Education and workplace needs

Bibliographic Data

ID5114498
AuthorsHenry M Levin (0000-0003-2729-9615, Stanford University, corresponding author)
Year1994
Volume33
Issue2
Pages132-138
Publication date1994-03-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405849409543629
OpenAlexW2026246895
LanguageEN
References cited13

EVER SINCE the publication of A Nation at Risk by the National Commission on Excellence in Education in 1983, national educational policy and reform have been dominated by economic considerations. That report and others have argued that the ability of the United States to succeed in international economic competition will depend crucially on our ability to raise academic requirements and test scores to levels that equal or exceed those of our competitors. More academic courses, rigorous examinations for high school graduation, and longer school days and school years have been recommended as ways of improving test scores to make the nation economically competitive. These assertions have been so convincing that there has been little call for evidence. It is simply assumed that much of the economic challenge has education at its roots and that more education and

Commission · Competition (biology · Competitor analysis · Economic growth · Economics · Excellence · Graduation (instrument · Management · Political science · Public relations · Test (biology · Education Systems and Policy · Engineering · Law · Public Administration

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