Andrew P. Kelly – författare
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2 produkter
532 kr
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The United States, long considered to have the best higher education in the world, now ranks eleventh in the proportion of 25- to 34-year-olds with a college degree. As other countries have made dramatic gains in degree attainment, the U.S. has improved more slowly. In response, President Obama recently laid out a national "completion agenda" with the goal of making the U.S. the best-educated nation in the world by the year 2020. "Getting to Graduation" explores the reforms that we must pursue to recover a position of international leadership in higher education as well as the obstacles to those reforms. This new completion agenda puts increased pressure on institutions to promote student success and improve institutional productivity in a time of declining public revenue. In this volume, scholars of higher education and public policymakers describe promising directions for reform. They argue that it is essential to redefine postsecondary education and to consider a broader range of learning opportunities - beyond the research university and traditional bachelor degree programs-to include community colleges, occupational certificate programs, and apprenticeships.The authors also emphasize the need to rethink policies governing financial aid, remediation, and institutional funding to promote degree completion.
Carrots, Sticks and the Bully Pulpit
Lessons from a Half-Century of Federal Efforts to Improve America's Schools
Häftad, Engelska, 2012
330 kr
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This timely book brings together a remarkable group of authors who examine the federal role in education policy and reform during the past fifty years. As Frederick M. Hess and Andrew P. Kelly note in their introduction, the book represents a determined effort to move beyond familiar and predictable debates and instead to focus on a number of questions that deserve careful and sustained attention: “What have we learned from the last half-century of federal involvement, especially the last decade or two of significant federal activity? What have we learned about which goals Uncle Sam is well-suited to pursue? What have we learned about how federal efforts play out and about the limits of what federal activity can effectively accomplish?” These questions are of heightened importance at a time when the federal role in education has expanded so dramatically—and when federal education policy is being so vigourously debated. This book—with a diverse and dynamic lineup of leading figures in education research, policy, politics, and innovation—is an indispensable contribution to our current reconsideration of education policy.