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Showing all 13 results Save | Export
Best, Jane; Cohen, Courtney – McREL International, 2013
Increased attention to proposed federal early childhood education (ECE) legislation has sparked a debate on what the future holds for state-funded ECE systems. This brief explores how the goal of universal preschool is being shaped by the federal agenda and examines state programs in various stages of development. President Obama's Preschool for…
Descriptors: Early Childhood Education, Federal Aid, Federal Programs, State Action
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Nicholson-Crotty, Sean; Staley, Tucker – Educational Policy, 2012
The Race to the Top (RTTT) program, announced by the Obama Administration in 2009, represented the largest competitive grant in the history of U.S. education. Despite the amount of money available and the dire condition of most state budgets in that year, however, some states chose not to apply for funding and the remainder submitted applications…
Descriptors: Educational Change, Educational Finance, Competition, Incentive Grants
Kang, Andrew; Weber, Julie – Sloan Work and Family Research Network, 2010
For most full-time employed parents, the gap between the end of the school day and the time they arrive home from work adds up to about 20 to 25 hours per week. Thus, many parents look to afterschool programs to satisfy their desire for safe, enriching experiences for their children while they are working. "Afterschool" is the general term used to…
Descriptors: Educational Opportunities, Educational Policy, After School Programs, Program Descriptions
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Chau, Yen – State Education Standard, 2009
By now people are all too familiar with the disheartening numbers: approximately 7,000 students drop out each day, which means nearly one-third of high school students will not graduate with their peers. The statistics are even more staggering for minority and low-income students, especially in the nation's largest urban districts, where less than…
Descriptors: Dropout Prevention, Dropouts, State Action, State Programs
Kashima, Yuri; Schleich, Bridget; Spradlin, Terry – Center for Evaluation and Education Policy, Indiana University, 2009
Response to Intervention (RTI) is a school-wide, integrative approach to instruction and intervention that provides a continuum of services to all students, both within general and special education. Further, RTI focuses on the frequent monitoring of student progress using formative and summative assessments, and providing students with…
Descriptors: Evidence, Parent Participation, Misconceptions, Response to Intervention
Bottoms, Gene; Young, Marna – Southern Regional Education Board (SREB), 2008
The authors advocate harnessing the applied teaching strategies of career/technical education (CTE) and infusing them into college-preparatory academics to transform secondary schools into high-performing centers of learning where students are both challenged and engaged. By pursuing this strategy, say the authors, states can help many more…
Descriptors: Careers, High Schools, Teamwork, Teaching Methods
Norton, John; Lewis, Anne C. – Phi Delta Kappan, 2000
The National Forum to Accelerate Middle-Grades Reform, influential in middle-grades policy, advocates a three tiered approach envisioning high-performing schools as academically rigorous, developmentally responsive, and socially equitable. This report discusses pioneering programs, critics' concerns, exemplary Michigan programs, and urban schools'…
Descriptors: Change Strategies, Educational Change, Educational Policy, Middle Schools
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Layton, Donald H. – NASSP Bulletin, 1976
Educators should be aware of the Education Commission of the States' influence on state policy making as it pertains to the local education scene. This article explores the history and current activities of the Commission. (Editor)
Descriptors: Committees, Educational Development, Educational Finance, Educational History
Lewallan, Theresa C. – Association for Supervision and Curriculum Development, 2004
Healthy, properly nourished students who feel safe are better able to concentrate on their work, attend school on a regular basis, and perform well in class and on tests. Despite such research findings, however, discussions about improving student achievement often occur separately from discussions about schools' roles in addressing health and…
Descriptors: Comprehensive School Health Education, Academic Achievement, Educational Change, Educational Environment
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Blank, Rolf – 1979
The state of Maryland is the subject of this case study on the awarding of academic credit in local educational agency (LEA)-Comprehensive Employment and Training Act (CETA) programs. Three focuses of the report are descriptions of the existing LEA-CETA programs in Maryland that award academic credit and the related local policies and practices,…
Descriptors: Agency Cooperation, Board of Education Policy, Career Education, Case Studies
Kirst, Michael W., Ed.; Venezia, Andrea, Ed. – Jossey-Bass, An Imprint of Wiley, 2004
This book reveals why so many students are entering college unprepared for college level work and often unable to complete a degree. This important book presents the findings of the Bridge Project, a major national research study conducted by Stanford University and funded by The Pew Charitable Trusts and the U.S. Department of Education. The…
Descriptors: Research Design, Educational Change, Graduation Rate, College Admission
US Department of Education, 2003
One of the most important provisions of the No Child Left Behind Act (NCLB) is the requirement that all teachers of core academic subjects be "highly qualified" by the end of school year 2005-2006. Key principles for recruiting and preparing future teachers have been identified as raising academic standards for teachers and lowering…
Descriptors: Preservice Teacher Education, Teacher Effectiveness, Federal Legislation, Academic Standards
Rohland, Mark, Ed. – Laboratory for Student Success (LSS), The Mid-Atlantic Regional Educational Laboratory, 2003
School-family partnerships (SFPs) have been the focus of research, policy, and practice efforts for several years. Increasing the interest in SFPs has been the finding that when schools and families cooperate closely, children benefit. The more supportive links there are between settings, the more potential there is for healthy development. Such…
Descriptors: Conferences, Politics of Education, Educational Change, Educational Improvement