Title I, Part A, of the No Child Left Behind Act (NCLB) provides financial assistance through State Educational Agencies (SEAs) to Local Educational Agencies (LEAs or school districts) and public schools with high numbers or percentages of disadvantaged children to help ensure that all children meet challenging state academic content and student…

This report provides student demographic and academic outcome data pertaining to students participating in the California Community College Extended Opportunity Programs and Services (EOPS) and cooperative Agencies Education (CARE) programs. The EOPS program helps increase college access for students and support services for disadvantages…

This paper examined the extent to which families faced hardships in moving from welfare to work, highlighting: families who received Aid to Families with Dependent Children (AFDC) during the last month of the Survey of Income and Program Participation or the National Survey of American Families; families who received other public assistance in the…

The aim of this Working Paper is to broaden the debate on "pro-poor growth". An exclusive focus on the income dimension of poverty has neglected the non-income dimensions. After an examination of prominent views on the linkages between economic growth, inequality, and poverty reduction this paper discusses the proper definition and…

This guide is intended to organize education, service, and action events in conjunction with National Hunger and Homelessness Week, November 13-17, 1995. The guide presents a calendar of events, program tips, recruitment tips, an overview of the program, project ideas for fund-raising and service, awareness activities, fact sheets, and resources…

West Virginia shares with the rest of the nation a common sense brand of human capital theory that sees improved education as the corrective for unemployment and economic decline. Early and continuing intervention for less advantaged students is acquiring the status of a favored educational and long-term economic development tool. This study…

This report details inequities in how preschool and child care opportunities are distributed among 4 California counties, across communities situated within these counties, and among the state's 200 localities with the most families receiving welfare benefits. Analysis of uniform data on the state's 8,831 licensed preschools and 30,730 family…

In 2001, the Institute for Education and Social Policy was awarded a grant to evaluate the Cornerstone K-3 national literacy initiative. The evaluation for September 2001 through November 2002 focused on all four Phase I districts (Cleveland, Ohio; Jackson, Mississippi; Talladega, Alabama; Trenton, New Jersey) and two Phase II districts…

This report from the U.S. Department of Education describes the current status of the flagship federal program for the nation's schools, Title I of the Elementary and Secondary Education Act. Key issues addressed in the document include the performance of low-performing students and students in high-poverty schools. It looks at the implementation…

The importance of intelligence quotient (IQ) to income is analyzed using data from the National Longitudinal Survey of Youth, a study that began in 1979 with 12,686 subjects. Data for this study go through the 1994 interview wave, so that the most recent income data is for 1993. Statistical techniques are used to separate the influence of IQ from…

Congress has raised concerns about difficulties rural school districts face implementing the No Child Left Behind Act (NCLBA). This report describes: key challenges rural states and districts face; strategies rural districts have developed; expenditures and resources related to rural districts? compliance; and guidance and assistance from the…

For over a half-century, discussions of educational barriers have figured prominently on the national agenda. In the 1940's, under the leadership of President Harry Truman, the Commission on Higher Education articulated the nation's commitment to "eliminate the barriers of equality of educational opportunity." Nearly two decades later,…

Reported were data on the classroom functioning of 602 high school students attending eight different urban ghetto schools, including assessments of reasoning ability, verbal productivity, original and independent thinking, anxiety, rapport, obstreperousness, negativism, withdrawal, and expression of inability to cope with achievement demands.…

This essay proposes an historical overview of educational experience in the United States. (Author/RK)