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In 2019-20, over 4.6 million students attended private school. Many are eligible for equitable services--such as tutoring--under the Elementary and Secondary Education Act (ESEA). These federally funded services provided by school districts offer critical learning supports at private schools that opt to have their students receive them. ESEA requires states designate an ombuds to monitor and enforce equitable services requirements. The US Government Accountability Office (GAO) was asked to review state implementation of the ombuds requirement and equitable services more broadly. This report examines: (1) states' implementation of the equitable services ombuds and challenges in doing so; (2) how states and Education address equitable services disputes; and (3) challenges that selected private schools and school districts face related to equitable services.

The Department of Education Charter Schools Program (CSP) provides grants to open or expand charter schools. Enrollment in charter schools that received CSP grants grew from 213,576 to 1,380,530 students from school years 2006-07 to 2020-21. This report examines (1) enrollment growth at new charter schools that received CSP grants compared to those that did not for 2006-2020 (the most recent available); and (2) enrollment differences in student subpopulations for charter schools receiving such grants compared to other charter and traditional public schools for 2011-2015 (the most recent available that could be matched). The US Government Accountability Office (GAO) reviewed the three main CSP grants intended to open or expand charter schools: (1) CSP State Educational Agencies/State Entities; (2) CSP Charter Management Organizations; and (3) CSP Non-State Educational Agencies/Developers. GAO conducted a multivariate statistical analysis to match CSP-grant recipient charter schools with similar non-CSP charter schools to compare enrollment growth. GAO conducted another statistical analysis to compare student subpopulation enrollment differences among CSP grant-recipient schools, non-CSP charter schools, and traditional public schools. GAO reviewed relevant federal laws, regulations, and documents and interviewed federal officials. GAO incorporated technical comments from Education as appropriate.

For years, parents and policymakers have raised concerns about teacher shortages. These concerns escalated during the COVID-19 pandemic, amid reports of teachers leaving the profession, fewer new teachers entering, and schools struggling to hire teachers. The Explanatory Statement accompanying the Further Consolidated Appropriations Act, 2020 includes a provision for the US Government Accountability Office (GAO) to examine K-12 teacher shortages. This report examines (1) the prevalence of public K-12 teacher shortages and characteristics of the teacher workforce; (2) key recruitment and retention challenges contributing to shortages; and (3) the extent to which the US Department of Education's efforts address these key challenges.

In recent years, researchers, advocates, parents, and students have raised concerns about equity in school dress codes. Concerns have included the detrimental effects of removing students from the classroom for dress code violations. A committee report accompanying H.R. 7614 included a provision for the US Government Accountability Office (GAO) to study dress code discipline. This report also addresses a request to study informal removals. This report examines (1) the characteristics of K12 dress codes across school districts nationwide, and how Education supports the design of equitable and safe dress codes; and (2) the enforcement of dress codes, and how Education supports equitable dress code enforcement. To examine characteristics of dress codes, GAO analyzed a nationally representative sample of public school district dress codes. To assess the enforcement of dress codes and how Education supports school districts, GAO analyzed Education data; reviewed relevant studies on dress code discipline; and interviewed academic researchers and officials from national organizations, school districts, and Education. GAO is making four recommendations: (1) The Secretary of Education should provide resources to help districts and schools design equitable dress codes to promote a supportive and inclusive learning environment; (2) The Secretary of Education should include dress code information in existing resources on safe and supportive schools. This information could include examples of dress codes that safeguard students' privacy and body autonomy; (3) The Secretary of Education should provide resources for states, school districts, and schools on the equitable enforcement of discipline, including dress code discipline. These resources should include information that helps states, school districts, and schools address potential disparities and disproportionality in dress code enforcement, as appropriate; and (4) The Secretary of Education should collect information on the prevalence and effects of informal removals and non-exclusionary discipline and disseminate this information to states, school districts, and schools.

House Report 116-450 includes a provision for the US Government Accountability Office (GAO) to report on Charter Schools Program (CSP) grants, with a particular focus on charter schools that eventually closed or never opened. This report examines the extent to which CSP-recipient schools stayed open or closed compared to non-recipient charter schools in fiscal years 2006-2020 (the most recently available comparable data) and how much CSP funding went to schools that closed or never opened during this period. GAO reviewed the three Education CSP grants that are intended to create or expand charter schools: CSP State Educational Agencies/State Entities, CSP Charter Management Organizations, and CSP Non-State Educational Agencies/Developers. GAO conducted a multivariate statistical analysis to match CSP-recipient charter schools with similar charter schools that did not receive CSP awards and compared closure rates for these two groups. GAO analyzed CSP awards data to describe funding levels for charter schools that closed or never opened. GAO reviewed relevant federal laws, regulations, and documents and interviewed federal, state, and national education organization officials. GAO incorporated technical comments from Education as appropriate.

