This report provides strategic recommendations for charter schools (CSs) in Portland, Oregon on how to focus their limited resources in a competitive environment against traditional public schools (PSs). It identifies the top three priorities as:
1) Political/legal - Prepare for adverse political forces by building community support and forming strategic partnerships with other CSs for legal/PR support and lobbying efforts.
2) Student supply chain - Partner with elementary/middle schools to ensure incoming high school students are prepared to meet CS standards through a supportive educational ecosystem.
3) Marketing - Implement benchmarking and marketing measures to policymakers and parents to justify the CSs' existence, as they bear the burden of proving themselves in Portland. Focus
The document analyzes the for-profit university industry in the United States using Porter's Five Forces framework. It finds that the threat of new entry and substitution are high due to regulations limiting growth and alternatives like community colleges providing a better return on investment. Industry rivalry is also high with over 1,500 competitors. Buyer power is low since students have few options besides loans, but supplier power is medium-high due to reliance on federal funding and limited credit transfers. The industry has experienced slowed growth in recent years due to regulatory scrutiny but is projected to continue growing at an annual 1.3% rate through 2021 as the largest players expand globally.
This document discusses financing access and equity in higher education in Kenya. It provides background on rising demand for higher education globally and in Sub-Saharan Africa. The document then summarizes findings from a study on alternative financing methods used by parents and students in rural Kenya to fund higher education. For parents, common alternative methods included savings, selling assets, loans, and fundraising. Students cited short-term methods like renting accommodations together, part-time jobs, and small businesses. Both groups expressed willingness to pay for education but noted ability to pay is limited without sufficient government support.
20090420 10 Questions State Legislators Should Ask About Higher EducationVicki Alger
This document discusses 10 questions that state legislators should ask about higher education. It begins by providing context on the changing role and challenges facing higher education in the U.S. It then lists the 10 questions and provides a brief overview and additional resources for each question. The 10 questions cover topics like how higher education is financed, the true cost of college and affordability, accessibility of college, and how prepared students are for college. For each question, the document aims to highlight key issues and direct readers to additional data sources and organizations that can provide more detailed information and analysis.
How do we measure the economic impact of a better educated and trained U.S. workforce? The McGraw-Hill Research Foundation’s new position paper argues that adult education and career training is potentially one of the most cost-effective tools the U.S. has to recover its economic health in the aftermath of the “Great Recession.”
The paper was written by sector experts Dr. Lennox McLendon, Executive Director, National Council of State Directors of Adult Education and National Adult Education Professional Development Consortium; Debra Jones, California Director of Adult Education and Chair, NAEPDC Research Workgroup, and Mitch Rosin, Editorial Director, McGraw-Hill School Education Group.
In the policy paper, “The Return on Investment (ROI) From Adult Education and Training,” the authors contend that billions of dollars could be earned, saved and pumped back into the struggling economy as a result of investments in effective and efficient workforce development programs.
Unified Exams as a Restriction to Higher Education in Latin AmericaEmilio José Calle Celi
A brief analysis of the economic results of restricting access to higher education through the application of a unified admission exam, from the perspective of 12 Latin American countries
The speaker discusses three "tug-of-wars" in higher education: [1] Funding versus Accountability, noting that increased accountability is needed to obtain more funding; [2] Tuition versus Financial Aid, which are interrelated; and [3] Institutional Independence versus Need for Systemic Governance. Regarding funding versus accountability, the speaker states accountability must be improved for universities to receive more funding from the state government. The speaker also recommends the New Florida Initiative to increase graduates and research with $2 billion in new state funding.
The Higher Education Opportunity Act aims to improve college affordability, access, and accountability. Key provisions include creating a federal website to simplify college cost comparisons, streamlining the FAFSA financial aid application, increasing Pell Grant amounts, and expanding work-study programs and loan forgiveness options. The Act also directs the Department of Education to simplify the financial aid process to make it less complicated and provide more clarity on expected aid amounts.
The document discusses reforms needed for Florida higher education. It argues that (1) Florida already has an effective structure in place and does not need reorganization, (2) restoring state funds cut in recent years is essential to improve student/faculty ratios and access to courses, and (3) additional new funding is needed to address salary compression and retain faculty talent, in order to build a strong knowledge-based economy.
The document analyzes the for-profit university industry in the United States using Porter's Five Forces framework. It finds that the threat of new entry and substitution are high due to regulations limiting growth and alternatives like community colleges providing a better return on investment. Industry rivalry is also high with over 1,500 competitors. Buyer power is low since students have few options besides loans, but supplier power is medium-high due to reliance on federal funding and limited credit transfers. The industry has experienced slowed growth in recent years due to regulatory scrutiny but is projected to continue growing at an annual 1.3% rate through 2021 as the largest players expand globally.
This document discusses financing access and equity in higher education in Kenya. It provides background on rising demand for higher education globally and in Sub-Saharan Africa. The document then summarizes findings from a study on alternative financing methods used by parents and students in rural Kenya to fund higher education. For parents, common alternative methods included savings, selling assets, loans, and fundraising. Students cited short-term methods like renting accommodations together, part-time jobs, and small businesses. Both groups expressed willingness to pay for education but noted ability to pay is limited without sufficient government support.
20090420 10 Questions State Legislators Should Ask About Higher EducationVicki Alger
This document discusses 10 questions that state legislators should ask about higher education. It begins by providing context on the changing role and challenges facing higher education in the U.S. It then lists the 10 questions and provides a brief overview and additional resources for each question. The 10 questions cover topics like how higher education is financed, the true cost of college and affordability, accessibility of college, and how prepared students are for college. For each question, the document aims to highlight key issues and direct readers to additional data sources and organizations that can provide more detailed information and analysis.
How do we measure the economic impact of a better educated and trained U.S. workforce? The McGraw-Hill Research Foundation’s new position paper argues that adult education and career training is potentially one of the most cost-effective tools the U.S. has to recover its economic health in the aftermath of the “Great Recession.”
The paper was written by sector experts Dr. Lennox McLendon, Executive Director, National Council of State Directors of Adult Education and National Adult Education Professional Development Consortium; Debra Jones, California Director of Adult Education and Chair, NAEPDC Research Workgroup, and Mitch Rosin, Editorial Director, McGraw-Hill School Education Group.
In the policy paper, “The Return on Investment (ROI) From Adult Education and Training,” the authors contend that billions of dollars could be earned, saved and pumped back into the struggling economy as a result of investments in effective and efficient workforce development programs.
Unified Exams as a Restriction to Higher Education in Latin AmericaEmilio José Calle Celi
A brief analysis of the economic results of restricting access to higher education through the application of a unified admission exam, from the perspective of 12 Latin American countries
The speaker discusses three "tug-of-wars" in higher education: [1] Funding versus Accountability, noting that increased accountability is needed to obtain more funding; [2] Tuition versus Financial Aid, which are interrelated; and [3] Institutional Independence versus Need for Systemic Governance. Regarding funding versus accountability, the speaker states accountability must be improved for universities to receive more funding from the state government. The speaker also recommends the New Florida Initiative to increase graduates and research with $2 billion in new state funding.
The Higher Education Opportunity Act aims to improve college affordability, access, and accountability. Key provisions include creating a federal website to simplify college cost comparisons, streamlining the FAFSA financial aid application, increasing Pell Grant amounts, and expanding work-study programs and loan forgiveness options. The Act also directs the Department of Education to simplify the financial aid process to make it less complicated and provide more clarity on expected aid amounts.
The document discusses reforms needed for Florida higher education. It argues that (1) Florida already has an effective structure in place and does not need reorganization, (2) restoring state funds cut in recent years is essential to improve student/faculty ratios and access to courses, and (3) additional new funding is needed to address salary compression and retain faculty talent, in order to build a strong knowledge-based economy.
Recommendations for Education in the United StatesAidJonCar
The document discusses concerns about the direction of public education in the US. It argues that school choice may increase segregation and benefit private companies more than students. While some charter schools see test score gains, these may be due to longer days, selective admission, and high attrition of struggling students. The focus on competition and standardized testing has narrowed curricula and incentivized cheating. Overall, the document calls for strengthening public education's democratic values of equity and social cooperation over a competitive, profit-driven model.
