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5,658 Matching Results
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Adequate Yearly Progress (AYP): Implementation of the No Child Left Behind Act
This report is intended to provide an overview of the Adequate Yearly Process (AYP) concept and several related issues, a description of the AYP provisions of the No Child Left Behind Act, and an analysis of the implementation of these provisions by the U.S. Department of Education (ED) and the states. It will be updated when major administrative actions are taken by ED, or substantial new data on state implementation become available.
Date:
October 26, 2005
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
Adequate Yearly Progress (AYP): Implementation of the No Child Left Behind Act
This report is intended to provide an overview of the Adequate Yearly Process (AYP) concept and several related issues, a description of the AYP provisions of the No Child Left Behind Act, and an analysis of the implementation of these provisions by the U.S. Department of Education (ED) and the states. It will be updated when major administrative actions are taken by ED, or substantial new data on state implementation become available.
Date:
October 26, 2005
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: Most Students with Disabilities Participated in Statewide Assessments, but Inclusion Options Could Be Improved
A letter report issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act of 2001 has focused attention on improving the academic achievement of all students, including more than 6 million students with disabilities and requires that all students be assessed. Students with disabilities may be included through accommodations, such as extended time, or alternate assessments, such as teacher observation of student performance. To provide information about the participation of students with disabilities in statewide assessments, GAO determined (1) the extent to which students with disabilities were included in statewide assessments; (2) what issues selected states faced in implementing alternate assessments; and (3) how the U.S. Department of Education (Education) supported states in their efforts to assess students with disabilities."
Date:
July 20, 2005
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: Improved Accessibility to Education's Information Could Help States Further Implement Teacher Qualification Requirements
A letter report issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act (NCLBA) of 2001 established qualification requirements that teachers of core academic subjects must meet by the end of the 2005-2006 school year. Congress has appropriated approximately $3 billion a year through the Title II, Part A (Title II), of NCLBA for teacher improvement programs since the law was passed. With the deadline approaching for all teachers to meet the requirements, GAO was asked to examine (1) the status of state efforts to meet NCLBA's teacher qualification requirements, (2) the use of Title II funds in selected districts, and (3) how the U.S. Department of Education (Education) monitors states and assists them with implementation of the requirements. To obtain this information, GAO reviewed teacher qualifications data submitted to Education by 47 states, conducted site visits to 6 states selected for variance in factors such as teacher requirements and geographic location, visited 11 school districts across these states identified as high-need, and interviewed national experts and Education officials."
Date:
November 21, 2005
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: Education Could Do More to Help States Better Define Graduation Rates and Improve Knowledge about Intervention Strategies
A letter report issued by the Government Accountability Office with an abstract that begins "About one third of students entering high school do not graduate and face limited job prospects. The No Child Left Behind Act (NCLBA) requires states to use graduation rates to measure how well students are being educated. To assess the accuracy of states' graduation rates and to review programs that may increase these rates, GAO was asked to examine (1) the graduation rate definitions states use and how the Department of Education (Education) helped states meet legal requirements,(2) the factors that affect the accuracy of graduation rates and Education's role in ensuring accurate data, and (3) interventions with the potential to increase graduation rates and how Education enhanced and disseminated knowledge of intervention research."
Date:
September 20, 2005
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
The Individuals with Disabilities Education Act (IDEA): Interactions with Selected Provisions of the No Child Left Behind Act (NCLBA)
None
Date:
June 15, 2005
Creator:
Apling, Richard N. & Jones, Nancy Lee
Object Type:
Report
System:
The UNT Digital Library
Adequate Yearly Progress (AYP): Might Growth Models Be Allowed Under the No Child Left Behind Act?
This report analyses the adequate yearly progress model under the No Child Left Behind Act in terms of the range of possible models that could be used to find that information, what current model being used as implemented by the Department of Education, educational growth models and alternatives, if such models are in line with the original intent of the No Child Left Behind Act, and more.
Date:
August 15, 2005
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
K-12 Education Programs: Appropriations Summary
None
Date:
February 14, 2005
Creator:
Irwin, Paul M.
Object Type:
Report
System:
The UNT Digital Library
Education of Limited English Proficient and Recent Immigrant Students: Provisions in the No Child Left Behind Act of 2001
This report provides information about the Provisions in the No Child Left Behind Act of 2001 on Education of Limited English Proficient and Recent Immigrant Students.
Date:
June 3, 2005
Creator:
Kuenzi, Jeffrey J.
Object Type:
Report
System:
The UNT Digital Library
Adequate Yearly Progress (AYP): Might Growth Models Be Allowed Under the No Child Left Behind Act?
