ERIC Number: ED265800
Record Type: Non-Journal
Publication Date: 1986-Feb
Reference Count: N/A
State Initiatives to Improve Undergraduate Education: ECS Survey Highlights.
Boyer, Carol M.; McGuinness, Aims C., Jr.
AAHE Bulletin, p3-7 Feb 1986
State efforts to improve the quality of undergraduate education were surveyed by the Education Commission of the States. All 50 states and the District of Columbia have initiatives to improve undergraduate education. The high school/college transition is perceived by state officials as an area with great potential for bringing about real change in education. Ideas considered by some states include: early assessment programs, an alternative to placement testing; and disseminating a statement of knowledge and skills needed for success in college. Also receiving attention are articulation agreements for transfer from two- to four-year institutions, and assessment of student and institutional performance. Recent state assessment initiatives include: testing basic skills of entering freshmen, testing basic skills and competencies of college students, value-added assessment of student outcomes, and providing incentives for colleges and universities to better define and measure their objectives. Some states have established or are considering special incentive funding for undergraduate education. In addition to institutional or systemwide reviews of undergraduate education, states are conducting comprehensive studies of higher education. (SW)
Descriptors: Articulation (Education), Basic Skills, College School Cooperation, Educational Change, Educational Improvement, Educational Testing, Government School Relationship, Higher Education, Incentives, Outcomes of Education, Self Evaluation (Groups), State Aid, State Standards, Statewide Planning, Student Evaluation, Two Year Colleges, Undergraduate Study
American Association for Higher Education, One Dupont Circle, Suite 600, Washington, DC 20036.
Publication Type: Collected Works - Serials; Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: American Association for Higher Education, Washington, DC.