Annual Meetings

Total Page:16

File Type:pdf, Size:1020Kb

Annual Meetings COSSA Consortium of Social Science Associations 22001133 AANNNNUUAALL A DVOCATING FOR THE S O C I A L A N D B E H A V I O R A L S CIENCES CCOOSSSSAA GOVERNING MEMBERS American Anthropological Association American Association for Public Opinion Research American Economic Association American Educational Research Association American Historical Association COLLEGES AND UNIVERSITIES American Political Science Association American Psychological Association Arizona State University American Society of Criminology Boston University American Sociological Association Brown University American Statistical Association University of California, Berkeley Association of American Geographers University of California, Irvine Association of American Law Schools University of California, Los Angeles Law and Society Association University of California, San Diego Linguistic Society of America University of California, Santa Barbara Midwest Political Science Association Carnegie-Mellon University National Communication Association University of Chicago Population Association of America Clark University Society for Research in Child Development University of Colorado Columbia University MEMBERSHIP ORGANIZATIONS University of Connecticut Cornell University Academy of Criminal Justice Sciences University of Delaware American Evaluation Association Duke University American Finance Association Georgetown University American Psychosomatic Society George Mason University Association for Asian Studies George Washington University Association for Public Policy Analysis and Management Harvard University Association of Academic Survey Research Organizations Howard University Association of Research Libraries University of Idaho Council on Social Work Education University of Illinois Economic History Association Indiana University History of Science Society University of Iowa Justice Research and Statistics Association Johns Hopkins University Midwest Sociological Society John Jay College of Criminal Justice, CUNY National Association of Social Workers University of Maryland North American Regional Science Council Massachusetts Institute of Technology North Central Sociological Association Maxwell School of Citizenship and Public Affairs, Syracuse Rural Sociological Society University of Michigan Social Science History Association Michigan State University Society for Anthropological Sciences University of Missouri, St. Louis Society for Behavioral Medicine University of Minnesota Society for Empirical Legal Studies University of Nebraska, Lincoln Society for Research on Adolescence New York University Society for Social Work and Research University of North Carolina, Chapel Hill Society for the Psychological Study of Social Issues North Dakota State University Southern Political Science Association Northwestern University Southern Sociological Society Ohio State University Southwestern Social Science Association University of Oklahoma University of Pennsylvania Pennsylvania State University Princeton University CENTERS AND INSTITUTES Rutgers, The State University of New Jersey University of South Carolina American Academy of Political and Social Sciences Stanford University American Council of Learned Societies State University of New York, Stony Brook American Institutes for Research University of Texas, Austin Brookings Institution University of Texas, San Antonio Center for Advanced Study in the Behavioral Sciences Texas A & M University Cornell Institute for Social and Economic Research Vanderbilt University Institute for Social Research, University of Michigan University of Virginia Institute for Women's Policy Research University of Washington National Opinion Research Center Washington University in St. Louis Population Reference Bureau University of Wisconsin, Madison RTI International University of Wisconsin, Milwaukee RWJF Center for Health Policy at the University of New Mexico Yale University Social Science Research Council Vera Institute of Justice From the Executive Director 3 Introducing COSSA’s New Executive Director 7 2013 Highlights 9 Other Activities 13 Heard on the Hill: Congressional Briefings 18 COSSA and the Community 21 COSSA and its Constituents 22 Governance and Finance 23 COSSA Staff 24 A DVOCATING FOR THE S O C I A L A N D B E H A V I O R A L S CIENCES s I leave COSSA after 30 years, 25 as its Executive Director, I want to first say it has been an honor and privilege to advocate for the promotion of and federal funding for the social and behavioral sciences. To paraphrase President Kennedy, the torch has