Unequal Opportunity = Unequal Results

Governor Andrew Cuomo is right: New York State has a dramatic contrast in the quality of education available in different school districts. Nowhere are these lines of contrast clearer than in the Schools In Need of Improvement (SINI). While the majority of our students are in schools with high rates of student success, too many students in SINI schools are not succeeding. Across the state 92% of students in the highest income districts graduate on time (these districts are classified by the State Education Department as Low Need Districts) and 81% in average need schools, while only 57% graduate on time in SINI schools. Every year, the New York State Education Department publishes a list of SINI schools as an accountability measure to make the public aware. But putting out a list is not enough, where is the plan to improve these schools? Governor Cuomo has warned that he plans to make large cuts to education. This is on top of $1.4 billion cuts last year -- the largest cuts in the history of the New York State. Will large cuts two years in a row improve our schools or undermine schools that are succeeding and increase educational inequity

GENDER AND GRADUATE ECONOMICS EDUCATION IN THE US

This paper reports on the ?ndings of a survey of top economics graduate schools as they relate to women and men. The results provide strong evidence that at these top graduate schools, women graduate students are less integrated in their economic disciplines than are male graduate students. In the second part of the paper, this paper relates those ?ndings to alternative theories as to why this is the case. This paper concludes by suggesting that the emphasis on theoretical studies in the current core of the graduate economics program can be seen as a type of hazing process that seems to have a signi?cant cost since many women (and men) with great creative promise are discouraged from continuing in economics and do not bene?t nearly as much as they would have from more policy-driven core courses.

Building University-School Partnerships: An Exercise in Communication and Understanding

This article provides an overview of the Collaboration to Advance Teaching Technology and Science (CATTS) program and the conditions necessary to establish and maintain partnerships that promote inquiry and research in schools. These programs are effective because they benefit all stakeholders. CATTS creates opportunities for graduate and undergraduate students (the CATTS Fellows) to learn effective teaching practices and to be active participants in K-12 education. School districts and University of Arizona outreach programs benefit when CATTS Fellows work on projects that address identified educational needs in K-12 schools. K-12 teachers and students benefit from the additional classroom assistance and resources provided through the CATTS program. Educational levels: Graduate or professional

Looked after children : observations of teacher education students on placement in secondary students

This collection of accounts is the work of students of the Professional Graduate Diploma in Education Secondary(PGDE) -a one-year teacher education programme for graduates intending to become teachers in secondary schools. These students were taking an elective module on the education of looked after children. The module was presented on either side of a full-time period of placement in secondary schools during February and March 2008. The placement provided an ideal opportunity for the students to find out more about looked after children from the school perspective. There is a series of 22 accounts representing students' observations while on placement in different schools

How Do Median Graduate Economic Programs Differ from Top-ranked Programs?

This paper reports the results of a survey of median economics graduate programs and compares it with the results of a survey of top economics graduate programs done by Colander. Overall it finds that while there are some differences in the programs, there are large areas of similarity. Some of the particular finding are that there are more US respondents in median programs than in top programs, median students have more interest in econometrics, history of thought and economic literature than do students at top programs, although after the fifth year, their interest in any field drops significantly. It also finds that students at top schools are much more likely to be involved in writing scholarly papers, and that students at top schools give far less emphasis to excellence in mathematics as a path to the fast track than do students at median schools.

