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. Radio Program aired on May 06, 2014 - Balochistan Ke Awam Ki Awaz Topic: Governance in Balochistan. Date: May 06, 2014 Host: Mr. Saleem Shahood Guests: Sakina Abdullah Khan, President Pakistan Tehreek Insaaf, Balochistan, Social Worker, Volunteer. Mr. Saddam Baloch, Student MA Economics in University of Balochistan, Volunteer, Social Worker Mr. Dad Mohammad, Journalist Mediums: FM-101 Quetta, FM-101 Peshawar, FM-93 Multan, FM-93 Mithi, Radio Pakistan Loaralai, Radio Pakistan Turbat, Live Streaming on CRSS website www.crss.pk

. Radio Program aired on May 06, 2014 - Balochistan Ke Awam Ki Awaz Topic: Governance in Balochistan. Date: May 06, 2014 Host: Mr. Saleem Shahood Guests: Sakina Abdullah Khan, President Pakistan Tehreek Insaaf, Balochistan, Social Worker, Volunteer. Mr. Saddam Baloch, Student MA Economics in University of Balochistan, Volunteer, Social Worker Mr. Dad Mohammad, Journalist Mediums: FM-101 Quetta, FM-101 Peshawar, FM-93 Multan, FM-93 Mithi, Radio Pakistan Loaralai, Radio Pakistan Turbat, Live Streaming on CRSS website www.crss.pk

. Radio Program aired on May 06, 2014 - Balochistan Ke Awam Ki Awaz Topic: Governance in Balochistan. Date: May 06, 2014 Host: Mr. Saleem Shahood Guests: Sakina Abdullah Khan, President Pakistan Tehreek Insaaf, Balochistan, Social Worker, Volunteer. Mr. Saddam Baloch, Student MA Economics in University of Balochistan, Volunteer, Social Worker Mr. Dad Mohammad, Journalist Mediums: FM-101 Quetta, FM-101 Peshawar, FM-93 Multan, FM-93 Mithi, Radio Pakistan Loaralai, Radio Pakistan Turbat, Live Streaming on CRSS website www.crss.pk

Teacher effort, a critical component of education production, has been largely ignored in the literature due to measurement difficulties. Using a principal-agent model, North Carolina public school data, and the state's unique accountability system that rewards teachers for school-level academic growth, we show that we can distill effort from teacher absence data and capture its effect on student achievement in a structural framework. We find that: (1) Incentives lead teachers to try harder. The bonus program reduced the number of sick days taken by about 0.6 days for an average teacher; (2) When teachers try harder, students do better. Increased effort of teachers translates into improved student performance. Estimates show that standardized reading scores increased by about 1.3% of a standard deviation and standardized math scores by about 0.9% of a standard deviation; and (3) Group-level incentives can actually be more powerful than individual-level incentives. Policy simulations from the model estimates show that an individual bonus program would actually produce weaker incentive effects. While free-rider effects are eliminated, individual incentives push a majority of teachers into one of two categories: those who would qualify for the bonus even without trying and others would not qualify no matter how hard they worked. A bibliography is included. (Contains 3 figures and 10 footnotes.)

The four "home countries" of the United Kingdom are becoming increasingly different with regard to education policy. Nevertheless, they are still highly comparable as compared to education systems elsewhere. Over time, they have had a similar legislative framework (particularly in England, Wales and Northern Ireland) and, in a broader sense, there is a similar social context across the four countries. For example, there is a comparable level of inequality across many education indicators, with similar trends emerging in recent times. In-depth analysis by the National Equality Panel (2010) attributed this to the fact that policies most important for influencing distributional outcomes (such as tax and benefits) are UK-wide. In this paper, the authors take the opportunity to appraise differences and similarities in educational policies and outcomes in the four UK nations. The fact that England has pursued very different policies in the recent past than Scotland, Wales and Northern Ireland provides a good testing ground to undertake such a comparative review of what has and has not worked so well in terms of the education reforms that have taken place. The content of the paper is structured as follows. In Section 2, the authors discuss some key areas of education policy in England, Wales, Scotland and Northern Ireland. In Sections 3 and 4, they compare the countries in terms of educational performance and inequality. In Section 5, the authors then discuss evaluation evidence as it relates to key educational issues and the differences and similarities in educational outcomes across the different UK nations. Section 6 offers some concluding remarks. Data Appendix is included. (Contains 8 tables, 1 figure and 6 footnotes.)

