A review of current research on the “tipping points” that motivate high-performing college seniors and midcareer professionals to consider teaching careers. The report includes findings from a recent series of focus groups conducted for the Woodrow Wilson Foundation by Public Agenda, with support from Lehman Brothers.
The partnership between Brooklyn College and Science, Technology and Research (STAR) Early College School demonstrates how students benefit when colleges and high schools work together. STAR and its partners carefully designed a Transition Plan which gradually introduces students to college-going experiences and the demands of college coursework, while providing a wide variety of supports tailored to individual needs. Each component of the plan was created through college and high school faculty collaboration, fostered by formal and informal organizational structures of the partnership. Ensuring College Success is a joint publication of Jobs for the Future and the Woodrow Wilson National Fellowship Foundation.
One of three reports produced by The Education Schools Project—an independent study conducted by Arthur Levine and colleagues beginning in 2001. The Education Schools Project is the most extensive study ever conducted into the strengths, weaknesses, and overall performance of the more than 1,200 departments and schools of education presently in operation at colleges and universities around the country.
One of three reports produced by The Education Schools Project—an independent study conducted by Arthur Levine and colleagues beginning in 2001. The Education Schools Project is the most extensive study ever conducted into the strengths, weaknesses, and overall performance of the more than 1,200 departments and schools of education presently in operation at colleges and universities around the country.
The Responsive Ph.D. (2000-2006) built on previous national studies and projects that identified a mismatch between the kinds of training Ph.D.s receive in graduate school and the careers available to them. The Responsive Ph.D. initiative sought to sharpen these findings into recommendations for change and to foster models for innovation that will provide a richer purpose and a richer population for doctoral education.
Diversity and the Ph.D. looks at a range of mechanisms through which foundations, government agencies, and nonprofits have sought to recruit and retain more minority students in U.S. doctoral programs
One of three reports produced by The Education Schools Project—an independent study conducted by Arthur Levine and colleagues beginning in 2001. The Education Schools Project is the most extensive study ever conducted into the strengths, weaknesses, and overall performance of the more than 1,200 departments and schools of education presently in operation at colleges and universities around the country.
The National Commission on the High School Senior Year (2000-2001) was housed at the Woodrow Wilson National Fellowship Foundation. The work of the Commission was concluded in 2001. While its report is no longer available from Woodrow Wilson in hard copy, an archive PDF copy is available here.
Mathematics and Democracy: The Case for Quantitative Literacy (2001) was a publication of the National Council for Education and the Disciplines, housed through 2003 at the Woodrow Wilson National Fellowship Foundation. Mathematics and Democracy is now available from the Mathematical Association of America’s website on quantitative literacy.
