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Descriptors:
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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Foreign Countries; Agricultural Production; Certification; Sustainability; State Regulation; Farm Management; Agricultural Occupations; Attitudes; Conflict of Interest; Audits (Verification); Economic Climate; Social Environment

Abstract:
The Vietnamese government aims to expand the scale of Naturland certified organic production in integrated shrimp-mangrove farming systems across the coast of Ca Mau province by 2015. In doing so the division between public and private regulation has become blurred. We analyze the government's goal by examining the regulatory challenges of using organic certification as a means of linking farm-level management to the sustainability of coastal (mangrove) landscapes. The results show the importance of farmer perceptions of sustainable farm and landscape management, fair benefit sharing mechanisms in the certified value chain, and legitimate private sector-led auditing. We conclude that in order to overcome conflicts of interest and legitimate representation in organic certification, the social and economic conditions of production require regulatory intervention from provincial and local level government. To achieve benefits beyond the scale of the farm, the role of shrimp producers should be redefined as partners in rather than targets of regulation. (Contains 2 tables and 4 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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State Regulation; Focus Groups; Educational Change; Foreign Countries; Goal Orientation; Surveys; Models; Governance; Educational Administration; Government Role

Abstract:
This article reviews the current model of governance within Spanish universities, focusing on the areas of state regulation, academic goals, and organizational management. A qualitative approach was adopted for this research, comprising the use of a survey and a focus group. The conclusions of this study provide some insights into the new governance models being applied in Spanish universities and the implications of these models for academics, managers, and policy makers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Curriculum Development; State Regulation; Labor Market; Quality Control; Skilled Workers; Educational Change; Foreign Countries; Developed Nations; Job Security; Vocational Education; Public Policy; Skill Development; Intervention; Unemployment; Social Differences; Job Skills

Abstract:
This paper examines experiences with "skills development" in South Africa to contribute to broader debates about "skills" and the relationships between vocational education and development. Numerous policy interventions and the creation of new institutions and systems for skills development in South Africa are widely seen as having failed to lead to an increase in numbers of skilled workers. I analyze some of the underlying reasons for this by considering South African policies and systems in the light of research in developed countries. The dominant view in South African media and policy circles is that a skills shortage, coupled with an inflexible labour market, are the leading causes of unemployment. This has led to a policy preoccupation with skills as part of a "self-help" agenda, alongside policies such as wage subsidies and a reduction of protective legislation for young workers, instead of collective responsibility for social welfare. Skills policies have also been part of a policy paradigm which emphasized state regulation through qualification and quality assurance reform, with very little emphasis on building provision systems and on curriculum development. The South African experience exemplifies how difficult it is to develop robust and coherent skills development in the context of inadequate social security, high levels of job insecurity, and high levels of inequalities. It also demonstrates some of the weaknesses of so-called "market-led" vocational education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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State Aid; State Regulation; State Policy; Educational Finance; Evaluation Criteria; National Surveys; Public Health; School Health Services; Sustainability; Accountability; Health Promotion; Health Insurance; Primary Health Care; Mental Health; Child Health; Immunization Programs; Integrated Services; Educational Policy; Program Effectiveness; Welfare Services

Abstract:
The National Assembly on School-Based Health Care (NASBHC) surveys state public health and Medicaid offices every three years to assess state-level public policies and activities that promote the growth and sustainability of school-based health services. The FY2011 survey found 18 states (see map below) reporting investments explicitly dedicated to school-based health centers (SBHCs). State-directed funding in FY2011 totaled $89.6M for 875 SBHCs; state general funds (67%) represent the largest funding source. Since 1996, state investments in SBHCs have grown 122% percent--despite an austere state budgetary climate in the most previous years. Several states have experienced impressive gains in the past 10 years. States that direct funds to SBHCs hold programs accountable by setting and monitoring standards, requiring certification, and collecting performance data--the most frequent indicators being tied to obesity prevention, immunizations, and mental health. Of the 18 states that fund SBHCs, 10 have enacted meaningful Medicaid policies that assure reimbursement for care delivered to Medicaid enrollees in SBHCs, including primary care prior authorization waivers and mandated managed care organization contracts. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (506K)

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Accountability; School Districts; State Action; State Legislation; State Regulation; Policy Analysis; State Policy; State Government; Case Studies; Educational History; Intellectual History; Politics of Education; School Administration; School Accounting; Audits (Verification)

Abstract:
Michigan's Local Government and School District Accountability Act of 2011 empowers the governor to appoint emergency managers (EMs) in financially-troubled school districts. EMs assume all powers of the superintendent and school board. They can reshape academic programs, nullify labor contracts, and open and close schools. This paper analyzes the law's political origins and early implementation. Relative to prevailing accountability mechanisms applicable to all school districts, in what respects are EM districts are more accountable, and in what respects are they less accountable? Our analysis reveals that although the law concentrates control over school operations, it weakens most standard dimensions of district accountability. (Contains 15 footnotes. Work for this article was supported in part by the Education Policy Center at Michigan State University.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (621K)

