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Progress of Education in the United States of America - 1990 through 1994
PART IV SELECTED RECENT STUDIES OF U.S. EDUCATION
Alsalam, Nabeel et al. The Condition of Education, 1993. Washington: U.S. Department of Education, 1993.
An overview of U.S. Education organized around 60 "indicators." These indicators are statistical facts that shed light on such questions as access, achievement, curriculum, financing, size, classroom climate, and diversity.
Barzun, Jacques. Begin Here: The Forgotten Conditions of Teaching and Learning. Chicago: University of Chicago Press, 1991.
A collection of essays written by a noted commentator on American education. This volume explores such diverse topics as teaching methods, curriculum, and the effects of television on learning.
Chubb, John E. and Moe, Terry M. Politics, Markets and America's Schools. Washington: Brookings Institution, 1990.
The authors propose a "new system of public schools" that would substitute the "indirect control" of the market for the "direct control" of government agencies through the use of vouchers that would enable parents to choose from among schools.
Finn, Chester. We Must Take Charge: Our Schools and Our Future. New York: Free Press, 1991.
The author discusses the education reform movement, maintaining that the subject must be approached with four concepts in mind: (1) school organization, (2) belief that a good education is a vital cultural value, (3) higher education and employers' standards for students and employees, and (4) families supporting positive attitudes toward schools.
Fiske, Edward B. et al. Smart Schools, Smart Kids: Why Do Some Schools Work?. New York: Simon and Schuster, 1991.
An analysis of schools that are effective with recommendations for a number of specific education reforms based on the analysis.
Fullan, Michael G., with Suzanne Stiegelbauer. The Meaning of Educational Change. New York: Teachers College Press of Columbia University, 1991.
This book -- by the Dean of the Faculty of Education, University of Toronto -- is a critique of the current education reform movement and a suggested agenda for legitimate and successful change.
Gronlund, Laurie E. Striving for Excellence: The National Education Goals Volume II. Washington, DC: Educational Resources Information Center (ERIC), October 1993.
This ERIC digest describes issues, exemplary programs, promising practices, and research results related to the National Education Goals.
Grymes, John A., Harwarth, Irene Baden et al of the National Center for Education Statistics. Historical Trends: State Education Facts 1969 to 1989. Washington: U.S. Department of Education, 1992.
This volume is a collection of statistics and tables that track the progress of state education over several decades.
The Joint Study Group on the National Education Goals of the National School Boards Association. National Education Goals: America's School Boards Respond. Washington: U.S. Department of Education, 1992.
This pamphlet shows the relevance of the National Education Goals to the nation's local school boards and discusses ways in which boards can promote the achievement of the Goals.
National Council on Education Standards and Testing. Raising Standards for American Education: A Report to Congress, the Secretary of Education, The National Goals Panel and the American People. Washington: U.S .Department of Education, 1992.
This report recommended the creation of voluntary national education standards and a voluntary national system of student assessments.
National Dissemination Study Group and the National Diffusion Network. Educational Programs That Work: A Collection of Proven Exemplary Educational Programs and Practices, 1993, 19th edition. Longmont, Colorado: Sopris West Incorporated, 1993.
This compilation, which appears annually, is a state-by- state survey of educational programs that have been reviewed and proven successful. The programs fall into three categories: active projects, projects with limited activity, and projects with services no longer available. A one-page project profile for each activity is included.
National Education Commission on Time and Learning. Prisoners of Time. Washington: National Education Commission on Time and Learning, 1994.
This report provides an overview on the relationships between time and learning in the Nation's schools, cites the deficiencies of time spent on academic learning, and makes recommendations to correct those deficiencies.
National Education Goals Panel. The National Education Goals Report: Building a Nation of Learners, 1991. Washington: National Education Goals Panel, 1991.
The first of a series of annual reports on progress toward the achievement of the National Education Goals. The volume contains data defining the current status of the Nation's education system, additional information on the Goals and accompanying objectives, and comparable State data.
