Financing American Higher Education in the Era of Globalization by William Zumeta, David W. Breneman, Patrick M. Callan, and Joni E. Finney (February 2012). The authors identify and address basic issues and trends that cut across the sectors of higher education, focusing on such questions as how much higher education the country needs for individual opportunity and for economic viability in the future; how responsibility for paying for it is currently allocated; and how financing higher education should be addressed in the future. Harvard Education Press.
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.
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
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
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)
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
All One System: A
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
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
4455 Connecticut Avenue, NW, Suite 310, Washington, D.C. 20008
Telephone: 202-822-8405 * Fax: 202-872-4050 * Email: firstname.lastname@example.org
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.
4455 Connecticut Avenue, NW, Suite 310, Washington,
Telephone: 202-822-8405 * Fax: 202-872-4050
Email: email@example.com * Web site: http://www.iel.org