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471. How Well Are American Students Learning?

Author:
Tom Loveless
Publication Date:
10-2006
Content Type:
Policy Brief
Institution:
The Brookings Institution
Abstract:
This report launches the second volume of the Brown Center Report on American Education. The five issues of volume one were published from 2000 to 2004. Volume one included regular reports on data from the National Assessment of Educational Progress (NAEP) and state assessments, analysis of student achievement in charter schools, a study of trends in homework, evaluations of the federal government's Blue Ribbon Schools Program, an investigation of the academic performance of high schools with powerhouse sports teams, analyses of student achievement in urban school districts and rural schools, a survey of exchange students from countries abroad to see what they think of American schools, and a survey of the mathematics preparation of middle school math teachers. Volume two will explore similar topics related to how well American students are learning.
Topic:
Civil Society, Education, and Government
Political Geography:
United States and America

472. International Volunteering: Smart Power

Author:
Lex Rieffel and Sarah Zalud
Publication Date:
06-2006
Content Type:
Policy Brief
Institution:
The Brookings Institution
Abstract:
The face of America that has been welcomed most enthusiastically in the rest of the world for decades has been the face of a volunteer: assisting with disaster relief, building houses for poor families, teaching English to university students, and so much more.
Topic:
International Relations, Education, and Humanitarian Aid
Political Geography:
United States

473. The Effects of Investing in Early Education on Economic Growth

Author:
Jeffrey Tebbs, Isabel V. Sawhill, and William T. Dickens
Publication Date:
04-2006
Content Type:
Policy Brief
Institution:
The Brookings Institution
Abstract:
Many in Congress and the administration have called for new investments in education in order to make the United States more competitive, with President Bush stressing the importance of education in preparing young Americans to “fill the jobs of the 21st century.” Yet advocates of early childhood education have only recently stressed the economic benefits of preschool programs, and it has been difficult to win support for these short-term investments given the long-term nature of the benefits to the economy.
Topic:
Development, Economics, Education, and Government
Political Geography:
America

474. Cato Education Market Index Full Technical Report

Author:
Andrew J. Coulson
Publication Date:
12-2006
Content Type:
Policy Brief
Institution:
The Cato Institute
Abstract:
The index presented in this report attempts to measure how closely existing school systems resemble free markets and rates education policy proposals on how conducive they are to the rise of competitive marketplaces. We define an education market as a system that provides the freedom for producers and consumers to voluntarily associate with one another, as well as the incentives that encourage families to be diligent consumers and educators to innovate, control costs, and expand their services. It is a system in which schools can offer instruction in any subject, using any method, for which families are willing to pay.
Topic:
Development, Economics, Education, and Markets

475. The Cato Education Market Index

Author:
Andrew J. Coulson
Publication Date:
12-2006
Content Type:
Policy Brief
Institution:
The Cato Institute
Abstract:
The index presented in this report attempts to measure how closely existing school systems resemble free markets and rates education policy proposals on how conducive they are to the rise of competitive marketplaces. We define an education market as a system that provides the freedom for producers and consumers to voluntarily associate with one another, as well as the incentives that encourage families to be diligent consumers and educators to innovate, control costs, and expand their services. It is a system in which schools can offer instruction in any subject, using any method, for which families are willing to pay.
Topic:
Development, Economics, Education, and Markets

476. The Open Method of Coordination as practice - A watershed in European education policy?

Author:
Åse Gornitzka
Publication Date:
12-2006
Content Type:
Working Paper
Institution:
European Research Papers Archive
Abstract:
This paper asks whether the application of the Open Method of Coordination (OMC) represents a fundamental change in how cooperation takes place within education as a policy area at the European level. Based on a case study of a process that eventually would lead to the “Education and Training 2010” programme of the EU, the paper analyses how the OMC was turned into practice in European education policy. It argues that with the introduction of the OMC a new political space was created in this policy domain. The paper analyses the practices of the OMC in terms of the actors and roles that have been activated at the European level, the role of OMC education in a larger order, and its operative dynamics. The different elements of OMC show varying degrees of institutionalisation. Parts of this process have been experimental, especially as a venue of policy learning and peer reviewing. On the other hand the attention and agenda of EU institutions involved in education policy have been coordinated over time through the routines established around the goals and objectives of the OMC process. The use and development of indicators have also become well established as one of the main components of European cooperation in this field.
Topic:
International Relations, Development, and Education
Political Geography:
Europe