National Education Goals Panel. The National Education Goals Report: Building a Nation of Learners, 1992. Washington: National Education Goals Panel, 1992.
The second report on the progress of the U.S. toward the achievement of its National Education Goals.
National Education Goals Panel. The National Education Goals Report: Building a Nation of Learners, 1993. Washington: National Education Goals Panel, 1993.
The third annual publication updating progress toward the achievement of the National Education Goals.
Snyder, Thomas D., Griffith, Jeanne, et al of the National Center for Education Statistics. Digest of Education Statistics, 1993. Washington: U.S. Department of Education, 1993.
This annual publication is the most comprehensive compilation of statistics and facts on U.S. education.
Stripling, Barbara K. Libraries for the National Education Goals. Syracuse, NY: Syracuse University, ERIC Clearinghouse on Information Resources, April 1992.
A summary of information about the role of libraries in the vast array of educational efforts and what they are doing to meet the national goals.
Wu, Shi-Chang et al, National Center for Education Statistics. America's High School Sophomores: A Ten Year Comparison. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, June 1993.
A study of high school sophomores in 1980 and 1990 that compares the experiences of students, identifying changes in in-school and out-of-school activities, academic achievement, self-concept and values, plans and aspirations.
Kisker, Ellen Eliason et al. A Profile of Child Care Settings: Early Education and Care in 1990, v. I. Washington: U.S. Department of Education, 1991.
A study of the extent and characteristics of formal early education and care programs for pre-school children. Volume I examines such aspects as sponsorship, operating schedules, enrollment, staffing, teacher wages, health and testing services, and fees charged to parents.
Love, John M. et al. Transitions to Kindergarten in American Schools. Washington: U.S. Department of Education, RMC Research Corporation, 1992.
This final report of the National Transition Study examines the problems surrounding transition from pre-school to kindergarten and from kindergarten to public schools. The report also examines strategies used to establish continuity and to ensure successful transitions.
Seppanen, Patricia S., de Vries, Dianne Kaplan, and Seligson, Michelle. National Study of Before- and After- School Programs. Washington: U.S. Department of Education, 1993.
This report contains a survey and analysis of existing before- and after-school child-care programs in the United States. The authors also draw some conclusions based on the data and discuss implications for future policy and practice.
American Institutes for Research. National Dropout Statistics Field Test Evaluation. Washington: U.S. Department of Education, 1992.
A complete statistical survey of the problem of dropouts, with some analysis of the figures.
Goal 2 Work Group, Office of Educational Research and Improvement. Goal 2: High School Completion. Washington, DC: U.S. Department of Education, October 1993.
This volume, one of a series entitled Reaching the Goals, is designed to share information with policymakers about both effective and ineffective approaches, so as to guide the development of programs that can succeed in realizing Goal 2.
McMillen, Marilyn M. et al, National Center for Education Statistics. Dropout Rates in the United States: 1992. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, September 1993.
This fifth annual dropout report to Congress presents data for 1992 on high school dropout and retention rates. In addition, it contains detailed data on demographic and socioeconomic levels for high school completion and graduation rates data.
National Assessment Governing Board. Reading Framework for the 1992 National Assessment of Educational Progress. Washington, DC: U.S. Department of Education, 1992.
NAEP reports, also known as "The Nation's Report Cart," provides descriptive information about student strengths and weaknesses in reading and a number of other subjects.
Sizer, Theodore. Horace's School: Redesigning the American High School. Boston: Houghton Mifflin, 1992.
A fictional principal provides the vehicle for Sizer to define what he believes to be a model school. Sizer favors a curriculum that emphasizes strong academic courses.
Blank, Rolf K. and Gruebel, Doreen. State Indicators of Science and Mathematics Education, 1993. Washington: The Council of Chief State School Officers, 1993.
This study is an analysis and evaluation of new State Science and Mathematics Indicators for the 1991-92 school year.
Eisenhower National Clearinghouse. Guidebook to Excellence 1994: A Directory of Federal Resources for Mathematics and Science Education Improvement. Washington, DC: U.S Government Printing Office, 1994.
