The article argues that the Federal Reserve's recent rate hike decision, while justifiable on inflation grounds, highlights a critical lack of an underlying, transparent policy framework. The core problem is that the Fed's decisions appear discretionary, leading to market uncertainty because the committee's judgment, rather than clear data, dictates policy shifts. The author proposes that the Fed adopt a formal monetary policy rule—an algebraic formula linking the target rate to indicators like inflation and unemployment—to replace subjective guidance. Implementing such a rule would provide market predictability, enhance transparency, and shield the Fed from political attacks by making deviations from the standard easily quantifiable.
Implementing Direct Assessment Competency-Based Education in Community Colleges: Findings from a Pilot in Eight California Community Colleges
English Summary
The RAND pilot found that Direct Assessment Competency-Based Education (CBE) is a promising model for community colleges seeking to improve student outcomes and align education more closely with workforce demands. Successful implementation, however, is highly resource-intensive, requiring substantial upfront investment in technology, content development, and dedicated, cross-departmental staff. Key systemic barriers include navigating complex accreditor and federal approval processes, securing sustained funding, and overcoming limited faculty buy-in. Policymakers must therefore develop flexible funding models and streamline regulatory frameworks to allow these innovative, equity-focused educational structures to scale effectively across the system.
中文摘要
蘭德（RAND）的試點研究發現，直接評估能力導向教育（Direct Assessment Competency-Based Education, CBE）是一個有前景的模式，可供社區大學採用，以改善學生學習成果，並使教育更貼近勞動力市場的需求。然而，成功實施此模式極度依賴資源投入，需要大量的前期投資，涵蓋技術、內容開發，以及專職的跨部門人員。主要的系統性障礙包括：應對複雜的認證機構和聯邦批准流程、確保持續的資金來源，以及克服教職員工參與度不足的問題。因此，政策制定者必須制定靈活的資金模式，並簡化監管框架，才能讓這些具創新性且注重公平的教育結構能夠有效地擴展至整個體系。
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