Senate Report 117-39 and House Report 117-118 include provisions for Government Accountability Office (GAO) to assess professional learning at the Department of Defense Education Activity (DODEA) schools. This report describes: DODEA's professional learning approach, results of DODEA teacher surveys, and how DODEA has addressed barriers teachers anticipated when implementing professional learning in the classroom. GAO analyzed about 130,000 closed-ended responses from DODEA's professional learning teacher surveys that covered summer 2018 through the end of 2021, the most recent period available. GAO also analyzed a nongeneralizable sample of open-ended survey comments on anticipated implementation barriers for the 2021-2022 school year, the most recent period available. In addition, GAO reviewed relevant federal laws, regulations, and agency guidance, and interviewed agency officials. GAO held four discussion groups with DODEA officials, which were selected for their familiarity with professional learning at DODEA, and held a separate civilian discussion group with professional learning specialists familiar with DODEA's professional learning standards.

Charter schools are public schools established under charters, typically with state or local entities. In return for more flexibility and autonomy, charter schools must meet specific accountability standards. This briefing from the US Government Accountability Office (GAO) describes: (1) the challenges charter schools face when attempting to locate and secure facilities; and (2) select programs available to help charter schools address challenges when locating and securing facilities. To explore these topics, GAO conducted interviews with state, school district, and charter school officials in California and Colorado and with Department of Education (Education) officials, representatives of nonprofit organizations that provide financing to charter schools, and other stakeholders. They also reviewed agency documents, such as guidance documents on Education's two facilities-focused grant programs, and relevant federal and state laws, regulations, and policies. GAO's findings are not generalizable to all states, school districts, and charter schools. However, some of the challenges described are consistent with their 2000 and 2003 reports on challenges charter schools face when locating and securing facilities. For example, affording the purchase or lease of a school facility, finding available space to house a charter school, and ensuring that the space is suitable for students and staff. In this review, GAO also heard about challenges not previously reported, such as a lack of consistent support from local government and school districts for charter schools' facility needs. While challenges locating and securing facilities continue to persist, many states, including those covered by this review, have implemented programs that may help charter schools address them. For example, a 2019 report published by the National Alliance for Public Charter Schools noted that 18 states had per-pupil facility allowances that can be used to help cover some facilities expenses for charter schools. Enclosures include: (1) K-12 Education: Challenges Locating and Securing Charter School Facilities and Government Assistance. Briefing to the Republican Leader, House Committee on Education and Labor (August 2, 2021); and (2) Information on Programs for Charter School Facilities in Selected States and the Department of Education.

States use their accountability systems to identify low-performing schools, which can receive added support and are expected to improve. Alternative schools serve students whose needs are not met in a regular school. They often serve at-risk students who are struggling academically or behaviorally. Given this unique population, the Government Accountability Office (GAO) looked at how states hold alternative schools accountable. A review of 15 selected state accountability systems--used to assess all types of schools--found that all 15 include at least one indicator that research organizations and relevant studies considered useful in capturing alternative school achievement. The GAO also found a few states that, as part of their accountability system, adopted approaches to differentiate alternative schools when identifying them for support and improvement.

All tax credit scholarship (TCS) programs are state programs. States develop program policies and requirements, including establishing the roles and responsibilities of scholarship granting organizations (SGOs) and participating private schools. The President's fiscal year 2020 budget request included a proposal for federal tax credits for donations to state-authorized SGOs. The Government Accountability Office (GAO) was asked to review key characteristics related to accountability in state TCS programs that can fund K-12 educational expenses. This report examines (1) key requirements state TCS programs have chosen to establish for SGOs; (2) key requirements for private schools participating in state TCS programs; and (3) how selected states implement TCS programs and assess whether SGOs and participating private schools are following key state requirements. GAO identified key requirements states may choose to establish related to accountability for SGOs and schools based on relevant research and prior work. GAO also reviewed program documents from all 22 TCS programs to identify whether they had these key requirements as of school year 2018-2019 and then verified this information with state program officials. GAO did not conduct an independent review of state laws and regulations. GAO visited Arizona, Florida, and Pennsylvania, which have the largest TCS programs. In each of these states, GAO reviewed program documents and interviewed officials at state agencies and staff at selected SGOs and private schools (selected to provide variation in size and other characteristics).