A comprehensive directory of Federal offices, programs, and facilities for K-12 education in mathematics and science.
Federal Coordinating Council for Science, Engineering, and Technology (FCCSET). By the Year 2000: First in the World. Washington: FCCSET, 1991.
This report surveys current programs designed to improve mathematics and science education in the United States. Those examined include pre-college programs, undergraduate programs, and Federal initiatives. The report also suggests "possible new initiatives" to be pursued at every level.
Mullis, In a V.S. et al for Educational Testing Service. The State of Mathematics Achievement. Washington: U.S. Department of Education, 1991.
This substantial document uses numerous tables and figures to define the current performance level of U.S. students in virtually every area of mathematical achievement.
The National Research Council. Everybody Counts: A Report to the Nation on the Future of Mathematics Education. Washington: National Academy Press, 1989.
This report examines questions relevant to mathematics education, including potential students, potential teachers, curriculum, teaching methods, and the special challenge of attracting women and minorities into the study of mathematics.
App, Anne H., compiler. Papers Presented at the Design Conference for the National Assessment of Vocational Education. Washington: U.S. Department of Education, 1991.
As its title suggests, this volume is a collection of papers delivered at a March, 1991 conference of educators with expertise in the field of vocational training. This conference addressed such important issues as the relationship of vocational education to employment, the best method of assessing the outcomes of vocational education, and the practical impact of the 1990 Perkins Act.
Carnevale, Anthony P. and Porro, Jeffrey D., American Society for Training and Development. QUALITY EDUCATION: School Reform for the New American Economy. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, 1994.
A report on the need to simultaneously reform the schools and to modernize the workplace. It sets out a set of principles and strategies on which employers and educators should base their efforts to achieve reform.
Chan Kopka, Teresita L. et al, National Center for Education Statistics. Adult Education: Employment-Related Training. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, May 1994.
A report of employed adults (17+) that were enrolled in a part-time educational activitiy over a 12-month period. It also determines what types of training courses they enrolled in.
Goal 5 Work Group, Office of Educational Research and Improvement. Goal 5: Adult Literacy and Lifelong Learning. Washington, DC: U.S. Department of Education, July 1993.
This volume, one of a series entitled Reaching the Goals, focuses on issues in postcompulsory education related to skills needed by adults as learners, workers, and citizens.
Hopstock, Paul, Young, Malcolm B., and Zehler, Annette M. Serving Different Masters: Title VII Evaluation Practice and Policy. Washington: U.S. Department of Education, 1993.
This study examines bilingual education programs and special alternative projects funded by the Federal government, programs and projects designed to improve the linguistic skills of those for whom English is a second language.
Kirsch, Irwin S. et al for Educational Testing Service. Adult Literacy in America. Washington: U.S. Department of Education, 1993.
This document summarizes the results of the National Adult Literacy Survey -- a cooperative effort planned by the National Center for Education Statistics and the Division of Adult Education and Literacy of the U.S. Department of Education.
Langer, Judith A. et al for Educational Testing Service. Learning to Read in Our Nation's Schools. Washington: U.S. Department of Education, 1990.
This report is based on the 1988 assessment of the reading achievement of American school children in the 4th, 8th, and 12th grades. Its major findings include comments on the reading proficiency of American students, the differences among various identifiable groups, the influence of home environment, the degree to which reading is emphasized in schools, and the reading habits of children off-campus.
Office of Technology Assessment. Adult Literacy and New Technologies: Tools for a Lifetime. Washington: U.S. Congress, 1993.
This study analyzes the problem of illiteracy in the United States and then outlines policy options, including the use of technology.
Goal 6 Work Group, Office of Educational Research and Improvement of the U.S. Department of Education. Goal 6: Safe, Disciplined, and Drug-Free Schools. Washington: U.S. Department of Education, 1993.
This volume, one of a series titled Reaching the Goals, defines the problems of drug use and violence in U.S. schools, summarizes current research, and suggests strategies to address these problems.
