Political Geography: United States / Topic: Education

Author:: Michael Fix and Jorge Ruiz-de-Velasco
Publication Date:: 04-2002
Content Type:: Working Paper
Institution:: Urban Institute
Abstract:: In 1994 Congress required all states to implement comprehensive accountability systems for schools receiving federal funds under the Elementary and Secondary Education Act (ESEA). This new federal requirement responded to civil rights advocates' concerns that schools serving large numbers of poor, minority, and limited English proficient (LEP) students set lower standards for their education and thus ratified lower expectations for their performance. These changes in the ESEA made a dramatic break with past practice by requiring states to replace minimum standards for poor and academically disadvantaged children with challenging standards for all students. New accountability systems were to be based on state-established content standards for reading and math, include assessments aligned with those standards, and would require that states hold all students to the same performance standards.
Topic:: Education, Government, and Migration
Political Geography:: United States

Author:: Darcy Ann Olsen and Matthew J. Brouillette
Publication Date:: 12-2000
Content Type:: Policy Brief
Institution:: The Cato Institute
Abstract:: Demand for alternatives to state-run schools has swelled over the past decade, as witnessed by rising poll numbers favoring increased choice and by the creation of new charter schools, voucher programs, education tax credits, homeschools, and private scholarship funds. Despite mounting demand, however, such alternatives reach relatively few students. Charters and vouchers, for instance, serve only 2 percent of school children nationwide.
Topic:: Education
Political Geography:: United States

Author:: Carrie Lips
Publication Date:: 11-2000
Content Type:: Policy Brief
Institution:: The Cato Institute
Abstract:: Education companies, or “edupreneurs,” are entering the education marketplace in droves with creative, cost efficient products and services for students of all ages. This rapidly expanding industry, which constitutes approximately 10 percent of the $740 billion education market, demonstrates that private enterprises, even when competing against a monopolistic system, can deliver a wide range of affordable high-quality educational services. This study provides a glimpse of the products, services, and innovations that a fully competitive marketplace could generate if the government's stranglehold on education were loosened.
Topic:: Education
Political Geography:: United States

Author:: Soodursun Jugessur, Susan U. Raymond, Stephen Chandiwana, Clive Shiff, Pieter J.D. Drenth, D. N. Tarpeh, Iba Kone, Jacques Gaillard, and Roland Waast
Publication Date:: 03-1998
Content Type:: Working Paper
Institution:: New York Academy of Sciences
Abstract:: This paper examines the eureka factor in science based development and underscores the increasing concern that Africa lags behind in S due to political and social instability coupled by low investments in technologies. The paper emphasises that African science should come up with a decisive policy for investment in new style education and capacity building for S that is relevant to the African experience and addresses problems of real concern to the community. Science led development in Africa should reduce replication of foreign technologies and invest in social capital of its scientists and its R institutions for sustainable economic development. The aim of the paper is not to offer prescriptive solutions but to highlight areas which should stimulate debate in small working groups examining how Africa can learn from its own experience as well as that of other nations in developing an appropriate system of innovation for science led development.
Topic:: Economics, Education, Emerging Markets, Government, Industrial Policy, International Cooperation, and Science and Technology
Political Geography:: Africa and United States

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