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Direct linkMegan Hopkins; Pete Goldschmidt; Julie Sugarman; Delia Pompa; Lorena Mancilla – Bilingual Research Journal, 2024
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…
Descriptors: Court Litigation, Educational Legislation, Elementary Secondary Education, Federal Legislation
Download full textLiu, Kristin K.; Goldstone, Linda; Thurlow, Martha L.; Ward, Jenna; Hatten, James; Christensen, Laurene L. – National Center on Educational Outcomes, 2013
English language learners (ELLs) with disabilities are an increasing presence in schools in the United States. Title I and Title III of the Elementary and Secondary Education Act require that these students meet the same academic grade-level standards and participate in content assessments as their fluent-English speaking peers without…
Descriptors: English Language Learners, Disabilities, State Standards, Standardized Tests
Brown, Bill; And Others – Educational Technology, 1976
With the aid of funds received through a Title III ESEA, Section 306 grant, the San Juan Board of Cooperative Services (Colorado) has developed a system to aid teachers in evaluating their students. (Author)
Descriptors: Computer Programs, Evaluation Methods, Test Construction, Test Results
Shaffer, J. Stephen, Jr. – 1974
Evaluation materials and instructional content relevant to the IVD process for 1973-74 are presented. Section 1 of this report is an analysis of on-site experience of the validators in the employment of the Validator Self-Analysis Forms. Section 2 is Scientific Management Associates Educational Systems Division (SMA/ESD) evaluation of the 10…
Descriptors: Evaluation Methods, Program Evaluation, Self Evaluation, Student Projects
Office of Education (DHEW), Washington, DC. – 1974
This handbook addresses itself to the identification and validation of successful programs and practices that may facilitate constructive educational change in the nation's schools. The effort focuses on projects funded by Title III of the Elementary and Secondary Education Act (ESEA), which operates under a legislative mandate to fund exemplary…
Descriptors: Demonstrations (Educational), Educational Change, Educational Improvement, Educational Practices
George Washington Univ., Washington, DC. National Advisory Council on Supplementary Centers and Services. – 1974
The second volume of Innovative Education Practices presents descriptions of 84 outstanding projects funded under Title III of the Elementary and Secondary Education Act. The projects are in the areas of School Administration; Special Education; Guidance; Reading, Math, and Academics; Early Childhood Education; Teacher/Staff Development;…
Descriptors: Career Education, Compensatory Education, Demonstration Programs, Early Childhood Education
Kentucky State Dept. of Education, Frankfort. – 1970
The Kentucky state plan for the collection of data concerning the cognitive, affective and pscyhomotor needs of school children is discussed. The plan entails: (1) identification of the needs of learners to be served, (2) determination of the criticality of the learner needs that are identified by applying judgmental values, (3) establishment of…
Descriptors: Affective Behavior, Cognitive Processes, Data Collection, Educational Assessment
Educational Testing Service, Princeton, NJ. – 1968
Papers presented at this conference discussed the educational evaluation and the problems of the socially disadvantaged. Topics were: "The Comparative Field Experiment: An Illustration from High School Biology," by Richard C. Anderson; "Evaluation of Teacher Training in a Title III Center," by Ethna R. Reid; "Evaluating a…
Descriptors: Academic Achievement, Beginning Reading, Biology, Cost Effectiveness
