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Direct linkSugarman, Julie – Migration Policy Institute, 2019
Although education is in many ways a responsibility of states and localities, the U.S. federal government also has an important role to play. National laws, court rulings, and policy guidance help ensure that English Learner (EL) and immigrant-background students have equitable access to a meaningful education. It is then up to states and school…
Descriptors: English Language Learners, Immigrants, Student Rights, Federal Legislation
Download full textPennsylvania Department of Education, 2011
Sections 9302 and 9303 of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) provide to States the option of applying for and reporting on multiple ESEA programs through a single consolidated application and report. Although a central, practical purpose of the Consolidated State Application…
Descriptors: Grants, Migrant Children, State Standards, Federal Legislation
Herrington, David E.; Kidd-Herrington, Kathleen; Kritsonis, Mary Alice – Online Submission, 2006
It is critical that teachers and administrators seek out and serve the invisible children in their classrooms and schools. When they acknowledge the condition of homeless and foster children, they can begin to address their unique learning needs and close their learning gaps. Based on definitions provided by the McKinney-Vento Act, some schools…
Descriptors: Federal Legislation, Disadvantaged Youth, Foster Care, Homeless People
Department of Education, Washington, DC. – 2003
This non-regulatroy guide from the U.S. Department of Education focuses on the McKinney-Vento Education for the Homeless Children and Youth (McKinney-Vento) program as amended by the No Child Left Behind Act of 2001. An introductory section explains the purpose of McKinney-Vento, the statutory authority for the program, how the new McKinney-Vento…
Descriptors: Access to Education, Civil Rights, Disadvantaged Youth, Educational Legislation
Department of Education, Washington, DC. Planning and Evaluation Service. – 2002
This document, which summarizes the study, "Reducing Barriers for Homeless Children and Youth for Access and Achievement," and the guide, "Educating Homeless Children and Youth: A Resource Guide for Promising Practices," provides evidence that state education agencies and local educational agencies have made significant…
Descriptors: Access to Education, Accountability, Data Collection, Disadvantaged Youth
Public Education Network, Washington, DC. – 2002
This guide addresses provisions of the No Child Left Behind Act of 2001 (NCLB), including rights, roles, and responsibilities that offer parents and community leaders voice in public education. The guide highlights ways to use the NCLB to strengthen public voice and increase community and parental involvement in school- and district-level…
Descriptors: Academic Achievement, Community Involvement, Educational Policy, Elementary Secondary Education
Phelps, D. Jason – 2002
Many believe that the No Child Left Behind Act (NCLB) of 2001 represents the most sweeping national education reform legislation in decades. NCLB's provisions have created numerous potential opportunities and challenges for career and technical education (CTE), including in the following areas: (1) teacher quality; (2) expansion of the Education…
Descriptors: Academic Achievement, Academic Standards, Access to Education, Coordination
