1

Barbara Schneider and David Stevenson. 1999. The Ambitious Generation. New Haven and London: Yale University Press. p. 5.

2

Chronicle of Higher Education Almanac Issue 2001-2002, 48:1. p. 20. Also, National Center for Education Statistics. 2001. Digest of Education Statistics, 2000. Washington, DC: U.S. Government Printing Office. Chapter 3: Postsecondary Education. Table 175. Digest available at nces.ed.gov/pubs2001/digest/dt175.html.

3

The Education Trust. 1999. Ticket to nowhere. Thinking K-16, 3:2. p. 8.

4

The Education Trust-West. 2002. The High School Diploma: Making It More Than an Empty Promise. Prepared for Senate Standing Committee on Education hearing on Senate Bill 1731, April 2002.

5

Barbara Schneider and David Stevenson. 1999. The Ambitious Generation. New Haven and London: Yale University Press. p. 5.

6

National Center for Education Statistics. 2002. Digest of Education Statistics, 2001. Washington, DC: U.S. Government Printing Office. Chapter 3: Postsecondary Education. Available at nces.ed.gov/pubs2002/digest2001/ch3.asp. Also, Anthony P. Carnevale and Richard A. Fry. 2001. Economics, demography and the future of higher education policy. Higher Expectations: Essays on the Future of Postsecondary Education. Washington, DC: National Governors Association. p. 16.

7

National Center for Education Statistics. 2002. Digest of Education Statistics, 2001. Washington, DC: U.S. Government Printing Office. Chapter 3: Postsecondary Education. Table 247. Available at nces.ed.gov/pubs2002/digest2001/tables/dt247.asp.

8

The Education Trust. 1999. Ticket to nowhere. Thinking K-16, 3:2. p. 8.

9

National Center for Education Statistics. 2001. The Condition of Education 2001. Washington, DC: U.S. Government Printing Office. Table 29-3.

10

Clifford Adelman. 1998. The kiss of death? National Crosstalk, 6:3.

11

Clifford Adelman. 1991. Answers in the Tool Box: Academic Integrity, Attendance Patterns, and Bachelor's Degree Attainment. Washington, DC: U.S. Government Printing Office. Table 18.

12

Chronicle of Higher Education Almanac Issue 2001-2002, 48:1. p. 20. Calculated from other statistics provided.

13

National Center for Education Statistics. 2002. The Condition of Education 2002. Washington, DC: U.S. Government Printing Office. p. 25-40. Available at nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002025.

14

Anthony P. Carnevale and Richard A. Fry. 2001. Economics, demography and the future of higher education policy. Higher Expectations: Essays on the Future of Postsecondary Education. Washington, DC: National Governors Association.

15

National Center for Education Statistics. 2002. Digest of Education Statistics, 2001. Washington, DC: U.S. Government Printing Office. Chapter 3: Postsecondary Education. Available at nces.ed.gov/pubs2002/digest2001/ch3.asp#1.

16

Dana Markow, Sarah Fauth, and Diana Gravitch. 2001. MetLife Survey of the American Teacher: Key Elements of Quality Schools. New York: Metropolitan Life Insurance Company.

17

Adam Gamoran. 1992. The variable effects of high school tracking. American Sociological Review, 57. p. 812-828.

18

From a presentation by Robert P. Moses. 2/9/02. First meeting of Montgomery Co., (MD), Education Forum (MCEF), Washington, DC.

19

Karen M. Shilling and Karl Schilling. 1999. Increasing expectations for student effort. About Campus, 4:2.

20

National Center for Education Statistics. 2002. Digest of Education Statistics, 2001. Washington, DC: U.S. Government Printing Office. Chapter 3. Postsecondary Education. Table 172. Available at nces.ed.gov/pubs2002/digest2001/tables/dt172.asp.

21

Calculated from U.S. Census figures available at www.census.gov.

22

Data on community college growth available at www.aacc.nche.edu.

23

Total calculated from information in the Prentice-Hall Document Library, North Carolina State University. See hcl.chass.ncsu.edu/garson/dye/docs/gibill.htm.

