How government spends money, and who benefits, reveals the priorities. How, then, do children fare in the competition for public resources? While families have long been the primary caregivers of children, all levels of government--local, state, and federal--invest in the growth and development of children, whether through education, family…

The authors report insights, based on annual site visits to elementary and middle schools in three states from 2004 to 2006, into the incentive effect of the No Child Left Behind Act's requirement that increasing percentages of students make Adequate Yearly Progress (AYP) in every public school. They develop a framework, drawing on the physics…

Context: The challenge of providing meaningful health care services to veterans living in rural communities is a major public health concern that involves redefining the traditional facility-based model of care delivery employed in urban areas. Purpose: This paper describes the steps of a demonstration project, the Elko Telehealth Outreach Clinic.…

This article uses the framework of technological pedagogical content knowledge (TPACK; Mishra & Koehler, 2006) to analyze findings across projects from the U.S. Department of Education's Preparing Tomorrow's Teachers to Use Technology (PT3) initiative. Approaches such as mentoring methods course faculty, teachers, and creating technology-rich…

Classifies 1966-67 Title I reading programs as remedial, developmental, enrichment, inservice, combination, and special projects. Interprets trends observed in them and proposes changes needed to improve projects in the future. (MD)

The American Customer Satisfaction Index (ACSI) is the national indicator of customer evaluations of the quality of goods and services available to U.S. residents. Since 1994, it has served as a uniform, cross-industry/government measure of customer satisfaction. A total of 10 groups, composed of eight program offices, EDFacts Coordinators, and…

The purpose of this article is to describe evaluation capacity building using an immersion approach in two schools: one with an administrator-led process and one with a teacher-led process. The descriptions delineate conceptual, developmental, and sustainability aspects of capacity building through the perspectives of the teachers, principals, and…

This article reports on findings from a national study of Reading First's effect on student reading achievement released last week by the Institute of Education Sciences. The major federal report finds that the $1 billion-a-year Reading First program has had no measurable effect on students' reading comprehension, on average, although…

Almost all of the most recent school improvement strategies have focused on standards and accountability. But test data from assessments such as the National Assessment of Educational Progress indicate that such emphasis has had little impact on student achievement. Drawing from extensive research across national settings, Andy Hargreaves and…

The national agenda for early intervention for young children with disabilities has been articulated through the early childhood programs under the Individuals With Disabilities Education Act. Part B and Part C of the act address states' responsibilities in creating and managing systems of services. Part D of the act supports research, innovation,…

Democrats in Congress say they are prepared to resist President Bush's level-funding budget proposal for education until the next president--who they hope will be more inclined to raise spending--takes office. That means the outcome of this year's budget showdown could hinge on the November election, not on a compromise between the White House and…

According to Section 2141(c) of the Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind Act (NCLB), local education agencies (LEAs) that fail to meet annual measurable objectives and make adequate yearly progress (AYP) for three consecutive years must enter into an agreement with the state education agency…

Across the United States, school districts are working to turnaround their lowest performing schools in order to meet the requirements of Adequate Yearly Progress mandated by the "No Child Left Behind Act" of 2001. These failing schools are facing district, state, and federal sanctions of closure, takeover, or restructuring. A new…

Under the No Child Left Behind Act (NCLBA), districts and schools must demonstrate adequate yearly progress (AYP) for all students. Because schools may spend more time improving students' academic skills to meet NCLBA's requirements, some are concerned that arts education might be cut back. To determine how, if at all, student access to arts…