Education Commons^™

Advancing Southern Nevada’S Regional Priorities: Overview Of The 77th Session Of The Nevada Legislature, David F. Damore

Brookings Mountain West Publications

On January 10, 2013 the elected leadership of Southern Nevada met to discuss the region’s governance, K--‐12, higher education, infrastructure, economic development, and health care needs. From that bipartisan discussion emerged policy priorities for the 77^th Session of the Nevada Legislature. This report examines the degree to which the region’s elected senators and assembly members advanced these priorities and represented the interests of Southern Nevada in state government.

Is College A Good Investment?: An Economic And Policy Analysis, Beth Akers

Brookings Scholar Lecture Series

This lecture provides a theoretical framework for thinking about the financial returns on the investment in higher education degrees and will present the latest empirical finding on this question. The discussion will touch on the topics of rapid tuition inflation, for-profit colleges, student loan debt, and the potential for a fiscal crisis in the market for student loans.

Developing A Campus-Wide Information Literacy Agenda, Patricia A. Iannuzzi

Library Faculty Presentations

No abstract provided.

Beyond Small Change: Reforming Nevada's Approach To Education Reform, Sonya D. Horsford

Lincy Institute Reports and Briefs

When it comes to education, Nevada’s reputation as a low‐performing state in no way reflects a shortage of reforms. The politics of high‐stakes accountability characteristic of federal education policy since the 1980s has resulted in much reform, but “small change” in terms of funding and improved outcomes in the Silver State. This brief examines the history of Nevada education reform and why Nevada must reform its approach to improving schools by turning its attention from unfunded mandates to adequate and equitable investments in education. It concludes with a discussion of how Nevada policymakers and educational leaders can move beyond small …

Game Change: What Have We Learned? Pt. 2, Robert E. Lang, Sonya D. Horsford, Marya L. Shegog, Ramona Denby-Brinson, Fatma Nasoz

Brookings Scholar Lecture Series

Share Knowledge. Change Lives. Transform our Community.

Our Mission: The Lincy Institute at UNLV conducts and supports research that focuses on improving Nevada's health, education, and social services.

Our Research Areas: Education, Health, Social Services, Information Technology

The Las Vegas Promise Neighborhood Initiative: A Community-Based Approach To Improving Educational Opportunity & Achievement, Sonya D. Horsford, Carrie Sampson

Lincy Institute Reports and Briefs

Since the 1980s, the standards and accountability movement in U.S. education has focused heavily on reform at the classroom and school level, with insufficient regard for how social, political, and community contexts impact student learning and achievement (Berliner, 2006; Horsford, 2010; Noguera, 2003; Oakes, 1989; Wells et al., 2004). This emphasis on standardization and high-stakes testing has stigmatized, and in many instances, penalized low-income and historically underserved students and communities through the use of student subgroup and school designations. It also largely has ignored the research literature documenting the significant impact poverty, neighborhood context, and related out-of-school factors such as …

Educational Experiences Of Emancipated Foster Youth: An Exploratory Study, Cynthia Joyce Stunkard

UNLV Theses, Dissertations, Professional Papers, and Capstones

The data obtained in this qualitative study focused on the educational experiences of youth formerly in foster care after graduation from high school from the viewpoint of the youth. Data were gathered from interviews from 10 participants. Themes included: (a) How do youth emancipated from foster care perceive their educational experiences? (b) What could teachers have done differently to assist the foster youth when he/she first arrived in the classroom or when he/she was moving to another placement? (c) What did teacher do to help the foster youth feel welcomed and part of the classroom community?

Interviews were conducted and …