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The Education Myth
The Education Myth questions
the idea that education represents the best, if not the only, way
for Americans to access economic opportunity. As Jon
Shelton shows, linking education to economic well-being was not
politically inevitable. In the eighteenth and nineteenth centuries,
for instance, public education was championed as a way to help
citizens learn how to participate in a democracy. By the 1930s,
public education, along with union rights and social security,
formed an important component of a broad-based fight for social
democracy.
Shelton demonstrates that beginning in the 1960s, the political
power of the education myth choked off powerful social democratic
alternatives like A. Philip Randolph and Bayard Rustin's Freedom
Budget. The nation's political center was bereft of any realistic
ideas to guarantee economic security and social dignity for the
majority of Americans, particularly those without college degrees.
Embraced first by Democrats like Lyndon Johnson, Jimmy Carter, and
Bill Clinton, Republicans like George W. Bush also pushed the
education myth. The result, over the past four decades, has been
the emergence of a deeply inequitable economy and a drastically
divided political system.
eBook
The decline in educational standards : from a public good to a quasi-monopoly
\"Offers a detailed, pragmatic discussion of potential steps to reverse the decline in educational standards\"-- Provided by publisher.
Book
Between citizens and the state
This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. Using cutting-edge analysis, Christopher Loss recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state.
Framed around the three major federal higher education policies of the twentieth century--the 1944 GI Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act--the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. Loss details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and '70s. Along the way, Loss reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century.
At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics.
eBook
The politics of performance funding for higher education : origins, discontinuations, and transformations
The first nation-wide analysis of the politics of performance funding in higher education.
Performance funding ties state support of colleges and universities directly to institutional performance on specific outcomes, including retention, number of credits accrued, graduation, and job placement. The theory is that introducing market-like forces will prod institutions to become more efficient and effective. In The Politics of Performance Funding for Higher Education, Kevin J. Dougherty and Rebecca S. Natow explore the sometimes puzzling evolution of this mode of funding higher education. Drawing on an eight-state study of performance funding in Florida, Illinois, Indiana, Missouri, Ohio, South Carolina, Tennessee, and Washington, Dougherty and Natow shed light on the social and political factors affecting the origins, evolution, and demise of these programs. Their findings uncover patterns of frequent adoption, discontinuation, and re-adoption.
Of the thirty-six states that have ever adopted performance funding, two-thirds discontinued it, although many of those later re-adopted it. Even when performance funding programs persist over time, they can undergo considerable changes in both the amount of state funding and in the indicators used to allocate funding. Yet performance funding continues to attract interest from federal and state officials, state policy associations, and major foundations as a way of improving educational outcomes.
The authors explore the various forces, actors, and motives behind the adoption, discontinuation, and transformation of performance funding programs. They compare U.S. programs to international models, and they gauge the likely future of performance funding, given the volatility of the political forces driving it. Aimed at educators, sociologists, political scientists, and policy makers, this book will be hailed as the definitive assessment of the origins and evolution of performance funding.
eBook
The rising costs of higher education : a reference handbook
Providing a clear, logical guide to an illogical topic, this book provides an easy-to-understand guide for anyone who wants to successfully navigate the labyrinth of going to college--and paying for the experience.
Book
Endangering Prosperity: A Global View of the American School
\"Compares the performance of American schools with that of other countries against the background of an increasingly globalizing world, introducing new competition for talent, markets, capital, and opportunity, and shows mixed results for U.S. students and recommends areas where American schools and education should be improved\"-- Provided by publisher.
eBook
Changing Schools in an Era of Globalization
Much has been written about globalization and the challenge of preparing young people for the new world of work and life in times of complexity and continuous change. However, few works have examined how globalization has and will continue to shape education in the East. This volume discusses education within the context of globalization and examines what is occurring in schools and systems of education in the People's Republic of China, Hong Kong, Chinese Taipei, Singapore, and Australia. Closer examination of recent developments and current trends reveal the same turbulence and a range of common issues in areas such as assessment, curriculum, leadership, management of change, pedagogy, policy, professional capacity and technology. This volume demonstrates the commonalities and differences and offers tremendous insight into the way things are done in places where student achievement is high but there is also a sense of urgency in continuing an agenda of change.
eBook