Author: California. State Department of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 44
Book Description
ESEA, Title II Manual of Information
Author: California. State Department of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 44
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 44
Book Description
An Evaluative Survey Report on ESEA Title II: Tables
Author: United States. Office of Education
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 168
Book Description
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 168
Book Description
An Evaluative Survey Report on ESEA Title II
Author: United States. Office of Education
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 286
Book Description
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 286
Book Description
ESEA Title II, School Library Resources, Guidelines, School Library Resources, Textbooks, and Other Instructional Materials
Author: United States. Education Office
Publisher:
ISBN:
Category :
Languages : en
Pages : 64
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 64
Book Description
ESEA Title II
Author: Jean M. Redeker
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 42
Book Description
"Purpose of ITQ Grant [is to] improve educational attainment of students by ensuring teachers, paraprofessionals and principals have access to sustained and high quality professional development in core academic subjects."--Page [4 of 42].
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 42
Book Description
"Purpose of ITQ Grant [is to] improve educational attainment of students by ensuring teachers, paraprofessionals and principals have access to sustained and high quality professional development in core academic subjects."--Page [4 of 42].
Annual Report, Title II, Elementary and Secondary Education Act of 1965
Author: United States. Office of Education
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 64
Book Description
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 64
Book Description
Annual Report, Title II, Elementary and Secondary Education Act of 1965
Author: United States. Office of Education
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 88
Book Description
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 88
Book Description
ESEA Title II
Author: Massachusetts. Bureau of Library Extension
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 100
Book Description
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 100
Book Description
Allocating Federal Funds for State Programs for English Language Learners
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309216737
Category : Education
Languages : en
Pages : 240
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.
Publisher: National Academies Press
ISBN: 0309216737
Category : Education
Languages : en
Pages : 240
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.
Title II, Elementary and Secondary Education Act of 1965
Author: United States. Office of Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 78
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 78
Book Description