Internationalizing U.S. Legal Education: A Report on the Education of Transnational Lawyers

This article analyses the role of U.S. law schools in educating foreign lawyers and the increasingly competitive global market for graduate legal education. U.S. law schools have been at the forefront of this competition, but little has been reported about their graduate programs. This article presents original research on the programs and their students, drawn from interviews with directors of graduate programs at 35 U.S. law schools, information available on law school web sites about the programs, and interviews with graduates of U.S. graduate programs. Finally, the article considers the responses of U.S. law schools to new competition from foreign universities for the job of educating the world’s lawyers

Les études supérieures à l’université aujourd’hui

Cet article analyse, dans une perspective historique, le passage d’un modèle de formation universitaire « artisanale » à un modèle plus « professionnel ». On favorise également le travail collectif et le développement des techniques de présentation et de communication. Le temps requis pour compléter les exigences du grade est aussi sévèrement contrôlé. Ces caractéristiques de la formation universitaire, qui ressemblent à celles des graduate schools américains, se retrouvent, à des degrés variables, dans les « écoles doctorales » françaises, dans les « collèges de diplômés » allemands et dans les « écoles de recherche » néerlandaises. Toutefois, ces arrangements organisationnels ont des caractéristiques qui leur sont propres et qui les distinguent aussi des graduate schools américains.Using an historical perspective, this article analyses the change from a « skill » model of post-graduate training to a more « professional » model. This also promotes collective work and the development of presentation and communication techniques. The time period for completing the degree requirements is strictly controlled. These characteristics of post-graduate training, being similar to those of American graduate schools, are found in various degrees in French « doctorate schools », in German « graduate colleges », and in « research schools » in the Netherlands. However, all these organizational arrangements have their own specific characteristics that distinguish them from the American graduate schools.Este artículo analiza, dentro de una perspectiva histórica, el paso de un modelo de formación de postgrado « artesanal » a un modelo más « profesional ». Se favorisa igualmente el trabajo colectivo y el desarrollo de técnicas de presentación y de comunicación. El tiempo necesario para completar les exigencias de la graduación es también severamente controlado. Estas características de la formación de postgrado, que se parecen a aquellas de las « graduate schools » americanas, se encuentran , con algunas variantes, en las « escuelas doctorales » francesas, en los « colegios de graduados » alemanes y en las « escuelas de investigación » holandesas. Sin embargo, estas estructuras organizativas tienen características que les son propias y que las distinguen al mismo tiempo de las « graduate schools » americanas.In diesem Beitrag wird aus einem historischen Blick-winkel der Übergang von einem als „handwerklich“ charakterisier-ten postsekundären Bildungsmodell zu einem stärker „professionellen“ Modell analysiert. Dabei werden auch der kollektive Charakter der Arbeit sowie die neuen Präsentations- und Kommunikationstech-niken mit einbezogen. Auch die für den Erwerb des akademischen Grades erforderliche Zeit, die streng kontrolliert wird, ist ein wichtiges Kriterium. Diese Art von Universitätsausbildung, die den amerikanischen „graduate schools“ ähnelt, findet sich, mit gewis-sen Unterschieden, in den französischen „Ecoles doctorales“, in den deutschen Studien-kollegien sowie in den niederländischen „Forschungs-schulen“ wieder. Bei den Studiengängen gibt es allerdings nationale Varianten, die sie von den amerikanischen „graduate schools“ unterscheiden

Internationalizing U.S. Legal Education: A Report on the Education of Transnational Lawyers

This article analyses the role of U.S. law schools in educating foreign lawyers and the increasingly competitive global market for graduate legal education. U.S. law schools have been at the forefront of this competition, but little has been reported about their graduate programs. This article presents original research on the programs and their students, drawn from interviews with directors of graduate programs at 35 U.S. law schools, information available on law school web sites about the programs, and interviews with graduates of U.S. graduate programs. Finally, the article considers the responses of U.S. law schools to new competition from foreign universities for the job of educating the world’s lawyers

Strengthening High School Teaching and Learning in New Hampshire's Competency-Based System

For a century, most students have advanced from grade to grade based on the number of days they spend in class, but in New Hampshire, schools have moved away from "seat time" and toward "competency-based learning," which advances students when they have mastered course content. This report profiles how two high schools in New Hampshire made this shift and examines the changes that were necessary to make competency-based advancement an important part of New Hampshire's strategy for implementing the Common Core State Standards and ensuring that students graduate ready for college and a career