now been passed to a new generation of leadership, and I hope that those who have provided me with such support over the years will now extend that cooperation to COSSA's new Executive Director, Wendy Naus. In leaving, I first want to thank the staff members who have collaborated with me during my tenure to make COSSA the effective force it has become, in particular, Angela Sharpe, COSSA's current Deputy Director, who during the past 18 years has been an invaluable part of our efforts to advocate for the importance of the connection between health and behavior to the National Institutes of Health (NIH). She has also served COSSA in many other ways that have enhanced its value. Al Blumstein I also want to thank all those who have served responsiveness. Two people epitomize this, Al on the COSSA Executive Committee and Board Blumstein of Carnegie Mellon University and of Directors, who have provided me with advice Ken Prewitt of Columbia and the former and support to make COSSA a director of the U.S. Census. key player in U.S. science Both served as COSSA policy. In addition, social and President and both spoke at behavioral scientists across the congressional briefings and country have answered our annual meetings. Blumstein many calls to testify and lobby also was a COSSA witness Congress, to present the results before the House of their research in our many Appropriations Committee. Congressional briefings, and to Prewitt was a leading player in speak at our annual meetings. I Ken Prewitt COSSA's founding. am grateful for their During my tenure, I have dealt with five Economic Sciences in 1992 and culminates with presidential administrations, 16 Congresses of her current second stint as NSF's Acting all political combinations, nine Director. National Science Foundation (NSF) directors, six NIH directors, seven On Capitol Hill, Rep. presidential science advisers, six David Price (D-NC), a Assistant Directors for NSF's Social, fellow political scientist, Behavioral and Economic (SBE) has been a friend as well sciences directorate, four directors of as supporter. The House NIH's Office of Behavioral and Social Science Committee Sciences Research (OBSSR), and Chairmen, the late Rep. countless other officials in both the George Brown (D-CA) Executive and Legislative branches. and Rep. Sherwood Boehlert (R-NY), also I have had the pleasure to work with Cora Marrett demonstrated strong many friends and colleagues in the support for all the Executive Branch agencies. In particular, sciences and it was a pleasure to work with interacting with Cora Marrett in her many them. I am also grateful for all the staff positions of leadership at NSF has been a joy. It members who have listened to my arguments began during her tenure as the first Assistant and sometimes did what I asked. Director for the Social, Behavioral, and TRIUMPHS AND CHALLENGES COSSA has had many triumphs as well as some of my earliest activities at COSSA was, along challenges. The formation of the SBE with then-Bureau of Labor Statistics directorate in 1991, the establishment of Commissioner Janet Norwood (who would later become COSSA's President) and Senator Orrin Hatch (R-UT), helping to save the National Longitudinal Studies (NLS) of Labor Market Experiences, as it was known then. In the category of the more things change, the more they remain the same (of which there are many examples), the future of the NLS is once again uncertain. Howard Silver and Rep. Rush Holt (D-NJ) Another example comes from my first visits with congressional staff back in 1983, when I OBSSR, and the creation of the was admonished that social scientists need to position of Assistant Director for the SBE sciences at the White House Office of Science and Technology Policy (OSTP) were all COSSA-driven successes. Yet, problems have arisen throughout COSSA's history. One F. Thomas Juster, Olivia Mitchell, Howard Silver, Beth Soldo, and Raynard Kington House Science Committee Chairman Robert Walker (R-PA) wanted to eliminate the directorate at NSF. In 2006-07, Senator Kay Bailey Hutchison (R-TX) argued that the social sciences do not belong at NSF. In 2009, Senator Tom Coburn (R-OK) wanted to eliminate the political science program at NSF, a position later espoused in 2012 by Representative Jeff Flake (R-AZ). That same Norman B. Anderson, Sally Hillsman, and Howard Silver year Rep. Denny Rehberg (R-MT) tried to eliminate economics research at NIH, and Rep. be more careful about their grant titles. During Daniel Webster (R-FL) sponsored an a recent visit with a Democratic Senator's staff amendment that passed the House to eliminate person, it was clear that this issue still posed the American Community Survey. All of these problems for this Senator when it came to challenges were eventually thwarted by COSSA supporting funding for social and behavioral working with its members, friends in Congress, science research. and its allies in the rest of the science and higher education communities. Over