Week 4 Discussion 1Employee Testing Please respond to the fo.docxcockekeshia
Week 4 Discussion 1
"Employee Testing" Please respond to the following:
· Evaluate the types of employee testing that companies may require that are discussed in the text. Determine the two tests that you consider the most important. Support your reasoning.
· Go to Human Metric’s Websiteand take the Jung Typology Test™ (sample of the Myers Briggs personality test). Next, examine your test results. Determine whether you believe this type of personality test is beneficial to an organization. Support your position
Week 4 Discussion 2
"Employee Selection" Please respond to the following:
· Compare and contrast the structured interview, situational interview, and behavioral interview. Determine which type of interview would be more beneficial when interviewing applicants. Support your selection.
· In the selection of the candidate, determine if the manager should make the final choice or if others should be included in the final decision. Support your position.
Assignment 2: Job Analysis / Job Description
Due Week 4 and worth 100 points
Go to YouTube, located at http://www.youtube.com/, and search for an episode of “Under Cover Boss”. Imagine you are the CEO of the company in the selected episode.
Write a two to three (2-3) page paper in which you:
1. Compare two (2) job positions from the episode and perform a job analysis of each position.
2. Describe your method of collecting the information for the job analysis (i.e., one-on-one, interview, survey, etc.).
3. Create a job description from the job analysis.
4. Justify your belief that the job analysis and job description are in compliance with state and federal regulations.
5. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Formulate HRM strategies and policies to recruit, select, place, and retain the most efficient and effective workforce.
· Develop effective talent management strategies to recruit and select employees.
· Design processes to manage employee performance, retention, and separation.
· Use technology and information resources to research issues in strategic human resource development.
· Write clearly and concisely about strategic human resource development using proper writing mechanics.
2
Article Review Paper #2
Summary:
The article is based on the findings of a survey that was admi.
Adolescence 12e laurence steinbergchapter 6 – schoolscopyAASTHA76
The document discusses several topics related to secondary education in the United States, including: the history and origins of secondary schools; past and current reforms to the education system including No Child Left Behind and Common Core standards; debates around what schools should teach; challenges facing inner-city schools; and aspects of school social organization like size, age grouping, and tracking.
The annual report examines the state of higher education in 2014 and identifies several challenges facing institutions. Enrollment is down at 46% of schools due to price sensitivity, while costs continue rising. Revenue sources like tuition, government funding, and endowments are under strain. Emerging strategies around risk management, online learning, and shared services aim to help institutions adapt to changes in student demographics and technology while improving operations and governance. However, conservative university presidents remain skeptical of innovations and the need for significant reforms.
Privatization in Education and its impact on Indian SociertRushita Thakkar
Details of why Privatization occurred in Education, its effects, pros and cons, the comparison between private and public sector in education, economic perspectives etc.
This document outlines four mistakes that leaders in higher education are making in dealing with changes confronting universities. The mistakes are: (1) whining about decreased funding rather than focusing on partnerships; (2) threatening privatization instead of recognizing funding model shifts; (3) focusing only on elite students rather than increasing access and diversity; and (4) separating access and success goals. The document argues higher education must address challenges through new strategies, lower costs, and serving the public good.
The document discusses the phases of management studies and their role in developing employable skills in India. It describes how management studies have evolved over time, from being more theoretical to becoming more practical and focused on developing job-relevant skills. It discusses how events like World War 2 and the introduction of liberalization, privatization and globalization have impacted management education in India and increased the focus on developing skills like leadership, communication, and globalization. Overall, it examines how management education can better prepare students for the global job market by improving areas like teaching quality, developing new specialized courses, and ensuring faculty have relevant global expertise.
The document discusses the history and role of management studies in India. It notes that prior to economic reforms in the 1990s, education was more theoretical and not as practical. However, lessons learned from World War II about minimizing losses through strategic management techniques led to the emergence of management as a professional course of study. While India has expanded access to education significantly since the 1950s, quality remains an issue and management studies need to focus more on developing employable skills to meet global standards and demands.
Organizations Of Higher Education Institutions czjones
This document discusses the differences between public and private institutions of higher education. It summarizes some of the key differences, including organization, funding sources, class sizes, tuition costs, and athletic programs. The document analyzes the challenges both types of institutions face in the current economic climate, with less state funding and endowment returns. It also discusses how some public and private colleges are expanding to multiple locations nationally to diversify revenue and enrollments. The document examines these issues through interviews with officials from the University of Massachusetts Boston and Bunker Hill Community College.
Americans believe a college education is worth the money, but they don’t believe college is affordable and don’t know where to go to get reliable information about financial aid, according to the findings of an extensive research study conducted on behalf of a broad coalition of higher education associations and institutions. The study identifies a wide gap between what the public knows about financing higher education and what it believes it knows. The study overwhelmingly showed that the public is not aware of how much financial aid is available to help meet college bills or where to find it. They also greatly overestimate the price of attending college. Overall, the study revealed six key findings:
- The public worries a great deal about the price of college. Seventy-one percent of those surveyed believe that college is too expensive. Additionally, 79 percent of African Americans and 82 percent of Hispanics are more likely to think that college is not affordable.
- Despite the public’s worries about the affordability of higher education in general and a positive self-assessment of their personal ability to afford it, the public has a distorted view of what it costs to attend college — thinking it costs considerably more than it does.
- Fifty-five percent of those surveyed do not think colleges try to keep the amount they charge at affordable levels for families, and 80 percent think colleges and universities make a profit.
Myths and Realities about Paying for College
Myth: You really don’t need college to be a success — look at Bill Gates.
Reality: Bill Gates’ story is exceptional. Today, the average annual income of male fulltime workers with a bachelor’s degree is over 50 percent higher than for those with a high school diploma. Those with an associate degree earn 20 percent more than high school graduates. The earnings differentials are larger for women. Today, some postsecondary education or training is necessary for almost every good job.
Myth: Only minorities get extra help.
Reality: Very little aid is awarded solely on the basis of students’ race or ethnicity. Generally, students from racial or ethnic minority groups are more likely to receive scholarships because they are more likely to have financial need.
Myth: Community colleges offer only vocational education.
Reality: Community colleges provide a wide range of educational options, all at a low cost to students. Open admissions, nearby locations, a wide array of courses, flexible class schedules, and low tuition prices make community colleges readily accessible for everyone.
Myth: There is no basis for the soaring increase in college prices.
Reality: Colleges are trying to do even better, searching for new and innovative ways to cut costs and minimize tuition increases.
Source: https://ebookscheaper.com/2022/05/03/a-college-education-is-a-sound-investment/
The document discusses several impending and potential changes in education including increased accountability and standardized testing, adoption of common core standards, changes to special education with RTI replacing discrepancy models, a shift towards Asia as an educational focus, increased technology and virtual learning, performance based pay and reduced tenure for teachers, and the need for schools to take on additional social services roles. Facilities will need to become more flexible to accommodate changing needs. Overall the education system will need to embrace reform and differentiation to ensure all students can meet higher standards.
State Policies To Expand Education Options Oct 2008nmartin7136
Presentation for local and state leaders on expanding education options for struggling students and disconnected youth- NYEC Learning Exchange in Austin, TX, Oct. 2008
Review: Examining The Existence of Shadow Education in South Korea: Is It Rea...Adam Chaesar
This document summarizes and reviews a research article examining the existence of shadow education in South Korea. It provides background on shadow education and discusses how it has become a major policy issue in South Korea. While government policies have aimed to limit private tutoring, it continues to grow due to factors such as low-quality formal schooling, students' desire to improve grades and exam scores, and reaction to education reforms. The document also discusses criticisms of shadow education, including that it can reduce student engagement, place financial burdens on families, and exacerbate inequality.
Vera Discussion This was a really interesting clas.docxkendalfarrier
Vera Discussion:
This was a really interesting class and writing policy much more complicated than I had ever dreamed. With each assignment, we learned that every move and the intended outcome had a consequence. Some were good and others not as positive. Below are some of my learning moments. If I am in a position to write a higher education policy, I now know that I’ll need a lot of research, a solid plan, and a committee with representatives from all stakeholders.
1. Higher education is vital to the community and a college policy can affect change in a town or region. A downturn in enrollment, modification in coursework, or an infrastructure upgrade will be felt in the surrounding area.
2. State and Federal funding must be considered in the policy. Crafting policy to benefit the institution must not damage the ability to obtain funding. Monies to the college come from many sources but governmental funding is vital.
