The mission of the New England Journal of Public Policy goes hand-in-hand with the mission of UMass Boston: To serve the people, and address the issues of a great urban society through outstanding teaching, research and service. While we address policy issues of all kinds, we tend to focus on issues of an urban society. While we address policy issues internationally and nationally, we pay particular attention to disciplines which can address issues at the state and local level. While we prepare our students for academia, business and the nonprofit world, we have special expertise for practitioners of public policy. And while we approach the discipline of public and global policy with academic rigor and objectivity, we tend to see the issues through the prism of understanding that social and economic inequities are inherent in our system; part of our mission is to develop the tools to evaluate and address those inequities.
Current Issue: Volume 26, Issue 1 (2014) Special Issue on Education
The contributors to this issue—Andreas Schleicher, Catherine Boehme, Linda Darling-Hammond, Chris Edley, Michael Rebell, Fernando Reimers and Eleonora Villegas-Reimers, Kathleen J. Skinner and Paul Toner, Ronald Thorpe, Mark Warren, Randi Weingarten, and Jason Zimba—are among the most distinguished in their respective fields. They were asked to take the 2012 Programme for International Student Assessment (PISA) scores as a starting point and address the obstacles to education reform that prevent this country from leapfrogging rather than scrambling its way into the top tier of education performers, to address what is perhaps the most significant variable: that, leaving aside the fact that every municipality in the United States has its own educational system, there is no one education paradigm but several. There is a proliferation of education entrapments. Many argue persuasively, that the root of inequity in educational outcomes is growing poverty and resegregation. No Child Left Behind has become More Children Left Behind.
What Can PISA Tell Us about U.S. Education Policy?
Poverty, Educational Achievement, and the Role of the Courts
Michael A. Rebell
School Reform in Canada and Florida: A Study of Contrast
Catherine S. Boehme
Getting to the Core and Evolving the Education Reform Movement to a System of Continuous Improvement
Fernando M. Reimers and Eleonora Villegas-Reimers
Massachusetts Schooling Matters: Good News, Contributing Factors, Challenges, Persistent Problems
Kathleen J. Skinner and Paul Toner
- Padraig O'Malley
- Managing Editor
- Nancy Riordan
- Copy Editor
- Debby Smith