Descriptors:
Elementary Secondary Education; Certification; School Personnel; Elementary School Teachers; Secondary School Teachers; School Counselors; Librarians; Principals; State Regulation; Administrators

Abstract:
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. "Requirements for Certification" is a valuable resource, making much-needed knowledge available in one straightforward volume. [For "Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools. Seventy-Sixth Edition, 2011-2012," see ED524743.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Evaluation; State Standards; Exit Examinations; High Schools; Graduation Requirements; State Surveys; Trend Analysis; Educational Assessment; Educational Indicators; Educational Policy; State Regulation; Evaluation Methods; Enrollment Trends; Academic Standards; High School Graduates; Scores; Disabilities; Alignment (Education); Mathematics Tests; Reading Tests; Career Readiness; College Readiness; Federal Legislation; Educational Legislation; Writing Tests; Curriculum Design; Graduation; Academic Achievement; Accountability; Language Tests; High School Students; Minority Group Students; Low Income Groups

Abstract:
Since 2002, the Center on Education Policy (CEP) at The George Washington University, a national advocate for public education and improving public schools, has been studying state high school exit examinations--tests students must pass to receive a high school diploma. This year marks the 11th year CEP has reported on exit exams in order to help policymakers reach informed decisions about assessment policies in their states. Information from this year's report comes from several sources: a formal verification process through which department of education officials in states with exit exams confirmed and updated information about their exit exam policies from CEP's previous reports on this topic; a special survey of states both with and without exit exams about the future of these policies; state Web sites; media reports; and past CEP publications. Chapter 1 of this report focuses on the present status of state high school exit exam policies, including which states have exit exams, specific characteristics of these exams, how many students are impacted, and changes that have occurred in these policies over the past year. Chapter 2 discusses the future of these policies, such as the shift to assess college and career readiness and the impact of the implementation of the Common Core State Standards (CCSS) and common assessments. Chapter 3 reviews states' past 11 years of experience in implementing exit exams to draw out lessons that may be valuable to state leaders and policymakers as they decide about future policy changes and their implementation. Impact of Common Core State Standards in states with high school exit exams is appended. (Contains 6 figures, 3 tables, 2 boxes, and 2 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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 ERIC Full Text (647K)

Descriptors:
Elementary Secondary Education; Suspension; Educational Indicators; African American Students; Disabilities; White Students; American Indians; Students; Asian American Students; Hispanic American Students; Disproportionate Representation; Racial Differences; Gender Differences; School Districts; Discipline Policy; State Legislation; State Regulation

Abstract:
Well over three million children, K-12, are estimated to have lost instructional "seat time" in 2009-2010 because they were suspended from school, often with no guarantee of adult supervision outside the school. That's about the number of children it would take to fill every seat in every major league baseball park and every NFL stadium in America, "combined". Besides the obvious loss of time in the classroom, suspensions matter because they are among the leading indicators of whether a child will drop out of school, and because out-of-school suspension increases a child's risk for future incarceration. Given these increased risks, what we don't know about the use of suspensions may be putting our children's futures (and our economy) in jeopardy. This executive summary presents the findings of a national report that is based on suspensions of students in K-12 in 2009-2010. This national report represents the first major effort to fill the knowledge gap around school discipline as it stands in thousands of districts in nearly every state. Based on data released in March 2012 by the U.S. Department of Education, the authors analyze the risk of out-of-school suspension for every racial/ethnic group, as well as for students with and without disabilities. [For the full report, "Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School," see ED534178.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (44K)

Descriptors:
School Choice; School Districts; Class Size; State Legislation; Educational History; Educational Development; Technology Uses in Education; Use Studies; Nontraditional Education; School Restructuring; Change Strategies; Educational Change; Compliance (Legal); Online Courses; Distance Education; Electronic Learning; Educational Policy; State Policy; State Regulation; Role Perception

Abstract:
With the passage of a state constitutional amendment in 2002, Florida school districts faced the challenge of meeting class size mandates in core subjects, such as mathematics, English, and science by the 2010-2011 school year, or face financial penalties. Underpinning the amendment's goals was the argument that smaller classes are more effective because teachers have more time for one-to-one interaction with students which in turn leads to greater academic success. Although the state has appropriated more than $20 billion since 2002 to assist school districts in compliance, opponents have argued that the amendment is not funded adequately. As a result, some school districts have recently sought alternatives like online or virtual education to reduce class size in traditional brick-and-mortar schools. Instead of admonishing school districts for what would appear to be an evasion of the spirit of the class size amendment, the state permits and even promotes online education as a means to attain mandated class sizes and create greater public school choice. The purpose of this analysis is to look at the history, role, and use of online education in Florida in general and specifically with regard to its use in meeting the class size constitutional mandate. (Contains 56 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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