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Graduation Requirements; Higher Education; Educational Finance; Educational Attainment; Kindergarten; Graduation; Public Education; Elementary Secondary Education; Master Plans; Preschool Education; Access to Education; Teacher Supply and Demand; State Boards of Education; College Admission; Education Work Relationship; Partnerships in Education; High Schools; Academic Standards; State Standards; Accountability; Academic Achievement; Educational Indicators; Educational Improvement; College Readiness; Graduation Rate; Career Readiness; Alignment (Education)

Abstract:
This paper complies with the requirements established in T.C.A. Section 49-1-302(a)(10). The act directs the State Board of Education and the Tennessee Higher Education Commission to provide a report to the Governor and General Assembly, all public schools, and institutions of higher learning and their respective boards. This report is to include, but is not limited to, a discussion of the following four areas: (1) Minimizing Duplication: The extent of duplication in elementary, secondary and postsecondary education; (2) Compatibility: The extent of compatibility between high school graduation requirements and admission requirements of postsecondary institutions; (3) Master Plan Fulfillment: The extent to which respective master plans of the board and the higher education commission are being fulfilled; and (4) State Needs in Public Education: The extent to which state needs in public education are being met as determined by such board and commission. This year's joint report marks the continuation of a new era for education in Tennessee, which began during the special session of the 106th General Assembly (2010) and included passage of the First to the Top and the Complete College Tennessee Acts. Both Acts focus on raising the level of statewide accountability and support in K-12 schools and institutions of higher education. Legislation from the 106th General Assembly provides the framework for collaboration between all state systems of education, addressing the overarching need to produce a higher proportion of college- and career-ready graduates. Tennessee will use this framework to make significant progress toward increasing postsecondary educational attainment to the national average by 2025. Appended are: (1) Tennessee High School Graduation Requirements; (2) Minimum High School Course Requirements for Regular Undergraduate Admissions to Tennessee Public Higher Education Institutions; and (3) Tennessee College and Career Ready Goals and Indicators. (Contains 3 tables, 1 figure and 3 footnotes.) [For "Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2012", see ED540084.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Strategic Planning; Community Colleges; Graduation; Educational Attainment; Graduation Rate; Academic Achievement; Outcomes of Education; Outcome Measures; Equal Education; Access to Education; Accountability; Adult Education; Budgets; Disabilities; Mathematics Achievement; Student Financial Aid; Educational Improvement; Educational Quality; Enrollment; Federal Legislation; Educational Legislation; Elementary Secondary Education; Higher Education; Reading Achievement; Vocational Education; Early Childhood Education

Abstract:
This Fiscal Year 2011-2014 Strategic Plan (this Plan) addresses the key outcome-oriented goals below, focusing on reaching the President's 2020 goal. These goals focus on improving student achievement to increase high school graduation, college completion, and educational attainment--all measures of how the country is performing and how far it has to go. This Plan sets forth a strategy that focuses on improving these "national outcomes" for all groups of students. Because these outcome measures will not change overnight, the Department has also outlined a set of performance measures, closely linked to the Department's own activities, that can serve as indicators of the country's progress. The specific years referenced in the measures vary because they reflect the most recently available data and comparison years that are available and appropriate for each measure. (Contains 57 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Information Technology; Technology Transfer; Foreign Countries; Educational Change; Macroeconomics; Educational Quality; Competition; College Role; School Business Relationship; Educational Innovation; International Cooperation; Student Mobility; Academic Degrees; Educational History; Science Education

Abstract:
Since May of 1999, 46 European countries have been engaged in reconstructing their higher education systems to bring about a greater degree of "convergence," i.e. a move toward common reference points and operating procedures to create a European Higher Education Area. Education has always played an important role in the development of Lithuania, with long and strong traditions as a country with highly educated scientists and cutting-edge research in various fields. In April 2009, the Seimas passed a new Law on Science and Studies, which provides for a major reform of higher education. In recent years there has been an increasing focus on the role universities play in the economy and impact they make in promoting innovation and raising international competitiveness. But until recently there has been a prescriptive view of university-business interactions with a narrow focus on technology transfer. Although technology transfer may be important, it is also necessary to focus on the more diverse and varied impacts of business-university knowledge exchange relations. Thus, I discuss changes in higher education that were implemented in Lithuania during the period of 1992-2012, i. e. Student baskets, notorious optimization of university network in Lithuania, the development of Lithuanian science valleys, etc. In my survey I rely upon an IHEP (Institute for Higher Education Policy) expert Cliff Adelman's idea that the Bologna Process is an analogue to the macroeconomic theory of convergence, the ways in which nations move from different stages of development to a more-or-less common platform of performance. Macroeconomic historians have demonstrated time-and-again: nations that learn from other nations grow; those that do not learn do not. Ultimately, I arrive at a conclusion that reforms are essential and indispensable but answer the purpose only when higher quality in education is achieved. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graduation Requirements; Accountability; Graduation; Elementary Secondary Education; Global Approach; Academic Achievement; College Preparation; High Schools; State Standards; Academic Standards; High School Graduates; Educational Policy; Student Evaluation; Education Work Relationship; High School Students; College Entrance Examinations; State Surveys; Educational Change; Educational Improvement; Career Readiness; College Readiness; Alignment (Education); Higher Education; Algebra

