Suchergebnisse

After outlining some of the progress in education reform springing from the Bush administration's efforts, principally via the No Child Left Behind Act (NCLB), how conservatives should approach educational reform now that Barack Obama is president is considered. The recent history of school policy is traced to shed light on this. It is argued that George W. Bush's initial vision for NCLB embodied bipartisan education reform; however, what was signed into law appeared far less bipartisan than Great Society liberal. Issues with NCLBs implementation are outlined, & it is asserted that Bush wound up taking the fall for the civil rights lobby. How conservative education reformers should approach liberal reformers in the context of what NCLB has created is then pondered, identifying three key ways that education policy has evolved in the last decade & the opportunities afforded conservatives. In this light, a five-point conservative reform agenda is outlined. D. Edelman

This paper investigates the influence of educational tracking on immigrant educational expectation gaps in Sweden, England, the Netherlands, and Germany. To account for heterogeneity in immigrant children's origin countries, this paper additionally focuses on the educational selectivity of immigrant parents. The article argues that with a greater degree of tracking, students receive stronger track signals about their ability and their future opportunities, which should reduce the influence of immigrant parents' aspirations and mitigate immigrant students' lower responsiveness to school ability. As a result, immigrant students in countries with a high degree of tracking should have less inflated expectations that are more similar to ethnic majority students. Additionally, the moderating effect that tracking can have on the influence of parental aspirations on immigrant students' educational expectations should mitigate the beneficial effect of immigrant parents' selectivity in highly versus lowly tracked countries. Findings based on two waves of the CILS4EU data reveal that second-generation immigrant students have higher educational expectations than ethnic majority students in all countries except Germany. No significant differences are found relating to parents' educational selectivity. The results support the assumption that stronger track signals in countries with a higher degree of tracking lead to higher responsiveness to school ability among second-generation immigrant students. No support is found for a reduced influence of parental aspirations on the immigrant expectation gap in countries with a higher tracking degree. This study contributes to research on immigrant expectation gaps by highlighting the specific mechanisms through which tracking influences operate.

In this article, I evaluate whether educational attainment in Germany is stratified by parental wealth and at which transitions stratification emerges. I propose a four-stage model to capture the emergence of stratification in the German education system, which is characterized by early between-school tracking: (i) transition to the tracked secondary school, (ii) attended track in the last year of mandatory schooling, (iii) highest school-leaving certificate, and (iv) transition to vocational or tertiary education. Results suggest that stratification by parental wealth emerges at all four stages, and, therefore, accumulates over the stages. Children living in wealthy households are 20 per cent more likely to attend the highest track in fifth grade and to obtain the highest school-leaving certificate and are 40 per cent more likely to enroll in tertiary education compared to children at the bottom of the wealth distribution. Furthermore, parental wealth seems to be particularly effective in preventing negative outcomes like leaving school without a certificate or not finding a fully qualifying vocational training. Among those who do not obtain the formal requirements to enroll in tertiary education, those with wealthy parents are more likely to start dual vocational training.

This paper examines educational outcomes of pupils selected to secondary school types by different tracking regimes in a German state: The traditional regime of streaming pupils after fourth grade of elementary school is compared to a regime in which pupils are selected into different secondary school tracks after sixth grade. Descriptive evidence demonstrates that the proportion of pupils reaching the highest level of secondary education is relatively small for those who attended later tracking schools. Additionally, the incidence of track modification is relatively frequent for schools with a high proportion of incoming pupils from the later tracking regime. However, less favorable educational outcomes of the later tracking schools are due to self-selection of relative low performers into these schools: The downward bias in estimating tracking regime effects is reduced considerably by controlling for a broad variety of socio-economic background characteristics. Corresponding regression results mainly indicate that there are no negative effects of later tracking on observed educational outcomes measured in the middle of secondary school. Regression analyses for different subgroups suggest that the reading performance of immigrant pupils is better under the later tracking regime compared to the early tracking system.

The U.S. District of Columbia's Federal Circuit Court decision in Hobson v. Hanson (1967) case eliminated racial discriminatory tracking practices in the nation's capitol's public schools. The court ruled that D.C. Public Schools' tracking violated African American and low income students' rights to equal opportunities to education under the equal protection and due process clauses of the 14th Amendment. While D.C. Public Schools eradicated school tracking, it continued in other urban schools. This article examines the Federal Court's role in the perpetuation of school tracking practices and challenges minority students' access to equal educational opportunities in schools with tracked classrooms. It also addresses the need for equitable schools to provide all students with the opportunity to learn.

A B S T R AC T Using the German Microcensus, we study second-generation immigrants' educational attainment in Germany, focusing on the descendants of classic labour migrants. Our results show that educational outcomes in terms of attending or completing the highest schooling track leading to the Abitur vary considerably among different ethnic groups. Second-generation young adults, in particular Turks and Italians, experience pronounced disadvantages in comparison to their German peers. The central question in this context is to what extent ethnic stratification in the German school system is related to educational and social background. Our findings suggest that ethnic disadvantages primarily result from social rather than from specific ethnic inequalities, since initial differences in the chances of attaining the Abitur disappear after considering educational and social origin, the only exception being Italian young adults.

