Download or read book Evaluation of Flexibility Under No Child Left Behind Volume I written by Gayle S. Christensen and published by . This book was released on 2007 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: The reauthorization of the "Elementary and Secondary Education Act" ("ESEA") as amended by the "No Child Left Behind Act of 2001" ("NCLB") relied on two notable policy instruments to improve education: accountability and flexibility. "NCLB" complements accountability with several new flexibility provisions. It exchanges greater accountability for results with greater levels of flexibility in how states and school districts can use federal education funds. The intent is to reduce federal red tape and put greater decision-making powers at the local and state levels for educators most in touch with students' needs. This study examines three of six flexibility programs--Transferability, REAP Flex, and the Local Flexibility Demonstration Program (Local Flex)--through nationally representative surveys and case studies of districts. This Executive Summary provides a brief overview of the three programs and then summarizes and compares the key results across the three flexibility programs. Volumes II, III, and IV of this report provide more detailed information on each of these flexibility programs. (Contains 2 exhibits.) [This document was prepared for the US Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Services by the Urban Institute.].

Download or read book Evaluation of Flexibility Under No Child Left Behind Volume IV written by Gayle S. Christensen and published by . This book was released on 2007 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: Flexibility and accountability are two levers for change that occupy an increasingly prominent place among federal strategies for educational improvement. In return for introducing higher academic standards and performance-based accountability systems, states and districts have been granted increasing flexibility over how they may use the funding they receive from federal sources, based on the premise that local educators and administrators are in the best position to identify student needs and that these needs can best be met if local actors are given greater flexibility over the use of federal resources, while meeting high standards for academic performance. This report is based on interviews conducted with various stakeholders involved in Seattle Public Schools' implementation of Local Flex, including representatives from the Seattle Public Schools and the Washington State Office of Superintendent of Public Instruction. Reported findings include: (1) By focusing on five major themes through Local Flex, Seattle Public Schools better targeted federal funds to meet student needs; (2) Local Flex ushered in improved collaboration within the district office and reduced administrative burdens, although the district had not yet taken full advantage of the potential program benefits; (3) Seattle Public Schools' relationship with the state remained similar while the district's interaction with public and private schools improved since implementing the program; and (4) Respondents indicated that the district had been able to balance flexibility with the intent of federal programs. Interview Instruments are appended. (Contains 9 footnotes and 3 exhibits.).

Download or read book Evaluation of No Child Left Behind Flexibility Provisions Volume IV written by Gayle S. Christensen and published by . This book was released on 2007 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: Perhaps the most ambitious example of the way in which flexibility and accountability have been brought together can be found in the State Flex and Local Flex demonstration programs. Although no additional resources are provided to participating states and districts, the enhanced flexibility granted under State Flex and Local Flex allows participating agencies to consolidate a potentially large body of existing federal funds and to use those funds for any educational purpose authorized by the ESEA. These consolidated funds are intended to support activities that help districts and schools to make adequate yearly progress (AYP). Participants in the State Flex and Local Flex programs are afforded the opportunity to exercise even more extensive flexibility than offered in other NCLB flexibility programs over a set of funding categories similar to those eligible under Transferability. This report focuses specifically on Local Flex--100 percent of formula funds from the following four federal programs may be consolidated: Title II, Part A (Improving Teacher Quality State Grants); Title II, Part D (Educational Technology State Grants); Title IV, Part A (Safe and Drug-Free Schools and Communities); and Title V, Part A (State Grants for Innovative Programs). The U.S. Department of Education commissioned the Urban Institute to conduct a series of interviews with district officials from Seattle Public Schools, the sole district exercising Local Flex. The purpose of these interviews was to investigate Seattle's experiences with Local Flex in order to provide information to other districts considering the option of Local Flex and also to examine the benefits and challenges of the program. While the Seattle Public School District is still in the process of fully implementing Local Flex, the initiative has already changed the way the district focused on strategic planning, helped to deploy resources to the schools and students most in need through expanded programs, and ushered in greater collaboration in the district office and with private schools. Interview Instruments are appended. (Contains 3 exhibits.).