The Environmental Protection Agency (EPA) is currently engaged in a series of regulatory actions to address the transport of ozone pollution in the eastern United States. This report reviews this situation with respect to an EPA-proposed Ozone Transport Rule and other activities.
Date:
December 1, 2005
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
Education for the Disadvantaged: Overview of ESEA Title I-A Amendments Under the No Child Left Behind Act
This report provides an overview of aspects of ESEA Title I-A that were substantially amended by the NCLBA.
Date:
April 13, 2005
Creator:
Riddle, Wayne
Object Type:
Report
System:
The UNT Digital Library
Educational Testing: Implementation of ESEA Title I-A Requirements Under the No Child Left Behind Act
Congressional Research Service (CRS) report entailing information about implementation of ESEA Title I-A Requirements under the No Child Left Behind Act, in regards to educational testing. Topics include, state assessment grants, testing program costs, assessment requirements, etc..
Date:
October 26, 2005
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
The Individuals with Disabilities Education Act (IDEA): Interactions with Selected Provisions of the No Child Left Behind Act (NCLBA)
The Individuals with Disabilities Education Act (IDEA)1 and the No Child Left Behind Act (NCLBA)2 are two of the most significant federal statutes relating to education. Although both have the goal of improving education — IDEA for children with disabilities and NCLBA for all children — the two statutes take different approaches. IDEA focuses on the individual child, with an emphasis on developing an individualized education program (IEP) and specific services for children with disabilities, while NCLBA takes a more global view, with an emphasis on closing gaps in achievement test scores and raising the aggregate scores of all demographic groups of pupils to specific levels. The relationship of IDEA and NCLBA has become of increasing significance because of the recent reauthorization of IDEA and guidance and regulations from the U.S. Department of Education (ED) on NCLBA issues related to the education of children with disabilities. This report will provide a brief overview of IDEA and NCLBA, a discussion of the intersection of selected provisions of IDEA and NCLBA, and a discussion of ED regulations and guidance regarding IDEA and NCLBA. The report concludes with a discussion of possible issues related to the interaction of IDEA and NCLBA.
Date:
December 22, 2005
Creator:
Apling, Richard N. & Jones, Nancy L.
Object Type:
Report
System:
The UNT Digital Library
The Individuals with Disabilities Education Act (IDEA): Interactions with Selected Provisions of the No Child Left Behind Act (NCLBA)
The Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLBA) are two of the most significant federal statutes relating to education. Although both have the goal of improving education — IDEA for children with disabilities and NCLBA for all children — the two statutes take different approaches. IDEA focuses on the individual child, with an emphasis on developing an individualized education program (IEP) and specific services for children with disabilities, while NCLBA takes a more global view, with an emphasis on closing gaps in achievement test scores and raising the aggregate scores of all demographic groups of pupils to specific levels. The relationship of IDEA and NCLBA has become of increasing significance because of this recent reauthorization of IDEA and guidance and regulations from the U.S. Department of Education (ED) on NCLBA issues related to the education of children with disabilities. This report will provide a brief overview of IDEA and NCLBA, a discussion of the intersection of selected provisions of IDEA and NCLBA, and a discussion of ED regulations and guidance regarding IDEA and NCLBA. The report concludes with a discussion of possible issues related to the interaction of IDEA and NCLBA.
Date:
December 22, 2005
Creator:
Apling, Richard N. & Jones, Nancy Lee
Object Type:
Report
System:
The UNT Digital Library
K-12 Education Programs: Recent Appropriations
None
Date:
November 22, 2005
Creator:
Irwin, Paul M.
Object Type:
Report
System:
The UNT Digital Library
Child Labor in America: History, Policy, and Legislative Issues
This report examines the historical issue of child labor in America and carries it through the 108th Congress.
Date:
February 9, 2005
Creator:
Whittaker, William G.
Object Type:
Report
System:
The UNT Digital Library
Relationship between the amount of parental supervision time and child delinquency.
This study assesses the relationship between parental supervision and children's delinquency. Data used in this study came from interviews with 99 parents from the Denton city area of Texas in 2003. A probability sample of 53 was contacted by way of randomly selected residential telephone numbers. In addition, 46 parents were non-randomly selected. Parents were asked about how much time they spent supervising and engaging in activities with their children and whether or not the oldest child exhibited delinquent behavior such as fighting, playing hooky, and being sent to detention or the principal's office. The study found that the more time parents spend in supervision and in engaging activities with their daughters, the less likely these children were to exhibit delinquent behavior. This was consistent with previous research. However, the level of delinquency of boys increased with the increase in the amount of parental supervision time, especially by fathers.
