The purpose of this article is to respond to the perspectives of Agran and colleagues concerning barriers to general education placement for students with significant support needs from an "on the ground" lens of participation in mediations and due process hearings, as well as conversations with parental inclusion advocates throughout…

Instructional coaching is a reality in many schools today, yet administrators often lack experience or background on how to utilize this professional development model effectively. Instructional coaching can help administrators balance the managerial and instructional leadership responsibilities required of their role. As districts adopt the…

"Better Evidence, Better Choices, Better Schools," a recent report from the Center for American Progress and the Knowledge Alliance, focuses on the evidence-based research provisions in the Every Student Succeeds Act (ESSA). ESSA provisions ask districts and schools to consider various sources of evidence, make judgments about the…

This article examines early implementation of the No Child Left Behind Act's (NCLB) accountability provisions. Theoretically, the author explains how executing education policy in the United States requires federal officials to employ tactics designed to assert control over state implementers while persuading them to adopt federal priorities as…

This issue of "CEO Education Update" describes the Business Roundtable's long-term campaign for better schools. It suggests steps that business leaders can take to build support for the No Child Left Behind Act. It also suggests ways for business leaders to focus efforts where they can have the greatest impact in driving education reform…

Discusses the Americans with Disabilities Act of 1990 (ADA) and its implementation at the local level. Identifies barriers to implementation and outlines suggestions for transition educators who are instrumental in fulfilling the promise of ADA. (Author/JOW)

The author describes her discussion with school personnel, administrators, tutor/interpreters, and deaf students, regarding the effects of mainstreaming and P.L. 94-142. She cites general dissatisfaction with both the social and intellectual progress made after 10 years of the legislation and notes difficulties with the concept of least…

Three papers were commissioned to address ways of evaluating implementation of the due process procedural safeguards provision of P.L. 94-142, the Education for All Handicapped Children Act. Milton Budoff presents a social science view in "Implementing Due Process Safeguards: From the User's Viewpoint." Donald Bersoff follows with an…

Reviews Congress's annual report on the implementation of P.L. 94-142, The Education for All Handicapped Children Act, and notes questions of local practitioners regarding numbers of students served, personnel, least restrictive environment, procedural safeguards, evaluation, fiscal and technical assistance, and procedural changes. Concludes that…

This paper focuses on the challenges that states face as they implement the accountability provisions of the No Child Left Behind (NCLB) Act, particularly those related to the identification and assistance of schools in need of improvement. Studies are underway that examine the implementation of some NCLB sanctions, such as the supplemental…

Discusses problems in implementing the basic environmental law, The National Environmental Policy Act of 1969 (NEPA). Lists 10 principles (in the form of "commandments") for use by decision makers, suggesting that they serve as guidelines for actions involving environmental and social considerations. (Author/JN)

Four commissioned papers on approaches to implement the least restrictive environment (LRE) provision of P.L. 94-142, the Education for All Handicapped Children Act, are presented. The authors were asked to develop criteria applicable to the local level and appropriate to a variety of contexts. Papers are presented from the following authors:…

The Education for All Handicapped Children Act (P.L. 94-142) is used to illustrate policy implementation analyses. Significant barriers to policy implementation for this law include power relationships between parents and schools, classroom teachers' feelings of uncertainty resulting from changed role expectations, and economic problems. (Author)

Looks at fundamental tech prep concepts that must be reinforced to ensure progress: (1) it must be grounded in an integrated curriculum; (2) articulation is necessary; (3) school-to-work programs and tech prep must be linked; (4) it should be outcomes focused; (5) it should ensure access for all; and (6) collaborative implementation is the…

The United States Department of Education's tenth annual report on the implementation of Public Law 94-142 contains improvements but shows overdependence on reporting numbers of students without descriptions of evolutions in service delivery, and raises questions about the effectiveness of monitoring efforts carried out by the Office of Special…