The onset of most mental illness and substance dependency typically occurs during adolescence and early adulthood, which coincides with the very age when the majority of students are first encountering the pressures associated with postsecondary education. An effective and easy-to-navigate mental health-care system for postsecondary students helps…

Several systemic factors contribute to the lack of stability and educational opportunities for students in foster care, including lack of transportation to the school of origin (or the schools they enrolled in when they first entered foster care), difficulty enrolling in new schools and transferring credits between school districts, gaps in…

The Title I, Part D (Part D) Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk under the "Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act," allocate funds to states and school districts to improve educational services for these youth.…

To address the education needs of these children and youth, the Title I, Part D Neglected or Delinquent Program authorizes two programs 1 that provide grants to states to enable them to award subgrants to state agencies (SAs) (Subpart 1) and local education agencies (LEAs) (i.e., school districts) (Subpart 2) that operate or allocate funds to…

Volume 2 of "Promoting Education and Transition Success for Neglected and Delinquent Youth: An Evaluation of the Title I, Part D Program" consists of three appendices to the main report: (1) Data Collection Technical Appendix (State and Local Agency Surveys, Case Studies, Disclosure Review); (2) Data Collection Instruments (Part D…

Due to an aging population of currently practicing superintendents, research predicts a large turnover in public school superintendent positions in this decade. Questions exist regarding whether there are sufficient numbers of potential superintendent candidates in training to fill these positions. Although principals have been recognized as a…

This guidance is written to assist State educational agencies (SEAs), local educational agencies (LEAs), and schools in understanding and implementing preschool programs supported with funds under Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965, as amended (ESEA). Although each SEA may consider this guidance in the…

Public schools must make available special education and related services to all IDEA-eligible (Individuals with Disabilities Education Act) students with disabilities beginning at age three and through age 18. Services to students, ages 19, 20, and 21, are permissive. That means the decision to serve 19, 20 and 21-year-old students is determined…

Reveals that 250,000 refugee children have entered U.S. schools since 1975 and that a significant proportion attend Catholic schools. Provides information on the Transition Program for Refugee Children, suggests ways Catholic schools can obtain TPRC funding, summarizes reports on the program's effectiveness, and lists state coordinators for…

New Jersey has had transitional bilingual programs since 1968 and a state bilingual law since 1974. New Jersey's regulations are far stronger than the proposed federal regulations which were withdrawn by the Reagan administration. The New Jersey Education Association is proud of its record supporting bilingual education. (Editor/SJL)

This directory provides basic information on all research projects receiving funding, as of December 1987, from the Division of Innovation and Development, Office of Special Education Programs, U.S. Department of Education. The projects included are the field-initiated and student-initiated grants, most of the directed competitions, and the…

This publication is a comprehensive listing of 1992-93 funded bilingual education projects by district, number of pupils in the program, grade level, language or type of program, grant amount awarded, and project director or contact person. The following programs are included: (1) transitional bilingual education programs, (2) special alternative…

Results of a national survey completed by principals of 101 schools provide a comprehensive analysis of current trends in transition programs for adjudicated youth with disabilities in alternative school settings, effectiveness of transition program components, and obstacles to successful transitions. Although progress is being constrained by…

Transition procedures in the Irvine Unified School District (California) are explained in a set of three pamphlets. In the first pamphlet, elements of the Individual Transition Plan are outlined. Also discussed are advocacy and the law, financial issues, support services offered by state and community agencies, services of national and state…

This study sought to identify the barriers that negatively impact the ability of disabled youth to successfully make a transition from school into employment and a quality adult life, and sought to specifically define organizational disincentives to successful transition. Current research is reviewed relating to organizational barriers to…