Latest Research: "To a Culture of No Excuses"
High school graduation ceremonies are fast approaching. In the next few weeks over 6,700 Charlotte-Mecklenburg seniors will receive their diplomas and this should signal they are prepared to successfully enter postsecondary education or in work. But are they?
| If past trends continue, about 2,350 of these seniors will enroll in one of the schools within the University of North Carolina system. Of these, only a little over 1,300 (or 56%) will actually graduate by Spring, 2014. It is costly to not complete a college degree -- costly to students and parents and costly to North Carolina Taxpayers. In fact, North Carolina tax payers contribute over $12,500 per year for each in-state undergraduate in the UNC system, or approximately $50,000 for a student's four years of college. If it takes a student longer than four years, it is costly to the taxpayers. Yet if the student does not graduate at all, his or her earning power diminishes significantly meaning tax revenues received from that individual will be much lower than if he or she had obtained that degree. But more importantly, the student pays the price in not being able to achieve what he or she envisioned as a high school senior. |
Why do they not graduate in five years? Are our students adequately prepared for the rigors of higher education? Or do they have to enroll in remedial classes before they can take college-level classes? Are they even able to survive their freshmen year and return for their second year? How does CMS student success rate in the universities compare to that of students from other urban districts in North Carolina and to that of students throughout the UNC system? Does the high school he or she attended make a difference? Do all our students have equal opportunity for success in colleges and universities? To begin answering these questions, the Public Education Research Institute at Queens has just completed a 2-part study looking at the performance of the 2006-07 UNC system freshmen. (May, 2009) Executive Summary of Report Part I: To a Culture of No Excuses Part II: To a Culture of No Excuses |
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What Is the Public Education Research Institute at Queens
Often theoretical solutions simply will not work. Instead, practical data-driven answers to real issues in our public schools are needed. The Public Education Research Institute at Queens (PERIQ), a component of the Wayland H. Cato, Jr. School of Education, has been created to provide just that.
| What's the Mission and Vision of PERIQ? | Recent Research Projects |
| What Does PERIQ Do? | |
| What Makes PERIQ Different? | |
| What Guides PERIQ's Work? |
Established to be a resource for the community, PERIQ is dedicated to improving educational outcomes in public schools through excellence in research and analysis.
Within the community, PERIQ seeks to be known as a highly respected, trusted source of accurate, relevant, and objective research necessary to provide effective, efficient public education resulting in students prepared for productive lives in the 21st century.
PERIQ's major role is to be:
PERIQ can help by providing research and analysis needed to find practical, timely solutions to meet today’s real challenges in public education.
PERIQ is positioned to:
PERI is guided by five key principles:
For more information, contact Cheryl Pulliam, Director of the Public Education Research Institute at Queens.
704.337.2373 (voice) 704.688.2770 (fax)
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Printed from www.Queens.edu.
Queens University of Charlotte
1900 Selwyn Ave.
Charlotte, NC 28274
Phone: 704 337-2200
Fax: 704 337-2403
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