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Download full textMaria V. Carbonari; Anna McDonald; Michael DeArmond; Andrew McEachin; Daniel Dewey; Emily Morton; Elise Dizon-Ross; Atsuko Muroga; Dan Goldhaber; Alejandra Salazar; Thomas J. Kane; Douglas O. Staiger – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2024
The COVID-19 pandemic devastated student achievement, with declines rivaling those after Hurricane Katrina. These losses widened achievement gaps between historically marginalized students and their peers. Three years later, achievement remains behind pre-pandemic levels for many students. This paper examines 2022-23 academic recovery efforts…
Descriptors: Elementary Secondary Education, Federal Aid, Grants, Emergency Programs
Ashby, Nicole, Ed. – US Department of Education, 2007
"The Achiever" is a monthly newsletter designed expressly for parents and community leaders. Each issue contains news and information about school improvement in the United States. Highlights of this issue include: (1) Fifth Anniversary for "No Child Left Behind"; (2) Empowering Parents: Response Soars for Supplemental…
Descriptors: Federal Legislation, International Education, Parent Participation, Newsletters
De La Ronde, Chris – Online Submission, 2006
This report summarizes AISD's use of federal Title V, Part A - Innovative program funds during the 2005-2006 school year.
Descriptors: School Districts, Elementary Secondary Education, Educational Legislation, Federal Legislation
Yagi, Kan – 1985
The Portland Indian Education Act Project (IEAP), completing its 11th year, serves American Indian students from preschool through high school. Eligibility for services is established according to federal guidelines. Objectives set for the project concentrate on increasing academic achievement and school attendance, and reducing early school…
Descriptors: Academic Achievement, American Indian Culture, American Indian Education, American Indians
Montana State Office of the Superintendent of Public Instruction, Helena. – 1974
Montana's Johnson-O'Malley (JOM) funds provided services for 6,094 and 7,613 Indian students respectively in 1973 and 1974. JOM funds were channeled into special projects, i.e., home-school coordinators, tutors, counselors, special transportation, special teachers, Indian teacher aides, Indian studies classes, summer programs, field trips,…
Descriptors: Adult Education, Adult Programs, American Indian Reservations, American Indians
Woods, Ruth Dial; And Others – 1978
Robeson County, North Carolina, has the largest Indian population in the state. There are 25,684 Lumbee Indians in the county; Indian students comprise 61 percent of the school population. In compliance with Title IV-A regulations, a 1978-79 needs assessment was conducted to allow the Indian community participation in the development of cultural…
Descriptors: American Indian Studies, American Indians, Compensatory Education, Counseling Services
Tafoya, Dennis W.; Combs, Boyd G. – 1978
Built around a 1977 needs assessment which sampled 65% of the county Indian population, the Robeson County Title IV-A Compensatory Indian Education Project was structured into four categories of objectives: (1) Student Classroom Performance to increase academic performance; (2) Program Management and Maintenance to involve parents, educators and…
Descriptors: American Indian Studies, American Indians, Compensatory Education, Counseling Services
