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The First Lady took to the stage at the Democratic National Convention, and united a divided hall. Obama stepped out onto a stage in front of a divided party, including delegates who had booed almost every mention of the presumptive nominee.
She did it, moreover, her own way—forming a striking contrast with the night’s other speakers. Following Monday’s heavyweights, including Michelle Obama and Bernie Sanders, former president Bill Clinton will take the stage on Tuesday. When something goes wrong, I start with blunder, confusion, and miscalculation as the likely explanations. But it is getting more difficult to dismiss the apparent Russian role in the DNC hack as blunder and confusion rather than plan. The timing and precision of the leaks, on the day before the Democratic convention and on a topic intended to maximize divisions at that convention, is unlikely to be pure coincidence.
The foreign country most enthusiastic about Trump’s rise appears to be Russia, which would also be the foreign country most benefited by his policy changes, from his sowing doubts about NATO and the EU to his weakening of the RNC platform language about Ukraine. Against a restive backdrop, the party’s top lieutenants were forced into the role of prime time peacemakers, tasked with encouraging Democratic unity in a party that has only lately acquiesced to tenuous detente.
The pressures of national academic standards have pushed character education out of the classroom.
A few months ago, I presented the following scenario to my junior English students: Your boyfriend or girlfriend has committed a felony, during which other people were badly harmed.
This discussion was part of an introduction to an essay assignment about whether Americans should pay more for ethically produced food. Physicists can’t agree on whether the flow of future to past is real or a mental construct. Einstein once described his friend Michele Besso as “the best sounding board in Europe” for scientific ideas. The Democratic chairwoman had few supporters—but clung to her post for years, abetted by the indifference of the White House.
PHILADELPHIA—As Debbie Wasserman Schultz made her unceremonious exit as chairwoman of the Democratic National Committee, what was most remarkable was what you didn’t hear: practically anybody coming to her defense.
PHILADELPHIA––As successive speakers took the stage at the Democratic National Convention Monday, Farhad Manjoo of the New York Times observed that the participants were much more liberal than the ones that helped nominate Bill Clinton. Two new novels ponder the still-urgent question of what could have compelled young women to do such terrible things. Not the man who cobbled together bits of hippie philosophy, Scientology and How to Win Friends and Influence People to gather followers who’d do his bidding and help make him a star (and when that didn’t work out, kill people to try to start a race war). Even now, no one knows whether Charles Manson believed his own insane manifesto, or was just using it as a tool to get what he wanted.
A short documentary profiles the difficult lives of senior citizens who have lived in the city for decades.
Eight percent of freshmen at Southern University at New Orleans (SUNO) complete their degree within six years, and the average across the state’s university system is 39 percent.
Even these numbers may be rosy given grade inflation, which Stille asserts is “rampant on college campuses throughout the United States.” According to the National Center for Education Statistics, the literacy of college graduates in 2003 had fallen from 1992 levels, and the same was true for graduate students. The state’s flagship, LSU-Baton Rouge, is the only state institution to outdo the national average, with a graduation rate of 61 percent.
Stille brought together admissions and graduation data from 1992 through 2009 for 13 of Louisiana’s public four-year degree granting institutions from that period. His work on Louisiana is part of a broader study of taxpayer-funded higher education across the United States, which includes two sets of state rankings.
Stille’s findings also place a spotlight on the question of what the purpose of higher education is for taxpayers. Further, America’s student loan debt has, as of September, surpassed its credit card debt – each nearing $1 trillion. He advocates a slimmed down state system of higher education, with more students in two-year, technical colleges. The finding could hardly be timelier, given the state is facing its lowest general fund budget since 2006 and is in need of areas to cut. Louisiana’s higher education budget has also been expanded by rapid growth in administrative spending. In the last legislative session, Governor Bobby Jindal did sign into law the LA GRAD Act (HB 1171).
Stille has collaborated with the Evergreen Freedom Foundation, a non-partisan research organization, to report on how to increase accountability in higher education. Fergus Hodgson is the capitol bureau reporter with the Pelican Institute for Public Policy.
