Disadvantaged Students: School Districts Have Used Title I Funds Primarily to Support Instruction PDF Download
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Author: George A. Scott
Publisher: DIANE Publishing
ISBN: 1437988814
Category : Education
Languages : en
Pages : 58
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Book Description
Author: George A. Scott
Publisher:
ISBN:
Category :
Languages : en
Pages : 58
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Book Description
Title I of the Elementary and Secondary Education Act (ESEA), as amended, is the largest federal education funding source for kindergarten through grade 12. In fiscal year 2010, Congress appropriated $14.5 billion for Title I grants to school districts to improve educational programs in schools with high concentrations of students from low-income families. ESEA includes accountability requirements for schools and districts that focus primarily on measuring academic outcomes rather than prescribing exactly how Title I funds are to be spent. ESEA, as amended, includes a mandate that requires the US Government Accountability Office (GAO) determine how selected districts expend Title I funds. In response, the GAO addressed (1) how selected school districts spent their Title I funds and (2) what federal mechanisms are in place to oversee how Title I funds are used and what is known about the extent of noncompliance with relevant requirements. To do this, GAO visited a nongeneralizable sample of 12 school districts in 4 states and analyzed their Title I expenditures for the 2008-2009 school year. GAO also reviewed federal and local audit findings for a wider range of states and districts. Districts were selected based on criteria in the mandate including variation in size, student demographics, location, and economic conditions. GAO is not making recommendations. Education provided technical comment on a draft of this report, which we incorporated as appropriate. Appended are: (1) Objectives, Scope and Methodology; (2) School District Profiles; and (3) GAO Contact and Staff Acknowledgments. (Contains 1 table, 7 figures and 56 footnotes.).
Author: George A. Scott
Publisher: DIANE Publishing
ISBN: 1437988814
Category : Education
Languages : en
Pages : 58
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Book Description
Author: United States Government Accountability Office
Publisher: Createspace Independent Publishing Platform
ISBN: 9781983613371
Category :
Languages : en
Pages : 58
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Disadvantaged Students: School Districts Have Used Title I Funds Primarily to Support Instruction
Author: United States. Government Accountability Office
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 53
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Author: R. Shep Melnick
Publisher: Brookings Institution Press
ISBN: 0815732406
Category : Education
Languages : en
Pages : 337
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Book Description
One 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: National Research Council
Publisher: National Academies Press
ISBN: 0309216737
Category : Education
Languages : en
Pages : 240
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Book Description
As 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: Education Department
Publisher: Bernan Press
ISBN: 9781636710112
Category : Education
Languages : en
Pages : 638
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Book Description
The 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: Jerry Carlson
Publisher: IAP
ISBN: 1607527499
Category : Education
Languages : en
Pages : 158
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1280
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 4
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