Discusses the significance of the shift in federal educational policies marked by the adoption of the block grant approach to federal aid in Chapter 2 of the Education Consolidation and Improvement Act. Reviews several general findings of case studies of the first year of Chapter 2 grant implementation. (PGD)

Federal taxpayers may spend more, nominally, on each Indian than they do on other Americans, but the permanent benefits to reservation communities have been smaller. One-fifth of all spending maintains federal agencies. Funds that do reach reservations tend to be absorbed by tribal administration and unproductive employment. (ERB)

Commentary on a National Commission on Student Financial Assistance report examines: federal role in graduate education, reauthorizing the Higher Education Act of 1965, restoring university research in science and technology, redefining graduate education, transition to an information society, excellence and the graduate student. (MLW)

There is a strong movement toward legal abolition of fixed-age retirement in Canada. Several factors justify the existing practice, but these arguments are unlikely to prevail, and institutions should consider administrative measures such as facilitation of early retirement, modified benefit plans, and more systematic faculty assessment throughout…

Institutional autonomy in higher education has already been seriously eroded by social change. If higher education is to retain its diversity, pluralism, and intellectual independence, academe must state its case forcibly or government policies of financial aid and regulation will create a homogenization of colleges and univerities. (MSE)

Stressed by high poverty levels, a low tax base and low teacher salaries, the East Feliciana School District competes, most often unsuccessfully, with neighboring districts and states, and with a relatively segregated white academy system for qualified teachers and pupil resources. Consequently, at the dawn of the federal government's landmark…

In 1993, Merck & Co., Inc. began an endeavor to make a significant and visible commitment to improving science education by creating the Merck Institute for Science Education (MISE) and supported the new venture with a 10-year, $20-million financial commitment. From its inception, MISE had two goals: to raise the interest, participation, and…

This research provides lengthy proof of a principle of social science known as Campbell's law: "The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor." Applying…

This brief examines how No Child Left Behind (NCLB) dollars flow from the federal government through states and districts and into the coffers of companies, mostly for-profit companies. The brief makes the case that the law enriches many private companies and individuals, especially those close to President George W. Bush and his family. The brief…

As part of the No Child Left Behind Act (NCLB), the U. S. Department of Education determined that state education agencies could submit a consolidated application to obtain funds from many federal programs through a single, consolidated application. Title II-D Enhancing Education through Technology (EdTech), is one of thirteen programs that could…

The No Child Left Behind Act of 2001 (NCLB) requires the reporting of participation in assessments overall and by subgroup, including students with disabilities. As states and school districts strive to meet the goals for adequate yearly progress required by NCLB, the use of individual accommodations continues to be scrutinized for effectiveness,…

The purpose of this field hearing was for the members of the Subcommittee on Select Education of the Committee on Education and the Workforce, to learn more about a variety of programs authorized and funded by Title VI. Continued Federal support for these programs reflects the significance and growing relevance of language and area studies,…

The No Child Left Behind Act (NCLBA) requires districts with schools receiving Title I funds that have not met state performance goals for 3 consecutive years to offer low-income students enrolled in these schools supplemental educational services (SES), such as tutoring. This testimony discusses early implementation of SES, including: (1) how SES…

This report addresses the reporting requirements of Public Law 26-26 and the provisions of the No Child Left Behind (NCLB) as described in the Department of Education's Board-adopted District Action Plan (DAP). The law specifically requires Guam Department of Education to include the following information in the Annual State of Public Education…

For more than one hundred years, the United States has been the scene of academic warfare between traditional and progressive educators. During most of the nation's history, many Americans have assumed that the primary purpose of school is to pass on to children the information and skills necessary to survive in society. This traditional view…