ERIC Number: ED491187
Record Type: Non-Journal
Publication Date: 2006-Mar
Claiming Common Ground: State Policymaking for Improving College Readiness and Success. National Center Report #06-1
Callan, Patrick M.; Finney, Joni E.; Kirst, Michael W.; Usdan, Michael D.; Venezia, Andrea
National Center for Public Policy and Higher Education
Major demographic shifts in the population of the United States, combined with persistent gaps in educational achievement by ethnic group, could decrease the portion of the workforce with college-level skills over the next 15 years, with a consequent decline in per capita personal income in the United States. Meanwhile, the competitive edge of the U.S. workforce is slipping; several other developed countries now surpass the United States in the percentage of their young working-age population enrolling in college and attaining a bachelor's degree. At a time when the knowledge-based, global economy requires more Americans with education and training beyond high school, the nation confronts the prospect of a sustained drop in the average educational levels of the U.S. workforce. This report identifies four state policy dimensions for improving college readiness and success: (1) the alignment of coursework and assessments; (2) state finance; (3) statewide data systems; and (4) accountability. Sample Unified Performance-Based Budget for Preschool to Grade 20 is appended. (Contains 1 figure and 49 endnotes.) Appended is: (1) A Sample Unified Performance-Based Budget for Preschool to Grade 20.
Descriptors: Incentives, College Preparation, Statewide Planning, Educational Policy, Articulation (Education), Accountability, Educational Finance, Budgets, Academic Achievement, Performance Based Assessment
National Center for Public Policy and Higher Education. 152 North Third Street Suite 705, San Jose, CA 95112. Tel: 408-271-2699; Fax: 408-271-2697; e-mail: email@example.com; Web site: http://www.highereducation.org/reports/reports.shtml
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: National Center for Public Policy and Higher Education, CA.; Institute for Educational Leadership, Washington, DC.; Stanford Univ., CA. Stanford Inst. for Higher Education Research.