Recommended publications
  • North Carolina Race to the Top: Overall Impact and Implementation Findings
    Consortium for Educational Research and Evaluation– North Carolina North Carolina Race to the Top: Overall Impact and Implementation Findings Final Report Authors: Julie T. Marks and Sarah C. Fuller Education Policy Initiative at Carolina, The University of North Carolina at Chapel Hill J. Edward Guthrie and Gary T. Henry Peabody College of Education, Vanderbilt University D. T. Stallings The Friday Institute for Educational Innovation, North Carolina State University Contributor: Terrance Ruth The Friday Institute for Educational Innovation, North Carolina State University September 2015 Acknowledgements We would like to thank all of the Evaluation Team initiative leads and team members from the Consortium for Educational Research and Evaluation–North Carolina (the SERVE Center at the University of North Carolina-Greensboro, the Education Policy Initiative at Carolina at the University of North Carolina-Chapel Hill, and the Friday Institute for Educational Innovation at North Carolina State University) as well as from several other colleges, universities, and organizations for their input and hard work on identifying implementation achievements and challenges over the course of the grant. Our work has benefitted greatly from guidance provided by the North Carolina Department of Public Instruction and its implementation partners on the evolution of scope, activities, and benchmarks for all of the Race to the Top initiatives. The data used for this report required time-intensive commitments on the part of the providers and the evaluators, and we are grateful for the tireless efforts of and gracious partnership provided by K. C. Elander and Samuel N’tsua. Processing, cleaning, verifying, and building the data sets required for these analyses all was accomplished with the help of graduate students, post- doctoral fellows, and research associates at the Education Policy Initiate at Carolina, all of whom played an essential role in increasing the veracity of this report and those that preceded it that relied on the data they prepared and analyzed.
    [Show full text]
  • A Nudge Towards Excellence: the Application of Behavioral Economics in Education Policy Jack Dimatteo [email protected]
    La Salle University La Salle University Digital Commons HON499 projects Honors Program Fall 11-26-2016 A Nudge Towards Excellence: The Application of Behavioral Economics in Education Policy Jack DiMatteo [email protected] Follow this and additional works at: http://digitalcommons.lasalle.edu/honors_projects Part of the American Politics Commons, Applied Behavior Analysis Commons, Behavioral Economics Commons, and the Education Policy Commons Recommended Citation DiMatteo, Jack, "A Nudge Towards Excellence: The Application of Behavioral Economics in Education Policy" (2016). HON499 projects. 1. http://digitalcommons.lasalle.edu/honors_projects/1 This Honors Project is brought to you for free and open access by the Honors Program at La Salle University Digital Commons. It has been accepted for inclusion in HON499 projects by an authorized administrator of La Salle University Digital Commons. For more information, please contact [email protected]. A Nudge Towards Excellence The Application of Behavioral Economics in Education Policy By: Jack DiMatteo With Assistance From: Dr. Miguel Glatzer November 26, 2016 Abstract The purpose of this paper is to analyze the potential for the application of behavioral economics to the field of education policy through “nudges.” Given the difficulty of passing effective comprehensive education reform legislation, the application of nudges represents a low-cost, high-impact approaching to improve student outcomes. This paper offers definitions of several key concepts in the fields of behavioral economics and education: education reform, behavioral economics, choice architecture, nudges, and why behavioral economics is particularly relevant to education reform. Also, the paper describes past education reform attempts, including two that incorporated behavioral economics and two that did not, and evaluates their effectiveness.
    [Show full text]
  • School Choice Programs: If They Are So “Great”, Why the Hesitation?
