32 CFR 901.5 - Academic examination requirements.

Code of Federal Regulations, 2012 CFR

2012-07-01

... without advanced high school mathematics.) (b) ACT. Candidates who elect to use the ACT tests must take... AND SCHOOLS APPOINTMENT TO THE UNITED STATES AIR FORCE ACADEMY Appointment Policies and Requirements...

32 CFR 901.5 - Academic examination requirements.

Code of Federal Regulations, 2014 CFR

2014-07-01

... without advanced high school mathematics.) (b) ACT. Candidates who elect to use the ACT tests must take... AND SCHOOLS APPOINTMENT TO THE UNITED STATES AIR FORCE ACADEMY Appointment Policies and Requirements...

32 CFR 901.5 - Academic examination requirements.

Code of Federal Regulations, 2011 CFR

2011-07-01

... without advanced high school mathematics.) (b) ACT. Candidates who elect to use the ACT tests must take... AND SCHOOLS APPOINTMENT TO THE UNITED STATES AIR FORCE ACADEMY Appointment Policies and Requirements...

Adolescents' Attitudes toward the Death Penalty.

ERIC Educational Resources Information Center

Lester, David; Maggioncalda-Aretz, Maria; Stark, Scott Hunter

1997-01-01

Examines whether high school (n=142) and college students (n=112) favored the death penalty for certain criminal acts. Findings indicate that high school students rated more criminal acts as meriting the death penalty. Gender and personality were not found to be associated with attitudes toward the death penalty. (RJM)

Every Student Succeeds Act High School Graduation Rate: Non-Regulatory Guidance

ERIC Educational Resources Information Center

US Department of Education, 2017

2017-01-01

Student graduation from high school with a regular high school diploma is an important indicator of school success and one of the most significant indicators of student college and career readiness. In addition, there are substantial economic benefits to high school completion. For example, according to the U.S. Department of Education's National…

An Empirically-Derived Index of High School Academic Rigor. ACT Working Paper 2017-5

ERIC Educational Resources Information Center

Allen, Jeff; Ndum, Edwin; Mattern, Krista

2017-01-01

We derived an index of high school academic rigor by optimizing the prediction of first-year college GPA based on high school courses taken, grades, and indicators of advanced coursework. Using a large data set (n~108,000) and nominal parameterization of high school course outcomes, the high school academic rigor (HSAR) index capitalizes on…

How School Climate Influences Teachers’ Emotional Exhaustion: The Mediating Role of Emotional Labor

PubMed Central

Yao, Xiuping; Yao, Meilin; Zong, Xiaoli; Li, Yulan; Li, Xiying; Guo, Fangfang; Cui, Guanyu

2015-01-01

Currently, in China, improving the quality of teachers’ emotional labor has become an urgent need for most pre-kindergarten through 12th grade (p–12) schools because the new curriculum reform highlights the role of emotion in teaching. A total of 703 primary and high school teachers in Mainland China were investigated regarding their perceptions of school climate, emotional labor strategy and emotional exhaustion via questionnaires. The findings revealed that the teachers’ perceptions of the school climate negatively affected surface acting but positively affected deep acting. Surface acting positively predicted emotional exhaustion, and deep acting had no significant effect on emotional exhaustion. Moreover, emotional labor mediated the relationship between the teachers’ perceptions of the school climate and emotional exhaustion. Programs aimed at improving the school climate and the teachers’ use of appropriate emotional labor strategies should be implemented in schools in Mainland China. PMID:26457713

How School Climate Influences Teachers' Emotional Exhaustion: The Mediating Role of Emotional Labor.

PubMed

Yao, Xiuping; Yao, Meilin; Zong, Xiaoli; Li, Yulan; Li, Xiying; Guo, Fangfang; Cui, Guanyu

2015-10-08

Currently, in China, improving the quality of teachers' emotional labor has become an urgent need for most pre-kindergarten through 12th grade (p-12) schools because the new curriculum reform highlights the role of emotion in teaching. A total of 703 primary and high school teachers in Mainland China were investigated regarding their perceptions of school climate, emotional labor strategy and emotional exhaustion via questionnaires. The findings revealed that the teachers' perceptions of the school climate negatively affected surface acting but positively affected deep acting. Surface acting positively predicted emotional exhaustion, and deep acting had no significant effect on emotional exhaustion. Moreover, emotional labor mediated the relationship between the teachers' perceptions of the school climate and emotional exhaustion. Programs aimed at improving the school climate and the teachers' use of appropriate emotional labor strategies should be implemented in schools in Mainland China.

Vandals and Vandalism in Rural Ohio. Research Circular 222.

ERIC Educational Resources Information Center

Phillips, G. Howard; Bartlett, Kaye F.

A self-reporting questionnaire (57 items) was administered to all high school sophomores (599 completions) in 3 rural Ohio high schools for purposes of identifying correlations between selected social factors and acts of vandalism. The variables examined and the student responses indicated: 52% had committed 1 or more acts of vandalism; 37% were…

Australian National University Science Extension Day

ERIC Educational Resources Information Center

Fletcher, Sarah

2016-01-01

The first Australian National University (ANU) Science Extension Day was held on September 8, 2015. The ANU Science Extension Day is a project that was initiated by Theodore Primary School (ACT) and developed by Theodore Primary, Calwell High School, Science Educators Association of the ACT (SEA*ACT), and the ANU. The project was developed with a…

Changes in Children's Consumption of Tomatoes through a School Lunch Programme Developed by Agricultural High-School Students

ERIC Educational Resources Information Center

Ishikawa, Midori; Kubota, Nozomi; Kudo, Keita; Meadows, Martin; Umezawa, Atsuko; Ota, Toru

2013-01-01

Objective: The purpose of the study was to discover whether tomato consumption in elementary- and middle-school students could be increased through a school lunch programme developed by agricultural high-school students acting as peer educators. Design: The high-school lunch programme included the process of growing tomatoes and providing a…

Per Pupil Expenditure, Graduation Rates, and ACT Scores in Tennessee School Districts

ERIC Educational Resources Information Center

Irvin, Jay Andrew

2017-01-01

The purpose of this study was to investigate and identify possible relationships between academic achievement, as measured by high school graduation rate and ACT composite scores of individual school districts within the state of Tennessee, and the per-pupil expenditure of each district. Research was conducted to determine whether a significant…

Benefits of a High School Core Curriculum

ERIC Educational Resources Information Center

ACT, Inc., 2006

2006-01-01

Since the publication of "A Nation at Risk", ACT has recommended that students take a core curriculum in high school in order to be prepared for college-level work. ACT's recommended core curriculum consists of four years of English and three years each of mathematics, science, and social studies. The benefits to students of taking the right…

Bush Plan Would Heighten NCLB Focus on High School

ERIC Educational Resources Information Center

Hoff, David J.

2007-01-01

President Bush's new plan to heighten the No Child Left Behind (NCLB) Act's focus on high schools is being questioned by policy makers. This article discusses how the Bush administration, with its proposals to reauthorize the current version of the Elementary and Secondary Education Act, the NCLB, wants to use the law to change the way high…

From the Inside: STARS High-School

ERIC Educational Resources Information Center

Durr, Olga Vaca

2002-01-01

High school dropouts are a growing concern throughout the United States. So much so that the issue has been included in the Goals 2000: Educate America Act and the No Child Left Behind Act. Some students drop out to help support their families, others are starting their own families as teenagers, while others are experiencing academic problems,…

Predicting Academic Success in First-Year Mathematics Courses Using ACT Mathematics Scores and High School Grade Point Average

ERIC Educational Resources Information Center

Mayo, Sandra Sims

2012-01-01

Improving college performance and retention is a daunting task for colleges and universities. Many institutions are taking action to increase retention rates by exploring their academic programs. Regression analysis was used to compare the effectiveness of ACT mathematics scores, high school grade point averages (HSGPA), and demographic factors…

A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College

ERIC Educational Resources Information Center

Harwell, Michael; Dupuis, Danielle; Post, Thomas R.; Medhanie, Amanuel; LeBeau, Brandon

2014-01-01

The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were…

Good Instructional Leadership: Principals' Actions to Increase Composite ACT School Scores

ERIC Educational Resources Information Center

Xu, Bo; Liu, Dongfang

2016-01-01

Due to increased college admission requirements and a 20-year flat-lined trend in ACT scores, it is imperative for education leaders across the nation to implement effective strategies to increase ACT composite scores. High school principals, as instructional leaders and decision makers, are the major stakeholders who are vested in the outcomes of…

Vending and School Store Snack and Beverage Trends: Minnesota Secondary Schools, 2002–2010

PubMed Central

Kubik, Martha Y.; Davey, Cynthia; Nanney, Marilyn S.; MacLehose, Richard F.; Nelson, Toben F.; Coombes, Brandon

2013-01-01

Background The Child Nutrition and WIC Reauthorization Act of 2004 (hereafter called the 2004 Reauthorization Act) was federal legislation that required school districts participating in the federally funded school meal program to develop and implement policies addressing nutrition guidelines for all foods and beverages available on school campuses by the onset of the 2006/2007 school year. Purpose Vending machine and school store (VMSS) availability and low-nutrient, energy-dense snacks and beverages in VMSS were assessed in a statewide sample of Minnesota secondary schools before and after the 2004 Reauthorization Act was implemented in 2006/2007. Methods The CDC School Health Profiles principal survey was collected from a representative sample of middle (n=170) and high (n=392) schools biennially from 2002 to 2010. Trends were estimated using general linear models with a logit link and linear spline modeling. Analyses were conducted in 2012. Results Among high schools, VMSS (p=0.001) and sugar-sweetened beverages (p=0.004), high-fat salty snacks (p=0.001), and candy (p=0.001) in VMSS decreased from 2002 to 2008. In 2008, a change in slope direction from negative to positive occurred for all food practices and an increase in VMSS (p=0.014) and sugar-sweetened beverages (p=0.033) was seen. Among middle schools, VMSS (p=0.027), sugar-sweetened beverages (p=0.001), high-fat salty snacks (p=0.001), and candy (p=0.029) decreased from 2002 to 2010. Conclusions This study supports a link between policy and sustainable decreases in some food practices but not others and a differential effect that favors middle schools over high schools. Policy-setting is a dynamic process requiring ongoing surveillance to identify shifting trends. PMID:23683975

Vending and school store snack and beverage trends: Minnesota secondary schools, 2002-2010.

PubMed

Kubik, Martha Y; Davey, Cynthia; Nanney, Marilyn S; MacLehose, Richard F; Nelson, Toben F; Coombes, Brandon

2013-06-01

The Child Nutrition and WIC Reauthorization Act of 2004 (hereafter called the 2004 Reauthorization Act) was federal legislation that required school districts participating in the federally funded school meal program to develop and implement policies addressing nutrition guidelines for all foods and beverages available on school campuses by the onset of the 2006/2007 school year. Vending machine and school store (VMSS) availability and low-nutrient, energy-dense snacks and beverages in VMSS were assessed in a statewide sample of Minnesota secondary schools before and after the 2004 Reauthorization Act was implemented in 2006/2007. The CDC School Health Profiles principal survey was collected from a representative sample of middle (n=170) and high (n=392) schools biennially from 2002 to 2010. Trends were estimated using general linear models with a logit link and linear spline modeling. Analyses were conducted in 2012. Among high schools, VMSS (p=0.001) and sugar-sweetened beverages (p=0.004), high-fat salty snacks (p=0.001), and candy (p=0.001) in VMSS decreased from 2002 to 2008. In 2008, a change in slope direction from negative to positive occurred for all food practices and an increase in VMSS (p=0.014) and sugar-sweetened beverages (p=0.033) was seen. Among middle schools, VMSS (p=0.027), sugar-sweetened beverages (p=0.001), high-fat salty snacks (p=0.001), and candy (p=0.029) decreased from 2002 to 2010. This study supports a link between policy and sustainable decreases in some food practices but not others and a differential effect that favors middle schools over high schools. Policy-setting is a dynamic process requiring ongoing surveillance to identify shifting trends. Copyright © 2013 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

School Contexts and "Acting White": Peer Networks of Somali Immigrant Youths in an Afrocentric Charter School

ERIC Educational Resources Information Center

Lee, Moosung; Madyun, Na'im; Lam, Beatrice Oi-yeung; Jumale, Mustafa

2014-01-01

We examine whether the "acting white" labeling practice and subsequent peer isolation exist (or do not exist) within Somali immigrant adolescents, one of the most underresearched black immigrant student groups, and what school contexts are associated with their presence (or absence). Using a case study, we found that high-achieving…

High School Grade Inflation from 1991 to 2003. Research Report Series 2004-04

ERIC Educational Resources Information Center

Woodruff, David J.; Ziomek, Robert L.

2004-01-01

This report presents the results of a study investigating inflation in high school grade point average (HSGPA). Inflation was measured by comparing HSGPA to ACT Assessment (ACT) scores over the years 1991 to 2003. The results indicate the presence of grade inflation over the 13 years. That is, HSGPAs increased without a concomitant increase in…

Validity Evidence for ACT Compass® Placement Tests. ACT Research Report Series 2014 (2)

ERIC Educational Resources Information Center

Westrick, Paul A.; Allen, Jeff

2014-01-01

We examined the validity of using Compass® test scores and high school grade point average (GPA) for placing students in first-year college courses and for identifying students at risk of not succeeding. Consistent with other research, the combination of high school GPA and Compass scores performed better than either measure used alone. Results…

Every Student Succeeds Act (ESSA): New Legislation Creates Opportunities for Parent Advocates

ERIC Educational Resources Information Center

Welch, Carolyn E.

2016-01-01

The passage of the Every Student Succeeds Act (ESSA) in December 2015 is an exciting development for parents, teachers, school leaders, and others who believe U.S. schools should meet the needs of high-ability students. The ESSA revised and reauthorized the Elementary and Secondary Education Act of 1965 (ESEA), previously known as the No Child…

ESEA Title I Program Evaluation [Phoenix Union High School System, Arizona].

ERIC Educational Resources Information Center

Estes, Gary D.; And Others

In accordance with the intent of compensatory educational programs supported by Elementary Secondary Education Act Title I funds, the Phoenix Union High School System has implemented supplementary programs during the 1974-75 school year at four of the District's 11 high schools: Carl Hayden, North, Phoenix Union, and South Mountain, and at the…

Addendum to ESEA Title I Program Evaluation [Phoenix Union High School System, Arizona].

ERIC Educational Resources Information Center

Estes, Gary D.

An Elementary Secondary Education Act Title I English/Writing project was continued at two Phoenix Union high schools, Carl Hayden and North High Schools, in 1974-75. Although the objectives and instructional method (individualized, diagnostic, prescriptive approach) were the same at the two schools, the entry level skills and abilities of the…

Cyber Bullying: Examining Curriculum and Policy in Eastern North Carolina High Schools; A Qualitative Case Study

ERIC Educational Resources Information Center

Yancey, Michael

2017-01-01

Cyber bullying is the use of technology to harassment another person. Most acts of cyber bullying begin at home but the extent of these acts trickle into schools and disrupt learning opportunities. This new form of behavior leaves school districts unsure of how to respond while balancing legal and ethical responsibilities. This study analyzed…

High School Students' Recommendations to Improve School Food Environments: Insights from a Critical Stakeholder Group

ERIC Educational Resources Information Center

Asada, Yuka; Hughes, Alejandro G.; Read, Margaret; Schwartz, Marlene B.; Chriqui, Jamie F.

2017-01-01

Background: The Healthy, Hunger-Free Kids Act of 2010 (HHFKA) directed the US Department of Agriculture (USDA) to revise school meal standards. Students are most affected by efforts to improve the school food environment; yet, few studies directly include students. This study examined high school students' experiences of school meal reform to gain…

A Vision of the 21st Century

ERIC Educational Resources Information Center

Bottoms, Gene

2006-01-01

The new vision for the 21st century is reflected in ACTE's recent position paper on strengthening the American high school through career and technical education. Teachers and administrators are encouraged to continue raising students' academic achievements and their high school completion rates. However, the way the American high school is…

34 CFR 654.5 - What definitions apply?

Code of Federal Regulations, 2010 CFR

2010-07-01

... that student's program. HEA means the Higher Education Act of 1965, as amended. High school graduate means an individual who has— (i) A high school diploma; (ii) A General Education Development (GED) Certificate; or (iii) Any other evidence recognized by the State as the equivalent of a high school diploma...

34 CFR 654.5 - What definitions apply?

Code of Federal Regulations, 2013 CFR

2013-07-01

... that student's program. HEA means the Higher Education Act of 1965, as amended. High school graduate means an individual who has— (i) A high school diploma; (ii) A General Education Development (GED) Certificate; or (iii) Any other evidence recognized by the State as the equivalent of a high school diploma...

34 CFR 654.5 - What definitions apply?

Code of Federal Regulations, 2014 CFR

2014-07-01

... that student's program. HEA means the Higher Education Act of 1965, as amended. High school graduate means an individual who has— (i) A high school diploma; (ii) A General Education Development (GED) Certificate; or (iii) Any other evidence recognized by the State as the equivalent of a high school diploma...

34 CFR 654.5 - What definitions apply?

Code of Federal Regulations, 2011 CFR

2011-07-01

... that student's program. HEA means the Higher Education Act of 1965, as amended. High school graduate means an individual who has— (i) A high school diploma; (ii) A General Education Development (GED) Certificate; or (iii) Any other evidence recognized by the State as the equivalent of a high school diploma...

34 CFR 654.5 - What definitions apply?

Code of Federal Regulations, 2012 CFR

2012-07-01

... that student's program. HEA means the Higher Education Act of 1965, as amended. High school graduate means an individual who has— (i) A high school diploma; (ii) A General Education Development (GED) Certificate; or (iii) Any other evidence recognized by the State as the equivalent of a high school diploma...

Bilingual Academic and Career Education Services for Hispanic High School Students (Project BACES). Final Evaluation Report, 1992-93. OER Report.

ERIC Educational Resources Information Center

Clarke, Candice

This report presents an evaluation of the Bilingual Academic and Career Education Services for Hispanic High School Students (Project BACES), an Elementary and Secondary Education Act Title VII-funded project in its third year of operation at DeWitt Clinton High School in the Bronx and George Washington High School in Manhattan. The project served…

Reported Occurrence and Perceptions of Violence in Middle and High Schools

ERIC Educational Resources Information Center

Algozzine, Bob; McGee, Jennifer R.

2011-01-01

The purpose of this study was to document and compare rates of reported and perceived crime and violence within schools. With highly publicized acts of school violence prevalent in the minds of the American public, there is a perception that schools are unsafe. Reports of school crime and violence from teachers, administrators, and students differ…

Issues regarding In-School Suspensions and High School Students with Disabilities

ERIC Educational Resources Information Center

Dickinson, Mark C.; Miller, Ted L.

2006-01-01

This paper examined the effectiveness of in-school suspension (ISS) with high-school students who are protected under the Individuals with Disabilities Education Act (IDEA). The accepted purpose of ISS is to remove disruptive students from the classroom, thus giving these students the benefit of remaining in school where they can continue to work…

School Readiness Act of 1991. Report to Accompany S.911. Senate, 102d Congress, 1st Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

The School Readiness Act of 1991 (S. 911) amends the Head Start Act to expand the availability of the comprehensive health, educational, nutritional, and social services of Head Start to all eligible children and their families by 1997. This senate report on S. 911 begins by affirming the effectiveness of high quality early childhood development…

The Relationship between Upper-Level Math Course Completion and ACT Math Sub Score Achievement

ERIC Educational Resources Information Center

Dial, Larry Michael

2016-01-01

More high school students are taking the ACT and more students are taking it at an earlier age. States such as Missouri are now testing all public and charter school students during their junior year to use the ACT as a formative assessment to drive discussions about student schedules, plans of study, and course offerings. With more data from more…

Experimental Model School Unit. Application for Continuation Grant. P.L. 89-10 ESEA, Title III.

ERIC Educational Resources Information Center

Charlotte-Mecklenburg Public Schools, Charlotte, NC.

This application for continuation of an ESEA, Title III, grant to the Charlotte-Mecklenburg, N.C., Schools' Experimental Model School Unit (a senior high school and its two junior high and six elementary feeder schools with a program of research, experimentation, innovation, and dissemination designed to act as a catalyst for curriculum,…

Accounting for Advanced High School Coursework in College Admission Decisions

ERIC Educational Resources Information Center

Sadler, Philip M.; Tai, Robert H.

2007-01-01

The purpose of the current study is to investigate the feasibility of accounting for student performance in advanced high school coursework through the adjustment of high school grade point average (HSGPA) while separating out variables that are independently considered in the admission process, e.g., SAT/ACT scores, community affluence, type of…

Are Value-Added Measures of High Effectiveness Related to Students' Enrollment and Success in College? ACT Research Report Series 2016 (10)

ERIC Educational Resources Information Center

Bassiri, Dina

2016-01-01

One outcome of the implementation of No Child Left Behind Act of 2001 and its call for better accountability in public schools across the nation has been the use of student assessment data in measuring schools' effectiveness. In general, inferences about schools' effectiveness depend on the type of statistical model used to link student assessment…

Closing the Achievement Gap on ACT & SAT

ERIC Educational Resources Information Center

Anderson, David

2010-01-01

Research has focused on four groups of factors and the achievement gap: (1) student characteristics (high school GPA, attendance patterns, courses taken in high school, participation in extra-curricular activities, etc.); (2) family characteristics (family structure, in home, parents' level of education, mobility, etc.); (3) school-based…

School-Wide Positive Behavior Support: Effects on Pennsylvania High School Achievement, Discipline, and Climate

ERIC Educational Resources Information Center

Fox, Jon David

2013-01-01

Teachers and administrators are faced with managing the behaviors of students while preparing for the high stakes testing associated with the No Child Left Behind Act. One program that has demonstrated positive results at the elementary and middle school level is the school-wide positive behavior support model (SWPBS). Limited research is…

Raising the Bar: A Baseline for College and Career Readiness in Our Nation's High School Core Courses

ERIC Educational Resources Information Center

ACT, Inc., 2012

2012-01-01

How well are our nation's high schools preparing students for college and career? Recent analyses by ACT show low rates of college and career readiness among United States high school graduates. Data from postsecondary institutions reveal high remediation rates and low second-year retention rates among first-year college students. Employers lament…

Examining Opportunity-to-Learn and Success in High School Mathematics Performance in California under NCLB

ERIC Educational Resources Information Center

Gavrilovic, Daniel Miodrag

2013-01-01

The No Child Left Behind Act of 2001 has put many schools under a lot of pressure to meet its high demands. In this quantitative study, the effects that the NCLB act has had on students' opportunity to learn (OTL) and Subject Level Success (SS) from 2004 to 2012 in 9th, 10th, and 11th grade math coursework (Algebra 1, Geometry, Algebra 2, and…

Acts of Reciprocity: Analyzing Social Exchange in a University Theater for Social Change Project

ERIC Educational Resources Information Center

Cloeren, Nicole Birgit

2010-01-01

In this study I sought to understand the complexities of the processes of reciprocity within a theater for social change service-learning project. My sample included three university students, one university faculty member, four high school students, one high school principal, and one high school teacher. As a participant- observer, I conducted an…

Delinquent activity among Jewish and Arab junior and senior high school students in Israel.

PubMed

Sherer, Moshe

2009-10-01

This study compares the criminal activities of male and female Jewish and Arab junior and senior high school students in Israel based on self-reported criminal activities. The sample consisted of 906 randomly selected junior and senior high school students. The findings indicate that Jewish students committed more types of delinquent acts when compared with their Arab counterparts; males committed more delinquent acts than females; and Arab females had very low rates of delinquency. The findings are discussed in light of possible influences of cultural and ethnic origin and knowledge about possible discrimination against Arab juveniles by the Israeli criminal justice system. Theoretical and practical implications of the results are suggested.

A Quantitative Comparison of Pennsylvania High School Student Achievement by Middle States Association's Accreditation Status

ERIC Educational Resources Information Center

Johnson, Christopher A.

2012-01-01

As public school accountability for student achievement has continued to increase, prior to and as a result of the No Child Left Behind Act of 2001, schools have sought ways of bringing new instructional services to their students to raise their levels of achievement. Some Pennsylvania public high schools have attempted to improve student…

The Role of the High School Newspaper: Problems and Solution.

ERIC Educational Resources Information Center

Manchikes, Alice , Ed.

1972-01-01

The question of whether a high school newspaper should act as a voice of official school opinion or should be an organ of dissent is discussed. A student editor argues that the school administration should recognize the students' right to freedom of the press. A teacher-sponsor argues that the newspaper should be part of the curriculum, acting…

Who Goes to Graduate School? Tracking 2003 ACT®-Tested High School Graduates for More than a Decade. ACT Research Report Series, 2015 (2)

ERIC Educational Resources Information Center

Mattern, Krista; Radunzel, Justine

2015-01-01

Many students who earn a bachelor's degree also aspire to earn a graduate degree. In this study, we examined student and institutional characteristics that are related to graduate school enrollment. Student characteristics included demographic characteristics; high school performance measures, coursework taken, and extracurricular activities;…

Never Too Late: Why ESEA Must Fill the Missing Middle

ERIC Educational Resources Information Center

Niebling, Rachel Bird; Lovell, Phillip

2015-01-01

When President George W. Bush signed the No Child Left Behind Act into law in 2002, the U.S. national high school graduation rate was 72.6 percent. Today, the national high school graduation rate has reached an all-time high of 81 percent and the number of low-graduation-rate high schools has declined considerably. While this progress is notable,…

The Changing Roles of School Counselors in an Era of School Accountability

ERIC Educational Resources Information Center

Miller, Barbara Jean

2010-01-01

The primary purpose of this study was to explore how the No Child Left Behind Act has impacted the traditional responsibilities of high school counselors. Furthermore, if there have been changes in school counselor roles, how are school counselors managing the impact? The study findings also investigated school counselor professional development…

BIA Wingate High School WWTF, Fort Wingate, NM: NN0020958

EPA Pesticide Factsheets

NPDES Permit and Fact Sheet explaining EPA's action under the Clean Water Act to issue NPDES Permit No. NN0020958 to Bureau of Indian Affairs (BIA) Wingate High School Wastewater Treatment Lagoon, Fort Wingate, NM.