24

National Center for Education Statistics. 2001. Digest of Education Statistics, 2000. Washington, DC: U.S. Government Printing Office. Chapter 4. Federal Programs for Education and Related Activities. See especially data in Table 359. Available at www.nces.ed.gov/pubs2001/digest/dt359.html.

25

Harold W. Stevenson and James W. Stigler. 1992. The Learning Gap. New York: Summit Books. Chapter 5.

26

Robert Rothman. 2000. Bringing All Students to High Standards: Report on National Education Goals Panel Field Hearings. Washington, DC: National Education Goals Panel. p. 4. Available at www.negp.gov/page9-3.htm#Std. Also, Jim Barlow. 1999. Bringing quality into the schools. The Houston Chronicle, Sunday, July 25,1999. Business Section. p. 1.

27

Anthony P. Carnevale. 2000. Help Wanted... College Required. Leadership 2000 Series. Princeton, NJ: Educational Testing Service. Figures 9, 26.

28

Thomas Ehrlich. 2000. Measuring Up 2000. San Jose, CA and Washington, DC: National Center for Public Policy and Higher Education. p. 177.

29

Data cited in first three bullets from Anthony P. Carnevale. 2000. Help Wanted... College Required. Leadership 2000 Series. Princeton, NJ: Educational Testing Service. Figures 3, 26.

30

Tracey King and Ellyne Bannon. 2002. At What Cost? Washington, DC: The State PIRG's Higher Education Project. Available at www.pirg.org/highered/atwhatcost.html.

31

L. J. Sax, A. W. Astin, W. S. Korn, and K. M. Mahoney. 2000. The American Freshman: National Norms for Fall 2000. Los Angeles: Higher Education Research Institute, UCLA. p. 27.

32

Business Higher-Education Forum. 1999. Spanning the Chasm: A Blueprint for Action. Washington, DC: American Council on Education-National Alliance of Business.

33

Karen M. Shilling and Karl Schilling. 1999. Increasing expectations for student effort. About Campus, 4:2.

34

Data in first three bullets from John Immerwahr and Tony Foleno. 2000. Great Expectations: How the Public and ParentsãWhite, African American, and Hispanic View Higher Education. New York: Public Agenda.

35

Ford Foundation Campus Diversity Initiative Public Information Project. 1998. National Survey of Voters. New York: Ford Foundation. Summary available at www.diversityweb.org.

36

The 40 percent figure is for 4-year degree programs from Clifford Adelman. 1991. Answers in the Tool Box: Academic Integrity, Attendance Patterns, and Bachelor's Degree Attainment. Washington, DC: U.S. Government Printing Office. p. viii. The 60 percent figure is for community colleges and comes from ACT, Inc. See www.act.org/news/releases/2001/charts4.html. Because these are 3-year graduation rates for community college students, longer term completion rates may be somewhat higher.

37

National Commission on the High School Senior Year. 2001. Raising Our Sights. Princeton: Woodrow Wilson National Fellowship Foundation. p. 9. Available at www.commissiononthesenioryear.org/Report/report.html.

38

Available at www.ed.gov/pubs/NatAtRisk/title.html.

39

Several states are using tests that probe for more than factual recall including Maryland (Maryland School Performance Assessment Program), New York (Regents Examinations), and Vermont (the Comprehensive Assessment System that includes local portfolio assessments to complement statewide testing).

40

All quotations from personal conversation with Paul Schwarz, May 2002.

41

National Commission on the High School Senior Year. 2001. The Lost Opportunity of Senior Year: Finding a Better Way. p. 11-19. Available at www.commissiononthesenioryear.org/Report/report.html.

42

Association of American Colleges. 1985. Integrity in the College Curriculum. Washington, DC. p. 2.

43

However, in the most innovative colleges and universities, such as the sixteen identified through AAC&U's Greater Expectations Leadership Institutions national competition in 2000, more coherent curricula are appearing. Many of the seventy-three applicants to this competition demonstrated a beginning commitment to greater curricular coherence. See www.aacu.org/gex/Consortium/consortium.cfm for a list of innovative institutions.