    School Choice Programs: If They are So “Great”, Why the Hesitation? Meredith Herring Public Administration Faculty advisor: Dr. Tucker Staley The way in which public education has evolved over time is striking. The Constitution is silent on the role government should play in education. However, the Tenth Amendment was put in place in 1791 and reserved all powers not explicitly stated in the Constitution to the states. Because of this, many would argue that the Framers intended to leave the responsibility of providing public education up to state and local governments. However, in a hegemonic nation like the United States, public education has become a concern for the federal government due to the issues and implications underlying competition with foreign powers. Additionally, due to the fact that the federal government provides a great amount of funding to public education, it generally can gain a large amount of decision-making authority, while sometimes even taking decision-making authority away from the states. School choice describes a variety of programs, which offer students and their families alternatives to publicly provided schools, which they are usually assigned based upon where they live. Further, school voucher programs are a type of school choice program that are government funded and may be redeemable for tuition and fees at a school other than the one the student could CLA Journal 4 (2016) pp. 178-198 School Choice Programs 179 _____________________________________________________________ attend for free. The popularity and existence of school choice and voucher programs gained traction after 1955 when Dr. Milton Friedman emphasized the ideas of liberty, freedom, and competition within public education in The Role of Government in Education.
    [Show full text]
  • Orwellian Educational Change Under Obama: Crisis Discourse, Utopian Expectations, and Accountability Failures
    Journal of Inquiry & Action in Education, 4(1), 2011 Orwellian Educational Change under Obama: Crisis Discourse, Utopian Expectations, and Accountability Failures Paul L. Thomas Furman University "It is rather the same thing that is happening to the English language. .[T]he slovenliness of our language makes it easier for us to have foolish thoughts," Orwell (1946) warns in "Politics and the English Language." Few examples are better for proving Orwell right than political language addressing the education of children in the U.S. But, as Orwell adds, "If one gets rid of these habits one can think more clearly, and to think clearly is a necessary first step towards political regeneration." Barack Obama personifies the power of personality in politics and the value of articulating a compelling vision that resonates with many voters in the US and other global citizens. For Obama's presidential campaign, the refrain that worked was driven by two words and concepts, "hope" and "change." From healthcare, to war, to education reform, however, the Obama administration is proving that political discourse is more likely to mask intent—just as Orwell warned through his essays and most influential novel 1984, the source of the term "double- speak" that characterizes well Obama's and Secretary of Education Arne Duncan's public comments on education reform. They mask the programs promoted and implemented by the Department of Education. Beginning with the Reagan administration and perpetuated by Obama's presidency are patterns of public speeches—crisis discourse and Utopian expectations—and educational policy that began with 1983’s "A Nation at Risk," accelerated through Goals 2000, and codified without much critical concern as No Child Left Behind (NCLB) under George W.
    [Show full text]
  • An Analysis of Two Education Reform Policies: Obama's Race to the Top and Promise Neighborhoods Programs
    DePaul University Via Sapientiae College of Education Theses and Dissertations College of Education Fall 2011 AN ANALYSIS OF TWO EDUCATION REFORM POLICIES: OBAMA'S RACE TO THE TOP AND PROMISE NEIGHBORHOODS PROGRAMS Alecia S. Person Follow this and additional works at: https://via.library.depaul.edu/soe_etd Part of the Education Commons Recommended Citation Person, Alecia S., "AN ANALYSIS OF TWO EDUCATION REFORM POLICIES: OBAMA'S RACE TO THE TOP AND PROMISE NEIGHBORHOODS PROGRAMS" (2011). College of Education Theses and Dissertations. 17. https://via.library.depaul.edu/soe_etd/17 This Thesis is brought to you for free and open access by the College of Education at Via Sapientiae. It has been accepted for inclusion in College of Education Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. AN ANALYSIS OF TWO EDUCATION REFORM POLICIES: OBAMA'S RACE TO THE TOP AND PROMISE NEIGHBORHOODS PROGRAMS A Thesis Presented to The Faculty of the Graduate Division of Social Cultural Foundations in Education College of Education DePaul University in Partial Fulfillment of the Requirements for the Degree of Master of Arts By Alecia S. Person September, 2011 DePaul University Chicago, IL 2 Introduction Within six months of Barack Obama’s inauguration, the Associated Press reported that the new administration was attempting to use $5 billion dollars to turn around 5,000 failing schools around the country within 5 years, effectively “beefing up funding for the federal school turnaround program created by the No Child Left Behind (NCLB) law” (Quid, 2009). At the same time, it was noted that funding would be taken away from the Title I program (school funding for disadvantaged students) to help pay for school turnarounds , reducing Title 1 funding from $22 billion in 2009 to under $13 billion in 2010.
