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Title I - Improving the Academic Achievement of the Disadvantaged (US Department of Education Regulation) (ED) (2018 Edition) The Law Library presents the complete text of the Title I - Improving the Academic Achievement of the Disadvantaged (US Department of Education Regulation) (ED) (2018 Edition). Updated as of May 29, 2018 The Secretary amends the regulations governing programs administered under Part A of Title I of the Elementary and Secondary Education Act of 1965, as amended, to clarify and strengthen current Title I regulations in the areas of assessment, accountability, public school choice, and supplemental educational services. This book contains: - The complete text of the Title I - Improving the Academic Achievement of the Disadvantaged (US Department of Education Regulation) (ED) (2018 Edition) - A table of contents with the page number of each section
Improving the Academic Achievement of the Disadvantaged - Migrant Education Program (US Department of Education Regulation) (ED) (2018 Edition) The Law Library presents the complete text of the Improving the Academic Achievement of the Disadvantaged - Migrant Education Program (US Department of Education Regulation) (ED) (2018 Edition). Updated as of May 29, 2018 The Secretary amends the regulations governing the Migrant Education Program (MEP) administered under Part C of Title I of the Elementary and Secondary Education Act of 1965, as amended (ESEA). These final regulations adjust the base amounts of the MEP Basic State Formula grant allocations for fiscal year (FY) 2006 and subsequent years (as well as for supplemental MEP allocations made for FY 2005); establish requirements to strengthen the processes used by State educational agencies (SEAs) to determine and document the eligibility of migratory children under the MEP; and clarify procedures SEAs use to develop a comprehensive statewide needs assessment and service delivery plan. This book contains: - The complete text of the Improving the Academic Achievement of the Disadvantaged - Migrant Education Program (US Department of Education Regulation) (ED) (2018 Edition) - A table of contents with the page number of each section
The Secretary amends the regulations governing the Migrant Education Program (MEP) administered under Part C of Title I of the Elementary and Secondary Education Act of 1965, as amended (ESEA). These final regulations adjust the base amounts of the MEP Basic State Formula grant allocations for fiscal year (FY) 2006 and subsequent years (as well as for supplemental MEP allocations made for FY 2005); establish requirements to strengthen the processes used by State educational agencies (SEAs) to determine and document the eligibility of migratory children under the MEP; and clarify procedures SEAs use develop a comprehensive statewide needs assessment and service delivery plan. These regulations are effective August 28, 2008. However, affected parties do not have to comply with the new information collection requirements in Sec. Sec. 200.83 and 200.89 until the Department of Education publishes in the Federal Register the control number assigned by the Office of Management and Budget (OMB) to these information collection requirements. Publication of the control number notifies the public that OMB has approved these information collection requirements under the Paperwork Reduction Act of 1995. [Docket Id: 2007-ED-OESE-130.].
Governments, local authorities, school leaders, and teachers all over the world want to improve the educational attainment and participation of all students, and to minimise any systematic differences in outcomes for social and economic groups. A particular concern is for those students from backgrounds that may objectively disadvantage them at school and beyond. However, considerable effort and money is currently being wasted on policies, practices and interventions that have very little hope of success, and that may indeed endanger the progress that is being made otherwise. The poor quality of much education research evidence, coupled with an unwillingness among users of evidence to discriminate appropriately between what we know and do not know, means that opportunities are being missed. At a time of reduced public spending it is important that proposed interventions are both effective and efficient. Overcoming Disadvantage in Education is unique in the way that it: Shows where the solutions to underachievement and poverty lie combines primary(new), secondary (official) and published (review) evidence distinguishes between those possible causes of underachievement that are largely fixed for individuals, and those that are modifiable. There are evidence-informed ways forward in handling under-achievement and increasing social justice in education. This book shows which the more likely approaches are, and where further work could yield further benefits. This book will be a key text for students, developing academic researchers and supervisors in the social sciences, and for those research users charged with improving educational outcomes.
Students typically lose knowledge and skills during the summer, particularly low-income students. Districts and private providers can benefit from the evidence on summer programming to maximize program effectiveness, quality, reach, and funding.
Drawing from research, experience, and real school success stories, this galvanizing book explores engagement as the key factor in the academic success of economically disadvantaged students.
The purpose of Title I of the Elementary and Secondary Education Act of 1965 is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. After presenting a statement of purpose and describing authorization of appropriations, school improvement, and state administration, the nine parts are described as follows: improving basic programs operated by local educational agencies; student reading skills improvement grants; education of migratory children; prevention and intervention programs for children and youth who are neglected, delinquent, or at-risk; national assessment of Title I; comprehensive school reform; advanced placement programs; school dropout prevention; and general provisions.
In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students. Jensen argues that although chronic exposure to poverty can result in detrimental changes to the brain, the brain's very ability to adapt from experience means that poor children can also experience emotional, social, and academic success. A brain that is susceptible to adverse environmental effects is equally susceptible to the positive effects of rich, balanced learning environments and caring relationships that build students' resilience, self-esteem, and character. Drawing from research, experience, and real school success stories, Teaching with Poverty in Mind reveals * What poverty is and how it affects students in school; * What drives change both at the macro level (within schools and districts) and at the micro level (inside a student's brain); * Effective strategies from those who have succeeded and ways to replicate those best practices at your own school; and * How to engage the resources necessary to make change happen. Too often, we talk about change while maintaining a culture of excuses. We can do better. Although no magic bullet can offset the grave challenges faced daily by disadvantaged children, this timely resource shines a spotlight on what matters most, providing an inspiring and practical guide for enriching the minds and lives of all your students.
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.
This book is an authoritative examination of summer learning loss, featuring original contributions by scholars and practitioners at the forefront of the movement to understand—and stem—the “summer slide.” The contributors provide an up-to-date account of what research has to say about summer learning loss, the conditions in low-income children’s homes and communities that impede learning over the summer months, and best practices in summer programming with lessons on how to strengthen program evaluations. The authors also show how information on program costs can be combined with student outcome data to inform future planning and establish program cost-effectiveness. This book will help policymakers, school administrators, and teachers in their efforts to close academic achievement gaps and improve outcomes for all students. Book Features: Empirical research on summer learning loss and efforts to counteract it. Original contributions by leading authorities. Practical guidance on best practices for implementing and evaluating strong summer programs. Recommendations for using program evaluations more effectively to inform policy. Contributors: Emily Ackman, Allison Atteberry, Catherine Augustine, Janice Aurini, Amy Bohnert, Geoffrey D. Borman, Claudia Buchmann, Judy B. Cheatham, Barbara Condliffe, Dennis J. Condron, Scott Davies, Douglas Downey, Ean Fonseca, Linda Goetze, Kathryn Grant, Amy Heard, Michelle K. Hosp, James S. Kim, Heather Marshall, Jennifer McCombs, Andrew McEachin, Dorothy McLeod, Joseph J. Merry, Emily Milne, Aaron M. Pallas, Sarah Pitcock, Alex Schmidt, Marc L. Stein, Paul von Hippel, Thomas G. White, Doris Terry Williams, Nicole Zarrett “A comprehensive look at what’s known about summer’s impact on learning and achievement. It is a wake-up call to policymakers and educators alike” —Jane Stoddard Williams, Chair, Horizons National “Provides the reader with everything they didn’t know about summer learning loss and also provides information on everything we do know about eliminating summer learning loss. Do your school a favor and read this book and then act upon what you have learned.” —Richard Allington, University of Tennessee