Fergus Hodgson is the capitol bureau reporter with the Pelican Institute for Public Policy and editor of The Pelican Post. There are some questions how can i know… Who is eligible for higher schooling grants?
Tip: To turn text into a link, highlight the text, then click on a page or file from the list above. Long-term trends in science and mathematics show declines in the 1970s and early 1980s, followed by modest increases. Despite these widespread increases in performance, large variations in state mathematics achievement persist.
The mathematics and science achievement gap between white, black, and Hispanic students, has narrowed somewhat since A Nation at Risk. Data from the Third International Mathematics and Science Study (TIMSS) suggests that the relative international standing of U.S. In twelfth-grade, the achievement scores of both our overall student population tested on general mathematics and science knowledge, and of our more advance students tested in mathematics and physics, were well below the international average.
Findings from TIMSS suggest that many of the "cure-alls" recommended in the past are not associated with high performance in all nations. TIMSS data do encourage us to focus on rigorous content, focused curriculum, and good teaching as critical to improved national performance. The United States has close to 20 percent of the adult population at both the high and low ends of the literacy scale. Workers with higher literacy scores are unemployed less and earn more than workers with lower literacy scores.
The educational aspirations of high school seniors increased substantially between 1982 and 1992. There has been a marked increase in the number of mathematics and science courses taken by high school graduates. Fifteen years ago when A Nation at Risk was released some critics charged that the report was long on conclusions and short on evidence. To ask if today's students are as smart as students used to be - if they know more or can do more - invokes the most traditional and simplest form of benchmarking; it compares performance today by the standard of performance in the past.
But there are other ways to ask the general question "how are we doing?" Policymakers often ask if American students are doing as well as they should or as well as they can.
Finally, I will present data on how students have responded to the call for better performance and higher standards. Measuring students' academic performance has been the purpose of the National Assessment of Educational Progress (NAEP) since its inception in 1969. NAEP enables us to monitor trends in academic achievement in core curriculum areas over an extended period of time. To provide a numeric summary of students' performance on the assessment questions and tasks, NAEP uses a 0 to 500 scale for each subject area.
Trends in average performance over these time periods are discussed for students at ages 9, 13, and 17 for science, mathematics, and reading. Analyses of NAEP assessment data by race show how achievement gaps have been changing over time.
Since A Nation at Risk, performance in science has been increasing for white, black, and Hispanic students at ages 9, 13, and 17. Average mathematics scores of white, black, and Hispanic students also increased since 1982.
Changes in reading were minimal for white, black, and Hispanic students at all ages during the years 1982 to 1996. In looking at subgroup performance in NAEP, it is particularly interesting to examine how gains made by subgroups over time can be masked by simple averages. In addition to, and separate from ,the long-term trend assessments, NAEP also provides cross sectional data based on grade level student samples. Students' scores on the NAEP mathematics scale increased for grades 4, 8, and 12 (Figure E). Student performance also increased as measured by the three mathematics achievement levels set by the National Assessment Governing Board (NAGB): Basic, Proficient and Advanced. The performance of minority students, however, showed no improvement during the period, with a large performance gap persisting.
State data for the NAEP 1996 mathematics assessment covered fourth-graders in 47 states, territories, and other jurisdictions and eighth-graders in 44 states and jurisdictions. Eighth-graders in 27 of the 32 jurisdictions participating in both the 1990 and 1996 State NAEP mathematics assessments showed an increase in their average scale scores; none declined, and 5 had no change.
Colorado, Connecticut, Indiana, North Carolina, Tennessee, Texas, and West Virginia reported increases in the percentages of fourth-graders who scored at or above the Basic and Proficient achievement levels over the period 1992 to 1996.