    [Show full text]
  • THE RACE to the TOP Promoting Innovation, Reform, and Excellence in America’S Public Schools
    THE RACE TO THE TOP Promoting Innovation, Reform, and Excellence in America’s Public Schools In July, 2009, President Obama issued a national challenge to reshape America’s educational system to better engage and prepare our students for success in a competitive 21st century economy and workplace. Designed to incentivize excellence, spur reform, and promote the adoption and use of effective policies and practices, the Race to the Top is a comprehensive vision for school reform backed by a historic, $4.35 billion investment. Last year, the President applauded states’ progress toward undertaking reforms that will enable them to better qualify for a competitive award under the Race to the Top. The competition has generated an overwhelming response from states, with over 30 states expected to compete for first-round funding. Final applications for the first set of awards under the Race to the Top are due today to the U.S. Department of Education. At Graham Road Elementary School in Falls Church, VA, the President will announce his plans to continue the Race to the Top, and request $1.35 billion for the program in his FY 2011 budget. The President will also announce that his plan will invigorate district- level reform by establishing a separate competition for school districts prepared to embark on system-wide improvement of their educational policies and practices. The President’s plan will support further incentives for states to revise, strengthen, and implement their plans for education reform in order to qualify for an award under the program. The continuation of the Race to the Top is one part of a larger education reform agenda that the Obama Administration will unveil in the coming weeks, including continuation of the Race to the Top’s companion program, the Invest in Innovation Fund.
    [Show full text]
  • Race to the Top: States Implementing Teacher and Principal Evaluation
    United States Government Accountability Office Report to the Chairman, Committee on Education and the Workforce, House of Representatives September 2013 RACE TO THE TOP States Implementing Teacher and Principal Evaluation Systems despite Challenges GAO-13-777 September 2013 RACE TO THE TOP States Implementing Teacher and Principal Evaluation Systems despite Challenges Highlights of GAO-13-777, a report to the Chairman, Committee on Education and the Workforce, House of Representatives Why GAO Did This Study What GAO Found Education created RTT under the By school year 2012-13, 6 of 12 Race to The Top (RTT) states fully implemented American Recovery and Reinvestment their evaluation systems (i.e., for all teachers and principals in all RTT districts). Act of 2009 to provide incentives for However, their success in fully implementing by the date targeted in their RTT states to reform K-12 education in applications varied. Three of these states met their target date while three did not areas such as improving the lowest for various reasons, such as needing more time to develop student academic performing schools and developing growth measures. The six states that did not fully implement either piloted or effective teachers and leaders. In partially implemented. The scope of pilots varied. One state piloted to about 14 2010, Education awarded 12 states percent of teachers and principals while another piloted to about 30 percent of nearly $4 billion in RTT grant funds to teachers. State or district officials in four of the six states expressed some spend over 4 years. A state’s RTT concerns about their readiness for full implementation.
