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School districts in the United States utilized nearly $60 billion in Elementary and Secondary School Emergency Relief (ESSER) funds during the 2021-22 school year. The majority of the funds were allocated towards addressing students' academic, social, and emotional needs, as well as maintaining school operations, with the remaining portion dedicated to physical and mental health concerns. Districts made spending decisions based on factors such as funding amounts, state guidelines, and district priorities, using data to assess the impact of ESSER-funded initiatives. Challenges included meeting spending requirements, navigating supply chain issues, and adhering to state regulations, while districts focused on sustainability by planning for the continuation or conclusion of ESSER-funded activities based on outcomes and available resources. [Extracted from the article]

The United States Government Accountability Office (GAO) has released a report highlighting the challenges faced by school districts in providing education to students with disabilities. These challenges include personnel shortages, lack of professional development time, communication difficulties with parents, and insufficient collaboration between general and special education staff. The report also reveals that many students with disabilities attend schools without key personnel, and there is variation in student-to-staff ratios across states. The GAO recommends that Congress grant the Department of Education authority to collect school- and district-level data to better assess the distribution of special education resources. The report provides information on the Individualized Education Program (IEP) and the staff involved in providing special education services. It discusses the federal role in special education, including monitoring states' implementation of the Individuals with Disabilities Education Act (IDEA) and collecting data on special education. The report highlights the funding provided by IDEA and the challenges faced by school districts in recruiting qualified personnel for special education. The COVID-19 pandemic has worsened staffing shortages, and factors such as limited certification programs and high entry costs contribute to the shortage of special education professionals. The report discusses various challenges and obstacles faced in special education, particularly in terms of staffing shortages, low pay, and difficulties in providing professional development and communication with parents. These challenges have led to problems in providing high-quality education and services to students with disabilities, as well as delays in receiving services. Efforts to mitigate these obstacles include financial incentives, "grow-your-own" programs [Extracted from the article]

The United States Government Accountability Office (GAO) has released a report on the distribution of resources in the Head Start program, which aims to promote school readiness for children in poverty. The report found that Head Start availability varies widely across states and counties and does not closely align with child poverty rates. The funding formula for Head Start is not responsive to changes in child poverty, resulting in lower proportions of income-eligible children being served in states with rising child poverty. The report recommends that Congress review and revise the funding provisions to better align resources with need and that the Department of Health and Human Services (HHS) use its existing authority to consider the distribution of Head Start services when awarding grants. [Extracted from the article]

The Department of Defense Education Activity (DODEA) has implemented measures to address unwanted sexual behavior among K-12 students, but challenges remain. DODEA collects detailed information on reported incidents, but school leaders have concerns about the burden and stigma of reporting normative behaviors. Additionally, there are weaknesses in providing support services, such as inconsistent inclusion in multidisciplinary teams and a lack of assessment of participation in clinical support services. A report highlights the increase in reported incidents, attributed to enhanced reporting requirements, but some school leaders have raised concerns. A Government Accountability Office (GAO) report identifies issues with coordination, expertise, and participation in support services. The Military Community Advocacy Directorate's CYA restricts clinical services for civilian-dependent students, but the effectiveness of this policy has not been assessed. Immediate trauma-informed clinical support services are beneficial for children and youth affected by problematic sexual behaviors. The Military Community Advocacy Directorate should assess its response to incidents involving civilian-dependent students to ensure the safety of all students. [Extracted from the article]

The article discusses the January 2024 U.S. Government Accountability Office (GAO) report which compared characteristics of comprehensive support and improvement (CSI) schools and public schools in the U.S. Topics explored include the compliance to Elementary and Secondary Education Act of 1965 (ESEA) school improvement requirements, the partnership between school districts and stakeholders in the implementation of CSI plans, and the academic outcomes of students in CSI schools.

The article focuses on a U.S. Government Accountability Office (GAO) report that assesses the dissemination of parent and family engagement information by Title I schools, emphasizing challenges arising from outdated U.S. Department of Education guidance. Topics discussed include the prevalence of online engagement policies, comparison of parent involvement between Title I and non-Title I schools, and the GAO's recommendations for updated guidance to align with current legal requirements.

The article presents the discussion on access to services varies by characteristics such as race and income. Topics include definitions of "developmental delay" and different program eligibility criteria for their early intervention programs serving infants and toddlers with disabilities from birth; and children facing developmental delays, early intervention services such as speech therapy or physical therapy can significantly improve a child's outcomes.