Maryland, Michigan, Minnesota, Nebraska, North Carolina, and Wisconsin reported increases in the percentages of eighth-graders that scored at or above all three achievement levels over the period 1990 to 1996. According to several achievement benchmarks, eighth-graders in 23 of the 32 states and jurisdictions showed improvement between 1990 and 1996. Despite these widespread increases in performance, large variations in state averages persist. Since 1990, the NAEP reading assessments have increasingly emphasized the importance of having students construct a response to what they have read. National data from the NAEP 1994 Reading Report Card showed no significant changes in average performance among the national population of fourth- or eighth-graders from 1992 to 1994. The decline in performance among twelfth graders between 1992 and 1994 was concentrated among lower performing students - those scoring at the 10th, 25th, and 50th percentiles. The decline in performance among twelfth graders in 1994 also reflected in the distribution of student performance as measured against the three reading achievement levels set by the National Assessment Governing Board (NAGB).
In 1994, 30 percent of fourth graders, 30 percent of eighth graders, and 36 percent of twelfth graders attained the Proficient level in reading. Across the nation, there were declines in average reading performance from 1992 to 1994 for Hispanic students in grade 4, as well as for white, black, and Hispanic students in grade 12. Performance at all three grades was higher on average for students whose parents had more education. In 1994, fourth, eighth, and twelfth grade students attending nonpublic schools displayed higher average reading scores than their public school counterparts. State NAEP 1992 and 1994 reading data are only available for fourth graders with 41 participating jurisdictions. The eight states with the highest average reading performance in 1994 among fourth graders in public schools were Maine, North Dakota, Wisconsin, New Hampshire, Massachusetts, Iowa, Connecticut, and Montana. Approximately 20 percent of the jurisdictions that participated in both the 1992 and 1994 reading assessments showed significant decreases in average reading performance among fourth graders. The science framework for the 1996 NAEP science assessment was developed through a national consensus process involving educators, policymakers, science teachers, representatives of the business community, assessment and curriculum experts, and members of the general public.
The core of the science framework is organized into three major fields: earth, physical, and life sciences. Nationally, 29 percent of students in grades 4 and 8 were at or above the Proficient level, and 21 percent of students in grade 12 reached this level. Nationally, approximately 30 percent of students in grade 4 were below the Basic level, while nearly 40 percent of students in grades 8 and 12 failed to reach this level. No significant differences in percentages of male and female achievement level attainment occurred in grade 8, but at grade 4 more males than females performed at or above the Proficient level. TIMSS is noteworthy not only because of its scope and magnitude, but also because of innovations in its design. The information in these reports can serve as a starting point for our efforts to define a "world-class" education. Our students' international standing declines as students progress through school, according to TIMSS.
Several other factors suggested by observers also do not account for the relatively poor performance of U.S.
While TIMSS has given us information on our international standing, it is most valuable in telling us what factors are related to high achievement in schools.
These strategies may indeed be effective in the case of individual students or schools, yet TIMSS has shown us another perspective. These and other TIMSS findings show us that there is no single easy answer to achieving high performance in mathematics and science.
First, both the mathematics and science curricula in American high schools have been criticized for their lack of coherence, depth, and continuity-for covering too many topics at the expense of in-depth understanding. Students' exposure to challenging mathematics and science content is further limited by their coursetaking behavior.
In short, TIMSS does dispel myths, but more importantly, it shows us our own education system in clearer perspective. In 1991, the IEA Reading Literacy Study assessed the reading literacy of fourth-graders (in 27 countries) and ninth-graders (in 31 countries).
American ninth-graders' performance was equivalent to that of students from 15 other nations; Americans outperformed students from 14 nations, while only the students from Finland did better than our students. The comparative advantage of American ninth-grade students was not as great as that of the fourth graders. Most groups of American students, even the most disadvantaged, outperform the OECD reading average, with only a few exceptions - black students in both grades and students in 9th grade whose parents did not complete high school do not consistently meet or exceed the OECD average. The difference between the NAEP view of America's fourth, eighth, and twelfth-grade students' reading proficiency and that emerging from the IEA data may be attributed to two very important differences in these assessments. Literacy has been viewed as one of the fundamental tools necessary for successful economic performance in industrialized societies.
