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Autism; Trainees; Technical Assistance; Educational Practices; Professional Development; Pervasive Developmental Disorders; Statewide Planning; Program Evaluation; State Programs; Pretests Posttests; Knowledge Base for Teaching; Self Efficacy; Best Practices; Mentors; Portfolio Assessment; Program Effectiveness; Improvement Programs; Teacher Improvement; Skill Development; Teaching Skills

Abstract:
Training and technical assistance programs for autism spectrum disorders (ASD) have emerged in many states as educators, administrators, and institutions of higher education attempt to address the increasing needs for enhancing the knowledge and skills of educators and disseminating the ever-growing knowledge of educational practices. This report provides data from an evaluation study of a professional development effort conducted by a state-sponsored autism spectrum disorders network. Results documented the positive impact of an 18-month, mentored professional development experience for school-based professionals throughout the state. Surveys of trainees' knowledge before and after training indicated shifts in their confidence, from basic knowledge of ASD characteristics and practices to confidence in their ability to implement ASD-related practices. In addition, mentors documented increased use of ASD practices in trainees' classrooms using a checklist of ASD evidence-based practices. (Contains 3 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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Higher Education; Community Colleges; Educational Change; College Administration; College Planning; Governmental Structure; Statewide Planning; State Action; State Standards; Success; Educational Practices; Intervention; Change Strategies; Institutional Autonomy; Educational Innovation; Trend Analysis; Educational Development; Educational Improvement; Improvement Programs; Participative Decision Making; Leadership Styles

Abstract:
As the student success movement has come of age at America's community colleges, much effort has gone into state-level reforms coupled with college-level efforts, on the theory that relying on individual institutions alone to bring change at scale across states and the nation will take too long and cost too much. But if centralized authority is essential, the student success agenda is in peril. Most states exercise little direct control over their community colleges, instead delegating authority to local and county government. That is why Michigan--the quintessential "non-system" state--is of such great interest. Its 28 community colleges enjoy complete administrative independence, lacking even a state higher education executive officer to whom reports would be formally submitted. Perhaps the most important driver of Michigan's commitment to student success has been Achieving the Dream, a national nonprofit leading the nation's most comprehensive nongovernmental reform network for student success in higher education history. This is the story of how seven Michigan colleges that joined Achieving the Dream in its early years sought to realize the promise of student success in their classrooms, and how their hard-won lessons influenced peers and gelled into strategic statewide actions with support from the Michigan Community College Association. (Contains 2 tables, 3 figures and 6 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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Self Evaluation (Groups); Technical Institutes; Governance; Program Effectiveness; Community Colleges; Administrative Organization; Organizational Effectiveness; Case Studies; Improvement Programs; Coordination; Statewide Planning; Governing Boards; Educational Policy; Educational Finance; Public Agencies; Agency Role; Systems Approach; Strategic Planning; Politics of Education; Educational Environment; Policy Formation; Adult Education; Institutional Mission; Economic Factors; Questionnaires; Program Descriptions

Abstract:
The challenge of producing the systemic changes that are needed to boost educational attainment and economic competitiveness across the country falls heavily on entities that coordinate public postsecondary institutions. Coordination of postsecondary education, whether of a single system of institutions or across an entire state, requires strategic leadership that draws on formal and informal authority to influence the priorities and activities of locally governed colleges and universities with strong traditions of autonomy. Many states are actively moving to improve postsecondary coordination--including the redesign of formal governance structures. This project was undertaken to help states improve the coordination function. It consists of a case study to tell the story of one coordinating board and a self-assessment tool that draws on the case study findings and aims to help other states better understand their own challenges and opportunities with respect to postsecondary coordination. Appended are: (1) SBCTC Notable Policy Innovations--Descriptions and References; and (2) Community College Size, Governance, and Funding in Ten States. (Contains 4 figures and 6 footnotes.) [For "Self Assessment: Increasing the Effectiveness of Postsecondary Coordination. A Companion to "On Balance: Lessons in Effective Coordination from the Washington State Board for Community and Technical Colleges--An Organizational Perspective"", see ED534112.] 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:
Evaluation Utilization; Institutional Evaluation; Evaluation Methods; Stakeholders; Educational Planning; Self Evaluation (Groups); Technical Institutes; Governance; Community Colleges; Administrative Organization; Organizational Effectiveness; Case Studies; Improvement Programs; Coordination; Statewide Planning; Governing Boards; Educational Policy; Educational Finance; Public Agencies; Systems Approach; Strategic Planning; Politics of Education; Educational Environment; Policy Formation; Institutional Mission; Economic Factors; Questionnaires; Agency Role

Abstract:
Public organizations charged with coordinating higher education institutions face a complex set of tasks. Whether coordinating institutions within one sector or across sectors, such organizations play vital roles in promoting a state's capacity for policy leadership to meet the growing need for an educated citizenry. National experts have emphasized that effective policy capacity requires coordinating entities that can articulate mission and goals, devise strategies for meeting them, and use resources, including relationships with state leaders, to influence policy. The authors' case study subject, the Washington State Board for Community and Technical Colleges, was selected because of its track record of focusing a diverse constituency on a valuable public mission and using its resources strategically to facilitate large-scale policy changes aimed at making progress toward the mission. Its effectiveness rests in large part on its continual attention to relationships in order to mediate and balance the needs of various state and local parties. For states interested in improving existing coordinating organizations or designing new ones, the authors suggest that an assessment of the current context can illuminate possibilities for improvement. Multiple factors interact to create forward momentum and can be leveraged in myriad ways. Thus, the self assessment questions are designed so states can more clearly understand the factors at play in their own situations and more strategically evaluate short-term and long-term opportunities. The self-assessment questions fall into three categories: the state political and economic context, the design of the coordinating body itself, and the organization and leadership strategies used by the coordinating body. These factors are generalized from the Washington experience. They do not reflect an exhaustive review of the research or experiences of other states. [For the main report, "On Balance: Lessons in Effective Coordination from the Washington State Board for Community and Technical Colleges--An Organizational Perspective," see ED534114.] 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; Articulation (Education); Transfer Programs; Community Colleges; College Transfer Students; Educational Policy; Statewide Planning; Universities; Program Development; Program Descriptions

