Search

The article offers information on federal education laws in the U.S. outlining the primary responsibilities of states and the federal government in education policy and funding. Topics include federal education laws; the U.S. Department of Education's mission; the Elementary & Secondary Education Act and the Higher Education Act; the Education Sciences Reform Act of 2002; the Individuals with Disabilities Education Act; and other relevant laws that govern education & student rights in the U.S.

The article discusses the Every Student Succeeds Act (ESSA) which was signed by former U.S. President Barack Obama. Details about the provisions of ESSA and history of the Elementary and Secondary Education Act (ESEA) are mentioned. Particular focus is also given to the No Child Left Behind (NCLB) Act and updated template for consolidated state plans concerning ESSA.

The article discusses U.S. Federal child care, early education programs and legislation as of April 2014. Topics include the Child Care and Development Block Grant (CCGBG), which provides child care subsidies for low-income working families, services offered by the Temporary Assistance for Needy Families (TANF), and the Child and Adult Care Food Program (CACFP). The Elementary and Secondary Education Act (ESEA) Title I, Part A and Race to the Top (RTT) education initiative are also mentioned.

The article looks at the proposed reauthorization of U.S. Elementary and Secondary Education Act of 1965 (ESEA), which would force sanctions on low-performing schools in the U.S. The author argues that the so-called turnaround model the low-performing schools would face would cause teachers and families to leave, making the schools further bereft. She suggests that the government should focus on other problems including increased poverty in rural areas, the inequitable distribution of government funds to schools, and train and maintain teachers in low-income areas. She points out that the U.S. has used measures in the past that successfully handled these problems.

The article looks West Oakland Middle School (WOMS) in Oakland, California, where economic austerity has limited student services. Topics discussed include the primarily low-income students WOMS services, how Proposition 13, made California law in 1978, limited property tax increases and therefore school budgets, and WOMS's low attendance rates and test scores. Legislators' threats to close so-called failing schools and Title I of the U.S. Elementary and Secondary Education Act which attempts to mitigate students' poverty through additional school funding are also considered.

The article reflects on the U.S. Every Student Succeeds Act (ESSA), an update to the K-12 education law, in the one year since it was passed in 2016. It discusses how the ESSA was designed to improve shortcomings of the No Child Left Behind Act, the previous version of the Elementary and Secondary Education Act. The article goes on to examine concerns over greater flexibility given to states and districts regarding issues such as standardized test, school choice, marginalized students.

The article discusses Every Student Succeeds Act (ESSA), which was signed into law by U.S. President Barack Obama on December 10, 2015 as a reauthorization of the 1985 Elementary and Secondary Education Act. Topics discussed include comparison between ESSA and the 2002 No Child Left Behind and the Common Core Standards. Also mentioned are ESSA presenting new opportunities for teacher-led professional growth as well as Senators Lamar Alexander and Patty Murray as primary architects of ESSA.

The article presents a notice issued by the Illinois State Board of Education related to the recognition, evaluation and supervision of public schools. Topics discussed include requirements of the U.S. Elementary and Secondary Education Act; addressing the assessment of physical education; and a standardized process for awarding federal grants.

The article offers the author's insights on efforts of various government agencies in the U.S. that supports the music industry and music and arts education. Topics discussed include the passage of a bill by Senators Patty Murray and Lamar Alexander which is the revision of the Elementary and Secondary Education Act, the launched of the National Education Goals by the National Governors' Association in 1989, and the released of the America 2000 Arts Partnership by the Department of Education.

The author draws on his extensive experience helping lead Congress’s education efforts and later a highly respected education research concern to propose a new approach to federal education policy that expands and transforms the federal role. This new approach would significantly expand federal aid to schools that is not restricted to particular categories of students but that is contingent on states’ willingness to address the most fundamental issues that impede educational progress. This expanded general aid program could be called the United for Students Act (USA). A new approach is needed because progress has not been sufficient and because the world is changing at such a fast pace that we cannot procrastinate, the author says. If we want improvement, we must let go of resistance to change and sweep aside old excuses to adopting new and better ways. [ABSTRACT FROM PUBLISHER]

The article discusses the legacy of the U.S. Elementary and Secondary Education Act (ESEA) in relation to the U.S. federal government's role in K-12 education. Topics include the overhaul of the ESEA by the 2001 U.S. No Child Left Behind Act, the relation of civil rights for African Americans to the ESEA's original focus on fighting poverty among disadvantaged students, and the emphasis on educational standards after the 1983 report "A Nation at Risk."