The article discusses the decline in participation in the Troops-to-Teachers program, which helps military personnel become teachers, and the lack of complete data on program participants' teaching locations and subjects, It emphasizes the need for Department of Defense (DOD) to assess whether the program is meeting its goals in reducing teacher shortages in high-need schools and key subjects. Topics: Troops-to-Teachers program, K-12 education and teacher shortages.

The article focuses on the challenges and limitations in the equitable services process for school districts and private schools in K-12 education. These challenges include concerns about ombuds' workload and independence, a lack of training and guidance for ombuds, delays in decision-making by the Department of Education and difficulties in managing and providing equitable services, such as identifying eligible children and ensuring the quality of services received by private schools.

The article reports that the U.S. Government Accountability Office discovered that the Charter schools that received Charter Schools Program (CSP) grants experienced faster student growth than those that did not, with increased enrollment in middle schools, urban schools, and schools with more non-White or low-income pupils.,.

The article discusses the results of a study by the U.S. Government Accountability Office on the Charter Schools Program (CSP) awarded by the Department of Education. Topics mentioned include the assessment of the extent of recipient schools to stay open or close compared to non-recipient schools from 2006-2020, the use of multivariate statistical analysis to review three Education CSP grants, and the review of federal laws and regulations relating to grant programs.

The article discusses about a unified approach implemented by the Department of Defense Education Activity (DODEA) for offering teacher professional learning to facilitate implementation of College and Career Readiness Standards (CCRS). Topics include Government Accountability Office's (GAO) analysis about closed-ended responses from DODEA's professional learning teacher surveys; a consistent approach to professional learning, and an evaluation of professional learning results.

The article discusses the analysis done by the U.S. Government Accountability Office on the demographic data from Education's Common Core of Data by school type, region, and community type to determine the extent of divisions along racial, ethnic, and economic lines in schools. GAO was asked to examine the prevalence and growth of segregation in K-12 public schools. This report examined the extent of (1) racial, ethnic, and economic divisions in K-12 public schools.

The article presents report of American education system assessment performed by United States Government Accountability Office (GAO). Topics discussed by student struggles and learning loss during the year as the students started the school year behind and made less academic progress, effect of Covid-19 pandemic on students' and teachers' well-being, and statistical models used by GAO to describe the associations between learning loss and teachers' perceived effectiveness of the strategies.

The article reports that GAO also estimates that teachers in a virtual environment with a high percentage of English learners (at least 20 percent) were more likely than their peers to have students who regularly faced a variety of significant obstacles. These teachers were more likely to have students who regularly struggled with understanding lessons, completing assignments, having an appropriate workspace, accessing school meals, and getting adult assistance.

The article highlights a report which shows that Department of Defense (DOD) programs that offer support to military families having children with disabilities; and DOD programs that support school districts that serve military families. It presents discussion groups with DOD officials, representing all four military services, responsible for providing support to military families with children with disabilities.

The article looks at a report from the U.S. Government Accountability Office (GAO) on federal-aid highway program is the primary source of federal funding for projects that build and preserve the nation's roads and bridges. It mentions Federal Highway Administration (FHWA) apportions this program's funding to state departments of transportation (DOTs). It also mentions engineering consultants on a variety of federal-aid highway construction projects, such as for bridge replacement.

The artile presents the U.S. Government Accountability Office report on the impact of COVID-19 on public K-12 education in the U.S. It mentions according to a survey public elementary and secondary school teachers nationwide had at least one student who was registered but never showed up for class during the 2020-21 school year.

The artile presents the U.S. Government Accountability Office report which describes how District of Columbia Public Charter School Board (PCSB) reviews applications, monitors charter schools and takes corrective actions. It mentions PCSB uses several mechanisms to monitor charter schools' academic performance and compliance with applicable legal requirements.

The article focuses on a report from the U.S. Government Accountability Office (GAO) on the need for the Department of Education to help states address student testing issues and financial risks associated with virtual charter schools. Topics include asynchronous instruction used by charter schools, academic proficiency and participation rates of charter schools on federally-acquired state testing, measurement of school attendance and relationships with charter school management organizations.

The article discusses the U.S. Government Accountability Office (GAO) report which compared the performance of students in U.S. Department of Defense Education Activity (DoDEA) schools and in U.S. public school students based on the National Assessment of Educational Progress (NAEP). Topics discussed include the administration of NAEP to measure academic achievement in the U.S., the proficiency of DODEA students in grade four mathematics, and the demographic characteristics of the students.

