Charter schools are public schools of choice, according to the Nation's Report Card (NAEP). The U.S. Department of Education uses the term "public charter school." A public charter school is a publicly funded school that is typically governed by a group or organization under a legislative contract--a charter-- with the state, district,…

This volume contains selected papers submitted to the 15th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in June 2017 in Borovets, Bulgaria, and papers submitted to the 5th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don,…

The author reviews various factors defining school choice, and school curricula. A key assumption behind the rhetoric logic of school choice is the notion that parents actually choose from schools of varying quality. If parents choose from high-quality schools, choice policy will enhance educational opportunities. If, however, the considered…

The federal Every Student Succeeds Act (ESSA), like No Child Left Behind before it, requires states to report information on the academic achievement of students in each of their schools, both overall and for various subgroups of students. A subgroup of particular interest to policymakers and researchers is economically disadvantaged students,…

The most obvious and difficult problem facing educators of migrant children is that of frequent interruptions in the child's education caused by his migration. Various solutions have been put forth over the past three decades; these have included providing mobile schools and staff, residential schools, uniform record transfers, interstate credit…

This document is a collection of Education Commission of the States notes that address a wide array of education issues. The notes provide brief overviews of state legislation passed or pending on specific education issues. It analyzes such matters as performance-based accountability systems; state-level policies regarding accreditation in public…

In this multiple case study, we apply sense-making theory to examine and compare how middle school special and general educators perceive and respond to teacher evaluation reform, including formal classroom observations, informal walk-throughs, and student growth measures. Our findings reveal that special educators experience conflict between the…

This article discusses some of the options and strategies available to school districts in defending dress codes which mandate uniforms. Three components are essential to a successful defense: the dress code must bear a reasonable relation to the school's pedagogical purpose, it must include alternative avenues of expression, and it must…

Uses a table to present the subjects that are required by law in each state and the percentage of states requiring each subject. Concludes that local school districts, state departments of education, and a myriad of pressure groups appear to provide a relatively uniform national school system. (Author/IRT)

The Language and Culture Division (LCD) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code, which are: (1) students become bilingual and…

Presenting both narrative and tabular data, this document emphasizes recent (1973-75) improvements in Poland's educational programs, policies, and legislation. Specifically, this paper addresses: (1) educational development during the 30 years of the Polish People's Republic (an historical comparison emphasizing post-war educational opportunities…

The Tuition Opportunity Program for Students (subsequently renamed the Taylor Opportunity Program for Students, also known as TOPS), Louisiana's merit-based student aid program, was created via Act 1375 of the 1997 Regular Legislative Session. The first freshman class to receive TOPS awards entered postsecondary education in the fall of 1998. Act…

When No Child Left Behind (NCLB) became law in 2002, it was viewed as an effort to create uniform standards for students and schools across the country. More than a decade later, we know surprisingly little about how states actually implemented NCLB and the extent to which state implementation decisions managed to undo the centralizing objectives…

In fulfillment of Ohio Revised Code and 3345.061 (H), the Chancellor of the Department of Higher Education and the Superintendent of Public Instruction have submitted this 2017 Ohio Remediation Report. The report provides an overview of Ohio's Remediation-Free Guarantee, a review of the data, and recommendations for future strategies to reduce the…

The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), and implementing regulations maintain requirements for State educational agencies (SEAs), local educational agencies (LEAs) to prepare and disseminate report cards that provide information on State, LEA, and school performance and…