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The challenges facing colleges and universities today are profound and complex. Fortunately, Jon McGee is an ideal guide through this dynamic marketplace. In Breakpoint, he argues that higher education is in the midst of an extraordinary moment of demographic, economic, and cultural transition that has significant implications for how colleges understand their mission, their market, and their management. Drawing from an extensive assessment of demographic and economic trends, McGee presents a broad and integrative picture of these changes while stressing the importance of decisive campus leadership. He describes the key forces that influence higher education and provides a framework from which trustees, presidents, administrators, faculty, and policy makers can address pressing issues in the aftermath of the Great Recession. Although McGee avoids endorsing one-size-fits-all solutions, he suggests a number of concrete strategies for handling prospective students and developing pedagogical practices, curricular content and delivery, and management structures. Practical and compelling, Breakpoint will help higher education leaders make choices that advance their institutional values and serve their students and the common good for generations to come.

\"The challenges facing colleges and universities today are profound and complex. Fortunately, Jon McGee is an ideal guide through this dynamic marketplace. In Breakpoint, he argues that higher education is in the midst of an extraordinary moment of demographic, economic, and cultural transition that has significant implications for how colleges understand their mission, their market, and their management. Drawing from an extensive assessment of demographic and economic trends, McGee presents a broad and integrative picture of these changes while stressing the importance of decisive campus leadership. He describes the key forces that influence higher education and provides a framework from which trustees, presidents, administrators, faculty, and policy makers can address pressing issues in the aftermath of the Great Recession. Although McGee avoids endorsing one-size-fits-all solutions, he suggests a number of concrete strategies for handling prospective students and developing pedagogical practices, curricular content and delivery, and management structures. Practical and compelling, Breakpoint will help higher education leaders make choices that advance their institutional values and serve their students and the common good for generations to come\"-- Provided by publisher.

When it comes to race in America, we must face one uncomfortable but undeniable fact. Almost 50 years after the birth of the civil rights movement, inequality still reigns supreme in our classrooms. At a time when African-American students trail their white peers on academic tests and experience high dropout rates, low college completion rates, and a tendency to shy away from majors in hard sciences and mathematics, the Black-White achievement gap in our schools has become the major barrier to racial equality and social justice in America. In fact, it is arguably the greatest civil rights issue of our time.

This book examines the state of education in America using a critical lens that places the roles of race, racism, and neoliberalism at the center. The contributors analyze the tough challenges facing individuals, families, and communities while offering solutions for changing the trajectory of education in America.

The role played by the humanities in reconciling American diversity—a diversity of both ideas and peoples—is not always appreciated. This volume of essays, commissioned by the American Academy of Arts and Sciences, examines that role in the half century after World War II, when exceptional prosperity and population growth, coupled with America's expanded political interaction with the world abroad, presented American higher education with unprecedented challenges and opportunities. The humanities proved to be the site for important efforts to incorporate groups and doctrines that had once been excluded from the American cultural conversation. Edited and introduced by David Hollinger, this volume explores the interaction between the humanities and demographic changes in the university, including the link between external changes and the rise of new academic specializations in area and other interdisciplinary studies. This volume analyzes the evolution of humanities disciplines and institutions, examines the conditions and intellectual climate in which they operate, and assesses the role and value of the humanities in society. Contents: John Guillory, \"Who's Afraid of Marcel Proust? The Failure of General Education in the American University\" Roger L. Geiger, \"Demography and Curriculum: The Humanities in American Higher Education from the 1950s through the 1980s\" Joan Shelley Rubin, \"The Scholar and the World: Academic Humanists and General Readers\" Martin Jay, \"The Ambivalent Virtues of Mendacity: How Europeans Taught (Some of Us) to Learn to Love the Lies of Politics\" James T. Kloppenberg, \"The Place of Value in a Culture of Facts: Truth and Historicism\" Bruce Kuklick, \"Philosophy and Inclusion in the United States, 1929–2001\" John T. McGreevy, \"Catholics, Catholicism, and the Humanities, 1945–1985\" Jonathan Scott Holloway, \"The Black Scholar, the Humanities, and the Politics of Racial Knowledge Since 1945\" Rosalind Rosenberg, \"Women in the Humanities: Taking Their Place\" Leila Zenderland, \"American Studies and the Expansion of the Humanities\" David C. Engerman, \"The Ironies of the Iron Curtain: The Cold War and the Rise of Russian Studies\" Andrew E. Barshay, \"What is Japan to Us\"? Rolena Adorno, \"Havana and Macondo: The Humanities Side of U.S. Latin American Studies, 1940–2000\"