Abstract:
At the 2005 National Education Summit on High Schools, governors from 45 states joined with business leaders and education officials to address a critical problem in American education: Too few students graduate from high school prepared for the demands of college and career in an increasingly competitive global economy. Since then, to monitor and report on state progress in adopting policies that prepare "all" students for their next steps after high school graduation, Achieve has conducted an annual survey of all 50 states and the District of Columbia on key college- and career-ready (CCR) policies, including aligning standards, graduation requirements, assessments, and data and accountability systems with the expectations of postsecondary institutions and employers. With policy adoption nearly universal in many of these critical areas, for the first time this year's survey and report also address issues regarding the implementation of these policies. This report provides an overview of the progress states are making--as well as draws attention to key issues states should consider as adoption and implementation work continues. Appended are: (1) Achieve Resources; and (2) Methodology. (Contains 22 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Policy; Academic Standards; Quality Control; Competition; State Regulation; Educational Quality; Guidelines; Higher Education; Global Approach; Policy Formation; Policy Analysis; Innovation

Abstract:
The new demands of mass systems of higher education and the emerging environment of global academic competition are altering the traditional institutions for assuring academic standards in universities. As a consequence many nations are experimenting with new instruments for academic quality assurance. Contemporary government control of academic quality assumes three primary forms: "oversight" or direct regulation; "competition" or steering of market forces; and "mutuality" or professional self-regulation structured by the state. The challenge confronting all nations is to design a policy framework that effectively balances the forces of the state, the market, and the academic profession to assure academic standards in universities. Based upon the strengths and weaknesses observed in 14 policy analyses of innovative national instruments of professional self-regulation, market-based regulation, and direct state regulation for assuring academic quality in universities, we outline the essential components of a national framework for assuring academic standards. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Graduate Students; Talent; Standardized Tests; Academic Achievement; Talent Identification; Verbal Ability; Spatial Ability; Grade 8; STEM Education; Science Education; Mathematics Education; Engineering Education; Technology Education; Youth; Employment Patterns; Grade 7; Educational Innovation; Elementary School Students; Middle School Students; Secondary Education

Abstract:
Calls to strengthen education in science, technology, engineering, and mathematics (STEM) are underscored by employment trends and the importance of STEM innovation for the economy. The Study of Mathematically Precocious Youth (SMPY) has been tracking over 5,000 talented individuals longitudinally for 40 years, throwing light on critical questions in talent identification and development in STEM. SMPY includes individuals identified in 7th/8th grade as in the top 1% or higher in mathematical or verbal ability, and a comparison group identified as top STEM graduate students. SMPY findings cover the educational and occupational attainments of participants, including a large percentage earning a degree or pursuing high powered careers in STEM; gender differences; the extent to which high school experiences, abilities, and interests predict later outcomes; and subsequent creative production. Mathematical reasoning ability as measured by standardized tests is a reliable predictor for later math/science engagement and achievement in adulthood, and spatial ability adds predictive value. Exposure to appropriate educational opportunities do correlate with career achievement and creative production. SMPY researchers have concluded that potential future STEM innovators can be identified early and that educational interventions can increase their chances of success. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Attainment; Metropolitan Areas; Research Reports; Educational Quality; College Planning; Academic Degrees; Graduation Rate; College Outcomes Assessment; Educational Indicators; Achievement Gains; Statistical Data; Achievement Gap; Education Work Relationship; National Surveys; State Surveys; Educational Improvement; Economic Impact; Educational Trends; Trend Analysis; Human Capital; Achievement Need