An Empirical Study on Pragmatic Transfer in Refusal Speech Act Produced by Chinese High School EFL Learners

ERIC Educational Resources Information Center

Jiang, Lingyun

2015-01-01

Pragmatic competence plays a very significant role in cross-cultural communication. In Chinese high school, many English teachers focus more on lexical and syntactic aspects of English. The aspect of pragmatics, however, is relatively neglected by high school English teachers. The aim of this research is to investigate pragmatic transfer in…

Who Is Likely to Graduate High School Ready for College? Technical Brief

ERIC Educational Resources Information Center

Ling, Jizhi; Radunzel, Justine

2017-01-01

A majority of high school graduates aspire to earn a college degree (ACT, 2016), yet many students are graduating from high school unprepared to do college-level work. As a result, about one-third of college freshmen enroll in at least one developmental course upon entry to college (Skomsvold, 2014). Because developmental courses are often not…

Integration Interrupted: Tracking, Black Students, and Acting White after "Brown"

ERIC Educational Resources Information Center

Tyson, Karolyn, Ed.

2011-01-01

An all-too-popular explanation for why black students aren't doing better in school is their own use of the "acting white" slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness,…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act. Executive Summary

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

Comparison of IRT and CTT Using Secondary School Reading Comprehension Assessments

ERIC Educational Resources Information Center

Coggins, Joanne V.; Kim, Jwa K.; Briggs, Laura C.

2017-01-01

The Gates-MacGinitie Reading Comprehension Test, fourth edition (GMRT-4) and the ACT Reading Tests (ACT-R) were administered to 423 high school students in order to explore the similarities and dissimilarities of data produced through classical test theory (CTT) and item response theory (IRT) analysis. Despite the many advantages of IRT…

Electronic Communication and Its Influence on Parental Involvement in High School

ERIC Educational Resources Information Center

Watkins, Aaron

2013-01-01

This study investigated the effect of electronic communication has on parent's involvement with their high school child's education. The No Child Left Behind Act of 2001 (NCLB) specifically requires that schools find ways to increase parental involvement; this requirement stemmed from evidence that involvement tends to decline as the students…

The Effectiveness of the Los Angeles County School-Based Probation Program: High School Administrators' Perceptions

ERIC Educational Resources Information Center

Jones, Rickey

2012-01-01

Purpose: The Los Angeles County Probation Department is currently receives millions of dollars through the Juvenile Justice Crime Prevention Act to fund deputy probation officers (DPOs) on high school campuses who provide services to increase student attendance, decrease student behavioral infractions, and decrease student recidivism. The purpose…

Classroom Walkthroughs at Two Suburban High Schools: Gathering Data to Improve Instructional Practice

ERIC Educational Resources Information Center

Cunningham, Alexa Renee

2012-01-01

With changes in federal legislation and the proposed reauthorization of "The Elementary and Secondary Education Act," school administrators are held to high standards in an attempt to improve achievement for all students. They no longer just manage their schools but must now be instructional leaders charged with observing and…

75 FR 8724 - Agency Forms Undergoing Paperwork Reduction Act Review

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-25

... complete the Completion Survey. Therefore, over three years we will recruit 1800 students (300 per year... Dating Violence among At-Risk Middle and High School Students--New--National Center for Injury Prevention... middle and high school students supported by ERSG, compared to at-risk students in control schools who do...

Standin' tall: (De) criminalization and acts of resistance among boys of color in an elementary after school STEM program

NASA Astrophysics Data System (ADS)

Basile, Vincent

The United States current incarcerates more citizens than any other country in history, by disproportionately targeting men and boys of color through mechanisms such as the school to prison pipeline. In better understanding the processes that fuel the school to prison pipeline such as criminalizing practices and the ways boys of color resist them, we can begin to identify teaching practices and perspectives which work to disrupt those processes. Examining criminalization and acts of resistance in STEM education is particularly salient because of the high social and economic status STEM knowledge bears in dominant U.S. culture, and the ways access to STEM learning functions as gateways in our education system. Through a longitudinal study in a multi-site elementary after-school STEM program, I examined what criminalization and acts of resistance look like, the ways they interact, and how staff in the program work to disrupt those cycles. I found that criminalization and acts of resistance are normal and ordinary occurrences, frequently interacting in response to each other in escalating patterns. I also found that staff engaged in multiple categories of decriminalizing practices based on highly respectful interactions and viewing boys of color as brilliant students who engage in acts of resistance as a healthy response to oppressive measures.

Effective Chapter 1 Programs in Oregon.

ERIC Educational Resources Information Center

Berrum, Phyllis

This report describes 11 effective compensatory education programs in Oregon schools funded under Chapter 1 of the Education Consolidation and Improvement Act. One high school, four middle school, and six elementary school programs are profiled. Each profile includes the following information: (1) demographics; (2) staffing; (3) parent…

Participating in a policy debate program and academic achievement among at-risk adolescents in an urban public school district: 1997-2007.

PubMed

Anderson, Susannah; Mezuk, Briana

2012-10-01

This study investigates the relationship between participating in a high school debate program on college-readiness in the Chicago Public School district over a 10-year period. At-risk school students were identified using an index including 8th grade achievement, poverty status, and enrollment in special education. Regression analyses were used to assess the association between debate participation and graduation and ACT performance. Overall, debaters were 3.1 times more likely to graduate from high school (95% confidence interval: 2.7-3.5) than non-debaters, and more likely to reach the college-readiness benchmarks on the English, Reading, and Science portions of the ACT. This association was similar for both low-risk and at-risk students. Debate intensity was positively related to higher scores on all sections of the ACT. Findings indicate that debate participation is associated with improved academic performance for at-risk adolescents. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The Worst School Violence

ERIC Educational Resources Information Center

Brendtro, Larry K.

2005-01-01

In this article, the author recalls many acts of school violence. He states that while the dramatic school killings at Colorado's Columbine High School in 1999 and at Minnesota's Red Lake Reservation in 2005 were tragic, the most horrific school violence in history, measured by loss of life, occurred nearly a half century ago at Our Lady of the…

Community Schools: An Evidence-Based Strategy for Equitable School Improvement

ERIC Educational Resources Information Center

Oakes, Jeannie; Maier, Anna; Daniel, Julia

2017-01-01

This brief examines the research on community schools, with two primary emphases. First, it explores whether the 2015 federal Every Student Succeeds Act (ESSA) opens the possibility of investing in well-designed community schools to meet the educational needs of low-achieving students in high-poverty schools. And second, it provides support to…

The Impact of Prior Mathematics Achievement on the Relationship between High School Mathematics Curricula and Postsecondary Mathematics Performance, Course-Taking, and Persistence

ERIC Educational Resources Information Center

Post, Thomas R.; Medhanie, Amanuel; Harwell, Michael; Norman, Ke Wu; Dupuis, Danielle N.; Muchlinski, Thomas; Andersen, Edwin; Monson, Debra

2010-01-01

This retrospective study examined the impact of prior mathematics achievement on the relationship between high school mathematics curricula and student postsecondary mathematics performance. The sample (N = 4,144 from 266 high schools) was partitioned into 3 strata by ACT mathematics scores. Students completing 3 or more years of a commercially…

A Second Chance to Graduate on Time: High School Students' Perceptions on Participating in an Online Credit Recovery Program

ERIC Educational Resources Information Center

Jones, Eric L.

2011-01-01

High schools in the United States are facing increased scrutiny to increase the number of students graduating with a diploma in four years. This pressure comes from many sources. First, the No Child Left Behind Act instituted graduation as a measure of a high school's success at the federal level. States soon followed by increasing accountability…

Which Students are Left Behind? The Racial Impacts of the No Child Left Behind Act. Working Paper

ERIC Educational Resources Information Center

Krieg, John M.

2009-01-01

The No Child Left Behind Act imposes sanctions on schools if the fraction of each of five racial groups of students demonstrating proficiency on a high stakes exam falls below a statewide pass rate. This system places pressure on school administrators to redirect educational resources from groups of students most likely to demonstrate proficiency…

Which Students Are Left behind? The Racial Impacts of the No Child Left Behind Act

ERIC Educational Resources Information Center

Krieg, John M.

2011-01-01

The No Child Left Behind Act imposes sanctions on schools if the fraction of any of five racial groups of students demonstrating proficiency on a high stakes exam falls below a statewide pass rate. This system places pressure on school administrators to redirect educational resources from groups of students likely to demonstrate proficiency…

Implementing the Every Student Succeeds Act: Toward a Coherent, Aligned Assessment System

ERIC Educational Resources Information Center

Brown, Catherine; Boser, Ulrich; Sargrad, Scott; Marchitello, Max

2016-01-01

In December 2015, President Barack Obama signed the Every Student Succeeds Act (ESSA), which replaced No Child Left Behind (NCLB), as the nation's major law governing public schools. ESSA retains the requirement that states test all students in reading and math in grades three through eight and once in high school, as well as the requirement that…

Choosing Optional Career Education. Project Choice 1988-89. OREA Report. Evaluation Section Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Plotkin, Donna

This report evaluates the implementation and outcome of the Elementary and Secondary Education Act Title VII program, Choosing Optional Infused Career Education (Project CHOICE) in Springfield Gardens High School in Queens (New York) and Fort Hamilton High School in Brooklyn (New York) for the 1988-89 school year. The project was created to combat…

High School Journalism Research: Community College Program Implications.

ERIC Educational Resources Information Center

Dvorak, Jack

1987-01-01

Reviews findings from a Journalism Education Association study comparing the American College Testing (ACT) Program standardized scores, writing samples, and Language Arts Survey responses of students who were involved in high school journalism programs with students who were not. Urges community college journalism educators to support high school…

78 FR 34385 - Agency Forms Undergoing Paperwork Reduction Act Review

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-07

... elementary, middle, and high school levels: health education, physical education, health services, mental... Physical Education 685 1 40/60 and Activity. District Health Services... 685 1 40/60 District Nutrition... School Recruitment Script.. 821 1 60/60 School Health Education.... 640 1 20/60 School Physical Education...

Students' Perceptions of Safety at School after Sandy Hook

ERIC Educational Resources Information Center

Fisher, Benjamin W.; Nation, Maury; Nixon, Carol T.; McIlroy, Sarah

2017-01-01

High profile school shootings have served as pivotal events for developing policies to promote student safety. Although previous studies indicate that exposure to violence is associated with feeling unsafe at school and poorer academic and psychosocial outcomes, research on the relationship between widely publicized acts of school violence and…

[Opportunities and Obstacles: Implementing Stimulus-Funded School Improvement Grants in Maryland, Michigan, and Idaho. Michigan Case Study

ERIC Educational Resources Information Center

Scott, Caitlin; Dibner, Kenne

2012-01-01

Two schools in Michigan received ARRA SIG (American Recovery and Reinvestment Act School Improvement Grants) funds to enable them to implement their improvement efforts. This paper describes the outcomes of these two ARRA SIG recipient schools: (1) Phoenix Elementary-Middle School; and (2) Arthur Hill High School. The experiences of these…

The Impact of Being Labeled as a Persistently Lowest Achieving School: Regression Discontinuity Evidence on Consequential School Labeling

ERIC Educational Resources Information Center

Saw, Guan; Schneider, Barbara; Frank, Kenneth; Chen, I-Chien; Keesler, Venessa; Martineau, Joseph

2017-01-01

Since the No Child Left Behind Act was enacted, grading and labeling of schools as low performing have been increasingly used as means to incentivize failing schools to raise student achievement. Using statewide high school data from Michigan, our regression discontinuity analyses show that the bottom 5% of schools identified as persistently…

Can Pay Incentives Improve the Recruitment of Teachers in America's Hard-to-Staff Schools? "A Research Summary": Policy Matters

ERIC Educational Resources Information Center

Wheeler, Justin; Glennie, Elizabeth

2007-01-01

The No Child Left Behind Act of 2001 (NCLB) has increased concern about the staffing difficulties faced by schools that serve a high percentage of low-achieving students. NCLB requires each student be taught in all core academic subjects by a highly-qualified teacher by the 2005-06 school year. The law defines highly-qualified teachers as those…

College Performance and Retention: A Meta-Analysis of the Predictive Validities of ACT® Scores, High School Grades, and SES

ERIC Educational Resources Information Center

Westrick, Paul A.; Le, Huy; Robbins, Steven B.; Radunzel, Justine M. R.; Schmidt, Frank L.

2015-01-01

This meta-analysis examines the strength of the relationships of ACT® Composite scores, high school grades, and socioeconomic status (SES) with academic performance and persistence into the 2nd and 3rd years at 4-year colleges and universities. Based upon a sample of 189,612 students at 50 institutions, ACT Composite scores and high school grade…

Choosing Optional Infused Career Education for Students in High School Bilingual Programs (Project CHOICE). Final Evaluation Report 1992-93. OREA Report.

ERIC Educational Resources Information Center

Cantalupo, Denise

Project CHOICE was an Elementary and Secondary Education Act Title VII-funded project in its fifth and final year of operation at Fort Hamilton High School in Brooklyn and Springfield Gardens High School in Queens (both in New York City). In 1992-93 the project served 364 students of limited English proficiency. Participants received instruction…

Dramatic Arts in the Secondary School. Michigan Speech Association Curriculum Guide Series, No. 1.

ERIC Educational Resources Information Center

Ratliffe, Sharon

The 15 units in this curriculum guide for dramatic arts in the high school are intended to provide learning experiences to facilitate the student's personal development. Eight of the units deal with various aspects of acting, criticism, and history (e.g., building a character, presenting a one-act play, the history of the drama and the theater,…

A Contract to Encourage Full Utilization of Educational Talent. Final Report 1968-1969.

ERIC Educational Resources Information Center

New Mexico Council for the Development of Educational Talent, Las Vegas.

Goals of the New Mexico Educational Talent Project--funded under Title III of the Elementary and Secondary Education Act--are (1) to identify qualified secondary school students at the 11th grade or earlier and assist them in completing their high school education, (2) to encourage an increasing number of high school students to select a teaching…

Morale of Teachers in High Poverty Schools: A Post-NCLB Mixed Methods Analysis

ERIC Educational Resources Information Center

Byrd-Blake, Marie; Afolayan, Michael O.; Hunt, John W.; Fabunmi, Martins; Pryor, Brandt W.; Leander, Robert

2010-01-01

This study tested how well Fishbein and Ajzen's Theory of Reasoned Action predicted the attitudes and morale of urban teachers in high poverty schools under the pressures of the No Child Left Behind Act (NCLB). NCLB forced local administrators to target schools that had not made adequately yearly progress (AYP) for two or more consecutive years.…

Can Scores on an Interim High School Reading Assessment Accurately Predict Low Performance on College Readiness Exams? REL 2016-124

ERIC Educational Resources Information Center

Koon, Sharon; Petscher, Yaacov

2016-01-01

During the 2013/14 school year two Florida school districts sought to develop an early warning system to identify students at risk of low performance on college readiness measures in grade 11 or 12 (such as the SAT or ACT) in order to support them with remedial coursework prior to high school graduation. The study presented in this report provides…

Final Report of the Evaluation of the 1969-1970 Benjamin Franklin Cluster Program: Programs and Patterns for Disadvantaged High School Students. ESEA Title I.

ERIC Educational Resources Information Center

Hoffman, Louis J.

The Cluster Program at Benjamin Franklin High School, funded under Title I of the 1965 Elementary Secondary Education Act, is designed to be a school within a school in which 249 ninth grade students attend classes in two separate clusters. Each cluster is formulated such that all students receive instruction from five teachers in classes whose…

What's Next for School-to-Career?

ERIC Educational Resources Information Center

Kazis, Richard; Pennington, Hilary

The next step in the school-to-career (STC) movement is to build upon its significant successes in today's policy and political environment. The School to Work Opportunities Act 1994 codifies a reform agenda to promote academic achievement and economic opportunity for young people during and after high school. Its general principles are that most…

Accountability and Grade Inflation in a Rural School.

ERIC Educational Resources Information Center

Goodwin, Deborah Hayes; Holman, David M.

In an effort to hold schools accountable, Arkansas added grade inflation into the accountability system. The Arkansas Legislature mandated that the Arkansas Department of Education identify high schools with "statistically significant variance" between students' grade point averages (GPAs) and ACT performances. A grade inflation index…

The Sensitivity of the ACT to Instruction. Issues in College Readiness

ERIC Educational Resources Information Center

ACT, Inc., 2005

2005-01-01

The ACT is an educational achievement test that measures the typical content and skills learned from college preparatory curricula. Consequently, the ACT can be used not only to predict college success, but also to provide direct feedback to high school teachers about the effectiveness of their teaching. ACT results also assist teachers in…

ACT Average Composite by State: 2000 ACT-Tested Graduates.

ERIC Educational Resources Information Center

American Coll. Testing Program, Iowa City, IA.

This table contains average composite scores by state for high school graduates who took the ACT Assessment in 2000. For each state the percentage of graduates taking the ACT Assessment and the average composite score are given, with the same information for those who completed the recommended core curriculum and those who did not, as well as for…

Reinventing the American High School for the 21st Century: Strengthening a New Vision for the American High School through the Experiences and Resources of Career and Technical Education. A Position Paper

ERIC Educational Resources Information Center

Meeder, Hans

2006-01-01

The Association for Career and Technical Education (ACTE), on behalf of career and technical education (CTE) professionals in the United States, advocates for clearly focusing American high schools on the goal of preparing every student for full participation in a spectrum of college opportunities, meaningful work, career advancement, and active…

High Stakes Assessment: A Local District Perspective.

ERIC Educational Resources Information Center

Oldham, Ben R.

The Kentucky Education Reform Act legislated by the 1990 General Assembly created a high-stakes school performance accountability system to monitor the progress of implementation. One major component of the accountability system is a schedule of consequences designed to reward those schools making sufficient progress in improving student…

The Impact of Physical Activity on Academics in English Classes at the Junior High School Level

ERIC Educational Resources Information Center

Helgeson, John L., Jr.

2013-01-01

The pressure educators, schools, and school districts face with meeting Adequate Yearly Progress on state assessments as a result of the No Child Left Behind Act has made some schools and school district reduce class offerings and time for subjects not considered core subjects. In addition, the rising obesity rates in students have prompted…

Recovery Act: Cedarville School District Retrofit of Heating and Cooling Systems with Geothermal Heat Pumps and Ground Source Water Loops

DOE Office of Scientific and Technical Information (OSTI.GOV)

Jarrell, Mark

Cedarville School District retrofitted the heating and cooling systems in three campus areas (High School, Middle School, and Upper Elementary School) with geothermal heat pumps and ground source water loops, as a demonstration project for the effective implementation of geothermal heat pump systems and other energy efficiency and air quality improvements.

75 FR 21583 - Siskiyou County Resource Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-26

... be held at the Yreka High School Library, Preece Way, Yreka, CA 96097. FOR FURTHER INFORMATION... consistent with the Secure Rural Schools and Community Self-Determination Act. DATES: The Siskiyou RAC will...

United States v. Lopez and the Demise of the Gun-Free School Zones Act: Legislative Over-Reaching or Judicial Nit-Picking?

ERIC Educational Resources Information Center

Russo, Charles J.

1995-01-01

In "United States v.Lopez," a highly fractured United States Supreme Court, in a five-to-four ruling that generated six different opinions, affirmed that Congress had exceeded its authority in adopting the Gun-Free School Zones Act. Provides an in-depth examination of the Court's ruling and concludes with an analysis of the legal issues…

High School E.C.I.A. Chapter 1, Part B, Institutionalized Facilities Program 1989-90. State Report. OREA Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.

This report describes and evaluates high school programs funded under Chapter 1, Part B, of the Education Consolidation and Improvement Act (ECIA) and administered by the Institutionalized Facilities Program of the New York City Public Schools in 1989-90. The program is designed to address the educational needs of students in facilities for…

South Carolina's Education Improvement Act: Is It Working?

ERIC Educational Resources Information Center

Richardson, Mike; And Others

South Carolina's response to the excellence literature of the early 1980s is called the Education Improvement Act (EIA). This act increased high school graduation requirements, required basic skills testing and standardized observation of teacher candidates, and mandated extensive competency testing and remediation of students. The EIA, like most…

Judging Acting Ability: The Transition from Novice to Expert.

ERIC Educational Resources Information Center

Myford, Carol M.

The aesthetic judgments of experts (casting directors and high school drama teachers), theater buffs, and novices were compared as they rated high school students' videotaped performances of Shakespearean monologues. It was hypothesized that theater buffs would represent an intermediate stage on the path to developing expertise in judging acting…

Increasing Understanding of Cultural Differences

ERIC Educational Resources Information Center

Creeden, Jack; Kelly-Aguirre, Eileen; Visser, Aric

2016-01-01

Many high school and university students return home from global programs and often report they have changed as a result of the experience. Global educators assume the act of participating in global education programs (such as high school study abroad) will open students' eyes to the complexities of another culture because students have been…

Dramatically Improve How and Where Academic Content Is Taught

ERIC Educational Resources Information Center

Hyslop, Alisha

2007-01-01

The fourth recommendation in ACTE's high school reform position statement is to dramatically improve how and where academic content is taught. Even as advanced academic course-taking and high school graduation requirements have increased, student achievement on national benchmarks has remained flat, and college remediation rates continue to…

The Lesson Plan of the Month, 1992-1993. 10 Lesson Series.

ERIC Educational Resources Information Center

Phi Alpha Delta Law Fraternity International, Washington, DC.

As part of a series of lesson plans compiled by Phi Alpha Delta, this collection presents a lesson plan on current issues for each month of the school year. Intended for high school and middle school with adaptations for elementary school, the lessons cover the Americans with Disabilities Act in relation to accommodations for students with…

78 FR 20258 - Atlantic Highly Migratory Species; Atlantic Bluefin Tuna Fisheries

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-04

... landings data. The adjusted limit for HMS Charter/Headboat vessels is one school BFT and one large school... regulations. NMFS is required under ATCA and the Magnuson-Stevens Act to provide U.S. fishing vessels with a... default Angling category daily retention limit of one school, large school, or small medium BFT (measuring...

Students Left Behind: Measuring 10th to 12th Grade Student Persistence Rates in Texas High Schools

PubMed Central

Domina, Thurston; Ghosh-Dastidar, Bonnie; Tienda, Marta

2012-01-01

The No Child Left Behind Act requires states to publish high school graduation rates for public schools and the U.S. Department of Education is currently considering a mandate to standardize high school graduation rate reporting. However, no consensus exists among researchers or policy-makers about how to measure high school graduation rates. In this paper, we use longitudinal data tracking a cohort of students at 82 Texas public high schools to assess the accuracy and precision of three widely-used high school graduation rate measures: Texas’s official graduation rates, and two competing estimates based on publicly available enrollment data from the Common Core of Data. Our analyses show that these widely-used approaches yield inaccurate and highly imprecise estimates of high school graduation and persistence rates. We propose several guidelines for using existing graduation and persistence rate data and argue that a national effort to track students as they progress through high school is essential to reconcile conflicting estimates. PMID:23077375

Students Left Behind: Measuring 10(th) to 12(th) Grade Student Persistence Rates in Texas High Schools.

PubMed

Domina, Thurston; Ghosh-Dastidar, Bonnie; Tienda, Marta

2010-06-01

The No Child Left Behind Act requires states to publish high school graduation rates for public schools and the U.S. Department of Education is currently considering a mandate to standardize high school graduation rate reporting. However, no consensus exists among researchers or policy-makers about how to measure high school graduation rates. In this paper, we use longitudinal data tracking a cohort of students at 82 Texas public high schools to assess the accuracy and precision of three widely-used high school graduation rate measures: Texas's official graduation rates, and two competing estimates based on publicly available enrollment data from the Common Core of Data. Our analyses show that these widely-used approaches yield inaccurate and highly imprecise estimates of high school graduation and persistence rates. We propose several guidelines for using existing graduation and persistence rate data and argue that a national effort to track students as they progress through high school is essential to reconcile conflicting estimates.

National School Lunch Program and School Breakfast Program: Eliminating Applications Through Community Eligibility as Required by the Healthy, Hunger-Free Kids Act of 2010. Final rule.

PubMed

2016-07-29

This final rule establishes requirements for State agencies, local educational agencies, and schools operating the Community Eligibility Provision, a reimbursement option that allows the service of school meals to all children at no-cost in high poverty schools without collecting household applications. By eliminating the household application process and streamlining meal counting and claiming procedures through the Community Eligibility Provision, local educational agencies may substantially reduce administrative burden related to operating the National School Lunch and School Breakfast Programs. This rule codifies many requirements that were implemented through policy guidance following enactment of the Healthy, Hunger-Free Kids Act of 2010, as well as provisions of the proposed rule. These requirements will result in consistent, national implementation of the Community Eligibility Provision.

A Study of the Relationship between the ACT College Mathematics Readiness Standard and College Mathematics Achievement

ERIC Educational Resources Information Center

Harwell, Michael; Moreno, Mario; Post, Thomas

2016-01-01

This study examined the relationship between the American College Testing (ACT) college mathematics readiness standard and college mathematics achievement using a sample of students who met or exceeded the minimum 3 years high school mathematics coursework recommended by ACT. According to ACT, a student who scores 22 or higher on the ACT…

Child Advocacy: An Essential Part of School Leadership.

