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ED535443 - Federal Support for School Integration: A Status Report. Issue Brief No. 4

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ERIC #:	ED535443
Title:	Federal Support for School Integration: A Status Report. Issue Brief No. 4
Authors:	Tegeler, Philip; Ramesh, Sheela
Descriptors:	Minority Group Children; School Desegregation; Federal Aid; Grants; Teacher Improvement; Elementary Secondary Education; Federal Legislation; Racial Composition; Financial Support; Race; Racial Differences; Language Usage; Magnet Schools; Charter Schools; School Districts; Educational Innovation; Public Schools; Competition; Child Care; Low Income Groups; Student Diversity
Source:	National Coalition on School Diversity
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Publisher:	National Coalition on School Diversity. 1200 18th Street NW Suite 200, Washington, DC 20036. Tel: 202-906-8023; e-mail: school-diversity@prrac.org; Web site: http://www.school-diversity.org
Publication Date:	2012-09-00
Pages:	12
Pub Types:	Reports - Evaluative
Abstract:	The Secretary of Education has expressed strong support for school diversity and reduction of racial isolation in speeches and in the Joint Guidance on Voluntary School Integration, and the Department of Education (DOE) has included a general preference for school integration among its permissible funding preferences. However, this support for school integration is not yet reflected in the requirements and point systems of many key competitive grant programs, where it might make the most difference. In the long struggle for Congressional agreement on an ESEA (Elementary and Secondary Education Act) reauthorization bill and a collective understanding that the primary achievement goal of No Child Left Behind could not be achieved as originally defined, USDOE has offered states flexibility to commit to their own, federally approved plans in exchange for waivers from 10 ESEA requirements. In terms of flexibility for Highly Qualified Teacher Improvement plans and the principle of Supporting Effective Instruction and Leadership, the flexibility does not exempt states from the ESEA requirement of ensuring that poor and minority children are not taught at higher rates than other students by less desirable teachers. (Contains 51 footnotes.) [Additional research for this paper was provided by Michael Hilton.]
Abstractor:	ERIC
Reference Count:	0

Note:	N/A
Identifiers:	Elementary Secondary Education Act; No Child Left Behind Act 2001
Record Type:	Non-Journal
Level:	N/A
Institutions:	National Coalition on School Diversity
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
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