3. Staffing and operations must be thought through carefully. If enrollment or courses change it affects the faculty and staff. When faced with the loss of employment or salary changes a policy can become unpopular rapidly.
4. Change must be monitored and measured. The policy may seem successful but there are so many potential hurdles that crop up along the way.
5. The ability to adapt, flex, and make modifications if important to any new plan. Things will not go exactly as planned. Be prepared for some failures, fix them, and move on with the outcomes that do work.
As I look at the greater picture of higher education, I think tuition, access, and retention continue to be issues that need resolution. The high student debt cannot continue. An emphasis on quality college and pathways to higher education access for all has long been our countries goal but we are not accomplishing that currently (Mitchell & Gauner, 2020). The online and distance learning scenario has become even more necessary over this last year. This shift has accelerated the need for and use of virtual platforms. While schools may go back to a more normal pace in the coming months, many things will change and technology will improve in these areas (Fuscaldo, 2019).
I believe change will come but I’m not sure in what form. More government support for higher education seems unlikely soon, and the move towards performance-based funding is underway. While this scheme’s success is not yet known, the political environment makes it very popular. It may drive institutions’ towards changing admissions criteria to be even more selective in hopes of producing better quality results (McLendon & Hearn, 2019). This is the exact opposite direction to the desire for inclusion and diversity, and hopefully, the push for free or cheaper tuition will offset this trend. Federal and state funding in the future should work to make it more accessible to all students. The current methods are allowing tuition to rise too rapidly and not contributing to.
A College Education Has Become An Essential Part Of The American Dreamnoblex1
A college education has become an essential part of the American Dream for millions of families. Indeed, extensive polling and focus group research conducted by our coalition of higher education associations in the last year clearly demonstrates that the public overwhelmingly believes higher education is vitally important for personal success. Furthermore, they believe that all children should have the chance to attend postsecondary education and, despite the high price, that college is a "good value" for the money.
On the other hand, the public also is greatly concerned about the affordability of higher education, believes it is too expensive, and thinks that the price can be brought down without affecting academic quality. The public vastly overestimates the price of higher education at all types of colleges and dramatically underestimates the amount of financial aid that is available to help meet college bills. They don't know where student aid comes from or how to apply for it. Nor does the public understand why college prices increase. Most worrisome, perhaps, they think college leaders are indifferent to their concerns about the price of attending college. Our research also demonstrates that Americans worry about financing a college education. The lack of knowledge about paying for college is most acute among at-risk populations — first-generation college students, low-income families, and members of minority groups.
The great divergence between the value that the public places on having access to higher education and the lack of information they have about what it costs and how to afford it — what we call "the knowledge gap" — is deeply troubling. No one with a commitment to higher education can be satisfied with the news that the public is so poorly informed about issues of choice and access. It is surely a danger signal that the public believes college officials are indifferent to their fears about being able to afford a postsecondary education for their children.
THE NEED FOR A NATIONAL COALITION
What can be done? We believe that two related steps are absolutely essential. First, colleges and universities must redouble their efforts to explain college costs, the prices that students are charged, the amount and sources of financial aid that are available, and the options for financing a college education. We must reach out to a broad range of business, community, and religious organizations and solicit their support in improving public understanding.
Second, and no less important, colleges and universities must take strong steps to manage and contain costs, share innovative and successful cost management strategies, expand efforts to explain why costs increase on campuses, and talk candidly about the steps that have been taken to reduce costs and improve efficiency.
Source: https://ebookschoice.com/a-college-education-has-become-an-essential-part-of-the-american-dream/
Conversation About Educational Opportunity in The United Statesnoblex1
It's no secret that a debate rages across the United States about access, diversity, and affirmative action. Part of this debate involves anxiety about college costs and price. Part revolves around the nation's need to retool itself and upgrade the skills of its human resources to meet the demands of a globally competitive economy. But a major part of the debate has made university admissions policies a kind of academic, ideological, and cultural battleground in which we are asked to perform a sorting function for the larger society.
All of these are troubling and difficult issues. Before taking them up, we want to make several general observations about the nature of the access problem:
1. Access to our institutions will become one of the defining domestic policy issues in coming years. It is already on the public agenda; it will become even more urgent as we move on.
We must understand that the nature of the access discussion will change dramatically. For our institutions, the issues are profound. It is not simply a problem of fairness or even the distribution of limited resources. What is at stake is our very role as public universities: our institutions will find it harder to sustain themselves as a public enterprise, dependent on public support, if all elements of our society do not believe they benefit from them. Broadening access is the right thing to do in the name of fairness, and it is the right thing to do for the good of the United States.
2. We are among world leaders in providing postsecondary access, but we do not hold the top spot.
3. Some of our flagship institutions are trapped in a zero-sum game in which they are unable to offer admission to all qualified students. Public officials and our institutions must somehow find the will to provide all students with the educational opportunities for which they have prepared themselves.
In most states, the problem is not access to the system, it is access to the most prominent and desirable institutions. Public funds virtually everywhere support the opportunity to pursue an academic degree. Students enjoy many options. But access to a community college, a technical institute, or even to some baccalaureate institutions, does not always ensure access to all the possibilities available at a great public research university.
4. Our traditional concepts of access need to be rethought for the future.
A new form of teaching and learning enterprise is already being created, one that emphasizes distributed learning centers, the use of technology for distance learning, and new methods of assessing and demonstrating competency. If we don't define and shape these enterprises, they may well overwhelm us.
Source: https://ebookschoice.com/conversation-about-educational-opportunity-in-the-united-states/
This document discusses the case for continued federal funding of Minority-Serving Institutions (MSIs) for science, technology, engineering, and mathematics (STEM) programs. It notes that $3.5 billion has been allocated to MSIs in recent legislation. The document argues that MSIs deserve funding because they educate many underrepresented minority students, face historical disadvantages in funding, and help close educational gaps in STEM fields. It also claims that MSIs benefit the public good by increasing national competitiveness and stimulating local economies. The document concludes that these reasons answer questions about the rationale for MSI funding while also raising issues for further research.
This document summarizes different levels of government involvement in education funding and policymaking in the United States. It discusses the role of local school districts and boards, as well as state boards of education and departments that oversee funding, standards, and policy. It also briefly outlines the role of the federal government in providing some funding and initiatives. Key groups that influence education policy are also identified.
The document discusses the growing income disparity and achievement gap in American education. As the gap between rich and poor has widened, so too has differences in test scores and other academic outcomes. Two proposed solutions are school vouchers and charter schools, which aim to provide more educational choices for low-income families similar to choices available to wealthier families. A study of Milwaukee's voucher program found participants had higher rates of high school graduation and college enrollment. Charter schools offer public school alternatives with flexibility in curriculum and operations to better meet student needs. Both options could help address unequal access to quality education and improve outcomes.
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Recommendations for Education in the United StatesAidJonCar
The document discusses concerns about the direction of public education in the US. It argues that school choice may increase segregation and benefit private companies more than students. While some charter schools see test score gains, these may be due to longer days, selective admission, and high attrition of struggling students. The focus on competition and standardized testing has narrowed curricula and incentivized cheating. Overall, the document calls for strengthening public education's democratic values of equity and social cooperation over a competitive, profit-driven model.
Week 4 Discussion 1Employee Testing Please respond to the fo.docxcockekeshia
Week 4 Discussion 1
"Employee Testing" Please respond to the following:
· Evaluate the types of employee testing that companies may require that are discussed in the text. Determine the two tests that you consider the most important. Support your reasoning.
· Go to Human Metric’s Websiteand take the Jung Typology Test™ (sample of the Myers Briggs personality test). Next, examine your test results. Determine whether you believe this type of personality test is beneficial to an organization. Support your position
Week 4 Discussion 2
"Employee Selection" Please respond to the following:
· Compare and contrast the structured interview, situational interview, and behavioral interview. Determine which type of interview would be more beneficial when interviewing applicants. Support your selection.
· In the selection of the candidate, determine if the manager should make the final choice or if others should be included in the final decision. Support your position.
Assignment 2: Job Analysis / Job Description
Due Week 4 and worth 100 points
Go to YouTube, located at http://www.youtube.com/, and search for an episode of “Under Cover Boss”. Imagine you are the CEO of the company in the selected episode.
