This report is the third of three annual reports evaluating the implementation and effects of two Delaware weighted funding programs designed to support Delaware's 42 school districts and charter schools (also known as local education agencies [LEAs]) enrolling students experiencing poverty (SEPs) and multilingual learners (MLs) during the…

This is the second of three annual reports evaluating the implementation and effects of two Delaware weighted funding programs for disadvantaged K-12 schools during the 2019-2020 to 2021-2022 school years: Opportunity Funding and the Student Success Block Grant (SSBG). The authors also examined best practices and coronavirus pandemic adaptations…

This report is the first of three annual reports evaluating the implementation and effects of two newly expanded Delaware weighted education funding programs, the Opportunity Fund and the Student Success Block Grant (SSBG). The Opportunity Fund provides two streams of financial support--a flexible fund for local education agencies (LEAs) to fund…

In November 2014, with broad bipartisan support, Congress reauthorized CCDBG [Child Care and Development Block Grant] (the major federal child care program) for the first time since 1996. The new law strengthens CCDBG's dual role as a major early childhood education program and a work support for low-income families. This implementation guide is…

The welfare initiative signed into law in August 1996 replaces Aid to Families with Dependent Children (AFDC) with Temporary Assistance to Needy Families (TANF). The federal responsibility to match state expenditures on cash assistance to low-income families with children has become a fixed block grant to states with requirements that focus on a…

The major findings of nine State case studies on the effects and implementation of Chapter 2 of the Education Consolidation and Improvement Act (ECIA) of 1981, are summarized and synthesized in this report. The States examined (Colorado, Maine, Michigan, Nebraska, Pennsylvania, South Carolina, Tennessee, Texas, and Washington) were selected to…

"Honeypot management" describes the skills needed to acquire and manage categorical funding, a mechanism linking resources to specific activities. In contrast, block grants are intended to be used according to local perceptions of priority and need. This paper explores the applicability of various funding models and their impact on the…

As the case management approach has become increasingly popular, a new phenomenon has emerged. A client may have several case managers, each employed by a different project, and these managers may not be aware of each other. The National Center for Children in Poverty has recently conducted research on case management in service integration…

This document reports the results of the National Study of Local Operations under Chapter 2 of the Educational Consolidation and Improvement Act of 1981. The 2-year study sought to (1) describe local district activities and operations under Chapter 2, the first federal education block grant, in the program's third year, noting changes occurring…

This paper reviews early research at the national level on the implementation and effects of the Department of Education's block grant, Chapter 2 of the Education Consolidation and Improvement Act of 1981. Findings are summarized under six topics: funds allocation, educational service delivery, program administration, program assessment, decision…

When federally funded categorical programs for educational equity converge at the school level, difficulties such as resource competition tend to arise. This study addresses interference (categorical and core local program conflicts) and cross-subsidy (categorical fund misuse) problems at district, school, and classroom levels in terms of…