The article discusses the role of the American Association of School Administrators (AASA) in federal advocacy for public schooling. Topics covered include the impact of the Elementary and Secondary Education Act (ESEA) on how AASA serves its members, the association's influence on the U.S. government according to Paul Houston, the association's executive director from 1994 to 2008, and examples of resolutions seeking federal aid and support for initiatives passed by AASA.

The article offers information on the Every Student Succeeds Act (ESSA) released by former U.S. President Barack Obama and its influence on the music and arts education. Various topics discussed include history of the Elementary and Secondary Education Act (ESEA), changes introduced in the No Child Left Behind (NCLB) law and federal funding for the education.

The article focuses on applicability of the U.S. No Child Left Behind (NCLB) act to higher education in the U.S. Topics discussed include NCLB being an extension of Elementary and Secondary Education Act, relevance of NCLB for removal of meager funding from schools, views of professor Kevin Knudson regarding standardized testing and views of professor Sean Wernert regarding lack of free play in leaving college-aged students.

The article offers information on the 2013 Fly-in music education advocacy of the National Association of Music Merchants (NAMM). Topics discussed include the mission and vision of the advocacy in the music industry, the U.S. Elementary and Secondary Education Act (ESEA), and the importance of music education. Comments from NAMM chief executive office (CEO) Joe Lamond, Willis Music president Kevin Cranley, and Drummer Chad Smith are also given.

The article discusses the system for student's examinations in the U.S. It examines the standardized exam called the DC Comprehensive Assessment System (DC CAS) which is made up of multiple-choice questions. It discusses the No Child Left Behind Act of 2011 (NCLB) which was signed by former president George W. Bush. Also discussed is the Elementary and Secondary Education Act of 1965 (ESEA) which focuses on federal funding of poor schools with low achieving students.

A section of Part 2 of the book "Library & Book Trade Almanac" is presented, focusing on U.S. legislation and regulations affecting libraries in 2011. President Barack Obama signed 915 billion U.S. dollars in federal funds for fiscal year 2012 for various departments including Defense, Energy and Interior, covering many library and literacy programs. It offers updates on the Elementary and Secondary Education Act (ESEA), the Consumer Product Safety Improvement Act and copyright legislation.

The article discusses the February 2012 annual meeting of the nonprofit organization National School Boards Association's Federal Relations Network (NSBA FRN) in Washington, D.C. Delegations from states including Ohio, Georgia, and Montana are described, and the article mentions that the school board members informed U.S. Congress members of financial problems facing school districts. Legislative issues discussed include reauthorization of the Elementary and Secondary Education Act (ESEA), funding for the Individuals With Disabilities Education Act (IDEA), and unfunded mandates attached to the No Child Left Behind Act (NCLB).

An interview is presented with the U.S. Senator from Rhode Island Jack Reed regarding his work in securing federal funding for school library services. Questions include discussion of his views regarding the importance of local school libraries, his efforts to establish a dedicated funding stream for school libraries in the Elementary and Secondary Education Act (ESEA), and the effectiveness of communicating with representatives to advocate for their wishes.

The article presents a discussion of teacher policy in the reauthorization of the U.S. Elementary and Secondary Education Act (ESEA), adapted from the report "Essential Elements of Teacher Policy in ESEA: Effectiveness, Fairness, and Evaluation," by the Center for American Progress, published in February 2011.

The article discusses the history of education reform in the U.S., with a particular focus on local school boards. According to the author, school boards are often at odds with trends toward modernization in school reform. Details related to the history of school boards are presented. Other topics include charter schools, the U.S. Elementary and Secondary Education Act of 1965, and the U.S. No Child Left Behind Act of 2001.

The article addresses the use of value-added measures (VAMs) in U.S. education to evaluate the classroom performance of teachers. It discusses the history of VAMs, which the article suggests began with education mandates originating with the reauthorization of the Elementary and Secondary Education Act in 2001. Several topics are addressed in light of the effectiveness of VAMS, including out-of-school factors that impact student test scores and the negative consequences of VAMS.

The article discusses the need for the U.S. Government to consider the inclusion of a dual language instructional programs for children in the new Elementary and Secondary Education Act (ESEA) of 1965 program. The author relates that the issue of multilingualism in the nation's federal education policy is being ignored by the government. He notes that four non-profit education organizations in New Mexico took the lead in promoting multilingual education in a new ESEA program.

