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The article presents information on a briefing paper which explains why professional teachers of the arts disciplines in the U.S. have continued to deal with problems of justification for rigorous, sequential arts instruction. The paper was presented by eight groups including Music Educators National Conference, National Art Education Association, National Dance Association, American Theatre Association, National Association of Schools of Music, National Association of Schools of Art and Design, National Association of Schools of Theatre and National Association of Schools of Dance.

A birth certificate establishes a child's legal identity and age, but few quantitative estimates of the significance of birth registration exist. Birth registration laws were enacted by U.S. states in the 19th and early 20th centuries. Using 1910-1930 census data, this study finds that minimum working age legislation was twice as effective in reducing under-aged employment if children had been born with a birth registration law, with positive implications for school attendance. There is some evidence that registration laws also improved the enforcement of schooling laws for younger children. A retrospective analysis with the 1960 census shows that the long-term effect of registration laws was to increase educational attainment by approximately 0.1 years. [ABSTRACT FROM AUTHOR]

The article focuses on the resolution, submitted by the North American Assembly of State Arts Agencies, regarding arts and education in the U.S. The resolution aims to create a better learning environment for students and to support the teachers working toward better educational quality in American schools. The North American Assembly believes that arts are fundamental in American public education to encourage an open society and that they give way to the acceptance of cultural democracy. In addition, the committee considers an open teaching method in schools as a way to nurture students' capacities.

The article focuses on a survey on the demand for higher education in the U.S. A survey of studies on the demand for higher education circa 1975, made at the University of South Carolina, shows that two approaches have been taken in attempts to assess its magnitudes, one sociological and the other economic. In the investigation, a synthesis of the two approaches is presented and the information from the studies is supplemented by additional evidence from cross-section and time-series data for the U.S. and for South Carolina. The survey of some 18 studies, spanning the period 1965-75, is presented in chronological order, with the main results of the various studies provided in tabular form. The survey occupies the first section of Working Paper No. 76-6 of the Center for Studies in Human Resource Economics, College of Business Administration, University of South Carolina. The working paper gives a detailed report of the investigation. The second section of the paper examines additional cross-sectional data for all South Carolina counties and for the 50 states.

Discusses the education system in the United States. History of the education system of the U.S.; Purpose of schools in the U.S.; Emphasis on learning rather than teaching; Promotion of skills checklist form of report card; Alienation of people of the U.S. from teaching institutions.

The article focuses on comments of some educators to the report "A Nation at Risk," issued by the National Commission Excellence in Education. The education system in the U.S. seems to be deteriorating. The report recommends to raise standards in educations by recruiting qualified teachers. It is felt by some educators that the report would be successful, if it generates public opinion against accepting mediocre education being provided in American schools.

This paper studies the contribution of both labor and non-labor income in the growth in income inequality in the United States and large European economies. The paper first shows that the capital to labor income ratio disproportionately increased among high-earnings individuals, further contributing to the growth in overall income inequality. That said, the magnitude of this effect is modest, and the predominant driver of the growth in income inequality in recent decades is the growth in labor earnings inequality. Far more important than the distinction between total income and labor income, is the way in which educational factors account for the growth in US labor and capital income inequality. Growing income gaps among different education groups as well as composition effects linked to a growing fraction of highly educated workers have been driving these effects, with a noticeable role of occupational and locational factors for women. Findings for large European economies indicate that inequality has been growing fast in Germany, Italy, and the United Kingdom, though not in France. Capital income and education don't play as much as a role in these countries as in the United States. [ABSTRACT FROM AUTHOR]

The article offers information on a website located at Academia.edu for academics in the U.S. to share research papers.

This article discusses matters concerning the U.S. periodical Academy of Management Learning & Education as of June 2005. Last year, the editorial board and the Academy of Management's board of governors approved a strategy for the periodical. The first challenge was to assemble an editorial board leadership team with the necessary breadth and experience, and an editorial board with increased practitioner and international representation. The second step was to implement an electronic submission and review process. In its short life, the periodical has stirred some healthy controversy and hopefully contributed to the dialogue about the life of professors and the management education endeavor. The periodical has palpable forward motion and notoriety upon which to capitalize. The first issue upheld the tradition of publishing watershed papers. In order to seed papers, the editorial board is exploring sponsoring an Academy of Management Doctoral Student and/or Junior Faculty Consortium designed to work through promising ideas with the assistance of a distinguished panel. Furthering this vein, the editorial board was asked to send a letter of introduction describing the periodical to at least ten colleagues, and to alert their school's librarians to the journal in the hopes of increased subscriptions.

