OUTLINED IN THIS REPORT ARE PLANS FOR IMPLEMENTING THE DECEMBER 1967 CONGRESSIONAL REQUIREMENT THAT 75 PERCENT OF ELEMENTARY AND SECONDARY EDUCATION ACT, TITLE III FUNDS BE ADMINISTERED BY THE STATES. TITLE III AUTHORIZES FEDERAL FUNDING OF SUPPLEMENTARY EDUCATIONAL CENTERS AND OTHER INNOVATIVE PROJECTS TO IMPROVE EDUCATION. SPECIFICALLY DISCUSSED…

A comprehensive description, using nonlegal terminology, is presented of the Title I legal framework pertaining to the requirements school districts must satisfy to receive assistance under Title I (eligibility and targeting of children, and school attendance areas, program design, concentration, comparability, supplanting, and parent…

A. Craig Phillips, superintendent of public instruction of North Carolina, declares that a major priority of the National Institute of Education is to collaboratively develop with state education agencies an adequate system of dissemination, diffusion, and adoption of improved practices. The NIE Advisory Panel on Dissemination and Utilization and…

State directors, assistant state directors, and other national leaders in vocational education from 35 states, the District of Columbia, and Puerto Rico attended a national leadership development seminar on August 6-9, 1968 to exchange ideas concerning new and exemplary programs in vocational and technical education. Major objectives were: (1) to…

This publication contains papers presented during a 2-day conference attended by institutional directors of fellowship programs and state directors of vocational education. Papers are: (1) "The Overall Rationale for a Doctoral Fellowship Program" by W. Loomis, (2) "The Status of Doctoral Programs in Vocational Education" by C.…

Many education agencies feel an enormous strain to meet the federal mandate that all teachers be highly qualified. State and local policies must be established that address effective ways to hire, train, support, and retain teachers who meet the standards specified in the No Child Left Behind (NCLB) legislation. To help policymakers with the…

This document presents the transcript of a hearing before the House Subcommittee on Education Reform concerning special education finance at the federal, state, and local levels as part of the reauthorization of the Individuals with Disabilities Education Act. Highlights of the testimony include: how states are allocating the increased federal aid…

This policy brief summarizes the literature and identifies responsibilities of state and local policymakers in meeting legal obligations to provide educational services for students with attention deficit hyperactivity disorder (ADHD) under the Individuals with Disabilities Education Act (IDEA). Presented in a general question-and-answer format,…

This set of primers for charter school authorizers; charter school operators and state-level administrators has been developed to provide background information and resources for the "builders" of charter schools and policymakers to facilitate the successful inclusion of students with disabilities in charter schools. The primers open…

Plenty of state policies have been noteworthy in 2004, but one that had major impact went into effect in Illinois, where the governance of education was significantly restructured. S.B. 3000 (the Education Reform and Accountability Act of 2004) gives the governor greater influence over education through his or her control of the state board of…

The No Child Left Behind Act (NCLB), signed into law in 2002, bears certain resemblances to the war on terrorism in Iraq. Of course, NCLB will not directly produce any civilian casualties or smashed buildings, but the political strategies used to roll it out have been eerily similar to those used in the war against terrorism. Disturbing rates of…

With the passage of the No Child Left Behind Act (NCLB), state education agencies (SEAs) and local educational agencies (LEAs) have stepped up activities to broadly expand their data collection and reporting systems. The Data Quality Campaign (DQC) has advocated strongly for states to build robust student-level longitudinal data systems based on…

This document presents profiles of the state education agency (SEA) program monitoring systems in the 58 states and jurisdictions receiving funds under Part B of the Individuals with Disabilities Education Act. The first section includes an overview of the Office of Special Education Programs (OSEP) compliance monitoring review system is provided.…

Despite an act of Congress encouraging state and local governments and local educational agencies to provide high quality daily physical education programs for all K-12 students, there is no federal law mandating physical education. Each state decides if physical education should be offered and how much time should be devoted to it. This booklet…