; Accountability; Access to Education; Data Collection; Budgets; Barriers; Educational History; Disabilities; Dual Enrollment; Florida; Georgia; New York; Oregon + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Governing body; Governing bodies; Leitungsgremium; Bildungsreform; Landesrecht; Case study; Fallstudie; Case Study; Politics of education; Lösungsstrategie; Finanzielle Förderung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Teaching improvement; Unterrichtsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsfonds; Verantwortung; Access; Zugang; Bildungszugang; Data capture; Datensammlung; Finanzhaushalt; History of education; Bildungsgeschichte; Handicap; Behinderung; Doppelstudium
Abstract	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.] (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