Contributor
Terry W. Hartle, Senior Vice President for Government and Public Affairs, American Council on Education
Related Link:
http://www.acenet.edu
Biography provided by participant
For more than a decade, Terry W. Hartle has directed ACE's comprehensive effort to engage federal policy makers on a broad range of issues including student aid, scientific research, government regulation, and tax policy. This work not only involves representation before the U.S. Congress, administrative agencies, and the federal courts, it increasingly includes work on state and local issues of national impact. Given ACE's historic role in coordinating the government relations efforts of some 60 associations in the Washington-based higher education community, Hartle is widely considered American higher education's most visible lobbyist.
Prior to joining the council in 1993, Hartle served for six years as education staff director for the Senate Committee on Labor and Human Resources, then chaired by Sen. Edward M. Kennedy. Prior to 1987, Hartle was director of social policy studies and resident fellow at the American Enterprise Institute, and a research scientist at the Educational Testing Service. Hartle is quoted widely in both the national and international media on higher education issues, has authored or co-authored numerous articles, books, and national studies, and contributes regular book reviews to The Christian Science Monitor.
Hartle received a doctorate in public policy from The George Washington University in 1982, a masters in public administration from the Maxwell School at Syracuse University in 1974, and a bachelor's degree in history (summa cum laude) from Hiram College in 1973. He was awarded an honorary doctor of laws degree by Northeastern University in 1994. He is a member of Phi Beta Kappa, the Garfield Society at Hiram College, and the Hiram College Athletic Hall of Fame.
Recent Responses
October 8, 2009 03:26 PM
Like many public policy questions, this is not a question of good versus bad, but a question of two goods, both with downsides. Collecting longitudinal data on students from kindergarten to higher education to employment represents the Holy Grail for policy researchers. It would provide them with the type of data that would allow for a more complete and accurate understanding of student enrollment, persistence, and completion. State policy makers would have access to the type of data necessary to make well informed policy decisions on educational issues. It seems like a no-brainer. However, such a databases raises three important concerns that…
Read moreSeptember 28, 2009 04:09 PM
The Common Core State Standards Initiative is an unprecedented national effort to raise student achievement to a college- and career-ready level, bringing together governors and state commissioners of education from 48 states to develop a common core of state standards in English language arts and mathematics for grades K-12. Higher education must be involved in order for the standards to realize their full potential as a tool for increased student achievement. If the standards are embraced by higher education, a huge opportunity opens to create a much more seamless pathway for students from high school into college. If faculty believe…
Read moreSeptember 16, 2009 01:51 PM
College completion rates are not what they should be in this country, and it’s clear institutions must do more—which will be challenging in the current financial environment. However, they can’t do this alone. There are three steps to higher graduation rates: We need academically prepared students who are able and motivated to do college-level work. As was discussed on this blog several weeks ago, the most recent data from ACT indicate that only 25 percent of graduating high school seniors are college-ready. Some students who leave college do so because they are unable—or unwilling—to do the work. We need adequate financial resources…
Read moreAugust 25, 2009 03:35 PM
According to ACT, less than 25 percent of graduating high school seniors are college ready. In order to improve the preparedness of students for higher education, we must begin long before they ever set foot in the hallways of their high school. Only by providing a full and rigorous schedule of academic courses before and throughout high school—and by motivating students to challenge themselves in such classes—can we hope to effect real change in how well students are prepared for college. ACT’s data indicate that those students who take a core curriculum, defined as at least four years of English…
Read moreJuly 13, 2009 07:52 AM
The current economic downturn has put a bottom-line focus on jobs for many Americans. As recent college graduates seek their first jobs, they are confronted with an unhappy truth -- new entrants into the labor market are always at a disadvantage in an economic downturn. This is not to say that graduates are ill-prepared or that an economic slide is the time to put off pursuing a degree or additional job training. Indeed, as Education Secretary Arne Duncan recently said, “The best thing we can do is educate our way to a better economy.” And every sector of American higher…
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