Part 19, Title I--Funds Allocation
Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education
Publisher:
Published: 1978
Total Pages: 1416
ISBN-13:
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Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education
Publisher:
Published: 1978
Total Pages: 1416
ISBN-13:
DOWNLOAD EBOOKAuthor: National Institute of Education (U.S.)
Publisher:
Published: 1977
Total Pages: 168
ISBN-13:
DOWNLOAD EBOOKAuthor: Education Department
Publisher: Bernan Press
Published: 2021-05-30
Total Pages: 638
ISBN-13: 9781636710112
DOWNLOAD EBOOKThe Digest of Education Statistics provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. It includes a selection of data from many sources and draws especially on the results and activities carried out by the National Center for Education Statistics (NCES).
Author: R. Shep Melnick
Publisher: Brookings Institution Press
Published: 2018-03-06
Total Pages: 337
ISBN-13: 0815732406
DOWNLOAD EBOOKOne civil rights-era law has reshaped American society—and contributed to the country's ongoing culture wars Few laws have had such far-reaching impact as Title IX of the Education Amendments of 1972. Intended to give girls and women greater access to sports programs and other courses of study in schools and colleges, the law has since been used by judges and agencies to expand a wide range of antidiscrimination policies—most recently the Obama administration’s 2016 mandates on sexual harassment and transgender rights. In this comprehensive review of how Title IX has been implemented, Boston College political science professor R. Shep Melnick analyzes how interpretations of "equal educational opportunity" have changed over the years. In terms accessible to non-lawyers, Melnick examines how Title IX has become a central part of legal and political campaigns to correct gender stereotypes, not only in academic settings but in society at large. Title IX thus has become a major factor in America's culture wars—and almost certainly will remain so for years to come.
Author: Raegen Miller
Publisher:
Published: 2011
Total Pages: 3
ISBN-13:
DOWNLOAD EBOOKThe All Children Are Equal Act introduced by Rep. Glenn Thomson (R-PA) in the House of Representatives last week tackles a flaw in the way Title I, the largest program authorized by the Elementary and Secondary Education Act, or ESEA, allocates funds to school districts. The bill, which enjoys bipartisan sponsorship of Rep. G.K. Butterfield (D-NC), among others, would gradually squelch an aspect of two of the program's four funding formulas that is out of sync with the purpose of Title I funds--to enhance the educational experience of children living in concentrated poverty. Congress first folded the Targeted Grant and the Education Finance Incentive Grant, or EFIG, formulas into ESEA during its 1994 reauthorization. The most recent reauthorization, the No Child Left Behind Act of 2001, required that appropriations over and above the level of fiscal year 2001 be allocated to school districts by means of these flawed formulas. The problem is that the Targeted Grant and EFIG formulas favor the country's largest school districts, irrespective of the concentrations of children in poverty the districts serve. The result is that small districts and those serving medium-sized cities, including many serving high concentrations of poverty, take a beating. The All Children are Equal Act would weaken the size advantage built into the Targeted Grant and EFIG formulas, thus softening the blow to low-income children in small- and medium-sized districts. Said another way, the bill would turn down the volume on the sucking sound, reducing allocations for the largest districts and increasing allocations for other districts. The bill's approach is straightforward. It would simply lower each of the weights associated with the number-weighting scheme by an amount equal to 10 percent of its current value for four consecutive years. A weight of 3.0 would be thus reduced to 2.7, 2.4, 2.1, and finally 1.8. In the end this would substantially dampen the inequity created by number-weighting, not eliminate it. (Contains 2 figures.).
Author: United States
Publisher:
Published: 2008
Total Pages: 432
ISBN-13:
DOWNLOAD EBOOKAuthor: National Institute of Education (U.S.)
Publisher:
Published: 1977
Total Pages: 138
ISBN-13:
DOWNLOAD EBOOKAuthor: John M. Redman
Publisher:
Published: 1990
Total Pages: 32
ISBN-13:
DOWNLOAD EBOOKAuthor: National Research Council
Publisher: National Academies Press
Published: 2011-06-20
Total Pages: 240
ISBN-13: 0309216737
DOWNLOAD EBOOKAs the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.
Author: National Institute of Education (U.S.)
Publisher:
Published: 1977
Total Pages: 88
ISBN-13:
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