Area: State:Inclusive Leadership for Equity and Accountability
Area » State:Inclusive Leadership for Equity and Accountability
(29 Results) Page: 1 2
- 1/30/10 - Marisa Bueno, Linda Darting-Hammond, Danielle Gonzales
"Across the nation, states are investing substantial dollars in publicly funded, voluntary pre-kindergarten programs. These investments and initiatives come in response to research on brain development,1 accountability pressures to improve student achievement in elementary and secondary schools and strong evidence that high-quality pre-k can yield long-term benefits for children and society. The ultimate value of those investments, however, depends not only on the legislation that...
- 1/24/09 - Elizabeth Kozleski, Amanda Sullivan, Equity Alliance at ASU
This State Profile provides a snapshot of North Carolina's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.
- 1/9/10 - Elizabeth Kozleski, Amanda Sullivan, Miranda Kucera, Equity Alliance at ASU
This State Profile provides a snapshot of Ohio's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.
- 1/24/09 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller, Equity Alliance at ASU
This State Profile provides a snapshot of Tennessee's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.
- 1/5/09 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller, Equity Alliance at ASU
This State Profile provides a snapshot of Wisconsin's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.
- 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...
- 1/16/10 - Caroline and Sigmund Schott Foundation, The Schott Center for Public and Early Education
"This report reflects our recent efforts to understand how to ensure that the next generation of girls and boys enjoy respectful schools and classrooms in which they can grow and succeed. We want all children to have the benefits of an education that provides them with a full range of life options and helps them become decisionmakers and leaders. We hope this publication will serve as a useful discussion tool for organizations, foundations, and individuals interested in creating more...
- 1/1/09 - Pew Hispanic Center Staff
A Pew Hispanic Center report based on a new nationwide survey of Latino youths and on analyses of government data examines the values, attitudes, experiences and self-identity of this generation as it comes of age in America.
- 1/5/09 - Berdette, P
The National Center on Educational Outcomes (NCEO) has conducted four studies of state graduation requirements for students with disabilities. This document synthesizes findings reported in NCEO’s most recent 2007 study, Revisiting Graduation Requirements and Diploma Options for Youth with Disabilities: A National Study, and the comparisons they made to findings from 2002.1 The purpose of the NCEO national study was to describe current variations across states in high school exit exam...
- 1/23/10 - Michelle Najarian, Kyle Snow, Jean Lennon, Susan Kinsey, Gail Mulligan
"This methodology report documents the design, development, and psychometric characteristics of the assessment instruments used in the preschool and kindergarten waves of the ECLS-B. The assessment instruments measure children's cognitive development in early reading and mathematics, socioemotional functioning, fine and gross motor skills, and physical development (height, weight, middle upper arm circumference, and head circumference). The report also includes information about indirect...
- 1/26/10 - Kimberly Moherek Sopko
"This in-depth policy analysis provides a background of the early childhood mental health (ECMH) focus of many organizations and legal elements of why it is essential that children with disabilities be included in a comprehensive mental health system. Findings from interviews with four state early childhood staff (i.e., the Individuals with Disabilities Education Act, Part B section 619 and Part C staff) were conducted around select components of mental health: Connecticut – consultation...
- 1/3/09 - National High School Center,
The development of state policy to promote academic achievement for ELLs is critical to improving educational outcomes and consistent with the goals of increasing high school graduation rates and meeting Adequate Yearly Progress under the No Child Left Behind (NCLB) Act. Recent research indicates that states have multiple opportunities to take the initiative in supporting school systems and schools in their efforts to keep ELLs on track to meet postsecondary success.
- 1/5/09 - 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...
- 1/23/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU
"This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities...
- 1/31/10 - Education Law Center,
"States and local school districts are required by federal law to educate preschool age children with disabilities in typical early childhood programs alongside children who do not have disabilities to the maximum extent appropriate. This policy brief provides an overview of the law and sets forth a list of policy recommendations that can help ensure that children with disabilities receive an appropriate public education in the least restrictive environment. It is intended to serve as a...
- 1/2/10 - Southern Education Foundation,
"Mississippi is the only Southern state that has no statesupported pre-kindergarten (Pre-K) program. This brief reviews how Mississippi is falling behind other states in the Deep South in early childhood education; why Mississippi needs a Pre-K program now; options for how the state can finance such a program; and current opportunities (even in economic hard times) for Mississippi to begin to build on existing assets to establish a Pre-K program for the benefit of all Mississippians in the...