Write a two to three (2-3) page paper in which you:
1. Compare two (2) job positions from the episode and perform a job analysis of each position.
2. Describe your method of collecting the information for the job analysis (i.e., one-on-one, interview, survey, etc.).
3. Create a job description from the job analysis.
4. Justify your belief that the job analysis and job description are in compliance with state and federal regulations.
5. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Formulate HRM strategies and policies to recruit, select, place, and retain the most efficient and effective workforce.
· Develop effective talent management strategies to recruit and select employees.
· Design processes to manage employee performance, retention, and separation.
· Use technology and information resources to research issues in strategic human resource development.
· Write clearly and concisely about strategic human resource development using proper writing mechanics.
2
Article Review Paper #2
Summary:
The article is based on the findings of a survey that was admi.
Adolescence 12e laurence steinbergchapter 6 – schoolscopyAASTHA76
The document discusses several topics related to secondary education in the United States, including: the history and origins of secondary schools; past and current reforms to the education system including No Child Left Behind and Common Core standards; debates around what schools should teach; challenges facing inner-city schools; and aspects of school social organization like size, age grouping, and tracking.
The annual report examines the state of higher education in 2014 and identifies several challenges facing institutions. Enrollment is down at 46% of schools due to price sensitivity, while costs continue rising. Revenue sources like tuition, government funding, and endowments are under strain. Emerging strategies around risk management, online learning, and shared services aim to help institutions adapt to changes in student demographics and technology while improving operations and governance. However, conservative university presidents remain skeptical of innovations and the need for significant reforms.
Privatization in Education and its impact on Indian SociertRushita Thakkar
Details of why Privatization occurred in Education, its effects, pros and cons, the comparison between private and public sector in education, economic perspectives etc.
This document outlines four mistakes that leaders in higher education are making in dealing with changes confronting universities. The mistakes are: (1) whining about decreased funding rather than focusing on partnerships; (2) threatening privatization instead of recognizing funding model shifts; (3) focusing only on elite students rather than increasing access and diversity; and (4) separating access and success goals. The document argues higher education must address challenges through new strategies, lower costs, and serving the public good.
The document discusses the phases of management studies and their role in developing employable skills in India. It describes how management studies have evolved over time, from being more theoretical to becoming more practical and focused on developing job-relevant skills. It discusses how events like World War 2 and the introduction of liberalization, privatization and globalization have impacted management education in India and increased the focus on developing skills like leadership, communication, and globalization. Overall, it examines how management education can better prepare students for the global job market by improving areas like teaching quality, developing new specialized courses, and ensuring faculty have relevant global expertise.
The document discusses the history and role of management studies in India. It notes that prior to economic reforms in the 1990s, education was more theoretical and not as practical. However, lessons learned from World War II about minimizing losses through strategic management techniques led to the emergence of management as a professional course of study. While India has expanded access to education significantly since the 1950s, quality remains an issue and management studies need to focus more on developing employable skills to meet global standards and demands.
Organizations Of Higher Education Institutions czjones
This document discusses the differences between public and private institutions of higher education. It summarizes some of the key differences, including organization, funding sources, class sizes, tuition costs, and athletic programs. The document analyzes the challenges both types of institutions face in the current economic climate, with less state funding and endowment returns. It also discusses how some public and private colleges are expanding to multiple locations nationally to diversify revenue and enrollments. The document examines these issues through interviews with officials from the University of Massachusetts Boston and Bunker Hill Community College.
Americans believe a college education is worth the money, but they don’t believe college is affordable and don’t know where to go to get reliable information about financial aid, according to the findings of an extensive research study conducted on behalf of a broad coalition of higher education associations and institutions. The study identifies a wide gap between what the public knows about financing higher education and what it believes it knows. The study overwhelmingly showed that the public is not aware of how much financial aid is available to help meet college bills or where to find it. They also greatly overestimate the price of attending college. Overall, the study revealed six key findings:
- The public worries a great deal about the price of college. Seventy-one percent of those surveyed believe that college is too expensive. Additionally, 79 percent of African Americans and 82 percent of Hispanics are more likely to think that college is not affordable.
- Despite the public’s worries about the affordability of higher education in general and a positive self-assessment of their personal ability to afford it, the public has a distorted view of what it costs to attend college — thinking it costs considerably more than it does.
- Fifty-five percent of those surveyed do not think colleges try to keep the amount they charge at affordable levels for families, and 80 percent think colleges and universities make a profit.
Myths and Realities about Paying for College
Myth: You really don’t need college to be a success — look at Bill Gates.
Reality: Bill Gates’ story is exceptional. Today, the average annual income of male fulltime workers with a bachelor’s degree is over 50 percent higher than for those with a high school diploma. Those with an associate degree earn 20 percent more than high school graduates. The earnings differentials are larger for women. Today, some postsecondary education or training is necessary for almost every good job.
Myth: Only minorities get extra help.
Reality: Very little aid is awarded solely on the basis of students’ race or ethnicity. Generally, students from racial or ethnic minority groups are more likely to receive scholarships because they are more likely to have financial need.
Myth: Community colleges offer only vocational education.
Reality: Community colleges provide a wide range of educational options, all at a low cost to students. Open admissions, nearby locations, a wide array of courses, flexible class schedules, and low tuition prices make community colleges readily accessible for everyone.
Myth: There is no basis for the soaring increase in college prices.
Reality: Colleges are trying to do even better, searching for new and innovative ways to cut costs and minimize tuition increases.
Source: https://ebookscheaper.com/2022/05/03/a-college-education-is-a-sound-investment/
The document discusses several impending and potential changes in education including increased accountability and standardized testing, adoption of common core standards, changes to special education with RTI replacing discrepancy models, a shift towards Asia as an educational focus, increased technology and virtual learning, performance based pay and reduced tenure for teachers, and the need for schools to take on additional social services roles. Facilities will need to become more flexible to accommodate changing needs. Overall the education system will need to embrace reform and differentiation to ensure all students can meet higher standards.
State Policies To Expand Education Options Oct 2008nmartin7136
Presentation for local and state leaders on expanding education options for struggling students and disconnected youth- NYEC Learning Exchange in Austin, TX, Oct. 2008
Review: Examining The Existence of Shadow Education in South Korea: Is It Rea...Adam Chaesar
This document summarizes and reviews a research article examining the existence of shadow education in South Korea. It provides background on shadow education and discusses how it has become a major policy issue in South Korea. While government policies have aimed to limit private tutoring, it continues to grow due to factors such as low-quality formal schooling, students' desire to improve grades and exam scores, and reaction to education reforms. The document also discusses criticisms of shadow education, including that it can reduce student engagement, place financial burdens on families, and exacerbate inequality.
Vera Discussion This was a really interesting clas.docxkendalfarrier
Vera Discussion:
This was a really interesting class and writing policy much more complicated than I had ever dreamed. With each assignment, we learned that every move and the intended outcome had a consequence. Some were good and others not as positive. Below are some of my learning moments. If I am in a position to write a higher education policy, I now know that I’ll need a lot of research, a solid plan, and a committee with representatives from all stakeholders.
1. Higher education is vital to the community and a college policy can affect change in a town or region. A downturn in enrollment, modification in coursework, or an infrastructure upgrade will be felt in the surrounding area.
2. State and Federal funding must be considered in the policy. Crafting policy to benefit the institution must not damage the ability to obtain funding. Monies to the college come from many sources but governmental funding is vital.
3. Staffing and operations must be thought through carefully. If enrollment or courses change it affects the faculty and staff. When faced with the loss of employment or salary changes a policy can become unpopular rapidly.
4. Change must be monitored and measured. The policy may seem successful but there are so many potential hurdles that crop up along the way.
5. The ability to adapt, flex, and make modifications if important to any new plan. Things will not go exactly as planned. Be prepared for some failures, fix them, and move on with the outcomes that do work.
As I look at the greater picture of higher education, I think tuition, access, and retention continue to be issues that need resolution. The high student debt cannot continue. An emphasis on quality college and pathways to higher education access for all has long been our countries goal but we are not accomplishing that currently (Mitchell & Gauner, 2020). The online and distance learning scenario has become even more necessary over this last year. This shift has accelerated the need for and use of virtual platforms. While schools may go back to a more normal pace in the coming months, many things will change and technology will improve in these areas (Fuscaldo, 2019).
