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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.
Bringing together political theory and literary works, this study recreates the political climate which made the 1960s an unforgettable era for young black Americans. A chapter on "The Many Shades of Black Nationalism," for instance, explains: why black nationalism is known by more than a dozen different names; how events in Africa influenced black nationalism in America; why Malcolm X's death had a greater impact on nationalism than did his life; and how the United States government unwittingly became nationalism's ally. Another chapter explores the bitter feud between the dominant factions of the 1960s-cultural and revolutionary nationalists. This feud erupted in both verbal and armed warfare and generated an abundance of political theory and literary works, much of which is out of circulation but is examined in the study. Nationalist poetry, theater, and fiction are each treated in separate chapters which exemplify the aesthetic and political concerns of this memorable period in American history and letters. Aside from its unique combination of artistic and political works, what makes this book important is the current revival of nationalist sentiment in African American life and arts. Though this revival is closely identified with the nationalism of the 1960s, it lacks the focus of that period. This study explains what gave the nationalism of the 1960s its focus, how that focus was expressed in art forms, and why 1960s nationalism continues to influence the African American identity and will probably do so well into the twenty-first century.