Introduces a series of articles related to chronically ill children, their families and educators in the U.S. Reflections on the life of chronically ill child; Educational provisions for chronically ill children; Identification of the school problems from the perspectives of medical and other supportive services.

The article presents the 2011 report of the Committee on Economic Education of the American Economic Association (AEA) given at the AEA's annual conference in 2012. The report discusses topics including the creation of a conference on teaching of economics, an ongoing teaching innovation program of the committee and information on the number of degrees in economics awarded at U.S. universities and colleges. Conferences and special events created by the committee for the 2012 AEA annual conference are discussed.

In undergraduate natural science courses, two types of evaluators are commonly used to assess student writing: graduate-student teaching assistants (TAs) or peers. The current study examines how well these approaches to evaluation support student writing. These differences between the two possible evaluators are likely to affect multiple aspects of the writing process: first draft quality, amount and types of feedback provided, amount and types of revisions, and final draft quality. Therefore, we examined how these aspects of the writing process were affected when undergraduate students wrote papers to be evaluated by a group of peers versus their TA. Several interesting results were found. First, the quality of the students' first draft was greater when they were writing for their peers than when writing for their TA. In terms of feedback, students provided longer comments, and they also focused more on the prose than the TAs. Finally, more revisions were made if the students received feedback from their peers-especially prose revisions. Despite all of the benefits seen with peers as evaluators, there was only a moderate difference in final draft quality. This result indicates that while peer-review is helpful, there continues to be a need for research regarding how to enhance the benefits. [ABSTRACT FROM AUTHOR]

Comments on the paper "Can the Federal Government Improve Education Research," by Brian Jacob and Jens Ludwig. Suggestions for emphasizing the points presented by the paper; U.S. federal agencies that can support methodological studies on education; Views on the important features of the study.

Comments on the paper "Test-Based Accountability: The Promise and the Perils," by Tom Loveless. Need for research in order to dissolve opposition to test-based accountability; Views regarding the positive effects of coercive accountability and research stressed by Loveless; Reluctance of Loveless to examine assumptions that have influenced the standards and accountability movement in the U.S. since the 1980s.

Introduces the papers on American education and American schools featured in the issue.

This article presents comments of the author on the paper by Peter E. Firmin,"University Cost Structure and Behavior: An Empirical Study," related to the examination of the university cost structure and behavior in the United States. The author states that ever since the close of World War II the demands placed upon the system of higher education have grown at a quickly increasing rate. He explains that for the most part both the administration and the faculty have been known to continue what they have done in the past, using the same techniques, only on a larger scale.

This article cites a study, which deals with the scientific communication associated with the 1968 Annual Meeting of the American Educational Research Association (AERA). The study reported here is the first in this series for educational research. Presentations at the 1968 annual meeting of AERA constituted a set of core events in relation to which communication was assessed. Three groups of persons having contact with these presentations were included in the study: authors, those who made presentations at the meeting; attendants, those who heard these presentations; and requesters, those who requested copies of the presentations from the authors. All 349 authors who presented papers were sent questionnaires. The questionnaire concerned the inception, nature, and previous as well as planned dissemination of the work they reported; the authors' current activities in those subject areas discussed in their presentations; and the effect upon these activities of scientific information exchanged at the meeting. The study assessed: how much of the program material had been submitted for journal publication during the ensuing year; which journals had been selected; and how many authors had neither submitted nor planned to submit manuscripts to journals based on their meeting presentations.

This special issue of Critical Education, entitled "The Legacy of Ferguson: A Referendum on Citizenship Denied," presents papers about Ferguson, several of which were presented as part of a panel on Ferguson held at the College and University Faculty Assembly (CUFA) conference of the National Council for the Social Studies in 2015. We have added articles were to address issues in Baltimore and to reflect back on Ferguson two years later. Alex Cuenca and I worked as co-editors on this project. As we arranged these pieces, we felt struck with an overwhelming sense of purpose. We have to keep this conversation real and alive. So with hope in our hearts and hands ready to toil with patience and persistence, we invite you to join the struggle, because Black Lives Matter. [ABSTRACT FROM AUTHOR]

Comments on the paper "Realizing the Promise of Brand-Name Schools," by Steve Wilson. Opinion on Edison Schools based on an experience of observing a class in one of its schools; Portrayal of the power of principal selection process; Suggestion for Wilson in improving the paper.

