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In recent years, most proposals to reform quality assurance in higher education have targeted the federal governments role in overseeing postsecondary institutions. In this context, it is easy to forget that state governments play a significant role too, through a process called state authorization. Using a comprehensive survey of more than 5,500 regulatory documents from 69 state authorizing agencies across the 50 states and the District of Columbia, this report explores how state authorizers monitor the performance of postsecondary institutions: when and how must postsecondary institutions report information on their outcomes? What types of outcomes information do agencies require? How, if at all, do agencies disclose that information to students, parents, and the public? Are there repercussions for poor-performing institutions? ; American Enterprise Institute

Foreword -- Notes on contributors -- Introduction: Scoping corporate elites and public education -- Part 1: Corporatised governance: system perspectives -- 1. Corporate elites and the student identity market -- 2. The corporate false promise of techno-utopia: the case of Amplify! -- 3. Fighting for the local: Americans for Prosperity and the struggle for school boards -- 4. Axis of advantage: elites in higher education -- 5. Corporate elites and higher education reform: the corporatisation of academic life in Indonesia -- 6. Becoming a 'better' elite: the proliferation and discourses of educational travel programmes for elite youth -- 7. Double standards: everyday corporate strategies at an elite school in Argentina -- 8. (Re)producing elites: meritocracy, the state and the politics of the curriculum in Singapore -- Part 2 Corporatised governance: provision perspectives -- 9. Fast-track leadership development programmes: the new micro-philanthropy of future elites -- 10. Corporate consultancy practices in education services in England -- 11. The business of governorship: corporate elitism in public education -- 12. The courtier's empire: a case study of providers and provision -- 13. Political and corporate elites and localised educational policy-making: the case of Kingswood Academy -- 14. The usual suspects? Free schools in England and the influence of corporate elites -- 15. When students 'speak back': challenging elite approaches to teaching, learning and education policy -- Conclusion. The challenge of corporate elites and public education -- References -- Index.

Intro -- DJB Dedication -- Acknowledgements -- Praise for Doing Equity and Diversity for Success in Higher Education -- Contents -- Notes on Contributors -- Dead Is the Empire: Buried, Its Pedagogy Should Be! -- List of Figures -- List of Tables -- 1: Introduction: The Owl of Minerva Has Flown: Can Equity and Diversity be Done for Success in Higher Education Now? -- A Review of the Past and a Look into the Future -- Equality, Diversity, Inclusivity or Decolonisation: The Big Conundrum -- Big Data: Am I a Name or a Number -- Identity and Belonging for Outliers, Space Invaders and Others Within the Brick Walls -- Has the Owl of Minerva Flown? -- References -- Part I: A Review of the Past and a Look into the Future -- 2: The Myth of Academic Underperformance and Notions of Truth 52 Years After the Passing of the Race Relations Act 1968: In Conversation with Dame Jocelyn Barrow -- Biographic Information -- References -- 3: A Diverse Society Needs Diverse Solutions -- References -- 4: What We Don't, but Should Know -- Africans in Britain up to c.1900: A Glance at some Issues -- Britain's Empire in India and Africa -- Peopling the Empire -- WWII and the Empire -- Africans and Indians in Britain from c.1900: And Today -- So What Now? -- 5: Decolonisation or Empowerment in Higher Education? -- 6: Travelling Between Historical Memory and the Current Predicament of Educational Reforms in Higher Education: A Transnational Perspective -- 7: Fencing the Race: Responding to the Past to Help Shape the Future -- Part II: Equality, Diversity, Inclusivity or Decolonisation: The Big Conundrum -- 8: Decolonising Academic Spaces: Moving Beyond Diversity to Promote Racial Equity in Postsecondary Education -- Decolonising Academic Spaces to Promote Racial Equity and Inclusion: A Conceptual Framing.

States and the federal government have long provided substantial financial support for higher education, but in recent years, their respective levels of contribution have shifted significantly.1 Historically, states provided a far greater share of assistance to postsecondary institutions and students than the federal government did: In 1990 state per student funding was almost 140 percent more than that of the federal government. However, over the past two decades and particularly since the Great Recession, spending across levels of government converged as state investments declined, particularly in general purpose support for institutions, and federal ones grew, largely driven by increases in the need-based Pell Grant financial aid program. As a result, the gap has narrowed considerably, and state funding per student in 2015 was only 12 percent above federal levels. This report illustrates the existing federal-state relationship in higher education funding, how that relationship has evolved over time, and the significant variation in federal and state support across states. ; The Pew Charitable Trusts

The tasks of peace education -- The contours of U.S. foreign policy : a critical peace education perspective -- Unacknowledged guilt and U.S. militarism -- George W. Bush and the resurrection of the chosenness syndrome after September 11 : a unique challenge for peace education -- The war on "terrorism," Iraq and the challenges for peace education -- The International Criminal Court as a peace educator : a challenge for the United States -- Toward a critical peace pedagogy of nonviolent tension

Barriers to Inclusion provides a comparative and historical account of the rise of special and inclusive education over the twentieth century in the United States and Germany. This institutional analysis demonstrates how categorical boundaries, professional groups, social movements, and education and social policies shaped the schooling of children and youth with disabilities. It traces the evolution of special education classification and categories, explores growing special education organizations, and examines students' learning opportunities and educational attainments. Highlighting cross-national differences over time, the author also investigates demographic and geographic variability within the federal democracies, especially in segregation and inclusion rates of disabled and disadvantaged children. Germany's elaborate system of segregated special school types contrasts with diverse American special education classrooms mainly within regular schools. Joining historical case studies with empirical indicators, this book reveals persistent barriers to school integration as well as factors that facilitate inclusive education reform in both societies.