Author: West Virginia. Legislature. Joint Committee on Government and Finance
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 252

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Book Description

Author: West Virginia. Legislature. Joint Committee on Government and Finance
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 209

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Book Description

Author: West Virginia. Office of the Secretary of Education and the Arts. Higher Education Central Office
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 98

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Book Description

Author: Carnegie Foundation for the Advancement of Teaching
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 70

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Book Description

Author: Stephen M. Gavazzi
Publisher: JHU Press
ISBN: 1421442531
Category : Education
Languages : en
Pages : 231

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Book Description
Exploring the current state of relationships between public universities, government leaders, and the citizens who elect them, this book offers insight into how to repair the growing rift between higher education and its public. Higher education gets a bad rap these days. The public perception is that there is a growing rift between public universities and the elected officials who support them. In What's Public about Public Higher Ed?, Stephen M. Gavazzi and E. Gordon Gee explore the reality of that supposed divide, offering qualitative and quantitative evidence of why it's happened and what can be done about it. Critical problems, Gavazzi and Gee argue, have arisen because higher education leaders often assumed that what was good for universities was good for the public at large. For example, many public institutions have placed more emphasis on research at the expense of teaching, learning, and outreach. This university-centric viewpoint has contributed significantly to the disconnect between our nation's public universities and the representatives of the people they are supposed to be serving. But this gulf can only be bridged, the authors insist, if people at the universities take the time to really listen to what the citizens of their states are asking of them. Gavazzi and Gee draw on never-before-gathered survey data on public sentiment regarding higher education. Collected from citizens residing in the four most populous states—California, Florida, New York, and Texas—plus Ohio and West Virginia, the authors' home states, this data reflects critical issues, including how universities spend taxpayer money, the pursuit of national rankings, student financial aid, and the interplay of international activities versus efforts to create "closer to home" impact. An unflinching, no-holds-barred exploration of what citizens really think about their public universities, What's Public about Public Higher Ed? also places special emphasis on the events of 2020—including the COVID-19 pandemic and the worst racial unrest seen in half a century—as major inflection points for understanding the implications of the survey's findings.

Author: Carl M. Frasure
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 410

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Book Description

Author: West Virginia. State Department of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 152

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Book Description

Author: Richard Sander
Publisher: Basic Books
ISBN: 0465030017
Category : Law
Languages : en
Pages : 370

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Book Description
The debate over affirmative action has raged for over four decades, with little give on either side. Most agree that it began as noble effort to jump-start racial integration; many believe it devolved into a patently unfair system of quotas and concealment. Now, with the Supreme Court set to rule on a case that could sharply curtail the use of racial preferences in American universities, law professor Richard Sander and legal journalist Stuart Taylor offer a definitive account of what affirmative action has become, showing that while the objective is laudable, the effects have been anything but. Sander and Taylor have long admired affirmative action's original goals, but after many years of studying racial preferences, they have reached a controversial but undeniable conclusion: that preferences hurt underrepresented minorities far more than they help them. At the heart of affirmative action's failure is a simple phenomenon called mismatch. Using dramatic new data and numerous interviews with affected former students and university officials of color, the authors show how racial preferences often put students in competition with far better-prepared classmates, dooming many to fall so far behind that they can never catch up. Mismatch largely explains why, even though black applicants are more likely to enter college than whites with similar backgrounds, they are far less likely to finish; why there are so few black and Hispanic professionals with science and engineering degrees and doctorates; why black law graduates fail bar exams at four times the rate of whites; and why universities accept relatively affluent minorities over working class and poor people of all races. Sander and Taylor believe it is possible to achieve the goal of racial equality in higher education, but they argue that alternative policies -- such as full public disclosure of all preferential admission policies, a focused commitment to improving socioeconomic diversity on campuses, outreach to minority communities, and a renewed focus on K-12 schooling -- will go farther in achieving that goal than preferences, while also allowing applicants to make informed decisions. Bold, controversial, and deeply researched, Mismatch calls for a renewed examination of this most divisive of social programs -- and for reforms that will help realize the ultimate goal of racial equality.

Author: West Virginia State Higher Education Policy Commission, Charleston
Publisher:
ISBN:
Category :
Languages : en
Pages : 41

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Book Description
This report presents information for parents, students, staff, policymakers, and the general public on the quality and performance of public higher education in West Virginia. Chapters display numerous indicators addressing various aspects of higher education: preparation; participation; affordability; workforce development and education outcomes. The report opens with statistics indicating that 35% of the 2001-2002 ACT test takers in West Virginia were found to have taken the minimum college preparatory courses in high school, a 10% decrease from 1997-1998, and considerably lower than the national average of 58%, indicating that a large percentage of West Virginia high school graduates enter college not fully prepared. These students must take developmental math or English before taking regular college courses. Developmental course do not count toward graduation, and students who begin college needing remedial coursework have lower retention and graduation rates than better prepared students. Reports do demonstrate that the percentage of West Virginia high school graduates immediately attending college is on the rise and close to the national average; however, there is considerable variation across counties in college attendance. Annual tuition and fees are compared to the averages for national public two-year and four-year institution, and also to the schools used for purposes of comparative funding. Noting that research is linked to both graduate education outcomes and economic development within the state, it is noted that continued increases in research funding should be targeted for the future. The appendix includes: (1) Percent of ACT Test Takers Taking College Preparatory Courses in High School; (2) ACT Composite Scores; (3) ACT Scores by Subject Area; (4) Resident Graduates Working or in College in West Virginia after Graduation; and (5) Average Earnings of Resident Graduates Working in West Virginia.

Author: Stephen M. Gavazzi
Publisher: Johns Hopkins University Press
ISBN: 1421426854
Category : Education
Languages : en
Pages : 217

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Book Description
This book should be of great interest to faculty members and students, as well as those parents, legislators, policymakers, and other area stakeholders who have a vested interest in the well-being of America’s original public universities.