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Direct linkDeke, John; Gill, Brian; Dragoset, Lisa; Bogen, Karen – Journal of Research on Educational Effectiveness, 2014
One of the modifications of the Elementary and Secondary Education Act (known as the No Child Left Behind Act) gave parents of low-income students in low-performing schools a choice of Supplemental Educational Services (SEdS). SEdS include tutoring or other academic support services offered outside the regular school day, at no charge to students…
Descriptors: Supplementary Education, Federal Legislation, Educational Legislation, Tutoring
Download full textUS Department of Education, 2014
ED"Facts" is a U.S. Department of Education (ED) initiative to govern, acquire, validate, and use high-quality, kindergarten through grade 12 (K-12) performance data for education planning, policymaking, and management and budget decision making to improve outcomes for students. ED"Facts" centralizes data provided by state…
Descriptors: Kindergarten, Elementary Secondary Education, Data Collection, Access to Information
Berger, Andrea; deSousa, Juliette-Marie; Hoshen, Gur; Lampron, Stephanie; Le Floch, Kerstin Carlson; Petroccia, Megan; Shkolnik, Jamie – Office of Planning, Evaluation and Policy Development, US Department of Education, 2011
Under the "Elementary and Secondary Education Act of 1965" ("ESEA"), as amended, schools that are served under Title I, Part A of the ESEA and that do not make adequate yearly progress (AYP) for two consecutive years are identified for school improvement. If an identified Title I school does not make AYP while in that status,…
Descriptors: Elementary Secondary Education, Educational Improvement, Achievement Gains, Federal Programs
Christensen, Brad D. – ProQuest LLC, 2009
With reports alleging a sharp decline in student achievement in the last several years, there has been a call for higher standards in the United States education system. In response, with bipartisan support, politicians overwhelmingly passed the No Child Left Behind (NCLB) Act of 2001. NCLB, the most recent reauthorization of the Elementary and…
Descriptors: Action Research, Federal Legislation, Educational Improvement, Federal Programs
Bathon, Justin M.; Spradlin, Terry E. – Center for Evaluation and Education Policy, Indiana University, 2007
Title I of the Elementary and Secondary Education Act (ESEA) is the single largest federal investment in K-12 education, supplying over $12.7 billion annually in funding to the states. Although not all schools are identified as Title I schools, all public schools are subject to certain accountability provisions of the No Child Left Behind Act…
Descriptors: Sanctions, Elementary Secondary Education, Federal Legislation, School Choice
Gordon, Howard R. D.; Yocke, Richard J.; Maldonado, Cecilia; Saddler, Sterling J. – Journal of Career and Technical Education, 2007
The purpose of this study was to determine how selected career and technical education teachers (CTE) in West Virginia perceived the impact of the No Child Left Behind (NCLB) Act. A convenience sample was used to select thirty-seven (N = 37) career and technical education teachers from five Southern West Virginia career and technical schools. The…
Descriptors: School District Autonomy, Teacher Effectiveness, Federal Legislation, Vocational Education Teachers
Peer reviewedBahr, Jerome – Clearing House, 1969
Descriptors: Community Involvement, Community Services, Curriculum Enrichment, Part Time Faculty
Egerton, John – Amer Educ, 1969
Descriptors: Coordination, Education Service Centers, Educational Administration, Educational Cooperation
Kober, Nancy – 1991
Chapter 1, Title I of the Elementary and Secondary Education Act of 1965 (ESEA) is the largest Federal program aiding elementary schools and secondary schools. Some 51,000 schools, including over 75% of the nation's elementary schools, receive Chapter 1 money, which they use to prove supplementary educational services to low-achieving students in…
Descriptors: Compensatory Education, Economically Disadvantaged, Educational Assessment, Educational Finance
Smith, Marcia A. – 1995
This study examines effective models for use of Chapter 1 funds. The interventions for Chapter 1 of the Elementary and Secondary Education Act are examined for several Northern California Bay Area elementary schools. Ten teachers answered questions related to the current Chapter 1 program in effect at their school sites. Responses indicate that…
Descriptors: Compensatory Education, Computer Uses in Education, Early Intervention, Educational Change
National Education Association, Washington, DC. Dept. of Rural Education. – 1966
THIS DOCUMENT DISCUSSES THE ELIGIBILITY REQUIREMENTS FOR TITLE III FUNDS OF THE ESEA, P.L. 89-10 NECESSARY TO MAKE THESE FUNDS AVAILABLE TO SMALL EDUCATIONAL AGENCIES. INCLUDED IS AN OUTLINE OF NECESSARY LEGAL DOCUMENTS AND ASSURANCES REQUIRED BY USOE. THE DOCUMENT POINTS OUT THE NECESSITY OF WELL-PLANNED PROJECTS INVOLVING BOTH OTHER EDUCATIONAL…
Descriptors: Creative Activities, Creativity, Curriculum Study Centers, Demonstration Programs
Peer reviewedKantor, Harvey – American Journal of Education, 1991
Tracing the history of federal education policy in the 1960s and the Elementary and Secondary Education Act of 1965 (ESEA) reveals shared assumptions about poverty and the government's role. These assumptions made educational reform essential to the Great Society, even though the federal commitment did not become local priority. (SLD)
Descriptors: Civil Rights Legislation, Compensatory Education, Economically Disadvantaged, Educational History
Congress of the U.S., Washington, DC. Senate Committee on Labor and Public Welfare. – 1965
THIS COMMITTEE REPORT CONTAINS THE PRESIDENT'S 1965 EDUCATION AND STATE OF THE UNION MESSAGES, THE TEXT OF THE 1965 ELEMENTARY AND SECONDARY EDUCATION ACT (ESEA) TO IMPROVE EDUCATIONAL QUALITY AND OPPORTUNITIES, AND A SECTION-BY-SECTION ANALYSIS OF THE ESEA. THE TITLES OF THE ACT PROVIDE FINANCIAL ASSISTANCE FOR (1) LOCAL EDUCATIONAL AGENCIES TO…
Descriptors: Ancillary School Services, Data, Disadvantaged Youth, Education Service Centers
REGULATIONS PURSUANT TO TITLES I, II, AND III OF THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965.
HOWE, HAROLD, II; GARDNER, JOHN W. – 1967
IN ADDITION TO DEFINITIONS, SPECIFIC PROVISIONS ARE GIVEN FOR THREE REVISED SECTIONS OF TITLE 45 OF THE CODE OF FEDERAL REGULATIONS CONCERNING TITLES I, II, AND III OF THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965. PART 116, "FINANCIAL ASSISTANCE TO MEET THE SPECIAL EDUCATIONAL NEEDS OF EDUCATIONALLY DEPRIVED CHILDREN," INCLUDES…
Descriptors: Education Service Centers, Educational Legislation, Educationally Disadvantaged, Elementary Schools
Charlotte-Mecklenburg Public Schools, Charlotte, NC. – 1968
This application for continuation of an ESEA, Title III, grant to the Charlotte-Mecklenburg, N.C., Schools' Experimental Model School Unit (a senior high school and its two junior high and six elementary feeder schools with a program of research, experimentation, innovation, and dissemination designed to act as a catalyst for curriculum,…
Descriptors: Data Processing, Education Service Centers, Educational Innovation, Educational Objectives
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