Most of the action in American educational policy happens in the states. Their governments are primarily responsible for elementary and secondary education, and the vast majority of students in the United States attend public institutions that are also funded and governed primarily at the state level. So any efforts to improve the interaction between the public schools system and higher education, and to ease the transition of students from one to another to ensure their academic success, will live and die largely at the state level.
The National Collegiate Athletic Association plans to provide up to $7 million a year to member colleges whose athletes perform well in the classroom and another $3 million annually to help institutions improve the academic success of their athletes, association officials said Thursday.
In an effort to shed light on the hows and whys behind students’ success at completing college, the U.S. Education Department has released a new report called “The Toolbox Revisited.”
The longitudinal study, which its author calls a “data essay,” explores the high school class of 1992 as it moved from high school to higher education and compares its success, favorably, to the high school class of 1982 tracked in an earlier report, “Answers in the Tool Box.”
It’s tourney time. March Madness. The big dance. Thousands of college students will muster energy never before seen in lecture halls to cheer one of 65 college basketball teams to the national championship.
Television rights to the tournament account for 90 percent of the National Collegiate Athletic Association’s annual revenue.
A national outplacement consulting firm, Challenger, Gray & Christmas, estimates that businesses will lose $237 million a day as people follow the tournament during working hours.