This manual reviews 1998's most significant developments in disability laws applying to colleges and universities. It addresses disability discrimination issues, problems, and cases, and provides guidance on creating effective compliance programs. Behaviors and emotions are identified that create and exacerbate compliance problems, and strategies…

Designed for parents of students, this booklet provides information and strategies for helping students with disabilities make a smooth transition to postsecondary education and training. The first part of the booklet addresses: building blocks for transition, transition services mandated by the Individuals with Disabilities Education Act,…

This handbook provides guidelines to assist North Dakota educators who are developing Individualized Education Programs (IEPs) for students with disabilities. It is presented in four sections. The first section highlights the major changes brought about by the 1997 amendments to the Individuals with Disabilities Education Act (IDEA), including…

Noting that productive family-school relationships are necessary for socializing and supporting children and adolescents as learners, and that such relationships can take many forms, this book examines the goals, contributions, and accountability of families and schools for educational outcomes. Addressed to school psychologists, the book…

This factbook presents graphs and statistical tables summarizing the characteristics of California students attending public and independent colleges and universities as well as trends in these characteristics, including enrollment, transfer, and program completion. The report is divided into six sections: (1) high school students - information…

School systems in the United States are not serving Latino students well, especially those from low-income families. This book examines difficulties encountered by Mexican-origin students--one of the fastest growing minority groups--and describes why some schools fall short and how others have improved student outcomes. The focus throughout the…

In March 1997, all State, Territory and Commonwealth education ministers agreed on the national goal: that every child leaving primary school should be numerate and able to read, write and spell at an appropriate level. To provide focus for this goal, ministers agreed to a sub-goal: that every child commencing school from 1998 will achieve a…

In March 1997, all State, Territory and Commonwealth education ministers agreed on the national goal: that every child leaving primary school should be numerate and able to read, write and spell at an appropriate level. To provide focus for this goal, ministers agreed to a sub-goal: that every child commencing school from 1998 will achieve a…

In March 1997, all State, Territory and Commonwealth education ministers agreed on the national goal: that every child leaving primary school should be numerate and able to read, write and spell at an appropriate level. To provide focus for this goal, ministers agreed to a sub-goal: that every child commencing school from 1998 will achieve a…

"Harvard Education Letter" is published bimonthly at the Harvard Graduate School of Education. This issue of "Harvard Education Letter" contains the following articles: (1) Bringing Parents on Board: Strong Home-School Connections Enrich Learning Opportunities for Immigrant Kids--and Their Parents, Too (Sue Miller Wiltz); (2)…

States and localities face a range of issues related to English language learners (ELLs) or limited English proficient (LEP) students with disabilities, including referral and identification, service delivery, staffing, data collection and parent outreach. Much of the research has focused on the identification process and has shown that there are…

This paper examines the associations between food insecurity, participation in the National School Lunch Program (NSLP), and children's well-being. We address problems of selection by restricting our sample to children in families in which at least one child participates in the NSLP. Results suggest that food insecurity is associated with…

No Child Left Behind is one of several factors motivating more and more high schools to work with their students to stay on track to graduating within four years. Unfortunately, research shows that neither by themselves works especially well: retention and social promotion are expensive failures. They are ineffective in improving student learning…

This report summarizes evaluation results for the AISD 2001-2002 Optional Extended Year state-funded grant program.

Teachers/parents of third- and fourth-grade students at four randomly selected Gary, Indiana, schools participated in a study of effects of age, occupation, race, and education on parent-school communication. Parents who were housewives, high school graduates, and/or 20- to 30-years-old were particularly satisfied with teacher-parent interaction.…