- Higher Education
- K-12 Education
The STEM achievement gap between U.S. students and students in other industrialized countries, such as Singapore, is inciting national policy discussions. And now a National Center for Educational Statistics (NCES) study offers a new way to see if our public schools are making progress toward a STEM-literate society.
The recent study linked the National Assessment of Educational Progress (NAEP) scale to the Trends in International Mathematics and Science Study (TIMSS) scale. That means we can get a much more accurate reading of where our students stand internationally.
Although the U.S. has demonstrated over time that some of our students perform well on [...]Continue Reading »
When A Nation at Risk: The Imperative for Educational Reform was published in April of 1983 it set off a political and policy firestorm that continues to smolder today. The report was submitted by the National Commission on Excellence in Education, which consisted of some the nation’s top educational leaders and chaired by David P. Gardner, president of the University of Utah.
The report did not pull punches. The commission authors famously wrote, “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. [...]Continue Reading »
Editor’s Note: Recently, six well-known AIR thought leaders including George Bohrnstedt, Beatrice Birman, David Osher, Jennifer O’Day, Terry Salinger, and Jane Hannaway posted blogs on the AIR website about A Nation at Risk. Gary Phillips, AIR Vice President and AIR Institute Fellow, joins these thinkers with his blog, “Why Local Educators Haven’t Heeded the Warnings in A Nation at Risk,” which we’ve reposted below.
For the last 30 years national education leaders have believed that our underachieving educational system has put our nation at risk. One persistent problem with that belief is that the international data examined by national policy makers to support the claim don’t [...]Continue Reading »
Stereotypes are dangerous—they hurt, they mislead and they ultimately diminish us all. When whole groups are stereotyped, prejudices that damage the social and educational fabric result. This problem is evident when women and minorities are stereotyped in the science, technology, engineering and math fields known as STEM. The challenge of enrolling and graduating more women and minorities in STEM fields has drawn national attention. The College Board has undertaken an initiative to enroll more young women and minority students in STEM advanced placement courses and the American Association of University Women has a large outreach program for young women wishing [...]Continue Reading »
In The Missing “One-Offs”: The Hidden Supply of High-Achieving, Low Income Students, Caroline M. Hoxby and Christopher Avery revealed that many high-ability, low-income students aren’t attending top colleges, undermining the notion that higher education is as meritocratic as some claim. U.S. News & World Report’s* recent college rankings provide further proof to substantiate this point.
The first chart shows each college’s U.S. News ranking and the percentage of undergraduates receiving Pell grants, a proxy for low-income students.
There are two main stories here, the overall pattern and the individual colleges that deviate from that pattern. The red line or “best fit” line [...]Continue Reading »
Over at Ed Money Watch, Clare McCann argues logically enough that a loophole in the 90/10 rule should be closed. In case you don’t keep up to date on all the latest in arcane higher ed rules, the 90/10 rule “requires for-profit colleges to get no more than 90%of their revenues from Title IV federal student aid.”
The basic idea was to ensure that students pay something—they’ll be more diligent consumers if some of their own money is at stake—and to guard against diploma mills by ensuring that for-profit colleges pass some minimum threshold of non-financial aid fueled consumer demand.
The loophole [...]Continue Reading »
Learning through visualization. This physics teacher uses a stretched sheet of lycra to teach students about gravity. He uses heavy objects and marbles to demonstrate orbits and energy to the classroom. (Huffington Post)
Is private school worth it? Not necessary, according to the PISA study. The results show that students in private school do not score much higher in math and English than students in public school. (The Hechinger Report)
Need more time. Many public schools are doing away with the notion of a “lunch hour” and instead giving students as little as 15 minutes to eat lunch. Many people are concerned [...]Continue Reading »