    [Show full text]
  • GAO-15-295, RACE to the TOP: Education Could Better Support Grantees and Help Them Address Capacity Challenges
    United States Government Accountability Office Report to the Ranking Member, Subcommittee on Labor, Health and Human Services, Education and Related Agencies, Committee on Appropriations, House of Representatives April 2015 RACE TO THE TOP Education Could Better Support Grantees and Help Them Address Capacity Challenges GAO-15-295 April 2015 RACE TO THE TOP Education Could Better Support Grantees and Help Them Address Capacity Challenges Highlights of GAO-15-295, a report to the Ranking Member, Subcommittee on Labor, Health and Human Services, Education, and Related Agencies, Committee on Appropriations, House of Representatives Why GAO Did This Study What GAO Found Education created RTT under the The Department of Education’s (Education) Race to the Top (RTT) program American Recovery and Reinvestment encouraged states to reform their K-12 educational systems, but states and Act of 2009. From 2010 through 2011, districts faced various capacity challenges in implementing the reforms. RTT Education awarded $4 billion in accelerated education reforms underway and spurred new reforms in all 19 RTT competitive grant funds to 19 states to states and in an estimated 81 percent of districts, according to GAO’s surveys of reform core areas of K-12 education. RTT grantees and districts that received RTT funds. At the same time, states and RTT states also committed to building districts noted various challenges to their capacity to successfully support, capacity to implement and sustain oversee, and implement these reform efforts. For example, about one-quarter to reforms. GAO and others previously one-third of RTT states reported that their greatest challenges involved obtaining reported that capacity challenges had support from stakeholders such as teacher organizations.
    [Show full text]
  • Race to the Top: What Have We Learned from the States So Far? a State-By-State Evaluation of Race to the Top Performance
    THE ASSOCIATED PRESS/R ASSOCIATED THE O B C B ARR Race to the Top: What Have We Learned from the States So Far? A State-by-State Evaluation of Race to the Top Performance Ulrich Boser March 2012 WWW.AMERICANPROGRESS.ORG Race to the Top: What Have We Learned From the States So Far? A State-by-State Evaluation of Race to the Top Performance Ulrich Boser March 2012 Contents 1 Introduction and summary 7 Background 15 Evaluating RTT performance 19 State Profiles 19 District of Columbia 23 Delaware 27 Florida 31 Georgia 35 Hawaii 39 Massachusetts 43 Maryland 47 North Carolina 51 New York 57 Ohio 61 Rhode Island 65 Tennessee 69 Recommendations 71 Appendix A: Full methodology and list of sources for Race to the Top implementation table 74 Data sources for Race to the Top implementation table 75 About the author and acknowledgements 76 Endnotes Introduction and summary The Race to the Top, or RTT, fund might be the Obama administration’s most significant education initiative. A $4.35 billion competitive grant program, RTT aims to kick-start key education reforms in states and districts and create the conditions for greater educational innovation. “America will not succeed in the 21st century unless we do a far better job of educating our sons and daughters,” President Barack Obama said when he announced the program in July 2009.1 “The race starts today.” Part of the American Recovery and Reinvestment Act, or ARRA, Race to the Top promises to help states and districts close achievement gaps and get more students into college by supporting key reform strategies including: • Adopting more rigorous standards and assessments • Recruiting, evaluating, and retaining highly effective teachers and principals • Turning around low-performing schools • Building data systems that measure student success States that applied for the grant also had to show momentum around collabora- tion and reform as well as promise to work in key innovation areas, including expanding support for high-performing charter schools and reinvigorating math and science education.
    [Show full text]
  • Racial Complexity and the Elementary and Secondary Education Act
    Journal of Civil Rights and Economic Development Volume 26 Issue 1 Volume 26, Fall 2011, Issue 1 Article 5 Racial Complexity and the Elementary and Secondary Education Act Craig Livermore Follow this and additional works at: https://scholarship.law.stjohns.edu/jcred This Article is brought to you for free and open access by the Journals at St. John's Law Scholarship Repository. It has been accepted for inclusion in Journal of Civil Rights and Economic Development by an authorized editor of St. John's Law Scholarship Repository. For more information, please contact [email protected]. RACIAL COMPLEXITY AND THE ELEMENTARY AND SECONDARY EDUCATION ACT CRAIG LIVERMORE The fact is that the comments that have been made and the issues that have surfaced over the last few weeks reflect the complexities of race in this country that we've never really worked through-a part of our union that we have yet to perfect. And if we walk away now, if we simply retreat into our respective corners, we will never be able to come together and solve challenges like health care, or education, or the need to find good jobs for every American.I Barack Obama, "A More Perfect Union," 2008 INTRODUCTION As with most, if not all, major political arenas addressed in Barack Ob- ama's presidency to date, education reform has been both bolstered and challenged by his philosophical complexity. President Obama has trum- peted both the greater flexibility in accountability standards and increased federal funding supported by traditional progressives, teachers' unions, and civil rights organizations, and the teacher and school accountability, com- petition and choice favored by neo-progressive educational reformers and many conservatives.
