College Promise programs are thriving in California, and with the continued growth comes a need to understand the features of these diverse efforts and the perspectives of the communities in which they exist. In 2018, the James Irvine Foundation supported California College Promise Project (CCPP) at WestEd to study the College Promise landscape in…

This publication provides an overview of the Every Student Succeeds Act (ESSA). The following topics are covered : (1) Introductory Information, including a timelime and ESSA modifications to the No Child Left Behind Act (NCLB); (2) State Plan; 3) Statewide Accountability System, ; (4) Academic Assessments; (5) Standards; (6) School Improvement;…

The human brain develops rapidly in the first five years of life. High-quality early learning experiences can have a profound and lasting positive effect on young children during these years, setting the stage for success in kindergarten and beyond. This is especially true for young children with high needs who are from low-income families; who…

The purpose of the Race to the Top-Early Learning Challenge (RTT-ELC) program is to improve the quality of early learning and development and close the achievement gap for children with high needs. The RTT-ELC grant competition focuses on improving early learning and development for young children by supporting States' efforts to increase the…

The prospect of providing complete services to pupils commensurate with their needs offers tremendous challenge for both educators and parents. PL 94-142 is attempting "to assure that all handicapped children have available to them...a free appropriate public education and related services designed to meet their unique needs". (Author/RK)

The guiding principles and procedures for pupil assessment in Portuguese compulsory education were established by the Implementing Order No. 1/2005, 5th January, with amendments introduced by the Implementing Orders No. 18/2006, 14th March and No. 5/2007, 10th January, and apply to the learning objectives and competencies defined for the various…

Presenting information on the Indian Education Act (IEA), this brief pamphlet includes: (1) statistics documenting the educational problems afflicting the American Indian (e.g., an average educational level of 8.4 years for all Indians); (2) the unique educational needs of the Indian (e.g., rural isolation, urban assimilation, termination of…

Describes a number of projects supported by grants and contracts from the Office of Education's Metric Education Program which are designed toward preparing school children and adults to "think metric". (Author/RK)

A number of documents will be produced over the next two years in the seven States involved in the Cooperative Accountability Project to assist local school districts and State education agencies in performing their duties more effectively: legislative enactments in accountability from Wisconsin; criterion standards from Florida; accountability…

Information on the Adult Education Act of 1966, as amended, given in this document includes the following: (1) program objectives, (2) program strategy, (3) evaluation techniques, (4) program universe, (5) student characteristics, (6) target population, (7) program impact, and (8) training needs. (CK)

This volume contains descriptions of 40 educational programs in the Eugene, Oregon, public schools. This data was collected from interviews with personnel in each program and from the district's budget work-book. The program descriptions cover educational legislation that pertains to each program, program objectives and methods, resources, staff,…

An overview of the Title I Migrant Education Program is provided through summaries of its legislative history, program administration and management, Title I Local Projects/Title I Migrant Education Projects, program goals and objectives, instructional services, supportive services, Migrant Student Record Transfer System (MSRTS), formulas for…

The history of adult and community education in Michigan since 1862 can be divided into five major periods. In the first period, 1862-1930, adult and evening education was instituted by Henri A. Hobart in the Upper Peninsula and was extended by Frank Cody in Detroit. During the second period, the 1930s, Charles Stewart Mott and Frank J. Manly laid…

Hearings on the bill to establish the Peace Academy are presented. The bill proposes to create an educational institution in the United States to further the understanding of peace among nations. Major objectives of this institution are to consider the dimensions of peaceful resolution of differences among nations, to train students in the process…

Two contemporary education documents are compared and a discussion of recommendation implementation is presented. The first document, the Report of the Royal Commission of Inquiry on Education in the Province of Quebec, 1963-1966 (the Parent Commission Report) presents an overview of the educational system in Quebec. The second document, the…