The focus of this hearing is to review Federal and State oversight of child welfare programs and systems designed to prevent abuse and neglect of children, including those under State protection. The purpose being to provide subcommittee representatives the opportunity to learn what Federal, State, and local officials should be doing to ensure…

This non-regulatory guidance updates and expands upon the "LEA and School Improvement Non-Regulatory Guidance" issued on January 7, 2004. The revised guidance addresses new issues raised by State and local officials in light of their experiences in administering and carrying out the "School Restructuring" provisions authorized…

In 2001 Congress passed the "No Child Left Behind Act," the Bush Administration's Education Reform Bill. This Act drew attention to the need for young children to be given the opportunity to learn fundamental skills that will prepare them for success in school. The "Good Start, Grow Smart" ("GSGS") Initiative was…

This article encourages college presidents and trustees to prepare for public relations challenges by tracking issues through four distinct stages: fringe, emerging, getting hot, and white hot/too late. "Fringe" refers to, for example, people discussing an issue at conferences, in professional publications, or among a few concerned…

This document focuses on how states can use Temporary Assistance for Needy Families (TANF) funds to support early childhood education initiatives. It draws on CLASP's previous report, "Financing Universal Pre-Kindergarten: Possibilities and Technical Issues for States in Using Funds Under the Child Care and Development Fund and Temporary…

In this collection, the contributors look at the current spread of universalizing discourses concerning young children across the globe, examining the way these discourses, which purport to describe everyone in a scientific and neutral way, actually create mechanisms through which children are divided and excluded. The contributors to this book…

The U.S. Department of Education set the following six goals as measures of their annual performance: (1) Creation of a Culture of Achievement; (2) Improvement of Student Achievement; (3) Development Safe Schools and Strong Character; (4) Transformation of Education into an Evidence-Based Field; (5) Enhancement of the Quality of and Access to…

The Data Collaborative Model (DCM) assembles assessment literacy, reflective practices, and professional development into a four-component process. The sub-components include assessing students, reflecting over data, professional dialogue, professional development for the teachers, interventions for students based on data results, and re-assessing…

The No Child Left Behind Act of 2001 (NCLB) demands from the American public school system that all students, regardless of race or socioeconomic status, must be held to the same academic expectations, and that their academic progress must be measured using a newly refined concept of adequate yearly progress (AYP). Success in complying with the…

This study examined whether charter schools, in states where they now enroll at least 5,000 students, are more or less segregated than their public school counterparts, also noting racial/ethnic guidelines in the current state charter legislation. Data from the National Center for Education Statistics 2000-01 Common Core of Data were collected on…

Under Part C of the Individuals with Disabilities Education Act (IDEA), participating states and jurisdictions must provide services to children who are either experiencing developmental delays, or who have a diagnosed mental or physical condition that has a high probability of resulting in developmental delay. Additionally, states may choose to…

This paper details the recommendations of the National Education Association for the 108th Congress and the administration to better ensure that no child is left behind and that every child is fully prepared for a lifetime of quality education. The recommendations include: (1) enacting landmark legislation providing assistance to the states for…

This paper discusses the low college attainment rates in Maine at all levels of the educational continuum. The percent of Maine adults age 25 and older with associate degrees declined from 6.9% in 1990 to 5.4% in 2000. The percent with bachelors degrees increased slightly from 21.5% in 1995 to 24.1% in 2000, but remains far below the New England…

This document contains two issues of a journal on reducing youth gun violence, reprinted from a report by the U.S. Department of Justice. The first issue, part one, provides an overview of programs and initiatives. The second issue, part two, describes prevention and intervention programs. To reduce violence and build healthy communities requires…

The purpose of the Johnson O'Malley Act (JOM) is to provide financial assistance to meet the unique and specialized needs of Indian children attending public schools. This booklet briefly describes the history of the act, how it works (funding and requirements), the involvement of the local Indian Education Committee, the Education Plan,…