I believe change will come but I’m not sure in what form. More government support for higher education seems unlikely soon, and the move towards performance-based funding is underway. While this scheme’s success is not yet known, the political environment makes it very popular. It may drive institutions’ towards changing admissions criteria to be even more selective in hopes of producing better quality results (McLendon & Hearn, 2019). This is the exact opposite direction to the desire for inclusion and diversity, and hopefully, the push for free or cheaper tuition will offset this trend. Federal and state funding in the future should work to make it more accessible to all students. The current methods are allowing tuition to rise too rapidly and not contributing to.
A College Education Has Become An Essential Part Of The American Dreamnoblex1
A college education has become an essential part of the American Dream for millions of families. Indeed, extensive polling and focus group research conducted by our coalition of higher education associations in the last year clearly demonstrates that the public overwhelmingly believes higher education is vitally important for personal success. Furthermore, they believe that all children should have the chance to attend postsecondary education and, despite the high price, that college is a "good value" for the money.
On the other hand, the public also is greatly concerned about the affordability of higher education, believes it is too expensive, and thinks that the price can be brought down without affecting academic quality. The public vastly overestimates the price of higher education at all types of colleges and dramatically underestimates the amount of financial aid that is available to help meet college bills. They don't know where student aid comes from or how to apply for it. Nor does the public understand why college prices increase. Most worrisome, perhaps, they think college leaders are indifferent to their concerns about the price of attending college. Our research also demonstrates that Americans worry about financing a college education. The lack of knowledge about paying for college is most acute among at-risk populations — first-generation college students, low-income families, and members of minority groups.
The great divergence between the value that the public places on having access to higher education and the lack of information they have about what it costs and how to afford it — what we call "the knowledge gap" — is deeply troubling. No one with a commitment to higher education can be satisfied with the news that the public is so poorly informed about issues of choice and access. It is surely a danger signal that the public believes college officials are indifferent to their fears about being able to afford a postsecondary education for their children.
THE NEED FOR A NATIONAL COALITION
What can be done? We believe that two related steps are absolutely essential. First, colleges and universities must redouble their efforts to explain college costs, the prices that students are charged, the amount and sources of financial aid that are available, and the options for financing a college education. We must reach out to a broad range of business, community, and religious organizations and solicit their support in improving public understanding.
Second, and no less important, colleges and universities must take strong steps to manage and contain costs, share innovative and successful cost management strategies, expand efforts to explain why costs increase on campuses, and talk candidly about the steps that have been taken to reduce costs and improve efficiency.
Source: https://ebookschoice.com/a-college-education-has-become-an-essential-part-of-the-american-dream/
Conversation About Educational Opportunity in The United Statesnoblex1
It's no secret that a debate rages across the United States about access, diversity, and affirmative action. Part of this debate involves anxiety about college costs and price. Part revolves around the nation's need to retool itself and upgrade the skills of its human resources to meet the demands of a globally competitive economy. But a major part of the debate has made university admissions policies a kind of academic, ideological, and cultural battleground in which we are asked to perform a sorting function for the larger society.
All of these are troubling and difficult issues. Before taking them up, we want to make several general observations about the nature of the access problem:
1. Access to our institutions will become one of the defining domestic policy issues in coming years. It is already on the public agenda; it will become even more urgent as we move on.
We must understand that the nature of the access discussion will change dramatically. For our institutions, the issues are profound. It is not simply a problem of fairness or even the distribution of limited resources. What is at stake is our very role as public universities: our institutions will find it harder to sustain themselves as a public enterprise, dependent on public support, if all elements of our society do not believe they benefit from them. Broadening access is the right thing to do in the name of fairness, and it is the right thing to do for the good of the United States.
2. We are among world leaders in providing postsecondary access, but we do not hold the top spot.
3. Some of our flagship institutions are trapped in a zero-sum game in which they are unable to offer admission to all qualified students. Public officials and our institutions must somehow find the will to provide all students with the educational opportunities for which they have prepared themselves.
In most states, the problem is not access to the system, it is access to the most prominent and desirable institutions. Public funds virtually everywhere support the opportunity to pursue an academic degree. Students enjoy many options. But access to a community college, a technical institute, or even to some baccalaureate institutions, does not always ensure access to all the possibilities available at a great public research university.
4. Our traditional concepts of access need to be rethought for the future.
A new form of teaching and learning enterprise is already being created, one that emphasizes distributed learning centers, the use of technology for distance learning, and new methods of assessing and demonstrating competency. If we don't define and shape these enterprises, they may well overwhelm us.
Source: https://ebookschoice.com/conversation-about-educational-opportunity-in-the-united-states/
This document discusses the case for continued federal funding of Minority-Serving Institutions (MSIs) for science, technology, engineering, and mathematics (STEM) programs. It notes that $3.5 billion has been allocated to MSIs in recent legislation. The document argues that MSIs deserve funding because they educate many underrepresented minority students, face historical disadvantages in funding, and help close educational gaps in STEM fields. It also claims that MSIs benefit the public good by increasing national competitiveness and stimulating local economies. The document concludes that these reasons answer questions about the rationale for MSI funding while also raising issues for further research.
This document summarizes different levels of government involvement in education funding and policymaking in the United States. It discusses the role of local school districts and boards, as well as state boards of education and departments that oversee funding, standards, and policy. It also briefly outlines the role of the federal government in providing some funding and initiatives. Key groups that influence education policy are also identified.
The document discusses the growing income disparity and achievement gap in American education. As the gap between rich and poor has widened, so too has differences in test scores and other academic outcomes. Two proposed solutions are school vouchers and charter schools, which aim to provide more educational choices for low-income families similar to choices available to wealthier families. A study of Milwaukee's voucher program found participants had higher rates of high school graduation and college enrollment. Charter schools offer public school alternatives with flexibility in curriculum and operations to better meet student needs. Both options could help address unequal access to quality education and improve outcomes.
Similar to Charter schools competitive landscape report - t. la badie (20)
Charter schools competitive landscape report - t. la badie
1. Sean Campbell
Timothy LaBadie
Competitive Intelligence
April 26, 2012
I. Key Intelligence Question (KIQ) and Executive Summary
KIQ:
1. What should the top three strategic priorities for Oregon Charter Schools (CSs) be? I.e., given a
CS’s limited resources and harsh competitive environment, where should its focus lie?
Executive Summary:
This report is written primarily for high school CSs in the Portland, Oregon area competing with
traditional public schools (PSs). It proceeds in three main sections. The first section (I) presents the key
question this report addresses and a summary this report's findings and recommendations; the second (II)
describes the general competitive environment or landscape for CSs competing against PSs, including key
players in Oregon and applies the Nine Forces model; and the third (III) section makes the argument for
the three priorities that CSs should focus upon in the following arenas: (1) political, (2) supply chain, and
(3) marketing. (Sources are found in the endnotes section, starting on page 12).
CSs not only operate in an austere environment, but it an inclement political one. The whole
raison d'être for CSs, especially as far as Portland is concerned, is that they ought to serve the most
difficult students, and are often viewed as an unwelcome medicine, at best.
Portland CSs thus have an unenviable task. To take a military analogy, it’s as though they are being
dropped behind enemy lines in exceedingly hostile terrain, but were outfitted with half of the resources of
their counterparts—yet expected to succeed. So it is imperative that CSs have a very disciplined focus.
Therefore, although this report could address a number of forces within the educational sector (emerging
technologies, innovations in pedagogical methods, for example), it aims for a more pragmatic approach,
narrowing its scope to the top three priorities that CSs should focus their attention on in this environment.
These priorities are a mix of offensive and defensive (anticipatory) maneuvers in three areas. They are:
1. Political/Legal – The most crucial, both in the short and long term. Prepare for adverse political
forces.
a. In the short-term, ensure that a CS has strong community buy-in and participation from
parents, students, and other stakeholders. In Portland, this type of grass-roots support and
mobilization has allowed several schools to exist in the first place and survive. 1
b. In the short term, moreover, CSs should form strategic partnerships with each other,
pooling their resources, to provide legal and PR support corresponding to the powerful
legal resources that their PS competitors have at their disposal.
2. c. Changing the rules of the game to make the industry more competitive and robust is
absolutely essential for the survival and success of CSs. So in the medium and long term,
CSs should form strategic partnerships to lobby Oregon State policymakers, regulators,
legislators, and executive-branch officials.
