Guidance On School Improvement Grants Under Section 1003 G Of The Elementary And Secondary Education Act Of 1965 Revised
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Guidance On School Improvement Grants Under Section 1003 G Of The Elementary And Secondary Education Act Of 1965 Revised
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Author : Office of Elementary and Secondary Education (ED)
language : en
Publisher:
Release Date : 2010
Guidance On School Improvement Grants Under Section 1003 G Of The Elementary And Secondary Education Act Of 1965 Revised written by Office of Elementary and Secondary Education (ED) and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with categories.
The School Improvement Grants (SIG) program is authorized by section 1003(g) of the Elementary and Secondary Education Act of 1965 (ESEA). Under section 1003(g)(1) of the ESEA, the Secretary must "award grants to States to enable the States to provide subgrants to local educational agencies for the purpose of providing assistance for school improvement consistent with section 1116." From a grant received pursuant to that provision, a State educational agency (SEA) must subgrant at least 95 percent of the funds it receives to its local educational agencies (LEAs) for school improvement activities. In awarding such subgrants, an SEA must "give priority to the local educational agencies with the lowest-achieving schools that demonstrate: (1) the greatest need for such funds; and (2) the strongest commitment to ensuring that such funds are used to provide adequate resources to enable the lowest-achieving schools to meet the goals under school and local educational improvement, corrective action, and restructuring plans under section 1116." The regulatory requirements expand upon these provisions, further defining LEAs with the "greatest need" for SIG funds and the "strongest commitment" to ensuring that such funds are used to raise substantially student achievement in the persistently lowest-achieving schools in the State. This guidance includes revisions and additional questions to previously published guidance reports.
Guidance On Fiscal Year 2010 School Improvement Grants Under Section 1003 G Of The Elementary And Secondary Education Act Of 1965
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Author : Office of Elementary and Secondary Education (ED)
language : en
Publisher:
Release Date : 2011
Guidance On Fiscal Year 2010 School Improvement Grants Under Section 1003 G Of The Elementary And Secondary Education Act Of 1965 written by Office of Elementary and Secondary Education (ED) and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
The School Improvement Grants (SIG) program is authorized by section 1003(g) of the Elementary and Secondary Education Act of 1965 (ESEA). Under section 1003(g)(1) of the ESEA, the Secretary must award grants to States to enable the States to provide subgrants to local educational agencies for the purpose of providing assistance for school improvement consistent with section 1116. From a grant received pursuant to that provision, a State educational agency (SEA) must subgrant at least 95 percent of the funds it receives to its local educational agencies (LEAs) for school improvement activities. In awarding such subgrants, an SEA must give priority to the local educational agencies with the lowest-achieving schools that demonstrate: (1) the greatest need for such funds; and (2) the strongest commitment to ensuring that such funds are used to provide adequate resources to enable the lowest-achieving schools to meet the goals under school and local educational agency improvement, corrective action, and restructuring plans under section 1116. The regulatory requirements implement these provisions, defining LEAs with the-greatest need for SIG funds and the strongest commitment to ensure that such funds are used to raise substantially student achievement in the persistently lowest-achieving schools in the State. This guidance contains many of the same questions as the FY 2009 guidance but focuses on implementation of the SIG program using FY 2010 funds and FY 2009 carryover funds. New questions were added for this guidance.
Compliance Supplement March 2011
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Author :
language : en
Publisher: Government Printing Office
Release Date :
Compliance Supplement March 2011 written by and has been published by Government Printing Office this book supported file pdf, txt, epub, kindle and other format this book has been release on with categories.
Guide To U S Department Of Education Programs 2009
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Author : Kate Devine
language : en
Publisher: DIANE Publishing
Release Date : 2010-11
Guide To U S Department Of Education Programs 2009 written by Kate Devine and has been published by DIANE Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-11 with categories.
The Big Lies Of School Reform
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Author : Paul C. Gorski
language : en
Publisher: Routledge
Release Date : 2014-03-14
The Big Lies Of School Reform written by Paul C. Gorski and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-03-14 with Education categories.
The Big Lies of School Reform provides a critical interruption to the ongoing policy conversations taking place around public education in the United States today. By analyzing the discourse employed by politicians, lobbyists, think tanks, and special interest groups, the authors uncover the hidden assumptions that often underlie popular statements about school reform, and demonstrate how misinformation or half-truths have been used to reshape public education in ways that serve the interests of private enterprise. Through a thoughtful series of essays that each identify one “lie“ about popular school reform initiatives, the authors of this collection reveal the concrete impacts of these falsehoods—from directing funding to shaping curricula to defining student achievement. Luminary contributors including Deborah Meier, Jeannie Oakes, Gloria Ladson-Billings, and Jim Cummins explain how reform movements affect teachers and administrators, and how widely-accepted mistruths can hinder genuine efforts to keep public education equitable, effective, and above all, truly public. Topics covered include common core standards, tracking, alternative paths to licensure, and the disempowerment of teachers’ unions. Beyond critically examining the popular rhetoric, the contributors offer visions for improving educational access, opportunity, and outcomes for all students and educators, and for protecting public education as a common good.
