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Two powerful forces are driving American's demands for better
schools -- one longstanding force is idealistic and the other is
"new" and economic. The current group of young Americans is in
danger of being the first full generation to consistently make less
money and enjoy fewer worldly rewards than their parents. The
intersection of idealistic and pragmatic forces has produced an era
of calls for reform in U.S. education that is unparalleled -- calls
that have resulted in the creation of the New American Schools
Development Corporation (NASDC). The chapters in this book
highlight the path traveled by NASDC -- a private, non-profit
corporation charged with creating new, "break the mold" school
designs for the 21st century -- and describes the first three
years' accomplishments of nine NASDC development teams.
First Published in 2005. Routledge is an imprint of Taylor &
Francis, an informa company.
This volume presents the most recent research on Title I federal
compensatory education programs. Over the past three decades, Title
I of the Elementary and Secondary Education Act has served as the
cornerstone of the federal commitment to equality of opportunity.
It is the federal government's single largest investment in
America's schools. As Title I begins a new century, this book
documents the program's history and points to the potential for its
future, building on 35 years of research, development, and
practical experience. The research and analysis it provides fills a
void for systematic information that can help inform Title I
education policies and practices.
"Title I: Compensatory Education at the Crossroads" is essential
reading for educational researchers and students working in the
areas of social stratification and equity-minded policies,
programs, and practices. It will serve well as a text for graduate
courses on these topics in education, as well as in public policy,
sociology, and psychology. Educational policymakers and
administrators at the federal, state, and local levels who are
concerned with Title I and programs for students placed at risk
will find it an important resource in crafting policies and
programs for this population of students.
This volume presents the most recent research on Title I federal
compensatory education programs. Over the past three decades, Title
I of the Elementary and Secondary Education Act has served as the
cornerstone of the federal commitment to equality of opportunity.
It is the federal government's single largest investment in
America's schools. As Title I begins a new century, this book
documents the program's history and points to the potential for its
future, building on 35 years of research, development, and
practical experience. The research and analysis it provides fills a
void for systematic information that can help inform Title I
education policies and practices.
"Title I: Compensatory Education at the Crossroads" is essential
reading for educational researchers and students working in the
areas of social stratification and equity-minded policies,
programs, and practices. It will serve well as a text for graduate
courses on these topics in education, as well as in public policy,
sociology, and psychology. Educational policymakers and
administrators at the federal, state, and local levels who are
concerned with Title I and programs for students placed at risk
will find it an important resource in crafting policies and
programs for this population of students.
Two powerful forces are driving American's demands for better
schools -- one longstanding force is idealistic and the other is
"new" and economic. The current group of young Americans is in
danger of being the first full generation to consistently make less
money and enjoy fewer worldly rewards than their parents. The
intersection of idealistic and pragmatic forces has produced an era
of calls for reform in U.S. education that is unparalleled -- calls
that have resulted in the creation of the New American Schools
Development Corporation (NASDC). The chapters in this book
highlight the path traveled by NASDC -- a private, non-profit
corporation charged with creating new, "break the mold" school
designs for the 21st century -- and describes the first three
years' accomplishments of nine NASDC development teams.
First Published in 2005. Routledge is an imprint of Taylor and
Francis, an informa company.
Promoting high standards in education while striving for equal
opportunities under the budget constraints - these are the new
global objectives of education systems. This book brings together
research-based evidence on the effectiveness of major Australian,
Dutch, and UK improvement efforts in education at both primary and
secondary level, whilst making comparisons with similar US
initiatives. The book addresses several major questions in this new
environment. Those questions include: how to combat educational
disadvantages, how to integrate pupils with special educational
needs in regular education, how to implement educational standards
initiatives, how to restructure secondary education, how to
implement decentralized policy-making, and how to implement a class
size reduction initiative. Finally, the authors suggest directions
for future research in order to increase our understanding of what
works in education and why.
This volume focuses on both the background causes that place
students "at risk" and specific strategies that have been shown to
help address students' academic risk. Various chapters cover such
key topics as the extent and consequences of risk in U.S.
education, resiliency among at-risk students, the effectiveness of
various interventions at reducing risk, and systemic supports for
overcoming educational risk. Issues in the educating of African
American, Hispanic, and second-language learning students are each
discussed, as well as Title I, technology education, and
professional development in high poverty contexts.
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