ERIC Number: ED358775
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Summary of Public Testimony on Objectives 4 and 5 of Goal 5.
Jones, Elizabeth A.; Ratcliff, Gary
This report provides a summary of testimony delivered at hearings around the country concerning Objectives Four and Five of National Education Goal Five that address the need to increase qualified student college enrollment (especially of minorities) and completion of at least 2 years (Objective Four), and the need to raise the proportion of college graduates who demonstrate an advanced ability in critical thinking, communication, and problem solving (Objective Five). For each objective, major themes forming the oral and written testimonies are identified, and direct quotations from the testimonies are provided in support of each theme. Of the 100 individuals who testified, most supported the objectives though they expressed concerns and questions about the purposes of each objective and how each objective will actually lead to improvements in student learning, instructional practices, the curriculum, and better degree-completion rates, especially for minority students. Many witnesses offered recommendations and suggested additional considerations to review for both objectives, and some pointed out that there are a large number of organizational and institutional initiatives currently under way that already provide useful information and lead to improvements. Appendices contain participant information. (GLR)
Descriptors: Academic Achievement, College Outcomes Assessment, Communication Skills, Critical Thinking, Educational Assessment, Educational Change, Educational Improvement, Educational Objectives, Educational Quality, Enrollment Trends, Futures (of Society), Hearings, Higher Education, Minority Groups, Problem Solving, Public Opinion, Skill Development
Publication Type: Reports - General
Education Level: N/A
Audience: Administrators; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA.