Author: Publisher:
ISBN:
Category :
Languages : en
Pages : 88
Book Description
Status Of Financial Management At The U.S. Department Of... Hearing... Serial No. 107-56... Committee On Education & The Workforce, House Of Representatives... 107th Congress, 2nd Session
Author: Status of financial management at the U.S. Department of Education
Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Healthy Families and CommunitiesPublisher:
ISBN:
Category : Political Science
Languages : en
Pages : 88
Book Description
Status of financial management at the U.S. Department of Education
Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Healthy Families and CommunitiesPublisher:
ISBN:
Category : Political Science
Languages : en
Pages : 128
Book Description
Status of Financial Management at the U. S. Department of Education
Author: United States. CongressPublisher: Createspace Independent Publishing Platform
ISBN: 9781985318335
Category :
Languages : en
Pages : 128
Book Description
Status of financial management at the U.S. Department of Education : hearing before the Subcommittee on Select Education of the Committee on Education and the Workforce, House of Representatives, One Hundred Seventh Congress, first session, hearing held in Washington, DC, July 24, 2001.
Congressional Record
Author: United States. CongressPublisher:
ISBN:
Category : Law
Languages : en
Pages : 1084
Book Description
Financial Management Issues at the Department of Education
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Oversight and InvestigationsPublisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 80
Book Description
Recent improvements of financial management practices at the U.S. Department of Education
Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Healthy Families and CommunitiesPublisher:
ISBN:
Category : United States
Languages : en
Pages : 80
Book Description
CQ Weekly
Author: Publisher:
ISBN:
Category : United States
Languages : en
Pages : 140
Book Description
Early Start
Author: Andrew KarchPublisher: University of Michigan Press
ISBN: 0472118722
Category : Education
Languages : en
Pages : 285
Book Description
In the United States, preschool education is characterized by the dominance of a variegated private sector and patchy, uncoordinated oversight of the public sector. Tracing the history of the American debate over preschool education, Andrew Karch argues that the current state of decentralization and fragmentation is the consequence of a chain of reactions and counterreactions to policy decisions dating from the late 1960s and early 1970s, when preschool advocates did not achieve their vision for a comprehensive national program but did manage to foster initiatives at both the state and national levels. Over time, beneficiaries of these initiatives and officials with jurisdiction over preschool education have become ardent defenders of the status quo. Today, advocates of greater government involvement must take on a diverse and entrenched set of constituencies resistant to policy change. In his close analysis of the politics of preschool education, Karch demonstrates how to apply the concepts of policy feedback, critical junctures, and venue shopping to the study of social policy.
Science, Technology, Engineering, and Mathematics (Stem) Education
Author: Heather B. GonzalezPublisher: Createspace Independent Pub
ISBN: 9781479106103
Category : Education
Languages : en
Pages : 40
Book Description
The term “STEM education” refers to teaching and learning in the fields of science, technology, engineering, and mathematics. It typically includes educational activities across all grade levels—from pre-school to post-doctorate—in both formal (e.g., classrooms) and informal (e.g., afterschool programs) settings. Federal policymakers have an active and enduring interest in STEM education and the topic is frequently raised in federal science, education, workforce, national security, and immigration policy debates. For example, more than 200 bills containing the term “science education” were introduced between the 100th and 110th congresses. The United States is widely believed to perform poorly in STEM education. However, the data paint a complicated picture. By some measures, U.S. students appear to be doing quite well. For example, overall graduate enrollments in science and engineering (S&E) grew 35% over the last decade. Further, S&E enrollments for Hispanic/Latino, American Indian/Alaska Native, and African American students (all of whom are generally underrepresented in S&E) grew by 65%, 55%, and 50%, respectively. On the other hand, concerns remain about persistent academic achievement gaps between various demographic groups, STEM teacher quality, the rankings of U.S. students on international STEM assessments, foreign student enrollments and increased education attainment in other countries, and the ability of the U.S. STEM education system to meet domestic demand for STEM labor. Various attempts to assess the federal STEM education effort have produced different estimates of its scope and scale. Analysts have identified between 105 and 252 STEM education programs or activities at 13 to 15 federal agencies. Annual federal appropriations for STEM education are typically in the range of $2.8 billion to $3.4 billion. All published inventories identify the Department of Education, National Science Foundation, and Health and Human Services as key agencies in the federal effort. Over half of federal STEM education funding is intended to serve the needs of postsecondary schools and students; the remainder goes to efforts at the kindergarten-through-Grade 12 level. Much of the funding for post-secondary students is in the form of financial aid. Federal STEM education policy concerns center on issues that relate to STEM education as a whole—such as governance of the federal effort and broadening participation of underrepresented populations—as well as those that are specific to STEM education at the elementary, secondary, and postsecondary levels. Governance concerns focus on perceived duplication and lack of coordination in the federal effort; broadening participation concerns tend to highlight achievement gaps between various demographic groups. Analysts suggest a variety of policy proposals in elementary, secondary, and postsecondary STEM education. At the K-12 level, these include proposals to address teacher quality, accountability, and standards. At the post-secondary level, proposals center on efforts to remediate and retain students in STEM majors. This report is intended to serve as a primer for outlining existing STEM education policy issues and programs. It includes assessments of the federal STEM education effort and the condition of STEM education in the United States, as well as an analysis of several of the policy issues central to the contemporary federal conversation about STEM education. Appendix A contains frequently cited data and sources and Appendix B includes a selection of major STEM-related acts.