ERIC Educational Resources Information Center

Houston, Paul D.

1997-01-01

Notes school leaders have two jobs: creating and sustaining high-quality schools, and acting as a moral compass for community action in children's behalf. Suggests that since children head no political action committees, administrators must shed their manager image and devise solutions. Introduces six special essays by Robert Coles, Marian Wright…

Supporting Extracurricular Involvement for Youth with Disabilities

ERIC Educational Resources Information Center

Carter, Erik W.; Swedeen, Beth; Moss, Colleen K.

2009-01-01

Trying out for the school play. Performing in the band. Joining a sports team or club. These experiences are memorable parts of middle and high school life. For many students with disabilities, however, these everyday school experiences remain elusive. Although the Individuals with Disabilities Education Act (IDEA) clearly states that IEP teams…

77 FR 31592 - Applications for New Awards; State-Tribal Education Partnership (STEP) Pilot Grant Competition

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-29

... that all students graduate high school college- and career-ready; and (2) address the unique... eligible schools located on a reservation. Requirements and Definitions: Background: Under this pilot... administration of certain Elementary and Secondary Education Act (ESEA) programs for eligible schools (as defined...

20 CFR 664.300 - Who is an “out-of-school youth”?

Code of Federal Regulations, 2012 CFR

2012-04-01

... school dropout; or (b) Is an eligible youth who has either graduated from high school or holds a GED, but... 20 Employees' Benefits 4 2012-04-01 2012-04-01 false Who is an âout-of-school youthâ? 664.300...) YOUTH ACTIVITIES UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Out-of-School Youth § 664.300 Who is an...

20 CFR 664.300 - Who is an “out-of-school youth”?

Code of Federal Regulations, 2013 CFR

2013-04-01

... school dropout; or (b) Is an eligible youth who has either graduated from high school or holds a GED, but... 20 Employees' Benefits 4 2013-04-01 2013-04-01 false Who is an âout-of-school youthâ? 664.300...) YOUTH ACTIVITIES UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Out-of-School Youth § 664.300 Who is an...

20 CFR 664.300 - Who is an “out-of-school youth”?

Code of Federal Regulations, 2014 CFR

2014-04-01

... school dropout; or (b) Is an eligible youth who has either graduated from high school or holds a GED, but... 20 Employees' Benefits 4 2014-04-01 2014-04-01 false Who is an âout-of-school youthâ? 664.300...) YOUTH ACTIVITIES UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Out-of-School Youth § 664.300 Who is an...

The effect of lab based instruction on ACT science scores

NASA Astrophysics Data System (ADS)

Hamilton, Michelle

Standardized tests, although unpopular, are required for a multitude of reasons. One of these tests is the ACT. The ACT is a college readiness test that many high school juniors take to gain college admittance. Students throughout the United States are unprepared for this assessment. The average high school junior is three points behind twenty-four, the ACT recommended score, for the science section. The science section focuses on reading text and, interpreting graphs, charts, tables and diagrams with an emphasis on experimental design and relationships among variables. For students to become better at interpreting and understanding scientific graphics they must have vast experience developing their own graphics. The purpose of this study was to provide students the opportunity to generate their own graphics to master interpretation of them on the ACT. According to a t-test the results show that students who are continually exposed to creating graphs are able to understand and locate information from graphs at a significantly faster rate.

"Speak Out. Act Up. Move Forward." Disobedience-Based Arts Education

ERIC Educational Resources Information Center

Kotin, Alison; Aguirre McGregor, Stella; Pellecchia, DeAnna; Schatz, Ingrid; Liu, Shaw Pong

2013-01-01

In this essay, Alison Kotin, Stella Aguirre McGregor, DeAnna Pellecchia, Ingrid Schatz, and Shaw Pong Liu reflect on their experiences working with public high school students to create "Speak Out. Act Up. Move Forward.," a performative response to current and historical acts of civil disobedience. The authors--a group of instructors…

The Condition of College & Career Readiness, 2011

ERIC Educational Resources Information Center

ACT, Inc., 2011

2011-01-01

Since 1959, ACT has collected and reported data on students' academic readiness for college. This report provides a college and career readiness snapshot of the ACT-tested high school class of 2011. ACT has long defined college and career readiness as the acquisition of the knowledge and skills a student needs to enroll and succeed in…

NCLB Presents Middle School Complications

ERIC Educational Resources Information Center

Keller, Bess

2004-01-01

In this article, the author reports how the "highly qualified" provision of the No Child Left Behind Act affected middle-grades teachers far more than teachers at the elementary and high school levels. Under the federal law, teachers beyond the elementary grades who were in the classroom two years ago may show their knowledge of academic…

Waiving Away High School Graduation Rate Accountability? Policy Brief

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2012

2012-01-01

In November 2011, eleven states submitted applications to the U.S. Department of Education (ED) for waivers from key provisions of the No Child Left Behind Act. Although the waiver process presents an opportunity to strengthen college and career readiness among the nation's high school students, this analysis by the Alliance for Excellent…

Do Stricter High School Graduation Requirements Improve College Readiness? ACT Working Paper Series. WP-2014-1

ERIC Educational Resources Information Center

Buddin, Richard; Croft, Michelle

2014-01-01

In recent years, state policymakers have increased high school course requirements--particularly in mathematics and science. This research examines whether stricter requirements have been effective at improving student outcomes. Student-level evidence from a state's recent reform suggests that higher requirements had little effect on trends in…

Teacher Empathy and Middle School Students' Perception of Care

ERIC Educational Resources Information Center

Williams, Dawn Michelle

2010-01-01

With the implementation of the No Child Left Behind Act of 2001 (2002) schools are challenged by high-stakes testing and the need to maintain a highly qualified teaching force. The focus of discussion is often effective interventions and strategies to assist students to become academically successful. However, a number of researchers (Kaplan &…

Stating the Case for CTE in Arizona

ERIC Educational Resources Information Center

Reese, Susan

2006-01-01

This article discusses the academic success of CTE students in Arizona which is making a solid case for the role of career and technical education in America's high schools. When the Association for Career and Technical Education (ACTE) issued its position paper, "Reinventing the American High School for the 21st Century," it contained…

Applied Technology Proficiency of High School Students in Applied and Traditional Courses

ERIC Educational Resources Information Center

Field, Dennis W.

2003-01-01

This investigation compares applied technology skill levels of high school students enrolled in various applied and comparable traditional courses, particularly Principles of Technology and physics courses respectively. Outcomes from ACT's Applied Technology Work Keys[R] assessment test were used as a measure of applied technology skill levels.…

State College- and Career-Ready High School Graduation Requirements. Updated

ERIC Educational Resources Information Center

Achieve, Inc., 2013

2013-01-01

Research by Achieve, ACT, and others suggests that for high school graduates to be prepared for success in a wide range of postsecondary settings, they need to take four years of challenging mathematics--covering Advanced Algebra; Geometry; and data, probability, and statistics content--and four years of rigorous English aligned with college- and…

2012 College Choice Report--Part 2: Enrollment Patterns

ERIC Educational Resources Information Center

ACT, Inc., 2013

2013-01-01

This report builds on a foundation of knowledge about the academic readiness of the ACT-tested high school graduating class of 2012 as presented in "The Condition of College & Career Readiness" (see ED534761). An important conclusion of the "Condition" report is that far too many high school graduates are not prepared for…

Working While Learning: Predictors of Working Learning Status in High School. ACT Research Report Series 2017-5

ERIC Educational Resources Information Center

LeFebvre, Mary

2017-01-01

Employment status in high school has been shown to have a negative relationship with measures of academic achievement which some researchers have attributed to student characteristics such as demographics and socioeconomic status. The current study investigated differences in the demographic and socioeconomic characteristics of "working…

Staff Members Acting as Grandparents in a High School for Recent Immigrants: Los Abuelitos

ERIC Educational Resources Information Center

Bennett, Jo

2016-01-01

This qualitative study considered how a high school in the south central United States serving predominantly immigrant students from Mexico and Central America made use of older Hispanic or Latino staff members as surrogate or stand-in grandparents (fondly called "abuelitos" by the students). The caring, intergenerational relationships…

Women, Education and the Law: Defining the "High Qualified" Teacher--No Child Left Behind's Requirements

ERIC Educational Resources Information Center

First, Patricia F.

2003-01-01

The No Child Left Behind Act (NCLB) provided that by the end of the 2005-06 school year, all teachers in core content areas, teaching in public schools, must be "highly qualified" in each subject they teach. Under the law, "highly qualified" means that a teacher is fully licensed through a traditional or alternative route and…

Utility-value intervention with parents increases students' STEM preparation and career pursuit.

PubMed

Rozek, Christopher S; Svoboda, Ryan C; Harackiewicz, Judith M; Hulleman, Chris S; Hyde, Janet S

2017-01-31

During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States' continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school-aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students' attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later.

Turning the School Around: The Transformation of a Secondary School from Underperforming to Highly Achieving

ERIC Educational Resources Information Center

Branch, Cynthia Monroe

2013-01-01

The No Child Left Behind Act of 2001 put a focus on each child in a school being proficient. Since 1957 when Sputnik was launched, the United States has been attempting to improve its schools. The existing literature has a gap as to how to turn around an underperforming school in a fairly short period of time. A qualitative case study methodology…

Alternatives: A Survey of Title III, ESEA, Projects in New Mexico.

ERIC Educational Resources Information Center

New Mexico State Dept. of Education, Santa Fe.

This survey provides a moderately detailed description of each of 13 projects funded under 1965 Elementary Secondary Education Act Title III. Freedom High School is an alternative school. The Resource Room for Visually Impaired Children was established in 1972. The Remediating Motor Dysfunction project helps elementary school students to enter a…

A Phenomenological Study of High School Counselor Advocacy as It Relates to the College Access of Underrepresented Students

ERIC Educational Resources Information Center

Schaeffer, Kelly; Akos, Patrick; Barrow, Jennifer

2010-01-01

Data indicate that minority students, economically disadvantaged students, and first-generation students are underrepresented in four-year colleges. Contemporary models encourage school counselors to act as advocates in their schools while addressing inequities and promoting the college access of underrepresented groups of students. This…

75 FR 47818 - Agency Forms Undergoing Paperwork Reduction Act Review

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-09

... violence in one rural North Carolina school district, but appropriateness of the program with urban, high...). Background and Brief Description Safe Dates, a dating violence prevention curriculum for 8th and 9th grade... schools who delivered the Safe Dates program and students at one school who received the program...

Coping with the Ultimate Tragedy--The Death of a Student.

ERIC Educational Resources Information Center

Grant, Lawrence; Schakner, Barry

1993-01-01

Describes a suburban Wisconsin high school's crisis-management plan as applied to the accidental deaths of four sophomore boys. The school community survived this crisis because the school had a plan, improvised appropriately, and communicated well with the community and each other; because outside support people acted effectively; and because…

The Furniture of Science.

ERIC Educational Resources Information Center

Fickes, Michael

2001-01-01

Examines how the introduction of new technology has spawned the emergence of new types of furniture, furnishings, and classroom design to support high school science instruction. The challenges imposed by the Americans with Disabilities Act on school science labs are highlighted. (GR)

Do later wake times and increased sleep duration of 12th graders result in more studying, higher grades, and improved SAT/ACT test scores?

PubMed

Cole, James S

2016-09-01

The aim of this study was to investigate the relationship between sleep duration, wake time, and hours studying on high school grades and performance on the Scholastic Aptitude Test (SAT)/ American College Testing (ACT) college entrance exams. Data were collected from 13,071 recently graduated high school seniors who were entering college in the fall of 2014. A column proportions z test with a Bonferroni adjustment was used to analyze proportional differences. Analysis of covariance (ANCOVA) was used to examine mean group differences. Students who woke up prior to 6 a.m. and got less than 8 h of sleep (27 %) were significantly more likely to report studying 11 or more hours per week (30 %), almost double the rate compared to students who got more than 8 h of sleep and woke up the latest (16 %). Post hoc results revealed students who woke up at 7 a.m. or later reported significantly higher high school grades than all other groups (p < 0.001), with the exception of those students who woke up between 6:01 a.m. and 7:00 a.m. and got eight or more hours of sleep. The highest reported SAT/ACT scores were from the group that woke up after 7 a.m. but got less than 8 h sleep (M = 1099.5). Their scores were significantly higher than all other groups. This study provides additional evidence that increased sleep and later wake time are associated with increased high school grades. However, this study also found that students who sleep the longest also reported less studying and lower SAT/ACT scores.

The Correlation between Self-Determination and ACT Scores for High School Students with Disabilities

ERIC Educational Resources Information Center

Brown, Deitra Learchelle

2017-01-01

A significant gap exists between the graduation rate of students with disabilities and their nondisabled. The purpose of this quantitative correlation study was to determine the relationship self-determination had on college and career readiness using ACT scores of students with high incident disabilities. This study was guided by the following…

Impact of Teacher Qualification on Student Achievement at the Elementary and Middle School Levels

ERIC Educational Resources Information Center

Andrews, Sandra L.

2012-01-01

Although the federal No Child Left Behind (NCLB) Act requires that classroom teachers be highly qualified, the assumption that achieving the highly qualified endorsement equates to teacher effectiveness in the classroom is unverified. The purpose of this study was to compare the effect of teacher qualification, as defined by the NCLB Act and…

Attaining Equitable Distribution of Effective Teachers in Public Schools

ERIC Educational Resources Information Center

Partee, Glenda L.

2014-01-01

Since Congress passed the No Child Left Behind Act of 2001, or NCLB, much has transpired in K-12 public education. NCLB, the most recent iteration of the Elementary and Secondary Education Act of 1965, or ESEA, sought to ensure that all children have the equal opportunity for a high-quality education, established criteria for highly qualified…

Acts of terrorism and mass violence targeting schools : Analysis and implications for preparedness in the USA.

PubMed

Schlegelmilch, Jeff; Petkova, Elisaveta; Martinez, Stephanie; Redlener, Irwin

2017-01-01

To enhance the preparedness of US schools to acts of terrorism and mass violence, the landscape of threats against schools must first be understood. This includes exploring the global trends of acts of terrorism against schools, as well as looking specifically at the history of terrorism and acts of mass violence against schools domestically. This paper conducts a review of two databases in order to look at the trends in acts of terrorism and mass violence carried out against schools, and provides recommendations for domestic school preparedness based on this information.

The Influence of High Stakes Testing and Test Preparation on High School Students' Perspectives on Education and Lifelong Learning

ERIC Educational Resources Information Center

Rowland, Barbara

2011-01-01

With the implementation of the No Child Left Behind Act in January of 2002, curricula in high schools in the United States have adjusted to make room for test preparation activities and high stakes testing. This involves teaching skills and content in the format of the test only, drilling students on specific skills and content areas that will be…

College Scholarship Fraud Prevention Act of 2000: Annual Report to Congress. May 2005

ERIC Educational Resources Information Center

US Department of Education, 2005

2005-01-01

Every year, millions of high school graduates seek ways to finance the rising costs of a college education, at times falling prey to scholarship and financial aid scams. To help students and their families, on November 5, 2000, Congress passed the College Scholarship Fraud Prevention Act of 2000 (Act) to establish stricter sentencing guidelines…

College Student Profiles: Norms for the ACT Assessment, 1980-81 Edition.

ERIC Educational Resources Information Center

Sawyer, Richard L.

Extensive normative information are presented on about 455,170 college freshmen entering college in 1979 at 1,099 institutions participating in the American College Testing (ACT) Assessment Program. Norms are provided for males and females on ACT test scores and high school grades by college type, affiliation, and geographic region, and by student…

College Scholarship Fraud Prevention Act of 2000: Annual Report to Congress. May 2006

ERIC Educational Resources Information Center

US Department of Education, 2006

2006-01-01

Every year, millions of high school graduates seek ways to finance the rising costs of a college education, at times falling prey to scholarship and financial aid scams. To help students and their families, on November 5, 2000, Congress passed the College Scholarship Fraud Prevention Act of 2000 (Act) to establish stricter sentencing guidelines…

College Scholarship Fraud Prevention Act of 2000: Annual Report to Congress. May 2007

ERIC Educational Resources Information Center

US Department of Education, 2007

2007-01-01

Every year, millions of high school graduates seek ways to finance the rising costs of a college education, at times falling prey to scholarship and financial aid scams. To help students and their families, on November 5, 2000, Congress passed the College Scholarship Fraud Prevention Act of 2000 (Act) to establish stricter sentencing guidelines…

College Scholarship Fraud Prevention Act of 2000: Annual Report to Congress. 2008

ERIC Educational Resources Information Center

US Department of Education, 2008

2008-01-01

Every year, millions of high school graduates seek ways to finance the rising costs of a college education, at times falling prey to scholarship and financial aid scams. To help students and their families, on November 5, 2000, Congress passed the College Scholarship Fraud Prevention Act of 2000 (Act) to establish stricter sentencing guidelines…

College Scholarship Fraud Prevention Act of 2000: Annual Report to Congress

ERIC Educational Resources Information Center

US Department of Education, 2004

2004-01-01

Every year, millions of high school graduates seek ways to finance the rising costs of a college education, at times falling prey to scholarship and financial aid scams. To help students and their families, on November 5, 2000, Congress passed the College Scholarship Fraud Prevention Act of 2000 (Act) to establish stricter sentencing guidelines…

To amend the Elementary and Secondary Education Act of 1965 to award grants to eligible entities to establish, expand, or support an existing school-based mentoring program to assist at-risk middle school students with the transition from middle school to high school.

THOMAS, 111th Congress

Rep. Carson, Andre [D-IN-7

2010-07-15

House - 10/13/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

"Highly Qualified" to Do What? The Relationship between NCLB Teacher Quality Mandates and the Use of Reform-Oriented Instruction in Middle School Mathematics

ERIC Educational Resources Information Center

Smith, Thomas M.; Desimone, Laura M.; Ueno, Koji

2005-01-01

The federal No Child Left Behind Act of 2001 (NCLB) calls for a highly qualified teacher in every classroom. According to the legislation, "highly qualified" is defined as full certification, a bachelor's degree, and demonstrated content knowledge in all core subjects taught. States, district, and schools are spending considerable…

The Relationship between State High School Exit Exams and Mathematical Proficiency: Analyses of the Complexity, Content, and Format of Items and Assessment Protocols

ERIC Educational Resources Information Center

Regan, Blake B.

2012-01-01

This study examined the relationship between high school exit exams and mathematical proficiency. With the No Child Left Behind (NCLB) Act requiring all students to be proficient in mathematics by 2014, it is imperative that high-stakes assessments accurately evaluate all aspects of student achievement, appropriately set the yardstick by which…

What Works Clearinghouse Quick Review: "Evaluation of the College Possible Program: Results from a Randomized Controlled Trial"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

This study investigated the effect of the "College Possible" program, which is designed to serve low-income high school students. "College Possible" provides a 2-year afterschool curriculum to high school juniors and seniors that includes SAT and ACT test preparation services, college admissions and financial aid consulting,…

High School Grade Inflation from 2004 to 2011. ACT Research Report Series, 2013 (3)

ERIC Educational Resources Information Center

Zhang, Qian; Sanchez, Edgar I.

2013-01-01

This study explores inflation in high school grade point average (HSGPA), defined as trend over time in the conditional average of HSGPA, given ACT® Composite score. The time period considered is 2004 to 2011. Using hierarchical linear modeling, the study updates a previous analysis of Woodruff and Ziomek (2004). The study also investigates…

This Test Is Unfair: African American and Latino High School Students' Perceptions of Standardized College Admission Tests.

ERIC Educational Resources Information Center

Walpole, MaryBeth; McDonough, Patricia M.; Bauer, Constance J.; Gibson, Carolyn; Kanyi, Kamau T.; Toliver, Rita

This qualitative study focused on African American and Latino high school students perceptions of standardized admission tests, including the Scholastic Assessment Tests (I and II) and the ACT Assessment. Students enrolled in college preparatory classes were interviewed about these tests individually and in focus groups in fall 1998 in their…

Peers as Teachers in Physical Education Hip Hop Classes in Finnish High School

ERIC Educational Resources Information Center

Nurmi, Anna-Maria; Kokkonen, Marja

2015-01-01

In this case study, theoretically rooted in peer-assisted learning (PAL), ten female high school students, acting as peer teachers, taught hip hop dance in a voluntary physical education course. The data, derived from questionnaires and interviews with the peer teachers, were analysed using content analysis. The results showed that the peer…

The Influence of Students' Pre-College Characteristics, High School Experiences, College Expectations, and Initial Enrollment Characteristics on Degree Attainment

ERIC Educational Resources Information Center

Pike, Gary R.; Hansen, Michele J.; Childress, Janice E.

2014-01-01

The present research examined the extent to which pre-college characteristics, high school experiences, college expectations, and initial enrollment characteristics were related to graduation from college. Data from admission applications, the "ACT Compass" survey, and initial enrollment measures for Fall 2004 and Fall 2005 first-time…

Morris High School Betterment through Bilingualism. O.E.E. Evaluation Report, 1981-1982.

ERIC Educational Resources Information Center

Torres, Judith; Bensimon, Estela M.

This report summarizes the evaluation of the Betterment through Bilingualism Program at Morris High School, New York City, in 1981-82. The program was funded by Title VII of the Elementary and Secondary Education Act for the purpose of developing Hispanic students' English language skills and preventing truancy. Three hundred students were…

Hip-Hop Hamlet: Hybrid Interpretive Discourse in a Suburban High School English Class

ERIC Educational Resources Information Center

Anglin, Joanna L.; Smagorinsky, Peter

2014-01-01

This study investigates the collaborative composing processes of a group of five high school seniors who constructed interpretations of each of the five acts of Shakespeare's Hamlet through the medium of spoken word performances. The group composing processes were analyzed to identify how the students drew on conventions from the spoken word…

Graduation Matters: Improving Accountability for High School Graduation

ERIC Educational Resources Information Center

Hall, Daria

2007-01-01

An analysis of accountability for high school graduation rates under the federal No Child Left Behind Act (NCLB) reveals two major problems: (1) State goals for raising graduation rates are far too low to spur needed improvement and (2) Gaps between student groups are allowed to persist by an accountability system that looks only at average…

A Randomized Controlled Study Evaluating a Brief, Bystander Bullying Intervention with Junior High School Students

ERIC Educational Resources Information Center

Midgett, Aida; Doumas, Diana; Trull, Rhiannon; Johnston, April D.

2017-01-01

A randomized controlled study evaluated a brief, bystander bullying intervention for junior high school students. Students in both groups reported an increase in knowledge and confidence to act as defenders and to utilize strategies to intervene on behalf of victims of bullying. Findings suggest possible carry-over effects from the intervention…

Core Principles and Test Item Development for Advanced High School and Introductory University Level Food Science

ERIC Educational Resources Information Center

Laing-Kean, Claudine A. M.

2010-01-01

Programs supported by the Carl D. Perkins Act of 2006 are required to operate under the state or national content standards, and are expected to carry out evaluation procedures that address accountability. The Indiana high school course, "Advanced Life Science: Foods" ("ALS: Foods") operates under the auspices of the Perkins…

Beyond Academics: A Holistic Framework for Enhancing Education and Workplace Success. ACT Research Report Series. 2015 (4)

ERIC Educational Resources Information Center

Camara, Wayne, Ed.; O'Connor, Ryan, Ed.; Mattern, Krista, Ed.; Hanson, Mary Ann, Ed.

2015-01-01

Colleges have long recognized the importance of multiple domains. Admissions officers look to high school grades as indicators of persistence and achievement; student statements and letters of recommendation as indicators of character, behavior, and adaptability; the rigor of courses completed in high school as evidence of effort, motivation, and…

Sexual harassment in Jewish and Arab public schools in Israel.

PubMed

Zeira, Anat; Astor, Ron Avi; Benbenishty, Rami

2002-02-01

Current empirical literature on sexual harassment in schools is mostly based on nonrepresentative samples of middle-class high-school Caucasian female students. Thus the scope of research regarding gender, age, and cultural differences is very limited. This article reports on findings on sexual harassment in Jewish and Arab schools in Israel with regard to gender, age, and cultural differences. The study is part of the first national survey on school violence in Israel. The representative sample includes 10,400 students in grades 7 through 11 attending public schools in Israel. Students were asked to report whether they were victims of specific acts of sexual harassment in school during the month before the survey. Overall, 29.1% of the students were victims of at least one act of harassment. The more common acts were to show offensive pictures or to send obscene letters, to take off or to try to take off part of the student's clothing, and to try to kiss a student. The most vulnerable groups are the Arab boys and 8th grade students. Report rates were the lowest among Arab girls. Sexual harassment is prevalent in Israeli schools. The pattern of victimization is different for boys and girls and for students in Jewish and Arab schools. These patterns are a complex phenomenon that must be considered in the intervention and policy measures addressing sexual harassment at school.

32 CFR 901.5 - Academic examination requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Level 1 (Standard) Mathematics or Level II (Intensive) Mathematics. (Level 1 recommended for candidates without advanced high school mathematics.) (b) ACT. Candidates who elect to use the ACT tests must take the complete battery of tests: English, mathematics, social studies, and natural sciences. ...

Undergraduates Learning to Teach Collaboratively in High School Classrooms

NASA Astrophysics Data System (ADS)

Perrodin, D.; Lommen, A.; Douglas, S.; Naylor, C.; Penfield, A.; Schmidt, D.; Zatko, P.

