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America's education system faces a stark dilemma: it needs governmental oversight, rules and regulations, but it also needs to be adaptable enough to address student needs and the many different problems that can arise at any given school-something that large educational bureaucracies are notoriously bad at. Paul Hill and Ashley Jochim offer here a solution that is brilliant for its simplicity and distinctly American sensibility: our public education system needs a constitution. Adapting the tried-and-true framework of our forefathers to the specific governance of education, they show that the answer has been part of our political DNA all along. Most reformers focus on who should control education, but Hill and Jochim show that who governs is less important than determining what powers they have. They propose a Civic Education Council-a democratic body subject to checks and balances that would define the boundaries of its purview as well as each school's particular freedoms. They show how such a system would prevent regulations meant to satisfy special interests and shift the focus to the real task at hand: improving school performance. Laying out the implications of such a system for parents, students, teachers, unions, state and federal governments, and courts, they offer a vision of educational governance that stays true to-and draws on the strengths of-one of the greatest democratic tools we have ever created.

Education and state --- School management and organization --- Law and legislation --- education, student needs, bureaucracy, governance, oversight, school performance, administration, government, testing, academic achievement, learning, common core, assessment, decentralization, responsibility, competition, nonfiction, politics, principals, unions, teachers, charter, reform, portfolio, no child left behind, funding, accountability, civil rights, cafeteria, districts, rural, opening, closing, boards.

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The book provides a rich, informative picture of the current state of student engagement evaluation, while also highlighting challenges and opportunities for future advances. A particular strength of this publication is its emphasis on the importance of taking evidence-based decisions, and showing how the South African Survey of Student Engagement (SASSE) can provide the evidence for well-informed changes in policy and practice in order to enhance student success." - Prof Magda Fourie-Malherbe, Stellenbosch University

Higher & further education, tertiary education --- Academics --- Academic achievement --- Academic advising --- Academic advisors --- Academic challenge --- Academic development --- Academic literacy --- Academic performance --- Academic support --- Access --- Academic staff (also see academics/Lecturers) --- Actionable --- Active learning --- Agency --- Aggregated --- Analyse --- Apply --- Ask questions --- Assessment --- Attitude --- Australasian Survey of Student Engagement (AUSSE) --- Beginning University Survey of Student Engagement (BUSSE) --- Benchmarking --- Bloom’s taxonomy --- Business --- economics and management --- Campus environment --- Capacity --- Career advisors --- Challenges --- Classroom activities --- Classroom Survey of Student Engagement (CLASSE) --- Co-curricular (also see extra-curricular) --- Cognitive --- Cognitive development --- Cognitive educational activities --- Cognitive functions --- Cognitive skills --- Collaborative learning --- Colleges --- Community college --- Comprehensive universities --- Conditional formatting --- Contextual --- Contextual challenges --- Contextualised --- Council on Higher Education (CHE) --- Course (module/subject) --- Critical thinking --- Culture --- Curriculum --- Data --- Data-informed --- Decision-making --- Decolonisation --- Deep learning --- Department chairs (heads of departments) --- Department of Higher Education and Training (DHET) --- Development --- Developmental outcomes --- Diagnostic --- Disaggregating --- Discussions --- Discussion with diverse others --- Dropout --- Education outcomes --- Effective educational behaviours --- Effective educational practices --- Effective leadership --- Effective teaching practices --- Empirical --- Engagement – also see Student Engagement --- Engineering --- Equity --- Equitable outcomes --- Evaluate --- Evidence --- Evidence-based --- Expectations --- Expected academic difficulty --- Expected academic perseverance --- Experiential learning --- Experience with staff --- Extended degree --- Extended curricula --- Extra-curricular (also see co-curricular) --- Financial Stress Scale --- First-generation --- First-year --- Food --- Food insecurity --- Frequency --- Freshman myth --- Gender --- Graduate attributes (Learning outcomes) --- Group work --- Heads of departments --- High-Impact practices --- Higher education outcomes --- Higher-Order Learning --- Holistic --- Humanities --- Incentive --- Indicators --- Innovation --- Innovative --- Instructional paradigm --- Interactions --- Interventions --- Institutional culture --- Institutional performance --- Institutional research --- Institutional researchers --- Institution-wide approaches --- Interpersonal relationships --- Interpersonal skills --- Intersectional --- Intersectionality --- Irish Survey of Student Engagement (ISSE) --- Knowledge --- Knowledge society --- Language --- Law --- Leaders --- Leadership (management/university leadership) --- Learning --- Learning environments --- Learning facilitator --- Learning outcomes --- Learning paradigm --- Learning strategies --- Learning with peers --- Lecturer Survey of Student Engagement (LSSE) --- Lecturers (also see academics/academic staff) --- Librarians --- Management (University leaders and Leadership) --- Mathematics --- Memorisation --- Mentor --- Mentoring --- Mentorship --- Mission --- Module (course/subject) --- Motivation --- National Benchmark Tests (NBT) --- National Benchmark Test Project (NBTP) --- National Development Plan --- National Survey of Student Engagement (NSSE) --- Natural and Agricultural Sciences --- Next Generation of Academics Programme (nGAP) --- Numeracy development --- Off-campus --- On-campus --- Online resources --- Pathways --- Peer learning (also see Tutor) --- Pedagogical approaches --- Pedagogical contexts --- Pedagogical environments --- Pedagogical experiences --- Pedagogical innovation --- Pedagogical practices --- Pedagogical relationship --- Pedagogical responsiveness --- Pedagogies --- Perceived academic preparation --- Perceived preparedness --- Persistence --- Policies --- Policy --- Policy makers --- Practical significance --- Practical work --- Preparing for class --- Professional development --- Professionals --- Professional staff --- Quadrant --- Quality --- Quality assurance --- Quality of interactions --- Quantitative reasoning --- Reflection --- Reflective and integrative learning --- Relationships --- Research --- Responsiveness --- Resources --- Retention --- Science --- engineering and technology --- Self-reflection --- Senior students --- Service learning --- Social sciences --- Socio-economic --- South African Survey(s) of Student Engagement (SASSE) --- Staff development (also academic development and lecturer development) --- Stakeholder --- Strategies --- Statistical --- Student affairs --- Student behaviour --- Student bodies --- Student data --- Student development --- Student engagement --- Student evaluation --- Student financial aid --- Student involvement --- Student learning --- Student life --- Student needs --- Student outcomes --- Student organisations --- Student perspective --- Student participation --- Student performance --- Student persistence --- Student retention --- Student responses --- Student societies --- Student-staff interaction --- Student success --- Student views --- Student voice --- Success rates --- Subject (course/module) --- Support services --- Support staff --- Supportive campus --- Supportive environment --- Synthesise --- Systemic perspective --- Systemic understanding --- Teaching --- Teaching and learning --- Techniques --- Time --- Time management --- Traditional universities --- Transformation --- Transformative --- Transition --- Tutor --- Tutorials --- Undergraduate research --- Underprepared --- United States --- University Capacity Development Grant (University Capacity Development Programme) --- Universities --- Universities of Technology --- University leaders --- Unrealistic --- Well-being