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Tag: funding Tag » funding- 1/5/10 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU
"This coaching framework provides the intent, structure, and processes for providing coaching support to participating NIUSI-LeadScape principals. NIUSI-LeadScape is a federally-funded grant project to support the transformative work of inclusive schools. This project works to provide school leaders with the tools, professional learning, and ongoing dialogue necessary to transform school practices so that all students have full access to educational opportunities. The NIUSI-LeadScape... - 1/10/09 - Shelley Zion, Elizabeth Kozleski, Equity Alliance at ASU
This OnPoint is the first in a series of three OnPoints that explore issues around culture and teaching. This OnPoint describes the way in which NIUSI defines culture and how to think about educational settings and scenarios from the point of view of culture. The second OnPoint in this series focuses on teacher’s identity. The third OnPoint addresses how classrooms are enriched by the funds of knowledge and assets that children and their families bring with them from their homes and... - 1/26/09 - The Center for Comprehensive School Reform and Improvement,
"The Center for Comprehensive School Reform and Improvement undertook an examination of schools and districts in which thoughtful and well-articulated use of federal, state, and local funds has resulted in innovative and effective reform that can be replicated or adapted in other, similar sites. We reviewed research on district improvement efforts and conducted interviews with district personnel in nine districts across the United States to find practices that are effective in supporting... - 1/1/10 - Raegen T. Miller, Cynthia G. Brown
"The Center for American Progress proposes in the paper that follows a new funding formula for ESEA Title I, Part A, also known as Title I-A, the largest elementary and secondary program operated by the Department of Education. The program provides school districts serving concentrations of low-income students with funding with the aim of enhancing these students’ educational experience. The formula needs revision because there is much confusion about the four distinct formulas in current... - 1/5/09 - Diez, V.
This report presents findings from an evaluation of the Latino After-School Initiative (LASI), an umbrella organization that provides funding, educational guidelines, staff development, and networking opportunities to after-school programs in the Greater Boston area. LASI funds seven Latino-led after-school programs servicing children ages 7-14. The programs are located in Lynn, Cambridge, Roxbury, Jamaica Plain, and Chelsea. LASI was established in 2001 by the United Way of Massachusetts... - 1/14/09 - U.S. Department of Education,
On July 28, 2008 the Office of Special Education Programs (OSEP) released guidance on the appropriate use of IDEA-Coordinated Early Intervening Services funding. This guidance is intended to provide states with information regarding the use of funds provided under Part B of the Individuals with Disabilities Education Act by local education agencies to develop and implement coordinated early intervening services (CEIS) for students who are not currently identified as needing special education. - 1/5/09 - 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... - 1/12/09 - Chrisanne L. Gayl, Marci Young, Kathy Patterson
With a new infusion of Title I dollars through the American Recovery and Reinvestment Act, school leaders have an opportunity to expand local pre-k programs to more children. This policy paper outlines the increased federal investments in Title I and highlights districts that have used this funding stream successfully to establish and strengthen their early education programs. - 1/1/05 - Arce, Josephine, Luna, Debra, Borjian, Ali, Conrad, Marguerite
The article focuses on the 2002 No Child Left Behind (NCLB) Act, signed by U.S. President George W. Bush, focusing on policy and distribution of funds to public schools. Proponents of the act claim that it aims to close the achievement gap by holding school districts and states accountable, encouraging the use of flexible educational approaches, and supporting parents' rights to school choice. However, one question arises about the means by which the U.S. administration's public school... - 1/14/09 - Marguerite Roza
"This stimulus funding will affect states differently in large part because allocations aren’t based on the states’ current proportionate budget shortfalls, but rather on other variables. Allocations of State Stabilization Funds, for instance, were determined by state population of specific age groups. Other allocations, including the added Title I funds, were driven by poverty census data, and incorporated indicators of state effort on education. So with each state’s stimulus funds... - 1/5/09 - Carey, K., Roza, M.
"Federal, state, and local policies designed to distribute education funds systematically provide more money to higher-income students and wealthier schools. This is the conclusion of “School Funding’s Tragic Flaw,” a report by the Center on Reinventing Public Education (CRPE) and Education Sector. To illustrate how this three-layered K-12 funding benefits students and schools that are better off, authors Kevin Carey and Marguerite Roza examine two schools that from the outside appear... - 1/5/09 - Donna Bryant, Kelly Maxwell, Karen Taylor, Michele Poe, Ellen Peisner-Feinberg, Kathleen Bernier
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... - 1/1/10 - Chrisanne L. Gayl, Marci Young, Kathy Patterson
"The second in a two-paper series intended for superintendents and school board members, "Tapping Title I: What Every School Administrator Should Know about Title I, Pre-K and School Reform," provides basic information about using Title I funding to support quality pre-k programs. In light of the $10 billion boost to Title I funding that occurred as a result of the economic stimulus package (ARRA), many cash-strapped school districts are wisely tying this federal funding stream to their... - 1/3/09 - National Comprehensive Center for Teacher Quality,
Highlights of the key funding streams in the American Recovery and Reinvestment Act (ARRA) that support improvements in educator quality. Research strategies and relevant resources for states to consider as they bid for and utilize these funds - 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... - 1/1/06 - Donlevy, Jim
There are still far too many poor and minority children being educated in schools with inadequate resources and poorly trained and uncertified staff. Sadly, educational results for children in such schools are significantly below those of children in better-funded schools and districts. This article reviews recent New Year's resolutions made in the Journal and calls for "Closing the Achievement Gap" as the New Year's resolution for 2006. Reprinted by permission of the publisher.
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