This document is a case study of the way in which the Fordham University School of Education developed its governance procedures and of the effect that external intervention, in this instance the TTT (Trainers of Teacher Trainers) project, had on the process. The situation before TTT is described as having an emphasis on training teachers for the inner city: monthly faculty meetings were held at which all faculty members and all graduate student representatives were entitled to vote. It is stated that the coming of the TTT project to the university necessitated defining boundaries of authority: the TTT Policy Committee only controlled TTT activities; Fordham controlled Fordham; fellowships and scholarships were decided jointly by the TTT Policy Committee and Fordham, in that members of the Policy Committee served on the Admission Committee. Soon, it is reported, TTT fellows found themselves in the mainstream of university governance. (JA)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2016 describes Michigan's accomplishments, lessons learned, challenges, and strategies Michigan will implement to address those challenges. Strengthened investment in high-quality early learning and development continues to energize educational improvement efforts in Michigan. From the governor's office and the legislature to local providers, business leaders, schools, and families, people are deeply committed to improving opportunities for young children with high needs in Michigan. In 2013, the Michigan Department of Education, Office of Great Start (MDEOGS) held conversations with 1,400 parents of young children, educators, business leaders, and local and state program directors to inform development of a statewide plan to achieve Governor Snyder's stated outcomes for young children: (1) Children are born healthy; (2) Children are healthy, thriving, and developmentally on track from birth to third grade; (3) Children are developmentally ready to succeed in school at the time of school entry; and (4) Children are prepared to succeed in fourth grade and beyond by reading proficiently at the end of third grade. The resulting publication, entitled "Great Start, Great Investment, Great Future: The Plan for Early Learning and Development in Michigan," illustrates that Michigan's citizens recognize the vital foundation that a system rich in parent involvement, community and state collaboration, and high-quality accessible early learning and development programs can provide for their youngest citizens. Drawing from the guiding principles of this plan and with the identified outcomes for young children as a focal point, in 2013 Michigan submitted a comprehensive application for a Race to the Top - Early Learning Challenge (RTT-ELC) competitive federal grant. As a result, Michigan was awarded $51,737,456 for the purposes of improving early learning and development in the state over a period of four years, beginning January 2014 and ending December 2017. The grant is focused on the improvement of early childhood systems through: (1) increasing access to high-quality programs for children with high needs; (2) implementing and coordinating an integrated system of programs; and (3) evaluating and rating program quality. The Michigan Department of Education, Office of Great Start was identified as the lead agency for RTT-ELC implementation in the grant application. Michigan has prioritized its work into seven projects for improving early childhood outcomes for all children. These projects are designed to support the creation of a truly collaborative system of early learning and development--one that requires the collective efforts of policymakers, program directors, providers, and parents. The projects are as follows: (1) Grant Management and Governance; (2) Improving Quality through Increased Participation in Great Start to Quality; (3) Promotion of Physical and Social-Emotional Health; (4) Enhancing and Increasing Access to the Great Start to Quality System; (5) Improving the Early Learning and Development Workforce; (6) Measuring Outcomes for Children, Programs, & Educators; and (7) Increasing Family Engagement.

We use statewide administrative data from Florida to estimate the impact of attending public schools with different grade configurations on student achievement through grade 10. To identify the causal effect of structural school transitions, we use student fixed effects and instrument for middle and high school attendance based on the terminal grade of the school attended in grades 3 and 6, respectively. Consistent with recent evidence from other settings, we find that students moving from elementary to middle school in grade 6 or 7 suffer a sharp drop in student achievement in the transition year. We confirm that these achievement drops occur in nonurban areas and persist through grade 10, by which time most students have transitioned into high school. We also find that middle school entry increases student absences and is associated with higher grade 10 dropout rates. Transitions to high school in grade nine cause a smaller one-time drop in achievement but do not alter students' performance trajectories. (Contains 13 tables, 6 figures and 13 footnotes.)

Government Publishing Office U.S. Congress House of Representatives Committee on Armed Services [H.A.S.C. No. 113-62] DEPARTMENT OF DEFENSE DEVELOPMENT AND INTEGRATION OF AIR-SEA BATTLE STRATEGY, GOVERNANCE AND POLICY INTO THE SERVICES' ANNUAL PROGRAM, PLANNING, BUDGETING AND EXECUTION (PPBE) PROCESS Date(s) Held: 2013-10-10 113th Congress, 1st Session GPO Document Source: CHRG-113hhrg85326 Superintendents of Documents ID: Y 4.AR 5/2 Witnesses: Cheek, MG Gary H., USA, Assistant Deputy Chief of Staff, G-3/5/7, Department of Defense Foggo, RADM James G., III, USN, Assistant Deputy Chief of Naval Operations (Operations, Plans and Strategy) (N3/N5B), Department of Defense Jones, Maj Gen James J., USAF, Director of Operations, Deputy Chief of Staff for Operations, Plans and Requirements, Department of Defense Killea, BGen Kevin J., USMC, Director of the Marine Corps Warfighting Laboratory, Department of Defense Stough, Maj Gen Michael S., USAF, Vice Director, Joint Force Development, J7, Department of Defense Related Items: U.S. Code: 10 U.S.C. 153

A longitudinal study of elementary schools formally implementing the Multiunit School model collected data suggesting that teachers' feelings of autonomy and job satisfaction are less closely associated with teacher participation on faculty teams for the management of instruction and school administration than with the presence or absence of dominance by school administrators. Data were gathered every 6 months from 14 schools, from the spring before they implemented the multiunit model through the completion of their second year using the model. Parallel data were gathered from 13 nonimplementing schools, primarily from the same districts. Questionnaires and interviews were used to collect information on the organization of instruction, the governance of decision-making, task-related communication among staff members, and staff work attitudes. This report describes the schools, faculty characteristics (including turnover), the measures used, the methods of data analysis, the evolution of school governance and staff interaction patterns in the schools observed, and the findings relative to the attitudinal effects of the changes studied. Four pages of references are provided. (PGD)

In May 2019, the British Columbia Teachers' Federation (BCTF) hosted a one-day seminar entitled "Questioning the Organisation for Economic Co-operation and Development (OECD) Education 2030 Program." The seminar provided a space to critically explore the Education 2030 program and the general approach to global standards through international tests. Seminar participants then attended the "OECD Education 2030 9th Informal Working Group meeting and B.C. Education Conference," hosted by the BC Ministry of Education in Vancouver. This publication is a collection of reflections on these two events by teachers, union leaders and academics. Taken together, the papers disrupt efforts to position BC as an exemplar of the type of reform promoted by the OECD. Through presentations and discussions focused on the OECD program, and looking specifically at the BC curriculum, participants questioned efforts to position BC as an exemplar of the type of reform promoted by the OECD. By thinking across these spaces, the papers work to question a "global" agenda and ask about the effects of a policy logic whereby the "local" has no choice but to adapt or be left behind in the global race towards well-being. How can the narrative being told about "who" students and teachers are, "what" they need to know, and how teaching and learning happen be disrupted? How can the assumptions behind this narrative be challenged? How can local knowledges and processes be mobilized and supported? How can solidarity be built amongst teachers nationally and internationally to speak back to emerging spaces of global governance?

