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Questions the validity of using test scores from the Scholastic Aptitude Test and American College Testing programs to measure US academic achievement.

At head of title: Department of the Interior. ; Mode of access: Internet.

At head of title: Department of the Interior . ; Mode of access: Internet.

The central goal of this paper is to examine the effectiveness of education policy in the German federal states with regard to two central educational outcomes: educational efficiency and equality. Applying a two-stage multi-level analysis, the degrees of efficiency and equality in the German Lander are estimated before the effects of sub-national education policy on these two outcomes are evaluated. A primary finding of the paper is that there is no "efficiency-versus-equality trade-off" in Germany's school education. By contrast, both outcomes are interdependent. Furthermore, education policy has very different impacts on efficiency and equality: Equality of education is mainly determined by early childhood education. Efficiency, however, is affected by the strict tripartite tracking system. Adapted from the source document.

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.

A country's understanding of special education is reflected in its policy interventions. Purport of special education has never been universal, especially when it comes to how different nations define it. U.S is considered as forerunner of the interventions related to special education where in its comparison Indian legislation began attending to disability much later. India can be seen as toddler amidst the nations which are attending to the discourse of special education from a long time. We have primarily focused on the state level interventions in US and India, which further shaped the meaning of disability in these nations. This comparison focuses on how the acts have been established in the past and how current acts provide educational opportunities to people with disability. The perception on special education is taking shape with the idea penetrated by the policies rendered by the developed world. The comparison in stated regard will help to position India's inventions in the global world thereby providing us with goals and scope for further improvement. In spite of differences like infrastructure, resources and population, comparative analysis can help us to adapt certain provisions and amendments in our policies which can be a step towards more inclusive setup.

The Macro-level education policy in "The Belt and Road" Strategy: A policy text analysis -- Promoting the Implementation of "The Belt and Road" Strategy: A local practice policy analysis -- Policy analysis of the implementation of the "One Belt and One Road" initiative in China's vocational education -- The policy analysis of the higher education for "One Belt and One Road" initiatives implementation -- Policy analysis of "One Belt and One Road" initiatives in China's basic education system -- Policy Analysis on "the Belt and Road" Initiative for Students Studying in China.