Briefing materials, February 3-4, 1994, Doubletree Hotel, Austin, Texas

Note: In an effort to keep the book at a reasonable length and to emphasize the most important items, only action items and policy briefings are included in this book (with the exception of Performance Reports to the Evaluation Committee). Briefing items on the agendas will be presented on overheads at the appropriate meeting and copies of the overheads or more detailed information will be available upon request

High School Exit Examinations: When Do Learning Effects Generalize?

This paper reviews international and domestic evidence on the effects of three types of high school exit exam systems: voluntary curriculum-based external exit exams, universal curriculum-based external exit exam systems and minimum competency tests that must be passed to receive a regular high school diploma. The nations and provinces that use Universal CBEEES (and typically teacher grades as well) to signal student achievement have significantly higher achievement levels and smaller differentials by family background than otherwise comparable jurisdictions that base high stakes decisions on voluntary college admissions tests and/or teacher grades. The introduction of Universal CBEEES in New York and North Carolina during the 1990s was associated with large increases in math achievement on NAEP tests. Research on MCTs and high school accountability tests is less conclusive because these systems are new and have only been implemented in one country. Cross-section studies using a comprehensive set of controls for family background have not found that students in MCT states score higher on audit tests like the NAEP that carry no stakes for the test taker. The analysis reported in table 1 tells us that the five states that introduced MCTs during the 1990s had significantly larger improvements on NAEP tests than states that made no change in their student accountability regime. The gains, however, are smaller than for the states introducing Universal CBEEES. New York and North Carolina. The most positive finding about MCTs is that students in MCT states earn significantly more during the first eight years after graduation than comparable students in other states suggesting that MCTs improve employer perceptions of the quality of the recent graduates of local high schools

Challenges towards renewable energy : an exploratory study from the Arabian Gulf region

Considering the importance of energy for social and economic development, access to clean, affordable and reliable energy has been adopted as one of the United Nations sustainable development goals that all countries aim to achieve by 2030. However, much of the world's energy is still produced from fossil fuels and thus the progress towards clean and renewable energy is slow. This paper explores the key challenges towards renewable energy in Gulf Cooperation Council countries blessed with plenty of oil and gas reserves. The key challenges identified through literature review were ranked using a quantitative approach through the data collected from a selective sample across the six countries. These challenges in order of importance were found to be policies and regulations, manpower experience and competencies, renewable energy education, public awareness, costs and incentives for renewable energy and government commitment. The findings could be helpful to decision makers and government organisations in the region to develop strategies to overcome these identified challenges