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A new High School Equivalency (HSE) policy was developed in the United Arab Emirates (UAE) in response to a shift toward a knowledge-based economy and a transformation toward STEM education. The purpose of this study is to explore and understand the stakeholders' perceptions and experiences in implementing the new HSE policy in a school that follows a US curriculum in the UAE. The study was conducted before the COVID-19 lockdown. The phenomenological approach was used to shed light on the implementation of the HSE policy in an active learning environment and the challenges facing the school's stakeholders. The study results reveal the challenges that stakeholders face in implementing the HSE policy and their experiences in offering students the courses they need. All stakeholders agreed that the transformation toward STEM education requires proper implementation of the high school equivalency policy in an active learning environment that help in developing students' twenty-first-century skills and prepare them to meet the job market needs.

The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers.

This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis.

Analysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status.

Although researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.

Using data from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2), this study compared the post-high school outcomes of young adults with learning disabilities (LD) or emotional/behavioral disorders (EBD) in 1990 and 2005. These cohort comparisons reveal how the results of special education have changed over that time period as evidenced in the post-high school outcomes of nationally representative samples of youth. The extended data collection time period of NLTS2 (2001–2009) also enabled an assessment of the evolution in the post-high school outcomes of young adults with LD or EBD who had been out of high school up to 8 years. The post-high school outcomes considered included high school completion, postsecondary education enrollment and completion, employment status and wages, and community integration as illustrated by living arrangements and criminal justice system involvement. Findings for both the NLTS/NLTS2 cohort comparisons and the longitudinal analyses from NLTS2 indicate progress in efforts to improve outcomes for youth and young adults with LD or EBD but also underscore the work ahead in setting these groups on a path to successful adulthood. Implications for practice and research are discussed.

We examine variation in high school and college outcomes across New York City public high schools. Using data on 80,000 students who entered high school in 1998 and following them into the City University of New York, we investigate whether schools that produce successful high school students also produce successful college students. We also explore differences in performance across sex, race, and immigration, and we briefly explore selection issues. Specifically, we estimate student-level regressions with school fixed effects, controlling for student characteristics, to identify better and worse performing schools based on state mandated exams, graduation, and college performance.

The foremost objective of this chapter was to present an overview of the cooperative healthcare sector in Argentina by reviewing its brief history, components and the role these healthcare cooperatives play in the society. The second objective was to look at how these cooperatives have helped women and the local communities in which they operate.

This paper has used chiefly secondary data derived from various academic papers and official and government websites which publish cooperative sector-related information. The intention was to construct a concise yet detailed study that would be of help to other researchers in the field of healthcare cooperatives since the data related to Argentina is highly scattered and frequently found not up to date.

The research has found that health cooperatives in Argentina have aided in overcoming problems in the sector such as sectoral fragmentation, negligence and frequently inadequate standards of care management as well as operational and implementation failures that the private and government healthcare players have been accused of being fraught with. Furthermore, the cooperatives have frequently played a complementary or supplementary role rather than a competitive one with the private and government players.

Through the examples presented in this chapter, it is evident that health cooperatives in Argentina are making large impacts in the healthcare domain along with positively impacting women, marginalised and vulnerable sections of the society and the community. It only remains to be seen now how far this sector will grow in the future and how many more lives will be benefitted.

Why evaluate quality in Library and Information Science (LIS) schools? From a historical perspective, quality assurance always has been considered a strategic issue by LIS schools for improvement of the teaching and learning experience and for accountability. Internationalization has added a new role to quality assurance in LIS. In terms of the context of the World Trade Organization General Agreement on Trade in Services (WTO-GATS), LIS is increasingly recognized as part of the knowledge sector. The WTO-GATS has approved a multilateral framework that sets out rules for the conduct of international trade in services, including educational services. The GATS includes both general rules—for example, those related to the transparency of trade-related regulations—and a framework for specific commitments under which countries choose whether, and under what conditions, to allow access to their markets for foreign suppliers. The provisions in the GATS related to trade regulations and ways countries choose to allow access to their markets are relevant to the recognition of international standards or qualifications for professionals. Although not mandatory, international standards are encouraged, both for quality assurance of LIS school offerings in general, and for recognition of a specific LIS school outside its home country. Additionally, in the context of an increasingly internationalized job market, employers need reliable information on how to evaluate specific higher education degrees and assess degrees recognized and granted in their domestic market. The goals are to facilitate the mobility of students and to increase employability. The need to reinforce the comparability of higher education internationally through quality assurance systems is now becoming more pressing.

Community college African American male student enrollment and academic success is diminishing. The authors explore the importance and wisdom of mentoring programs for African American males attending community colleges. The chapter considers issues of student persistence and retention and how they relate to effective community college mentoring programs. Specifically, the authors discuss how community college mentoring programs can counteract inherent obstacles for African American students attending commuter style campuses. A description of how some community colleges successfully engage African American male students in order to achieve Kuh's four attributes of a supportive college environment and to overcome the issues of college departure -- being first-generation college students, lacking academic self-concept, no or minimal institutional engagement with students, and no or minimal student involvement student involvement on campus – is provided. The authors highlight successful community college programs which include the national “Students African American Brotherhood” program, Santa Fe College's “My Brother's Keeper,” the North Carolina Community College System, and Hillsborough Community College's Collegiate 100.

The U.S. faces unprecedented challenges to its economic, political, and military pre-eminence as it proceeds into the initial years of the 21st century. During the Cold War era, the superpowers viewed countries as either enemies or friends. The era of globalization, however, has transformed friends and enemies alike into competitors (Friedman, 2000). The U.S., the chess master of the Cold War era, has encountered great difficulty in adapting to the new geo-political and socio-economic realities brought about by the era of globalization. As this new era celebrated its coming out party in 1989 with the fall of the Berlin Wall, the U.S. has witnessed its own economic decline. In 1945, the U.S. accounted for over 70% of the World’s GDP. Today, that figure has shrunk to 19% (cited in Kedia, 2001).

The primary purpose of this study is to test the measurement invariance and the latent mean differences of the personal accountability measure (PAM) constructs.

Obtained through the Turkish version of the PAM from a random sample of 453 teachers working in elementary and secondary schools in Aksaray province, data were analyzed using multigroup confirmatory factor analysis (CFA) to test the measurement invariance and latent mean differences of the internal and external accountability constructs across gender, tenure, school grade and teacher branches, respectively.

Teacher internal and external accountability constructs were demonstrated in this study to be fully equivalent across gender and tenure, and partially equivalent across school grade and teacher branches. Latent mean comparisons showed that less-experienced tenure teachers, class teachers and ESL teachers in Turkey felt more internally accountable compared to their peers in other groups. No significant latent mean differences of teacher external accountability were observed across genders, tenures, school types or teacher branches.

This study contributes to research by providing further valuable information on the equivalencies of the external and internal accountability constructs across gender, tenure, school grade and branch for future research studying multigroup comparisons and structural relationships of personal accountability constructs. It also provides school principals and policymakers with more accurate, multigroup comparisons of teacher external and internal accountability dispositions across gender, tenure, school grade and branch.