Merit pay initiatives transparently alter the teaching profession and goings-on within classrooms, and thereby promise to stoke the self-interests of the two most prominent stakeholders in public education: teachers and parents. This memo summarizes the authors' ongoing efforts to empirically evaluate the extent to which public debates about merit pay pit key stakeholders, rather than well-defined political constituencies, against one another. The authors examine the content of public opinion on these issues; the willingness of different groups to update their views in light of new information; and the ways in which expressed opinions on these policies figure into the larger assembly of education policies. When it comes to public debates about merit pay, they find, cleavages between parents and teachers are not merely evident. They utterly overwhelm those differences observed between either Democrats and Republicans or liberals and conservatives. The authors use the 2009 "Education Next"-Program on Education Policy and Governance (PEPG) Survey conducted by Knowledge Networks[R]. The survey was fielded to a stratified nationally representative sample of 3,251 adults, including an oversample of 709 teachers. The sample also includes 863 parents with children under the age of 18. Samples were drawn from the probability-based KnowledgePanel[R], and surveys were administered over the internet between February 25 and March 13, 2009. (Contains 13 tables, 2 figures, and 5 footnotes.)

Merit pay initiatives transparently alter the teaching profession and goings-on within classrooms, and thereby promise to stoke the self-interests of the two most prominent stakeholders in public education: teachers and parents. This memo summarizes the authors' ongoing efforts to empirically evaluate the extent to which public debates about merit pay pit key stakeholders, rather than well-defined political constituencies, against one another. The authors examine the content of public opinion on these issues; the willingness of different groups to update their views in light of new information; and the ways in which expressed opinions on these policies figure into the larger assembly of education policies. When it comes to public debates about merit pay, they find, cleavages between parents and teachers are not merely evident. They utterly overwhelm those differences observed between either Democrats and Republicans or liberals and conservatives. The authors use the 2009 "Education Next"-Program on Education Policy and Governance (PEPG) Survey conducted by Knowledge Networks[R]. The survey was fielded to a stratified nationally representative sample of 3,251 adults, including an oversample of 709 teachers. The sample also includes 863 parents with children under the age of 18. Samples were drawn from the probability-based KnowledgePanel[R], and surveys were administered over the internet between February 25 and March 13, 2009. (Contains 13 tables, 2 figures, and 5 footnotes.)

Previous research suggests that there are academic benefits when students and teachers share the same race/ethnicity because such teachers can serve as role models, mentors, advocates, or cultural translators. In this paper, we obtain estimates of achievement changes as students are assigned to teachers of different races/ethnicities from grades 3 through 10 utilizing a large administrative dataset provided by the Florida Department of Education that follows the universe of test-taking students in Florida public schools from 2001-02 through 2008-09. We find small but significant positive effects when black and white students are assigned to race-congruent teachers in reading (0.004 to 0.005 standard deviations) and for black, white and Asian/Pacific Island students in math (0.007 to 0.041 standard deviations). We also examine the effects of race matching by students' prior performance level, finding that lower-performing black and white students appear to particularly benefit from being assigned to a race-congruent teacher. An appendix provides a test of the authors' hypothesis and supplemental tables.

Concerns about the breadth of the U.S. income distribution and limited intergenerational mobility have led to a focus on educational achievement gaps by socio-economic status (SES). Using intertemporally linked assessments from NAEP [National Assessment of Educational Progress], TIMSS [Trends in International Mathematics and Science Survey], and PISA [Programme for International Student Assessment], we trace the achievement of U.S. student cohorts born between 1954 and 2001. Achievement gaps between the top and bottom deciles and the top and bottom quartiles of the SES distribution have been large and remarkably constant for a near half century. These unwavering gaps have not been offset by overall improvements in achievement levels, which have risen at age 14 but remained unchanged at age 17 for the most recent quarter century. The long-term failure of major educational policies to alter SES gaps suggests a need to reconsider standard approaches to mitigating disparities.

What do citizens of the United States and Germany think about their schools and school policies? This paper offers the first broad comparison of public thinking on education in the two countries. We carried out opinion surveys of representative samples of the German and American adult populations in 2014 that included experiments in which we provided additional information to randomly selected subgroups. The paper first describes key characteristics of the U.S. and German education systems and then analyzes how information and institutional context affect public beliefs in the two countries. Results indicate both similarities and differences in the structure of American and German public opinion on schools and school policies. Contains a Methodological Appendix. [Paper prepared for the conference on Public Opinion and the Political Economy of Education, Munich, May 9, 2015. Financial support was provided by the Leibniz Association.]