As the Government Accountability Office (GAO) reported in February 2019, the Department of Education's (Education) data suggest that the restraint and seclusion of K-12 public school students is rare nationwide, though it disproportionately affects students with disabilities and boys in general. In broad terms, Education defines restraint as restricting a student's ability to freely move his or her torso, arms, legs, or head, and defines seclusion as involuntarily confining a student alone in a room or area from which the student is physically prevented from leaving. Education's 2012 resource document on the use of restraint and seclusion states that restraint or seclusion should never be used except when a child's behavior poses imminent danger of serious physical harm to self or others. Every 2 years, Education collects and publicly reports data from nearly all public school districts and schools as part of its Civil Rights Data Collection (CRDC). Districts self-report and certify the data. Education's Office for Civil Rights (OCR) uses CRDC data in its enforcement of various federal civil rights laws prohibiting discrimination on the basis of race, color, national origin, sex, and disability. GAO has work under way on districts' reporting practices for restraint and seclusion data in response to a provision in the explanatory statement from the House Committee on Appropriations accompanying the Consolidated Appropriations Act of 2018. As part of their data reliability testing for that work, GAO analyzed the number of districts that left fields pertaining to restraint and seclusion blank, or that reported all zeros for those fields, to determine the prevalence of blanks or zeros in the CRDC at the national, state, and district levels. GAO's data reliability testing raised questions about the completeness and accuracy of the Civil Rights Data Collection (CRDC) restraint and seclusion data. Therefore, GAO issued this separate report on the issues they have identified to date regarding potentially incomplete data. Because Education is currently collecting and validating restraint and seclusion data for the 2017-18 school year, it is important it take immediate steps to address underreporting before it publishes these data. This report discusses the methodology and findings from GAO's research and offers four recommendations to the Department of Education's Office for Civil Rights (OCR).

About 13 percent of children aged 3 through 21 enrolled in public schools received special education services in school year 2015-16, and about 3 percent of children from birth through age 2 received special education services. Concerns about the difficulties identifying and evaluating children for special education have been raised by the media, experts, and special education advocates. GAO was asked to examine how states implement Child Find and how Education monitors it. This report examines (1) factors that may account for differences in the percentage of children receiving special education services across states, and (2) how Education and selected states monitor and support Child Find efforts. GAO reviewed federal special education data, agency documentation, federal laws and regulations, and selected state laws; and interviewed Education officials, officials from four state agencies and 15 school districts in those states (Colorado, Iowa, Massachusetts, and New York), and representatives of organizations that advocate for families of individuals with disabilities as well as special education subject matter specialists.

Education refers to school choice as the opportunity for students and their families to create high-quality, personalized paths for learning that best meet the students' needs. For Indian students, school choice can be a means of accessing instructional programs that reflect and preserve their languages, cultures, and histories. For many years, studies have shown that Indian students have struggled academically and the nation's K-12 schools have not consistently provided Indian students with high-quality and culturally-relevant educational opportunities. This report examines the public school options located in areas with large Indian student populations. The Government Accountability Office (GAO) used Education's Common Core of Data for school year 2015-16 (most recent available) to analyze public school choice in (1) school districts in which Indian students accounted for 25 percent or more of all students (i.e., high percentages of Indian students) and (2) the 100 school districts with the largest number of Indian students. GAO also interviewed federal officials, relevant stakeholder groups, and tribal leaders to better understand school choice options for Indian students. According to GAO's analysis of 2015-16 Department of Education (Education) data, most of the school districts with Indian student enrollment of at least 25 percent had only traditional public schools (378 of 451 districts, or 84 percent). The remaining 73 districts had at least one choice, such as a Bureau of Indian Education, charter, magnet, or career and technical education school.

Poverty can have a profound effect on academic outcomes and college readiness and students from lowincome families are less likely to go to college. The low rates of degree attainment for low-income students raises questions about whether the students who wish to pursue higher education have access to courses that support their readiness for college. The Government Accountability Office (GAO) was asked to review college preparatory course offerings in U.S. high schools. This report (1) examines the extent to which high schools of different poverty levels offer courses to prepare students academically for college, and (2) describes the challenges students in high-poverty schools face being prepared to attend college. GAO analyzed 2015-16 Education data on course offerings by school poverty level, type, and size, and developed a generalized linear regression model to explore whether certain school-level characteristics may be associated with course offerings; reviewed a generalizable sample of public 4-year college websites for course requirements for admission; and interviewed officials from Education and the Department of Justice. GAO also conducted site visits to 12 high-poverty high schools in 3 states selected to provide variation in course offerings, among other things. In this review, GAO focused on public 4-year colleges because they offer a bachelor's degree and are generally a more affordable 4-year option. Findings showed that students in relatively poor and small schools had less access to high school courses that help prepare them for college, according to GAO's analysis of Department of Education (Education) data for school year 2015-16 (the most recent available). While most public high schools, regardless of poverty level, offered courses like algebra and biology, disparities in access were associated with school poverty level for more advanced courses like calculus, physics, and those that may allow students to earn college credit, like Advanced Placement (AP) courses (see figure). High-poverty schools were less likely to offer the math and science courses that most public 4-year colleges expect students to take in high school, according to GAO's analysis of college websites. GAO's regression analysis also showed that smaller schools and certain types of schools, like charter schools, are less likely to offer the college preparatory math or science courses that many colleges look for during the admissions process.

