Coordinated School Health (CSH) is a framework for addressing health in schools, connects health with learning, and improves students' health and capacity to learn through the support of schools, families, and communities working together. This model encourages healthy lifestyles, provides needed support to students, and helps to reduce the…

The Tribal Education Status Report (TESR), mandated by New Mexico's Indian Education Act, delivers a snapshot of efforts to support Native American students. The report highlights key initiatives, tracks educational trends, and proposes strategies to improve outcomes for these students across the state. The report breaks down New Mexico's public…

The 2021 Tribal Education Status Report presents information and data related to students, teachers, funding, and other indicators regarding American Indian students attending New Mexico's public school districts for the 2020-2021 academic year. This report was prepared by the New Mexico Public Education Department (NM PED) and the PED's Indian…

In compliance with the Indian Education Act (NMSA1976 Section 22), the purpose of this Tribal Education Status Report (TESR) is to inform stakeholders of the New Mexico Public Education Department's (NMPED) and Local Education Agency's (LEAs) current initiatives specific to American Indian (AI) students and their educational progress. This report…

The Title VI Indian Education Formula Grants program represents the U.S. Department of Education's largest investment in addressing the unique academic and cultural needs of American Indian and Alaska Native children. The program is aimed at supporting services that (1) are responsive to the unique cultural, language, and educational needs of…

This is the technical appendices for the report, "Implementation of the Title VI Indian Education Formula Grants Program." Three appendices are included. The appendices are: (1) Supplemental Exhibits; (2) Data Collection Instruments; and (3) Title VI Indian Student Eligibility Certification Form (ED 506 Form). [For "Implementation…

In 2011, AISD worked with the nationally recognized New Teacher Center (NTC) to create a comprehensive survey to help the district to better understand how teachers and school staff feel about critical issues that can influence educator retention and effectiveness. This report provides a district summary of staff survey results. A separate report…

This report examines the work of 66 community groups organizing to improve public education in low-performing schools and districts. These largely local, community-based organizations focus on engaging public school parents, low-income families, and students in school improvement efforts. Their goals are to build political power and to challenge…

This report summarizes some of AISD's parent and community involvement activities for the 2004-2005 school year.

This paper reports on how teachers and principals in Maine schools perceive current and desired involvement of parents, community members, and students in school decision making. A survey assessed decision making in four basic areas: (1) mission, goals, and objectives; (2) curriculum, from specific learning outcomes to development of curriculum…

The 1998 study of the K-8 principal shows that the principal's role, revolving about staff supervision, student discipline, marketing, and community/political interactions, has become increasingly diverse and complex. The 42% turnover rate will probably continue into the next decade. Today, 42% of K-8 principals are women, compared to 20% in 1988.…

In 1988, UNESCO conducted a follow-up survey to a 1974 survey of early childhood care and education (ECCE) programs. In 1988, questionnaires were sent to UN member states in order to obtain information about ECCE programs worldwide, ascertain trends in ECCE, and compile information relevant to the further development of ECCE programs. This report…

Title I of the Elementary and Secondary Education Act of 1965 as amended by the Improving America's Schools Act of 1994 is a compensatory education program that enables high-poverty schools to provide opportunities for children to meet state performance standards developed for all children. Title I Migrant, also federally funded, provides…

Volume II contains six appendices to Volume I, including short summaries of the 18 schools that were studied. Appendices included in this report are: (1) Evaluation Methodology; (2) Promising Reform Strategies; (3) Descriptions of the Research-Based Methods or Strategies Being Used; (4) Short Summaries of 18 Comprehensive School Reform…

This report summarizes evaluation results for AISD's federally-funded Title I program activities during school year 1998-1999.