2011-09-01

In the spring of 2010, five undergraduates from Franklin & Marshall College conducted visits at J. P. McCaskey High School in Lancaster, Pennsylvania, under the umbrella of the Mid-Atlantic Relativistic Initiative in Education (MARIE). They introduced high school students to advanced topics in astronomy, such as dark matter, gravitational lensing, and cosmology. Not only did the outreach program benefit the high school students who were introduced to "sexy topics" in astronomy, but the undergraduates also gained teaching experience in a high school setting, learning to create lesson plans and to implement teaching techniques that engage students as active learners. They acted as role models for the high school students who were just a few years younger. They learned useful skills such as presenting information clearly and confidently, and with the use of journals they reflected on their teaching practice and shared reflections with the group throughout the semester, learning to become confident and reflective teachers.

A Study of Teachers' Perceptions of School-Level Factors Affecting Transition Services

ERIC Educational Resources Information Center

Lazaroff, Kurt Charles

2013-01-01

The purpose of this study was to explore teacher perceptions of providing transition services to high school students with special needs and to understand the variables that act as facilitators or barriers to providing those services. A qualitative research method was used to understand the perceptions of school personnel of transition services in…

The Influence of a Career Pathways Model and Career Counseling on Students' Career and Academic Self-Efficacy

ERIC Educational Resources Information Center

Stipanovic, Natalie; Stringfield, Sam; Witherell, Eric

2017-01-01

This qualitative study examines the effects of career pathways programming and targeted career counseling services on 71 high school seniors across seven schools engaged in school reforms funded through South Carolina's Education and Economic Development Act (EEDA). EEDA is a statewide, multipronged effort to improve academic achievement,…

Middle School Noncognitive Development in a Sample of Hispanic/Latino Youth

ERIC Educational Resources Information Center

McVey, Jill E.

2016-01-01

This study examined the development of noncognitive skills in a sample of 4,769 Hispanic/Latino students as they went through middle school and the first year of high school using ACT Engage 6-9, an assessment designed to predict student outcomes by measuring students' behaviors and psychosocial attributes. The scales of Academic Discipline,…

Nutrition Management of School Age Children with Special Needs: A Resource Manual for School Personnel, Families, and Health Professionals. Second Edition.

ERIC Educational Resources Information Center

Horsley, Janet W.; Allen, Elizabeth R.; Daniel, Patricia White

This guide is intended to help school personnel facilitate the management of special diets and nutrition education in the school curriculum in accordance with requirements of the National School Lunch Act, the Child Nutrition Act, the Rehabilitation Act of 1973 (Section 504), and the Americans with Disabilities Act of 1990. After the introduction,…

The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

NASA Astrophysics Data System (ADS)

Mulkerrin, Elizabeth A.

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).

Are Children's Views of the "Enemy" Shaped by a Highly-Publicized Negative Event?

ERIC Educational Resources Information Center

Oppenheimer, Louis

2010-01-01

In the beginning of the first decade of this century, some highly-publicized extremistic acts of terror occurred. A hostage tragedy in a school in Beslan (North Ossetia) was followed in the Netherlands by the brutal murder of the controversial Dutch filmmaker and newspaper columnist Theo van Gogh, bomb attacks in Bali and Madrid and other acts of…

Utility-value intervention with parents increases students’ STEM preparation and career pursuit

PubMed Central

Rozek, Christopher S.; Svoboda, Ryan C.; Harackiewicz, Judith M.; Hulleman, Chris S.; Hyde, Janet S.

2017-01-01

During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States’ continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school–aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students’ attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later. PMID:28096393

Teacher Perspectives on the Impact of High-Stakes Testing on Students with Disabilities: A Grounded Theory Study

ERIC Educational Resources Information Center

Mayer, Tammy Marie

2017-01-01

The Individuals with Disabilities Education Act 1997 (IDEA), No Child Left Behind Act 2001 (NCLB), and Every Child Succeeds Act 2015 (ESSA) has changed how public schools adapt to standards and accountability systems for all students, including students with mild-to-significant cognitive disabilities. Federal legislation has changed the focus of…

College Scholarship Fraud Prevention Act of 2000: Second Annual Report to Congress. May 2003

ERIC Educational Resources Information Center

US Department of Education, 2003

2003-01-01

Every year, millions of high school graduates seek ways to finance the rising costs of a college education, at times falling prey to scholarship and financial aid scams. To help students and their families, on November 5, 2000, Congress passed the College Scholarship Fraud Prevention Act of 2000 (Act) to establish stricter sentencing guidelines…

A study of the factors affecting advancement and graduation for engineering students

NASA Astrophysics Data System (ADS)

Fletcher, John Thomas

The purpose of this study was, first, to determine whether a set of predictor variables could be identified from pre-enrollment and post-enrollment data that would differentiate students who advance to a major in engineering from non-advancers and, further, to determine if the predictor variables would differentiate students who graduate from the College of Engineering from non-graduates and graduates of other colleges at Auburn University. A second purpose was to determine if the predictor variables would correctly identify male and female students with the same degree of accuracy. The third purpose was to determine if there were significant relationships between the predictor variables studied and grades earned in a set of 15 courses that have enrollments over 100 students and are part of the pre-engineering curriculum. The population for this study was the 868 students who entered the pre-engineering program at Auburn University as freshmen during the Summer and Fall Quarters of 1991. The variables selected to differentiate the different groups were ACT scores, high school grade indices, and first quarter college grade point average. Two sets of classification matrices were developed using analysis and holdout samples that were divided based on sex. With respect to the question about advancement to the professional engineering program, structure coefficients derived from discriminant analysis procedures performed on all the cases combined indicated that first quarter college grade point average, high school math index, ACT math score, and high school science grade index were important predictor variables in classifying students who advanced to the professional engineering program and those who did not. Further, important structure coefficients with respect to graduation with a degree from the College of Engineering were first quarter college grade point average, high school math index, ACT math score, and high school science grade index. The results of this study indicated that significant differences existed in the model's ability to predict advancement and graduation for male and female students. This difference was not unexpected based on the male-dominated population. However, the models identified predicted at a high rate for both male and female students. Finally, many significant relationships were found to exist between the predictor variables and the 15 pre-engineering courses that were selected. The strength of the relationships ranged from a high of .82, p < .001 (Chemistry 103 grade with total high school grade index) to a low of .07, p > .05 (Chemistry 102 with ACT science score).

20 CFR 664.300 - Who is an “out-of-school youth”?

Code of Federal Regulations, 2010 CFR

2010-04-01

... dropout; or (b) Is an eligible youth who has either graduated from high school or holds a GED, but is... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Who is an âout-of-school youthâ? 664.300... ACTIVITIES UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Out-of-School Youth § 664.300 Who is an “out-of...

Louis D. Brandeis High School, Demonstration Bilingual Enrichment College Preparatory Program. O.E.E. Evaluation Report, 1982-1983.

ERIC Educational Resources Information Center

Cochran, Effie Papatzikou; Collins, Carla

The Enrichment College Preparatory Program, an Elementary and Secondary Education Act, Title VII bilingual demonstration project at a Manhattan, New York City, high school, completed the final year of a two-year funding cycle in June 1983. The program, which provided cultural enrichment and advanced academic experiences to 160 intellectually…

Are Teachers Highly Qualified? A National Study of Secondary Public School Teachers Using SASS 1999-2000

ERIC Educational Resources Information Center

Lu, Xuejin; Shen, Jianping; Poppink, Sue

2007-01-01

In this study we inquired into the qualifications of public secondary school teachers by examining whether or not teachers met the No Child Left Behind Act's ([NCLB] 2002) definition of "highly qualified" immediately prior to the law's enactment. We examined this by core academic subjects (English, social studies, math, and science) and,…

Promoting Ethical Reasoning, Affect and Behaviour Among High School Students: An Evaluation of Three Teaching Strategies.

ERIC Educational Resources Information Center

DeHaan, Robert; Hanford, Russell; Kinlaw, Kathleen; Philler, David; Snarey, John

1997-01-01

Compares the effectiveness of three classes teaching ethical reasoning to high school students. The three classes were an introductory ethics class, a blended economics-ethics class, and a role-model ethics class taught by graduate students. Tests measured the ways students reason, feel, and act with regard to ethical-normative issues. (MJP)

Korean Students' Stories from an Aotearoa New Zealand High School: Perceived Affordances of English and Korean Language Use

ERIC Educational Resources Information Center

Kitchen, Margaret

2014-01-01

This article is informed by van Lier's ecological approach to linguistics in considering the affordances Korean-born students perceived in using Korean or English language in an Aotearoa New Zealand high school setting. Here, I regard affordances as the students' perceptions of their languages as linguistic resources enabling them to act, or…

What Does It Mean to Be a Reader? Identity and Positioning in Two High School Literacy Intervention Classes

ERIC Educational Resources Information Center

Frankel, Katherine K.

2017-01-01

Studies of high school literacy intervention classes have measured reading gains through standardized assessments, but few have considered the impact on students' identities. In this embedded case study, I used theories of identity and positioning to answer two research questions: How did institutional and interpersonal acts of positioning in two…

Geography in the Social Studies: High School Simulation on Water Supply

ERIC Educational Resources Information Center

Dunn, James M.

2009-01-01

This is a ready-to-use simulation that has high school students portraying all of the key players that decide how water from the Colorado River will be allocated. Students act as judges, lobbyists, news analysts, and even protesters during a mock water conference. Water supply is promised beyond nature's delivery, so the problem is real and will…

Beyond the Boundaries of Tradition: Cultural Treasures in a High School Theatre Arts Program.

ERIC Educational Resources Information Center

Gonzalez, Jo Beth

1999-01-01

Argues that canonical plays must be critically engaged rather than "handed down," with students discovering much about themselves and each other through their own engagement. Describes how a high-school acting class examined the dramatic work of Latino/a playwrights for their in-class scene work, and used student experiences to create their own…

Enhancing the Accessibility of High School Science Tests: A Multistate Experiment

ERIC Educational Resources Information Center

Kettler, Ryan J.; Dickenson, Tammiee S.; Bennett, Heather L.; Morgan, Grant B.; Gilmore, Joanna A.; Beddow, Peter A.; Swaffield, Suzanne; Turner, Linda; Herrera, Bill; Turner, Charlene; Palmer, Porter W.

2012-01-01

This study was inspired by the final regulations for the No Child Left Behind Act (NCLB) indicating that each state has the option to develop a new assessment for students whose disabilities have kept them from obtaining proficiency. Sets of high school science achievement items were enhanced for the new test. A 3-by-2, within subjects,…

A Comparison of Two Approaches for Measuring Educational Growth from CTBS and P-ACT+ Scores.

ERIC Educational Resources Information Center

Noble, Julie; Sawyer, Richard

The purpose of the study was to compare two regression-based approaches for measuring educational effectiveness in Tennessee high schools: the mean residual approach (MR), and a more general linear models (LM) approach. Data were obtained from a sample of 1,011 students who were enrolled in 48 high schools, and who had taken the Comprehensive…

29 CFR 778.603 - Special overtime provisions for certain employees receiving remedial education under section 7(q).

Code of Federal Regulations, 2012 CFR

2012-07-01

... provided that the employee lacks a high school diploma or educational attainment at the eighth-grade level... or below, or to fulfill the requirements for a high school diploma or General Educational Development... Rehabilitation Act of 1973, as amended, 29 U.S.C. 701 et seq.; and the Uniform Guidelines on Employee Selection...

29 CFR 778.603 - Special overtime provisions for certain employees receiving remedial education under section 7(q).

Code of Federal Regulations, 2013 CFR

2013-07-01

... provided that the employee lacks a high school diploma or educational attainment at the eighth-grade level... or below, or to fulfill the requirements for a high school diploma or General Educational Development... Rehabilitation Act of 1973, as amended, 29 U.S.C. 701 et seq.; and the Uniform Guidelines on Employee Selection...

29 CFR 778.603 - Special overtime provisions for certain employees receiving remedial education under section 7(q).

Code of Federal Regulations, 2014 CFR

2014-07-01

... provided that the employee lacks a high school diploma or educational attainment at the eighth-grade level... or below, or to fulfill the requirements for a high school diploma or General Educational Development... Rehabilitation Act of 1973, as amended, 29 U.S.C. 701 et seq.; and the Uniform Guidelines on Employee Selection...

Students Upgrading through Computer and Career Education System Services (Project SUCCESS). Final Evaluation Report 1992-93. OER Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Educational Research.

Student Upgrading through Computer and Career Education System Services (Project SUCCESS) was an Elementary and Secondary Education Act Title VII-funded project in its third year of operation. Project SUCCESS served 460 students of limited English proficiency at two high schools in Brooklyn and one high school in Manhattan (New York City).…

Bilingual Readiness for Achieving through Valued Opportunities (Project BRAVO) Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Choonoo, John

This report presents an evaluation of the Bilingual Readiness for Achieving through Valued Opportunities (Project BRAVO), an Elementary and Secondary Education Act Title VII-funded project in its first year of operation at Boys and Girls High School in Brooklyn (New York) and Louis D. Brandeis High School in Manhattan (New York). Participating…

EPAS: A System that Works

ERIC Educational Resources Information Center

ACT, Inc., 2006

2006-01-01

ACT's Educational Planning and Assessment System (EPAS[R]) is designed to guide and support schools, districts, and states in their efforts to improve students' readiness for life after high school. EPAS provides a longitudinal approach to educational and career planning, assessment, instructional support, and evaluation. EPAS components are…

Higher Stakes--The Hidden Risks of School Security Fences for Children's Learning Environments

ERIC Educational Resources Information Center

Rooney, Tonya

2015-01-01

In a move away from the open or low-fenced grounds that have traditionally been a feature of Australian school design, the last decade has seen a growth in the installation of high-security fences around schools. These structures, far from being passive and neutral, act to redefine the possibilities for movement and connectivity in the local…

Urban High School Students' Perspectives about Sexual Health Decision-Making: The Role of School Culture and Identity

ERIC Educational Resources Information Center

Brotman, Jennie S.; Mensah, Felicia Moore

2013-01-01

Studies across fields such as science education, health education, health behavior, and curriculum studies identify a persistent gap between the aims of the school curriculum and its impact on students' thinking and acting about the real-life decisions that affect their lives. The present study presents a different story from this predominant…

The Impact of a Professional Learning Community on Student Academic Achievement in Mathematics

ERIC Educational Resources Information Center

Powell, Eldridge

2013-01-01

The continued failure of a large, suburban, Title I high school to meet adequate yearly performance indicators as defined in the No Child Left Behind Act is a concern for school personnel, district officials, and the school community. The purpose of this quantitative study was to determine whether 9th grade teachers working collaboratively, within…

Music in U.S. Federal Education Policy: Estimating the Effect of "Core Status" for Music

ERIC Educational Resources Information Center

Elpus, Kenneth

2013-01-01

This article reviews the political and empirical record within music education surrounding the Goals 2000: Educate America Act and reports a new study evaluating the effects of the law on music and arts education policies in U.S. high schools. School-level data (N = 670 schools) from the National Education Longitudinal Study of 1988 and the…

Academic Accountability in Texas Public Schools: 2003-2007

ERIC Educational Resources Information Center

Jaska, Patrick; Hogan, Patrick; Wen, Zhezhu

2009-01-01

This study examines factors affecting test scores in a sample of thirty-seven Texas public high schools from 2003 to 2007 since the implementation of the No Child Left Behind (NCLB) Act of 2001. The schools were chosen based upon similar tax rates and district sizes. The Texas Assessment of Knowledge and Skills (TAKS) test was implemented in 2003…

The Perkins Act of 2006: Connecting Career and Technical Education with the College and Career Readiness Agenda. Achieve Policy Brief

ERIC Educational Resources Information Center

Meeder, Hans

2008-01-01

Policymakers and educators around the nation are wrestling with an important challenge--how to raise expectations for high school achievement, while increasing relevance and engagement in learning to keep students in school. Career and technical education (CTE) is receiving renewed attention as a strategy for increasing school engagement and rigor…

The "Iron Gate": High-Stakes Assessment at Age 16 in Nepal and England

ERIC Educational Resources Information Center

Davies, Dan

2016-01-01

In Nepal, the School Leaving Certificate (SLC) assessment taken by 16-year-olds at the end of Grade 10 of formal schooling performs a similar function to the General Certificate of Secondary Education (GCSE) examination in England in that it summarises individual, school, district and national achievement and acts as a filtering mechanism to the…

The Impact of Read Right: Semester-Only versus Year-Long Inplementation

ERIC Educational Resources Information Center

Sell, John B.

2013-01-01

Faced with meeting the requirements of the No Child Left Behind Act of 2001, schools are under pressure to have 100% of their students meet national standards in reading by 2014. For the 2010-2011 and 2011-2012 school years, Sussex Technical High School (STHS) in Georgetown, Delaware chose to adopt Read Right, a reading comprehension improvement…

FY2012 National Defense Authorization Act: Selected Military Personnel Policy Issues

DTIC Science & Technology

2012-01-05

16 Policy on Military Recruitment and Enlistment of Graduates of Secondary Schools ...Secondary Schools Background: Prior to 1987, the Services had differing policies with regard to how they treated secondary educational credentials in the...complete his/her first term. Those most likely to finish their first term are in tier one and include recruits with a traditional high school diploma

Final Report of the Evaluation of the 1971-72 Benjamin Franklin Urban League Street Academy.

ERIC Educational Resources Information Center

Erickson, Edsel; Hamler, Bev

The major objective of the Street Academy Program, funded under Title I of the 1965 Elementary Secondary Education Act, is to help students stay in schools, or to help dropouts return to school or enter the world of work prepared and motivated to adjust and achieve satisfactorily. The Academy services approximately 500 high school students who…

Comer's School Development Program in Chicago: Effects on Involvement with the Juvenile Justice System from the Late Elementary through the High School Years

ERIC Educational Resources Information Center

Cook, Thomas D.; Hirschfield, Paul J.

2008-01-01

In 2000, Cook, Murphy, and Hunt published a multilevel study of Chicago inner-city schools in order to evaluate James Comer's School Development Program (SDP). One main finding was that SDP reduced the rate of change and final posttest mean when delinquency was assessed annually between Grades 5 and 8 using a self-report measure of acting out. The…

45 CFR 602.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION UNIFORM ADMINISTRATIVE... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

40 CFR 31.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GRANTS AND OTHER FEDERAL ASSISTANCE UNIFORM... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

29 CFR 1470.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Relating to Labor (Continued) FEDERAL MEDIATION AND CONCILIATION SERVICE UNIFORM ADMINISTRATIVE... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

29 CFR 1470.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Relating to Labor (Continued) FEDERAL MEDIATION AND CONCILIATION SERVICE UNIFORM ADMINISTRATIVE... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

29 CFR 1470.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Relating to Labor (Continued) FEDERAL MEDIATION AND CONCILIATION SERVICE UNIFORM ADMINISTRATIVE... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

40 CFR 31.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GRANTS AND OTHER FEDERAL ASSISTANCE UNIFORM... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

29 CFR 1470.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Relating to Labor (Continued) FEDERAL MEDIATION AND CONCILIATION SERVICE UNIFORM ADMINISTRATIVE... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

45 CFR 602.4 - Applicability.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION UNIFORM ADMINISTRATIVE... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

40 CFR 31.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GRANTS AND OTHER FEDERAL ASSISTANCE UNIFORM... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

45 CFR 602.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-10-01

... Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION UNIFORM ADMINISTRATIVE... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

45 CFR 602.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-10-01

... Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION UNIFORM ADMINISTRATIVE... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

40 CFR 31.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GRANTS AND OTHER FEDERAL ASSISTANCE UNIFORM... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

45 CFR 602.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-10-01

... Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION UNIFORM ADMINISTRATIVE... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

Truth in Leasing.

ERIC Educational Resources Information Center

Board of Governors of the Federal Reserve System, Washington, DC.

Designed for the general public and possibly suitable also for high school economics students, this pamphlet discusses the Consumer Leasing Act. The act requires leasing companies to inform consumers of the costs and terms of their contracts, limits any extra payments at the end of a lease, and regulates lease advertising. The pamphlet focuses on…

77 FR 53819 - Proposed Priorities, Requirements, Definitions, and Selection Criteria-Supporting Effective...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-04

... the Secretary to reserve up to 1.5 percent of the funds for the Elementary and Secondary Education Act... professional development opportunities to teachers, including special education teachers, in schools with high...)(II) of the Elementary and Secondary Education Act, as amended (ESEA) (i.e., economically...

Keeping the DREAM Alive

ERIC Educational Resources Information Center

Horwedel, Dina M.

2007-01-01

When Congress killed the immigration bill recently, the Development, Relief and Education for Alien Minors (DREAM) Act was one casualty as a component of that bill. The DREAM Act is needed to allow the 65,000 American-raised, but undocumented students that graduate from high school each year to apply for conditional residence status. These…

78 FR 78810 - Sunshine Act Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-27

... CHEMICAL SAFETY AND HAZARD INVESTIGATION BOARD Sunshine Act Meeting TIME AND DATE: January 30, 2014, 6:30 p.m.-9:00 p.m. PST. PLACE: Brodniak Auditorium, Anacortes High School; 1600 20th St. Anacortes, WA 98221. STATUS: Open to the public. MATTERS TO BE CONSIDERED: The Chemical Safety and Hazard...

Association of Normative Beliefs and Anger with Aggression and Antisocial Behavior in Russian Male Juvenile Offenders and High School Students

ERIC Educational Resources Information Center

Sukhodolsky, Denis G.; Ruchkin, Vladislav V.

2004-01-01

Examined the association of anger experience and two types of normative beliefs with physical aggression and nonaggressive antisocial behavior in 361 juvenile offenders and 206 high school students in Russia. All participants were male and ranged in age from 14 to 18 years. Higher frequency of aggressive acts was significantly associated with…

State Test Score Trends through 2008-09, Part 5: Progress Lags in High School, Especially for Advanced Achievers

ERIC Educational Resources Information Center

McMurrer, Jennifer; Kober, Nancy

2011-01-01

This report by the Center on Education Policy (CEP), an independent nonprofit organization, examines trends in the achievement of high school students on the state reading/English language arts (ELA) and mathematics tests used for accountability under the No Child Left Behind Act (NCLB). In most states, these tests are first administered in grade…

Implementing the No Child Left Behind Act: Using Student Engagement to Improve Adolescent Literacy. NCREL Quick Key 10 Action Guide

ERIC Educational Resources Information Center

Learning Point Associates / North Central Regional Educational Laboratory (NCREL), 2005

2005-01-01

Literacy instruction does not end with reading success in early grades. As students move to middle and high school, new challenges emerge that can affect literacy achievement. Even for students who achieve early reading and writing success, the literacy demands of middle and high school can pose substantial challenges. Older students must be able…

Applying Differentiated Instruction Strategies to Meet the Educational Needs of Students with Disabilities at the High School Level

ERIC Educational Resources Information Center

Bhattacharya, Victoria

2017-01-01

For the inclusive education indicated in the Individuals with Disabilities Education Act (IDEA) to occur at the high school level, teachers must be prepared to teach students with multiple ability levels and learning profiles in one classroom. Since the passage of IDEA, large numbers of students with mild to severe learning needs have been placed…

The Relationship of Science Self-Efficacy and Gender to Ninth Grade Students' Intentions To Enroll in Elective Science Courses.

ERIC Educational Resources Information Center

Tippins, Deborah J.

The selection of elective science courses during high school is believed to act as a filter to future participation in science. This study investigated the research hypothesis that science self-efficacy and gender may be related to ninth grade student intentions to take elective science courses during high school. In this study, the Test of…

National Shifts in Adult Basic Education: Workforce Innovation and Opportunity Act, Ability to Benefit, and High School Equivalency Tests

ERIC Educational Resources Information Center

Davidson, J. Cody

2017-01-01

An important aspect of the community college mission is to educate working adults including those without a high school diploma or its equivalent. Three important changes are forcing community colleges to reevaluate how these services and activities are delivered as well as policies that govern this critical work. These shifts provide a new…

38 CFR 43.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Section 43.4 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) UNIFORM... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

38 CFR 43.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Section 43.4 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) UNIFORM... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

38 CFR 43.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Section 43.4 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) UNIFORM... following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity... 3 of the Act), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State...

A School-Based Quality Improvement Program.

ERIC Educational Resources Information Center

Rappaport, Lewis A.

1993-01-01

As one Brooklyn high school discovered, quality improvement begins with administrator commitment and participants' immersion in the literature. Other key elements include ongoing training of personnel involved in the quality-improvement process, tools such as the Deming Cycle (plan-do-check-act), voluntary and goal-oriented teamwork, and a worthy…

NCLB's Trix Not for Kids

ERIC Educational Resources Information Center

Schroeder, Ken

2004-01-01

In this article, the author talks about a provision that President Bush put the near end of his "No Child Left Behind" Act, forcing school districts to share with military recruiters the names, addresses, and telephone numbers of all high school juniors and seniors. Here, the author features the National Network Opposing the…

Student Press Freedom: Retrenchment in the 1980s.

ERIC Educational Resources Information Center

Overbeck, Wayne

During the 1970s, courts repeatedly overruled acts of administrative censorship of high school publications, even when the publication in question included "earthy" language or attacks on school officials. The trend toward expanding students' First Amendment rights began in 1969 with the "tinker" ruling, which reaffirmed the right of three…

Math Placement in California's Public Schools

ERIC Educational Resources Information Center

Gao, Niu; Adan, Sara

2016-01-01

Last year, the California Legislature passed a new law--the California Mathematics Placement Act--to address widespread concern over equity in the math placement process. The law is aimed at improving the measurement of student performance in order to move more students successfully through the high school curriculum. In this context, researchers…

Techniques for Motivating Interest in Reading for the Disadvantaged High School Student

ERIC Educational Resources Information Center

Usova, George

1978-01-01

After explaining why disadvantaged youth have little interest in reading, this paper prescribes eight techniques to increase student interest in reading, including reading aloud with and to the students, acting out the reading material, using the newspaper, and advertising reading around the school. (RL)

Nebraska Speech, Debate, and Drama Manuals.