Tax credit scholarship (TCS) programs offer state tax credits to individuals or businesses that donate to scholarship funds for students to attend private elementary and secondary schools. Through these credits, donors may reduce the amount they owe in state taxes by the full or a partial amount of their donation, depending on each program's rules. Designing a TCS program requires that many decisions be made, such as which students will be eligible to receive scholarships and the effect donations will have on donors' state taxes. The Government Accountability Office (GAO) was asked to review key characteristics of TCS programs. This report examines: (1) state TCS programs' policies regarding student eligibility and scholarship awards; and (2) how donating to a TCS program could affect the amount of state and federal taxes owed by donors. For both objectives, GAO reviewed publicly-available documents about student eligibility and tax provisions for all 22 programs authorized as of January 2018 and verified the accuracy of the information with state program officials. GAO also interviewed federal officials and reviewed relevant federal guidance and policy documents. Findings reveal that in 2018, there were 22 TCS programs authorized across 18 states, which provide state tax credits for individual and business donations that fund scholarships for students to attend elementary and secondary private schools. To determine the eligibility of students for these scholarships, most TCS programs use household income and have various approaches to determine scholarship award amounts. Income limits vary widely among programs, ranging from approximately $32,000 to $136,500 per year for students from a four-person household in school year 2017-2018. The effect of TCS donations on donors' tax liability depends on program characteristics and donors' financial circumstances. Specifically, half of the 22 programs allow eligible donors to claim 100 percent of their donations as state tax credits, meaning that for each dollar donated, state taxes owed are reduced by a dollar, up to any maximum set by the state. The remaining 11 programs allow donors to claim from 50 to 85 percent of their donations as state tax credits.

Research shows that students who experience discipline that removes them from the classroom are more likely to repeat a grade, drop out of school, and become involved in the juvenile justice system. This can result in decreased earning potential and added costs to society (lost tax revenue and incarceration). The Government Accountability Office (GAO) was asked to review the use of discipline in schools. This report examines: (1) patterns in disciplinary actions among public K-12 schools; (2) challenges selected school districts have with student behavior and how they approach school discipline; and (3) actions the Departments of Education and Justice have taken to identify and address disparities or discrimination in school discipline. GAO analyzed discipline data from nearly all public schools for school year 2013-14 from the Department of Education's Civil Rights Data Collection and interviewed federal and state officials, as well as officials from 5 districts and 19 schools in California, Georgia, Massachusetts, North Dakota, and Texas. GAO also reviewed federal laws and a non-generalizable sample of seven recently resolved federal school discipline investigations. Overall, black students, boys, and students with disabilities were disproportionately disciplined in public schools. These disparities were widespread and persisted regardless of type of disciplinary action, level of school poverty, or type of public school attended. The school districts reported changing their approach to discipline in order to address behavior challenges.

Research suggests that youth with Autism Spectrum Disorder (ASD) are less likely than youth with other disabilities to be successful in transitioning to work and postsecondary education and therefore, they may face a lifetime of reliance on public assistance. The U.S. Government Accountability Office (GAO) was asked to examine services provided under the Individuals with Disabilities Education Act (IDEA) to assist youth with ASD in transitioning to adulthood. For this report, GAO examined (1) services and supports provided to assist youth with ASD in transitioning to adulthood, (2) key challenges in successfully transitioning, and (3) the extent to which federal agencies have collaborated to assist in the transition. GAO reviewed relevant federal laws and regulations and conducted a nationally generalizable survey of 588 school districts to gather information on services provided in school year 2015-16. GAO also interviewed federal officials and state and local stakeholders in three states selected to highlight a mix of localities with and without initiatives serving this population, urbanicity, and geographic dispersion, and GAO evaluated federal collaborative efforts against leading practices. GAO is making three recommendations to federal agencies, including one to Education to examine the merits and implications of amending IDEA to require earlier transition planning and one to the Department of Health and Human Services' (HHS) to enhance collaboration with non-Interagency Autism Coordinating Committee (IACC) member agencies. Education neither agreed nor disagreed with the IDEA recommendation. The agencies generally agreed with or did not comment on other recommendations.

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.