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Mercer, Charmaine – Alliance for Excellent Education, 2013
When President George W. Bush signed the No Child Left Behind Act into law in 2002, the U.S. national high school graduation rate was 72.6 percent. Today, the national high school graduation rate has reached an all-time high of 81 percent and the number of low-graduation-rate high schools has declined considerably. While this progress is notable,…
Descriptors: Federal Aid, Student Financial Aid, Finance Reform, Access to Education
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Oliver, Damian – Research in Comparative and International Education, 2010
Complexity is a feature common to all vocational education and training (VET) governance arrangements, due to the wide range of students VET systems caters for, and the number of stakeholders involved in both decision making and funding and financing. In this article, Pierre and Peter's framework of governance is used to examine complexity in VET…
Descriptors: Governance, Vocational Education, Decision Making, Participative Decision Making
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Cox, Richard J. – Journal of Archival Organization, 2007
Archivists have been creating finding aids for generations, and in the last three decades they have done this work via a succession of standardized formats. However, like many other disciplines, they have carried out such work in violation of systems analysis. Although purporting to have the users of finding aids systems first and foremost in…
Descriptors: Systems Analysis, Archives, Documentation, Information Retrieval
National Association of State Boards of Education, 2009
The movement to strengthen the nation's workforce by redefining what all students need to learn has profound implications for the design of state assessment systems. The confluence of events--the change in the national and international climate, acknowledgment of long-standing inequities in education opportunity and achievement, and the…
Descriptors: Human Capital, State Boards of Education, Student Evaluation, Academic Standards
Daley, Glenn; Kim, Lydia – National Institute for Excellence in Teaching, 2010
Status quo approaches to teacher evaluation have recently come under increasing criticism. They typically assign most teachers the highest available score, provide minimal feedback for improvement, and have little connection with student achievement growth and the quality of instruction that leads to higher student growth. A more comprehensive…
Descriptors: Feedback (Response), Teacher Effectiveness, Teacher Evaluation, Academic Achievement
Mintrop, Heinrich; MacLellan, Ann Merck; Quintero, Margaret Fee; Kelemen, Matthew – 1999
Accountability systems target effective school management among other key aspects of the school-improvement process that impact teacher performance. In treating this aspect of accountability, it asks, "What do school improvement plans reveal about schools' responses to accountability and probation?" The school-improvement plan…
Descriptors: Accountability, Comparative Analysis, Competency Based Education, Educational Change