Abstract:
"Surprise" is a word and concept seldom associated with higher education policy or with one of its most demanding projects, the development of a statewide articulation and transfer program. Legislators who mandate articulation enterprises and officials who care for these behemoths present themselves as thoughtful managers who cherish meticulous research and careful planning. Whether thoughtfully or not, states usually take years or even decades to develop channels through which students may efficiently flow from high school through community colleges and on to four-year universities. As enthusiasm for statewide articulation plans percolates out from large, prosperous, inventive states to smaller, lower-scoring, and less densely populated regions of the country, the pace at which transfer degree initiatives germinate, grow, bear fruit, and occasionally wilt increases. This chapter analyzes the complex and often surprising process by which Louisiana, a small state with four higher education systems, deployed a transfer degree program in a scant two years. The author reviews the full range of challenges, from social to curricular to promotional, that were overcome and makes recommendations concerning the development of transfer degree programs under both normal and extreme or unusual circumstances. 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:
Articulation (Education); Associate Degrees; Transfer Policy; Information Sources; Annotated Bibliographies; Educational Policy; College Transfer Students; Community Colleges; Higher Education; Statewide Planning

Abstract:
This chapter provides an annotated bibliography of articles about the effects of transfer associate degrees and related statewide transfer and articulation policies. It also provides links to transfer degree legislation in several states.

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Descriptors:
Evidence; Affirmative Action; Minority Groups; Minority Group Students; Universities; Public Colleges; Educational Attainment; Enrollment Influences; Enrollment Rate; Enrollment Trends; Statewide Planning; Program Termination; Admission Criteria; College Admission; Institutional Research; Data Analysis; Intention; Developmental Studies Programs; Statistical Data; Educational Policy; Policy Analysis

Abstract:
Using institutional data on race-specific college enrollment and completion, I examine whether minority students were less likely to enroll in a four-year public college or receive a degree following a statewide affirmative action ban. As in previous studies, I find that black and Hispanic enrollment dropped at the top institutions; however, there is little evidence that overall black enrollment at public universities fell. Finally, despite evidence that fewer blacks and Hispanics graduated from college following a ban, the effects on graduation rates are very noisy. (Contains 2 figures, 6 tables and 17 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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Descriptors:
Education Work Relationship; Program Development; Vocational Education; Partnerships in Education; Transitional Programs; Program Implementation; Developmental Studies Programs; Statewide Planning; Total Quality Management; Alignment (Education); Articulation (Education); Expectation

Abstract:
Finding the best way for students to learn and achieve success is of utmost importance to the State of Illinois and the nation as a whole. College and career success is critical to the national and state economy. Career and technical education (CTE) has been central to this call for greater college completion, and the credentials that CTE provides to both traditional and nontraditional student populations have emerged as one of the most important elements in the completion agenda throughout the country. The Illinois Programs of Study (POS) framework uniquely positions the state to achieve the goal of fully articulated curriculum from secondary to postsecondary education, and to ultimately meet the call for greater college and career success. To strengthen the implementation of POS in Illinois, the Illinois Community College Board developed a statewide framework that focuses on strong stakeholder partnerships in POS implementation, and underscores that outcomes and continuous improvement are the center of program development and delivery. (Contains 3 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:
Technical Institutes; Education Work Relationship; Alignment (Education); Transitional Programs; Developmental Studies Programs; Partnerships in Education; Institutional Characteristics; Articulation (Education); Statewide Planning; School Business Relationship; Skilled Workers; Engineering Technology; Health Education; Employment Opportunities

Abstract:
The South Carolina Technical College System (SCTCS) has embraced POS, providing students across the state with pathways into careers ranging from nuclear systems technology to health care to industrial technology. The SCTCS has strived, over the last 50 years, to foster a bridge between business and education. The colleges coordinate and facilitate partnerships to deliver information, resources, and services to students, educators, employers, and the community. This article features four SCTCS institutions and their POS. The POS implemented through Perkins are strengthening the alignment between secondary and postsecondary education, so that students experience a seamless transition towards attaining their educational dreams and obtaining well-paying jobs. 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:
School Restructuring; State Legislation; Educational Change; Education Work Relationship; Vocational Education; State Policy; Program Implementation; Career Development; Career Education; Change Strategies; Developmental Studies Programs; Career Guidance; Statewide Planning

Abstract:
Career-focused education offered through programs of study (POS), career pathways, and career and technical education (CTE) can provide students with opportunities to engage in career exploration and development, to establish career goals, to increase academic knowledge and skills, to test career preferences in applied settings, and to make links between coursework and postsecondary careers and education. Given the potential of these types of education reforms, federal and state legislation has been enacted to foster their development. In South Carolina, the state's Education and Economic Development Act (EEDA) has been integral in the implementation of POS and other career pathways. EEDA is one of the most comprehensive career-focused school-reform mandates in the country. Researchers are investigating how components of EEDA are helping to build the foundation and framework for successful POS implementation. In this article, the authors provide insights into how several key elements of the South Carolina policy are helping sample schools lay a foundation for POS and POS-like educational components for all students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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