Ratings published by the National Council on Teacher Quality (NCTQ) require selectivity in admission to educator preparation programs. NCTQ provides a list of citations to support the selectivity standard termed "strong support." A review of each citation in the list found little or no support for the standard. Original data was…

Decisions about progress through an academic programme are made by Boards of Examiners, on the basis of students' course assessments. For most students such pass/fail grading decisions are straightforward. However, for those students whose results are borderline (either at a pass/fail boundary or boundaries between grades) the exercise of some…

The rise of the accountability movement in education has resulted in the proliferation of school report cards, school ratings and rankings, and other kinds of performance reporting for public consumption and policy use. To understand the strengths and limitations of school rating systems and the role they play in shaping public perceptions and…

Identifying schools that are beating the odds--schools that are exceeding academic performance expectations, given the composition of their student body--can lead to promising practices that other schools serving similar populations can implement. Regional Educational Laboratory Northeast & Islands used data on high-poverty high schools in…

Colleges and employers are demanding greater knowledge and skills from our graduates than ever before. As Ohio continues to help students in meeting higher expectations for what they should know and be able to do, student achievement is higher statewide. From 2016 to 2017, every subject area had an increase in first-time test takers scoring…

The primary aim of the paper is to examine how global university rankings have influenced the higher education sector in Taiwan from the perspective of academics. A qualitative case study method was used to examine how university ranking influenced the Taiwanese higher education at institutional and individual levels, respectively, thereby…

The Nation's Report Card™ informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. NAEP collects and…

Starting in 1974, the "Council for Adult and Experiential Learning" (CAEL) has helped colleges and universities develop and expand their prior learning assessment (PLA) programs for adult and other non-traditional learners. In the past several years, with new and ambitious degree completion goals for adults, the U.S. is witnessing what…

Despite claims made for them, many current education policies have perverse consequences. If all our children are to benefit from the good education they deserve, we need: forms of accountability that do not rely on school performance tables of test results; a focus on standards that embody high expectations for all; the urgent creation of a…

This speech, given at the 2014 Council for the Study of Community Colleges annual Awards Luncheon, describes three of the major changes in the sixth edition of "The American Community College". The speech also describes what those changes can tell us about the directions in which our colleges are moving and the ways in which community…

More than two dozen authors contributed to this special issue from 14 different think tanks, regional collaborative organizations, and institution-based policy centers and institutes to share the work being done to promote the community college agenda at state, regional, and national levels in the United States. This article synthesizes the still…

Since No Child Left Behind (NCLB) was enacted into federal law in 2002, states have been required to test students in grades 3 through 8 and again in high school to assess math and reading achievement. The federal law also asks states to establish the performance level students must reach on the exams in order to be identified as…

In this study, we examine how the standardizing effects of federal and state education policies in the United States reflect particular ways of understanding the structure and function of education and schooling. This understanding impacts how policies affect schools and those who work and depend upon them. We argue that the disparity between how…

A full year of progress in advancing education reform across America is documented in each of the Foundation for Excellence in Education's Annual Reports. In this report, readers will see the broad range of initiatives that the Foundation for Excellence in Education is working on--policies that personalize the learning experience for students,…

This study examined the validity of a Chinese version of the Social Achievement Goal Orientation Scale (C-SAGOS), a measure testing the trichotomous framework of achievement goal orientations in a social domain. A total of 208 college students (51% female) aged 18 to 23 participated in the study. Factor analyses showed that the three-factor model…