This paper, which focuses on access and enrollment at community colleges, is part of a series published by the Center for Community College Policy, designed to support state and local policymakers, as well as educational leaders who are interested in policy issues related to the two-year postsecondary sector. While some students plan on earning a…

This article assesses the effectiveness of student retention in the community college system, using as an example, the Extended Opportunities Programs and Services (EOP&S) program, which is available at all 106 California community colleges. EOP&S provides activities that have proven to enhance persistence and academic achievements for 80,000 low…

This report summarizes data on access to postsecondary education for students from low income families. From a national perspective, access to postsecondary education for students from low-income families is less now than at any time since 1970. By income quartile, in 1996 the chance that students from families with an annual income below $24,500…

In November 1999, Governor Bob Taft requested that the Board of Regents annually produce a performance report for Ohio's state-supported colleges and universities. This year's report has been redesigned to improve its readability. This document is a small sampling of the 2003 Performance Report. This issue demonstrates the kind of useful…

States have the legal responsibility and authority to provide public education for their citizens. How each state fulfills its responsibility varies. Whether state education agencies (SEAs) are supporting school reform efforts, providing technical assistance, defining and controlling educational content, or assessing the outcomes of education, it…

For too long, education in West Virginia has operated as a series of discrete silos: early childhood programs, elementary schools, middle grades, high schools, vocational and technical programs, two-year community and technical colleges, workforce training, four-year colleges and universities, and graduate education. As students move from one silo…

One of the recommendations of the "Adult Literacy and Numeracy in Scotland" report (ALNIS), published in 2001, was that progress against its recommendations should be reviewed at the end of the third year of the national initiative. This HMIE report contributes to that review of progress. The report confirms that the initiative is having…

Author sought to establish whether the Constitution establishes a right to an education and found that the Constitution does not explicitly recognize such a right but argued that the "minimum protection" and "functional equivalent" approaches to educational deprivation may provide equivalent protection under appropriate circumstances. (Editor/RK)

Evaluates the educational policy of the 1960's which recognized the responsibility of the states for the administration of public education and the federal responsibility for insufficient educational development, and exercised this responsibility by supporting public education. (Author/JM)

Study of the mechanisms by which social origins influence educational attainment and the importance of education attainment in the determination of one's place in the social hierarchy. (Author)

Analyzes the erosion of America's faith in public education as a cultural and social element in building a sense of national community, calling for a mobilization to insist that the public schools concentrate as they never have before on the task of building a sense of civic cohesion among all people of the country. (JM)

The text of an address to the National Policy Conference on Education for Blacks, held in Arlington, Virginia, March 29-April 1, 1972. (JM)

Outlines the principles that have evolved in recent years for the equitable distribution of intergovernmental funds and explains some of the problems to be encountered by the Federal government in effectively incorporating these principles in their distribution of educational aid. (Author/JM)

Asserts that judicial hostility to majority-black schools reinforces the national belief that minority-black schools are bad schools, thus insuring that integration in education must continue to reflect preference for middle-class, white behavior. (Author/JM)