In the United States, as you might expect, workers with higher adult literacy scores are unemployed less and earn more than workers with lower literacy scores. In addition to reviewing changes in student achievement since A Nation at Risk , as well as our comparative international educational standing, it is instructive to look at other significant changes in the educational landscape since the publication of this seminal work. The dropout rates of 16-to-24-year-olds Hispanics remained at levels substantially higher than the dropout rates experienced by their white and black peers (Figure M). One of the most dramatic changes taking place since A Nation at Risk is that the hopes of high school seniors for the future increasingly include more education. One of the important elements in the recommendations in A Nation at Risk was to increase the academic course load of high school students. A Nation at Risk recommended that high school students complete a "New Basics" curriculum that included a minimum number of courses in the core academic areas of English (4), Mathematics (3), Science (3), and Social Studies (3). Even though we cannot establish a cause and effect relationship, it is interesting to compare the average mathematics and science performance of 17-year-olds, as measured by our National Assessment of Education Progress, and the increase in course taking.
Whatever else one might argue is the legacy of A Nation at Risk, it clearly signaled the recognition of educational performance as a national concern, an issue of national importance. The BBS survey 2011, released here on Sunday, said Sylhet division has the lowest literacy rate of 42.2 percent.
Planning Minister AK Khandker unveiled the report at a function at the BBS Bhaban in the city. Speaking on the occasion, the minister said various surveys conducted by the BBS play a significant role in taking proper planning for the country’s overall development. School enrollment, retention, student-teacher ratio, and literacy are critical variables for determining educational success. But tonight in Philadelphia, Michelle Obama delivered a speech that will be replayed, quoted, and anthologized for years.
Planned-out wrongdoing is harder to pull off, more likely to backfire, and thus less probable.
If it were coincidence, why exactly now, with evidence drawn from hacks over previous months? They did so through a combination of alarmist truth telling—borne from the reality of a Trump-Clinton matchup that has lately gotten tighter—and cold-water scolding about party division—driven equally by frustration and exhaustion. It was obvious, they said, that loyalty was paramount—not a single student said they’d “snitch.” They were unequivocally unconcerned about who was harmed in this hypothetical scenario.
We continued discussing other dilemmas, and the kids were more engaged that they’d been in weeks, grappling with big questions about values, character, and right versus wrong as I attempted to expand their thinking about who and what is affected—and why it matters—by their caloric choices. They attended university together in Zurich; later they were colleagues at the patent office in Bern. Many physicists argue that Einstein’s position is implied by the two pillars of modern physics: Einstein’s masterpiece, the general theory of relativity, and the Standard Model of particle physics. She reportedly resisted stepping down, and blamed subordinates for the content of the leaked emails that were released Friday, which clearly showed the committee’s posture of neutrality in the Democratic primary to have been a hollow pretense, just as Bernie Sanders and his supporters long contended. It is one of the oldest cliches in journalism, an acknowledgement of the idea that ordinary events are not newsworthy, whereas oddities, like a puppy-nibbling adult, deserve disproportionate coverage.
If journalists are encouraged to report extreme events, they guide both elite and public attitudes, leading many people, including experts, to feel like extreme events are more common than they actually are. Professional investors are fretting about the possibility of a massive stock-market crash, on par with 1987’s Black Monday. And alongside them were a lesbian veteran who spoke of serving in the days of “Don’t Ask, Don’t Tell.” A disability-rights activist with cerebral palsy and spastic quadriplegia spoke up against the prejudices faced by the community on whose behalf she works. However, even it accepts 17 percent of its freshmen from the bottom half of their high school class. Louisiana comes in at 39th in terms of admissions standards and 49th in on a broader scale, which also includes rates of completion, affordability, and student preparedness. Research from the Intercollegiate Studies Institute has demonstrated the inability of universities, even the most prestigious, to teach American civics.
These institutions are “not as wasteful as the [four-year] system,” since they do “not have all the frills,” such as tenure, ranks of faculty, and athletics.
