The National Coalition on School Diversity has updated this review of federal support for school integration during the tenures of Secretaries Arne Duncan and John King, who both served during the Obama Administration. While much remains to be done, the Obama Administration has made concrete progress on school integration policy. This overview…

The purpose of this policy statement is to support early childhood programs and States by providing recommendations that promote the development and learning of young children, birth to age five, who are dual language learners (DLLs). The statement also provides support to tribal communities in their language revitalization efforts within tribal…

The ethnic and racial diversity of the residents of the United States of America is one of the country's unique strengths; however, Black, Latinx, Pacific Islander, Native, and certain Asian American workers face wide racial inequities in educational attainment, employment, and income. Additional workforce policies are needed now to counter…

On February 17, 2009, President Obama signed into law the American Recovery and Reinvestment Act of 2009 (ARRA). The Act commits $100 billion to education, with California education expected to receive over $8.5 billion. The largest part of the education stimulus package is the State Fiscal Stabilization Fund, of which California's slice is nearly…

The federal government's annual budget process was kick-started this year with a bold proposal that has implications for anyone who provides child care. But keeping child care front and center in Washington will take a lot of effort in 2010. On February 1, the Administration released the Budget Proposal for Federal Fiscal Year 2011. It calls for…

This report examines teacher professional development in Ohio, highlighting the Local Professional Development Block Grant and the role of Local Professional Development Committees (LPDCs). Data come from nine school district case studies and surveys of school district treasurers. Funding sources are often restricted to a subject area, group of…

Title V of the Omnibus Reconciliation Act of 1981 affects the Arts in Education Program by consolidating arts funding into general state-level block grants. The authors discuss some implications of this bill for local music educators. (Part of a theme issue on the crisis in music education.) (Author/SJL)

Evaluates the performance of federal block grants in health, law enforcement, peoplepower training, community development, and Social Security programs, to help forecast the effects of such grants in education. Finds that block grants did not improve local control, accountability, citizen participation, efficiency, targeting of funds, or program…

Findings from four studies reveal that: administrators enjoy the deregulation of Chapter 2 but are concerned about audits and evaluation; a wide variety of fund distribution formulas exists; expenditures were heavy for computers; and private school participation has increased. (MLF)

The contributions are reviewed of the federal education block grant--Chapter Two of the Education Consolidation and Improvement Act of 1981--to local educational improvement. Educational technology and staff and curricular development have been enhanced by the block grant, but improvements remain modest, with depth of impact traded for breadth.…

Chapter 2 of the Education Consolidation and Improvement Act (ECIA) of 1981 consolidated 29 federally funded categorical programs into an education block grant available to all state education agencies and, through them, to school districts. Chapter 2's legislative purpose was to transfer authority and responsibility to state and local education…

Much of the contention and rhetoric would lessen if there were more federal money for existing block grants and fewer categorical programs; if the federal money were made available in a timely fashion; if Congress would simplify existing programs and attempt less regulation; and if an effective system of coordination and joint human services were…

Summarizes the history of federal aid to education appropriations and explains the characteristics of categorical grants, general aid, and block grants. Appended are 16 notes. (MLF)

Asserts that (1) the federal role should be limited when educational needs are already addressed by states; (2) federal programs should coincide with states' educational priorities; (3) federal involvement is justified when responding to an overriding national interest; (4) federal aid policy should allow states to set priorities; and (5) within…

In April 1988, Congress passed, and President Reagan signed, the Hawkins Stafford School Improvement Amendments, restoring the federal government's position as a true helper in educational reform. Besides raising spending ceilings for various educational programs and authorizing numerous initiatives, the law substantially enlarges Chapter 1…