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2015-04-10 ; This paper offers insight pertaining to the effects, both the positives and negatives, of standardized testing in education. Following the recent reform in education, through programs such as America's Choice and Common Core, the emphasis on standardized testing has shown a devaluation in the higher level students and an emphasis on both lower and mid-level students. This paper also presents information that shows why standardized testing is negatively impacting public education, instead of elevating it. As the deflation in performance increases, the moral amongst teachers and students sharply decreases, so does their mental health. Along with the national perspective in education, this paper compares how many foreign nations have approached, and succeeded in their education systems. This paper is comprised of information, statistics and professional insight on the effects of standardized testing; gathered from a wide variety of peer-reviewed and government sources. ; This paper offers insight pertaining to the effects, both the positives and negatives, of standardized testing in education. Following the recent reform in education, through programs such as America's Choice and Common Core, the emphasis on standardized testing has shown a devaluation in the higher level students and an emphasis on both lower and mid-level students. This paper also presents information that shows why standardized testing is negatively impacting public education, instead of elevating it. As the deflation in performance increases, the moral amongst teachers and students sharply decreases, so does their mental health. Along with the national perspective in education, this paper compares how many foreign nations have approached, and succeeded in their education systems. This paper is comprised of information, statistics and professional insight on the effects of standardized testing; gathered from a wide variety of peer-reviewed and government sources.

Diverse but segregated -- The case for school integration -- "Good neighborhoods do not just happen" -- Inflamed -- The roots of community control -- Ocean Hill-Brownsville's Afrocentric, multicultural vision -- Race and education after community control -- The renewed demand for integration -- Learning from the past and moving forward.

In this article, John Bishop summarizes research from many sources concerning the current debate over occupation-specific versus general education and training. He argues against a recommendation made by the Economist magazine that government scale back its support of school-based occupation-specific training and instead focus on academic education. Research shows, to the contrary, that productivity derives directly from social abilities (such as good work habits and people skills) and cognitive skills that are specific to the job and occupation, not from reading, writing, and mathematics skills. Old skills are becoming obsolete more rapidly, so new skills must be learned more frequently. This implies a greater overall need for occupational training, not a reduced need. The rise in job turnover has made employers more reluctant to hire inexperienced workers and provide them skill training, so the need for school-based vocational training has never been greater. Occupational turnover has been declining, so the payback period of occupational skills has been rising.

PurposeThe purpose of the paper is to examine the nature and extent of gender and spatial inequalities in educational attainment in Ghana.Design/methodology/approachThe paper uses the education Gini coefficient, computed on the basis of years of schooling of individuals, to assess education inequality in Ghana.FindingsThe paper finds evidence of gender and spatial inequality in education in Ghana. In particular, the three northern regions have lower education attainment as well as higher education Gini coefficients compared to the rest of the country. The paper finds evidence of intra‐gender and intra‐spatial inequalities in education attainment in Ghana, with females contributing proportionately more to the within‐inequality component of the education Gini. The paper also finds a positive correlation between poverty incidence and education inequality.Research limitations/implicationsThe research finds a positive correlation between poverty incidence and education inequality but requires an econometric analysis to make inferences regarding causality.Practical implicationsThe findings call for the design and implementation of policies not only to address between‐gender and spatial inequities in education in Ghana, but also to tackle within‐gender and within‐spatial inequalities. The positive correlation between poverty incidence and education inequality implies the need to create greater equity in educational opportunities across the country.Social implicationsThe need for changes in attitudes, values and cultural practices that put girls at a disadvantage when it comes to education.Originality/valueOne important and new finding of the paper is the existence of intra‐gender and intra‐spatial inequalities in education attainment in Ghana, with females contributing proportionately more to the within‐inequality component of the education Gini.

Examines the "managerial & entrepreneurial turn" in Austrian higher education which represents a radical paradigmatic shift in the university's guiding principles. Changes that occurred in the 1960s are pointed out. The managerial & entrepreneurial turn began in the 1980s when low economic growth was accompanied by relative stagnation & deteriorating material conditions at the university. The introduction of flexible study programs included short, vocationally- & technologically-oriented programs. The further deregulation of study programs & a new model of accreditation are described, along with the break with tradition that occurred when the new right-wing coalition government introduced student fees, changed the status of university staff, & restructured the university-state relationship. The new model mirrors developments elsewhere in Europe, especially the 1999 Bologna Declaration signed by 29 European states which creates "consumer, labor, & institutional markets" in higher education. It is contended that the managerial & entrepreneurial turn has changed the meaning of "autonomy." The implications for the future of higher education in Austria are discussed. References. J. Lindroth