Download or read book Evaluation of Flexibility Under No Child Left Behind Volume II written by Gayle S. Christensen and published by . This book was released on 2007 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: Flexibility is a lever for change that occupies an increasingly prominent place in federal strategies for educational improvement. Flexibility assumes that local actors are in the best position to identify the most serious problems facing schools and students and to determine how to solve them. Consequently, these actors should be given greater decision-making authority to allocate resources, including federal funds, to the programs for which they will do the most good. This study focuses on the additional funding flexibility offered to all school districts via the Transferability provision of the No Child Left Behind Act of 2001. Under Transferability, districts generally may transfer up to 50 percent of their initial formula allocations into and out of the following Elementary and Secondary Education Act (ESEA) programs: Title II, Part A (Improving Teacher Quality State Grants); Title II, Part D (Educational Technology State Grants); Title IV, Part A (Safe and Drug-Free Schools and Communities State Grants); and Title V, Part A (State Grants for Innovative Programs). There were five primary findings from this study: (1) nearly 16 percent of all school districts reported using Transferability, but conflicts between district and state reports suggest there was considerable confusion about this option; (2) districts exercising Transferability and those not utilizing this type of flexibility were similar demographically; (3) under Transferability, Title I, Part A, and Title V, Part A, received the greatest influx of transferred funds while districts also moved more money out of Title II, Part A, than any other program. (4) districts reallocated funds under Transferability in order to make adequate yearly progress (AYP); and (5) reduced funding and spending restrictions led many districts to use the Transferability provision, though not all. Some districts did not participate in Transferability because of perceived adequate existing flexibility, the amount of eligiblefunds, and insufficient information about Transferability. The following are appended: (1) Methodology; (2) Data Tables with Standard Errors; (3) District Survey; and (4) Transferability Authority District Interview Protocols. (Contains 24 exhibits.).

Download or read book Evaluation of Flexibility Under No Child Left Behind Volume III written by Gayle S. Christensen and published by . This book was released on 2007 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focuses on flexibility provisions in the Rural Education Achievement Program (REAP) provision of NCLB. Specifically, it addresses REAP Flex, a program that allows rural districts additional control over how to spend portions of their federal funding. REAP Flex is part of a series of NCLB flexibility initiatives aimed at rural schools. The four primary findings of this study were: (1) Half of eligible districts participated in the REAP Flex program; (2) REAP Flex authority was most often used to provide additional funds for services under Title I, Part A. Districts also commonly used REAP Flex to focus on programs related to Title V, Part A (State Grants for Innovative Programs), and Title II, Part D (Educational Technology State Grants). The program funds most commonly used for other program purposes came from Title II, Part A (Improving Teacher Quality State Grants), and Title IV, Part A (Safe and Drug-Free Schools and Communities); (3) Districts focused their efforts on targeting low-performing student subgroups and raising reading and math outcomes via improvements in technology and teacher quality; and (4) The primary reason eligible districts do not participate in REAP Flex is a lack of information. The main reason districts do participate is to address funding restrictions. The following are appended: (1) Methodology; (2) Data Tables with Standard Errors; (3) REAP Flex Authority District Administrator Survey; and (4) REAP Flex Authority District Interview Protocols. (Contains 20 exhibits.) [This report was prepared for the U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service by the Urban Institute.].

Download or read book Collision Course written by Paul Manna and published by CQ Press. This book was released on 2010-10-12 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: What happens when federal officials try to accomplish goals that depend on the resources and efforts of state and local governments? Focusing on the nation's experience with the No Child Left Behind Act (NCLB), Manna's engaging case study considers just that question. Beyond the administrative challenges NCLB unleashed, Collision Course examines the dynamics at work when federal policymakers hold state and local governments accountable for results. Ambitions for higher performance collide with governing structures and practices. Were the collisions valuable for their potential to transform education policy, or has the law inflicted too much damage on state and local institutions responsible for educating the nation's youth? The results have been both positive and negative. As Manna points to increased capabilities in states and localities, he also looks at expanded bureaucratic requirements. Collision Course offers a balanced and in-depth assessment of a policy that has sparked heated debate over a broad expanse of time- from NCLB's adoption through its implementation to the Obama administration's attempts to shift away. Federalism, the policymaking process, and the complexity of education policy all get their due in this accessible and analytical supplement.

Download or read book The Every Student Succeeds Act ESSA written by Frederick M. Hess and published by Harvard Education Press. This book was released on 2017-02-28 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this foundational book, Frederick M. Hess and Max Eden bring together a cross-section of respected academics and journalists to examine key aspects of the Every Student Succeeds Act (ESSA). This volume provides a thematic and in-depth analysis of the central provisions of this landmark legislation, presenting a range of perspectives. The contributors—leading researchers, policy analysts, and journalists—explore the conflicts and compromises that shaped the emerging law, outline its core provisions, and trace its implications for urban districts, states, and the federal government. Complementing these descriptions are chapters presenting opposing viewpoints on the law’s merits and its ramifications for future reform efforts. Enacted in December 2015, ESSA represents a major shift of the federal role in education, and its provisions touch on almost every aspect of education policy. Yet it arrived in something of a whirlwind, and scholars, advocates, and policy makers are struggling to make sense of this new act. By bringing together leading thinkers to make sense of this important law, The Every Student Succeeds Act provides a solid foundation for scholars, advocates, and policy makers as they begin to navigate a new era in education policy.