477. Higher Education as a Form of European Integration: How Novel is the Bologna Process?

Author:
Anne Corbett
Publication Date:
12-2006
Content Type:
Working Paper
Institution:
European Research Papers Archive
Abstract:
This paper argues that at a time in which higher education has become central to the concerns of EU institutions as well as national governments, it is helpful to understand current policy initiatives - both the spin offs from the EU's Lisbon strategy and the intergovernmental Bologna Process – in the comparative terms of the dynamics of policy-making. Drawing on institutionalist frameworks biased towards process (Kingdon 1984, March and Olsen 1989, Barzelay 2003) and comparative historical analysis, it presents policy initiatives from the period 1955-87, including the supranational European University proposal and the Erasmus programme, as both historical events, and theorised configurations of agenda setting, alternative specification, and choice. It suggests that such a framework can be helpful to both those interested primarily in European integration and those whose interests lie in the dynamics of higher education policy-making in a multi-level setting.
Topic:
Development, Education, and Government
Political Geography:
Europe and Lisbon

478. Constructivist Approaches in International Relations Theory: Puzzles and Promises";

Author:
Antje Wiener
Publication Date:
12-2006
Content Type:
Working Paper
Institution:
European Research Papers Archive
Abstract:
By raising the question of what made constructivism possible the paper discusses the puzzle and promises of constructivist scholarschip in IR. It is argued that the communicative style which coined constructivism as a movement provides the key. Two puzzles are the focus, first, a lack of epistemological overlap, secondly, a disciplinary culture of consecutive debates which reached their high point of non-communication with the so-called Third Debate. However, while the constructivist movement gathered influence as a reference frame in the late 1990s, it is neither genuine to international relations theory nor does it originate in the 1990s. Why and how did constructivism manage to bring such a diverse group of scholars to one table? Section 2 of the paper develops the argument and introduces the concept of framing to understand the puzzle of conversation in IR. Section 3 recalls the emergence of constructivism, identifies the theoretical discussions and the significant conceptual moves. Section 4 summarizes the value-added and flags 'norms' research as the core of constructivist political science.
Topic:
International Relations, Development, Education, and Politics

479. Contending Interventions: Coming to Terms with the Practice and Process of Enforcing Compliance

Author:
Emilian Kavalski
Publication Date:
08-2006
Content Type:
Working Paper
Institution:
Human Rights Human Welfare (University of Denver)
Abstract:
In recent years, the dynamics of justifying and legitimizing the policies and practice of international intervention has attracted the attention of mainstream media and has also cut across the subdivisions of the Liberal Arts college. Thus, by jumping on the bandwagon of this “trendy” topic both journalists and scholars have attempted to understand as well as explain the phenomenon of intervention (Chandler 2002; Fortna 2004; Lyons and Mastaduno 1995; Smith 1998). Yet, as I claim in this essay, owing to the limelight attracted by this topic in recent years, only few commentators have managed to elucidate the underlying dynamics of the exercise and process of international intervention. If anything, this attention to international intervention has tended to produce numerous (often polarized) opinions, yet little clarity on the issue.
Topic:
International Relations, Civil Society, Education, and Politics

480. Taxing Development: The Law and Economics of Traffic Impact Fees

Author:
Edward P. Stringham, Benjamin Powell, and Jack Estill
Publication Date:
12-2006
Content Type:
Working Paper
Institution:
Independent Institute
Abstract:
Should developers be charged fees for negatively impacting residents? New development often uses existing (or requires new) infrastructure including roads, sewers, refuse collection, parks, fire, police, and schools. When developers provide this infrastructure to users for “free,” who should pay? Over the past fifty years governments have increasingly charged new development impact fees for imposing costs on communities. California is one of the leaders in the development of impact fees. The modern Pigovian idea is that government can set a fee at the value of the impact to internalize externalities and encourage the economically efficient amount of development. While developers can often provide the necessary infrastructure within their own developments as part of the construction process, additional impacts from new development may spill over into existing communities that necessitate additional capital improvements. Local government can hypothetically charge the development a fee that is equal to this impact, thereby internalizing this externality. If the exact value of the external impact is known and implemented as a fee, this process can encourage the economically efficient amount of development. Despite the increasing popularity of development impact fees, several issues make the government's “economically efficient” solution easier said than done.
Topic:
Civil Society, Development, Economics, and Education
Political Geography:
California