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Item Details
| Title:
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PUBLIC POLICY AND COLLEGE ACCESS
INVESTIGATING THE FEDERAL AND STATE ROLES IN EQUALIZING POSTSECONDARY OPPORTUNITY |
| By: |
Edward P. St. John (Editor) |
| Format: |
Hardback |
| List price:
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£150.00 |
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We believe that this item is permanently unavailable, and so we cannot source
it.
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| ISBN 10: |
0404101194 |
| ISBN 13: |
9780404101190 |
| Publisher: |
AMS PRESS |
| Pub. date: |
30 June, 2004 |
| Series: |
Readings on Equal Education v. 19 |
| Description: |
Volume 19 of Readings on Equal Education takes a hard look at the impact of state and federal policies on college access. This volume suggests a new approach to policy research on college access and provides information on the impact of federal and state financial and school reform policies. |
| Synopsis: |
Volume 19 of Readings on Equal Education takes a hard look at the impact of state and federal policies on college access. Since passage of the Higher Education Act of 1965, differences in access for low-income and middle-income families have been an important issue. This volume suggests a new approach to policy research on college access and provides information on the impact of federal and state financial and school reform policies. In Section I, four authors review the National Center for Education Statistics (NCES) studies and expose the serious errors made in these studies. These chapters show how the errors were made, consider the implications for federal higher education policy, demonstrate the critical need for a reanalysis of the NCES databases, and reanalyze the access challenge using NCES databases. Section II examines changes in the state role in promoting access to higher education. Articles focus on the impact of change in state policies on state student grant programs, academic preparation, and postsecondary encouragement. |
| Publication: |
US |
| Imprint: |
AMS Press |
| Returns: |
Returnable |
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A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
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