Muraskin, Lana D., Westat, Inc. Promising Drug Prevention Programs: An Interim Report to Congress. Washington: U.S. Department of Education, 1993.
This report describes promising school and community programs designed to reduce alcohol and drug use among young people.
National Clearinghouse for Alcohol and Drug Information. Success Stories from Drug-Free Schools: A Guide for Educators, Parents, & Policymakers. Washington, DC: U.S. Department of Education, 1991.
A compilation of schools under the U.S. Department of Education's Drug-Free School Recognition Program. The schools' leaders explain, in their own words, their strategy for drug prevention.
Network of Colleges and Universities Committed to the Elimination of Drug and Alcohol Abuse. Research and Intervention: Preventing Substance Abuse in Higher Education. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, April 1994.
A report compiling views of the higher education community on alcohol and other drug abuse prevention on the college campus. Major articles are provided in four issues: prevention theory, intervention research, environmental influences and assessment.
Office of the President. National Drug Control Strategy. Washington: The White House, 1989, 1990, 1991, and 1992.
This annual report is a comprehensive plan for Federal drug control activities for the fiscal year to follow. It also contains an update on the status of drug use and drug education.
Resource Team on National Education Goal 6. Schools Free of Drugs and Violence. Washington: U.S. Department of Education, 1991.
This pamphlet defines the twin problems of drug use and violence in U.S. schools, discusses strategies, and outlines the role of parents, teachers, schools, and communities in the achievement of Goal 6.
U.S. Department of Education. Learning to Live Drug Free: A Curriculum Model for Prevention. Washington: U.S. Department of Education, 1990.
This booklet provides a flexible model for classroom-based prevention efforts for kindergarten through grade 12.
Glenn, Charles. Choice of Schools in Six Nations. Washington: U.S. Department of Education, 1989.
This volume is a survey of school choice in France, the Netherlands, Belgium, Britain, Canada, and West Germany, with a preface and introduction showing the relevance of these other systems to the U.S. reform movement.
The Advisory Committee on Testing in Chapter 1. Reinforcing the Promise, Reforming the Paradigm. Washington: U.S. Department of Education, 1993.
After examining current testing practices, this report concludes that the time is now appropriate for Chapter 1 testing to concentrate more on promoting student learning and less on measuring regulatory compliance.
Knapp, Michael S. and Turnbull, Brenda J. Better Schooling for the Children of Poverty. Washington: U.S. Department of Education, 1990.
This report proposes a new framework for considering effective curriculum and instruction in the education of the disadvantaged.
Knapp, Michael S. et al. Academic Challenge for the Children of Poverty, Volume 1: Findings and Conclusions 1993. Washington, DC: U.S. Department of Education, Office of Policy and Planning, 1993.
This full report documents the three-year study of the curriculum and instruction typically offered in schools serving disadvantaged students; comparing newer, alternative approaches to more conventional teaching of basic skills.
National Assessment of Chapter 1 Independent Review Panel. Reinventing Chapter 1: The Current Chapter 1 Program and New Directions. Washington: U.S. Department of Education, 1993.
This report examines the Federal government's program to assist disadvantaged children improve their educational performance. The Review Panel's conclusion: as currently structured the Chapter 1 program is not accomplishing its goals and is in need of revision. The Panel makes concrete recommendations for improvement.
Kozol, Jonathan. Savage Inequalities: Children in America's Schools. New York: Crown, 1991.
The author paints a bleak picture of education for minorities and the poor in a system where some schools are well-financed and others lack the basic funds necessary for effective education.
The Secretary's Commission on Achieving Necessary Skills. Learning a Living: A Blueprint for High Performance. Washington, DC: U.S. Department of Labor, April 1992.
This report describes the economic choices facing the U.S., defines the workforce issue and makes recommendations to set the nation on the path to a high-performance future.
Anderson, Martin. Impostors in the Temple. New York: Simon and Schuster, 1992.
