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Direct linkThurlow, Martha L.; Quenemoen, Rachel F.; Albus, Debra – Journal of Special Education Leadership, 2013
The requirement that individualized education program (IEP) teams make decisions about the participation of students with disabilities in general or alternate state- and district-wide assessments is nearly two decades old. The decisions that must be made have become more complicated with the
addition, in some states, of alternate assessments based…
Descriptors: Individualized Education Programs, Disabilities, Alternative Assessment, Decision Making
Download full textEvan, Aimee; Groth, Laura; Sullivan, Hannah – National Charter School Resource Center, 2020
Charter school authorizers (authorizers) that are committed to fostering high-quality charter school options for all students have an imperative to understand the nature of school distress and failure. Authorizers and other stakeholders need to be able to identify and understand schools experiencing distress, long before a state accountability…
Descriptors: Stress Variables, Charter Schools, Stakeholders, Administrator Attitudes
Brown, Cynthia G.; Hess, Frederick M.; Lautzenheiser, Daniel K.; Owen, Isabel – American Enterprise Institute for Public Policy Research, 2011
Today, state education agencies (SEAs) and their leaders face unprecedented demands. What was once a low-profile job of managing federal aid, providing curricular guidance, and ensuring compliance with various legal obligations is now a far more visible and politically fraught task. The new roles required of state education agencies due to the No…
Descriptors: Federal Aid, State Programs, Federal Legislation, Leadership Effectiveness
McMurrer, Jennifer; Frizzell, Matthew; Yoshioka, Nanami – Center on Education Policy, 2015
Many low-performing schools across the nation have increased learning time in response to federal requirements for the School Improvement Grant (SIG) program. The conditions governing federal waivers of the Elementary and Secondary Education Act (ESEA) also require certain schools to redesign the school day, week, or year to include additional…
Descriptors: Extended School Day, Extended School Year, Educational Improvement, Grants
Slosson, James – Principal Leadership, 2004
Most states have high stakes tests in place and the Elementary and Secondary Education Act (ESEA), with adequate yearly progress requirements, is tightening the screws on the whole system. No part of public education, however, is going to feel the stress more than the high schools and high school principals. When students who have passing grades…
Descriptors: Educational Improvement, High Stakes Tests, Sanctions, High Schools
Farkas, George; Hall, L. Shane – Brookings Papers on Education Policy, 2000
The federal government's more than thirty-year attempt to solve the problems of poverty--in particular, the diminished life chances of children from low-income households--has been, according to these authors, largely unsuccessful. Title I of the Elementary and Secondary Education Act (ESEA) of 1965 is, and has been, the most heavily funded…
Descriptors: Federal Aid, Elementary Secondary Education, Economically Disadvantaged, Mathematics Achievement