College Students in the United States accounts for contemporary and anticipated student demographics and enrollment patterns, a wide variety of campus environments and a range of outcomes including learning, development, and achievement. Throughout the book, the differing experiences, needs, and outcome of students across the range of \"traditional\" (18-24 years old, full-time students) and non-traditional (for example, adult and returning learners, veterans, recent immigrants) are highlighted. The book is organized, for use as a stand-alone resource, around Alexander Astin's Inputs-Environment-Outputs (I-E-O) framework.

'Cultural proficiency challenges learning communities to go even deeper when inquiring about student barriers to success. This perspective is necessary to truly address the achievement and expectation gaps in our schools. Before we ask ourselves why our students are not succeeding, we must understand and examine our own perceptions and assumptions about them'-Timothy A. Bias, Administrator, Pomona Unified School District, CA Close the achievement gap with equity-focused professional learning communities! Professional learning communities (PLCs) can be a powerful force for creating equitable, inclusive schools where all students succeed. Integrating the four Tools of Cultural Proficiency with the PLC framework, this relevant guide offers school leaders, district administrators, and staff developers a collaborative approach to address bias and inequity. Culturally Proficient Learning Communities discusses the impact of our history on cultural understanding and provides a wealth of practical PLC-building strategies-including assessment and inquiry-driven planning, instructional design, curriculum development, coaching, leadership, and shared decision making. The authors examine the goals, purpose, and process of creating and sustaining equity-focused PLCs through: - Templates, protocols, activities, and rubrics for deconstructing inequity in student achievement - Stories, tools, and thinking prompts to guide an inside-out transformation toward cultural proficiency - An extended example of one school district's journey in becoming a culturally proficient learning community Schools that view diversity and differences as assets and opportunities will experience stronger holistic growth and increased academic achievement!

Following Grawe's seminal first book, this volume answers the question: How can a college or university prepare for forecasted demographic disruptions? Demographic changes promise to reshape the market for higher education in the next 15 years. Colleges are already grappling with the consequences of declining family size due to low birth rates brought on by the Great Recession, as well as the continuing shift toward minority student populations. Each institution faces a distinct market context with unique organizational strengths; no one-size-fits-all answer could suffice. In this essential follow-up to Demographics and the Demand for Higher Education, Nathan D. Grawe explores how proactive institutions are preparing for the resulting challenges that lie ahead. While it isn't possible to reverse the demographic tide, most institutions, he argues persuasively, can mitigate the effects. Drawing on interviews with higher education leaders, Grawe explores successful avenues of response, including • recruitment initiatives • retention programs • revisions to the academic and cocurricular program • institutional growth plans • retrenchment efforts • collaborative action Throughout, Grawe presents readers with examples taken from a range of institutions—small and large, public and private, two-year and four-year, selective and open-access. While an effective response to demographic change must reflect the individual campus context, the cases Grawe analyzes will prompt conversations about the best paths forward. The Agile College also extends projections for higher education demand. Using data from the High School Longitudinal Study, the book updates prior work by incorporating new information on college-going after the Great Recession and pushes forecasts into the mid-2030s. What's more, the analysis expands to examine additional aspects of the higher education market, such as dual enrollment, transfer students, and the role of immigration in college demand.

John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of societal and school factors contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. * Community factors --the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does not mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. Black American Students in an Affluent Suburb: A Study of Academic Disengagement is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.