The article presents the adopted amendments for the evaluation, supervision and recognition of public schools by the State Board of Education in Illinois. It highlights the Elementary and Secondary Education Act (ESEA) requiring U.S. school districts to assess the proficiency of high school students in mathematics and language arts. Requirements for primary teachers, standards for student personnel services and goals for learning are also provided.

The article discusses the U.S. Elementary and Secondary Education Act (ESEA), focusing on possible renewal in 2011-12. It examines the potential for political deadlock and the influence of the Republicans in the U.S. Congress. The author comments on the U.S. No Child Left Behind (NCBL) Act, common educational standards, and the role of the federal government in education. Other topics include Adequate Yearly Progress (AYP), a document released by the U.S. Department of Education called "A Blueprint for Reform," and a grant program by the administration of U.S. President Barack Obama called Race to the Top. The author identifies the National Governors Association, the Council of Chief State School Officers, and Teach for America as politically influential education organizations.

An article discussing changes in educational policy following the U.S. government's education stimulus package is presented. Examining legislation such as the 2001 No Child Left Behind Act and the Elementary and Secondary Education Act (ESEA), the author notes a shift from traditional quality-based teacher assessments such as number of degrees held, to more holistic assessments which address a number of factors in measuring teacher effectiveness, including meeting student needs and increasing student success rates. Seven key obstacles facing education reform, including shortcomings with traditional assessment tools and tests, and teacher assessments which fail to account for circumstances the teachers cannot control, such as facility problems and access to computers, are also included.

A condensed reprint of the article "Tapping the Power of Place" by Tim Lockette, from the Fall 2010 "Teaching Tolerance," is presented. The article discusses the educational problems faced by rural-area schools within the United States. The U.S. Congress has changed federal education policy that will divert Title I assistance from rural schools in favor of larger urban areas, according to the article. Ways to interest students and communities in rural issues are also discussed.

The article presents the investigation of Learning Forward on the impact of federal legislation and policy to the professional development in the U.S. It takes a look on the Elementary and Secondary Education Act of 1965 (ESEA) which recently authorized as the No Child Left Behind Act of 2001. It formulates policy agenda with detailed suggestions for laws to guide the use of professional learning to the Congress, the White House, U.S. Department of Education and other education organizations.

The article discusses the need for access to public prekindergarten (preK) in the United States. The author believes that universal preK is necessary to address achievement gaps between low-income, middle-income, and upper-income students. The article discusses various states' policies, particularly focusing on New Jersey, where the court case Abbott v. Burke stimulated the state to implement demanding standards of quality, smaller classes, and an intensive literacy program. The author also comments on the Obama Administration's policies for federally-funded preK and the Elementary and Secondary Education Act (ESEA).

The article offers updates on the efforts of the National Arts Education Policy Working Group in improving arts education policy in the rewriting of the Elementary and Secondary Education Act (ESEA) of 1965, which is currently called No Child Left Behind Act in the U.S. It also discusses the key points of U.S. Education Secretary Arne Duncan's speech on arts education at the Arts Education Partnership forum in April 2010. Major ESEA revision proposals from local and state arts educators and administrators are listed.

This section offers news briefs related to the U.S. government as of September 2010. A letter was released by the U.S. Department of Education, Office of Civil Rights (OCR) for the college and university presidents which aims to address their obligations to ensure that children with disabilities have equal access to emerging technologies in education. The administration of U.S. President Barack Obama released a roadmap for revamping the Elementary and Secondary Act (ESEA). An initiative was launched that will create a set of academic standards.

The article summarizes the range of opinion expressed regarding the document "A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Act," from the administration of U.S. President Barack Obama. It quotes New York City Mayor Michael Bloomberg and as approving of the plan as similar to interventions in his city's schools. Randi Weingarten, president of the American Federation of Teachers expresses concern over the provision that student performance be included in teacher evaluations, saying teachers are being scapegoated. Diane Ravitch, author of the book "The Death and Life of the Great American School System," is cited for her scathing criticism of the plan, saying test scores are one aspect among many of measurements of school success.

The article presents a policy brief issued by the educational organization Alliance for Excellent Education which focuses on U.S. government policies to promote college and career preparation in students. The brief suggests that a reauthorization of the U.S. Elementary and Secondary Education Act (ESEA) should include provisions that would shift educational accountability to focus on career and college readiness, support improvement of high school education and encourage educational innovation through additional funding. The need for common educational standards and assessments, public statements by states reporting academic performance and progress monitoring through changes to adequate yearly progress (AYP) measurements is discussed.

