Title I accountability requirements under the Every Student Succeeds Act (ESSA) represent the present-day instantiation of Lau, which requires schools to provide a program for English learners (ELs) that supports their meaningful engagement and to provide transparent information about EL program quality. This study uses critical policy analysis to…

Part I summarizes key topics of federal education policy articulating accountability requirements for state education agencies (SEAs) and local education agencies (LEAs, or school districts). In that section we describe major goals of the legislation and which components are the same or changed in the federal law. The findings are grouped into…

This study examined the accountability of selected state departments of education on how they implemented, monitored, and evaluated Supplemental Education Services (SES). No Child Left Behind (NCLB) requires low-performing Title I schools to use federal funds to extend the school day for at-risk children by providing SES afterschool programs. This…

In order to move forward with State and local reforms designed to improve academic achievement and increase the quality of instruction for all students in a manner that was not originally contemplated by the No Child Left Behind Act of 2001 (NCLB), a State educational agency (SEA) may request flexibility, on its own behalf and on behalf of its…

This guidance is written to assist State educational agencies (SEAs) and local educational agencies (LEAs) in understanding and implementing the report card requirements under Title I, Part A of the Elementary and Secondary Education Act of 1965, as amended (ESEA). Although each SEA and LEA may consider this guidance in developing and…

This report summarizes 2008-2009 data from several Austin Independent School District efforts to promote parent and community involvement.

To evaluate the effects of the 1988 Hawkins-Stafford Amendments on Chapter 1, the U.S. Department of Education is conducting several analyses of the program's new accountability features and other provisions. Current evaluation projects focus on early education, effective practices for at-risk children, and integrated services for preschool and…

This speech traces the inception and the operation of an accountability program in the Columbus, Ohio, public schools. The need to comply with the mandated evaluation requirement of ESEA Title I programs and to respond to a demand from the educational community that they be advised of the progress of these programs alerted the Columbus public…

This paper describes the level and nature of Title I Evaluation Technical Assistance services provided in 14 western states over the past six years. The primary data source is the routine information collected by the Technical Assistance Center (TAC) on all contacts with clients. Points made as a result of this review are focused on what the data…

This report describes and evaluates Title I, the largest federal aid program in elementary and secondary education, with appropriations of over $3 billion in 1980. It assesses the impact of the program and introduces new efforts that were undertaken to enhance state and local coordination. Special attention is given to how the amendments of 1974…

The need for competent formal evaluation programs, particularly for new federally assisted programs, is expressed. Problems in defining educational evaluation and its requirements, in designing such evaluations, and 3 possible sources of faulty conceptual bases for evaluations, are presented. An attempt is made to define evaluation in general, to…

This final report from the National Longitudinal Survey of Schools examines the implementation of the Title I program in 1998-99 through 2000-01 based on surveys of principals and teachers in a nationally representative sample of Title I schools. (Contains 42 exhibits.) (Author)

This booklet comprises excerpts from the proceedings of a conference held in Maryland to explore the related themes of accountability and the evaluation of compensatory education. Participants at the conference were administrators, teachers, aides, and parents who met in small-group work sessions. The conference is judged to have succeeded in…

To promote maximum Title I services to Navajo students attending the Navajo Area Bureau of Indian Affairs Schools, by-laws for the establishment and operation of a Parent Advisory Council (PAC) have been prepared. Council objectives are to develop good liaison and communication between students' parents and the local school administration; promote…

It is only in recent years that educational evaluation has become institutionalized. The present spate of reporting and the accepted belief in the necessity to evaluate can be traced to the 1965 passage of the massive Elementary and Secondary Education Act--the first major social legislation to mandate project reporting. This case study in policy…