To choose and to loose: An analysis of educational choices after receiving a B-certificate in Flemish secondary education as a replication of Kloosterman and De Graaf (2009) .This study replicates the main findings of a recent Dutch study of Kloosterman and De Graaf (2009) using
data from Flanders. We examine the educational choices made after receiving a 'B-certificate'. This certificate is given to pupils who fail the year in a particular educational track; it forces them to choose between repeating the year, or, going on to the next year in a different
educational track. By studying these non-collective moments of choice, we find that students with a weaker social background have more than a double disadvantage compared to their more fortunate peers. First, due to their generally weaker scholastic performance, the receipt of the B-certificate
forces them to make educational choices more often. Second, they tend to make less ambitious choices that limit their future educational career. The study concludes with some generalizations.

Given the dynamic nature of the health care environment, what should be the focus of graduate education in nursing? New advanced practice roles for nurses are emerging, but few university-based educational programs exist to respond to the need. In developing a Master's program, Baylor University School of Nursing accepted the challenge to deviate from tradition by preparing a nurse who has the advanced knowledge and skills necessary to proactively address the present and future needs of health care in multiple settings and roles. This article discusses this unique and creative program in patient care management. Outcome evaluation reveals that students are attaining the terminal objectives, meeting the outcome criteria, and readily securing employment.

AbstractThis article analyses the case of a Swedish so-called "fast-track" programme for newly arrived migrant teachers with the use of a conceptual model of lifelong learning dimensions (Boyadjieva & Ilieva-Trichkova, 2016). The material is based on individual and focus group interviews with individual participants, public employment officers and university teachers. While some aspects of the course can be seen as transformative and allowing for intrinsic learning, the participants' need for work often overshadowed more ambitious course goals. Nevertheless, the course provides participants with the opportunity to reflect on new aspects of teaching and broader societal values.

At the 2015 AALS Annual Meeting, a panel was convened under this title to discuss whether separate tracks and lower status for legal research and writing ("LRW") faculty make sense given the current demand for legal educators to better train students for practice. The participants included law professors, an associate dean, and a federal judge.2 Each panelist was asked to respond to questions about the "two-track" system—a shorthand phrase for the two tracks of employment at many law schools whereby full-time LRW faculty are treated differently than tenured and tenure-track faculty. The panelists represented differing views on the topic. This Article grows out of the conversation, information, and ideas that emerged.

Um etwas über die gegenwärtigen bildungspolitischen Optionen doppeltqualifizierender Bildungsgänge sagen zu können, muss man auf ihre Entstehung und bisherige Realisierung zurückblicken sowie den europäischen Kontext der Modernisierung von Bildungssystemen heranziehen. Dem folgt der Aufbau dieses Vortrags. (DIPF/Orig.)

Es gehört es zu den expliziten Bildungszielen der Schulen, nicht nur Wissen und Fertigkeiten zu vermitteln sowie über die Bedingung der Arbeitswelt zu orientieren, sondern auch zur Entstehung selbständigen eigenverantwortlichen Handelns beizutragen, zur Freiheit und Demokratie sowie zu Achtung, Toleranz und Würde des Menschen zu erziehen, eine friedliche Gesinnung im Geiste der Völkerverständigung zu wecken, ethische Normen sowie kulturelle und religiöse Werte verständlich zu machen sowie die Bereitschaft zur Wahrnehmung von Rechten und Pflichten in der Gesellschaft zu wecken. Diese Inhalte sind also explizite im Bildungsrecht formulierte Bildungsziele, das geht jedenfalls aus der "Einführung in das Schulrecht" hervor. (DIPF/Orig.)

Abstract
Over the last 50 years, some important reforms in European countries were aimed at improving the system of vocational studies. By contrast, the Spanish educational law (LOGSE) from 1990 moved in the opposite direction. While the LOGSE increased the number of compulsory schooling years from 8 to 10, it also eliminated vocational studies of first grade (FP-I, ages 14 to 16), thereby reducing flexibility. The LOGSE was rolled out at different times across regions within Spain. This is used as an identification strategy to analyse whether the change in law contributed to stop the declining trend in dropout rates observed in the last two decades (they declined from 70% in 1977 to 30% in 1995, but remained at roughly 30% until recent years, twice the EU27 average). Results show that the new compulsory secondary education increased dropout rates for men and decreased them for women. Alternatively, the removal of the lower vocational track had negative effect for both genders, being the effect stronger for women. Finally, by reducing the track choice opportunities for students, the reform reduced the probability of following the vocational track after completion of the compulsory stage.

JEL codes

I20, J24.

In this article, the authors investigate the short-run educational expectations and long-term educational aspirations of the children of immigrants living in Italy and attending eighth grade. The authors look at educational ambition, both as a predictor of educational choice and as a measure of social integration. They consider both secondary-school track and university goals. Data come from the ITAGEN2 survey (2005–2006). First, the authors analyze the relationship of short-run expectations and long-term aspirations to structural (e.g., migration status and country of origin) and social (e.g., family socioeconomic status and friendship ties) conditions. The latter seem to be determinants of both expectations and aspirations, but long-term educational aspirations are not associated with migration status. Second, the authors investigate the relevance of context in delineating educational attitudes. The authors performed a multilevel analysis including both individual- and school-level variables. Their results show that attending a school where most of the Italian pupils have high educational expectations may lead children of immigrants to enhance their own aspirations.