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WCC staff reviewed state and national law, board rules, and policy decisions related to Indian education in Arizona, Nevada, and Utah. National and state based resources were consulted to inform this effort. WCC also identified prominent organizations that are concerned with improving Indian education in each of the states. In addition, interviews were conducted with state education agency lead staff in the area of Indian education. This report represents a summary of what has been learned from these sources. A brief overview of federal laws and pertinent research is provided as background, followed by highlights from state-level reviews and interviews. The appendix contains detailed summaries of state laws, board rules, and other policy decisions that informed this effort, as well as a list of national resources. ; West Comprehensive Center

Lumina became the first national private foundation to provide significant support to states interested in exploring how to increase productivity in higher educationdefined as graduating substantially more students within available financial resources while maintaining access and educational quality. Lumina supported this work in the midst of turbulent financial times, aware that higher education in the United States is an enormously complex enterprise, with different historical contexts, political structures, governance systems, and institutional configurations in each state. This report identifies early outcomes and implications of the work that seven states have done in higher education policy, by examining changes in policies and programs at the state and system levels between 2008 and 2013. ; Lumina Foundation ; Social Program Evaluators and Consultants, Inc. (SPEC Associates)

I argue that political liberals should not support the monopoly of a single educational approach in state sponsored schools. Instead, they should allow reasonable citizens latitude to choose the worldview in which their own children are educated. I begin by defending a particular conception of political liberalism, and its associated requirement of public reason, against the received interpretation. I argue that the values of respect and civic friendship that motivate the public reason requirement do not support the common demand that citizens "bracket" their comprehensive commitments in politics. Rather, citizens should seek to enact policies the justification of which is compatible with the truth of their fellow reasonable citizens' worldviews. Next I argue that no single educational approach can meet this standard of justification. Many believe that state sponsored education in a pluralist, liberal society ought to present multiple worldviews in a neutral way. I argue that this aspiration is unrealizable, and no other educational model will plausibly meet the justificatory demand. Finally, I address two objections to my favored alternative: that it may allow for the inculcation of disrespect, and that it violates children's autonomy. Against the first, I claim that political liberals have no grounds for thinking that reasonable citizens will seek to inculcate disrespect. Finally, I argue that there is no conception of autonomy that can sustain the second.

Philippines is a secular state which mandates by its constitution the observation of separation of church and state. Religious freedom and tolerance are ensured within this secular principle; and Filipino can enrich themselves with Islamic knowledge and values, and reinforce their Islamic education. Along this secular state, the roles of Madrasah education have played vital contribution for the spread of Islam and Islamic moral values enhancements of the Filipino Muslims. There are auspicious opportunities for Muslims under this secular government in respect and recognition of their beliefs, customs, traditions and religion. Among those indubitable opportunities are the creation of Muslim autonomy known as Autonomous Region In Muslim Mindanao which still under the framework of the Philippines constitution, the implementation of sizeable portion of the Shariah Law known as Code of Muslim Personal Laws of the Philippines , the creation of National Commission on Muslim Filipinos which is aimed to serve the needs of the Muslim minorities , and the establishment of Mindanao State University for cultural integration of the people of Mindanao. Unfortunately, along these great opportunities, Islamic education in the Philippines is still under the zenith of deterioration and backwardness. Islamic institutions only serve to strengthen the moral and spiritual needs of the Filipino Muslims. It does not produce quality and competitive graduates embraced with compounding skills and earthly knowledge who are capable of facing the challenge of globalization and national employment demand. Hence, this study is conducted to provide compounding inputs for local Muslim leaders, ulama and madrasah institutions to come up necessary policies and remedies for the present declining Islamic education in the Philippines. It discusses the opportunities and challenges of Islamic Education in the Philippines in general. Qualitative research method is used; and data are gathered from relevant studies, works and personal interviews.This research concludes that Islamic education in the Philippines has been remained stagnant and backward. Opportunities given to Muslims under this secular state are not utilized optimally for Islamic education advancement. Keywords: Islamic education, secular state , Philippines, opportunities , challenges, minority Muslims.

