Browsing by Subject "education policy"
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Item (D)riven by neoliberalism: Exploring alternative purposes for higher education(Texas Education Review, 2020) Epstein, Eliza M.; McKinnon-Crowley, SaralynThe value of a degree. Social mobility. Job placement rates. Return on investment. These concepts permeate both the news media and academic discourse about higher education credentials. From provosts to presidents, students hear the message that getting a degree means getting a good job. In this editorial, we suggest that the dominant, narrow framing of higher education eclipses diverse understandings of educational purpose and forecloses the many rich possibilities that higher education offers. We do not wish to suggest that economic orientations to higher education are unimportant, but rather we aim to illuminate different conceptualizations. In the current moment in which higher education institutions are scrambling to maintain their position against a global pandemic, we call on those within the university to examine the logics that underpin their work. Drawing on critical and decolonial theories, we suggest ways to think differently about the purpose of higher education.Item Federal Policies for Equal Educational Opportunity: Conflict and Confusion, PRP 23(LBJ School of Public Affairs, 1977) Gronouski, John A.; Radin, Beryl A.; Yudof, MarkItem Keys to Success: A Policy Roadmap for the Fourth Industrial Revolution(2022-05) Dave, Ashish; Bauguess, Scott; Hackett, James T.Keys to Success: A Policy Roadmap for the Fourth Industrial Revolution seeks to provide a policy guide for lawmakers at the advent of a new industrial era. Just as the Third Industrial Revolution replaced physical labor with the advent of automated mass production technology, the Fourth Industrial Revolution will constitute technological advances that replace mental labor. Some of these technologies, such as varying degrees of artificial intelligence and automated decision-making, are already being used today in social media and natural language processing. Both allies and adversaries of the United States are investing heavily to get ahead in this era. For the prior two industrial revolutions, America was at the forefront, producing technological breakthroughs that drastically improved the standard of living for millions around the world. America’s leadership role can be owed in a significant part to its technological superiority, especially in military and advanced technology applications. At the start of the next industrial age, this thesis attempts to look back and analyze the policy environment leading up to and through the Third Industrial Revolution (also known as the “Digital Revolution” or “Internet Revolution”), isolate key policy levers material to the creation of innovative output during this period, and provide a roadmap for policymakers that outlines the optimal policy environment required to maximize the United States’ share of economic output in the advanced industries of the Fourth Industrial Revolution.Item LBJ Journal of Public Affairs, Vol. 17, Issue 1, 2004(LBJ School of Public Affairs, 2004) LBJ School of Public AffairsItem LBJ Journal of Public Affairs, Vol. 17, Issue 2, 2005(LBJ School of Public Affairs, 2005) LBJ School of Public AffairsItem LBJ Journal of Public Affairs, Vol. 20, 2012(LBJ School of Public Affairs, 2012) LBJ School of Public AffairsItem Manpower and Vocational Education Planning Processes: Four Regional Case Studies, PRP 9(LBJ School of Public Affairs, 1975) David, Henry; Neidhart, Anthony C.; Tolo, Kenneth W.Item Post-Secondary Education Planning in Texas: Techniques for Policy Analysis, PRP 8(LBJ School of Public Affairs, 1975) Fitzsimmons, James A.; Haynes, Kingsley E.; Tolo, Kenneth W.Item The Revolutionary Classroom: Education and State Building in Nasserist Egypt, 1952-1967(2020-05) Folmar, RuthSoon after President Gamal Abdel-Nasser’s rise to power in 1953, Egypt, a relatively uneducated country with a low literacy rate, became the largest exporter of education throughout the Middle East. The post-colonial environment of the Arab world called for a new power balance, and Egypt had begun exercising its soft power influence in the region. This thesis explores the growth and development of Egyptian education in the fifties and sixties. It deals with the intersection of ideology, governing philosophy, and education. The first chapter observes Egypt’s domestic system of education following the 1952 Revolution. It portrays the role of the state in defining and enforcing the Egyptian citizen’s experience through tools of knowledge production, drawing on a variety of Arabic-language archival sources. The second chapter explores the exportation of this experience to the far reaches of the Arab world – the Eastern Arabian Gulf. It follows the politicized appointments of Egyptian teachers to Kuwait, the Trucial States, Qatar, and Bahrain. And it argues that, partially due to these teachers, Egyptian Arab nationalism pervaded the political atmosphere of the twentieth century Gulf. This thesis traces wider trends in Egyptian statecraft through the educational establishment. It argues that the revolutionary government used modes of knowledge production to project the state’s consciousness onto the mindset of the Egyptian citizen. It also displays the expansionist telos of this consciousness, following the trend of teachers exported as political state-builders throughout the surrounding Arab World.Item Translating Expenditures into Opportunity: The Impact of School Finance Reform on Edgewood ISD(2018-05) Mellin, JacquelineSan Antonio’s Edgewood ISD has played a premier role in school finance reform in the 20th century. The Edgewood community spearheaded San Antonio ISD v. Rodriguez and Edgewood v. Kirby to the US Supreme Court and Texas Supreme Court, respectively, which culminated in Chapter 41 wealth equalization measures. The goal of the reform movement was to achieve equity in available resources for schools, no matter how wealthy or poor the surrounding area may be. This inquiry is designed as a follow-up study on Edgewood ISD and San Antonio area districts to assess the state of equity with respect to financial resources, teaching staff, and academic achievement. The data suggest that the reforms have been successful in providing adequate funds to districts independent of a district’s level of property wealth. However, equitable financial resources have not manifested into equal academic opportunities for Edgewood and San Antonio districts. Districts with greater property wealth staff teachers with more experience and higher educational attainment, and students in property wealthy areas score higher on standardized tests and college entrance exams than students in property poor areas. School finance reforms have not materially affected the opportunity gap.