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Kelly Robson; Lynne Graziano; Jennifer O'Neal Schiess – National Comprehensive Center, 2020
In the United States, students are assigned to public schools based on where they live. School districts have set boundaries and students living in the neighborhoods within those boundaries attend the district's schools. The district's boundaries are further delineated into attendance zones, in which particular homes and neighborhoods are assigned…
Descriptors: Public Schools, School Districts, Open Enrollment, School Choice
Grossman, Jean; Campbell, Margo; Raley, Becca – Public/Private Ventures, 2007
Improving the quality of out-of-school time activities and creating effective learning environments is of keen interest to practitioners, funders and policymakers. Funded by The William Penn Foundation, "Quality Time After School" identifies characteristics of after-school activities that are linked to youth engagement and learning…
Descriptors: After School Programs, Learner Engagement, Learning Activities, Program Effectiveness
Finsterbusch, Marty; And Others – 1990
Conference presentations of four individuals are included. The first presentation, by a new reader (Marty Finsterbusch), discusses the diversity of the illiterate population and urges new readers to become actively involved in the instruction and administration of literacy programs. Advantages include improved recruitment, improved communication…
Descriptors: Adult Basic Education, Adult Literacy, Correctional Education, English (Second Language)
Education Service Center Region 4, Houston, TX. – 1995
This study examined critical issues related to including students with disabilities in the Texas assessment and accountability system and recommended a plan of action to address these issues. The statewide stakeholder group examining the issues focused particularly on local implementation barriers. The report begins with a discussion of assessment…
Descriptors: Academic Achievement, Accountability, Change Strategies, Disabilities
Stickney, Eric M.; Alamprese, Judith A. – 2001
A process study was conducted between 2000-2001 in order to gauge the progress of 98 Connecticut institutions that received state school-to-career (STC) grants. Progress was measured against national averages. The following were among the findings: (1) grantees made significant progress in implementing fundamental STC components, such as career…
Descriptors: Academic Achievement, Access to Education, Career Academies, Career Awareness
Rohland, Mark, Ed. – Laboratory for Student Success (LSS), The Mid-Atlantic Regional Educational Laboratory, 2003
Work-based education (WBE), including traditional vocational education and other career-focused programs, was an important curricular component in American schools for most of the 20th century. The 1990s was a period of substantial change for work-based education (WBE). Spurred on by a concern about the international competitiveness of the…
Descriptors: Politics of Education, Educational Change, Tech Prep, Education Work Relationship