Download or read book Harvard Law Review Volume 128 Number 3 January 2015 written by Harvard Law Review and published by Quid Pro Books. This book was released on 2015-01-10 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Harvard Law Review, January 2015, No. 3 of Volume 128, is offered in a digital edition. Contents include: • Article, “Uncovering Coordinated Interagency Adjudication,” by Bijal Shah • Note, “Deference and the Federal Arbitration Act: The NLRB’s Determination of Substantive Statutory Rights” • Note, “Education Policy Litigation as Devolution” • Note, “Physically Intrusive Abortion Restrictions as Fourth Amendment Searches and Seizures” • Note, “Copyright Reform and the Takings Clause” In addition, the issue features student commentary on Recent Cases and policy resolutions, including such subjects as constitutional protection for teacher tenure, suspicionless street stop of suspect’s companion, warrants to search foreign emails, confrontation clause in sentence selection phase of capital case, subject matter jurisdiction of tribal courts, physician inquiries into gun ownership and freedom of speech, reviewability of FDA inaction on pet drug products, and veto of a UN Security Council resolution on Syrian conflict. Finally, the issue features several summaries of Recent Publications. The Harvard Law Review is a student-run organization whose primary purpose is to publish a journal of legal scholarship. The Review comes out monthly from November through June and has roughly 2500 pages per volume. The organization is formally independent of the Harvard Law School. Student editors make all editorial and organizational decisions. This issue of the Review is January 2015, the third issue of academic year 2014-2015 (Volume 128). The digital edition features active Contents, linked notes, and proper ebook and Bluebook formatting.

Download or read book State and Local Implementation of the No Child Left Behind Act written by and published by . This book was released on 2007 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Standards Based Accountability Under No Child Left Behind written by Laura S. Hamilton and published by Rand Corporation. This book was released on 2007-05-24 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.

Download or read book Tep Vol 16 N4 written by Teacher Education and Practice and published by R&L Education. This book was released on 2004-05-19 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.

Download or read book The SAGE Encyclopedia of Educational Research Measurement and Evaluation written by Bruce B. Frey and published by SAGE Publications. This book was released on 2018-01-29 with total page 1996 pages. Available in PDF, EPUB and Kindle. Book excerpt: This encyclopedia is the first major reference guide for students new to the field, covering traditional areas while pointing the way to future developments.

Download or read book Tep Vol 17 N2 written by Teacher Education and Practice and published by R&L Education. This book was released on 2004-12-03 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.

Download or read book A Compilation of Federal Education Laws Volume II Elementary and Secondary Education August 2007 110 1 Committee Print written by and published by . This book was released on 2007 with total page 1120 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Compilation of Federal Education Laws Volume II Elementary and Secondary Education August 2007 110 1 Committee Print written by and published by . This book was released on 1998 with total page 1054 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Consequences of No Child Left Behind on Educational Evaluation written by Tiffany Berry and published by Jossey-Bass. This book was released on 2008-04-04 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume explores how key aspects of No Child Left Behind (NCLB) have transformed the landscape of educational evaluation, and ultimately how this process is redefining what evaluation is within the educational evaluation community. In their chapters, the authors examine case studies, critical commentaries, and technical information related to the nexus between evaluation and NCLB. The volume is intended to stimulate conversation around fundamental issues in the discipline of evaluation, including blurring the lines among research, evaluation, and assessment; prioritizing summative evaluations over formative; using questions to drive research design rather than the reverse; balancing accountability requirements with other stakeholder needs; exploring the role of evaluation capacity building in an institutional setting; understanding the availability and appropriate use of assessment data; and defining learning outcomes that are based on standardized test scores alone. Evaluative activities have become integrated into the fabric of NCLB primarily through two core aspects of the legislation: responding to accountability systems and implementing scientifically based research. One plausible consequence of this close integration is that the purpose, design, and practice of evaluation may actually be transformed by this legislation. This volume describes these transformative influences and then explores the potential consequences. This is the 117th volume of the Jossey-Bass quarterly report series New Directions for Evaluation, an official publication of the American Evaluation Association.

