Suchergebnisse

In 2003, only two colleges charged more than $40,000 a year for tuition, fees, room, and board. Six years later more than two hundred colleges charged that amount. What happened between 2003 and 2009 was the start of the recession. By driving down endowments and giving tax-starved states a reason to cut back their support for higher education, the recession put new pressure on colleges and universities to raise their price.

In conjunction with global efforts, Israel has committed to promoting lesbian, gay, bisexual, and transgender (LGBT) students' rights to a safe, affirming learning environment. Given Israeli society's mostly negative perception of homosexuality as well as the growing role of religious parties in the government, the authors question the extent to which this commitment is realized. Using data from the Israeli School Climate Survey conducted in 2016 (n=909), this article documents the school experiences of LGBT students. Findings reveal that LGBT students in Israel occasionally hear homophobic remarks in schools, they experience high levels of victimization (verbal, sexual, and physical), and they report limited access to school-based supports. Moreover, school climate varies across communities in Israel. We argue that by avoiding a centralized effort to address homophobic and transphobic bullying and by allowing communities and schools to lead the way, Israel maintains its international standing while limiting its internal conflict.

The relationship between labor-market conditions which are expected to exist in the United States in the year 2000 and current primary and secondary public education policy is examined in this paper. The role of educational attainment in the development of the economy is outlined and a policy model of the functions of publicly supported primary and secondary education is presented. The educational policy implications for the future structure of the US labor market are examined in the context of this model.

The development of early childhood education and care (ECEC) policies and programs in China has been closely intertwined with social, economic, and demographic changes. This article systematically reviews center‐based ECEC policies and programs in China and presents the major trends and implications for future research and policy. The focus of China's ECEC policy has shifted from health and custodial care to nurturing and child‐centered education since the economic reforms and the one‐child policy were launched in the late 1970s. Empirical data show that the costs of ECEC services have been continuously increasing. Both the number of children enrolled and the overall enrolment rates have declined during the late 1990s but they have increased slightly since 2001. The ECEC programs vary substantially in every regard by urban or rural residence, type of organization, and region. The quality of center‐based ECEC programs in China is still quite low, indicated by their high child–teacher ratios and low levels of education among principals and teachers relative to developed countries. Children living in rural areas or less developed regions and those from low‐income families suffer from fewer resources and lower quality ECEC as compared to their peers. These problems must be addressed by future policy interventions.