The article presents the author's opinion on how school principals and teachers can pursue educational reform by focusing on fewer high priorities. The effects of the educational reform legislation U.S. Elementary and Secondary Education Act and the No Child Left Behind Act on teachers' workload are explored. How sustaining the results of the educational reforms can be achieved with the SMART acronym (specific, measurable, attainable, results-oriented and time-bound) is discussed by the author.

The article focuses on the functioning of public education organizations like the Every Student Succeeds Act (ESSA) which has left behind No Child Left Behind (NCLB) which are both re authorizations of the Elementary and Secondary Education Act (ESEA) and is under the guidance of the federal government.

The article focuses on the performances of several schools in Massachusetts such as Union Hill Elementary, Burncoat Preparatory, and Chandler Elementary Community School, citing their engagement in turnaround process. Topics include the schools' accountability, the assessment of its accountability under he mandates of the Elementary and Secondary Education Act (ESEA), and the schools's subjectivity for takeover if they failed their turnaround.

The article discusses how the adequate yearly progress (AYP) element of the U.S. No Child Left Behind (NCLB) Act can be modified to help improve academic achievement. The author notes that under NCLB, state governments can set proficiency standards and choose educational assessment methods and comments that AYP must be changed through the reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA). He suggests that the ESEA be modified to include clear language regarding student performance, aid states in developing accountability tests and create realistic educational improvement expectations specific to states and school districts.

The article presents an update on legislative bills undergoing deliberation in the U.S. Congress as of December 14, 2015. The bills include House Resolution 3762 that would repeal portions of the 2010 health care law and House Resolution 22 for the reauthorization of federal-aid highway and transit programs. Also mentioned is Senate Bill 177 for the overhaul of the No Child Left Behind Act and the reauthorization of the Elementary and Secondary Education Act.

The article focuses on the plan of the Democratic-controlled 110th U.S. Congress to reauthorize the No Child Left Behind Act (NCLB). President George W. Bush passed the NCLB as reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA). Some legislators are considering a charter state option that would restore greater federalism in education. It states that the NCLB has not fulfilled its promise to reduce the federal government's involvement in state and local education policy.

This article argues that the forthcoming reauthorization of the Elementary and Secondary Education Act (ESES) provides an opportunity to move away from the shortcomings of the No Child Left Behind (NCLB) Act. The article presents ways to improve the legislation, including assessment, accountability, special education, English-language learners, staffing, and supplemental services.

The author asserts that as the 2007 reauthorization of the U.S. Elementary and Secondary Education Act unfolds in the fall of 2006, it is imperative that educators and policymakers consider the effect of No Child Left Behind testing requirements on students and schools. He presents recommendations based on a Wisconsin Association for Supervision and Curriculum Development survey developed to research the impact of the fall 2005 Wisconsin Knowledge and Concepts Exam testing period. He presents determined opportunity costs related to instructional and staff time, referring to what schools might have accomplished with this time were they not devoted to testing. Testing costs are categorized into three areas: preparation, test administration, and loss of services and instructional time.

The author writes on behalf of the U.S. National Education Association (NEA), asserting that it strongly supports both the U.S. Elementary and Secondary Education Act and the No Child Left Behind's (NCLB) stated goals to improve student achievement. However, the NEA determines that NCLB is flawed because of its one-size-fits-all system for evaluation, and that it is incomplete in that it fails to provide the tools and resources that educators and students need to accomplish its goals. To help NCLB achieve its goals, the NEA proposes the following changes: insist on meaningful accountability, support quality educators in every classroom, promote smaller class sizes, enhance family and community involvement, provide adequate resources, and replace punitive mandates with positive support.

The article discusses the impact of the retirements of U.S. Speaker of the House John A. Boehner and U.S. Secretary of Education Arne Duncan on U.S. education policy. Topics include a possible overhaul of the U.S. Elementary and Secondary Education Act (ESEA), the replacement of Duncan by former New York state education chief John B. King, Jr., and state waivers related to the U.S. No Child Left Behind Act (NCLB).

The article focuses on the decision of the U.S. Congress to review and revise the Elementary and Secondary Education Act (ESEA) which is commonly known as the No Child Left Behind Act (NCLB), the country's flagship K-12 education law. Topics include the passage of versions of the K-12 law, pre-Kindergarten education, and a struggle over the expansion of pre-Kindergarten in Minnesota.

An excerpt from a testimony given by educator Steve Lazar at the U.S. Senate hearing on the reauthorization of the Elementary and Secondary Act held on January 21, 2015 is presented.