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Area: STATE:equitable resources development and distribution Area » STATE:equitable resources development and distribution- 1/22/10 - Southern Education Foundation,
"For the first time in history, public schools in the American South no longer enroll a majority of White students. African American, Latino, Asian-Pacific Islander, American Indian, and multi-racial children now constitute slightly more than half of all students attending public schools in the 15 states of the South. The Southern states have become the nation’s second region, following the West in 2003, where non-White students—students of color—now make up a majority of public... - 1/3/09 - 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. - 1/31/10 - Education Law Center,
"Under federal law, states are required to ensure that homeless children have equal access to the same free, appropriate public education, including a public preschool education, as provided to other children and youths. This policy brief provides an overview of the law and its limitations and describes policies that can help increase the number of homeless children included in pre-k programs. It is intended to serve as a resource for state policy makers and advocates seeking to maximize... - 1/5/09 - ETS Policy Information Center,
American education reformers have spent decades redesigning schoolfunding formulas, devising programs, and upgrading tests and curricula, all in pursuit of a noble goal: ensuring that all children, regardless of their race, ethnicity, or wealth, get a public education that will help them succeed in school and in life. - 1/7/09 - Center on Education Policy,
"This report looks at the early efforts of states to implement the elementary and secondary education provisions of the American Recovery and Reinvestment Act of 2009. The findings are drawn from a survey of officials in state education agencies and governors’ offices in 44 states and the District of Columbia. Key findings concern the financial condition of state education budgets, progress toward meeting the reform assurances, interest in national content standards and the Race to the Top... - 1/18/09 - Gary Nave, Vicki Nishioka, Arthur Burke
This report informs Oregon education policy-makers about the developmental functioning levels of children from birth through age 2 in early intervention services and children ages 3-5 in early childhood special education services at the time of entry into services, using data from the Oregon Early Childhood Assessment System. The assessment system contains data on the assessed developmental functioning levels of children based on the 16 Oregon early childhood foundation areas and the three... - 1/10/10 - Rachel Demma
"Specialized knowledge of how young children develop and learn is critical for members of the early childhood workforce. All members of this workforce need access to preparation programs at two- and four-year colleges and opportunities for ongoing education and development. Unfortunately, many states are not collecting data about professional qualifications and ongoing professional development that could inform measures of program quality and child outcomes." - 1/12/09 - Carl Sussman, Amy Gillman
"The early care and education field continues its decades-long expansion, experiencing a new phase of educationally oriented growth. Most states now fund preschool programs and enrollment continues to rise. Yet the field remains fragmented and insufficiently resourced. It lacks the institutional frameworks necessary to address basic challenges to continued growth and development. The design, development, finance and maintenance of facilities are key issues. State governments will need to... - 1/5/09 - Ellen S. Peisner-Feinberg
The FPG Child Development Institute is conducting the statewide evaluation of the More at Four program. The evaluation is designed to provide information that can be used for determining program effectiveness for children (accountability), program improvement (strengths/ weaknesses, suggested areas for technical assistance), and decision-making for future activities and funding. The overall evaluation will address questions about who is being served by the More at Four program, the... - 1/16/10 - Shannon Stagman, Janice L. Cooper
Mental health is a key component in a child’s healthy development; children need to be healthy in order to learn, grow, and lead productive lives. The mental health service delivery system in its current state does not sufficiently meet the needs of children and youth, and most who are in need of mental health services are not able to access them. With the addition of effective treatments, services, and supports, the mental health system can become better equipped to help children and... - 1/12/09 - Jennifer V. Doctors, Barbara Gebhard, Lynn Jones, Albert Wat
This report, written jointly with ZERO TO THREE, provides real-life examples of challenges encountered by five states currently working to build high-quality, comprehensive early childhood systems and the strategies they used to overcome them. - 1/5/09 - Donna Bryant, Karen Taylor
The primary goal of Smart Start is to ensure that all children enter school healthy and prepared to succeed. Based on extensive evidence that child care quality can positively affect children's learning, one of the main ways that Smart Start has tried to achieve the readiness goal is by improving the quality of children's experiences in early care and education programs. Smart Start has funded a variety of technical assistance (TA) activities to improve child care including on-site technical... - 1/3/09 - Fixsen, D. L., Blase, K.A., Horner, R., Sugai, G.
The significant investment in developing evidence-based practices and other innovations will be “worth it” if it helps further the education of students and benefit their families and communities. The State Implementation and Scaling up of Evidence-based Practices (SISEP) Center helps States establish adequate capacity to carry out effective implementation, organization change, and system transformation strategies to maximize the academic achievement and behavioral health outcomes for... - 1/23/09 - New York State Office of Mental Health,
"The Children’s Mental Health Act of 2006 called for the creation by October 1, 2008, of a united, statewide plan for nurturing the mental health of New York’s children. The first step towards this goal was the May 2007 release of a Preliminary Plan assessing the current mental health system for children and their families. Over the course of the next year, workgroups including more than 100 individuals representing many interest groups (State government, county mental health directors... - 1/5/09 - 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... - 1/16/09 - Erica Frankenberg, Genevieve Siegel-Hawley
"This paper describes the contours of state legislation relating to charter schools and racial diversity, as well as limited oversight activities to monitor compliance with these policies. We also highlight serious gaps in charter school enrollment data based on an on-going Civil Rights Project analysis of charter school racial, socioeconomic and linguistic segregation. We conclude with recommendations for designing charter school civil rights policy to ensure that the spread of educational...
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