This volume examines current problems in American higher education and offers solutions. In addition to exploring such issues as financial scandals and sexual harassment, the author also highlights the activities of powerful groups that exert excessive influence on the governing boards of colleges and universities.
Bok, Derek Curtis. Universities and the Future of America. Durham, North Carolina: Duke University Press, 1990.
In this expansion of a lecture series delivered at Stanford, the author calls for a realigning of priorities by colleges and universities to address the nation's most pressing social problems.
D'Sousa, Dinesh. Illiberal Education: The Politics of Race and Sex on Campus. New York: Free Press, 1991.
The author argues that affirmative action policies in college admissions and the introduction of multicultural curricula have promoted ignorance and racism.
Graff, Gerald. Beyond the Culture Wars: How Teaching the Conflicts Can Revitalize American Education. New York: Norton, 1992.
The author argues that recent educational conflicts over political and social issues are positive signs and should be utilized as a way to revitalize higher education.
Kimball, Roger. Tenured Radicals: How Politics Has Corrupted Our Higher Education. New York: Harper and Row, 1990.
The author discusses "individuals, symposia, schools, groups, etc." that he believes are destroying the values, methods, and goals of traditional humanistic studies.
Smith, Page. Killing the Spirit: Higher Education in America. New York: Viking, 1990.
This history of higher education in the United States contains a critique of current trends in colleges and universities that the author considers destructive to teaching and learning.
Sykes, Charles J. The Hollow Men: Politics and Corruption in Higher Education. Washington: Regnery-Gateway, 1990.
The author uses Dartmouth College as the focus for his examination of recent changes in the social and intellectual contexts of American colleges and universities.
Alexander, Kern and Williams, Vivian, eds. Reforming Education in a Changing World: International Perspectives, Blacksburg, Virginia and Oxford, England: Oxford Round Table, 1991.
This volume consists of a collection of papers on educational reform presented at Oxford by 21 scholars from around the world. Nine of the essays focus on the United States, but there are also essays on reform in the United Kingdom, Bulgaria, Romania, Czechoslovakia, Guyana, Zimbabwe, and Malawi.
Ginsburg, Alan et al. International Education Comparisons. Washington: U.S. Department of Education, 1992.
This short pamphlet offers brief comparisons of a number of education systems, focusing on such topics as governance and structure, school population, curriculum, student performance, recent reforms, funding, classroom size, and nature of instruction.
Benson, Peter and McMillen, Marilyn Miles. Private Schools in the United States: A Statistical Profile, with Comparisons to Public Schools. Washington: U.S. Department of Education, 1991.
This volume is a quantitative study of private education in the United States and includes an analysis of key findings.
Feistrizer, C. Emily. Alternative Teacher Certification: A State-by-State Analysis 1990. Washington: National Center for Education Information, 1990.
This report surveys the 50 States to determine what kinds of alternative certification programs for teachers are in place and what constituencies they are serving. It is composed largely of survey results with only a small segment of analysis.
Freedman, Samuel G. Small Victories: The Real World of a Teacher, Her Students, and Their High School. New York: Harper and Row, 1990.
This is an account of the author's year as an observer at Seward Park High School on the Lower East Side of Manhattan. He focuses on the classroom of Jessica Siegel, an English teacher.
Goodlad, John I. Teachers for Our Nation's Schools. San Francisco: Jossey-Bass, 1990.
The author calls for a professionalism among teachers comparable to that of physicians and lawyers.
Johnson, Susan Moore. Teachers at Work: Achieving Success in Our Schools. New York: Basic Books, 1990.
This study, based on interviews with 115 teachers from public and private schools, gives a psychological picture of a teacher in school.
Riley, Richard W., U.S. Secretary of Education. A Teacher's Guide to the U.S. Department of Education. Washington, DC: U.S Department of Education, Spring 1994.
An expanded edition of the U.S. Department of Education's services to teachers and other practitioners. Also included are a summary of the recently passed GOALS 2000: Educate America Act, a directory of the Department's regional offices, etc.
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