{"title":"A Proposal for High School Entitlements","authors":"B. Stern","doi":"10.1086/443427","DOIUrl":"https://doi.org/10.1086/443427","url":null,"abstract":"Clearly, the most troubled part of our educational system is the high school, if such indicators as worsening test scores, absenteeism, physical violence and vandalism, drug abuse and alcoholism, running away, suicide attempts, and the like are used as criteria. Unfortunately, there is little agreement on the causes of the decline of this institution. Available data and \"informed opinion\" reveal a very complex and ambiguous situation. Some say that school trends such as pass-fail grading, grade inflation, automatic promotion, and open enrollment have resulted in an overly permissive environment, lack of follow through, and a decline in standards. Others contend that these reforms have reached too few students and that high schools are overly rigid in the way learning experiences are prescribed. Some say that the post-Sputnik emphasis on getting more high school graduates into college has resulted in a general neglect of noncollege or work-bound students and that this has resulted in racial and economic segregation which clearly harms both groups. Others contend that the early post-Sputnik days were among the best that American high schools have had and that the college-bound emphasis tended to raise the sights and performance of all groups while allowing individual students to more accurately assess their abilities and aptitudes useful to the selection of a career. Some say that some of the key traditional roles of the high school, especially with respect to facilitating the transition to work, have been usurped by the community colleges and proprietary vocational schools, which help students obtain specific occupational skills and placement assistance. Others contend that the presence of community colleges tends to upgrade the area's high schools by allowing them to concentrate on doing fewer things well. Some say that the deteriora","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"35 1","pages":"456 - 474"},"PeriodicalIF":0.0,"publicationDate":"1978-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74762430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Lifelong Learning: State Policies","authors":"Richard W. Jonsen","doi":"10.1086/443422","DOIUrl":"https://doi.org/10.1086/443422","url":null,"abstract":"Recent years have seen increasing activity on the part of adults involved in more or less formal learning situations. Government agencies have shown increasing interest in attempting to describe and analyze that activity and to develop new policies to support planning, coordination, and facilitation of lifelong learning. The Lifelong Learning Act (Education Amendments of 1976) authorized the assistant secretary for education to assist federal and state agencies in their planning activities concerning lifelong learning as well as to review and research lifelong learning in terms of its participants, providers, means of financing unmet needs, and planning and coordination. The purpose of this paper is to examine state policies and practices with respect to lifelong learning. Federal activity, because it is described in detail elsewhere in this volume, is touched on only briefly. It must be borne in mind, though, that the magnitude of federal activity and the significance of its potential is such that state policies cannot be planned or executed without close attention to federal initiatives. At the same time, the principle underlying the discussion is that federal policies should not be made without close attention to what is done at the state level or what could be done there.","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"35 1","pages":"360 - 381"},"PeriodicalIF":0.0,"publicationDate":"1978-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84133213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Information Imperfections: The Achilles' Heel of Entitlement Plans","authors":"G. Bridge","doi":"10.1086/443430","DOIUrl":"https://doi.org/10.1086/443430","url":null,"abstract":"Entitlements have been proposed as a mechanism for financing an expanded national program of postsecondary education (e.g., Levin 1977; Kurland 1977; Nolfi 1977; Barton 1977). In theory, entitlement plans achieve greater economic efficiency and more social equity in access to education than current subsidy arrangements do because they cast suppliers and consumers of educational services in market relationships. That is, instead of giving direct subsidies to postsecondary schools, entitlement plans award vouchers-limited authorizations to spend public funds-to individuals so that they can purchase educational services from competing suppliers. Suppliers accept the vouchers as payment for services rendered, and the issuing agency redeems them for cash.","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"67 1","pages":"504 - 529"},"PeriodicalIF":0.0,"publicationDate":"1978-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89615854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Financing Lifelong Learning: The Case against Institutional Grants","authors":"Jacob B. Michaelsen","doi":"10.1086/443428","DOIUrl":"https://doi.org/10.1086/443428","url":null,"abstract":"How should lifelong learning opportunities be financed? Should public funds go directly to institutions or to the clients of those institutions? Judging from past practice, it appears not to matter that, with the customary grants to institutions, individuals seldom directly receive subsidies ostensibly designed for their benefit. But the old ways of funding social interventions are being seriously challenged. One notable challenger is Charles Schultze, now chairman of the Council of Economic Advisors. In his 1976 Godkin Lectures at Harvard, which he entitled \"The Public Use of Private Interest,\" Schultze offered a sustained attack on this bias: \"One first identifies a market","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"27 1","pages":"475 - 498"},"PeriodicalIF":0.0,"publicationDate":"1978-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78005751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Tax Allowances for Nontraditional Students","authors":"Larry L. Leslie","doi":"10.1086/443426","DOIUrl":"https://doi.org/10.1086/443426","url":null,"abstract":"My objective here is to evaluate the potential of various forms of tax allowances to gain public financial support for nontraditional students in postsecondary education.' More fundamental issues are weighed and alternative financing vehicles are considered elsewhere in this volume; the single purpose of this paper is to weigh the strengths and weaknesses of various tax strategies. One reason for the exclusive focus of this paper on nontraditional students is that, while the major government efforts vis-?a-vis the financing of traditional students are now largely in place, relatively little has been accomplished in this regard for nontraditional student clienteles. Whereas some federal and a few state student-aid