Literaturnachweis - Detailanzeige
| Autor/in | Hodgkinson, Harold L. |
|---|---|
| Institution | Arizona Commission for Postsecondary Education, Phoenix. |
| Titel | Arizona Education--Birth to Grad School: An Exploration into Arizona Educational Demographics. |
| Quelle | (1996), (35 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Academic Persistence; Educational Assessment; Educational Development; Educational Opportunities; Educational Planning; Educational Policy; Educationally Disadvantaged; Elementary Secondary Education; High Risk Students; Higher Education; Minority Groups; Preschool Education; School Holding Power; Arizona |
| Abstract | This paper explores the Arizona educational system's educational demographics. It contains a foreword, executive summary, introduction, three sections, questions, sources, public opinion, and a list of the Arizona Minority Education Policy Analysis Center (AMEPAC) board members. The executive summary presents statistical highlights on the transient nature of Arizona's population, and the relatively low level of academic achievement of Arizona residents from elementary through post-secondary levels. The introduction notes two major segments in this report. The first presents a general view of Arizona as a demographic entity, while the second section presents a specific view of the state's educational demographics, with one focus on the issue of who "drops through the cracks," from birth through the Ph.D. One of the paper's goals is to present the whole Arizona education "pipeline" from pre-school to graduate school for the reader to understand what economic and social consequences occur when people are not allowed to continue through the pipeline even though they have the talent to proceed. Section 1 of the report looks at Arizona as a demographic reality. Section 2 explores the Arizona educational "pipeline," and Section 3 presents conclusions about how to improve this pipeline. Contains 15 references. (VWC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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