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Reports and Publications

  Beyond the Rhetoric. Improving College Readiness Through Coherent State Policy
(June 28, 2010) This brief addresses the state policy dimensions of college readiness. It identifies the key issues and problems associated with the college readiness gap, which is a major impediment to increasing the numbers of college students who complete certificates or degrees. This policy brief also provides governors, legislators, and state education leaders with specific steps they need to take to close the readiness gap in their state. These findings and recommendations were prepared by the National Center for Public Policy and Higher Education, and the Southern Regional Education Board (SREB).

States, Schools, And Colleges:
Policies to Improve Student Readiness for College and Strengthen Coordination Between Schools and Colleges
(November 2009, #09-2). The authors examine what has been tried and learned about state policy leadership in bridging the divide between K-12 schools and postsecondary education.

Claiming Common Ground: State Policymaking for Improving College Readiness and Success by Patrick M. Callan, Joni E. Finney, Michael W. Kirst, Michael D. Usdan, and Andrea Venezia (March 2006, #06-1). To improve college readiness and success, states can develop policies that better connect their K–12 and postsecondary education systems. However, state action in each of the following policy areas is needed to create college-readiness reform: alignment of coursework and assessments; state finance; statewide data systems; and accountability.

The Governance Divide: A Report on a Four-State Study on Improving College Readiness and Success by Andrea Venezia, Patrick M. Callan, Joni E. Finney, Michael W. Kirst, Michael D. Usdan (September 2005 #05-3). This report identifies and examines four policy levers available to states that are interested in creating sustained reform: finance, assessments and curricula, accountability, and data systems. In addition, the report examines the importance of other factors--such as leadership and state history and culture--in initiating and sustaining K–16 reform.
The Case Study for Georgia The Case Study for Oregon
The Case Study for New York The Case Study for Florida

Perspectives in Public Policy: Connecting Higher Education and the Public Schools

This publication series, "Perspectives in Public Policy: Connecting Higher Education and the Public Schools," seeks to promote public and educational policies designed to strengthen linkages between higher education and the schools. Reports in the series are addressed to policymakers, business and civic leaders, and educators. The series is co-sponsored by The National Center for Public Policy and Higher Education, and The Institute for Educational Leadership.

Reports Published in this Series

Gathering Momentum: Building the Learing Connection Between Schools and Colleges,
(April 2002) K-16 02-01.
These conference proceedings assess the status of partnerships between schools and colleges, and provide recommendations for moving forward in five key areas: equity, governance, standards, teachers, and community.


Overcoming the High School Senior Slump: New Education Policies,
by Michael W. Kirst (May 2001) K-16 01-01.
Policymakers and education leaders, in their efforts to improve public schools, have overlooked a key educational resource: the senior year of high school. Many high school seniors-at a critical point in their intellectual development-view their final months prior to graduation as an opportunity to take less demanding courses and enjoy nonacademic pursuits. This report examines the causes and consequences of high school "senior slump"-both for K-12 and higher education. The author also offers practical and specific recommendations for helping high schools reclaim the academic rigor of the senior year. (See Press Release) (See Executive Summary)

Higher Education and the Schools
by P. Michael Timpane. (December 1999)
K-16 99-02 This report, in reviewing the status of K-12 school reform, explores the implications of critical school reform issues for the future of higher education. The author proposes that higher education must forge dynamic partnerships with K-12 schools aimed at increasing student achievement levels and ensuring student access and success in postsecondary education. (See
Press Advisory)

Doing Comparatively Well:
Why the Public Loves Higher Education and Criticizes K-12

by John Immerwahr (October 1999)
K-16 99-03
This is one of the first reports ever to compare public attitudes about K-12 and higher education. John Immerwahr, author of the report and a national expert in public views of education, finds that higher education still enjoys strong support from the general public while K-12 schools suffer continuing criticism. Immerwahr also identifies trends, however, that suggest that higher education's "honeymoon" with the public may be waning. "There are signs of erosion of higher education's relatively strong position," he writes. Doing Comparatively Well explores public attitudes about K-12 and higher education in terms of: what people know about the systems; the perceived quality of the systems; who is responsibility for student success; who pays for the systems; safety, discipline and teaching the basics; access to the systems; and consumer choice. The report is based on a wide range of public opinion surveys and focus groups conducted by Public Agenda during the past five years. (See
Press Advisory)

All One System: A Second Look,
by Harold L. Hodgkinson (June 1999) K-16 99-01
Like the author's 1985 seminal work, All One System, this update argues that there is a single system of education underlying all the segments, yet the lack of effective linkages--from pre-K to the university--threatens to undermine educational success at every level. This report clarifies recent trends, current impasses, and areas of immediate priority regarding the long-neglected relationships between higher education and the public schools. (See
Press Advisory)

Ordering Information

Each reports in this series is available for $15 per copy. Orders of 10 to 24 copies are $12 per copy, and orders of 25 copies or more are $9 per copy. Prepaid orders are not charged for postage and handling. Billed orders are charged $2.00 for the first publication, and $1.00 for each additional publication ordered, up to a total of $5.00 for postage and handling.

To order publications from this series, please email, fax or mail your request to the Institute for Educational Leadership. Click here for a printable order form. Please refer to the publication title and number when ordering.

The Institute for Educational Leadership
1001 Connecticut Avenue, NW, Suite 310, Washington, D.C. 20036
Telephone: 202-822-8405 * Fax: 202-872-4050 * Email:

About The Institute for Educational Leadership

The Institute for Educational Leadership (IEL)--a nonprofit, nonpartisan organization based in Washington, D.C.--has provided policy and leadership assistance to people and institutions since 1964. IEL's mission is to improve individual lives and society by strengthening the educational and social development opportunities of children and youth. IEL accomplishes its mission by connecting leaders from and informing leaders in every sector of our increasingly multi-ethnic and multi-racial society, and by reconnecting the public with educational institutions. At the heart of IEL's effectiveness is its ability to bring people together at the local, state and federal levels to find solutions across policy and program boundaries.

1001 Connecticut Avenue, NW, Suite 310, Washington, D.C. 20036
Telephone: 202-822-8405 * Fax: 202-872-4050
Email: * Web site:


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