Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 5 |
Descriptor
| Federal Programs | 7 |
| Educational Policy | 3 |
| Federal Aid | 3 |
| Federal Legislation | 3 |
| Program Effectiveness | 3 |
| Accountability | 2 |
| Barriers | 2 |
| Disabilities | 2 |
| Educational Improvement | 2 |
| Educational Legislation | 2 |
| Eligibility | 2 |
| More ▼ | |
Source
| Center for Law and Social… | 1 |
| Collaboration for Effective… | 1 |
| National Governors Association | 1 |
| Office of National Drug… | 1 |
| Project Forum | 1 |
| Thomas B. Fordham Institute | 1 |
Author
| Burdette, Paula | 1 |
| Cronin, John | 1 |
| Dahlin, Michael | 1 |
| Elizabeth Lower-Basch | 1 |
| Etemad, Pontea | 1 |
| Little, Mary | 1 |
| McCahon, Donna | 1 |
| McCray, Erica D. | 1 |
| Nava, Hector | 1 |
| Sobel, Donna | 1 |
| Szekely, Amanda | 1 |
| More ▼ | |
Publication Type
| Reports - Descriptive | 3 |
| Reports - Evaluative | 3 |
| Numerical/Quantitative Data | 1 |
| Reports - Research | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Secondary Education | 2 |
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| Higher Education | 1 |
| Middle Schools | 1 |
| More ▼ | |
Audience
Location
| Florida | 7 |
| Kansas | 7 |
| Colorado | 4 |
| Idaho | 4 |
| Illinois | 4 |
| Ohio | 4 |
| Washington | 4 |
| Arizona | 3 |
| California | 3 |
| Georgia | 3 |
| New Jersey | 3 |
| More ▼ | |
Laws, Policies, & Programs
| Elementary and Secondary… | 1 |
| Families First Coronavirus… | 1 |
| Individuals with Disabilities… | 1 |
| No Child Left Behind Act 2001 | 1 |
| Race to the Top | 1 |
| Supplemental Nutrition… | 1 |
| Temporary Assistance for… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Download full textTeon Hayes; Elizabeth Lower-Basch – Center for Law and Social Policy, Inc. (CLASP), 2023
The Supplemental Nutrition Assistance Program (SNAP) helps people with low incomes avoid hunger and afford food. It stimulates the economy, improves individuals' success at school and work, and promotes better health. SNAP's Employment and Training (E&T) program is designed to assist participants in gaining skills, training, or work experience…
Descriptors: Federal Programs, Nutrition, Employment Programs, Job Training
Szekely, Amanda; Wat, Albert – National Governors Association, 2016
Children's academic and social development before third grade is highly predictive of later success in school and beyond. Research shows that during those early years, the gains children make in language and literacy, mathematics and social skills, and their growth as learners and thinkers are associated with a range of benefits, from academic…
Descriptors: Early Childhood Education, Educational Assessment, Educational Strategies, Educational Improvement
Direct linkSobel, Donna; Little, Mary; McCray, Erica D.; Wang, Jun – Collaboration for Effective Educator Development, Accountability and Reform Center, 2014
The U.S. Department of Education Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children, and youth with disabilities ages birth through 21 by providing leadership and financial support to assist institutions of higher education (IHEs), states, and local districts. During a 5-year period, OSEP…
Descriptors: Special Education, Federal Programs, Public Agencies, Teacher Education Programs
Burdette, Paula; Etemad, Pontea – Project Forum, 2009
Response to intervention (RTI) arose, in part, from the limited success of the pre-referral process, an approach advocated in the 1980s and 1990s, and accurately measuring the discrepancy between aptitude and achievement in young children. Reflecting these concerns, when the Individuals with Disabilities Education Act (IDEA) was reauthorized in…
Descriptors: Response to Intervention, State Programs, Eligibility, Disabilities
Cronin, John; Dahlin, Michael; Xiang, Yun; McCahon, Donna – Thomas B. Fordham Institute, 2009
The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states have leeway to: (1) Craft their own academic standards, select their own tests, and define…
Descriptors: Federal Legislation, Educational Improvement, Educational Indicators, Federal Programs
Nava, Hector; And Others – 1984
Results of a national study of the use of funds provided by the 1974 amendments to Title VII of the Elementary and Secondary Education Act by the state education agencies (SEAs) are presented. The study was undertaken to (1) describe and analyze SEA policies and activities regarding bilingual education, (2) describe and analyze the SEA-level…
Descriptors: Agency Role, Bilingual Education, Budgeting, Case Studies
Office of National Drug Control Policy, 2005
The first National Drug Control Strategy set ambitious two and five-year performance based goals: (1) to lower the rate of drug use by 10 percent over 2 years among both youth and adults; and (2) to lower the rate by 25 percent over 5 years. The chapters in this updated version are keyed to the strategies three priorities: (1) Stopping Use Before…
Descriptors: Narcotics, Correctional Institutions, Drug Use, Program Effectiveness