The general-equilibrium effects of performance-related teacher pay include long-term incentive and teacher-sorting mechanisms that usually elude experimental studies but are captured in cross-country comparisons. Combining country-level performance-pay measures with rich PISA-2003 international achievement microdata, this paper estimates student-level international education production functions. The use of teacher salary adjustments for outstanding performance is significantly associated with math, science, and reading achievement across countries. Scores in countries with performance-related pay are about one quarter standard deviations higher. Results avoid bias from within-country selection and are robust to continental fixed effects and to controlling for non-performance-based forms of teacher salary adjustments. (Contains 7 tables, and 1 figure, and 18 footnotes.)

Even the most cursory look at the current administration's approach to performance pay reveals a noteworthy story. Unlike all of his Democratic predecessors--and some of his Republican ones--President Obama not only appreciates the value of differentiating the compensation of teachers based on a effectiveness, he has put energy and money behind the cause. Digging a little deeper, one can find a second story worth telling. Both during his upstart presidential campaign and since his inauguration, Obama and his team have attempted to delicately navigate the channel between two important Democratic constituencies: establishment organizations--particularly teachers unions--opposed to performance pay and the increasingly prominent education reform crowd that generally supports it. The results to date demonstrate the difficulty of bridging this divide. But below these layers is something far more fascinating and important. The administration's position on performance pay is wrapped up in two much larger issues--first, how the administration envisions the federal government driving change in states and districts, and second, how the administration sees differentiated compensation fitting into broader efforts to reform the teaching profession. These three stories are told through an analysis of speeches made by Senator and President Obama and his education secretary Arne Duncan and the administration's handling of two prominent federal programs, the Teacher Incentive Fund and the Race to the Top. This paper ultimately reaches two major conclusions. First, though the administration's tentativeness on performance pay can be partially explained by its deference to organized labor, a larger factor is its interest in creating a new and comprehensive framework for teacher quality. Second, the administration's strategy for generating change through a combination of incentives, collaboration, and optional reforms did not initially bear much fruit for performance pay, but it lay still have important long-term benefits--for this issue and beyond. (Contains 5 figures and 16 endnotes.)

Class-size reduction (CSR) mandates presuppose that resources provided to reduce class size will have a larger impact on student outcomes than resources that districts can spend as they see fit. I estimate the impact of Florida's statewide CSR policy by comparing the deviations from prior achievement trends in districts that were required to reduce class size to deviations from prior trends in districts that received equivalent resources but were not required to reduce class size. I use the same comparative interrupted time series design to compare schools that were differentially affected by the policy (in terms of whether they had to reduce class size) but that did not receive equal additional resources. The results from both the district- and school-level analyses indicate that mandated CSR in Florida had little, if any, effect on cognitive and non-cognitive outcomes. Thirteen tables are appended: (1) Effect of Required CSR at District Level on District Characteristics; (2) Effect of Required CSR at School Level on School Characteristics; (3) District-Level Models with Additional Years of Pre-Treatment Data (Effects in Student-Level Standard Deviations); (4) District-Level Estimates that Condition on Prior-Year Controls (Effects in Student-Level Standard Deviations); (5) District-Level Analysis Robustness Checks (Effects in Student-Level Standard Deviations); (6) Effects of District-Level CSR on FCAT Scores (Student-Level Standard Deviations), Standard Difference-in-Differences Specification; (7) Effects of District-Level CSR on Stanford Achievement Test (SAT) Scores (Student-Level Standard Deviations); (8) Achievement Effects of District-level CSR by Subgroup (Student-Level Standard Deviations); (9) Effects of District-Level CSR on Non-Cognitive Outcomes; (10) School-Level Estimates that Condition on Prior-Year Controls (Effects in Student-Level Standard Deviations); (11) Effects of School-Level CSR on FCAT Scores (Student-Level Standard Deviations), Standard Difference-in-Differences Specification; (12) Achievement Effects of School-Level CSR by Subgroup (Student-Level Standard Deviations); and (13) Effects of School-Level CSR on Non-Cognitive Outcomes. (Contains 3 figures, 21 tables and 32 footnotes.)

Conventional models of democratic accountability hinge on citizens' ability to evaluate government performance accurately, yet there is little evidence on the degree to which citizen perceptions of the quality of government services correspond to actual service quality. Using nationally representative survey data, we find that citizens' perceptions of the quality of specific public schools reflect publicly available information about the level of student achievement in those schools. The relationship between actual and perceived school quality is two to three times stronger for parents of school-age children, who have the most contact with schools and arguably the strongest incentive to be informed. However, this relationship does not differ by homeowner status or by respondents' race, ethnicity, income, or education. A regression discontinuity analysis of an oversample of Florida residents confirms that public accountability systems can have a causal effect on citizen perceptions of service quality. The appendix section includes the following tables: (1) Relationship Between School Characteristics and Respondents' School Ratings, Marginal Effects from Ordered Probit Models; (2) Descriptive Statistics, By Whether Respondent Identified Local Elementary and Middle Schools; and (3) Relationship Between Schools' Demographic Characteristics and Respondents' Ratings, by Respondent Characteristics. (Contains 11 tables, 1 figure, and 17 footnotes.)