2. Student Supply Chain and Ecosystem Development – Partner with elementary and middle
schools or even pre-elementary institutions to ensure that incoming students to high school have a
realistic chance of meeting or exceeding the performance targets and mission of CSs. Because
CSs can attract students outside of their districts, this is one of the few areas where they have a
potential competitive advantage over their PS competitors. A list of primary-level CSs are
provided as a starting point for this strategic partnership, as well as top-performing PSs in the
Portland area (see below). Further, some schools have offered a number of services to parents,
thus aiming to create a better educational ecosystem.2
3. Marketing and Benchmarking – In Portland, the burden is squarely on CSs to justify their
existence. Although about 17% of CSs have achieved great results with their students and
communities, in the mass, about 50% are no more successful than traditional public schools
across the country.3 Therefore, it is imperative that CSs have a number of measures in place to
aid in marketing—both to policymakers and to parents. Benchmarks from a CS leader, KIPP, is
provided in addition to Oregon-specific measures.
II.
Introduction and Competitive Milieu
American Public Schools used to be among the best in the world 40-50 years ago, in the time of
the post-WWII era.4 Europe was rebuilding itself and the rest of the world was largely poor and
undeveloped.5 But over time, globalization has resulted in fierce, worldwide competition.6 Consequently,
America has been lagged behind in education.7 U.S. policymakers have responded largely by throwing
money at the problem. Since 1970, the U.S. has doubled the average amount spent per student from about
$4,200 to over $9,000 (controlled for inflation).8 Yet in 2012, about 30% of U.S. students don’t graduate
high school on time9, and U.S. students have flat lined in reading and math scores. 10
As a response to the problem of public education, many states, starting in the 1990s, have tried to
reverse the U.S.’s downward educational trend by experimenting with CSs, thereby hoping to introduce
more competition and innovation to the educational sector.
CSs are nominally public schools. Parents do not pay private, direct tuition, and so the schools
are largely funded by tax dollars. They tend to be smaller than PSs in terms of student enrollment,
allowing teachers to give students more attention and a more individualized, tailored education. On the
ground, CSs generally differ from PSs by requiring longer school days and academic years, their students
to wear uniforms, frequent testing to track learing, and tutoring for students who are falling behind or not
meeting educational targets.
3. As far as political and social momentum goes, acceptance of CSs has probably never been
stronger. Broadly, CSs have become a cause célèbre of various entertainers and philanthropists, such as
Bill Gates.11
The Nine Forces Model
The foregoing background or environment of CSs is summarized in the Nine Forces model in
Appendix, below.12 This model is useful for seeing the varied factors that affect the educational industry
holistically. The chart below ranks the forces from most salient (1) to least (9).
The model reinforces that the educational industry is marked by the government (at all levels)
playing a strong role in the educational industry, and an intense rivalry between CSs and PSs. Further,
barriers to entry are fairly high because of the lack of access to funds to start and maintain a CS. Federal
grants (up to $500,000) are available, but these can be hard to come by.13 Thus, it is not an attractive
industry for new entrants. Usually, low customer (parent) buying power favors an industry. But here, the
opposite is true. Low-income parents have little choice because of financial constraints. Substitutes
include home schooling and private schools, but again for low-income parents, these substitutes are not
feasible. In sum, the Nine Forces model further illustrates the harsh nature of the competitive landscape
for CSs.
Force Force Explanation
Ranking
1 Political/Legal Government, laws, regulations, Laws and regulations
lobbying efforts, public policy favor PSs.
PSs have a lot more
political/legal
resources.
2 Competitors (PSs) Very high Teachers’ unions are
Power extremely powerful
politically at all levels
of govt.
3 Potential Entrants Very high Raising funds is very
(Barriers) difficult, mostly
dependent upon state
and federal grants.
Hostile local school
boards are gatekeepers
and can revoke a
school’s charter.
4. 4 Social Demographics, culture, Acceptance of CSs and
lifestyle, education, values the need for innovation
in education has
probably never been
higher.
5 Economic Resources, global economy, Most developed
employment, Disposable y countries outcompete
Low to medium the U.S. in education.
6 Customer Power Low Low-income parents
cannot afford private
schools and are thus
left with a bad PS or an
often new, untested CS.
7 Technological Impact of science/tech on Edu is awash with new
production (edu) & process technological
innovation approaches, but this
nearly always requires
capital and expertise
that most CSs do not
have.
8 Supplier Power Medium Teachers are the most
important supplier to a
good school. Because
50% of PDX CS
teachers can be non-
union, these teachers
tend to have lower
bargaining power.
9 Substitutes Low Home-schooling and
private schools are not
an option for most low-
income parents because
of time, financial, and
educational constraints.
CSs and the Educational Landscape at the State Level
5. An Overview of Public Education in Oregon
Oregon has almost 200 public school districts, which operate about 1,350 public schools and
enroll about 560,000 K-12 students.14 Out of these 1,350 schools, a mere 115 are CSs15 , which first
appeared in Oregon in 1999. 16 These CSs have between 17-20,000 students enrolled currently, according
to the Oregon Department of Education (ODE). Oregon’s public-school system employs about 30,000
teachers, amounting to a teacher-to-student ratio of 19 to 1, which is higher than the national 2008
average of about 15 to 1. 17
Demographically, minority students constitute 32% (national 2008 average is 45%) of Oregon
students.18 Students who qualified for free and reduced-price lunch made up 49% of all students in 2009
(national 2008 average: 44.6%). 19 Special education students made up 13% of the total in 2009-2010
(national 2008 average, the same). 20 About 12% Oregon need language assistance services because
English was not their first language (national average: 25%). 21
How well does the Oregon educate its students? Roughly 72% of students earn a high school
diploma within five years, tracking the national average. About 20% go on to earn a bachelor’s degree or
college credential. And only 59 percent of Oregon high school grads ever merely attend college for a
time. 22
Political and Regulatory Players and Competitors at the State and Local Level
The regulatory apparatus needed to support public education in Oregon is exceedingly complex.
There are at least four agencies at the state level that regulate education—the State Board of Education 23,
the Teacher Standards and Practices Commission (teacher licensing) 24, the Oregon Department of
Education and Superintendant of Public Instruction (statewide testing and curriculum)25, and the Quality
Education Commission (governs state education budget)26. This does not even include the federal
agencies and the mare’s nest of federal statutes, agencies, grants, etc. that impact and influence state-level
educational policy and regulation.
Lastly, local school boards, are very important. They are most often the “sponsor” to which the
CS has to report. The school board must grant the initial charter before a CS can open its doors, and
audits the CS an ongoing basis.27 As we will see, this is a major battleground for CSs in the Portland
area, and will be detailed in the next section.
1. It’s all politics, really…
CSs are not, economically speaking, masters of their own destiny. In fact, intense rivalry in the
political arena is the key competitive feature of the CS landscape. Hence, it is appropriately addressed
first out of the first three competitive strategies. To even open their doors, they must have their “charter”
approved by the state. “Charter” is particularly appropriate because it implies that the school is allowed
to exist at the will and pleasure of the state. It is a mere privilege, to be granted or withheld by the
government, not a right you can enforce.
Oregon is an inclement political environment for CSs, which makes it fairly typical among states.
Only three states have laws that tend to foster a highly competitive environment between CSs and PSs,
according to the Center for Education Reform, or CER.28 Oregon is also typical in that CSs receive only
6. about 60% of the funding per student that PSs get, or $6,500 vs. $10,700. 29 Even though Oregon CSs
first appeared in 1999, as of 2009, 22 CSs have already failed, or around a 25%.30
Portland School Boards and PSs Political-Legal Comparative Advantage
But if you zoom in from the state level, the environment becomes even more hostile to CSs in
Portland. Of the 20+ CS have applied for charter school sponsorship since 1999, the Portland school
board has rejected 10. This is more rejections than all other districts in the state combined.31 And the
state has granted appeal to review these rejections in only four cases (or 18% of the time). 32 This
highlights the importance of Portland CSs making sure that they are well prepared for the competitive
landscape politically.
