Suchergebnisse

Introduction -- PART I. EUROPEAN RESEARCH AREA -- Will European Research Area Ever Be a Reality? -- Researchers and Mobility in the European Research Area -- Open Labour Market for Researchers in EU, Progress Towards ERA, Challenges and Recommendations -- Obstacles on Researchers' Career and Mobility in the European Research Area: The Case Law of the Court of Justice of the European Union -- Re-search and Innovation in Times of Crisis: The Case of Greece -- PART II. EUROPEAN HIGHER EDUCATION AREA -- The European Education Area(s): Towards a New Governance Architecture -- The Bologna Process: New Objectives -- Educating the Socially Vulnerable in the Life-long Learning Era: Reflections on the Role of Higher Education -- Recognition of Skills and Qualifications in the European Union: Institutional Framework and Operational Dimensions -- Skills for Life: Building Decentralized Learning Synergies to Support Literacy Policies for People with Low Skills and Socially Vulnerable Groups in South-Eastern Europe -- EU Policy on Education and Training in the EU2020 Framework. Its Main Components and the Europe State of Play: Social indicators, Employment, Education, Training and Lifelong Learning -- PART III. THE EUROPEAN PILLAR OF SOCIAL RIGHTS AND YOUTH POLICIES -- Building social Europe: from Social-Liberalism to Ordo-Socialism -- Economic and Social Europe Re-Balancing: Adopting a Youth-Outlook on the European Pillar of Social Rights -- EU Youth Policy and Employment -- Youth Guarantee: Context, Implementation and Challenges -- How Do We Define the NEET Group? -- Youth in Greece, Today: Remarks on the EU State of Play in Youth Unemployment and NEETs - Key Determinants of Greek Young Peoples' Life Course.

Specifics of the No Child Left Behind Act of 2001 compel at least one assessment to be given in high school, but it remains the duty of each state to decide how and when to administer that and other standardized assessments. Some states have chosen to require proficient performance on standardized tests in order to receive a high school diploma, and such a policy is more commonly known as an exit examination. In this project I address the following question: under which forms of state education governance do states choose to adopt a standardized high school exit exam? In this research I explore both how the bureaucratic structure of state education governance and the role of partisan politics may impact the creation and establishment of education policy. Results reveal that centralized governance has a negligible impact on exit examination policy but partisan control - specifically Democratic partisan control - is strongly correlated with the presence of exit examination policy. Implications and further applications of this research are discussed in the concluding section of the paper.

Specifics of the No Child Left Behind Act of 2001 compel at least one assessment to be given in high school, but it remains the duty of each state to decide how and when to administer that and other standardized assessments. Some states have chosen to require proficient performance on standardized tests in order to receive a high school diploma, and such a policy is more commonly known as an exit examination. In this project I address the following question: under which forms of state education governance do states choose to adopt a standardized high school exit exam? In this research I explore both how the bureaucratic structure of state education governance and the role of partisan politics may impact the creation and establishment of education policy. Results reveal that centralized governance has a negligible impact on exit examination policy but partisan control - specifically Democratic partisan control - is strongly correlated with the presence of exit examination policy. Implications and further applications of this research are discussed in the concluding section of the paper.