This longitudinal study examined the professional perceptions of educational leaders as to the fairness and impact of teacher evaluation and compensation reforms under Race to the Top. The study surveyed graduate students in education and educational leadership programs to assess changes in their perceptions from prior to RTTT implementation…

This article provides a broad overview of the history of career-focused education in the United States and the reauthorization of the federal Carl D. Perkins Career and Technical Education Improvement Act of 2006. The Perkins act required that the recipients of its funding offer at least one program of study, and this reauthorization included four…

In 2005, the governors of all 50 states made an unprecedented commitment to voluntarily implement a common, more reliable formula for calculating their state's high school graduation rate by signing the Graduation Counts Compact of the National Governors Association (NGA). Five years later, progress is steady. Twenty-six states say they have…

Achieving the goals of federal education legislation depends on how federal funds are distributed and used. Since the enactment of the Elementary and Secondary Education Act (ESEA) in 1965, various federal programs have been created to support educational improvement and target additional resources to meet the educational needs of children who are…

This report presents findings on the implementation of parental choice options from the first year of the National Longitudinal Study of "No Child Left Behind" (NLS-"NCLB") and the Study of State Implementation of Accountability and Teacher Quality Under "No Child Left Behind" (SSI-"NCLB"). The report uses…

The "No Child Left Behind Act of 2001 (NCLB)" is designed to achieve an ambitious goal: All children will be proficient in reading and mathematics by the 2013-14 school year. A key strategy for achieving this goal is accountability. Based on findings from two federally funded studies--the Study of State Implementation of Accountability…

This report highlights key findings from "State and Local Implementation of the "No Child Left Behind Act." Volume IV--Title I School Choice and Supplemental Educational Services: Interim Report." A key aim of the "No Child Left Behind Act of 2001" ("NCLB") is to provide additional educational options to…

The "29th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2007" focuses on key state performance data in accordance with recommendations of the President's Commission on Excellence in Special Education. Volume 1 focuses on the children and students being served under "IDEA"…

Longitudinal research demonstrates that: (1) initial consensual goals are formalized incrementally over time; (2) directions of these changes are influenced by constituencies participating in policy formation as well as broader social movements; and (3) evidence for longitudinal implementation studies needs to be garnered from a confluence of…

Results are provided from a longitudinal study of 16 local education agencies (LEAs) implementing P.L. 94-142 (the Education for All Handicapped Children Act) over the past four school years. Findings are based primarily on interviews with LEA personnel and community professionals. Results are presented according to the following general topics…

The Longitudinal Assessment of Comprehensive School Reform Implementation and Outcomes (LACIO) responds to the No Child Left Behind Act's requirement for an evaluation of the federal Comprehensive School Reform (CSR) program. The legislation stipulates two broad goals for the evaluation: (1) to evaluate the implementation and outcomes achieved by…

The document contains the second annual report of findings from a longitudinal study of 17 local education agencies (LEAs) on the implementation of P.L. 94-142 (the Education for All Handicapped Children Act). An introductory section describes the content of the report and design of the study. Chapter II considers the observed changes in the…

The study, which followed 12 children referred for evaluation at age 3 on entry into kindergarten or in the early elementary grades, reports the first 2 years of a longitudinal study of the implementation of P.L. 94-142, the Education for All Handicapped Children Act. An introductory chapter addresses organization of the report, background of the…

This report focuses on implementation, impacts, and time limit in Florida's Family Transition Program (FTP), a welfare reform initiative. Chapter 1 describes FTP and evaluation, target population, and data. Chapter 2 describes implementation of FTP in Escambia County: staffing and organizational structure of FTP and traditional Aid to Families…

This paper explores the range of ways in which school districts are using Title I funds for early education through kindergarten and examines how the implementation of No Child Left Behind (NCLB) has impacted those investments. It also makes recommendations for local education agencies (LEAs) interested in creating Title I-funded early education…