There are many consequences that surface as a result of not having a high school diploma, and the U.S. is facing a dropout crisis which is disproportionately affecting African America, Latino, and Native American students. As such, many students from under-represented backgrounds thus find themselves reenrolling in school through adult education…

This fact sheet reports on independent schools in British Columbia, including enrollment in independent schools, student composition in independent schools compared to public schools, public funding, and graduation rates. [For the 2018 edition of this fact sheet, see ED586101.]

In the spring of 2019, the Center on Education Policy (CEP) at the George Washington University conducted interviews with leaders from five school districts that differed in key characteristics. The aim was to learn about districts' efforts to implement the requirements of the Every Student Succeeds Act (ESSA) for using evidence-based approaches…

Successful transition outcomes for youth with disabilities necessitate collaboration within and beyond the school system. Ideally, this collaboration entails a wide range of professionals across school systems, service systems, and communities coming together as part of a "transition network" to contribute to transition planning,…

Students earning college credit while meeting the requirements of Washington's high school diploma are basic education students. Yet every year in Washington, students and their families pay out-of-pocket for the fees, books, and supplies that are required for participation in dual credit programs. This creates inequity by only allowing students…

For Wisconsin schools and districts, implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high quality instruction, strategic use of data, and collaboration interact within a…

Investments in girls' education in developing countries support U.S. foreign policy, demonstrate U.S. compassion and generosity, drive development efforts, and help reduce extreme poverty. The US Agency for International Development's (USAID's) programming takes into account the gender-related constraints that prevent access of both boys and girls…

Title I, Part A, Title II, Part A, and Title IV, Part A funds are provided to the Houston Independent School District (HISD) through the 2015 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as the Every Student Succeeds Act (ESSA). All three funds focus on enhancing student achievement: Title I, Part A…

Relative to their middle and high school teacher counterparts, elementary science teachers are both uniquely situated and uniquely challenged for excellent science instruction. More than 90 percent of elementary teachers work in self-contained classrooms, meaning they have opportunities to connect their science instruction with English language…

Although active parent involvement is mandated as part of the Individuals with Disabilities Education Act (IDEA), parents continue to report dissatisfaction with IEP meetings. Despite increases in parent participation policy since the adoption of IDEA, the parent-professional partnership originally envisioned by lawmakers is arguably not…

In Latvia, a new curriculum is introduced to provide the opportunity to acquire skills in multidisciplinary context. To achieve that, schools need to implement projects. In this paper, one example of a multidisciplinary project where fieldwork is involved is described. The aim of the research was to create support materials for teachers and…

"Humanizing Disability in Mathematics Education: Forging New Paths" is about enhancing the practices of mathematics teachers by extending the concepts of access, equity, and empowerment to include students living with all types of disabilities. These students are rarely thought of as mathematics doers and thinkers, and so are seldom…

This study examined the role of initial skill in moderating intervention effects of a 50 lesson mathematics intervention program, ROOTS, for at risk kindergarten students focused on developing whole number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned…

Historically, researchers have focused on the perceptions of special education teachers regarding inclusion. Research has shown that general education teachers who feel supported by their schools provide better classroom experiences for all students (Hwang and Evans, 2011). This study expanded upon this thinking by asking general educators what…

The Individuals with Disabilities Education Act (IDEA) requires professionals on Individualized Education Program (IEP) teams to provide family members of children with disabilities every opportunity to participate in IEP meetings. Despite this requirement, findings from qualitative and survey research suggest that many parents have reported they…