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Articles 1 - 6 of 6
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Access To Capital And Technical Assistance, Richard J. Ward
Access To Capital And Technical Assistance, Richard J. Ward
New England Journal of Public Policy
This article summarizes and analyzes the views of select leaders in business, labor, banking, the government, and academia with regard to the constraints, obstacles, and recommendations to achieve economic growth in Massachusetts. The role of the state government in addressing these issues receives special attention. Access to capital and technical assistance had been regarded by many as the key constraint, particularly during the recession of the early 1990s. The author analyzes inconvenient government systems, bottlenecks, and bureaucracy as throttling the flow of capital to small-business entrepreneurs. The analysis concludes, however, that unless the state cum federal government finds ways to …
Editor's Note, Padraig O'Malley
Editor's Note, Padraig O'Malley
New England Journal of Public Policy
With a great deal of pride, the New England Journal of Public Policy is pleased to announce a new partnership. Beginning with this issue, the journal becomes a joint publication of the John W. McCormack Institute of Public Affairs, University of Massachusetts Boston, and the Center for Policy Analysis, University of Massachusetts Dartmouth. Both bring to the joint venture special skills that complement each other; both are committed to holding the quality of the publication to the same rigorous standards that intellectual integrity demands, and both are committed to maintaining the degree of accessibility that has been a hallmark of …
Editor's Note, Padraig O'Malley
Editor's Note, Padraig O'Malley
New England Journal of Public Policy
In this special issue of the New England Journal of Public Policy, we explore some of the more perennial but nonetheless substantive issues involved in the ongoing debate about the shape educational reform should take from different points of view, and seek that most sought-after and elusive alchemist, common ground.
Better High Schools: What Would Create Them?, Theodore R. Sizer
Better High Schools: What Would Create Them?, Theodore R. Sizer
New England Journal of Public Policy
The American desire to improve education has set off a flurry of activity to reform schools. In such a climate of restructuring, Sizer explores what better secondary schools might "look like" if indeed they existed. His consideration of the improved high school is based on five particular conditions — all of which support teachers and students in their engagement with the serious stuff of learning and all of which must exist in one form or another for schools to be effective. The conditions are cast as questions. Sizer locates the responsibility for school reform broadly, from the heart of a …
Parent Involvement In Urban Schools: The View From The Front Of The Classroom, Frances Gamer, Kathleen Mccarthy Mastaby
Parent Involvement In Urban Schools: The View From The Front Of The Classroom, Frances Gamer, Kathleen Mccarthy Mastaby
New England Journal of Public Policy
American educational reform movements focus on efforts to restructure our schools to include all interested parties, especially parents, in the decision-making process. Nowhere is involvement more crucial than in America's inner-city urban neighborhoods. As parents are given a greater voice in their child's school, educators must join them as collaborators. This article identifies elements that impeded parental involvement and recognizes positive and encouraging techniques leading toward successful family-school-community partnerships. An alliance between groups too long seen as opponents rather than proponents must be established.
The Impact Of School Spending On Student Achievement: Results Of Meap Statewide Tests, Robert D. Gaudet
The Impact Of School Spending On Student Achievement: Results Of Meap Statewide Tests, Robert D. Gaudet
New England Journal of Public Policy
Examining school spending and student achievement as measured by the Massachusetts Educational Assessment Program tests on a community-by-community basis indicates that high spending in and of itself does not ensure achievement. While every community must have adequate funding to deliver an acceptable level of education services, there is a wide variation in achievement in similar communities with similar spending. The data suggest that other factors influence outcomes at least as much as spending.