ERIC Educational Resources Information Center

Nebraska School Activities Association, Lincoln.

Prepared and designed to provide general information in the administration of speech activities in the Nebraska schools, this manual offers rules and regulations for speech events, high school debate, and one act plays. The section on speech events includes information about general regulations, the scope of competition, district contests, the…

The High School Curriculum in the United States and the United Kingdom: Perspectives on Reform and Control.

ERIC Educational Resources Information Center

Holt, Maurice

1993-01-01

Examines the interplay of political and educational factors influencing current U.S. and British school reform. The dominant characteristic of educational policymaking in both countries is "hyperpoliticalization." Britain's 1988 Education Reform Act, motivated by conservative political considerations, represents a setback to secondary…

Examining the Effects of Gender, Poverty, Attendance, and Ethnicity on Algebra, Geometry, and Trigonometry Performance in a Public High School

ERIC Educational Resources Information Center

Shafiq, Hasan

2013-01-01

Over the last few decades school accountability for student performance has become an issue at the forefront of education. The federal No Child Left Behind Act of 2001 (NCLB) and various regulations by individual states have set standards for student performance at both the district and individual public and charter school levels, and certain…

Disadvantaged Students: School Districts Have Used Title I Funds Primarily to Support Instruction. Report to Congressional Committees. GAO-11-595

ERIC Educational Resources Information Center

Scott, George A.

2011-01-01

Title I of the Elementary and Secondary Education Act (ESEA), as amended, is the largest federal education funding source for kindergarten through grade 12. In fiscal year 2010, Congress appropriated $14.5 billion for Title I grants to school districts to improve educational programs in schools with high concentrations of students from low-income…

An Analysis of Human Resource Management: Involving Administrative Leadership as a Means to Practical Applications--National Focus

ERIC Educational Resources Information Center

Anthony, Taiwanna D.; Kritsonis, William Allan; Herrington, David E.

2007-01-01

Attracting the most highly qualified employees and matching them to a particular job in which they are best suited for is important for the success of any organization or urban school district, However, under the No Child Left Behind act, school districts are obligated to do just that. Urban school districts are enormously large and cannot permit…

Changes in medications administered in schools.

PubMed

McCarthy, Ann Marie; Kelly, Michael W; Johnson, Shella; Roman, Jaclyn; Zimmerman, M Bridget

2006-04-01

The purpose of this descriptive, cross-sectional study was to determine if there have been changes in the type and number of attention deficit/hyperactivity disorder (AD/HD) medications administered in schools since the introduction of long-acting stimulants. A survey was sent to 1,000 school nurses randomly selected from the National Association of School Nurses membership, with 339 returned (34%). Between 2000 and 2003 the proportion of students receiving any prescription medication (2.9/100 vs. 1.0/100), methylphenidate (1.2 vs. 0.2), or amphetamine/dextroamphetamine (0.3/100 vs. 0.1/100) was significantly reduced ( p < .0001). High school students took fewer prescription ( p < .0001) and AD/HD medications ( p < .0001), but more nonprescription medications than other students. A total of 163 different prescription medications and 28 nonprescription medications were administered during the typical school day. This study suggests that the use of long-acting stimulants has significantly reduced the number of prescription medications administered in schools. This reduction has been accompanied by a dramatic increase in the range of medications administered, making the medication administration process in schools more complex, not less.

7 CFR 240.2 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... the term: Act means the National School Lunch Act, as amended. Child Care Food Program means the Program authorized by section 17 of the Act. Commodity school means a school that does not participate in the National School Lunch Program under part 210 of this chapter but which operates a nonprofit lunch...

The Fair Labor Standards Act in American Schools: A Guide for School Officials

ERIC Educational Resources Information Center

Dishman, Mike L.; Murphy, Daniel Robert

2006-01-01

With the possible exception of No Child Left Behind, no federal law has posed a greater compliance challenge to public school districts in the past ten years than the Fair Labor Standards Act. Unfamiliarity with the Act and its application in the school environment has resulted in millions of dollars in payment of settlements to school district…

An Exploration of Strategies for Integrating Portable Electronic Text into Language Arts Instruction to Improve the Reading Experience and Motivation of Secondary School Students

ERIC Educational Resources Information Center

Trafford, Stuart E.

2013-01-01

Over the last four years, East Coast High (a pseudonym), a midsized high school on the East Coast, has failed to meet adequate yearly progress targets in reading as set forth by the Department of Education (DOE) in response to the No Child Left Behind Act (NCLB). Each year, many students at East Coast High entered the library and chose a book they…

The Analysis of the Relationship between Being a Cyberbully and Cybervictim among Adolescents in Terms of Different Variables

ERIC Educational Resources Information Center

Çakir, Özlem; Gezgin, Deniz Mertkan; Ayas, Tuncay

2016-01-01

The purpose of this study is to analyze the factors that cause high school students to commit cyberbullying acts and become a victim of cyberbullying. The study group consists of 622 high school students in two different cities. Relational survey model, which is one of the quantitative research methods, is used in this study. For the purpose of…

The Achievement Consequences of the No Child Left Behind Act. Working Paper

ERIC Educational Resources Information Center

Dee, Thomas S.; Jacob, Brian A.

2009-01-01

The No Child Left Behind (NCLB) Act has compelled states to design school accountability systems based on annual student assessments. The effect of this Federal legislation on the distribution of student achievement is a highly controversial but centrally important question. This study presents evidence on whether NCLB has influenced student…

Black Students' School Success: Coping with the "Burden of 'Acting White.'"

ERIC Educational Resources Information Center

Fordham, Signithia

Black adolescents have learned a well-defined fear of "acting white": a fear of excelling in academic arenas which traditionally have been defined as the prerogative of white Americans. The focus of this analysis is the resulting conflict experienced by academically successful and unsuccessful black students in one predominantly black high school…

The Condition of College and Career Readiness, 2011: New Hampshire

ERIC Educational Resources Information Center

ACT, Inc., 2011

2011-01-01

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report for the…

The Condition of College & Career Readiness, 2012: New Hampshire

ERIC Educational Resources Information Center

ACT, Inc., 2012

2012-01-01

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report is…

School Leadership Interventions under the Every Student Succeeds Act: Evidence Review. Updated and Expanded. Research Report. RR-1550-3-WF

ERIC Educational Resources Information Center

Herman, Rebecca; Gates, Susan M.; Arifkhanova, Aziza; Barrett, Mark; Bega, Andriy; Chavez-Herrerias, Emilio R.; Han, Eugeniu; Harris, Mark; Migacheva, Katya; Ross, Rachel; Leschitz, Jennifer T.; Wrabel, Stephani L.

2017-01-01

The Every Student Succeeds Act (ESSA) presents a renewed focus on school leadership and acknowledges the importance of school principals to school improvement and effective instruction (Public Law No. 114-95, 2015). The act allows states and districts to use federal funds for activities targeting the quality of school principals and other school…

Learning Curve: Charting Progress on Pesticide Use and the Healthy Schools Act.

ERIC Educational Resources Information Center

McKendry, Corina

This progress report investigated two key questions regarding the Healthy Schools Act and pesticide use in California's schools. First, has the act reduced overall pesticide use in California's largest school districts? Second, having had a year to come into compliance, are surveyed districts meeting their responsibilities? Based on a survey of…

School violence and the culture of honor.

PubMed

Brown, Ryan P; Osterman, Lindsey L; Barnes, Collin D

2009-11-01

We investigated the hypothesis that a sociocultural variable known as the culture of honor would be uniquely predictive of school-violence indicators. Controlling for demographic characteristics associated in previous studies with violent crime among adults, we found that high-school students in culture-of-honor states were significantly more likely than high-school students in non-culture-of-honor states to report having brought a weapon to school in the past month. Using data aggregated over a 20-year period, we also found that culture-of-honor states had more than twice as many school shootings per capita as non-culture-of-honor states. The data revealed important differences between school violence and general patterns of homicide and are consistent with the view that many acts of school violence reflect retaliatory aggression springing from intensely experienced social-identity threats.

The Peace Project: A Personal Path to Overcoming Intolerance.

ERIC Educational Resources Information Center

Jones-Vo, Stephaney

2003-01-01

Describes a peace project, carried out at an Iowa high school that aimed to ease tensions among students and hostile acts directed toward English-as-a-Second-Language students. The project was highly successful. (Author/VWL)

Early College Partnerships: Relationships and Success Elements of an Early College Program between 25 Rural School Districts in Southwestern Pennsylvania and a Community College

ERIC Educational Resources Information Center

Zuchelli, Barbara

2010-01-01

In an effort to meet the societal demands for a better prepared workforce and the educational reform movements, such as the "No Child Left Behind Act of 2001," school districts have begun to partner with post-secondary institutions. In particular, community colleges and high schools are working together to make education more affordable,…

An Exploration of Pennsylvania Corrective Action Plans, 2006-2007

ERIC Educational Resources Information Center

Morgan-Davis, Carrie Lynn

2013-01-01

With the "No Child Left Behind Act of 2001" ("NCLB"), signed into law on January 8, 2002, schools nationwide have been challenged to improve student achievement. Several middle and junior high schools in the Commonwealth of Pennsylvania were identified as being in need of Corrective Action in 2006 based upon data from the…

Student Discipline and IDEA--Synthesis of GAO Report. Synthesis Brief.

ERIC Educational Resources Information Center

Markowitz, Joy

This brief presents an overview of findings from a U.S. General Accounting Office (GAO) study that investigated how the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) affected the ability of schools to maintain a safe environment conducive to learning. A study surveyed 272 public middle and high school principals…

"Make Your Voice Heard": Communism in the High School Curriculum, 1958-1968

ERIC Educational Resources Information Center

Scribner, Campbell F.

2012-01-01

The launch of "Sputnik" in 1957 sparked a crisis in American education. Suddenly threatened by superior Soviet technology, progressive educators' concern for children's preferences, health, and adjustment in school yielded to public demands for more basic learning and academic skills. Congress soon passed the National Defense Education Act,…

A Spatial Analysis of Contextual Effects on Educational Accountability in Kentucky.

ERIC Educational Resources Information Center

Pitts, Timothy C.; Reeves, Edward B.

A cornerstone of the Kentucky Education Reform Act of 1990 was the creation of a high-stakes performance assessment program called the Kentucky Instructional Results Information System (KIRIS). KIRIS test results were the basis for granting monetary rewards to schools and school districts where student test performance improved significantly and…

A Large Urban District's Implementation of Turnaround Policy and Practice at the High School Level

ERIC Educational Resources Information Center

Freshwater, Ross

2012-01-01

The 2001 reauthorization of the Federal Elementary and Secondary Education Act (ESEA), otherwise known as No Child Left Behind, requires those schools which fail to make "adequate yearly progress" for five consecutive years to enter into "restructuring." Further clarified by the Obama administration's Blueprint for Reform,…

Inclusion in the Technology Education Classroom.

ERIC Educational Resources Information Center

Clark, Craig B.

For several years, Weaver High School (Hartford, Connecticut) has used a grant to fund the services of a consultant to provide information and training on the Americans with Disabilities Act (ADA). Weaver has a program that allows students with multiple disabilities to be part of the school program and all activities. Activities have provided…

Community Eligibility Provision Evaluation. Nutrition Assistance Program Report

ERIC Educational Resources Information Center

Logan, Christopher W.; Connor, Patty; Harvill, Eleanor L.; Harkness, Joseph; Nisar, Hiren; Checkoway, Amy; Peck, Laura R.; Shivji, Azim; Bein, Edwin; Levin, Marjorie; Enver, Ayesha

2014-01-01

Section 104(a) of the Healthy, Hunger Free Kids Act (HHFKA) of 2010 made the Community Eligibility Provision (CEP) available to Local Educational Agencies (LEAs) and schools in high poverty areas. Under the CEP, families are not required to submit applications for free or reducedprice (FRP) meals, and schools must provide free lunch and breakfast…

Academic Achievement and Extracurricular School Activities of At-Risk High School Students

ERIC Educational Resources Information Center

Marchetti, Ryan; Wilson, Randal H.; Dunham, Mardis

2016-01-01

This study compared the employment, extracurricular participation, and family structure status of students from low socioeconomic families that achieved state-approved benchmarks on ACT reading and mathematics tests to those that did not achieve the benchmarks. Free and reduced lunch eligibility was used to determine SES. Participants included 211…

Bullying: A Matter of Law?

ERIC Educational Resources Information Center

Zirkel, Perry A.

2003-01-01

Discusses New York case involving harassment of a female high school junior by three other girls culminating in physical attack that results in serious brain injuries to the girl. Girl's parents sued school officials for negligence. Jury finds that the vice-principal acted in reckless disregard for girl's safety and awards parents $11.2 million…

Implementation Study of Smaller Learning Communities. Final Report

ERIC Educational Resources Information Center

Bernstein, Lawrence; Millsap, Mary Ann; Schimmenti, Jennifer; Page, Lindsay

2008-01-01

The Smaller Learning Communities (SLC) program was established in response to growing national concerns about students too often lost and alienated in large, impersonal high schools, as well as concerns about school safety and low levels of achievement and graduation for many students. Authorized under the "Elementary and Secondary Education Act,"…

Five Steps for Developing Effective Transition Plans for High School Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Szidon, Katherine; Ruppar, Andrea; Smith, Leann

2015-01-01

The Individuals With Disabilities Education Act (IDEA; 2006) requires schools to develop transition plans for students with disabilities, beginning at age 16, if not before. For students with autism spectrum disorder (ASD), the transition planning process includes unique considerations. This article describes five steps for developing effective…

The Effectiveness of a High School Mathematics Remediation Program on Student Achievement

ERIC Educational Resources Information Center

Kingsborough, Joseph

2011-01-01

The landmark educational reform legislation known as the No Child Left Behind Act (2001) brought sweeping change to the educational establishment through clearly defined learning goals and equally clear consequences for poorly performing schools. The present study sought to determine the impact of a remediation program in mathematics at a suburban…

The Teach for America Evaluation

ERIC Educational Resources Information Center

Raymond, Margaret; Fletcher, Stephen

2002-01-01

Since 1990 the New York-based Teach for America (TFA) program has placed more than 7,000 teachers in some of the nation's most challenging school districts. Most TFA recruits serve in schools that qualify for funding under Title I of the Elementary and Secondary Education Act due to their high concentrations of students living in poverty. These…

10 CFR 600.203 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-01-01

... OF ENERGY (CONTINUED) ASSISTANCE REGULATIONS FINANCIAL ASSISTANCE RULES Uniform Administrative...)(B). (4) Entitlement grants under the following programs of The National School Lunch Act: (i) School... The Child Nutrition Act of 1966: (i) Special Milk (section 3 of the Act), and (ii) School Breakfast...

10 CFR 600.203 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-01-01

... OF ENERGY (CONTINUED) ASSISTANCE REGULATIONS FINANCIAL ASSISTANCE RULES Uniform Administrative...)(B). (4) Entitlement grants under the following programs of The National School Lunch Act: (i) School... The Child Nutrition Act of 1966: (i) Special Milk (section 3 of the Act), and (ii) School Breakfast...

10 CFR 600.203 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-01-01

... OF ENERGY (CONTINUED) ASSISTANCE REGULATIONS FINANCIAL ASSISTANCE RULES Uniform Administrative...)(B). (4) Entitlement grants under the following programs of The National School Lunch Act: (i) School... The Child Nutrition Act of 1966: (i) Special Milk (section 3 of the Act), and (ii) School Breakfast...

10 CFR 600.203 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-01-01

... OF ENERGY (CONTINUED) ASSISTANCE REGULATIONS FINANCIAL ASSISTANCE RULES Uniform Administrative...)(B). (4) Entitlement grants under the following programs of The National School Lunch Act: (i) School... The Child Nutrition Act of 1966: (i) Special Milk (section 3 of the Act), and (ii) School Breakfast...

28 CFR 66.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Administration DEPARTMENT OF JUSTICE (CONTINUED) UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

21 CFR 1403.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-04-01

... Drugs OFFICE OF NATIONAL DRUG CONTROL POLICY UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act); (6) Entitlement grants for State Administrative...

44 CFR 13.4 - Applicability.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SECURITY GENERAL UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS TO STATE AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

32 CFR 33.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-07-01

... UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS TO STATE AND LOCAL GOVERNMENTS...). (4) Entitlement grants under the following programs of The National School Lunch Act: (i) School... The Child Nutrition Act of 1966: (i) Special Milk (section 3 of the Act), and (ii) School Breakfast...

43 CFR 12.44 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-10-01

... PRINCIPLES FOR ASSISTANCE PROGRAMS Uniform Administrative Requirements for Grants and Cooperative Agreements... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

13 CFR 143.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-01-01

... Business Credit and Assistance SMALL BUSINESS ADMINISTRATION UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

13 CFR 143.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-01-01

... Business Credit and Assistance SMALL BUSINESS ADMINISTRATION UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

45 CFR 1183.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-10-01

... HUMANITIES INSTITUTE OF MUSEUM AND LIBRARY SERVICES UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

22 CFR 135.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-04-01

... Relations DEPARTMENT OF STATE MISCELLANEOUS UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

14 CFR 1273.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-01-01

... Aeronautics and Space NATIONAL AERONAUTICS AND SPACE ADMINISTRATION UNIFORM ADMINISTRATIVE REQUIREMENTS FOR... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

14 CFR 1273.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-01-01

... Aeronautics and Space NATIONAL AERONAUTICS AND SPACE ADMINISTRATION UNIFORM ADMINISTRATIVE REQUIREMENTS FOR... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

34 CFR 80.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-07-01

... the Secretary, Department of Education UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

45 CFR 1157.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-10-01

... HUMANITIES NATIONAL ENDOWMENT FOR THE ARTS UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

44 CFR 13.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-10-01

... SECURITY GENERAL UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS TO STATE AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

34 CFR 80.4 - Applicability.

Code of Federal Regulations, 2010 CFR

2010-07-01

... the Secretary, Department of Education UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

45 CFR 1183.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-10-01

... HUMANITIES INSTITUTE OF MUSEUM AND LIBRARY SERVICES UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

22 CFR 135.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-04-01

... Relations DEPARTMENT OF STATE MISCELLANEOUS UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

45 CFR 1157.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-10-01

... HUMANITIES NATIONAL ENDOWMENT FOR THE ARTS UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

28 CFR 66.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Administration DEPARTMENT OF JUSTICE (CONTINUED) UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

49 CFR 18.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-10-01

... Office of the Secretary of Transportation UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

45 CFR 1157.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-10-01

... HUMANITIES NATIONAL ENDOWMENT FOR THE ARTS UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

45 CFR 1174.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-10-01

... HUMANITIES NATIONAL ENDOWMENT FOR THE HUMANITIES UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

45 CFR 1174.4 - Applicability.

Code of Federal Regulations, 2010 CFR

2010-10-01

... HUMANITIES NATIONAL ENDOWMENT FOR THE HUMANITIES UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

34 CFR 80.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-07-01

... the Secretary, Department of Education UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

45 CFR 1183.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-10-01

... HUMANITIES INSTITUTE OF MUSEUM AND LIBRARY SERVICES UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

36 CFR 1207.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-07-01

... UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS TO STATE AND LOCAL GOVERNMENTS...). (4) Entitlement grants under the following programs of The National School Lunch Act: (i) School... The Child Nutrition Act of 1966: (i) Special Milk (section 3 of the Act), and (ii) School Breakfast...

45 CFR 1174.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-10-01

... HUMANITIES NATIONAL ENDOWMENT FOR THE HUMANITIES UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

49 CFR 18.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-10-01

... Office of the Secretary of Transportation UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

45 CFR 1174.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-10-01

... HUMANITIES NATIONAL ENDOWMENT FOR THE HUMANITIES UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

21 CFR 1403.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-04-01

... Drugs OFFICE OF NATIONAL DRUG CONTROL POLICY UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act); (6) Entitlement grants for State Administrative...

22 CFR 135.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-04-01

... Relations DEPARTMENT OF STATE MISCELLANEOUS UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

32 CFR 33.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-07-01

... UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS TO STATE AND LOCAL GOVERNMENTS...). (4) Entitlement grants under the following programs of The National School Lunch Act: (i) School... The Child Nutrition Act of 1966: (i) Special Milk (section 3 of the Act), and (ii) School Breakfast...

36 CFR 1207.4 - Applicability.

Code of Federal Regulations, 2010 CFR

2010-07-01

... UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS TO STATE AND LOCAL GOVERNMENTS...). (4) Entitlement grants under the following programs of The National School Lunch Act: (i) School... The Child Nutrition Act of 1966: (i) Special Milk (section 3 of the Act), and (ii) School Breakfast...

21 CFR 1403.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-04-01

... Drugs OFFICE OF NATIONAL DRUG CONTROL POLICY UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act); (6) Entitlement grants for State Administrative...

32 CFR 33.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-07-01

... UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS TO STATE AND LOCAL GOVERNMENTS...). (4) Entitlement grants under the following programs of The National School Lunch Act: (i) School... The Child Nutrition Act of 1966: (i) Special Milk (section 3 of the Act), and (ii) School Breakfast...

44 CFR 13.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-10-01

... SECURITY GENERAL UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS TO STATE AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

45 CFR 1183.4 - Applicability.

Code of Federal Regulations, 2010 CFR

2010-10-01

... HUMANITIES INSTITUTE OF MUSEUM AND LIBRARY SERVICES UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

34 CFR 80.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-07-01

... the Secretary, Department of Education UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

43 CFR 12.44 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-10-01

... PRINCIPLES FOR ASSISTANCE PROGRAMS Uniform Administrative Requirements for Grants and Cooperative Agreements... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

34 CFR 80.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-07-01

... the Secretary, Department of Education UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

21 CFR 1403.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-04-01

... Drugs OFFICE OF NATIONAL DRUG CONTROL POLICY UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act); (6) Entitlement grants for State Administrative...

45 CFR 1183.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-10-01

... HUMANITIES INSTITUTE OF MUSEUM AND LIBRARY SERVICES UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

32 CFR 33.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-07-01

... UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS TO STATE AND LOCAL GOVERNMENTS...). (4) Entitlement grants under the following programs of The National School Lunch Act: (i) School... The Child Nutrition Act of 1966: (i) Special Milk (section 3 of the Act), and (ii) School Breakfast...

21 CFR 1403.4 - Applicability.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Drugs OFFICE OF NATIONAL DRUG CONTROL POLICY UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act); (6) Entitlement grants for State Administrative...

14 CFR § 1273.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-01-01

... Aeronautics and Space NATIONAL AERONAUTICS AND SPACE ADMINISTRATION UNIFORM ADMINISTRATIVE REQUIREMENTS FOR... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

49 CFR 18.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Office of the Secretary of Transportation UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

44 CFR 13.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-10-01

... SECURITY GENERAL UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS TO STATE AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

22 CFR 135.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-04-01

... Relations DEPARTMENT OF STATE MISCELLANEOUS UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

13 CFR 143.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-01-01

... Business Credit and Assistance SMALL BUSINESS ADMINISTRATION UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

13 CFR 143.4 - Applicability.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Business Credit and Assistance SMALL BUSINESS ADMINISTRATION UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

28 CFR 66.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Administration DEPARTMENT OF JUSTICE (CONTINUED) UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

45 CFR 1174.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-10-01

... HUMANITIES NATIONAL ENDOWMENT FOR THE HUMANITIES UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

36 CFR 1207.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-07-01

... UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS TO STATE AND LOCAL GOVERNMENTS...). (4) Entitlement grants under the following programs of The National School Lunch Act: (i) School... The Child Nutrition Act of 1966: (i) Special Milk (section 3 of the Act), and (ii) School Breakfast...

28 CFR 66.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Administration DEPARTMENT OF JUSTICE (CONTINUED) UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

45 CFR 1157.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-10-01

... HUMANITIES NATIONAL ENDOWMENT FOR THE ARTS UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

45 CFR 1157.4 - Applicability.

Code of Federal Regulations, 2010 CFR

2010-10-01

... HUMANITIES NATIONAL ENDOWMENT FOR THE ARTS UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

36 CFR 1207.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-07-01

... UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS TO STATE AND LOCAL GOVERNMENTS...). (4) Entitlement grants under the following programs of The National School Lunch Act: (i) School... The Child Nutrition Act of 1966: (i) Special Milk (section 3 of the Act), and (ii) School Breakfast...

[Influence of education level on self-evaluation and control of patients with bronchial asthma].

PubMed

Zhao, Hai-jin; Cai, Shao-xi; Tong, Wan-cheng; Li, Wen-jun; Fu, Liang

2008-05-01

To investigate the effect of education on self-evaluation and control level in patients with bronchial asthma. Seventy-five asthmatic patients with the initial diagnosis in line with the American Thoracic Society criteria, including 46 with junior high school education or below (group A) and 29 with senior high school education or above (group B), were asked to complete a survey to assess their symptoms and asthma attacks. Asthma control test (ACT) and peak expiratory flow rate (PEFR) evaluation were performed 8, 12 and 24 weeks after salmeterol/fluticasone therapy. Step-down treatment was administered according to GINA guidelines. The self-evaluation of the patients was assessed according to ACT score, physical signs and pulmonary function. An ACT score over 19 indicate well controlled condition. The effect of education on the self-evaluation and control level of bronchial asthma was assessed. The two groups had similar basal level of pulmonary function (FEV1). Eight weeks after the therapy, 29 patients in group A had ACT score over 19, including 11 with high control level; in group B, 17 had ACT score over 19, of whom 4 showed high control level. There was no significant difference between the two groups in control levels and self-evaluation (P>0.05). At 12 weeks, 37 patients in group A had ACT score over 19, with 17 having high control level; 22 patients in group B had ACT score over 19, 4 showing high control level; the two groups were similar in the control levels (P>0.05) but showed significant difference in self-evaluation (P<0.05). At the time of 24 weeks, 42 and 26 patients had ACT score over 19 in the two groups, with 19 and 5 having high control level, respectively. The two groups differed significantly in the control levels (P<0.05) and self-evaluation (P<0.05). The patients' education level may play a role in self-evaluation and control level of bronchial asthma, but its impact differs in the course of the treatment.