Learning From The Federal Market Based Reforms
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Author : William J. Mathis
language : en
Publisher: IAP
Release Date : 2016-06-01
Learning From The Federal Market Based Reforms written by William J. Mathis and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-06-01 with Education categories.
Over the past twenty years, educational policy has been characterized by top?down, market?focused policies combined with a push toward privatization and school choice. The new Every Student Succeeds Act continues along this path, though with decision?making authority now shifted toward the states. These market?based reforms have often been touted as the most promising response to the challenges of poverty and educational disenfranchisement. But has this approach been successful? Has learning improved? Have historically low?scoring schools “turned around” or have the reforms had little effect? Have these narrow conceptions of schooling harmed the civic and social purposes of education in a democracy? This book presents the evidence. Drawing on the work of the nation’s most prominent researchers, the book explores the major elements of these reforms, as well as the social, political, and educational contexts in which they take place. It examines the evidence supporting the most common school improvement strategies: school choice; reconstitutions, or massive personnel changes; and school closures. From there, it presents the research findings cutting across these strategies by addressing the evidence on test score trends, teacher evaluation, “miracle” schools, the Common Core State Standards, school choice, the newly emerging school improvement industry, and re?segregation, among others. The weight of the evidence indisputably shows little success and no promise for these reforms. Thus, the authors counsel strongly against continuing these failed policies. The book concludes with a review of more promising avenues for educational reform, including the necessity of broader societal investments for combatting poverty and adverse social conditions. While schools cannot single?handedly overcome societal inequalities, important work can take place within the public school system, with evidence?based interventions such as early childhood education, detracking, adequate funding and full?service community schools—all intended to renew our nation’s commitment to democracy and equal educational opportunity.
Enduring Myths That Inhibit School Turnaround
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Author : Coby V. Meyers
language : en
Publisher: IAP
Release Date : 2017-05-01
Enduring Myths That Inhibit School Turnaround written by Coby V. Meyers and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-05-01 with Education categories.
The concept of school turnaround—rapidly improving schools and increasing student achievement outcomes in a short period of time—has become politicized despite the relative newness of the idea. Unprecedented funding levels for school improvement combined with few examples of schools substantially increasing student achievement outcomes has resulted in doubt about whether or not turnaround is achievable. Skeptics have enumerated a number of reasons to abandon school turnaround at this early juncture. This book is the first in a new series on school turnaround and reform intended to spur ongoing dialogue among and between researchers, policymakers, and practitioners on improving the lowest-performing schools and the systems in which they operate. The “turnaround challenge” remains salient regardless of what we call it. We must improve the nation’s lowest-performing schools for many moral, social, and economic reasons. In this first book, education researchers and scholars have identified a number of myths that have inhibited our ability to successfully turn schools around. Our intention is not to suggest that if these myths are addressed school turnaround will always be achieved. Business and other literatures outside of education make it clear that turnaround is, at best, difficult work. However, for a number of reasons, we in education have developed policies and practices that are often antithetical to turnaround. Indeed, we are making already challenging work harder. The myths identified in this book suggest that we still struggle to define or understand what we mean by turnaround or how best, or even adequately, measure whether it has been achieved. Moreover, it is clear that there are a number of factors limiting how effectively we structure and support low-performing schools both systemically and locally. And we have done a rather poor job of effectively leveraging human resources to raise student achievement and improve organizational outcomes. We anticipate this book having wide appeal for researchers, policymakers, and practitioners in consideration of how to support these schools taking into account context, root causes of low-performance, and the complex work to ensure their opportunity to be successful. Too frequently we have expected these schools to turn themselves around while failing to assist them with the vision and supports to realize meaningful, lasting organizational change. The myths identified and debunked in this book potentially illustrate a way forward.
Rural School Turnaround And Reform
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Author : Coby V. Meyers
language : en
Publisher: IAP
Release Date : 2022-01-01
Rural School Turnaround And Reform written by Coby V. Meyers and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022-01-01 with Education categories.
We have entitled the fourth book in the series Rural School Turnaround and Reform: It’s Hard Work! Overall, the body of scholarly work and research that examines school turnaround and reform in rural areas is slim; as such, this volume adds to the body of work and contributes to new knowledge in a much-needed area. In this volume, we present chapters that speak to the challenges, successes, and opportunities to improve low-performing rural schools. Chapters range from conceptual arguments to policy analyses or research findings, as well as some combination of these or other ways to consider rural school turnaround and reform.
Handbook On Family And Community Engagement
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Author : Sam Redding
language : en
Publisher: IAP
Release Date : 2011-12-01
Handbook On Family And Community Engagement written by Sam Redding and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-12-01 with Education categories.
Thirty-six of the best thinkers on family and community engagement were assembled to produce this Handbook, and they come to the task with varied backgrounds and lines of endeavor. Each could write volumes on the topics they address in the Handbook, and quite a few have. The authors tell us what they know in plain language, succinctly presented in short chapters with practical suggestions for states, districts, and schools. The vignettes in the Handbook give us vivid pictures of the real life of parents, teachers, and kids. In all, their portrayal is one of optimism and celebration of the goodness that encompasses the diversity of families, schools, and communities across our nation.
Federal Register
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Author :
language : en
Publisher:
Release Date : 2013-08
Federal Register written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-08 with Delegated legislation categories.