The article presents a laboratory exploration of floating, sinking, and density using an activity in which students collect a series of measurements and analyze them to determine the relationship between an object's mass and the volume of water it displaces. The author explains the U.S. National Science Education Standards for grades 9-12 met by the activity, background knowledge needed by participating students, equipment needs, and the activity's procedures and data analysis.

Comments on the paper "Test-Based Accountability: The Promises and the Perils," by Tom Loveless. Effects of standards on student achievement; Impact of exit exams on students at risk of failing; Factors that make a difference in establishing and maintaining accountability, based on experiences in Massachusetts.

This article examines if the presence of faculty members of the same gender impact student interest in a subject. The paper explores this subject by estimating how having a female faculty member in an initial course affects the likelihood that a female student will take additional credit hours or major in a particular subject. If students choose their courses and major based on their experiences during their initial exposure to a subject, then the instructors they face early in a discipline could influence these decisions. Such an analysis is difficult because few data sets allow researchers to link student outcomes to faculty characteristics. However, using a comprehensive, longitudinal data set of nearly 54,000 students in the U.S., this paper is among the first, large-scale studies to estimate the impact of faculty on the outcomes of students.

In reaction to claims that educational systems in the USA are not responding well to the needs of learners, school districts have responded with a highly diverse set of ‘reform activities’ ranging from increased focus on incremental improvements in programs to a variety of structural changes. A few educators began to ‘think systemically’, that is, they began to take systems principles into account as change efforts were designed and planned. Such educators have been able to obtain both guidance and encouragement from system philosophers, designers, and practitioners who are spearheading the emergence of a new technology concerned with the design of social systems. But, the challenge of rethinking how systems that redesign themselves might be evaluated has received too little attention. Like the mismatch believed to exist between current educational practice and the needs of learners, there is also a mismatch between traditional evaluation theory and practice and the need for new theory, models, and methodology for evaluating new system designs. This paper addresses this issue by proposing a framework for evaluating educational system designs. © 1998 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper opens by addressing the emerging need for systemic change in K-12 school systems, with consideration given to requirements for new mindsets on educational change. Given the history of less than successful attempts at educational change, the need exists for a guidance system which helps change facilitators to guide school districts and communities through a systemic change process. The paper describes the characteristics and elements of a systemic change guidance system which builds on the principles of process facilitation and systems design. It examines in detail the integral values or beliefs related to facilitation and systemic change, the types of events (sets of activities) typically needed, and the processes which form the guidance system. Also discussed is the process used to create the guidance system. © 1998 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Attempts to improve indicators of the performance of the educational system encounter three core problems: How to measure performance? How to report the results? and How to interpret the results? This paper explores these problems by comparing the U.S. experience in developing educational indicators with the experience in developing indicators ofthe performance of the economy in providing jobs. Central questions that run through the paper concern the extent to which the problems faced in improving indicators ofthe performances of the two sectors are the same, and the reasons for the differences that are present. One theme is that many ofthe problems in improving social indicators are generic; that is, they are not restricted to particular sectors. A second theme is that some of the problems in improving educational indicators stem from the nature of the governance of American public education, and for that reason, differ from the problems in improving economic indicators. [ABSTRACT FROM AUTHOR]

The article cites two recent surveys of evaluation activities in U.S. public education. Concern about inadequate funding for evaluation of public-education programs--as well as concern about other aspects of educational evaluation--prompted the American Educational Research Association's (AERA) division on School Evaluation and Program Development (Division H) to organize five task forces or committees in 1978. Each task force was asked to prepare a position paper on a particular issue in evaluation by 1980. The present paper represents part of the work prerequisite to the position paper of the AERA Division H task force on resource allocation and budgeting for public school evaluation. This paper reports results of a 1979 survey of heads of evaluation units in public school districts (hereafter referred to as local education agencies, or LEAs) and state departments of education (state education agencies, or SEAs). This survey primarily concerned current versus ideal procedures for determining program evaluation budgets in LEAs, and to a lesser extent, in SEAs.

