Suchergebnisse

Abstract. Mark Fagan, progressive Republican who became Mayor of Jersey City in 1901, and his adviser, City Corporation Counsel George L. Record, both followers of Henry George, attempted to use taxation to break up the railroad trust and regulate the railroads. They believed that community wealth belonged to the people, whether it be land or franchises. Their efforts to achieve equal taxation made it a paramount state issue but it failed because the voters were not prepared to approve the social reorganization needed to overcome corporate arrogance and end corporate privilege. But to escape equal taxation the railroads accepted regulation.

Framework and road map -- I: Where we have been and where we are now -- An equity and excellence time line -- In pursuit of excellence -- Equity on a national level: socioeconomic status and race -- The "elite" schools: engines of opportunity or bastions of privilege? -- II: Where we want to go: policy issues -- Race in American higher education: the future of affirmative action -- Broadening the quest for equity at the institutional level: socioeconomic status, admissions preferences, and financial aid -- Government support of higher education -- Improving college preparedness -- Concluding thoughts

From the Publisher: Long revered for their dedication to equal opportunity and affordability, public universities play a crucial role in building our country's human capital. And yet-a sobering fact-less than 60 percent of the students entering four-year colleges in America today are graduating. Why is this happening and what can be done? Crossing the Finish Line, the most important book on higher education to appear since The Shape of the River, provides the most detailed exploration ever of the crisis of college completion at America's public universities. This groundbreaking book sheds light on such serious issues as dropout rates linked to race, gender, and socioeconomic status. Probing graduation rates at twenty-one flagship public universities and four statewide systems of public higher education, the authors focus on the progress of students in the entering class of 1999-from entry to graduation, transfer, or withdrawal. They examine the effects of parental education, family income, race and gender, high school grades, test scores, financial aid, and characteristics of universities attended (especially their selectivity). The conclusions are compelling: minority students and students from poor families have markedly lower graduation rates-and take longer to earn degrees-even when other variables are taken into account. Noting the strong performance of transfer students and the effects of financial constraints on student retention, the authors call for improved transfer and financial aid policies, and suggest ways of improving the sorting processes that match students to institutions. An outstanding combination of evidence and analysis, Crossing the Finish Line should be read by everyone who cares about the nation's higher education system.