    [Show full text]
  • Rttt STEM Affinity Network-Final Report
    Consortium for Educational Research and Evaluation– North Carolina Race to the Top STEM Affinity Network Final Report Authors: Nina Arshavsky, Julie Edmunds, Kathleen Mooney, Beth Thrift, and Lucy Wynn SERVE Center, The University of North Carolina at Greensboro Kelli Samonte The University of North Carolina at Greensboro Ludmila Janda Education Policy Initiative at Carolina, The University of North Carolina at Chapel Hill December 2014 Acknowledgements We wish to thank: Lynne Garrison, Angela Quick, Robin Marcus, Joe Edney, and Darrell Kain of North Carolina New Schools; Melissa Thibault, Angela Teachey, and lead developers from the North Carolina School of Science and Mathematics; Sam Houston and Lisa Rhodes of North Carolina Science, Mathematics, and Technology Center; and Tina Marcus and Jo Anne Honeycutt of the North Carolina Department of Public Instruction for their time and assistance with data collection. We also would like to thank the teachers, staff, and students who participated in our site visits and focus groups. We thank John Willse from the University of North Carolina at Greensboro for assistance with quantitative analyses. We are grateful to Terri Shelton from SERVE, Trip Stallings and Glenn Kleiman from North Carolina State University’s Friday Institute for Educational Innovation, Julie Marks from the University of North Carolina’s Education Policy Initiative at Carolina, and Gary Henry and James Guthrie from Vanderbilt University’s Peabody College for valuable feedback on drafts of this report, and to Suzanne Branon for editorial assistance. STEM Affinity Network: Final Report December 2014 Table of Contents Executive Summary ........................................................................................................................ 3 Introduction ..................................................................................................................................... 8 Overview of the Race to the Top STEM Initiative .....................................................................
    [Show full text]
  • Banned from the Discourse: Race to the Top and the State of Texasâ•Ž
    Kansas State University Libraries New Prairie Press 2011 Conference Proceedings (Toronto, ON, Adult Education Research Conference Canada) Banned from the Discourse: Race to the Top and the State of Texas’ exclusion of Welfare Recipients from Educational Policy Discourse Michelle Johnson Texas A&M University Follow this and additional works at: https://newprairiepress.org/aerc Part of the Adult and Continuing Education Administration Commons This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Recommended Citation Johnson, Michelle (2011). "Banned from the Discourse: Race to the Top and the State of Texas’ exclusion of Welfare Recipients from Educational Policy Discourse," Adult Education Research Conference. https://newprairiepress.org/aerc/2011/papers/49 This is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Adult Education Research Conference by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Banned from the Discourse: Race to the Top and the State of Texas’ exclusion of Welfare Recipients from Educational Policy Discourse Michelle Johnson Texas A&M University Abstract: This paper explores the tensions that exist between the espoused purpose of Race to the Top education reform and the state of Texas educational plans to enhance the state’s economy through increased education. We use Fairclough’s (1995) critical discourse analysis (CDA) as the basis of our analytical framework. Introduction President Obama (2008) suggests if an individual does not obtain a postsecondary education, one is likely to remain in poverty. While the Race to the Top (RTTT) program and its policies are focused on closing the gap between K-12 education and postsecondary education, we echo the sentiment that postsecondary education should be accessible to all regardless of social economic status (Obama, 2008).
    [Show full text]