This article presents discussion regarding understanding of economics by the whole population. American Economic Association has organized a meeting concerning this issue. According to the author, the far-reaching significance of this development is still only dimly realized. The authors of these three stimulating and instructive papers have referred repeatedly to the National Task Force on Economic Education. members of the American Economic Association realize how much the economics profession owes to the Committee for Economic Development and the Joint Council on Economic Education for initiating this frontal attack on economic ignorance, for putting this Association in the forefront in this nation-wide effort, and for giving the economics profession full academic freedom, for the content of these several programs. Although it is only right that the economists themselves should receive full credit for their professional performances. But without the stimulation, encouragement, and financial support from National Task Force report, Material Evaluation Committee report, and television series it would not have been possible to discuss the merits and limitations of the report of the National Task Force here.

Student Opinion Surveys of America, with headquarters at the University of Texas, was established in December 1938 to provide a scientific sampling referendum for the U.S. colleges. College newspapers were chosen in strategic locations from lists of top-notchers in the annual competitions sponsored by collegiate press associations. A cross-section determined from figures of the U.S. Office of Education and other sources called for an accurate geographical distribution according to student concentrations; so invitations to a selected number of key papers were sent out last fall. In six months the Surveys have conducted studies of the average college man and woman on thirty-two separate questions, many of them in related series. The Surveys definitely show that there is truth in the familiar statement that young people are more liberal in their attitudes than older persons. On social questions students would class themselves as liberal thinkers. Over three-fourths oppose the return of prohibition, only one third think collegians drink too much, and six out of every ten admit they do drink. If they had their way, a blood test before marriage to detect venereal disease would be required by law. And they would make sex education compulsory in colleges.

Over the period 1938-1980, the local administrative units of American education were transformed from small and informal community arrangements into large, professionally run bureaucratic organizations. This paper explores the causes of this structural change in American education by analyzing variation among states in the speed and extent of school district consolidation. It argues that the growth and formalization of district organizations through consolidation stemmed in large part from the expanding role of state bureaucracies. Cross-sectional and longitudinal analyses of the numbers of school districts per state support this argument. [ABSTRACT FROM AUTHOR]

The article presents comments of the author regarding the paper by Peter E. Firmin, "University Cost Structure and Behavior: An Empirical Study," related to the examination of the university cost structure and behavior in the United States. The author states that the study was conducted to help bring about improved management to higher education and they explain that it was assumed that university administrators had inadequate cost information to efficiently and intelligently carry out their administrative functions.

On paper, Teach for America (TFA) has all the markings of an excellent program with real potential for social service and change. Given a hard to staff school in a poverty stricken city, allowing enthusiastic college graduates with some training to go in and put their hearts and souls into classrooms that would otherwise be staffed with less-prepared or unprepared individuals may seem like a good idea. Upon further examination, TFA becomes more problematic as its claims to success do not stand up to close scrutiny, and the program has evolved from placing its "corps members" (TFA's language) in hard to staff schools to replacing certified teachers. This paper analyzes TFA's claims to "success" through analysis of the organization's "research" page. While TFA has some data in support of its assertions, analysis of the data and the interpretations drawn from it softens TFA's assertions considerably, if it does not outright contradict them. [ABSTRACT FROM AUTHOR]

This paper examines the influence of parental education on children's grade-for-age using a large sample of adoptees drawn from the American Community Survey between 2008 and 2014. The results show that mother's education is not an important determinant of the education of adopted children, despite statistically significant effects for own-birth children. The results for fathers are different. Among adopted white children, the effect of father's education is shown to be a statistically significant determinant of grade retention. However, among black children, adoptive father's education does not appear to have any discernible effect on children's education. A range of sensitivity tests are undertaken to check the validity of these results. The differences in these patterns between white and black students suggest the presence of racial differences in the intergenerational transmission of education. [ABSTRACT FROM AUTHOR]

This paper shares the findings from a study that assessed the impact of a graduate level curriculum that engaged fifty-seven k-12 teachers in community-based critical literacy practices. The findings from the participants' written critical reflections following two community exploration activities showed that they gained enhanced awareness of social inequalities. In addition, some of the participants made connections between the observed community disparities and their civic responsibilities to work towards social justice. [ABSTRACT FROM AUTHOR]

Successful learning in higher education incorporates various factors related to knowledge, skills, habits, and motivation. Additionally, students' personalities and self-efficacy may contribute to their adjustment, planning of activities, and achieving success. The objective of this paper is to analyze students' needs for support services, which enhance the effectiveness of their learning environment at higher education institutions. Answers received from a sample of undergraduate freshmen at one American University and one Croatian University were analyzed and compared. The students from both countries agree that there is a need for developing self-reliance and personal responsibility in using support services, as well as for the timely and accurate information on availability of these services. Students' suggestions and their desire to enhance effectiveness of their learning environment may be used in creating and improving support services in higher education institutions as well as training their staff. [ABSTRACT FROM AUTHOR]