Since 2008, funding for the state’s higher education, from all sources, has already declined by 4 percent.* However, that came after a 23 percent increase in the three post-Katrina years, and Louisiana still ranks ninth in the nation for spending as a percentage of tax revenues. This goes into effect in this fiscal year 2011 and attempts to address the problem of the incentive for expansion. The report, “Performance Audit Tools for Higher Education,” came out in September and is available here. During that period, the decline of state funds for higher education was 13 percent – including interagency transfers and the American Recovery and Reinvestment Act – and 33 percent from the general fund budget.

In contrast, European countries tend to have an adult population with skills concentrated in the middle literacy levels. One observer argued that the report's subtext was the appalling lack of reliable, national education data at the disposal of policy analysts and policymakers at that time.
That is the main question I will address today - to ask if students are performing better by presenting data from the National Assessment of Educational Progress (NAEP) which looks at national and state performance over time. We shall see that students have changed their behavior since A Nation at Risk: they are more likely to graduate from high school, have higher educational aspirations, and take more academic courses.
Students in both public and nonpublic schools have been assessed in various subject areas on a regular basis. To do so, NAEP readministers materials and replicates procedures from assessment to assessment, always testing students in the same age groups (9, 13, and 17). Comparisons of average scale scores are provided across the years in which the NAEP long-term trend assessments have been administered and among subpopulations of students. In general, the NAEP long term trends in science and mathematics show a pattern of early declines or relative stability followed by improved performance; in reading, minimal changes have occurred over the assessment period. The overall pattern of mathematics achievement for 9-, 13-, and 17-year-olds shows overall improvement, with early declines or relative stability followed by increased performance (Figure B).
The overall trend pattern in reading achievement is one of minimal changes across the assessment years (Figure C).
Across the five content strands, the assessment examines mathematical abilities (conceptual understanding, procedural knowledge, and problem solving) and mathematical power (reasoning, connections, and communication). For all three grades scores were higher in 1996 than in 1992, and higher in 1992 than in 1990.
Many, but not all, states and jurisdictions showed increases in mathematics performance for the 1996 assessment (Figure F). At grade 12, greater percentages of males than females performed at or above the Advanced, Proficient, and Basic levels. In this international study, NCES along with the National Science Foundation (NSF) combined multiple methodologies to create an information base that goes beyond simple student test score comparisons to examine the fundamental elements of schooling. If the United States is to improve the mathematics and science education of its students, we must carefully examine not just how other countries rank, but also how their policies and practices help students achieve. The overarching message is that there is no easy solution or single nostrum that will magically increase our nation's performance. Unemployment rates are especially high for workers in the two lowest levels of literacy-levels 1 and 2-on each of the three literacy scales. In times like this, Federal statistical agencies, such as the National Center for Education Statistics, play a critical role. As demonstrated by the numbers presented here, there are large differences in how well students do -- across time, across countries, and sometimes across groups. It was as pure a piece of political oratory as this campaign has offered, and instantly entered the pantheon of great convention speeches.
When Besso died in the spring of 1955, Einstein—knowing that his own time was also running out—wrote a now-famous letter to Besso’s family. The laws that underlie these theories are time-symmetric—that is, the physics they describe is the same, regardless of whether the variable called “time” increases or decreases.
She finally relinquished the convention gavel only after receiving three days of strong-arming, a ceremonial position in the Clinton campaign, and a raucous round of boos at a convention breakfast. By reporting on only the radically novel, the press can feed a popular illusion that the world is more terrible than it actually is. The statistical odds that such an event will occur within the next six months are about 1-in-60, according to historical data from 1929 to 1988. Additionally, Stille’s estimate of $440 million annually going to non-graduating students, on a per capita basis, puts Louisiana third highest in the nation. Between 1993 and 2007, these universities increased the number of full-time instructors and researchers per student by 18 percent.
It allows universities to have greater autonomy, such as flexibility with regard to tuition, in exchange for graduation productivity. Here is an Excel file with the relevant data for 2010-2011 and the past three financial years. Also in Egypt a lot more of the males can read and write and not a lot of females can read and write.
