This book provides political science perspective on higher education reform in Central and Eastern Europe. It examines the impact of historical institutions and transnational networking on institutions of higher education and assesses whether Poland, the Czech Republic, Bulgaria, and Romania are converging towards a common model of market-based governance.
EdSurge discusses a Bill of Rights and Principles, newly developed by a group of people passionate about learning, serving today’s students, and using every available tool to respond better to the needs of students in a global, interactive, digitally connected world....
GETideas.org hosted this GooglePlus hangout on the future of digital content. The online discussion featured a panel of education experts, including Nicole Allen, affordable-textbooks advocate, Student PIRGS; Una Daly, communication college outreach director, OpenCourseWare Consortium; and Cable Green, director of global...
In Explaining Inequalities in School Achievement, author Roy Nash argues that a realist framework for the sociological explanation of educational group differences can, and must be, constructed. A move to such an explanatory framework will allow society to take into account the...
In Education 3.0: Seven Steps to Better Schools, renowned educator and technology expert Jim Lengel provides a refreshing and hopeful picture of what schools should look like, including a groundbreaking seven-step process for envisioning and building them that draws on the...
March 18, 2011
Lessons from PISA: What the U.S. Can Learn from the World’s Most Successful Education Reform EffortsMarch 16, 2011
The results of the most recent Program for International Student Assessment (PISA) tests were announced in December 2010 by the Organization for Economic Cooperation and Development (OECD). PISA provides a detailed assessment and comparison of what 15-year-old students in 74 education systems have learned and how well they can apply knowledge.
March 14, 2011
The most sweeping U.S. federal education law in decades, the No Child Left Behind (NCLB) Act, requires states to administer standardized exams and to punish schools that do not make Adequate Yearly Progress (AYP) for the fraction of students passing these exams. While the literature on school accountability is well established, there exists no nationwide study of the strong short-term incentives created by NCLB for schools on the margin of failing AYP. This RAND document, published in U.S.
February 10, 2011
This edition of the Brown Center Report marks the tenth issue of the series.