ERIC Number: ED446525
Record Type: RIE
Publication Date: 2000-Jun
Reference Count: N/A
Bridging the K-12/Postsecondary Divide with a Coherent K-16 System. CPRE Policy Briefs.
Consortium for Policy Research in Education, Philadelphia, PA.
This policy brief originates from a 1999 conference held at Stanford University titled "Education Reform into the Millennium: The State Legislatures' Role in Building a Consensus for Systemic Change." The brief looks at some of the primary causes of the disjunctures between the K-12 and postsecondary systems and the problems that have resulted for students, teachers, and postsecondary administrators and faculty. These include conflicting standards for students, unequal opportunities for different groups of students to succeed in postsecondary education, placement exam confusion and intensive remediation, high college dropout rates, and finger pointing. It then looks at some ways this gap can be addressed by "institutionalizing" a K-16 perspective and improving teaching to meet more demanding K-16 standards. The following suggestions are included: (1) develop standards for teachers that are linked to standards for students; (2) develop new linkages between education school faculty and arts and science faculty; (3) improve teacher recruitment, especially in underserved school districts and subject areas; (4) provide better mentoring and support for new teachers; and (5) rethink and improve professional development. (EV)
Descriptors: Articulation (Education), College School Cooperation, Educational Change, Educational Improvement, Educational Planning, Educational Policy, Elementary Secondary Education, Higher Education, Partnerships in Education
Consortium for Policy Research in Education, Graduate School of Education, University of Pennsylvania, 3440 Market St., Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700. Web site: http://www.upenn.edu/gse/cpre; http://www.wcer.wisc.edu/cpre.
Publication Type: Information Analyses
Education Level: N/A
Audience: Policymakers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, Philadelphia, PA.