Date:
May 2005
Creator:
Bessa, Yawo Agbessi
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Child Care Issues in the 109th Congress
Federal support for child care comes in many forms, ranging from grant programs to tax provisions. Some programs serve as specifically dedicated funding sources for child care services (e.g., the Child Care and Development Block Grant (CCDBG)), while for others (e.g., Temporary Assistance for Needy Families (TANF)), child care is just one of many purposes for which funds may be used. This report discusses budget proposals in areas related to child care and early childhood development in the 109th Congress.
Date:
August 2, 2005
Creator:
Gish, Melinda
Object Type:
Report
System:
The UNT Digital Library
AIDS Orphans and Vulnerable Children (OVC): Problems, Responses, and Issues for Congress
This report discusses the issue of children that have been left as orphans due to AIDS taking their parents lives. Moreover, the report details that between 2001 and 2003 the number of children orphaned from AIDS increased by 3.5 million. The rate of orphaned children is only expected to increase in the future if massive spending is not issued to curb the problem.
Date:
November 18, 2005
Creator:
Salaam, Tiaji
Object Type:
Report
System:
The UNT Digital Library
Parental decision-making regarding their child's participation in a middle-school talent search.
The present study sought to identify variables that predicted parental decision-making regarding their child's participation in a national gifted and talented identification program for middle school students and subsequent participation in recommended educational options. One hundred sixty-nine parents of students who qualified for either the 2001-2002 or 2002-2003 Duke Talent Identification Program participated in the study. The students were drawn from two large public school districts and six small private schools in a large metropolitan area in the southwestern United States. Both quantitative and qualitative methods were used to identify the variables predictive of parental decision-making regarding talent search participation. Each parent completed a questionnaire consisting of both multiple-choice and open-ended questions. Selected parents participated in structured follow-up interviews. The results of the study indicated that parental perception of the helpfulness of school personnel in explaining the purpose and process of the talent search was most predictive of participation in the talent search. The educational level of the father, parent's prior awareness of the purpose and process of talent search, and the number of enrichment activities in which the child had previously participated were also predictive of talent search participation. Qualitative data indicated that parents of both participants and nonparticipants …
Date:
May 2005
Creator:
Ray, Janet
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
The Safe and Drug-Free Schools and Communities Act: Reauthorization and Appropriations
This report discusses the 107th Congress the Safe and Drug-Free Schools and Communities Act reauthorization and appropriations to fun the the Safe and Drug-Free Schools and Communities Act program, and possible 110th Congress reauthorization issues. Updated: 02/15/2005
Date:
February 15, 2005
Creator:
Cooper, Edith Fairman
Object Type:
Report
System:
The UNT Digital Library
Internet: Status Report on Legislative Attempts to Protect Children from Unsuitable Material on the Web
This report provides an overview of the status report on legislative attempts to protect children from unsuitable material on the web.
Date:
October 19, 2005
Creator:
Smith, Marcia S.
Object Type:
Report
System:
The UNT Digital Library
The Department of Labor’s New Rules for Working Children and Youth: February 2005
None
Date:
April 25, 2005
Creator:
Whittaker, William G.
Object Type:
Report
System:
The UNT Digital Library
Effects of a Trained Therapy Dog in Child-Centered Play Therapy on Children's Biobehavioral Measures of Anxiety
This study was concerned with reducing children's anticipatory anxiety when entering mental health services for the first time. The purpose of this study was to determine whether combining two effective modalities, play therapy and animal-assisted therapy, would be effective in decreasing children's biobehavioral measurements of anxiety. Specifically, this study examined the effects of the presence of a trained therapy dog during one individual 30-minute play therapy session. The experimental group consisted of 26 children who received one individual 30-minute play therapy session with the presence of a trained therapy dog. The comparison group consisted of 25 children who received one individual 30-minute play therapy session without the presence of a trained therapy dog. The SenseWear® PRO 2 armband monitor measured children's biobehavioral measurements such as galvanic skin response, temperature, and activity level (BodyMedia, Inc., Pittsburgh , PA , www.bodymedia.com). The Tanita 6102 Cardio® digital heart rate monitor measured children's pre-treatment and post-treatment heart rates (Tanita Corporation of America, Inc., Arlington Heights , IL , www.tanita.com). Five hypotheses were tested using repeated measures ANOVA with mixed factors and eta squared. All five hypotheses in this study were retained based on statistical significance at the .05 level. The combination of child-centered play …
Date:
May 2005
Creator:
Athy, Annette L.
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library