Abstract:
In 2009, Lumina Foundation officially adopted its Big Goal that 60 percent of Americans obtain a high-quality postsecondary degree or credential by 2025. That same year, Lumina began reporting on progress toward the Big Goal in a series of reports titled "A Stronger Nation through Higher Education". The core of the reports is Census data on the higher education attainment rate--the percentage of the U.S. adult population that holds a two- or four-year college degree. The attainment rate remains the key metric for the Big Goal. This is the third "Stronger Nation" report, and it contains several additions and improvements designed to make it more pertinent and useful: (1) An assessment of higher education attainment in the nation and in every state, showing recent progress toward the Big Goal; (2) The attainment rate for every county in the United States; (3) Various breakdowns of the attainment data, including by race and ethnicity, age, and level of education; (4) A new report on the attainment rate for the nation's 100 largest metropolitan areas; and (5) A scenario for how to close the gap and reach 60 percent attainment by 2025. As in past years, this report also attempts to get behind the data--to understand higher education attainment and its ramifications for the future of this nation. This year this report discusses individuals' deepening understanding of the relationship between higher education attainment and the nation's economy, particularly job growth and employment. This report also discusses the role that quality plays in the drive to increase attainment, particularly as quality is defined in terms of learning. (Contains 2 footnotes.) [For related report, "A Stronger Nation through Higher Education: Metropolitan Areas. A Policy Brief from Lumina Foundation," see ED531140.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Tests; Scores; Education Work Relationship; Interpersonal Competence; Labor Force Development; Intervention; Educational Quality; Global Approach; Educational Attainment; Income; Productivity

Abstract:
Around the world we hear considerable talk about creating world-class schools. Usually the term refers to schools whose students get very high scores on the international comparisons of student achievement such as PISA or TIMSS. The practice of restricting the meaning of exemplary schools to the narrow criterion of achievement scores is usually premised on the view that test scores are closely linked to the provision of a capable labour force and competitive economy. In fact, the measured relationships between test scores and earnings or productivity are modest and explain a relatively small share of the larger link between educational attainment and economic outcomes. What has been omitted from such narrow assessments are the effects that education has on the development of interpersonal and intrapersonal skills and capabilities that affect the quality and productivity of the labour force. This article provides evidence on some of these relationships, on the degree to which the non-cognitive effects of schooling contribute to adult performance, and on the evidence that deliberate school interventions can influence non-cognitive outcomes. It concludes with the view that the quest for world-class schools must encompass a range of human development characteristics that extend considerably beyond test scores. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Innovation; Charter Schools; Public Schools; Money Management; Federal Legislation; Public Agencies; United States History; Art Education; Academic Achievement; Educational Improvement; Technology Uses in Education; Teacher Effectiveness; Instructional Leadership; Grants; Television; Scholarships; Science Education; Technology Education; Engineering Education; Mathematics Education

Abstract:
The purpose of the U.S. Department of Education's online newsletter "The Education Innovator" is to promote innovative practices in education; to offer features on promising programs and practices; to provide information on innovative research, schools, policies, and trends; and to keep readers informed of key Department priorities and activities. This issue includes a feature article on the critical role that authorizers play in ensuring the success of new charter schools. Regular sections include: (1) What's New?; and (2) Innovations in the News. [For "The Education Innovator. Volume IX, No. 2," see ED509183.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Global Approach; Skilled Workers; Governing Boards; Change Strategies; Educational Change; Governance; Board of Education Role; Educational Improvement; Improvement Programs; Education Work Relationship; Human Capital; Administrator Responsibility; Educational Quality; Enrollment Management; Labor Needs

Abstract:
Without college-level learning, American workers simply won't have the knowledge and skills they need to succeed in today's global economy. The country's long-term economic recovery will rely on getting a greater number of high-quality degrees into the hands of a larger, more diverse pool of graduates. College and university governing boards that not only focus on traditional fiduciary responsibilities, but also drive for major improvements in higher education, will lead the way in a movement the nation cannot afford to postpone. Boards have long been charged with ensuring that institutions invest in good business practices. Now, however, given the need to increase student attainment, boards must think more creatively about what that means--they cannot focus on stewarding assets exclusively from a traditional legal and compliance frame of reference. What, specifically, can and should boards do? Boards can help make higher education more productive by focusing on how to capture efficiencies, deliver instruction in new ways, and work smarter--without compromising the quality of the degrees and credentials they offer. Boards can work with presidents, other top administrators, and professors to help answer the following four questions: (1) How can our institution target financial incentives to support graduating more students with high-quality degrees?; (2) How can our institution use tuition and financial aid to incentivize students to complete their course work on time?; (3) What can be done to implement low-cost, high-quality delivery approaches?; and (4) What business efficiencies can be achieved through joint purchasing, back-office consolidation, and other similar approaches? In their fiduciary role, boards should ensure that students not only gain college degrees and certificates, but that they actually learn what they need along the way to become productive and skilled workers who can contribute to the American economy and a democratic society. (Contains 3 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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