Sigal Ben-Porath writes about the shortcomings of the Chicago principles, which many higher education institutions endorse as a framework for responding to challenges to free speech on campus.
Jonathan Zimmerman reviews three books on the desegregation of schools after the Supreme Court's 1954 Brown v. Board of Education decision and unpacks the ruling's ongoing legal and historical questions.
Peter Eckel, writing with Cathy Trower, cautions that the traditional committee structures and operating procedures of university, college, and state system boards have not kept up with the times and can benefit from focused institutional review.
Laura Perna speaks about academics' frustrations with predatory practices in the student loan industry. "We have this structural reliance on loan servicers," she explains. "If they're not doing their job, it's a problem."
Nelson Flores writes about the professionalization of bilingual education and the unrealistic assumption that schools can alone reverse the effects of poverty and segregation.
Andrew Martinez offers guidance on how administrators, faculty, and peers can help cultivate a positive transition for first-generation students entering college or graduate school.
A Penn AHEAD study on enrollment and completion of Massive Open Online Courses (MOOCs) is cited in a commentary on the online education platform MasterClass, which recently received an influx of investment funding.
Joni Finney comments on new public policy initiatives in Illinois to increase college affordability and bolster need-based financial aid programs, with the aim of reducing brain drain from the state.
Matthew Steinberg is cited for his recently published research on the relationship between suspensions and student test scores in Philadelphia district schools.
Robert Zemsky cautions that universities and colleges are stretching their already-thin resources by rushing to add new majors in reaction to declining enrollments.
Sigal Ben-Porath was cited for her concept of “inclusive freedom,” which joins a commitment to free speech with the belief that all people should have the chance to participate in free expression and learning.
Peter Kuriloff comments on the role of school leaders in making elite private schools more tolerant places and the importance of listening to students of color.
Alan Ruby said that the Indian government’s decision to designate just six universities as “Institutes of Eminence” was a sensible choice, which would allow them to concentrate available resources.
Richard Ingersoll discusses reasons why teachers—particularly teachers of color—leave the profession, citing a lack of classroom autonomy and lack of voice into schoolwide decisions.
Sigal Ben-Porath writes about the shortcomings of the Chicago principles, which many higher education institutions endorse as a framework for responding to challenges to free speech on campus.