Planning, Development, and Change in Bristol Bay: A High School Curriculum. Teacher Guide and Student Text. Unit III: 1991 and Beyond. Unit IV: International Perspective. Revised.

ERIC Educational Resources Information Center

Lipka, Jerry; Willer, Cristy

Written with the broad goal of involving high school students in Bristol Bay, Alaska, in the planning and design of their region's future, this combined teacher guide and student text contains the third and fourth units of a seven-unit curriculum. Unit III covers the terms of the Alaska Native Claims Settlement Act and the complicated issues…

Animatronics Workshop: a theater + engineering collaboration at a high school.

PubMed

Alford, Jennifer Ginger; Jacob, Lucas; Dietz, Paul

2013-01-01

The Animatronics Workshop is a learning experience in which kids conceive and construct a robotic show. They write the story, build the robotic mechanisms and the set, perform voice acting, and create the motion tracks. This provides a deep cross-disciplinary experience, teaching participants how to think creatively across traditional areas of expertise. In an intensive three-day prototype workshop in summer 2013, 14 high school students created a three-character show.

The Functions of School Governing Bodies in Managing School Finances

ERIC Educational Resources Information Center

Mestry, Raj

2006-01-01

In the Schools Act No. 84 of 1996 school governing bodies are mandated to manage the funds of schools. The Act also provides guidelines for the school governing body and the principal on their roles and responsibilities in managing the finances of the school. However, some members of school governing bodies and principals either have little…

Report on the Implementation of the Gun-Free Schools Act in the States and Outlying Areas: School Year 2001-2002. Final Report

ERIC Educational Resources Information Center

Gray-Adams, Karen; Sinclair, Beth

2004-01-01

The Gun-Free Schools Act (GFSA) requires that each state or outlying area receiving federal funds under the Elementary and Secondary Education Act (ESEA) have a law that requires all local educational agencies (LEAs) in the state or outlying area to expel from school for at least one year any student found bringing a firearm to school. Their…

76 FR 35301 - National School Lunch Program: School Food Service Account Revenue Amendments Related to the...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-17

... Program: School Food Service Account Revenue Amendments Related to the Healthy, Hunger-Free Kids Act of... Kids Act of 2010 (Pub. L. 111-296) regarding equity in school lunch pricing and revenue from nonprogram... promulgates the provisions from sections 205 and 206 of Public Law 111-296, the Healthy, Hunger-Free Kids Act...

The Myth of Free and Barrier-Free Access: India's Right to Education Act--Private Schooling Costs and Household Experiences

ERIC Educational Resources Information Center

Srivastava, Prachi; Noronha, Claire

2016-01-01

We examine relative household costs and experiences of accessing private and government schooling under India's "Right of Children to Free and Compulsory Education Act, 2009" in the early implementation phase. The Act deems that no child should incur any fee, charges, or expenses in accessing schooling. Private schools are mandated to…

A Study of Education Today: Interactive Classroom Educational Technology Strategies (ICETS)

ERIC Educational Resources Information Center

Diaz, Jorge Luis

2012-01-01

This research study was conducted in order to use the created program Interactive Classroom Educational Technology (ICETS) with students attending an inner-city high school for developing testing skills to enable higher scores on the test formally known as the American College Test (ACT), now simply named the ACT, English subtest. The proposed…

A Needs Assessment and Aptitude Study for Long-Range Planning--Arizona College of Technology.

ERIC Educational Resources Information Center

Schultz, Raymond E.; And Others

This needs assessment study obtained data from several groups of Pinal County residents to aid the Board and administrators of the Arizona College of Technology (ACT) in meeting the educational needs of county residents. Survey instruments were designed and distributed among high school students, current and former ACT students, local residents…

Creating a College and Career Readiness Accountability Model for High Schools. Issue Brief

ERIC Educational Resources Information Center

NGA Center for Best Practices, 2012

2012-01-01

The federal government announced in late 2011 that as an alternative to waiting for Congress to reauthorize the Elementary and Secondary Education Act (ESEA), the U.S. Secretary of Education would consider requests from states to waive certain requirements under the No Child Left Behind Act of 2001 (NCLB). The opportunity to request waivers…

How Illinois' College and Career Readiness (CCR) Pilot Sites Address Five Key Goals. In Brief

ERIC Educational Resources Information Center

Castro, Erin L.; Bragg, Debra D.; Khan, Sadya; Baber, Lorenzo D.; Common, Brandon H.

2010-01-01

In 2007, the Illinois General Assembly passed Public Act 0950694, "The College and Career Readiness Pilot Act", in an effort to reduce remediation within Illinois' community colleges. An important objective of this legislation was to better prepare students to be successful in transitioning from high school to college. According to the…

41 CFR 105-71.103 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Administration 71-UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS WITH STATE AND LOCAL... School Lunch Act: (i) School Lunch (section 4 of the Act); (ii) Commodity Assistance (section 6 of the...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

15 CFR 24.4 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-01-01

... Commerce and Foreign Trade Office of the Secretary of Commerce UNIFORM ADMINISTRATIVE REQUIREMENTS FOR... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

41 CFR 105-71.103 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-01-01

... Administration 71-UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS WITH STATE AND LOCAL... School Lunch Act: (i) School Lunch (section 4 of the Act); (ii) Commodity Assistance (section 6 of the...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

15 CFR 24.4 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-01-01

... Commerce and Foreign Trade Office of the Secretary of Commerce UNIFORM ADMINISTRATIVE REQUIREMENTS FOR... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

41 CFR 105-71.103 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-01-01

... Administration 71-UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS WITH STATE AND LOCAL... School Lunch Act: (i) School Lunch (section 4 of the Act); (ii) Commodity Assistance (section 6 of the...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

15 CFR 24.4 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-01-01

... Commerce and Foreign Trade Office of the Secretary of Commerce UNIFORM ADMINISTRATIVE REQUIREMENTS FOR... National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

41 CFR 105-71.103 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-01-01

... Administration 71-UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS WITH STATE AND LOCAL... School Lunch Act: (i) School Lunch (section 4 of the Act); (ii) Commodity Assistance (section 6 of the...), and (ii) School Breakfast (section 4 of the Act). (6) Entitlement grants for State Administrative...

The Impact of the Primary Years Program of the International Baccalaureate Organization on the English Language Arts State Test Scores of Third, Fourth, and Fifth Grade Students in South Carolina

ERIC Educational Resources Information Center

Jordan, Frank

2009-01-01

The "No Child Left Behind Act" (NCLB, 2001) required schools to make adequate yearly progress, use disaggregated data in planning, and employ highly-qualified teachers. The school leaders became those responsible for the success of the school. In South Carolina the Department of Education has recently sought to address adequacy needs…

Unfair Targets: Superintendents' Offspring--School-Age Children Cope with Exaggerated Expectations and Hurtful Criticism Because of Their Unique Status

ERIC Educational Resources Information Center

Beem, Kate

2005-01-01

To be sure, growing up the child of a school superintendent has its upsides. There are certain perks, such as never having to worry when you forget your lunch money and having your parent hand you your high school diploma. But there is plenty of pressure, both internally and externally, to act just right so as never to draw undue attention to the…

Fighting for physics and Earth science in Florida's high schools

NASA Astrophysics Data System (ADS)

Cottle, Paul

2009-11-01

During its Spring 2009 session, the Florida Legislature considered a bill that would have suspended its comprehensive standardized test in high school science and substituted an end-of-course test in biology to satisfy the requirements of the No Child Left Behind (NCLB) Act. By doing so, the bill would have further deemphasized high school physics and Earth science in a state where physics courses are sometimes not available in high schools (even in International Baccalaureate programs) and where the state's own statistics say that only 16% of high school graduates have taken a physics course. A group of about one hundred science faculty from thirteen colleges and universities in Florida responded with a letter to Governor Crist and visits to legislators asking that the biology-only provisions be defeated (and they were). The group has now produced a white paper on high school science requirements that has been distributed to government and business leaders and been publicized via op-ed pieces and news items in several media outlets statewide. This poster will describe the situation in Florida and the faculty group's efforts. It will also compare Florida's high school requirements in science with those in the other SESAPS states.

Educating Homeless Youth in Texas: The McKinney-Vento Homeless Education Assistance Improvements Act of 2001.

PubMed

Windsor, Liliane Cambraia; Thompson, Sanna J

2008-07-01

This paper discusses homeless youth in the US focusing on educational issues addressed by the implementation of the McKinney-Vento Homeless Education Assistance Improvements Act of 2001. This law requires that states ensure each homeless child has equal access to public education. Moreover, the law requires states to identify and remove barriers to homeless children's education, such as requirements for previous school records and proof of residency. Following description of homelessness, educational issues, and barriers for homeless youth, the McKinney-Vento Act is described as it is applied in Texas. Finally, the paper concludes that further development, education, and commitment from service providers in schools and other community agencies will be needed to improve outcomes for these highly vulnerable youth.

The Equality Act for Educational Professionals: A Simple Guide to Disability Inclusion in Schools. David Fulton/Nasen

ERIC Educational Resources Information Center

Hills, Geraldine

2011-01-01

Under the Equality Act (2010), all schools and service providers have a legal obligation to make provision for disabled pupils, staff and school users. If you're feeling confused and concerned about the content and implications of the Disability Duty Act (1995) and the more recently released Equality Act (2010), and how it affects your setting,…

Music as Engaging, Educational Matrix: Exploring the Case of Marginalised Students Attending an "Alternative" Music Industry School

ERIC Educational Resources Information Center

Cleaver, David; Riddle, Stewart

2014-01-01

"Harmony High" is an alternative school where music functions as an educational magnet to attract marginalised students who have disengaged from the mainstream. Through an investigation of the student perspective, we discover that while acting as a magnet, music also becomes the educational matrix or "heart and soul" that helps…

ESSA and English Language Learners. Policy Update. Vol. 23, No. 21

ERIC Educational Resources Information Center

Parsi, Ace

2016-01-01

Representing an estimated 4.4 million students in the United States, English language learners (ELLs) are the fastest growing segment of the public school population and yet are twice as likely to drop out of high school and significantly less likely to attend and complete postsecondary education. The Every Student Succeeds Act (ESSA) includes…

Organizational Health and Student Achievement in Tennessee Middle Level Schools

ERIC Educational Resources Information Center

Henderson, Christopher L.; Buehler, Alison E.; Stein, William L.; Dalton, John E.; Robinson, Teresa R.; Anfara, Vincent A., Jr.

2005-01-01

Although the successful middle level school was designed to address both the affective and cognitive development of young adolescents (NMSA 2003), academic achievement is the outcome of paramount importance in the current political context of accountability, high-stakes testing, and the No Child Left Behind Act of 2001. In their efforts to reform,…

Effective Transition (Project E.T.) Final Evaluation Report, 1992-93. OER Report.

ERIC Educational Resources Information Center

Musante, Patricia

This report presents an evaluation of the Effective Transition (ET) project, an Elementary and Secondary Education Act Title VII-funded project in its second year of operation at Lafayette High School and Pershing Intermediate School in Brooklyn, New York. The project served a total of 300 students of limited English proficiency who were native…

Teaching Music in an Era of High-Stakes Testing and Budget Reductions

ERIC Educational Resources Information Center

West, Chad

2012-01-01

Prior research suggests that the No Child Left Behind Act (NCLB) is having an adverse effect on school music programs, particularly in schools that have not made "adequate yearly progress." In many instances, music programs are being reduced or eliminated, music teachers are being required to assist with the teaching of other subjects,…

Transformative Pedagogy: From High Stake Testing to Culturally Responsive Mathematic Applications

ERIC Educational Resources Information Center

Falcon, Raymond

2009-01-01

Mathematics curriculums and pedagogy do not cater to minority students. This paper will concentrate on Latina/o students with the understanding of the battle of all minorities and the poor with insensitive curriculums and un-culturalized schooling. With the No Child Left Behind Act (NCLB) law, schools must perform according to standards and levels…

Time for a Tune-Up: Comprehensive Curriculum Evaluation

ERIC Educational Resources Information Center

Meyers, Lisa H.

2005-01-01

How important is a high-quality curriculum? A school without a quality curriculum is like a car without an engine--neither goes anywhere. One responsibility of a school administrator is to ensure that quality curriculum is designed, adopted, and implemented. The No Child Left Behind act (NCLB) has focused the attention of an entire nation on the…

Dilemmatic Spaces: High-Stakes Testing and the Possibilities of Collaborative Knowledge Work to Generate Learning Innovations

ERIC Educational Resources Information Center

Singh, Parlo; Märtsin, Mariann; Glasswell, Kathryn

2015-01-01

This paper examines collaborative researcher-practitioner knowledge work around assessment data in culturally diverse, low socio-economic school communities in Queensland, Australia. Specifically, the paper draws on interview accounts about the work of a cohort of school-based researchers who acted as mediators bridging knowledge flows between a…

ESEA Reauthorization Principles and Recommendations: A Policy Statement of the Council of Chief State School Officers

ERIC Educational Resources Information Center

Council of Chief State School Officers, 2010

2010-01-01

This policy statement presents a vision for a "new deal" to guide reauthorization of the Elementary & Secondary Education Act (ESEA). First, states must continue to lead the way with bold, thoughtful education reforms to ensure that all students graduate from high school ready for college and career. This includes developing and…

"Thank You for Being Republican": Negotiating Science and Political Identities in Climate Change Learning

ERIC Educational Resources Information Center

Walsh, Elizabeth M.; Tsurusaki, Blakely K.

2018-01-01

When engaging with socioscientific issues, learners act at the intersection of scientific, school, and other societal communities, drawing on knowledge, practices, and identities from both in and out of the classroom to address problems as national or global citizens. We present three case studies of high school students whose classroom…

Community Eligibility Provision Evaluation: Year 3 Addendum. Nutrition Assistance Program Report

ERIC Educational Resources Information Center

Harkness, Joseph; Logan, Christopher W.; Shivji, Azim; Nisar, Hiren; Connor, Patty

2015-01-01

Section 104(a) of the Healthy, Hunger Free Kids Act (HHFKA) of 2010 made the Community Eligibility Provision (CEP) available to Local Educational Agencies (LEAs) and schools in high poverty areas. Under the CEP, families are not required to submit applications for free or reduced-price meals, and schools must provide free lunch and breakfast to…

Evaluating the Effectiveness of the USA Testprep Intervention to Increase High School Test Scores

ERIC Educational Resources Information Center

Christian, Veronica Faye

2012-01-01

The No Child Left Behind Act emphasized the responsibility of states to improve student academic performance. In one state, students are required to take subject-area tests and master each test to graduate; however, in some schools, many students are failing the English II test administered during students' sophomore year. Two districts have…

Youth Engagement in High Schools: Developing a Multidimensional, Critical Approach to Improving Engagement for All Students

ERIC Educational Resources Information Center

Yonezawa, Susan; Jones, Makeba; Joselowksy, Francine

2009-01-01

Addressing the problem of youth disengagement from school is of paramount importance to the improvement of academic outcomes. Unfortunately, today's climate of accountability under the federal No Child Left Behind Act (NCLB)--with its focus on data from standardized tests--has created a policy environment that makes it exceedingly difficult to…

Experimental Effects of Word Generation on Reading Performance in High Poverty Middle Schools

ERIC Educational Resources Information Center

Jones, Stephanie M.; Kim, James; LaRusso, Maria; Kim, Ha Yeon; Snow, Catherine

2015-01-01

"Time to Act," a 2009 report of the Carnegie Corporation's Council on Advancing Adolescent Literacy, concludes that U.S. students are ill-prepared for the literacy challenges of 21st century higher education, employment, and citizenship. Word Generation (WG) is a research-based vocabulary program for middle school students designed to…

75 FR 6205 - Agency Forms Undergoing Paperwork Reduction Act Review

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-08

... longitudinal follow-up program is to study the long-term outcomes and health status for children with ADHD... Relationships. Child Health Risk Behavior Survey 37 1 15/60 (Middle School) 11-13 years. Child Health Risk Behavior Survey 153 1 25/60 (High School) 14+ years. Child MARSH--Self Description 15 1 5/60 Questionnaire...

Schoolwide Programs: Parents' Guide & Capacity-Building Materials = Programas Schoolwide: Una Guia para Padres y Materias de Capacitacion.

ERIC Educational Resources Information Center

WestEd, San Francisco, CA.

The reauthorization of Title I (Improving America's Schools Act--IASA) made the Schoolwide Program (Schoolwide) a major strategy for schools with high poverty rates and stressed the importance of parent involvement. This guide was developed to provide professional development and parent education on Schoolwide implementation in California. The…

Title I Can Help Give a Voice of Hope to All Children.

ERIC Educational Resources Information Center

Le Tendre, Mary Jean

1997-01-01

Funds from Title I of the Elementary and Secondary Education Act and its successive amendments provide school districts with the means to help children who are often served last, those in high poverty schools. Homeless, migrant, neglected, and delinquent children are among those to whom Title I can give a voice. (SLD)

ESEA Title I Evaluation Report. Wichita Program for Educationally Deprived Children, September 1968-August 1969.

ERIC Educational Resources Information Center

Wichita Unified School District 259, KS.

The Wichita Program for Educationally Deprived Children, funded by the Elementary and Secondary Education Act Title I, directed itself to correcting reading problems of and attendance aide activities for elementary and junior high school students. The present program involved over 13,000 students in 43 schools. Additional art, music, physical…

Farewell to the Tick Box Inspector? Ofsted and the Changing Regime of School Inspection in England

ERIC Educational Resources Information Center

Baxter, Jacqueline; Clarke, John

2013-01-01

Since its inception in 1992 Ofsted (The Office for Standards in Education, Children's Services and Skills) has inspected schools under Section 9 of the Education (Schools) Act 1992; Section 10 of the School Inspections Act 1996; and Section 5 of the Education Act 2005. Pressure on England to improve its system of education has not only emerged…

78 FR 30268 - Del Norte County Resource Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-22

... Schools and Community Self-Determination Act (Pub. L. 112-141) (the Act) and operates in compliance with... to review prior year project's progress. Should the Secure Rural Schools Act be reauthorized, the.... ADDRESSES: The meetings will be held at the Del Norte County Unified School District, Redwood Room, 301 West...

The "No Child Left Behind Act of 2001": Benefits to Private School Students and Teachers

ERIC Educational Resources Information Center

US Department of Education, 2007

2007-01-01

The "Elementary and Secondary Education Act" ("ESEA"), as reauthorized by the "No Child Left Behind Act of 2001," provides benefits to private school students, teachers and other education personnel, including those in religiously affiliated schools. These services are considered assistance to students and teachers…

Electronic doors to education: study of high school website accessibility in Iowa.

PubMed

Klein, David; Myhill, William; Hansen, Linda; Asby, Gary; Michaelson, Susan; Blanck, Peter

2003-01-01

The Americans with Disabilities Act (ADA), and Sections 504 and 508 of the Rehabilitation Act, prohibit discrimination against people with disabilities in all aspects of daily life, including education, work, and access to places of public accommodations. Increasingly, these antidiscrimination laws are used by persons with disabilities to ensure equal access to e-commerce, and to private and public Internet websites. To help assess the impact of the anti-discrimination mandate for educational communities, this study examined 157 website home pages of Iowa public high schools (52% of high schools in Iowa) in terms of their electronic accessibility for persons with disabilities. We predicted that accessibility problems would limit students and others in obtaining information from the web pages as well as limiting ability to navigate to other web pages. Findings show that although many web pages examined included information in accessible formats, none of the home pages met World Wide Web Consortium (W3C) standards for accessibility. The most frequent accessibility problem was lack of alternative text (ALT tags) for graphics. Technical sophistication built into pages was found to reduce accessibility. Implications are discussed for schools and educational institutions, and for laws, policies, and procedures on website accessibility. Copyright 2003 John Wiley & Sons, Ltd.

Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college

NASA Astrophysics Data System (ADS)

LeBeau, Brandon; Harwell, Michael; Monson, Debra; Dupuis, Danielle; Medhanie, Amanuel; Post, Thomas R.

2012-04-01

Background: The importance of increasing the number of US college students completing degrees in science, technology, engineering or mathematics (STEM) has prompted calls for research to provide a better understanding of factors related to student participation in these majors, including the impact of a student's high-school mathematics curriculum. Purpose: This study examines the relationship between various student and high-school characteristics and completion of a STEM major in college. Of specific interest is the influence of a student's high-school mathematics curriculum on the completion of a STEM major in college. Sample: The sample consisted of approximately 3500 students from 229 high schools. Students were predominantly Caucasian (80%), with slightly more males than females (52% vs 48%). Design and method: A quasi-experimental design with archival data was used for students who enrolled in, and graduated from, a post-secondary institution in the upper Midwest. To be included in the sample, students needed to have completed at least three years of high-school mathematics. A generalized linear mixed model was used with students nested within high schools. The data were cross-sectional. Results: High-school predictors were not found to have a significant impact on the completion of a STEM major. Significant student-level predictors included ACT mathematics score, gender and high-school mathematics GPA. Conclusions: The results provide evidence that on average students are equally prepared for the rigorous mathematics coursework regardless of the high-school mathematics curriculum they completed.

Highly qualified does not equal high quality: A study of urban stakeholders' perceptions of quality in science teaching

NASA Astrophysics Data System (ADS)

Miranda, Rommel Joseph

By employing qualitative methods, this study sought to determine the perceptions that urban stakeholders hold about what characteristics should distinguish a high school science teacher whom they would consider to demonstrate high quality in science teaching. A maximum variation sample of six science teachers, three school administrators, six parents and six students from a large urban public school district were interviewed using semi-structured, in-depth interview techniques. From these data, a list of observable characteristics which urban stakeholders hold as evidence of high quality in science teaching was generated. Observational techniques were utilized to determine the extent to which six urban high school science teachers, who meet the NCLB Act criteria for being "highly qualified", actually possessed the characteristics which these stakeholders hold as evidence of high quality in science teaching. Constant comparative analysis was used to analyze the data set. The findings suggest that urban stakeholders perceive that a high school science teacher who demonstrates high quality in science teaching should be knowledgeable about their subject matter, their student population, and should be resourceful; should possess an academic background in science and professional experience in science teaching; should exhibit professionalism, a passion for science and teaching, and a dedication to teaching and student learning; should be skillful in planning and preparing science lessons and in organizing the classroom, in presenting the subject matter to students, in conducting a variety of hands-on activities, and in managing a classroom; and should assess whether students complete class goals and objectives, and provide feedback about grades for students promptly. The findings further reveal that some of the urban high school science teachers who were deemed to be "highly qualified", as defined by the NCLB Act, engaged in practices that threatened quality in science teaching and often failed to display the characteristics which urban stakeholders hold as evidence of high quality in science teaching. Thus, the criteria for "highly qualified" prescribed by policy makers and politicians do not necessarily translate into effective science teaching in urban settings. These findings emphasize the importance of stakeholder involvement in the design of educational reform initiatives.

ACT Participation and Performance for Montgomery County Public Schools Students [2013]. Memorandum

ERIC Educational Resources Information Center

Sanderson, Geoffrey T.

2013-01-01

The Montgomery County Public Schools (MCPS) Class of 2013 consistently outperformed graduates across Maryland and the nation on all sections of the ACT, according to the ACT, Inc. annual report released Wednesday, August 21, 2013. In 2013, 29 percent of MCPS graduates took the ACT exam. According to the ACT, Inc. report, ACT participation among…

Report on the Implementation of the "Gun-Free Schools Act of 1994" in the States and Outlying Areas for School Year 2002-03

ERIC Educational Resources Information Center

Gray-Adams, Karen; Sinclair, Beth

2006-01-01

The "Gun-Free Schools Act of 1994" ("GFSA") was reauthorized by Section 4141 of the Elementary and Secondary Education Act of 1965 (ESEA) as amended by the "No Child Left Behind (NCLB) Act of 2001" (Public Law 107-110). "GFSA" requires that each state or outlying area receiving federal funds under the ESEA…

Florida Study of Career and Technical Education. Final Report

ERIC Educational Resources Information Center

Jacobson, Louis; Mokher, Christine

2014-01-01

A key goal of the "Carl D. Perkins Career and Technical Education Act of 2006" ("Perkins IV") is to ensure career and technical education (CTE) programs are widely available for preparing high school and college students for "high skill, high wage, or high demand occupations in current or emerging professions"…

1970-71 Basic Mathematics Improvement Component. Final Report.

