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ERIC Number: ED440592
Record Type: RIE
Publication Date: 1999-Jun
Pages: 40
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
All One System: A Second Look. Perspectives in Public Policy: Connecting Higher Education and the Public Schools.
Hodgkinson, Harold L.
This publication examines the relationship between K-12 and postsecondary education, calling for greater policymaker attention to inter-level issues. The document examines the growing relationship between K-12 and postsecondary education, citing some recent initiatives to connect these two levels of education; most importantly, it argues that such efforts must be intensified and broadened. The paper notes the importance of keeping both quality and quantity in mind, creating both a set of equity linkages to reduce the effects of economic and social difference and a set of content-based linkages to help students achieve at their highest possible level. Following the introduction, the discussion covers concerns specific to preschool (Head Start/poverty); early school (dropouts/links); middle school (absenteeism/standardized tests/ transience); and high school (school ranking/graduation rates/ college-going rates). This section also cites successful educational reform efforts in Texas and North Carolina, discusses co-registration and age-grading as useful bridges from high school to college, and notes some beginning K-16 initiatives. The discussion of transition from college to life after school covers such topics as proportional equity, distance learning, race and class, equal opportunity, and equity. In the summary section, the report reviews some major changes since 1985 and notes trends for the future. (Contains 40 references.) (CH)
Institute for Educational Leadership, 1001 Connecticut Avenue, N.W., Suite 310, Washington, DC 20036. Tel: 202-822-8405; Fax: 202-872-4050; e-mail: iel@iel.org; Web site: http://www.iel.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: EXXON Education Foundation, New York, NY.; Ford Foundation, New York, NY.
Authoring Institution: Institute for Educational Leadership, Washington, DC.; National Center for Public Policy and Higher Education, CA.
Note: Also supported by a grant from Kaplan Learning Services.