Download or read book Encyclopedia of Behavior Modification and Cognitive Behavior Therapy written by Michel Hersen and published by SAGE Publications. This book was released on 2005-01-25 with total page 1857 pages. Available in PDF, EPUB and Kindle. Book excerpt: The three-volume Encyclopedia of Behavior Modification and Cognitive Behavior Therapy provides a thorough examination of the components of behavior modification, behavior therapy, cognitive behavior therapy, and applied behavior analysis for both child and adult populations in a variety of settings. Although the focus is on technical applications, entries also provide the historical context in which behavior therapists have worked, including research issues and strategies. Entries on assessment, ethical concerns, theoretical differences, and the unique contributions of key figures in the movement (including B. F. Skinner, Joseph Wolpe, Aaron T. Beck, and many others) are also included. No other reference source provides such comprehensive treatment of behavior modification—history, biography, theory, and application. Thematic Coverage The first of the thematic volumes covers Adult Clinical Applications. Adults are the most common population encountered by researchers, clinicians, and students, and therefore more than 150 entries were needed to cover all necessary methods. The second volume covers Child Clinical Applications in 140 entries. One especially useful aspect of this volume will be the complications sections, addressing "what can go wrong" in working with children. This is an area often overlooked in journal articles on the subject. Volume III, Educational Applications, addresses a range of strategies and principles of applied behavior analysis, positive behavior support, and behavior modification and therapy. These entries focus on classroom and school contexts in which the instructional and behavioral interactions between teachers and their learners are emphasized. Unique, Easy-to-Follow Format Each of the volumes′ entries address a full range of mental health conditions and their respective treatments, with the aim of providing systematic and scientific evaluation of clinical interventions in a fashion which will lend itself to the particular style of treatment common to behavior modification. Major entries for specific strategies follow a similar format: 1. Description of the Strategy 2. Research Basis 3. Relevant Target Populations and Exceptions 4. Complications 5. Case Illustration 6. Suggested Readings 7. Key Words Biographical sketches include the following: 1. Birthplace and Date 2. Early Influences 3. Education History 4. Professional Models 5. Major Contributions to the Field 6. Current Work and Views 7. Future Plans Readership This encyclopedia was designed to enhance the resources available to students, scholars, practitioners, and other interested social science readers. The use of in-text citations, jargon, and descriptions of research designs and statistics has been minimized, making this an accessible, comprehensive resource for students and scholars alike. Academic and research librarians in the social sciences, health, and medicine will all find this an invaluable addition to their collections. Key Features Three thematic volumes and over 430 total entries Five anchor articles in each volume provide context on major issues within the field Key words and lists of suggested readings follow each entry Contributions by internationally renowned authors from England, Germany, Canada, Australia, New Zealand, and the United States Volume Editors Volume I: Adult Clinical Applications Michel Hersen & Johan Rosqvist Pacific University Volume II: Child Clinical Applications Alan M. Gross & Ronald S. Drabman University of Mississippi Volume III: Educational Applications George Sugai & Robert Horner University of Oregon Advisory Board Thomas M. Achenbach, Ph.D. Department of Psychiatry, University of Vermont Stewart W. Agras, M.D. Department of Psychiatry & Behavioral Science, Stanford University School of Medicine David H. Barlow, Ph.D., ABPP Center of Anxiety and Related Disorders, Boston University Alan S. Bellack, Ph.D., ABPP Department of Psychiatry, University of Maryland School of Medicine Edward B. Blanchard, Ph.D. Department of Psychology, University of Albany, SUNY James E. Carr, Ph.D. Department of Psychology, Western Michigan University Anthony J. Cuvo, Ph.D. Rehabilitation Institute, Southern Illinois University Gerald C. Davison, Ph.D. Department of Psychology, University of Southern California Eric F. Dubow, Ph.D. Psychology Department, Bowling Green State University Rex L. Forehand, Ph.D. Psychology Department, University of Vermont Arnold A. Lazarus, Ph.D., ABPP Center for Multimodal Psychological Services Robert P. Liberman, M.D. Department of Psychiatry, West Louisiana VA Medical Center Scott O. Lilienfeld, Ph.D. Department of Psychology, Emory University Marsha M. Linehan, Ph.D., ABPP Department of Psychology, University of Washington Nathaniel McConaghy, DSc, M.D. School of Psychiatry, University of N.S.W, Australia Rosemery O. Nelson-Gray, Ph.D. Department of Psychology, University of North Carolina, Greensboro Lars-Göran Öst, Ph.D. Department of Psychology, Stockholms Universitet, Sweden Alan D. Poling, Ph.D. Department of Psychology, Western Michigan University Wendy K. Silverman, Ph.D. Department of Psychology, Florida International University Gail Steketee, Ph.D. School of Social Work, Boston University Douglas W. Woods, Ph.D. Department of Psychology, University of Wisconsin, Milwaukee