ERIC Educational Resources Information Center

Rodosky, Robert

The Basic Mathematics Improvement Component, funded under Title I of the 1965 Elementary Secondary Education Act, served nearly 800 pupils in grades four through nine in 20 high priority inner-city schools. The philosophy behind the program was that high achievement in mathematics correlates highly with the high achievement in other areas, and a…

A Tale of Two Policies: The Case of School Discipline in an Ontario School Board

ERIC Educational Resources Information Center

Milne, Emily; Aurini, Janice

2017-01-01

This study examines how staff working for one Ontario school board perceive two distinct approaches to school discipline policy: the Safe Schools Act (Bill 81) and Progressive Discipline and School Safety (Bill 212). The more centrally controlled and rigid Safe Schools Act was criticized by interviewees and cited for human rights violations.…

The Dual Role of the Principal as Employee of the Department of Education and Ex Officio Member of the Governing Body

ERIC Educational Resources Information Center

Prinsloo, Sakkie

2016-01-01

In terms of section 15 of the Schools Act, a public school is a legal person ("juristic person") with legal capacity to perform its functions under the Act. The Schools Act distinguishes between governance and professional management, assigning the former to the governing body and the latter to the principal of the school (section 16(1)…

76 FR 338 - Notice of Proposed Information Collection Requests

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-04

... information technology. Dated: December 28, 2010. James Hyler, Acting Director, Information Collection... Program (TQE) Scholarship Contract and Teaching Verification Forms on Scholarship Recipients. OMB Control... service obligation to teach in a high-need school in a high-need Local Educational Agency. This...

Reframing Retention Strategy: A Focus on Process

ERIC Educational Resources Information Center

Schroeder, Charles C.

2013-01-01

When institutions engage in discussions regarding improving retention and graduation rates, invariably the conversation focuses on entering student characteristics, especially ACT and SAT scores and high school grades. Clearly, attracting and enrolling well-prepared and motivated high-ability students will certainly improve institutional measures…

A Relationship between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentration when Considering Socio-Economic Status, ESOL Student Population, and School Climate

ERIC Educational Resources Information Center

Galindo, Marilys

2013-01-01

From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which…

Public school vandalism: toward a synthesis of theories and transition to paradigm analysis.

PubMed

Tygart, C

1988-01-01

Public school vandalism was investigated with a sample of students in 7th through 12th grade. Vandalism was found to be the highest in Grade 7 and decreased progressively with each increase in grade level. Being from classes in the lowest academic track was the strongest predictor of school vandalism. For high school students, having committed acts of vandalism during their junior high year was the second strongest correlate of vandalism. Other correlates of vandalism were: coming from higher status families and being absent less from school. Vandals were no more negative toward themselves, their classes, and school in general than were other students. Vandals and nonvandals were rather uncritical of vandalism. While this research has relevance for several theories, it is suggested that delinquency and deviancy research move toward paradigm analysis.

Proficiency-Based High School Diploma Systems in Maine: Implications for College and Career Access

ERIC Educational Resources Information Center

Stump, Erika; Fairman, Janet; Doykos, Bernadette; Fink, Paul

2017-01-01

In the 127th Legislative Session, "An Act to Implement Certain Recommendations of the Maine Proficiency Education Council" (S.P. 660 - L.D. 1627) was passed into law as Chapter 489 amending the chaptered law "An Act to Prepare Maine People for the Future Economy" (S.P.439 - L.D.1422) passed in 2012 requiring Maine school…

Should We End Military Recruiting in High Schools as a Matter of Child Protection and Public Health?

PubMed Central

Barker, Kathy

2011-01-01

Recruiters for the various US armed forces have free access to our nation's high schools, as mandated by the No Child Left Behind Act. Military recruiter behaviors are disturbingly similar to predatory grooming. Adults in the active military service are reported to experience increased mental health risks, including stress, substance abuse, and suicide, and the youngest soldiers consistently show the worst health effects, suggesting military service is associated with disproportionately poor health for this population. We describe the actions of a high school parent teacher student association in Seattle, Washington, which sought to limit the aggressive recruitment of children younger than 18 years into the military. PMID:21088269

Is Ontario Moving to Provincial Negotiation of Teaching Contracts?

ERIC Educational Resources Information Center

Jefferson, Anne L.

2008-01-01

In Canada, the statutes governing public school teachers' collective bargaining are a combination of the provincial Labour Relations Act or Code and the respective provincial Education/School/Public Schools Act. As education is within the provincial, not federal, domain of legal responsibility, the specifics of each act or code can vary.…

Elementary and Secondary Schools Under the Fair Labor Standards Act.

ERIC Educational Resources Information Center

Employment Standards Administration (DOL), Washington, DC. Wage and Hour Div.

This pamphlet provides general information and guidelines concerning the application of the federal Fair Labor Standards Act to employees of elementary and secondary schools, as of January 1974. Separate short sections of the pamphlet examine various provisions of the act, emphasizing their impact on employer-employee relations in the schools.…

Better Evidence, Better Choices, Better Schools: State Supports for Evidence-Based School Improvement and the Every Student Succeeds Act. Series on Implementation of the Every Student Succeeds Act

ERIC Educational Resources Information Center

Fleischman, Steve; Scott, Caitlin; Sargrad, Scott

2016-01-01

Signed into law in December 2015, the Every Student Suceeds Act (ESSA) offers state education agencies significant opportunities to use evidence to support the improvement of schools and ensure better outcomes for all students. ESSA replaces the law, regulations, and guidance established through the 2001 No Child Left Behind Act (NCLB), but two…

Bullying of Students by Teachers and Peers and Its Effect on the Psychological Well-Being of Students in Jamaican Schools

ERIC Educational Resources Information Center

Pottinger, Audrey M.; Stair, Angela Gordon

2009-01-01

In this study, 225 Jamaican university students were asked to recall their bullying experiences at elementary and high schools. Being verbally humiliated, robbed, and beaten were the top three frequently-occurring experiences. Acts of bullying by peers and educators were compared for their impact on students' psychological well being. Educator but…

Donkey in Disguise: Jack Jennings and the Center on Education Policy

ERIC Educational Resources Information Center

Forster, Greg

2006-01-01

With the passage of the No Child Left Behind Act (NCLB), the proliferation of high school exit exams, the success of school choice initiatives, and a dozen other smaller if more bitter battles, education has become one of the hottest policy topics in Washington. That means there is a booming market for education experts, especially those who claim…

Left in the Margins: Asian American Students and the No Child Left Behind Act

ERIC Educational Resources Information Center

Redondo, Brian

2008-01-01

No Child Left Behind (NCLB) is a federal education law that was passed in 2001 with the laudable but challenging goal of closing the achievement gap between minority and white students and improving academic achievement among all students. To that end, NCLB has held states, school districts, and individual schools to impossibly high standards of…

Eligibility and Programming in Chapter I English as a Second Language (E.S.L.) Programs, 1988-89. OREA Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Stern, Lucia

Chapter I/Pupils with Compensatory Educational Needs programs in English as a Second Language (ESL) served students at 78 high schools in New York City, supplementing tax-levy-funded ESL classes in those schools serving limited-English-proficient (LEP) students. Chapter I of the Educational Consolidation and Improvement Act funded ESL and…

The "Pedagogy of the Oppressed": The Necessity of Dealing with Problems in Students' Lives

ERIC Educational Resources Information Center

Reynolds, Patricia R.

2007-01-01

Students have problems in their lives, but can teachers help them? Should teachers help? The No Child Left Behind (NCLB) act and its emphasis on standardized test results have forced school systems to produce high scores, and in turn school administrators pressure teachers to prepare students for taking standardized tests. Teachers may want to…

Improving the Distribution of Teachers in Low-performing High Schools. Policy Brief

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2008

2008-01-01

Teacher quality is the school factor which makes the greatest impact on student achievement and consistent exposure to effective teachers can overcome obstacles to learning and even close achievement gaps. These facts were the driving force behind the development of federal law, in the No Child Left Behind Act, mandating that states ensure that 1)…

NCLB Plan Would Add New Rules: Spellings Proposes Changes on Testing, Tutoring, Data

ERIC Educational Resources Information Center

Hoff, David J.

2008-01-01

In a comprehensive action intended to change how the No Child Left Behind Act (NCLB) law is carried out, the U.S. Secretary of Education formally proposed a package of new regulations that would require state and local school officials to provide more and better information about high school graduation rates, student test performance, and the…

High School Athletics Accountability Act of 2011

THOMAS, 112th Congress

Rep. Slaughter, Louise McIntosh [D-NY-28

2011-01-26

House - 02/25/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

High School Data Transparency Act of 2013

THOMAS, 113th Congress

Rep. Slaughter, Louise McIntosh [D-NY-25

2013-02-04

House - 04/23/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Factors associated with the reproductive health risk behavior of high school students in the Republic of the Marshall Islands.

PubMed

Suzuki, Keiko; Motohashi, Yutaka; Kaneko, Yoshihiro

2006-04-01

This study revealed factors associated with reproductive health risk behavior among high school students in the Republic of the Marshall Islands. The survey was conducted among high school students from grades 9 through 12 at 2 schools in Majuro, the capital of the Marshall Islands. The questions asked inquired about knowledge, attitude, and behavior related to reproductive health, experience of sexual acts and pregnancy. Multiple logistic regression analysis was performed to assess the association between risk behavior and knowledge, attitude, and other factors. Data obtained from 433 students were used in the analysis. Factors significantly associated with reproductive health risk behavior among both the boys and the girls were a negative attitude toward condom use (odds ratio of the risk group to the low-risk group: boys, 19.54; girls 4.10), not considering receiving public health information and services as a human right (8.10, 3.96), and not knowing where to go for consultation about questions and concerns related to sex (3.32, 4.73). A factor associated with risk behavior in boys alone was acceptance of sexual acts without love (8.46), and factors in girls alone were insufficient knowledge concerning routes of infection by sexually transmitted diseases (6.75) and lack of future life plans (5.00). Neither age nor sex education was a significant predictor. In conclusion, considering reproductive health not to be a personal right was associated with the risk behavior of high school students in the Marshall Islands in regard to reproductive health.

School-to-Work Risk Management.

ERIC Educational Resources Information Center

Voorheis, Greg; Meyer, Gregg; Van Houten, June

This paper examines risk and liability issues related to school to work (STW) programs. With the passage of the federal School-to-Work Opportunities Act of 1994, the distance between the school and the world of work is diminishing. The Act's requirement that students, schools, and employers become part of an integrated learning process brings the…

The Federal Campaign for the Admission of Indian Children into Public Schools, 1890-1934.

ERIC Educational Resources Information Center

Hendrick, Irving G.

1981-01-01

Traces the history of education for American Indian children from 1890-1934, focusing not only on government boarding schools, day schools, and private contract schools, but also on state-supported elementary and secondary schools. Discusses implications of the Dawes Act, Meriam Report, and Johnson-O'Malley Act.

The Cost of Performance? Students' Learning about Acting as Change Agents in Their Schools

ERIC Educational Resources Information Center

Kehoe, Ian

2015-01-01

This paper explores how performance culture could affect students' learning about, and disposition towards, acting as organisational change agents in schools. This is based on findings from an initiative aimed to enable students to experience acting as change agents on an aspect of the school's culture that concerned them. The initiative was…

School Integration Innovation Act of 1976: Hearing Before the Subcommittee on Elementary, Secondary and Vocational Education of the Committee on Education and Labor, House of Representatives, Ninety-Fourth Congress, Second Session on H.R. 14365.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and Labor.

This document presents the proceedings of the hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor to amend the Emergency School Aid Act. The proposed act is titled the School Integration Innovation Act of 1976. It provides for innovative desegregation programs and procedures.…

HumRRO Activities in Support of the Self-Pacing of Four U.S. Army TRADOC Programs of Instruction.

DTIC Science & Technology

1976-03-01

Quality of input is improving (more high school graduates), but is not as good as they would like. Entry i requirements are: an EL of 90; not color...MOS 64C); and Fielw Wireman (36K). HumRRO scientists inter- acted with proponent school staff and with members of the TP.ADOC/TMI ad hoc group to...continued... -Ad) specific responsibilities for accomplishing course conversion. Prior to making site visits to the Military Police School , Transportation

High School Data Transparency Act of 2013

THOMAS, 113th Congress

Sen. Murray, Patty [D-WA

2013-02-04

Senate - 02/04/2013 Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

High School Data Transparency Act of 2011

THOMAS, 112th Congress

Sen. Snowe, Olympia J. [R-ME

2011-06-23

Senate - 06/23/2011 Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

The Balancing Act: Arts Integration and High-Stakes Testing

ERIC Educational Resources Information Center

Van Eman, Linnea; Thorman, Jerilyn; Montgomery, Diane; Otto, Stacy

2007-01-01

This study describes three teachers and their experiences of an arts-integration reform model amidst the high-stakes accountability movement. Their struggle to practice arts integration within their school district, a culture in which high-stakes testing is prioritized is described by way of a circus metaphor. Through the theoretical lens of Self…

A Resource Guide for Career Development in the Junior High School.

ERIC Educational Resources Information Center

Benson, Arland

This resource guide for a developmental junior high career education program contains general and specific behavioral objectives, a program description, and a wide range of resource materials, including student and teacher worksheets and evaluation forms. Developed by a junior high counselor and funded by the Elementary Secondary Education Act,…

The Perception of Special Education Teachers Regarding the Effects of NCLB and IDEA on the Academic Achievement of Students with Disabilities

ERIC Educational Resources Information Center

Westlove, Michael W.

2012-01-01

The purpose of this study was to evaluate and determine how special education teachers perceived the effectiveness and impact of NCLB and IDEA on the academic achievement of high school students with disabilities. The purpose of the "No Child Left Behind Act" (NCLB) and the "Individuals with Disabilities Education Act" (IDEA)…

The Condition of College & Career Readiness 2016: National

ERIC Educational Resources Information Center

ACT, Inc., 2016

2016-01-01

This report is the ACT annual report on the progress of U.S. high school graduates relative to college readiness. This year's report shows that 64% of students in the 2016 US graduating class took the ACT test, up from 59% in 2015 and 49% in 2011. The increased number of test takers over the past several years enhances the breadth and depth of the…

Impact of the 2010 US Healthy, Hunger-Free Kids Act on School Breakfast and Lunch Participation Rates Between 2008 and 2015.

PubMed

Vaudrin, Nicole; Lloyd, Kristen; Yedidia, Michael J; Todd, Michael; Ohri-Vachaspati, Punam

2018-01-01

To evaluate National School Lunch Program (NSLP) and School Breakfast Program (SBP) participation over a 7-year period before and after the implementation of the 2010 Healthy, Hunger-Free Kids Act (HHFKA), which required healthier school lunch options beginning in school year (SY) 2012-2013 and healthier school breakfast options beginning in SY2013-2014. Data were gathered from low-income, high-minority public schools in 4 New Jersey cities. We conducted longitudinal analyses of annual average daily participation (ADP) in school meals among enrolled students overall and among those eligible for free or reduced-price meals. We used linear mixed models to compare NSLP and SBP participation rates from SY2008-2009 to SY2014-2015. NSLP participation rates among students overall differed little across years (from 70% to 72%). SBP rates among enrolled students were stable from the beginning of the study period to SY2013-2014 and then increased from 52% to 59%. Among students eligible for free or reduced-price meals, the ADP was lowest in SY2012-2013 (when the HHFKA was implemented) before rebounding. The HHFKA did not have a negative impact on school meal participation over time. Public Health Implications. The HHFKA-strengthened nutrition standards have not affected school meal participation rates. With time, students are likely to accept healthier options.

76 FR 17106 - Secure Rural Schools Resource Advisory Committee (RAC) Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-28

... DEPARTMENT OF AGRICULTURE Forest Service Secure Rural Schools Resource Advisory Committee (RAC... meeting to be held authorized under the Secure Rural Schools Act and Community Self-Determination Act... federally designated Secure Rural Schools Resource Advisory Committee (RAC). The public is invited to attend...

The Educational Status of Federally Recognized Indian Students.

ERIC Educational Resources Information Center

Latham, Glenn I.

1985-01-01

Informal survey described educational status of federally-recognized Indian students enrolled in and eligible for enrollment in Bureau of Indian Affairs and public schools receiving support via the Johnson-O'Malley Act. High dropout rates, low average daily attendance, and high rates of nonenrollment were found. (LFL)

An In-Depth Study of Emergency School Aid Act (ESAA) Schools: 1975-1976.

ERIC Educational Resources Information Center

Wellisch, Jean B.; And Others

School programs and contextual characteristics that differentiate between successful and nonsuccessful elementary schools funded under the Emergency School Aid Act (ESAA) are examined in this study. It was designed to build upon some of the tentative findings of the 1974-1975 indepth study, in which a number of program and contextual components…

Student Achievement and Efficiency in Missouri Schools and the No Child Left Behind Act

ERIC Educational Resources Information Center

Primont, Diane F.; Domazlicky, Bruce

2006-01-01

The 2001 No Child Left Behind Act requires that schools make ''annual yearly progress'' in raising student achievement, or face possible sanctions. The No Child Left Behind Act places added emphasis on test scores, such as scores from the Missouri Assessment Program (MAP), to evaluate the performance of schools. In this paper, we investigate…

School Board and Superintendent Accountability: A Policy Analysis regarding the Implementation of the Ralph M. Brown Act

ERIC Educational Resources Information Center

Cote, Craig Gerald

2010-01-01

The Ralph M. Brown Act's enforcement language implies striking a proper balance between school public officials and the public at large. This study of The Brown Act's enforcement provisions is presented in the context of school districts. The investigation focused on the following overarching question: Does a policy analysis support a finding that…

Response of School Districts to the New York State Concussion Awareness and Management Act: Review of Policies and Procedures.

PubMed

Kajankova, Maria; Oswald, Jennifer M; Terranova, Lauren M; Kaplen, Michael V; Ambrose, Anne F; Spielman, Lisa A; Gordon, Wayne A

2017-06-01

By 2014, all states implemented concussion laws that schools must translate into daily practice; yet, limited knowledge exists regarding implementation of these laws. We examined the extent to which concussion management policies and procedure (P&P) documents of New York State school districts comply with the State's Concussion Awareness and Management Act (the Act). We also aimed to identify barriers to compliance. Forty-seven school districts provided P&P documents. We examined compliance with the Act and the relationship between compliance and each district's demographics. Compliance varied across school districts, with higher overall compliance in large city school districts compared to county districts. However, there was low compliance for several critical items. We found no statistically significant relationship between compliance and demographics. School districts need to increase compliance with concussion legislation to ensure the adequate implementation necessary for the law to impact health and educational outcomes. The results provide important information to individuals charged with the responsibility of implementation and ultimately reducing the negative outcomes associated with brain injuries in schools. © 2017, American School Health Association.

Consolidated State Performance Report: Part II for State Formula Grant Programs under the Elementary and Secondary Education Act as Amended by the No Child Left Behind Act of 2001, for reporting on School Year 2002-2003.

ERIC Educational Resources Information Center

Indiana Department of Education, 2004

2004-01-01

Achievement data from the 2002-2003 school year for public schools with poverty rates of 40% or greater in the state of Indiana are presented as required for State formula grant programs authorized by the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB). Tables present the number of schools…

From "Fear-Based" Choice to "Freedom-Based" Choice: Georgia's Tuition Grants Act, 1960-1997

ERIC Educational Resources Information Center

Wearne, Eric

2013-01-01

Georgia's General Assembly passed the 1961 "Tuition Grants Act" as a method for avoiding school desegregation. In 1993, an Atlanta attorney attempted to use the Act to provide private school vouchers. This study compares and contrasts arguments for and against the Act, and public support for the Act, in 1961 and 1993, using Robinson's…

SAT Participation and Performance and the Attainment of College and Career Readiness Benchmark Scores for the Class of 2013. Memorandum

ERIC Educational Resources Information Center

Sanderson, Geoffrey T.

2013-01-01

This memorandum describes the SAT participation and performance for the Montgomery County (Maryland) Public Schools (MCPS) Class of 2013 compared with the graduating seniors in Maryland and the nation. Detailed results of SAT and ACT by high school and student group for graduates in 2011-2013 are included. MCPS students continue to outperform the…

Educational Funding and Student Outcomes: The Relationship as Evidenced by State-Level Data. Research Reports

ERIC Educational Resources Information Center

Carter, Ted

2014-01-01

This report shows the impact of various school funding measures on student outcomes measured by NAEP, ACT, and SAT scores, the four-year cohort graduation rate, and percent of the population ages 18-24 with at least a high school diploma. State-level data for the United States from 2005 through 2014 as available is utilized to establish the nature…

SAT Scores, 2012-13: Wake County Public School System (WCPSS). Measuring Up. D&A Report No. 13.22

ERIC Educational Resources Information Center

Muli, Juliana; Gilleland, Kevin; McMillen, Brad

2014-01-01

As the ACT has become part of North Carolina's mandatory testing program, SAT participation in Wake County Public School System (WCPSS) and North Carolina has declined in recent years. However, SAT performance in WCPSS remains high compared to state and national averages. In 2012-13, students in WCPSS continued to score 50-60 points higher on the…

The English Language Arts (ELA) Exam and Academic Achievement: Is There a Relationship? Predictive Validity of Statewide Measures

ERIC Educational Resources Information Center

Mazza, Lynn

2010-01-01

The No Child Left Behind Act is a mandate from the federal government for education to increase student performance and school accountability. As a result of this mandate, many states have issued the use of high-stakes standardized tests as a means of monitoring schools' accountability. New York State administers the English Language Arts (ELA)…

An Evaluation of the Merit Reading Software Program in the Calhoun County (WV) Middle/High School

ERIC Educational Resources Information Center

Jones, Jerry D.; Staats, William D.; Bowling, Noel; Bickel, Robert D.; Cunningham, Michael L.; Cadle, Connie

2005-01-01

We were asked by Merit Software to conduct a quasi-experimental research study to evaluate the effects of its reading software on middle school students. Because the No Child Left Behind Act emphasizes the importance of evidence-based interventions and has set improving students reading comprehension as a goal, we agreed to take on this project.…

Students Upgrading through Computer and Career Education System Services (Project SUCCESS). Final Evaluation Report 1993-94. OER Report.

ERIC Educational Resources Information Center

Greene, Judy

Students Upgrading through Computer and Career Education System Services (Project SUCCESS) was an Elementary and Secondary Education Act Title VII-funded project in its fourth year of operation. The project operated at two high schools in Brooklyn and one in Manhattan (New York). In the 1993-94 school year, the project served 393 students of…

Greek Day Education in and around Montreal: The Case for a Greek Trilingual High School.

ERIC Educational Resources Information Center

Bombas, Leonidas C.

The history of the education of Montreal's Greek population is traced in this report, which is partly intended to act as a stimulus for future planning and development. Six chapters contain, respectively: (1) a history of Greek day education in and around Montreal, from its origin in 1910 with the founding of the "Plato" school to its…

Acquisition of Learning by Facilitating Academics (Project ALFA). Final Evaluation Report, 1993-94. OER Report.

ERIC Educational Resources Information Center

Augustin, Marc

The Acquisition of Learning by Facilitating Academics (Project ALFA) was an Elementary and Secondary Education Act Title VII-funded project in its second year in 1993-94. The project operated at a high school in Brooklyn, and served 75 Haitian-speaking students of limited English proficiency with fewer than 5 years in an English-speaking school.…

Principal Leadership and the Colorado Innovation Schools Act of 2008

ERIC Educational Resources Information Center

Walsh, Margaret A.

2012-01-01

The purpose of this phenomenological study was to explore the experiences and perceptions of principals whose schools were granted innovation status in accordance with the "Colorado Innovation Schools Act of 2008" (CISA). The CISA created a statewide system that allowed individual schools and entire districts to increase autonomy and…

Participation in High School Sports and Bystander Intentions, Efficacy to Intervene, and Rape Myth Beliefs.

PubMed

McMahon, Sarah

2015-10-01

Debate exists as to whether male athletes are more prone to commit acts of sexual violence and maintain problematic attitudes about sexual assault. To contribute to the literature on this relationship, this study posed the following research questions: (1) Do those students who participated in high school sports and those who did not differ significantly in their attitudes about sexual violence and willingness to intervene as a bystander? Do these differ among types of rape myths and bystander intervention situations? (2) Within a group of athletes, are there significant differences by gender or type of sport (contact sport vs. non-contact?) To answer these questions, surveys were analyzed with a sample of recent high school graduates the summer before entering college (N = 3,588). Results indicate that there were only minor differences between those students who participated in high school varsity sports and those who did not. Students who participated in sports had greater acceptance of three out of five types of rape myths, and less willingness to intervene with perpetrators after an assault; however, the effect sizes were small. There were no significant differences for bystander efficacy. The interaction between sport and gender was significant, but contact sport was not. The findings suggest that there may be aspects of male athletic participation in sports that needs to be addressed, yet there also exists the potential for engaging athletes as leaders who can act as prosocial bystanders. © The Author(s) 2014.

High School Sports Information Collection Act of 2009

THOMAS, 111th Congress

Sen. Snowe, Olympia J. [R-ME

2009-02-25

Senate - 02/25/2009 Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Implementing a Mentally Healthy Schools Framework Based on the Population Wide Act-Belong-Commit Mental Health Promotion Campaign: A Process Evaluation

ERIC Educational Resources Information Center

Anwar-McHenry, Julia; Donovan, Robert John; Nicholas, Amberlee; Kerrigan, Simone; Francas, Stephanie; Phan, Tina

2016-01-01

Purpose: Mentally Healthy WA developed and implemented the Mentally Healthy Schools Framework in 2010 in response to demand from schools wanting to promote the community-based Act-Belong-Commit mental health promotion message within a school setting. Schools are an important setting for mental health promotion, therefore, the Framework encourages…

Service Learning in High School Biology and College Major Choice

ERIC Educational Resources Information Center

Wyss, Vanessa L.; Tai, Robert H.

2012-01-01

In section two of a 2002 amendment on the Undergraduate Science, Mathematics, Engineering, and Technology Education Improvement Act, congress stated "A workforce that is highly trained in science...is crucial to generating the innovation that drives economic growth..." (Committee on Science, 2002). Given the growth in science,…

College Bound Program; Summer 1975.

ERIC Educational Resources Information Center

Woloshin, Gerald W.