Philippines is a secular state which mandates by its constitution the observation of separation of church and state. Religious freedom and tolerance are ensured within this secular principle; and Filipino can enrich themselves with Islamic knowledge and values, and reinforce their Islamic education. Along this secular state, the roles of Madrasah education have played vital contribution for the spread of Islam and Islamic moral values enhancements of the Filipino Muslims. There are auspicious opportunities for Muslims under this secular government in respect and recognition of their beliefs, customs, traditions and religion. Among those indubitable opportunities are the creation of Muslim autonomy known as Autonomous Region In Muslim Mindanao which still under the framework of the Philippines constitution, the implementation of sizeable portion of the Shariah Law known as Code of Muslim Personal Laws of the Philippines , the creation of National Commission on Muslim Filipinos which is aimed to serve the needs of the Muslim minorities , and the establishment of Mindanao State University for cultural integration of the people of Mindanao. Unfortunately, along these great opportunities, Islamic education in the Philippines is still under the zenith of deterioration and backwardness. Islamic institutions only serve to strengthen the moral and spiritual needs of the Filipino Muslims. It does not produce quality and competitive graduates embraced with compounding skills and earthly knowledge who are capable of facing the challenge of globalization and national employment demand. Hence, this study is conducted to provide compounding inputs for local Muslim leaders, ulama and madrasah institutions to come up necessary policies and remedies for the present declining Islamic education in the Philippines. It discusses the opportunities and challenges of Islamic Education in the Philippines in general. Qualitative research method is used; and data are gathered from relevant studies, works and personal interviews.This research concludes that Islamic education in the Philippines has been remained stagnant and backward. Opportunities given to Muslims under this secular state are not utilized optimally for Islamic education advancement. Keywords: Islamic education, secular state , Philippines, opportunities , challenges, minority Muslims.

There is widespread concern that the rising costs of higher education are making college unaffordable for many students and their families. Federal and state support is central to promoting college affordability; however, persistent state budget constraints have limited funding for public colleges. GAO was asked to study state policies affecting affordability and identify approaches to encourage states to make college more affordable. This report examines, among other things, how state financial support and tuition have changed at public colleges over the past decade. It also examines how the federal government works with states to improve college affordability and what additional approaches are available for doing so. In conducting this work, GAO analyzed trends in state funding for public colleges, tuition, and state student aid using data from the U.S. Department of Education for all public sector colleges from fiscal years 2003 through 2012, the most recent data available at the time of this study. GAO also identified academic studies on state higher education policies and affordability published since 2011 and interviewed 25 academic experts and organizations in the fields of higher education or state policy. Finally, GAO reviewed Education programs and proposals and obtained perspectives from experts and organizations to identify approaches the federal government could use to incentivize state action. ; United States Government Accountability Office

Islamic religious education in the United States and Europe has become a subject of intense debate after Muslims raised in the West carried out attacks against their fellow citizens. People worry their governments are doing too little or too much to shape the spiritual beliefs of private citizens. In a new analysis paper, Jenny Berglund explains the differences in publicly funded Islamic education in nine European countries and the United States. Berglund lays out the religious education framework of each country and explains the state policies governing the teaching of Islam in public schools. State involvement, Berglund writes, ranges from sponsoring religious education in public schools to forgoing it entirely. The policies vary according to the national political culture of each country, as well as the historical and religious norms that shape public perceptions and debates over religious education. In Germany and Austria, many public schools teach Islam to Muslims as a subject within a broader religious curriculum in which parents can choose their students' religious courses. In the United Kingdom and Sweden, public schools teach Islam as an academic subject, and train teachers through comparative religious studies departments in universities. French and U.S. public schools do not teach religion, although students can lean about Islam in subjects such as art, history, or literature. Despite the diversity of these approaches, Berglund notes three good practices that apply across the board: Establishing rigorous academic standards of training for teachers of religious education courses. Providing factual textbooks informed by academic scholarship, both for Islamic religious education and non-confessional school subjects that teach about Islam. Building upon current curricular and pedagological best practices through international exchange and dialogue of scholars. By adopting these practices, Berglund argues, governments can further their citizens' knowledge of important aspects of the human experience and promote inclusive citizenship and respect.

This paper addresses issues related to higher education in selected EU Member States and its contribution to the creation of wealth. Special emphasis was placed on the shape of education policy in selected countries through an analysis of the main indicators characterizing the same. The paper raises a number of questions which are important from the point of view of social policy: these questions relate to the policy of higher education funding and attempts to isolate and identify the relationships between higher education funding and the situation of people with higher education on the labour market. In the first part of this paper, the author presents the phenomenon of welfare by taking into account its measurement, especially those measures that relate to education related elements. Then the author indicates the relationship between education, especially its availability, and the process of wealth creation in the economy. In the empirical part of the paper an analysis is carried out on the basis of available and comparable indicators for selected EU Member States and conclusions are drawn based on the indicators.

Employing a Weberian understanding of the centrality of a strong bureaucracy in the modern nation-state, this article examines the relationship between the state and elite education in France. Through a historical analysis and an examination of two current issues facing education – widening participation and pressures to internationalise – we illustrate how the legitimacy of the administrative and political establishments, as well as the status granted to elite education tracks, has been largely preserved. Furthermore, dominant social classes have actively played a role in this alliance, thereby limiting the circle of eligible individuals who can aspire to future elite positions.

Employing a Weberian understanding of the centrality of a strong bureaucracy in the modern nation-state, this article examines the relationship between the state and elite education in France. Through a historical analysis and an examination of two current issues facing education – widening participation and pressures to internationalise – we illustrate how the legitimacy of the administrative and political establishments, as well as the status granted to elite education tracks, has been largely preserved. Furthermore, dominant social classes have actively played a role in this alliance, thereby limiting the circle of eligible individuals who can aspire to future elite positions.

