The authors consider how policy environments affect school districts' attempts to scale and sustain quality summer programs. This report, the sixth in a series, is intended to help program leaders navigate local, state, and federal policy contexts.
Although the availability of No Child Left Behind public school choice and supplemental educational options continues to expand for students in underperforming schools, only a small percentage of eligible students participate in these programs.
A key aim of the No Child Left Behind Act of 2001 (NCLB) is to provide school choice or supplemental educational services to predominantly low-income parents whose children are attending Title I schools identified for improvement, but in recent years only a small fraction of families have taken advantage of these options.
A central goal of the No Child Left Behind Act of 2001 (NCLB) is to ensure that every child is taught by a highly qualified teacher. Most teachers meet their states requirements, but it is uncertain if some states' standards are sufficiently high.
This research brief summarizes an analysis of the two educational options provided under the No Child Left Behind Act to students in Title I schools that are identified for improvement: school choice and supplemental educational services.
Examines how the federal Migrant Education Program (MEP) is helping migrant students succeed in school and meet academically challenging standards, and whether states and districts are including migrant students in standards-based reforms.
Analyzes three aspects of inservice programs in 16 desegregated school districts in the East, Midwest, and West: the process of staff development, the program characteristics of staff development activities, and local perceptions of the programs' effectiveness.