Thirteen-year-olds showed moderate gains in reading achievement; in 1996, their average reading score was higher than that in 1971. In addition, NAEP collects information about relevant background variables to provide an important context for interpreting the assessment results and to document the extent to which education reform has been implemented. The percentage of fourth-grade students at or above the Proficient level increased between 1990 and 1992, and between 1992 and 1996, while the percentage of eighth- and twelfth-grade students at or above the Proficient level increased between 1990 and 1996, but was not significantly different from 1992.
Innovative research techniques include analyses of textbooks and curricula, videotapes, and ethnographic case studies. For these workers, the unemployment rate ranges from 12 percent for workers with level 2 quantitative literacy to nearly 20 percent for those with level 1.
It falls typically to researchers to untangle these relationships, to separate educational inputs from outputs, and to identify the processes that contribute most powerfully to student performance. AQa€™s charticle looks at these regional numbers along with the effect that a studenta€™s economic class has on the likelihood of passage from primary to secondary to tertiary educational levels.
Moreover, they say nothing at all about the point we call “now”—a special moment (or so it appears) for us, but seemingly undefined when we talk about the universe at large.
But when surveys between 1989 and 2015 asked investors to estimate the odds of such a crash in the coming months, the typical response was 1-in-10.
Today, twice the proportion of American adults possess university education than did in 1970, and yet the rate of unemployment is also double what it was. But at the same time they increased full-time administrators per student by 39 percent, and these administrators now outnumber their teaching and research counterparts. Additionally, the Louisiana Board of Regents is planning for slightly higher admissions requirements, although they will not begin until fall 2012, and not completely until 2014. But in Haiti more of the females than males can read and write and in most countries it's the other way around or they're equal, like it is for the United States.
There was an overall pattern of increase in reading scores for 17-year-olds, but the 1996 average score was not significantly different than in 1971. However, only eighth-grade students showed an increase in the percentage at the Advanced level, and this increase was for the period 1990 to 1996.
Unemployment rates for individuals in the two highest literacy levels-levels 4 and 5-are less than 6 percent. Second, statistical agencies aid policymakers in a more direct manner -- by sounding alarms when problems arise or issues emerge that deserve public attention. Her speech was laden with sharp barbs, but she delivered them calmly, sometimes wryly, biting her lower lip, hitting her cadence.
The resulting timeless cosmos is sometimes called a “block universe”—a static block of space-time in which any flow of time, or passage through it, must presumably be a mental construct or other illusion. In fact, according to the Bureau of Labor Statistics there are more than 5,000 janitors with PhDs or other professional degrees in the United States. The literacy rate is an example of how important education is to a country and how good it is. The overall trend for 13-year-olds was also positive, but there was no significant difference between the average science scores in 1970 and those in 1996.
Yet average score increases for each of the subgroups - blacks, Hispanics, and whites ? exceeded the overall average increase. The 1996 framework was updated to more adequately reflect recent curricular emphases and objectives.
Second, the NAEP framework assumes that scientific performance depends on the ability to use scientific tools, procedures, and reasoning processes. Examining these data provides a valuable opportunity to shed new light on education in the United States through the prism of other countries.
Informing policymakers with data that clarify where problems exist and what issues are most pressing is one of the Federal government's most vital roles. 300,000 waiters and 18,000 parking lot attendants with bachelors degrees further highlight the mismatch between employability and higher education. The average science score of 17-year-olds in 1996 was lower than the average score in 1969. At the same time, we should avoid the temptation to zero in on any one finding or leap to a conclusion without carefully considering the broader context. Science scores have been increasing upward for all ages tested since 1982 and the publication of A Nation at Risk.
Blacks and Hispanics, the lowest scoring subgroups represent a greater share of the total population in 1996 compared with 1971, which had the paradoxical effect of lowering overall gains even as each group's performance improved. Reading scores have remained fairly stable between 1984 and 1996, the time period immediately following the release of A Nation at Risk.

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