This paper examines the role of community colleges in the U.S. higher education system and their advantages and shortcomings. In particular, it discusses the population of community college students and economic returns to community college education for various demographic groups. It offers new evidence on the returns to an associate's degree. Furthermore, the paper uses data from the National Survey of College Graduates to compare educational objectives, progress, and labor market outcomes of individuals who start their postsecondary education at community colleges with those who start at four-year colleges. Particular attention is paid to the Federal Reserve's Eighth District, the geographic area served by the Federal Reserve Bank of St. Louis. [ABSTRACT FROM AUTHOR]

Federalism in education has undergone significant changes since the Winter Commission. During the early 1990s, federal policy makers faced the challenge of organizational fragmentation and policy incoherence in public education. In the last 15 years, the intergovernmental system has evolved from one that is predominantly compliance-driven to one that is performance based, as suggested by the congressional adoption of the No Child Left Behind Act in 2001. While the former is often characterized by images of “picket fence” federalism and administrative silos, the latter remains very much a work in progress, with the promise of raising academic proficiency. This paper first examines the paradigm shift and then considers emerging politics in intergovernmental relations. The author explores the ways in which state and local policy makers are altering the rules governing education service provision in response to performance-based federal expectations. [ABSTRACT FROM AUTHOR]

Information about several papers and discussion reports on professional education for public service presented at the 2006 Park City APPAM Spring Conference in Utah on is presented. The managerial challenges of running a policy school was examined by Sandra Archibald, Dean of the Evans School at the University of Washington. Angela Evans' paper tried to assist those who lead schools of public policy and administration in assessing their pedagogies and curricula

This paper sets forth some Post Keynesian policy proposals concerning education. It first reviews U.S. education problems and the neoclassical solution to them, which relies on increasing competition and consumer choice. The paper then reviews the empirical literature on these topics, and concludes by setting forth a Post Keynesian approach to the U.S. education problems that is supported by these empirical findings. This approach would focus more on providing sufficient income to children of low-income households as well as additional educational spending. It would reject tracking students, and support standards and funding at larger levels of government than the local level. [ABSTRACT FROM AUTHOR]

Internalized racism describes the conscious and unconscious acceptance of a racial hierarchy where whites are consistently ranked above People of Color Although scholars across multiple disciplines have discussed this concept, the role of schools in instilling and perpetuating internalized racism within Students of Color has very rarely been examined. This paper is a conceptual piece that utilizes a Critical Race Theory framework to acknowledge the racialized experiences within classroom pedagogy, curriculum, and unequal school resources. We examine how these factors can negatively affect racial group-identity and contribute to internalized racism for Students of Color. Because internalized racism works to sustain educational and social inequity, this paper also explores ways that schools can function to break this cycle. [ABSTRACT FROM AUTHOR]

Comments on the paper "Evidence-Based Reading Policy in the United States: How Scientific Research Informs Instructional Practices," by Reid Lyon, Sally Shaywitz, Bennett Shaywitz and Vinita Chhabra. Discussion of the whole-language theory proposed by Frank Smith with regards to reading instruction; Developments in the actions taken by the U.S. Congress in response to the high incidence of reading disability among students; Issues surrounding reading education that deserve priority.

Comments on the paper "Education Reform and Content: The Long View," E. D. Hirsch Jr. Difference between K-12 education and higher education in the U.S. in terms of change; Factors being blamed for the failure of American education; Role of the political-ideological agenda of equality in curriculum reform; Comment on the educational reforms in the U.S.

Comments on the paper "Education Reform and Content: The Long View," by E. D. Hirsch Jr. Views on the educational reforms that have come out of the No Child Left Behind Act; Lack of curricular coherence in schools; Description of the situation during the 1960s and its implications on education and schools during the period; Emphasis on the belief that the education of children in a collective responsibility.

Comments on the paper "School Choice: How an Abstract Idea Became a Political Reality," by Joseph Viteritti. Education markets and the closing of schools; Inevitability of markets in education; Reaction to the assertion that school choice research is obsessed with test scores results; Basis for a social justice defense of school choice.