American higher education developed under conditions vastly different from those of the Continent and Britain. Nine colleges were established in the colonial period before the Revolutionary War. Although some of them were related to state governments in their early history, they were even then importantly independent in comparison to continental institutions. The university came late to America, long after Bologna and Paris and Oxford had experienced centuries of development, decline, and renewal. Both American public and private universities married the German model of specialized research and advanced training to the older English-American model of liberal education by augmenting undergraduate colleges with graduate and professional schools. Along with the private college, the private university, and the state university, other types of institutions emerged, such as the separate teachers' colleges, public comprehensive colleges, technological colleges, art schools, and the two-year college. Complex and contradictory trends have evolved in academic government in recent years, and no simple picture can be drawn that typifies the whole country. The organizational evolution of the American system of higher education as a whole is simultaneously unilinear and multilinear. The unilinear evolution is toward ever larger systems, and the multilinear toward greater diversity within systems. (Author/MSE)

Proponents of the recent and widely adopted Common Core State Standards argue that high quality curricular standards are critical to students' educational success. Little clear evidence exists, however, linking the quality of such standards to student achievement. I remedy this by connecting data on state-level student achievement from 1994-2011 with measures of the quality of states' curricular standards as judged by two independent organizations at three different moments in time. I show that, within states, changes in the quality of standards have little impact on overall student achievement. Improved standards do, however, raise achievement of 8th graders in low-scoring states, particularly for low-scoring students. Given the known weaknesses of U.S. middle schools, this result suggests that standards may be beneficial in settings where pedagogy would otherwise be poor. (Contains 2 figures and 6 tables.)

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This paper is a draft of a chapter to appear in "Academic Power: Patterns of Authority in Seven National Systems of Higher Education," edited by John H. Van de Graaff. It traces the historical development of universities in Italy with emphasis on the relationships among students, professors, and towns. Consideration is also given to levels of organizations within the traditional Italian system and demands for reform and change. (LBH)

Teacher compensation schemes are often criticized for lacking a performance-based component. Proponents of merit pay argue that linking teacher salaries to student achievement will incentivize teachers to focus on raising student achievement and stimulate innovation across the school system as a whole. In this paper, we utilize a policy experiment conducted in the New York City public school system to explore the effects of one performance-based bonus scheme. We investigate potential impacts of group-based incentive pay over two academic years (2007-2008 and 2008-2009) on a range of outcomes including: teacher effort, student performance in math and reading, and classroom activities, measured through environmental surveys of teachers and students. We also explore impacts on the market for teachers by examining teacher turnover and the qualifications of newly hired teachers. Overall, we find the bonus program had little impact on any of these outcomes. We argue that the lack of bonus program impacts can be explained by the structure of the bonus program. Group bonuses led to free-riding, which significantly reduced the program's incentives. Once we account for free-riding, we find evidence that the program led teachers to increase their effort through a significant reduction in absenteeism. When considering the effectiveness of performance-based teacher pay, the structure of incentives matter. (Contains 11 tables, 3 figures and 24 footnotes.)

In 2009, the "East Valley Tribune and the Arizona Republic" alleged that Arizona's individual income tax-credit scholarship program disproportionately serves privileged students from higher-income families over those from lower-income backgrounds. Yet neither paper collected the student-level, scholarship recipient family income data needed to verify their allegation. This analysis does by using family income and related data provided by school tuition organizations (STOs) for 19,990 individual income tax-credit scholarship recipients, representing almost 80 percent (79.4 percent) of all scholarship recipients in 2009. These student-level data show there is no factual basis for claims that the individual income tax-credit scholarship program fails to help poor and lower-income students. This analysis finds that scholarship recipients' median family income was almost $5,000 lower than the U.S. Census Bureau statewide median annual income. It was also almost $5,000 lower than the median incomes in recipients' neighborhoods, as estimated using student addresses and zip codes. More than two-thirds (66.8 percent) of scholarship recipients' family incomes would qualify them for Arizona's means-tested corporate income tax-credit scholarship program, which is limited to $75,467 for a family of four. Finally, a higher proportion of scholarship recipients come from families whose incomes qualify them as poor (at or below $20,050 for a family of four) than the U.S. Census Bureau statewide average, 12.8 percent compared to 10.2 percent. (Contains 2 tables and 19 footnotes.)

Lifelong learning is often promoted in ageing societies, but little is known about its returns or governments' ability to advance it. This paper evaluates the effects of a large-scale randomized field experiment issuing vouchers for adult education in Switzerland. We find no significant average effects of voucher-induced adult education on earnings, employment, and subsequent education one year after treatment. But effects are heterogeneous: Low-education individuals are most likely to profit from adult education, but least likely to use the voucher. The findings cast doubt on the effectiveness of existing untargeted voucher programs in promoting labor market outcomes through adult education. (Contains 10 tables, 1 figure and 12 footnotes.)

A growing number of American states and school districts require students to meet basic performance standards in core academic subjects at key transition points in order to be promoted to the next grade. We exploit a discontinuity in the probability of third grade retention under a Florida test-based promotion policy to study the causal effect of retention on student outcomes over time. Regression discontinuity estimates indicate large short-term gains in achievement among retained students and a sharp reduction in the probability of retention in subsequent years. The achievement gains from retention fade out gradually over time, however, and are statistically insignificant after six years. Despite this fade out, our results suggest that previous evidence that early retention leads to adverse academic outcomes is misleading due to unobserved differences between retained and promoted students. They also imply that the educational and opportunity costs associated with retaining a student in the early grades are substantially less than a full year of per pupil spending and foregone earnings. (Contains 10 figures, 11 tables, and 19 footnotes.)