Portland PSs biggest comparative advantage is their legal-political arsenal. Besides having public
officials and agency staff, the public schools and teachers unions have access to some of the best legal
counsel in the area via the Legal Assistance Trust. The Trust helps public educators maneuver offensively
or defensively in Oregon courts. The fund is substantial, and maintains a minimum balance of
$120,000.33
Any advice for someone starting a charter school? Yes, check your sanity. –Adam Reid
The first major hurdle CSs face is having their charter accepted, or being granted existence, in the
first place. Founders must present essentially a business plan, which can run 200+ pages to the local
school board34 . This not only leaves a lot of room founders to make mistakes, but it gives the school
board great latitude to second-guess and add onerous conditions. Further, there is an element of
arbitrariness. The Portland school board has rejected charters, when the state board has approved it
unanimously on appeal.35
And the hurdles and oversight by the board are ongoing. The charter must be renewed after a
number of years (generally three to five), so a CS is never in the clear. Even prior to renewal, the terms of
education boards might find that a CS has violated the terms of their charter in the required annual report,
on-site visit, and audit. 36 Thus, the board resembles more of a probation officer who can intervene at
most any time, rather than a mere licensor who rarely is involved in a meaningful sense.
The ongoing opportunities for CSs to be found wanting in the eyes of the school board abound.
Some common areas that have been particular stumbling blocks for CSs have been: buildings (where the
school is located), rental rates, and a mass of zoning regulations37; financial health and compliance38 ; the
existence of substitutes (such as “alternative schools”, which are offshoots of say, a high school, for
special-needs and troubled students. Board officials often argue that the existence of alternative schools
render a new CS duplicate, and obviate the need for a CS. 39 These are but a few examples, and a creative
school board, city attorneys, and bureaucrats can come up with many more; state law allows local school
boards to add additional, novel standards that don’t apply to PSs.40
Political-Legal Action to Take
Therefore, it pays a CS to take act preemptively in the following ways.
1. Perform a competitive analysis of the local school board, member by member. Count the
noses. Often, the difference between success and failure, as a local Portland CS high
school found out, is a mere member or two, which change periodically.41
7. 2. If possible, hire a consulting firm that specializes in CS, such as Charter Starters, Inc. out
of Eugene, Oregon.42 Such firms are well aware of all the common sticking points.
3. CSs need to rev up the PR machine early, and if possible, work with PR firms before the
fact.
4. Have the lawyers ready and waiting. This means proactively seeking their advice early to
anticipate problems and plan, rather than hiring lawyers reactively. As pointed out above,
Portland school boards have rejected almost half of CS applicants, so one should frankly
expect this, and plan for the appeals process to the State Board from the get-go.
2. Student Supply Chain and Ecosystem
Equal opportunity to me more than anything means a great education. Maybe even more
important than a great family life, but I don’t know how to do that…But it pains me because we
do know how to provide a great education. We really do. –Steve Jobs43
A lot of our expectations of our kids are sometimes unrealistic. See, our timeframe is immediate.
Fourteen years the kids don’t understand this [sic]. You think they’re going to understand it in
seven months? For so many of our children, they know nothing about discipline, commitment,
and responsibility and perseverance and service and excellence. So now we expect them, on a
dime, to become this different person. How real is our timeframe with this work? We really need
to understand that. Edward Tom, Principal of Bronx Center for Science and Mathematics44
In Oregon, CS’s raison d'être is to work with the most challenging, difficult students. Call it
educational alchemy. Some schools have performed this daunting task well, but in the aggregate most
CSs have not gotten better results than their PS competitors. Yet, high schools can only do so much with
students that have learned little to nothing thus far and who have serious personal- and family-related
problems. So a crucial strategic priority is that CSs have to start managing their student supply chain and
ecosystem better. This report recommends they implement this strategy in the following ways.
1. In the short term, CSs should attract the best students already existing. But a major risk to this
strategy is that they will be accused of cherry picking the best students, leading to more vigorous
political and PR attacks. But to some degree CSs must deal with this criticism. They do have to
attract at least a critical mass of good students, for purposes of “good infection.” The alternative
to not culling the best students is to risk their long-term survival and legitimacy by trying to
perform impossible alchemy. Further, CSs have a comparative advantage over PSs in that
students from other districts can attend any CS they wish. Although CSs serving low-income
students are unlikely to convince, say, your average Lake Oswego parent to send their kid to a
school on Burnside, CSs that specialize (e.g., in engineering or the fine arts) have a fighting
chance of culling top-performing students.
8. 2. In the short and medium term, CS should partner strategically with elementary and middle-school
level CSs in cultivating students.
3. In the long term, CSs should consider backward integrating, namely, opening their own separate
elementary and middle schools or going “cradle to grave” by serving K-12. Schools might even
start with K-3rd grade and then add grades sequentially. Indeed, one of the industry leaders for
CSs, Knowledge is Power Program (KIPP), has taken the backward integration tack starting just
several years ago.
Top-Ranking Primary-Level Schools in Portland
The good news is that there is ample open-source data and measures by which a CS can start targeting
potential partners and suppliers (primary schools).45 For the short and medium term, the best primary-
level schools are given below as a starting point for high-school CSs for better managing their supply
chain and creating a better ecosystem for CS students:
• Top-ranked elementary schools in Portland area in terms of reading and math scores for 5th
graders46 :
Astor Elementary, Bethany, Bolton Primary School, Bonny Slope, Clackamas, Emerson School (CS),
Farmington View, Findley, and Hallinan.
• Top-ranked middle schools in Portland area in terms of reading and math scores for 8th graders47 :
Jane Goodall Environmental Middle (CS), Winterhaven School, West Sylvan Middle School, Three
Rivers (CS), Sheridan Japanese School (CS), International School of Beaverton Middle School,
Laurelhurst Elementary School, and Beverly Clearly School.
3. Metrics, Benchmarks, and Marketing
Metrics and benchmarks are essential to CSs on two marketing fronts.
First, political marketing: convincing local school boards, regulatory agencies, and higher-level
policymakers that CS are worth investing in, and that the rules of the game need to be changed to allow
CS to compete on a level playing field.
Second, the classical marketing front: convincing parents to test a less-customary educational option.
This is important because convincing Portland parents that gambling entrusting their child’s future to a
CS is a big challenge. 48 Further, in Portland, CSs are forbidden from directly marketing to students.49
Because that segment is off-limits, this underscores the necessity of marketing to the other segments
effectively. Because CSs are outmatched in terms of political, lobbying, and legal firepower at this point,
their lobbying is less likely to be effective if it is largely rhetoric-based. Like with other effective
reforms, it must be evidence-based to counter the status quo and conventional wisdom. So empirical
support is the best way to build the case for CSs and to influence policymakers.
Benchmarks
9. What metrics should CSs focus on? One of the CS industry leaders is Knowledge Is Power Program
(KIPP). KIPP started in Harlem, founded by Geoffrey Canada, who was featured in the Waiting for
Superman documentary. KIPP has been a model. It has rather remarkably been able to scale its schools,
and has spread about 110 CSs across the country (though not to Oregon yet)50. KIPP thus is an
appropriate benchmark.
From the metrics that are available (such as graduation rates), Portland-area CSs vary widely when
compared to these benchmarks. Because of this wide variation and the scarcity of other data (such as
teacher retention and turnover rates), comparable data are not given for any particular CSs. Rather, the
important thing for CSs is to (1) start measuring the benchmarks given below and (2) aim for the
successes that KIPP has been able to achieve. With that said, the (a) five key benchmarks are given
below51 .