The principal objectives of the College Bound Summer Program, funded under the Elementary Secondary Education Act Title I, were to improve student's reading and mathematics, increase their ability to do college work, and make the students' transition from junior high to high school easier. Program participants were selected on the basis of either…

25 CFR 273.42 - Civil Rights Act violations.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false Civil Rights Act violations. 273.42 Section 273.42... Civil Rights Act violations. In no instance shall there be discrimination against Indians or schools... of title VI of the Civil Rights Act of 1964 exists within a State school district receiving funds...

25 CFR 273.42 - Civil Rights Act violations.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false Civil Rights Act violations. 273.42 Section 273.42... Civil Rights Act violations. In no instance shall there be discrimination against Indians or schools... of title VI of the Civil Rights Act of 1964 exists within a State school district receiving funds...

25 CFR 273.42 - Civil Rights Act violations.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true Civil Rights Act violations. 273.42 Section 273.42 Indians... Civil Rights Act violations. In no instance shall there be discrimination against Indians or schools... of title VI of the Civil Rights Act of 1964 exists within a State school district receiving funds...

25 CFR 273.42 - Civil Rights Act violations.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false Civil Rights Act violations. 273.42 Section 273.42... Civil Rights Act violations. In no instance shall there be discrimination against Indians or schools... of title VI of the Civil Rights Act of 1964 exists within a State school district receiving funds...

25 CFR 273.42 - Civil Rights Act violations.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Civil Rights Act violations. 273.42 Section 273.42... Civil Rights Act violations. In no instance shall there be discrimination against Indians or schools... of title VI of the Civil Rights Act of 1964 exists within a State school district receiving funds...

Improving America's Schools Act of 1993: The Reauthorization of the Elementary and Secondary Education Act and Amendments to Other Acts.

ERIC Educational Resources Information Center

Department of Education, Washington, DC.

Established in 1965, the Elementary and Secondary Education act (ESEA) offered federal support to schools in low-income communities. Over the years, Congress amended and expanded the Act seven times. Evaluations of ESEA indicate that funds are spread thinly, instead of being targeted where the needs are greatest. The traditional add-on programs…

Reauthorization of the Higher Education Act and the Costs of Higher Education. Hearing of the Committee on Labor and Human Resources, United States Senate, One Hundred Fifth Congress, First Session on Examining the Relationship Between Cost and Access to Postsecondary Education (Bangor, ME, May 5, 1997).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

This hearing on the reauthorization of the Higher Education Act, sought public comment in Maine on the cost of higher education and on Title IV of the Higher Education Act. Specifically, these hearings were intended to address the continuing low level of participation in higher education by Maine high school graduates, which was ascribed mainly to…

Unfulfilled Promise: Ensuring High Quality Teachers for Our Nation's Students. No Child Left Behind: A Status Report from Southeastern Schools. Extensive Findings

ERIC Educational Resources Information Center

Southeast Center for Teaching Quality, 2004

2004-01-01

Since the reauthorization of the Elementary and Secondary Education Act or the No Child Left Behind Act (NCLB) of 2001, much has been said and written about the law by a variety of education observers, practitioners, and policymakers from both sides of the political aisle. With support from the Ford, Rockefeller, and Z. Smith Reynolds foundations,…

ACT for All: The Effect of Mandatory College Entrance Exams on Postsecondary Attainment and Choice

ERIC Educational Resources Information Center

Hyman, Joshua

2017-01-01

This paper examines the effects of requiring and paying for all public high school students to take a college entrance exam, a policy adopted by eleven states since 2001. I show that prior to the policy, for every ten poor students who score college-ready on the ACT or SAT, there are an additional five poor students who would score college-ready…

Creating Safe Schools: Roles and Challenges, a Federal Perspective.

ERIC Educational Resources Information Center

Modzeleski, William

1996-01-01

Presents an overview of the Safe and Drug-Free Schools and Communities Act, a key federal program that provides funding directly to states and local educational agencies to facilitate drug and violence prevention programs. The Gun-Free Schools Act is also examined, and the major challenges communities face in correcting school safety problems are…

Childhood Depression: Rethinking the Role of the School

ERIC Educational Resources Information Center

Herman, Keith C.; Reinke, Wendy M.; Parkin, Jason; Traylor, Karen B.; Agarwal, Geetika

2009-01-01

Schools play a privileged and strategic role in the lives of children acting as their principle environment away from home. Additionally, schools act as part of the community linking families and neighborhoods. These characteristics make schools a relevant setting for mental health service delivery and support to children and parents. In this…

The School Improvement Grant Rollout in America's Great City Schools: School Improvement Grants

ERIC Educational Resources Information Center

Lachlan-Hache, Jonathon; Naik, Manish; Casserly, Michael

2012-01-01

The School Improvement Grant (SIG) program, initially enacted as part of the "No Child Left Behind" amendments to the Elementary and Secondary Education Act, underwent a substantial transformation under the American Recovery and Reinvestment Act of 2009. Under the new program, states identified 2,172 persistently low-achieving schools…

Vocational Preference Inventory High Point Codes Versus Expressed Choices as Predictors of College Major and Career Entry

ERIC Educational Resources Information Center

Gade, Eldon M.; Soliah, David

1975-01-01

For 151 male graduates of the University of North Dakota, expressed choices measured by preferences made as high school seniors on the ACT Student Profile Section were significantly more accurate predictors of graduating college major and of career entry occupation than were their Vocational Preference Inventory high point codes. (Author)

Maryland State Department of Education Reporting of Highly Qualified Teachers. Memorandum

ERIC Educational Resources Information Center

Starr, Joshua P.

2014-01-01

The federal "No Child Left Behind Act of 2001" (NCLB) legislation required school districts to ensure that all teachers of core academic subjects met the requirements to be designated highly qualified by July 1, 2006. However, because no Maryland counties were able to comply with the 100 percent highly qualified designation by July 1,…

How prepared are transition-age deaf and hard of hearing students for adult living? Results of the transition competence battery.

PubMed

Luft, Pamela; Huff, Kelly

2011-01-01

One result of the Individuals With Disabilities Education Act and related legislation is that most deaf and hard of hearing (DHH) students attend local public schools. Although such placements may provide greater access to general education classrooms and curriculum, DHH students' specialized needs are less likely to be addressed. Using the Transition Competence Battery (TCB; Reiman, Bullis, & Davis, 1993), the researchers examined the transition strengths and needs of 53 middle and high school DHH students attending public schools. It was found that the students had substantial transition competence deficits and that none reached the recommended competence levels on more than 4 of the 6 subtests. The TCB is an important transition tool that fulfills requirements under the 2004 Individuals With Disabilities Education Improvement Act Amendments to use age-appropriate and results-oriented transition assessments that document program and intervention outcomes.

Marian the Librarian Meets NCLB

ERIC Educational Resources Information Center

Reed, Donna

2005-01-01

Library media specialists can help achieve several goals of the No Child Left Behind Act. Of particular importance is helping students to achieve high test scores, as this would influence the level of federal funds meted out to schools.

A Full-Time Nurse for Every School: A Call to Action to Make It Happen.

PubMed

Nikpour, Jacqueline; Hassmiller, Susan

2017-09-01

In June 2016, the American Academy of Pediatrics released its new policy statement recommending a full-time registered nurse in every school building. Indeed, increasing attention is being focused on school nursing, in part due to recent legislation, including the Affordable Care Act, the Healthy Hunger-Free Kids Act, and the Every Student Succeeds Act. Advocating for nursing practice within an education setting presents unique challenges in terms of changing the common perception of school nurses, variances in funding streams for school nursing, and the ability to link health outcomes with educational outcomes. The purpose of this article is to discuss the rationale for a school nurse in every building along with presenting action steps that individual and groups of school nurses can utilize to advocate for a full-time registered nurse in every school.

Vocational High School Students’ Creativity in Food Additives with Problem Based Learning Approach

NASA Astrophysics Data System (ADS)

Ratnasari, D.; Supriyanti, T.; Rosbiono, M.

2017-09-01

The aim of this study is to verify the creativity of vocational students through Problem Based Learning approach in the food additives. The method which used quasi-experiment with one group posttest design. The research subjects were 32 students in grade XII of a vocational high school students courses chemical analysis in Bandung city. Instrument of creativity were essay, Student Worksheet, and observation sheets. Creativity measured include creative thinking skills and creative act skills. The results showed creative thinking skills and creative act skills are good. Research showed that the problem based learning approach can be applied to develop creativity of vocational students in the food additives well, because the students are given the opportunity to determine their own experiment procedure that will be used. It is recommended to often implement Problem Based Learning approach in other chemical concepts so that students’ creativity is sustainable.

Which School Districts Qualified for Federal School Facility Funding under the American Recovery and Reinvestment Act of 2009? Evidence from Ohio

ERIC Educational Resources Information Center

Ingle, W. Kyle; Bowers, Alex J.; Davis, Thomas E.

2014-01-01

The American Recovery and Reinvestment Act of 2009 (ARRA) allocated $11 billion per year for 2009 and 2010 for qualified school construction bonds (QSCBs) for America's schools. From a historical perspective, this program is a broad transformation of the federal role in school facility funding. This study examined factors associated with federal…

An Evaluation of the North Carolina Annual Report on School Violence: Scientific Realism in Practice.

ERIC Educational Resources Information Center

Carruthers, William L.; Stacey, Dennis

To analyze perceptions of what constitutes a safe school. different perceptions of what constitutes a safe school, an assessment of the first 4 years of North Carolina's Annual Report on School Violence (ARSV) is reported here. The ARSV is a collection of data on specific acts of violence occurring on school property. Data on acts of violence were…

Logic Models for Selecting, Designing, and Implementing Evidence-Based School Leadership Interventions. Companion Guide to "School Leadership Interventions under the Every Student Succeeds Act." Tool. TL-274-WF

ERIC Educational Resources Information Center

Daugherty, Lindsay; Herman, Rebecca; Unlu, Fatih

2017-01-01

The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based initiatives while providing new flexibilities to states and districts with regard to the use of federal funds, including funds to promote effective school leadership. In response, state and…

Pennsylvania's Sunshine Law: A Guide for Public School Boards. [Revised.

ERIC Educational Resources Information Center

Gentzel, Thomas J.; And Others

This publication provides information and guidelines on the way Pennsylvania school boards should meet and conduct business under Act 84 of 1986 (the Sunshine Act) and Act 20 of 1993. The first section provides a brief history of the passage of the Sunshine Act, which mandates an open-meetings statute for public agencies. The second section offers…

Leading to High Performance: A Case Study of the Role of the Balanced Scorecard in Improving Urban Secondary Schools

ERIC Educational Resources Information Center

Brown, Pamela C.

2010-01-01

The onset of the standards-based movement in education in the early 1980's, bolstered by the passing of the No Child Left Behind Act (NCLBA) of 2002, led many school districts to shift from a culture of regulatory, process-oriented compliance to one that is more results-oriented, primarily based on state-adopted summative assessment targets in…

A First Look at Higher Performing High Schools: School Qualities that Educators Believe Contribute Most to College and Career Readiness

ERIC Educational Resources Information Center

ACT, Inc., 2012

2012-01-01

The Common Core State Standards Initiative represents one of the most significant reforms to US education in recent history. As of June 2012, 45 states and the District of Columbia have adopted the Standards. ACT is pleased to have played a leading role in the development of the Standards. Not only did the initiative draw on its longitudinal…

Teacher Workforce Developments: Recent Changes in Academic Competiveness and Job Satisfaction of New Teachers. CEPA Working Paper No. 15-16

ERIC Educational Resources Information Center

Loeb, Susanna; Master, Benjamin; Sun, Min

2015-01-01

The capacity of the nation's public schools to recruit and retain highly skilled teachers is a perennial concern of policy makers and school leaders. Over the past two decades, major policy strategies including the federal No Child Left Behind Act and alternative pathways to teaching, as well as changes in the broader labor market, have altered…

The Causal Effect of Student Mobility on Standardized Test Performance: A Case Study with Possible Implications for Accountability Mandates within the Elementary and Secondary Education Act.

PubMed

Selya, Arielle S; Engel-Rebitzer, Eden; Dierker, Lisa; Stephen, Eric; Rose, Jennifer; Coffman, Donna L; Otis, Mindy

2016-01-01

This paper presents a limited case study examining the causal inference of student mobility on standardized test performance, within one middle-class high school in suburban Connecticut. Administrative data were used from a district public high school enrolling 319 10th graders in 2010. Propensity score methods were used to estimate the causal effect of student mobility on Math, Science, Reading, and Writing portions of the Connecticut Academic Performance Test (CAPT), after matching mobile vs. stable students on gender, race/ethnicity, eligibility for free/reduced lunches, and special education status. Analyses showed that mobility was associated with lower performance in the CAPT Writing exam. Follow-up analyses revealed that this trend was only significant among those who were ineligible for free/reduced lunches, but not among eligible students. Additionally, mobile students who were ineligible for free/reduced lunches had lower performance in the CAPT Science exam according to some analyses. Large numbers of students transferring into a school district may adversely affect standardized test performance. This is especially relevant for policies that affect student mobility in schools, given the accountability measures in the No Child Left Behind that are currently being re-considered in the recent Every Student Succeeds Act.

The Causal Effect of Student Mobility on Standardized Test Performance: A Case Study with Possible Implications for Accountability Mandates within the Elementary and Secondary Education Act

PubMed Central

Selya, Arielle S.; Engel-Rebitzer, Eden; Dierker, Lisa; Stephen, Eric; Rose, Jennifer; Coffman, Donna L.; Otis, Mindy

2016-01-01

This paper presents a limited case study examining the causal inference of student mobility on standardized test performance, within one middle-class high school in suburban Connecticut. Administrative data were used from a district public high school enrolling 319 10th graders in 2010. Propensity score methods were used to estimate the causal effect of student mobility on Math, Science, Reading, and Writing portions of the Connecticut Academic Performance Test (CAPT), after matching mobile vs. stable students on gender, race/ethnicity, eligibility for free/reduced lunches, and special education status. Analyses showed that mobility was associated with lower performance in the CAPT Writing exam. Follow-up analyses revealed that this trend was only significant among those who were ineligible for free/reduced lunches, but not among eligible students. Additionally, mobile students who were ineligible for free/reduced lunches had lower performance in the CAPT Science exam according to some analyses. Large numbers of students transferring into a school district may adversely affect standardized test performance. This is especially relevant for policies that affect student mobility in schools, given the accountability measures in the No Child Left Behind that are currently being re-considered in the recent Every Student Succeeds Act. PMID:27486427

Methods Document for the CDC and Bridging the Gap Local School Wellness Policy Briefs

ERIC Educational Resources Information Center

Centers for Disease Control and Prevention, 2014

2014-01-01

The Child Nutrition and WIC Reauthorization Act of 2004 and, more recently, the Healthy, Hunger-Free Kids Act of 2010 required all school districts participating in the federal Child Nutrition Programs (e.g., National School Lunch Program, School Breakfast Program, Special Milk Program, Afterschool Snack Program) to adopt and implement a local…

Piecing Together an Integrated Approach to Drug-Free Schools. 1992-93 Final Report.

ERIC Educational Resources Information Center

Wiehe, James A.

The federal Drug-Free Schools and Communities (DFSC) Act of 1986 provides funding to school districts to help eliminate drug and alcohol use on their campuses. In 1992-93, the Austin Independent School District (AISD) received $467,362 from the act. The funds supported a wide assortment of preventative and educational programs regarding the…

School Lunch before and after Implementation of the Healthy Hunger-Free Kids Act

ERIC Educational Resources Information Center

Bergman, Ethan A.; Englund, Tim; Taylor, Katie Weigt; Watkins, Tracee; Schepman, Stephen; Rushing, Keith

2014-01-01

Purpose/Objectives: This study compares the mean nutrients selected and consumed in National School Lunch Program (NSLP) meals before and after implementation of the new nutrition standards mandated by the Healthy Hunger-Free Kids Act of 2010 (HHFKA) in July 2012. Four elementary schools achieving Healthier US Schools Challenge awards serving…

Desegregation Case Studies. Volume I: Final Report.

ERIC Educational Resources Information Center

Russell, Susan Higley; And Others

This study focused on the role played in school desegregation by the Emergency School Aid Act (ESAA), Title IV of the Civil Rights Act, and Office of Civil Rights (OCR) enforcement of Title IV. The study examined the ways in which five urban school districts made use of assistance programs and have been affected by Title IV. School district…

The Alberta Case: The Challenge to the School Amendment Act, 1994 and Provincial Achievement of Fiscal Equity.

ERIC Educational Resources Information Center

Jefferson, Anne L.

1996-01-01

Addresses litigation launched by a wealthy school district against the Alberta (Canada) Ministry of Education, regarding legislation to increase fiscal equity among school systems. Reviews the concept of fiscal equality, financial plans to achieve this goal, and the Alberta funding structure. Describes proposed changes to the School Act. The…

Successes and Challenges in School Meal Reform: Qualitative Insights From Food Service Directors.

PubMed

Asada, Yuka; Ziemann, Margaret; Zatz, Lara; Chriqui, Jamie

2017-08-01

The Healthy, Hunger-Free Kids Act of 2010 (HHFKA) directed the US Department of Agriculture (USDA) to revise school meal standards to increase healthy food offerings. A critical stakeholder in the implementation of standards is Food Service Directors (FSDs). We sought to examine FSDs' perspectives on revised school meal standards to gain insight into successful implementation strategies. Semistructured interviews were conducted with FSDs (N = 9) from high schools that had achieved HealthierUS Schools Challenge: Smarter Lunchrooms (HUSSC: SL) status. Qualitative interview data were team coded in Atlas.ti v7 and analyzed with principles of constant comparative analysis. FSDs reported overall positive perceptions of the revised school meal standards and its potential impacts, as well as improved fruit and vegetable consumption, despite initial challenges with plate waste, procurement of whole grain-rich products, and fast paced sodium targets. Implementation was described as complex, ongoing processes; with time and in-service trainings, student acceptance to these changes improved. These findings are directly relevant to future reauthorization of the Child Nutrition Act and to revisions to the implementation time line for the federal school meal standards related to sodium, whole grains, and flavored milk. Insights into FSDs' strategies suggest that more time and targeted technical assistance at federal, state, and local levels is warranted. © 2017, American School Health Association.

77 FR 72814 - Information Collection; Secure Rural Schools Act

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-06

... DEPARTMENT OF AGRICULTURE Forest Service Information Collection; Secure Rural Schools Act AGENCY: Forest Service, USDA. ACTION: Notice; request for comment. SUMMARY: In accordance with the Paperwork Reduction Act of 1995, this notice announces the intention of the Forest Service to seek approval to renew...

Teacher-Generated Final Exams in High School Science: Content, Rigor, and Assessment Literacy

NASA Astrophysics Data System (ADS)

Lach, Michael

This study investigates a large collection of teacher-generated end-of-semester final exams from Chicago Public School high school science classrooms in order to explore the depth and breadth of content that students learn in science classrooms. Teachers focus on a specific set of scientific content that is driven by district guidelines and popular textbooks but not particularly aligned to standards. To most teachers, rigor means coverage instead of intellectual press. The assessments, while unsophisticated, seem to be delivering what is expected of them---a way to mimic the most basic format of the ACT exam quickly. There was little variation among high poverty and low poverty schools, matching national data and indicating issues that are more due to a particular culture of science teaching and learning than driven by particular contexts. The study identifies implications for the observed homogeneity of final exam rigor and content, identifies gaps between how the routine of final exams are design and implemented in schools, and discusses similar methodological efforts that could enhance the ability of schools and districts to access useful information about the technical core of instruction.

Farm to School and the Child Nutrition Act: Improving School Meals through Advocating Federal Support for Farm-to-School Programs. Program Results Report

ERIC Educational Resources Information Center

Wood, James

2011-01-01

From 2009 to 2010, the Community Food Security Coalition advocated for more federal support and funding for farm-to-school programs as Congress considered reauthorizing the Child Nutrition Act. Farm-to-school initiatives aim to improve the quality and healthfulness of student meals through the inclusion of more fresh fruits and vegetables provided…

The Validity of College Grade Prediction Equations Over Time.

ERIC Educational Resources Information Center

Sawyer, Richard L.; Maxey, James

A sample of 260 colleges was surveyed during the years 1972-1976 to determine the validity of predicting college freshmen grades from standardized test scores and high school grades using the American College Testing (ACT) Assessment Program, an evaluative and placement service for students and educators involved in the transition from high school…

High-Stakes Test Accommodations: Documentation Review by Testing Agencies in an Era of Change

ERIC Educational Resources Information Center

Banerjee, Manju; Shaw, Stan F.

2007-01-01

Given the latest reauthorization of the Individuals with Disabilities Education Act (IDEA) and evolving views on the identification of cognitive disabilities in special education, many high school graduates with learning disabilities and/or attention-deficit/hyperactivity disorder will have a Summary of Performance (SOP) in lieu of a recent…

Fair Testing: How Schools Should Protect Students' Rights in High-Stakes Testing.

ERIC Educational Resources Information Center

Coleman, Arthur L.

2000-01-01

While recognizing high-stakes testing's value, both the "GI Forum" decision and the Office of Civil Rights guide raise questions that boards and educators should ask about the administration and consequences of their own testing programs. Methods for systematically collecting, analyzing, disseminating, and acting on test results are needed. (MLH)

The Equitable Distribution of High-Quality Teachers

ERIC Educational Resources Information Center

Bumgardner, Stan

2010-01-01

A new report by the National Comprehensive Center for Teacher Quality (TQ Center) highlights efforts across the nation to address a key point in the No Child Left Behind law and the American Recovery and Reinvestment Act (ARRA)--the equitable distribution of high-quality teachers across all schools. Research consistently has pointed to effective…

State Implementation and Perceptions of Title I School Improvement Grants under the Recovery Act: One Year Later. Online Appendix--State Responses to Open-Ended Questions about the ARRA SIG Program

ERIC Educational Resources Information Center

Center on Education Policy, 2012

2012-01-01

To learn more about states' experiences with implementing school improvement grants (SIGs) funded through the American Recovery and Reinvestment Act (ARRA), the Center on Education Policy (CEP) administered a survey to state Title I directors. (Title I of the Elementary and Secondary Education Act provides federal funds to schools in low-income…

The Americans with Disabilities Act and Family and Medical Leave Act: Legal Requirements, Negotiations and Policy Considerations.

ERIC Educational Resources Information Center

Juengart, Laurie S.

The Americans with Disabilities Act (ADA) and Family and Medical Leave Act (FMLA) are two major pieces of social legislation that impact private and public employers, including school districts. Public school employers must have thorough awareness of the legal requirements of both laws and must analyze the ways in which those requirements…

Student Athlete Protection Act. Hearing before the Committee on the Judiciary on H.R. 3575. House of Representatives, One Hundred Sixth Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on the Judiciary.

This hearing was held to consider the Student Athlete Protection Act (H.R. 3575), a bill to prohibit high school and college sports gambling in all states including states in which such gambling was permitted prior to 1991. In his introductory remarks, Congressman Henry J. Hyde (Illinois) noted that gambling on sporting events is still legal in…

Elementary and Secondary Education Act: Potential Effects of Changing Comparability Requirements. Report to the Chairman, Committee on Health, Education, Labor, and Pensions, U.S. Senate. GAO-11-258

ERIC Educational Resources Information Center

Scott, George A.

2011-01-01

For fiscal year 2010, Congress appropriated $14.5 billion for Title I, Part A of the Elementary and Secondary Education Act of 1965 (ESEA), which funds services to students in schools with high concentrations of students from low-income families. Title I, Part A includes several fiscal requirements, which are designed to prevent local school…

Oregon's Chapter 1 Handbook: Elementary and Secondary School Improvement Amendments of 1988 (Public Law 100-297) Addressing that Portion of the Law which Provides Services for Educationally-Deprived Children.

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem.

The Hawkins Stafford Act of 1988 amended the Elementary and Secondary Education Act of 1965. Chapter 1 provides financial assistance through the state education agencies to local education agencies to meet the special needs of educationally disadvantaged children in areas with high concentrations of children from low-income families, as well as…

There's a New Alphabet in Town: ESSA and Its Implications for Students, Schools, and School Nurses.

PubMed

Blackborow, Mary; Clark, Elizabeth; Combe, Laurie; Morgitan, Judith; Tupe, Anna

2018-03-01

The 2015 passage of the Every Student Succeeds Act (ESSA) provides state education agencies with more local control over educational planning, requires development of state accountability plans, and provides opportunities for advocacy surrounding school nursing-sensitive indicators of student success. Federal Title I, II, and IV funds are available for state and local education agency utilization in meeting educational needs of impoverished students and for development of high-quality instructional and support personnel. As Specialized Instructional Support Personnel, school nurses can utilize ESSA Title funding to positively impact chronic absenteeism, school climate, and school nurse staffing. ESSA can be a resource for funding school health services and professional education. This article will assist school nurses in better understanding ESSA and how funding is allocated to states and local education agencies.

High Stakes for High Achievers: State Accountability in the Age of ESSA

ERIC Educational Resources Information Center

Petrilli, Michael J.; Griffith, David; Wright, Brandon L.; Kim, Audrey

2016-01-01

In this report, the authors examine the extent to which states' current (or planned) accountability systems for elementary and middle schools attend to the needs of high-achieving students, and how these systems might be redesigned under the Every Student Succeeds Act (ESSA) to better serve all students. In their view, states can and should take…

29 CFR 97.4 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Secretary of Labor UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS AND COOPERATIVE AGREEMENTS TO STATE AND... section 1903(a)(6)(B). (4) Entitlement grants under the following programs of The National School Lunch Act: (i) School Lunch (section 4 of the Act), (ii) Commodity Assistance (section 6 of the Act), (iii...