This study discussed Darmasiswa program as Indonesia’s public diplomacy effort in the educational fields conducted by the Republic Indonesia Ministry of Education, Culture, Research, and Technology (Kemendikbud RI). Despite its vast opportunities, Indonesia still has difficulties attracting international students compared to various neighboring countries. By analyzing the seven pillars of public diplomacy, supported by international communication and industry 4.0 concept, this study showed that Kemendikbud has considered the seven pillars in public diplomacy in conducting public diplomacy efforts. It is found that Darmasiswa is a state-directed effort designed to enhance favorable international relations through the student movement’s positive experience. The strategy is formed by uses various types of communication channels that support each other’s. The message is also processed by involving policy and rationality by prioritizing consistent, truthful, and credible as part of the main elements. Besides, they form strategies by maximizing cooperation with various parties. In Kemendikbud, the program undertakes audience research and actors from 1st and 2nd track diplomacy as part of its tactics. The program also found that public diplomacy in Darmasiswa program has acknowledged changes in the 4.0 era through new media usage. However, there are still many challenges encountered in the performance of the seven pillars.

Does public information about school quality lead parents to sort their children out of schools with relatively poor performance? Use of this exit option in response to information about school quality has the potential to indirectly foster school responsiveness to quality concerns. To determine whether this information affects student exit, I use a regression discontinuity design to examine the effect of school grades on exit. Results indicate that parents do not seem to respond to information about school quality generally and, thus, cast doubt on the effectiveness of indirect accountability to promote educational improvement. However, there is limited evidence that particularly poor school performance accompanied by institutional mechanisms for school choice promote student sorting away from low-quality schools. (Contains 12 figures, 9 tables, and 11 footnotes.) [Funding for this paper was provided by the National Science Foundation's IGERT program.]

Does public information about school quality lead parents to sort their children out of schools with relatively poor performance? Use of this exit option in response to information about school quality has the potential to indirectly foster school responsiveness to quality concerns. To determine whether this information affects student exit, I use a regression discontinuity design to examine the effect of school grades on exit. Results indicate that parents do not seem to respond to information about school quality generally and, thus, cast doubt on the effectiveness of indirect accountability to promote educational improvement. However, there is limited evidence that particularly poor school performance accompanied by institutional mechanisms for school choice promote student sorting away from low-quality schools. (Contains 12 figures, 9 tables, and 11 footnotes.) [Funding for this paper was provided by the National Science Foundation's IGERT program.]

An effective board prioritises long-term goals and strategic planning. By focusing on the bigger picture, the board can steer the SPO with a clear and strategic direction. The Program incorporates real-world perspectives and sector-specific mentorship that can enable your SPO to reach new heights. 

We provide the first experimental estimates of the long-term impacts of a voucher to attend private school by linking data from a privately sponsored voucher initiative in New York City, which awarded the scholarships by lottery to low-income families, to administrative records on college enrollment and degree attainment. We find no significant effects on college enrollment or four-year degree attainment of the offer of a voucher. However, we find substantial, marginally significant impacts for minority students and large, significant impacts for the children of women born in the United States. Negative point estimates for the children of non-minority and foreign-born mothers are not statistically significant at conventional levels. The information needed to match students to administrative data on postsecondary outcomes was available for 99 percent of the sample. We find evidence of substantial bias due to attrition in the original evaluation, which relied on data collected at follow-up sessions.

A NINE-MEMBER TASK FORCE STUDIED FACULTY-ADMINISTRATION RELATIONS AT 28 PUBLIC AND SIX PRIVATE COLLEGES AND UNIVERSITIES WHERE MAJOR DEVELOPMENTS IN FACULTY GOVERNANCE WERE TAKING PLACE. MAJOR OBJECTIVES OF THE STUDY WERE TO EXAMINE FACTORS CONTRIBUTING TO FACULTY UNREST AND TO RECOMMEND PROCEDURES FOR IMPROVING FACULTY PARTICIPATION IN CAMPUS GOVERNMENT. CHAPTERS OF THE REPORT DISCUSS--(1) FACTORS GIVING RISE TO FACULTY UNREST, (2) FACTORS DETERMINING THE GOVERNMENTAL ROLE OF THE FACULTY, (3) MAJOR ISSUES AND THE INSTITUTIONAL FRAMEWORK WITHIN WHICH THEY ARE CONSIDERED, (4) ORGANIZATIONAL FORMS USED TO IMPLEMENT FACULTY REPRESENTATION, (5) TECHNIQUES AND SANCTIONS USED IN FACULTY-ADMINISTRATION DECISIONMAKING, AND (6) COMPREHENSIVE MODELS OF FACULTY REPRESENTATION INCORPORATING DIVERSE COMBINATIONS OF VALUES, ISSUES, ORGANIZATIONAL FORMS, AND TECHNIQUES. A SUMMARY CHAPTER CONCLUDES THAT THE MAIN SOURCES OF DISCONTENT ARE (1) THE FACULTY'S DESIRE TO PARTICIPATE IN THE DETERMINATION OF POLICIES AFFECTING ITS PROFESSIONAL STATUS AND PERFORMANCE AND (2) THE ESTABLISHMENT OF COMPLEX, STATEWIDE SYSTEMS OF HIGHER EDUCATION WHICH HAVE DECREASED LOCAL CONTROL OVER IMPORTANT CAMPUS ISSUES. A SYSTEM OF CAMPUS GOVERNANCE IS RECOMMENDED WHICH IS BUILT ON THE CONCEPT OF "SHARED AUTHORITY," WITH FACULTY AND ADMINISTRATION JOINTLY CONCERNED FOR A WIDE VARIETY OF ISSUES, INCLUDING EDUCATIONAL AND ADMINISTRATIVE POLICIES, PERSONNEL ADMINISTRATION, AND ECONOMIC MATTERS. THIS DOCUMENT IS AVAILABLE AS STOCK NO. 251-08276 FROM THE AMERICAN ASSOCIATION FOR HIGHER EDUCATION, NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, FOR $1.25. (JK)