The article discusses a study from United States Government Accountability Office (GAO) on disaster recovery. Research shows that socially vulnerable groups are particularly susceptible to the adverse effects of disasters. GAO analyzed disaster-related data from Federal Emergency Management Agency (FEMA) and Education including data on Restart grants and program documentation, and reviewed relevant federal laws and agency guidance.

The article reports that education's OCR is responsible for enforcing certain federal civil rights laws. Topics include considered that Title VI of the Civil Rights Act of 1964 which prohibits discrimination on the basis of race, color, or national origin in programs or activities that receive federal assistance.

The article presents the discussion on Elementary and Secondary Education Act (ESEA) identifying low performing schools and student subgroups for support and improvement. Topics include states having the capacity for supporting districts' school improvement activities and helpful in finding Education's technical assistance; and districts demonstrating the greatest need for such funds as determined by the state.

The article presents a report from the U.S. Government Accountability Office (GAO) which examined the logistical and instructional challenges of distance learning, particularly for English learners and students with disabilities, during school closures in 2020 at the height of the COVID-19 pandemic. Topics covered include the lessons learned from providing distance learning, and factors that complicated the delivery of special education services during distance learning.

The article presents a report of the Government Accountability Office recommending the Dept. of Education, Dept. of Health & Human Services, and the Office of National Drug Control Policy (ONDCP). Topics include the need to clarify the association of grants and their use in drug prevention education programs to support related goals of the National Drug Control Strategy.

The article presents a report of Government Accountability Office on the K-12 data security failures. Topics include the examination of K-12 cyber security incidents that compromised student data, and the characteristics of school districts that experienced these incidents; and the need of improvement to prevent such incidents.

The article presents the GAO's analysis of K-12 Cybersecurity Resource Center (CRC) data on the type of cybersecurity incident. Topics include assessment scores and special education records being the most commonly compromised type of information; and cybersecurity incident being an event that actually jeopardizes a system or the information it holds.

The article present a report of the U.S. Government Accountability Office (GAO) regarding challenges related to recovery of COVID-19 for K-12 schools. Topics discussed include experiencing the compounding challenge of recovering from natural disasters such as Camp Fire, Typhoon Yutu and Kilauea volcano eruption, and managing effects of the COVID-19; support of the U.S. Department of Education to schools for recovery; and also mentions the Immediate Aid to Restart School Operations.

The article presents a report of Government Accountability Office recommending federal agencies to Enhance monitor and collaborate to assure lead free quality drinking water. Topics include that Office of Head Start (OHS) require grantees to document that water provided to children is safe from lead, and for Environmental Protection Agency (EPA) and Health & Human Services (HHS) to improve their collaboration.

The article presents the U.S. Government Accountability Office which examines the extent to which school districts have school facilities with physical barriers that may limit access for people with disabilities. informs o the role of Department of Justice and Department of Education to assist districts and states in improving school facilities' physical accessibility. It also informs on the enactment of Americans with Disabilities Act of 1990 for addressing the same.

The article presents a study from the U.S. Government Accountability Office (GAO) which examine school shootings, including the link between discipline and shootings. It mentions preventative approaches meant to change student behaviors and effects of approaches on outcomes of school gun violence, school violence, or school safety. It also mentions low minority schools had more suicides and school-targeted shootings.

The article presents a reports of the U.S. Government Accountability Office on the need of improving multiple school buildings in the United States. Topics include the assessment of the common facility condition issues; and consideration for the updation of heating, ventilation, and air conditioning (HVAC) systems.

The article presents a report of the U.S. Government Accountability Office on how states assess alternative school education performance. Topics include analysis and review of the State Department of Education's alternative school data, federal laws and accountability systems; and that research organizations and relevant studies considered useful in capturing alternative school achievement.

The article presents a study by the U.S. Government Accountability Office (GAO) on the Department of Education's Civil Rights Data Collection (CRDC) on incidents of seclusion and restraints in school districts. Topics include the effectiveness of CRDC data quality control processes and the mandate of GAO under the Consolidated Appropriations Act of 2018 on the monitoring of CRDC data.

The article present a report of the U.S. Government Accountability Office (GAO) related to the Individuals with Disabilities Education Act (IDEA) dispute resolution activity in selected states varied based on school districts' characteristics. Topics discussed include school district-level socioeconomic or demographic characteristics; challenges faced by parents in using IDEA dispute resolution options; and relevant federal laws, regulations and Education & state documents reviewed by GAO.

