Using a naturalistic methodology, this study explored counselors' and administrators' perceptions of the implementation, monitoring, and evaluation of the Middle and High School Supplemental Counseling Program (MHSSCP) at a predominantly Latino high school. Determining how counselors and administrators define their roles in implementing,…

The Rural and Low-Income School (RLIS) program is part of the Rural Education Achievement Program (REAP) that was authorized under Title VI, Part B of the "Elementary and Secondary Act of 1965" ("ESEA"), as amended by the "No Child Left Behind Act of 2001" ("NCLB"). The RLIS program provides additional funds…

The "29th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2007" focuses on key state performance data in accordance with recommendations of the President's Commission on Excellence in Special Education. Volume 1 focuses on the children and students being served under "IDEA"…

Student-directed IEPs are quickly gaining momentum in schools across the country--the proven benefits include higher academic achievement, enhanced student motivation, and increased communication and self-advocacy skills for students with disabilities. Now for the first time, there's a book that gives elementary and high school educators in-depth…

This annual report provides a national perspective on Title II-D for federal fiscal year (FY) 2008 (2008-09 school year), as well as emergent trends based on data from the past seven years. Title II-D is the only federal education program with funds explicitly targeted to support state and local effective uses of educational technology in the …

Under the larger scope of the National Partnership for Quality Afterschool Learning, SEDL funded three awardees to carry out large-scale randomized controlled trials (RCT) assessing the efficacy of promising literacy curricula in afterschool settings on student academic achievement. SEDL provided analytic and technical support to the RCT studies…

This report describes findings from the principal focus group conducted the first year of the AISD REACH program. [For Report 2, see ED628033.]

This report describes state efforts to carry out supplemental educational services (SES)requirements. It is the first in a series of CEP publications on the No Child Left Behind (NCLB) implementation that will report on the results of 2006 surveys of officials from 50 state educational agencies, a national sample of school districts, and case…

The purpose of this report is to provide the North Carolina Department of Public Instruction (NCDPI) with information about teachers' responses to School-wide Positive Behavioral Support (PBS) and key educational outcomes on students in North Carolina elementary schools implementing School-wide (PBS). A web-based survey of teachers at eight…

Although for most of the nation's history, coeducation has been the norm in public elementary and secondary school, recent years have marked an increasing interest in public single-sex education. The No Child Left Behind Act of 2001 (NCLB) authorized school districts to use local or innovative program funds to offer single-sex schools and…

Purpose. The purposes of this study were to compare the perceptions of public middle school AVID and Non-AVID teachers regarding (a) their partnership in the AVID program, (b) the effectiveness of AVID program implementation, and (c) the factors that impede or facilitate AVID program implementation. Methodology. A descriptive, ex post facto…

The Department has developed a Race to the Top program review process that not only addresses the Department's responsibilities for fiscal and programmatic oversight, but is designed to identify areas to differentiate support based on individual State needs, as well as certain topics where States can leverage work with each other and with experts…

This State-specific summary report serves as an assessment of the District of Columbia's Year 1 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation to date. The Office of the State Superintendent of Education (OSSE) manages the District of Columbia…

This State-specific summary report serves as an assessment of Delaware's Year 1 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation to date. Delaware created new structures at the State level to support both State and LEA (local education agency) Race…

This State-specific summary report serves as an assessment of Florida's Year 1 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation to date. Florida received a Race to the Top award in September 2010 as part of Phase 2 of the Race to the Top…