Governments are increasingly publishing information about the performance of the services they provide, in part to help citizens hold their elected representatives accountable for government service outcomes. Yet there is little evidence concerning the influence of information about government service performance on voter behavior. This paper examines the degree to which school performance information affects incumbent support in school board elections. A regression discontinuity analysis indicates that voters reward incumbents when local schools achieve the highest available measure of school performance. Voters do not respond to information differentiating between schools in the middle of the performance distribution, however, or to information from a source that lacks credibility. The following are appended: (1) Regression Discontinuity Specification; (2) Cross-Validation Procedure to Select Bandwidths; (3) Tables and Figures. [This research has been supported by a Harvard University grant from the Multidisciplinary Program in Inequality and Social Policy.]

This technical guide is a training tool to help members of Head Start governing bodies, policy groups, agency directors, and Head Start and Early Head Start directors understand their responsibilities in a Head Start environment that emphasizes shared decision-making. The guide offers a framework for clarifying expectations and provides concrete, practical information that can be used in the context of a local agency's unique history, issues, resources, and priorities. The guide contains the following modules: (1) "Understanding the Role of the Governing Body"; and (2) "Using the Tools of Governance in Shared Decision-Making." Both modules begin with activities to introduce the basic concepts; remaining activities are designed to allow all participants to clarify and practice skills. Each module contains "outcomes,""key concepts," and "background information." The final sections of the guide contain activities for participants to apply the skills learned to their own programs, and a list of about 52 annotated resources for further information on module topics. (EV)

Holding a college major in education is not correlated with effectiveness in elementary and middle school classrooms, regardless of the university at which the major was earned. Teachers do become more effective with a few years of teaching experience, but (except in elementary reading) no gains--and some declines--in effectiveness appear in the second decade after a teacher has begun teaching. These and other results are obtained from estimations using value-added models that control for student characteristics as well as school and (where appropriate teacher) fixed effects that estimate teacher effectiveness in reading and math for Florida students in 4th through 8th grades for six school years, 2001-02 through 2006-07. The findings suggest that teacher selection and compensation policies are in need of revision. (Contains 2 figures, 11 tables and 13 footnotes.) [This paper was prepared for the PEPG Conference "Merit Pay: Will It Work? Is It Politically Viable?"]

The authors begin by noting that, while much has recently been written about federal interference in higher education, little research and writing has concerned itself with the role of the state in governing, controlling, and supervising higher education institutions. Part 1 of this paper presents, in order, the most important functional relationships between the state and higher education, indicating the authoritative sources relating to each, and citing some of the principal omissions in the research. It concludes with an analysis of the overall research on the major agencies and their interrelationships. The important relationships covered are in the areas of budgeting, program review, planning, and information systems. The relationship between private colleges and universities and the state is also covered. Part 2 describes trends and issues currently confronting higher education that will influence the direction of state roles and functions over the next two decades. These trends affect enrollments, the faculty, the economy, and the society. Part 3 summarizes the major issues and the research needs. A bibliography is included. (Author/IRT)

We use a quadratic equation to estimate trends in cohort performances in the charter and district sectors on the National Assessment of Educational Progress in 4th and 8th grade between 2005 and 2017. Data consist of over four million test observations of nationally representative samples of students on seven separate math and reading tests. We estimate unadjusted trends as well as trends adjusted for changes in the demographic composition of the two sectors. Compared to district cohorts, we find steeper upward trends in mean charter performance. Larger sector differentials are observed for African Americans, low SES [socioeconomic status] students, and for students in the Northeast. No significant trend differences are observed for Hispanic and Asian Americans, suburban students and for students in the West. Since students in the two sectors may differ in relevant ways for reasons unrelated to demographic characteristics, inferences about changes in school production factors remain uncertain.

This first report of charter school parents' perceptions based on nationally representative samples finds that charter parents, as compared with parents from district schools, are less likely to see serious problems at their children's school, report more extensive communications with the school, and are more satisfied with most aspects of the school. Charter parents are less satisfied than private-school parents, but report more communications with the school. The variation of parental perceptions within the private sector is less than in other sectors. Results are obtained from The Parent and Family Involvement in Education Survey of 2012, administered by the National Center of Education Statistics, and the 2016 "Education Next" Survey, designed by the Harvard Program on Education Policy and Governance. The following are appended: (1) Survey Items; (2) Ordered Logistic Regression Models; and (3) Leik's D Analysis.

Tiebout theorizes that local public services are provided more efficiently if costs are paid out of local revenues rather than by inter-governmental grants. But if local politics is not as pluralistic as Dahl has argued, citizens of higher socio-economic status will exercise greater influence, resulting in higher inequalities in service provision. We use administrative data to estimate the impacts of local revenue shares on individual performance of a nationally representative sample of over 140,000 U.S. eighth graders in math and reading. Causal effects are estimated with geographic discontinuity models and 2SLS models that use change in housing prices as an instrument. For every 10 percent increase in local revenue share, students perform about 0.05 standard deviations higher. Gains from local funding are less for disadvantaged students. Local financing affords better education for all but widens achievement gaps.