programs do entitle part-time students, it is clear that the primary concern of these programs is the traditional student.2 Further, it is suspected that institutional aid officers conserve their limited resources in order to assure assistance to needy traditional students. In any case, there appears to be a consensus among observers that the financial needs of the nontraditional student have not been met and that the","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"30 1","pages":"436 - 455"},"PeriodicalIF":0.0,"publicationDate":"1978-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91076187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"On Theory and Policy in Financing Lifelong Learning","authors":"D. Windham","doi":"10.1086/443432","DOIUrl":"https://doi.org/10.1086/443432","url":null,"abstract":"The recent rapid acceptance of the lifelong learning concept is an excellent example of the great distance that continues to exist between social science theory and public policy. The lifelong learning concept itself is no \"newer\" than the many other rediscovered ideas that dominate the educational literature; the origins of its current incarnation can be traced fairly specifically, however, to the \"Faure Report\"Learning to Be-published by UNESCO in 1972. This report, which one excessively enthusiastic reviewer (Platt 1974) suggested marked a new direction in educational planning, was characterized by two distinct traits which guaranteed its warm reception: a vague definition of the forms which lifelong education would take in practice and an almost total disregard of the types and sources of funding. The support for lifelong learning has been quick to appear; after all, the United States and several other Western nations were suffering from a market surplus of professional educators and facing secular declines in the traditional school-aged cohort. The educational bureaucracy continues to be the single most important source of political support for lifelong learning programs. An unfortunate side effect of the lifelong learning enthusiasm is that international agencies such as UNESCO and the World Bank have promoted the acceptance of this new policy direction in many less developed nations. Thus one can find in the Third World educational systems that fail to educate one-half of the traditional school-aged cohort to a level of permanent literacy and yet are being asked to expand adult learning opportunities. At the margin in such an educational system, some tradeoff must be occurring between the traditional educational sector and the new programs. The question of concern is whether adequate consideration has been given to this implicit decision. Experience with other educational innovations leads one to assume not.","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"13 1","pages":"535 - 543"},"PeriodicalIF":0.0,"publicationDate":"1978-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89547147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Financing Postsecondary Learning Opportunities through Existing Federal Student Aid Programs","authors":"Alan P. Wagner","doi":"10.1086/443425","DOIUrl":"https://doi.org/10.1086/443425","url":null,"abstract":"In 1976-77, the federal government spent $8 billion in its major programs providing support to postsecondary students. The level of federal expenditures for student aid has more than doubled in this decade, a marked contrast to federal spending in most other categorical aid programs for education. However, the increases in federal student aid money have not been used to support the mushrooming enrollments of adults. While the number of part-time, adult students now exceeds traditional full-time postsecondary enrollments, less than 15 percent of federal student aid funds is used by adult learners. Whether this distribution of funds reflected the federal intent, a number of implicit and explicit barriers effectively limit the participation of adult learners in student financial aid programs. The purpose of this paper is to explore possible modifications in existing federal student aid programs-primarily the new Basic Educational Opportunity Grant program (BEOG)-that might accommodate adult learners. The provisions that limit the participation of adult learners in federal student aid programs are examined in the third section, where I also provide estimates of the enrollment and cost effects resulting from their removal. The dimensions of institutional responses to suggest modifications are considered in the fourth section. Throughout, the term \"adult learners\" refers to individuals beyond the age of compulsory schooling who are not full-time students in traditional school, vocational, or university programs. \"Adult post-","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"18 1","pages":"410 - 435"},"PeriodicalIF":0.0,"publicationDate":"1978-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87881383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Financial Aid for Lifelong Learning: The Special Case of Women","authors":"Joann M. Steiger, Barbara Kimball","doi":"10.1086/443424","DOIUrl":"https://doi.org/10.1086/443424","url":null,"abstract":"The prospect of lifelong learning holds particular promise for women. Many have had difficulty in the past fitting into the traditional lockstep education and career pattern, a pattern that does not allow for the family responsibilities that most women assume. As opportunities for continuing education have expanded, women in large numbers have taken advantage of them. In fact, women are the only population group in higher education that has shown growth over the past five years, now numbering over 2 million in two-year colleges alone (Eliason 1977, p. 1). Their reasons for attending school vary greatly, as do their age, ethnicity, marital status, number and age of children, economic level, and vocational aspirations. Among today's students are older women who had never attended college, women who had attended but dropped out, women with advanced degrees who want to update their knowledge, women who want vocational training to enter the job market or upgrade their job skills, and women who want to pursue avocational interests (Astin, Harway, and McNamara 1976, pp. 243-46). Women face a series of special problems in trying to meet the costs of higher education. First, there is still some residue--despite Title IX---of outright discrimination against women in the award of financial aid, particularly of assistantships for graduate students (Abramson 1975; Hochman and Nietfeld 1976; Solomon 1976). Second, women have a more difficult time than men earning the money to pay for schooling. In 1975 the median annual earnings of women who worked full time, year-round were only 58 percent of the earnings of men ($7,504 vs. $12,758), largely because of a pattern of","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"31 1","pages":"395 - 409"},"PeriodicalIF":0.0,"publicationDate":"1978-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90824547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