1. Serving the under-served students benchmarks (Demographic information)
a. Race/ethnicity (60% black, 36% latino)
b. Eligible for free or reduced-price meals (poverty measure) (75% free, 11% discounted),
Special-needs or eduction students (10%), and
c. English Language learners (14%)
2. Student Graduation, attendance, and attrition benchmarks
a. 84-89% of students graduate or return to the same school per year
3. Benchmarks measuring whether students are progressing and achieving academically
a. National Level: At the end of 8th grade, 62% of KIPP students outperform their national
peers in math; 57% do so in reading
b. Local Level: At the end of 8th grade, 94% and 96% outperform their local districts in
reading and math respectively
c. On average, 100% of students outperformed their district’s average on SAT or ACT
scores
d. Percent of students meeting growth targets in reading and math, compared to a national
average by grade: Nearly all grades fall between 55% and 80% of students meeting
growth targets, compared to a national average of about 50% of students
e. 82% of high-school students took SATs. Their average score was 1426
f. 66% of seniors took AP classes, with 36% scoring a “3” or higher
i. Percent of students who graduate high school versus low-income average and
U.S. average nationally
10. 1. 94% of KIPP students graduate, compared with 73% of low-income
students who graduate across the country (the national average generally
is that 83% of high school students graduate)
4. College benchmarks
a. Number of KIPP graduates who start college
b. 36% of KIPP graduates complete four-year degrees 36%, compared to only 11% of low-
income students nationwide, and 31% of students nationwide generally
5. Benchmarks measuring whether a CS’s business model sustainable in terms of human
capital and financially
a. Sustainability of Human Capital (teachers and administrators)
i. Leadership and talent-development programs
1. 73% of persons in leadership positions once taught at a KIPP school and
have moved on to play an administrative role
ii. Retention (turnover) rates
1. 73% of teachers stayed within KIPP’s network of schools
2. 68% of teachers returned to the same school, and 5% moved to a non-
teaching position within the network of schools
b. Financial Sustainability 52
iv. Staff-to-student ratios
v. Facility costs and ratios
vi. Financial forecasting (fiscal)
1. An average KIPP school pays 85% of annual operating expenses from
public funds (taxes)
vii.Private funding and donations
1. An average KIPP school receives only 15% from private donations, or
non-public funds
viii.Break-even point where a CS no longer has to rely on a certain level of
donations.
ix.KIPP’s school expenses include:
11. 1. Instruction
2. Student services such as transportation and meals
3. Extra expenses from longer school days and years as well as end-of-year
field lessons
4. KIPP Through-College programs
5. Facilities, and
6. Administration
Lastly, Oregon has its own metrics, including the Oregon State Achievement Index. These
metrics are important largely as a table stakes (necessary but not sufficient conditions for success).
Oregon CSs should of course start with getting the basics down and meeting local and state standards, but
the whole point of benchmarking is to emulate the best globally, not just locally.
A Concluding Note on Educational Technology -
Because of the harsh operating environment facing CSs and their limited resources, this
report has purposefully limited its scope. However, the importance of educational technology is
worth mentioning. Unlike the public-school market, “edu-tech” is extremely competitive and
innovative. Application of novel edu-tech offers not only quality improvements, but also cost-
savings as well (e.g., distance-learning options that could cut down on fixed costs, such as
buildings and facilities). It is an area in which CSs, once they have become financially stable,
can probably gain a comparative advantage vis-à-vis their slower-moving PS competitors.
12. Sources:
1 Interview with Adam Reid, co-founder of Portland’s Leadership and Entrepreneurship Public Charter School
(LEP) on 3/8/12. See http://lephigh.org/site/about/staff-directory/. See also: Rejected by Portland district, group’s
plan for Southwest center gets second life”. Portland Tribune. Updated October 30, 2009:http://
www.portlandtribune.com/news/print_story.php?story_id=117736183585972800.
2 See Self-Enhancement, Inc., as CS in North Portland. http://www.selfenhancement.org/what_we_do.html.
3See Stanford’s Credo report: “Multiple Choice: Charter School Performance in 16 States.” 2009. http://
credo.stanford.edu/reports/MULTIPLE_CHOICE_CREDO.pdf.
4 “Waiting for Superman” documentary.
5 Ibid.
6See e.g., “Fear of China: Welcoming the competition, like it or not” The Economist. June 10, 2010. (http://
www.economist.com/blogs/democracyinamerica/2010/06/fear_china).
7 Waiting for Superman, above.
8 Ibid.
9 “High school graduation rate rises in U.S.” Washington Post. March 18, 2012: http://www.washingtonpost.com/
local/education/high-school-graduation-rate-rises-in-us/2012/03/16/gIQAxZ9rLS_story.html.
10 Waiting for Superman, above.
11See e.g., “Nine Cities Commit to New Partnerships Between Local School Districts and Public Charter Schools”.
Bill and Melinda Gates Foundation. Dec. 7, 2010 (http://www.gatesfoundation.org/press-releases/Pages/new-
charter-school-partnerships-101207.aspx).
12 The “Ecological” force is omitted in this analysis because of its marginal relevance here.
13 See interview with Adam Reid, above.
14 Oregon Blue Book: Public Education in Oregon. (http://bluebook.state.or.us/education/educationintro.htm).
15“2011- 2012 Charter Schools Contact List” ODE: (http://www.ode.state.or.us/opportunities/grants/nclb/title_v/
b_charterschools/2011-2012-charter-schools-contact-list.xls).
16
“Charter schools in Portland: Boon or bane?” The Oregonian. Saturday, June 27, 2009 (http://
www.oregonlive.com/news/index.ssf/2009/06/charter_schools_in_portland_bo.html).
17 Oregon Blue Book, above. These are 2008 numbers.
18 Ibid.
19 Ibid.
20 Ibid.
21 Ibid.
22“Only 59 percent of Oregon high school grads even try college, putting college degree goals far out of reach” The
Oregonian. April 16, 2012: (http://www.oregonlive.com/education/index.ssf/2012/04/
only_59_percent_of_oregon_high.html#incart_mce).
23 See ORS 338.025.
13. 24See the Oregon Blue Book: http://bluebook.state.or.us/state/executive/Teachers_Standards/
teacher_standards_home.htm.
25See Id. and (http://bluebook.state.or.us/education/educationintro.htm and the ODE’s website: http://
dasapp.oregon.gov/statephonebook/display.asp?agency=58100&division=00010).
26 See Oregon Blue Book, above.
27 See ODE website, “Charter Schools, Title V-B: http://www.ode.state.or.us/search/results/?id=124.
28 “Charter Schools” http://www.movingtoportland.net/schools/charter-schools.
29Ibid. See also the interview with Adam Reid, who reported that his school in particular receives just over half of
the funds per student that other Portland-area PSs receive.
30 “Charter schools in Portland: Boon or bane?”, cited above.
31 (http://www.movingtoportland.net/schools/charter-schools
32 “Charter schools in Portland: Boon or bane?”, cited above.
33 (http://www.osba.org/News%20Center/Announcements/2012-03-09_SLN_Legal_Assistance_Trust.aspx).
34“Oceanview Charter School strives for acceptance” The Daily Astorian. March 2, 2012: http://
www.dailyastorian.com/free/oceanview-charter-school-strives-for-acceptance/article_31ec853e-649a-11e1-
b0e9-0019bb2963f4.html.
35
Rejected by Portland district, group’s plan for Southwest center gets second life”. Portland Tribune. Updated
October 30, 2009:http://www.portlandtribune.com/news/print_story.php?story_id=117736183585972800.
36 See ORS § 338.095.
37 See Adam Reid interview, above, and Rejected by Portland district, group’s plan for Southwest center gets second
life”. Portland Tribune. Updated October 30, 2009:http://www.portlandtribune.com/news/print_story.php?
story_id=117736183585972800.
38 Adam Reid interview, above.
39“Oceanview Charter School strives for acceptance” The Daily Astorian. March 2, 2012: http://
www.dailyastorian.com/free/oceanview-charter-school-strives-for-acceptance/article_31ec853e-649a-11e1-
b0e9-0019bb2963f4.html).
40 “Charter schools in Portland: Boon or bane?”, cited above.
41 Adam Reid interview, above.
42 See http://charter-starters.com/.
43 As quoted in a 1996 interview with Wired magazine’s Nick Carr.
44 As quoted in “Whatever it Takes”, a documentary film. Directed by Christopher Wong. 2009.
45See e.g.., http://www.greatschools.org/oregon/portland/and the Oregonian’s service, Schooldigger.com, cited
below.
46
(Top 10 elementary schools by 2010-11 OAKS Math & Reading scores, or NLBA scores, 5th Grade) (http://
www.schooldigger.com/go/OR/schoolrank.aspx?pagetype=top10&level=3).
14. 47
(Top 10 middle schools by 2010-11 OAKS Math & Reading scores, or NLBA scores, 8th grade: http://
www.schooldigger.com/go/OR/schoolrank.aspx?pagetype=top10&level=3).
48 Adam Reid interview, above.
49 Ibid.
50 See http://www.kipp.org/schools.
51 All
of the benchmarks below can be found in KIPP’s 2011 annual report, or “report card”. See http://
www.kipp.org/report-card-2011.
52Not all of the actual benchmarks are given (e.g., staff ratios and facility costs), but KIPP apparently does measure
these. CSs should as well.