Scheduled Tribes have always been a geographically and socially isolated group in Indian society, besides being a culturally-economically marginalized society. Their areas were by and large sparsely populated and had evolved over centuries their own system of maintaining law and order. The British also allowed them to live according to their own way of life. The national leaders, however, were aware of their backwardness and were eager to take measures for their betterment. As a result a few provisions were adopted in the Government of India Act 1935.During the post-Independence period, the policy makers have made sincere and concerted efforts for overall development of these groups both economically as well as educationally. Despite these efforts the performance of the tribal groups is much lower when compared to other marginalized groups like Scheduled Castes and Other Backward Castes. The available literature on tribal primary education suggests, most of the time the policymakers' approach was only to develop a national curriculum instead of giving importance to their skill-oriented, practical capabilities which has impacted their life in a more serious manner.

This article reviews the educational policies of Spain and England in their most emblematic colonies, Mexico and India, respectively, and compares them to those of the United States. Mexico and India share one important historical feature: both were colonies in which the native population greatly outnumbered European colonists and in which native cooperation was crucial to the colonial enterprise. In both cases, the European powers felt compelled to educate members of the native elites to conduct the business of empire for them. In contrast, the United States was a "white colony," in which Europeans displaced the local populations, which were relatively small and consisted mostly of bands and tribes, as opposed to the states and empires found in Mexico and India. Thus, Europeans carried out the work of the colonies themselves or with the help of slaves imported from Africa, instead of relying on the indigenous population. After gaining independence from England, the United States developed an empire of its own, acquiring an immense amount of territory, mostly from the old Spanish Empire, which had controlled roughly half of the present land mass of the continental United States. In addition, the United States obtained sovereignty over other strategically important territories such as Alaska, Hawaii and various Pacific islands, and it unofficially controlled much of Latin America, which came to be considered its "backyard." This enormous expansion of its territory and areas of influence transformed the United States into a world power and created new colonial populations, such as Native Alaskans, Native Hawaiians and Hispanics. The United States has always been reluctant to see itself as an empire, a political construct seemingly in conflict with its self-image as a defender of freedom. After all, the country is a democracy that established itself in opposition, first to the old British Empire, and then, to the old Spanish Empire, and its national myths glorify this opposition. Many Americans consider colonial conquest incompatible with the values of self-rule and self-representation that underpin the American republic. Thus, the country has a tendency to ignore its own record of colonial acquisition. This article reviews some key moments in the history of universities in the United States, with a view toward understanding the connection between education and empire. At present, the number of non-white people in the United States is increasing at such speed that some states are already majority-minority, that is, they have more people of color than whites, and the entire country is expected to become majority-minority in a few decades. Acknowledging the colonial history that transformed the country into a multicultural superpower would help revitalize its democratic ideals and create a higher level of inclusiveness, without which it will be difficult for its higher education system to meet the complex needs of the 21st century.

In recent years, most proposals to reform quality assurance in higher education have targeted the federal governments role in overseeing postsecondary institutions. In this context, it is easy to forget that state governments play a significant role too, through a process called state authorization. Using a comprehensive survey of more than 5,500 regulatory documents from 69 state authorizing agencies across the 50 states and the District of Columbia, this report explores how state authorizers monitor the performance of postsecondary institutions: when and how must postsecondary institutions report information on their outcomes? What types of outcomes information do agencies require? How, if at all, do agencies disclose that information to students, parents, and the public? Are there repercussions for poor-performing institutions? ; American Enterprise Institute

Barriers to Inclusion provides a comparative and historical account of the rise of special and inclusive education over the twentieth century in the United States and Germany. This institutional analysis demonstrates how categorical boundaries, professional groups, social movements, and education and social policies shaped the schooling of children and youth with disabilities. It traces the evolution of special education classification and categories, explores growing special education organizations, and examines students' learning opportunities and educational attainments. Highlighting cross-national differences over time, the author also investigates demographic and geographic variability within the federal democracies, especially in segregation and inclusion rates of disabled and disadvantaged children. Germany's elaborate system of segregated special school types contrasts with diverse American special education classrooms mainly within regular schools. Joining historical case studies with empirical indicators, this book reveals persistent barriers to school integration as well as factors that facilitate inclusive education reform in both societies.

Scientific knowledge and technological skills play a significant role in shaping the contemporary world scenario. These advancements are a consequence of higher education leading to the genesis of what is known as a Knowledge Society. Education is one of the most crucial indices of socio-economic development. In India, higher education is of vital importance to build knowledge-based society of the 21st Century. It is the quality of higher education that decides the quality of human resources of the country. The present study is aimed at analysis and to highlight the status of higher education institution of the North-East and the steps adopted by these institutes for quality improvement since this region's development is impeded by certain inherent difficulties. The result shows that the general infrastructural facilities are satisfactory, but considering the changing student needs, the facilities are inadequate. The Government has recognized the generation of local content as a priority sector for investment, infrastructure development and promotion.