44

Over the past decade, the Preparing Future Faculty Program, jointly sponsored by AAC&U and the Council of Graduate Schools, has engaged graduate departments across the country in revising doctoral education to include preparation for teaching and professional service. For a complete description, see Jerry Gaff, Anne S. Pruitt-Logan, Richard A. Weibl, et al. 2000. Building the Faculty We Need: Colleges and Universities Working Together. Washington, DC: Association of American Colleges and Universities.

45

Change may be starting to occur. In 2002, U.S. News & World Report asked colleges to supply information on many practices associated with greater student engagement.

46

Patricia Gurin. 1999. Expert report in "The compelling need for diversity in higher education," presented in Gratz, et al. v. Bollinger, et al., No. 97-75321 (E.D. Mich.). Washington, DC: Wilmer, Cutler, and Pickering.

47

Association of American Colleges and Universities. 1995. The Drama of Diversity and Democracy: Higher Education and American Commitments. Washington, DC. Also, Association of American Colleges and Universities. 1995. American Pluralism and the College Curriculum: Higher Education in a Diverse Democracy. Washington, DC.

48

National Center for Education Statistics. 1998. The Condition of Education, 1998. Washington, DC: U.S. Government Printing Office. Indicator 52. Available at nces.ed.gov/pubs98/condition98/c9852a01.html.

49

First three data items from Tracey King and Ellyne Bannon. 2002. At What Cost? Washington, DC: The State PIRG's Higher Education Project. Available at www.pirg.org/highered/atwhatcost.html. Last data item from Advisory Committee on Student Financial Assistance. 2002. Empty Promises: The Myth of College Access in America. Washington, DC. Available at www.ed.gov/offices/AC/ACSFA/whatnew.html.

50

The American Council on Education's series On Change provides useful insights into the process of institutional change in higher education. See www.acenet.edu/bookstore/index.cfm?alph=1.

51

David T. Kearns from the foreword to Denis P. Doyle. 2000. Reclaiming the Legacy: In Defense of Liberal Education. Washington, DC: The Council for Basic Education. Available at www.c-b-e.org/pubs/doylebk.htm.

52

Association of American Colleges and Universities. 1991. The Challenge of Connecting Learning: Project on Liberal Learning, Study-in-Depth, and the Arts and Sciences Major. Washington, DC.

53

Capstone experiences and other "high value" features of a curriculum foster student engagement with their education, an indicator of educational effectiveness. See George D. Kuh. Assessing what really matters to student learning: Inside the National Survey of Student Engagement. Change, 33:3. p. 10-17, 66.

54

Reinventing Undergraduate Education: Three Years after the Boyer Report (no author) provides details about student participation in research at the country's research universities and can be found at www.sunysb.edu/reinventioncenter/boyerfollowup.pdf. Such opportunities also exist at many other types of colleges and universities.

55

Orienteering principles derived from www.us.orienteering.org/Home.html and www.williams.edu:803/Biology/orienteering.

56

"From "My Work" to "Our Work"." Title of American Association of Higher Education Conference on Faculty Roles & Rewards, January 19-22, 1995, Phoenix, Arizona, referring to R. Eugene Rice. 1994. Making a place for the new American scholar. New Pathways Working Paper Series. Washington, DC: American Association of Higher Education.

57

Clifford Adelman. 1991. Answers in the Tool Box: Academic Integrity, Attendance Patterns, and Bachelor's Degree Attainment. Washington, DC: U.S. Government Printing Office.

58

For more information see the PASS Web site at www.ous.edu/pass.

59

For more information see the Standards for Success Web site at www.s4s.org.

60

Concept borrowed from Ralph Wolff, executive director, Western Association of Schools and Colleges, Accrediting Commission for Senior Colleges and Universities.

61

See the Greater Expectations Project on Accreditation and Assessment at www.aacu.org/paa/index.cfm.