The article presents a report of the U.S. Government Accountability Office (GAO), based on the challenges state educational agencies (SEAs) and selected school districts face implementing the Every Student Succeeds Act (ESSA) educational stability provisions for youth in foster care. It also mentions that ESSA requires school districts to work with child welfare agencies to provide and fund transportation.

The article offers information on a letter to Senators Patty Murray and Brian Schatz on the efforts of school districts to address lead-based paint by the U.S. Government Accountability Office. Topics discussed include dangers lead exposure poses to health of school-age children; lead in school drinking water; and inspecting for and remediating lead-based paint in schools.

The article discusses that students in public K-12 alternative schools in the U.S. are among some of the most vulnerable populations in schools. It mentions that these schools serve students are at risk of educational failure because of poor grades, truancy, disruptive behavior, and mental health issues; and also mentions a child's performance and behavior in school may be affected by health and social challenges outside the classroom that tend to be more acute for poor children.

The article informs that K-12 Education should take immediate action to address inaccuracies in federal restraint and seclusion data. It mentions error in data from school districts with enrolled students reported to Civil Rights Data Collection(CRDC). It also mentions conducting data quality reviews of the CRDC by Education's Office for Civil Rights conduct of the CRDC ensure school districts are collecting and reporting accurate restraint and seclusion data.

The article presents a letter from the U.S. Government Accountability Office (GAO) to senators Roy Blunt and Patty Murray and representatives Rosa DeLauro and Tom Cole to report on the need for the education department to immediately address the inaccurate restraint and seclusion data in the K-12 education system. Topics include the adverse effects of restraint and seclusion to school boys and students with disabilities and the department's Civil Rights Data Collection (CRDC).

The article presents a report prepared by the U.S. General Accounting Office (GAO) concerning the variation of special education programs among the several U.S. states and concludes that differing state criteria may lead to significant differences in the percentage of special needs children being adequately served. The article also discusses the U.S. legislation the Individuals with Disabilities Education Act (IDEA).

The article focuses on the restraint and seclusion in K-12 public schools. Topics include it affects students with disabilities and boys; mentions the Department of Education as defined restraint as restricting the student's ability and seclusion as confining a student alone in a room that he or she is not permitted to leave; and also mentions Education and the Department of Justice (Justice) are responsible for enforcing a number of civil rights laws protecting students from discrimination.

The article looks at a reports from the U.S. Government Accountability Office (GAO) which was asked to review K-12 school choice options for Indian students. It mentions examines the public school options located in areas with large Indian student populations and used Education's Common Core of Data for school year 2015-2016. It also mentions school districts in which Indian students accounted for 25 percent or more of all students.

The article offers information on the report presented by the government accountability office, U.S. on the challenges to Assessing Program Performance. Topics discussed include information on the role of the U.S. Department of Education in supporting educational opportunities for K-12 students; discussions on the use of research methods to address specific questions about program performance; and the information on the strategic plans of the government for improving education.

The article presents a study by the U.S. Government Accountability Office (GAO) aimed at reviewing the key characteristics of tax credit scholarship (TCS) programs authorized across 18 states. The provision of the program of state tax credits for individual and business donations that fund scholarships for students to attend elementary and secondary private schools is explored. Also tackled is how donating to a TCS program could affect the amount of state and federal taxes owed by donors.

The article presents the study carried out by the government agency the U.S. Government Accountability Office (GAO) on the drinking water of school districts to check its lead contents. The topics discussed include the reasons why GAO did the study, the estimated percentage of school districts which drinking water are tested, and the requirements set by the government agency the U.S. Environmental Protection Agency (EPA) related to the lead testing of drinking water in 2017.

The article discusses the report of the U.S. Government Accountability Office (GAO) which asseses how public high schools encourage equal athletic opportunities for boys and girls. Topics include the factors that affect the levels of participation of boys and girls, the increase in girl's participation since the passage of Title IX of the 1972 Education Amendments and GAO's recommendations for the Department of Education's Office for Civil Right to determine the extent of Title IX.

The article discusses the U.S. Government Accountability Office report related to "Discipline Disparities for Black Students, Boys, and Students with Disabilities" in K-12 education. It mentions percentage of youth ages 12-17 experiencing a major depressive episode has increased. it also mentions mental health and trauma faced by students of minorities.