The efficiency-equity trade-offs in public service delivery may be influenced by the dependency of local governments on their own resources rather than inter-governmental grants. School districts in the United States are expected both to produce human capital efficiently and to provide educational opportunity equally. To ascertain school district trade-offs, we estimate effects of revenue source on student performances in math and reading. Achievement is estimated from 225,000 observations weighted to be district representative. Estimates are made with OLS [ordinary least squares], geographic discontinuity models exploiting differences at state borders, and 2SLS [two-stage least squares] models that use changes in housing prices as an instrument. For every 10 percent increase in local revenue share, achievement increases by a sizeable 0.02 to 0.06 standard deviations. Gains for students from low socio-economic backgrounds are about half those from higher ones. Both voice and exit channels moderate the efficiency-equity trade-off. Implications for federalism and state policy are discussed.

The American Recovery and Reinvestment Act of 2009 (ARRA) targeted substantial School Improvement Grants (SIGs) to the nation's "persistently lowest achieving" public schools (i.e., up to $2 million per school annually over 3 years) but required schools accepting these awards to implement a federally prescribed school-reform model. Schools that met the "lowest-achieving" and "lack of progress" thresholds within their state had prioritized eligibility for these SIG-funded interventions. Using data from California, this study leverages these two discontinuous eligibility rules to identify the effects of SIG-funded whole-school reforms. The results based on these "fuzzy" regression-discontinuity designs indicate that there were significant improvements in the test-based performance of schools on the "lowest-achieving" margin but not among schools on the "lack of progress" margin. Complementary panel-based estimates suggest that these improvements were largely concentrated among schools adopting the federal "turnaround" model, which compels more dramatic staff turnover. (Contains 12 figures, 12 tables, and 19 footnotes.)

Do Americans hold a consistent set of opinions about their public schools and how to improve them? From 2013 to 2018, over 5,000 unique respondents participated in more than one consecutive iteration of the annual, nationally representative "Education Next" poll, offering an opportunity to examine individual-level attitude stability on education policy issues over a six-year period. The proportion of participants who provide the same response to the same question over multiple consecutive years greatly exceeds the amount expected to occur by chance alone. We also find that teachers offer more consistent responses than their non-teaching peers. By contrast, we do not observe similar differences in attitude stability between parents of school-age children and their counterparts without children.

The United States Department of the Navy (DoN) Enterprise Resource Planning (ERP) Program is deploying the largest enterprise-wide information technology (IT) system seen in any public sector organization to date. Along with this landmark project is a multitude of implementation challenges for the Navy to overcome. The DoN is using private industry best practices to establish the Navy ERP Program. Some of the challenges faced by the Navy may stem from the inherent differences between public and private sector organizations. If so, the management of IT system implementations in the Navy must therefore account for these sector differences, and cannot fully rely on private sector best practices. This paper will examine the implementation challenges of Navy ERP with respect to its public sector characteristics in order to provide a baseline for developing a governance framework for future enterprise-wide IT implementations in the DoN.

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With the strong support of governments at all levels, WeChat mini programs have been widely used in the field of urban governance. However, due to the lack of support of professional information tools, the actual operation process is too complex, resulting in too many management levels and cumbersome operators, reducing the efficiency and accuracy of information transmission, it is difficult to achieve information and grid management, and seriously limiting the popularization and application of grass roots transaction processing mini programs at the grass roots level. This paper aims to explore how WeChat mini programs can effectively solve the challenges in practical applications and propose a new development plan for social governance applications based on WeChat mini programs, which has been tested in many places and achieved remarkable results. In the future, WeChat mini programs will be continuously optimized and promoted in practice to help the countrys rural revitalization. Haofang Zhao | Yingjian Ma | Shiyan Guo | Hongmei Ju "Grassroots Affairs Governance Under the Rural Revitalization Strategy Empowered by WeChat Mini Program Technology" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-4, August 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59808.pdf Paper Url:https://www.ijtsrd.com/management/general-management/59808/grassroots-affairs-governance-under-the-rural-revitalization-strategy-empowered-by-wechat-mini-program-technology/haofang-zhao

The United States Department of the Navy (DoN) Enterprise Resource Planning (ERP) Program is deploying the largest enterprise-wide information technology (IT) system seen in any public sector organization to date. Along with this landmark project is a multitude of implementation challenges for the Navy to overcome. The DoN is using private industry best practices to establish the Navy ERP Program. Some of the challenges faced by the Navy may stem from the inherent differences between public and private sector organizations. If so, the management of IT system implementations in the Navy must therefore account for these sector differences, and cannot fully rely on private sector best practices. This paper will examine the implementation challenges of Navy ERP with respect to its public sector characteristics in order to provide a baseline for developing a governance framework for future enterprise-wide IT implementations in the DoN.

A study examined development programs, uncovered during a literature review, that would assist in the supervisory training of Wage Grade employees who are promoted to working supervisors. The examination determined guidelines that could be used to construct a supervisory internship program within the Phoenix Air Guard. Hall's experience-based career development model (1986) was found to contain guidelines for establishing a career development program that could be used as the framework for the construction of an internship program. Other conclusions were that the internship program must have an orientation phase, the Phoenix Air Guard's management must go through the steps in work force planning to make the program effective, all candidates should be volunteers, and the program should incorporate aspects of all three career development programs. Recommendations included management's identification of (1) key organizational positions or families of positions to serve as career targets, (2) desired job behaviors for key positions, and (3) specific supervisory positions to be incorporated into the internship program. (YLB)

Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.