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Area » Federal- 1/1/08 - Annie E. Casey Foundation,
This 19th annual KIDS COUNT Data Book provides national and state-by-state information and statistical trends on the conditions of America’s children and families. This year, the KIDS COUNT Data Book essay, “A Road Map for Juvenile Justice Reform,” looks at the nearly 100,000 youth confined to juvenile facilities on any given night in the United States, and what can be done to reduce unnecessary and inappropriate detention and incarceration and increase opportunities for positive youth... - 1/1/09 - Annie E. Casey Foundation,
The 20th annual KIDS COUNT Data Book profiles the well-being of America’s children on a state-by-state basis and ranks states on 10 key measures of child well-being. The Data Book essay calls for a “data revolution” that uses timely and reliable information to track the progress and improve the lives of vulnerable children. - 1/1/08 - Partnership for 21st Century Skills,
This guide summarizes the challenges and opportunities that, if left unaddressed, will curtail our competitiveness and diminish our standing in the world. - 1/1/07 - Greer, M., Taylor, A., Mackey Andrews, S.D., The National Early Childhood Technical Assistance Center
This paper summarizes the fiscal challenges that this legislation presents and proposes a framework for analyzing, adjusting, and maintaining a flexible and self-regulating finance system to support Part C early intervention services for infants and toddlers and their families. The framework design features four phases of work to help agencies understand the issues and make informed decisions for on-going development and support of a Part C finance system. - 1/1/06 - Fagan, T.
This report describes problems with the way the funds under the No Child Left Behind Act are made available to schools identified for improvement. - 1/1/08 - The Federal Intreragency Forum on Child and Family Statistics,
Statistical data on children and families collected through the coordination and integration of 22 federal agencies. Indicators are organized into seven sections: Family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health. - 1/1/07 - Kirsch, I., Braun, H., Yamamoto, K., Sum, A.
This report “looks at the convergence of three powerful sociological and economical forces that are changing our nation's future: (a) substantial disparities in skill levels (reading and math); (b) seismic economic changes (widening wage gaps); and (c) sweeping demographic changes (less education, lower skills). (The authors show that) there is little chance that economic opportunities will improve among key segments of our population if we follow our current path. To date, educational... - Assessment and Accountability Comprehensive Center,
The Data Use for Continuous Quality Improvement web site is a part of the Assessment and Accountability Comprehensive Center and provides resources for states to help them reach No Child Left Behind goals. The website was created and is regularly updated by the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) in partnership with WestEd, and supported by the United States Department of Education. - 1/1/08 - The Forum for Education and Democracy,
Prepared by Linda Darling-Hammond and George Wood, this report calls on the federal government to payoff the "education debt," invest in a new "Marshall Plan" for teachers and school leaders, support educational research and innovation, and engage and educate local communities. - 1/1/07 - Ahearn, E.
"This document begins with a background on ED’s development and implementation of a single repository for K-12 education data. It also includes a summary of interviews held with seven state special education directors and/or their IDEA data managers along with each state’s EDFacts coordinator to obtain information on the states’ submission of special education data via EDFacts. It closes with a section on observations and conclusions. This document was prepared by Project Forum at the... - 5/1/07 - Joan Danaher, The National Early Childhood Technical Assistance Center
In response to states’ interest in whether or how other states are using developmental delay or other eligibility category specific to 3- through 9-year-olds, the author reviewed the current eligibility classifications and criteria as retrieved from states’ Web sites, the National State Policy Database (2007) and/or provided by the coordinators of the state Part B-Section 619 programs, including the District of Columbia. Periodically data presented in this report are sent to the... - 1/1/06 - Adam Gamoran, Daniel Long
Equality of Educational Opportunity, the 1966 landmark study by James Coleman and colleagues, persists as a seminal source for continuing research on schools and student achievement. Three main findings of the Coleman report are still evident in the U.S. today. In 1966, U.S. schools were highly segregated by race. Following marked reductions in racial isolation during the 1970s and 1980s, segregation increased during the 1990s, and on some indicators, levels of segregation are nearly as high... - 1/1/09 - Rutengerg, David
This fact sheet serves as an easy-to-read overview of the current state of high school literacy instruction and achievement as well as the importance of obtaining a high level of literacy prior to leaving high school. - 1/1/06 - Melissa Lazarín
This Issue Brief “examines the impact of the No Child Left Behind Act on English language learners. It concludes that, while the law has not been implemented adequately, it holds considerable promise for closing the achievement gap between English language learners and other students. The issue brief also provides a road map for policymakers and school administrators for improving the law’s effectiveness for English language learners.” - 1/1/09 - Robin Chait , Raegen Miller
Title II of the Elementary and Secondary Education Act, or ESEA, provides approximately $3 billion to support state and district-level activities that improve teacher and principal quality and thereby improve student achievement. However, there is little proof that the program is achieving this goal. Part of the problem is that Title II funding is not specifically targeted at activities that are likely to yield a significant return on investment. In fact, districts use the bulk of their... - 1/1/09 - The Schott Foundation for Public Education,
Providing all students a fair and substantive opportunity to learn is critical, if our end goals are systemic education reform, transformative innovation, consistent progress, increased participation in our democratic society and global leadership in a knowledge-based economy
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