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Relevant bibliographies by topics / Elementary and Secondary Act of 1965

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Academic literature on the topic 'Elementary and Secondary Act of 1965'

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Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Elementary and Secondary Act of 1965"

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Casalaspi, David. "The Making of a “Legislative Miracle”: The Elementary and Secondary Education Act of 1965." History of Education Quarterly 57, no. 2 (2017): 247–77. http://dx.doi.org/10.1017/heq.2017.4.

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The 1965 Elementary and Secondary Education Act (ESEA) was one of the most significant legislative accomplishments in twentieth-century American politics. To date, legislative histories have usually argued that the ESEA's passage was the result of either auspicious political circumstances or the political skill of the Johnson White House. Complicating these histories, I argue here that the ESEA was the result of skillful entrepreneurship on the part of policymakers in the White House and in Congress, and that while some auspicious political circumstances existed, these had less to do with the

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Ramsay-Jordan, Natasha. "Preparation and The Real World of Education: How Prospective Teachers Grapple with Using Culturally Responsive Teaching Practices in the Age of Standardized Testing." International Journal of Educational Reform 29, no. 1 (2019): 3–24. http://dx.doi.org/10.1177/1056787919877142.

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The most highlighted provision and consequence of the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA), the No Child Left Behind (NCLB) Act of 2001, is obsessive practices of assessing students across the United States (U.S.). Despite newly named policies, including Every Student Succeed Act (ESSA) of 2015, which governs current U.S. K-12 education standards, concerns over NCLB’s unprecedented fixation on high stakes testing remain acute for many school districts. This manuscript examines the struggles of four preservice secondary mathematics teachers (PMTs) who grappl

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Sanders, Crystal R. "“Money Talks”: The Elementary and Secondary Education Act of 1965 and the African-American Freedom Struggle in Mississippi." History of Education Quarterly 56, no. 2 (2016): 361–67. http://dx.doi.org/10.1111/hoeq.12187.

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I am honored to participate on this plenary and I want to extend my thanks to the conference planning committee for the invitation. I come to this gathering as a civil rights scholar who has an interest in black education in the South. I do not consider it hyperbole on this the fiftieth anniversary of the Elementary and Secondary Education Act (ESEA) to say that the legislation was the most important federal government action on black education since the second Morrill Act of 1890. Surely, some in this room would disagree with my assessment and make a strong case for the 1954 Brown decision. I

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Costante, Carol C. "School Health Nursing Services Role in Education: The No Child Left Behind Act of 2001." Journal of School Nursing 22, no. 3 (2006): 142–47. http://dx.doi.org/10.1177/10598405060220030401.

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Public Law 107–110, the No Child Left Behind Act of 2001, represents the most sweeping reauthorization of the Elementary and Secondary Education Act since it was enacted in 1965. The goal of the No Child Left Behind Act is to improve the academic achievement of all American students so that they all meet their own state’s standards for competence by 2014. The law focuses on closing the achievement gap that exists among the economically disadvantaged, those with limited English proficiency, racial/ethnic minorities, and students receiving special education services. The No Child Left Behind Act

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Plunkett, Virginia R. L. "The States’ Role in Improving Compensatory Education: Analysis of Current Trends and Suggestions for the Future." Educational Evaluation and Policy Analysis 13, no. 4 (1991): 339–44. http://dx.doi.org/10.3102/01623737013004339.

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The passage of Title I of the Elementary and Secondary Education Act in 1965 set the stage for a new era of state leadership in improving compensatory education. This article traces the development of state leadership in implementing the Title I/Chapter 1 program quality mandate up to 1988, when Congress added procedural and accountability requirements to make “program improvement” the centerpiece of the new legislation. It continues by describing the challenges now facing the states in implementing the program improvement process and how they are being met, and it concludes with suggestions f

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Cascio, Elizabeth U., Nora Gordon, and Sarah Reber. "Local Responses to Federal Grants: Evidence from the Introduction of Title I in the South." American Economic Journal: Economic Policy 5, no. 3 (2013): 126–59. http://dx.doi.org/10.1257/pol.5.3.126.

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We analyze the effects of the introduction of Title I of the 1965 Elementary and Secondary Education Act, a large federal grants program designed to increase poor students' educational services and achievement. We focus on the South, the poorest region of the country. Title I increased school spending by $0.50 on the dollar in the average southern school district and by more in districts with less ability to offset grants through local tax reductions. Title I-induced increases in school budgets appear to have reduced high school dropout rates of whites, but not blacks. (JEL H52, H75, I21, I28,

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Stansfield, Charles W. "Oral translation as a test accommodation for ELLs." Language Testing 28, no. 3 (2011): 401–16. http://dx.doi.org/10.1177/0265532211404191.

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The No Child Left Behind (NCLB) Act (US Government, 2001), the current iteration of the Elementary and Secondary Education Act of 1965, makes it clear that states, districts, schools and teachers are accountable for the education of English language learners (ELLs), as well as all other students. To implement an accountability system, NCLB requires states to create content standards (a set of curricular goals and objectives) for English language arts, mathematics, and science. They must also develop and administer assessments that measure student progress toward mastery of these content standa

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Cascio, Elizabeth U., and Sarah Reber. "The Poverty Gap in School Spending Following the Introduction of Title I." American Economic Review 103, no. 3 (2013): 423–27. http://dx.doi.org/10.1257/aer.103.3.423.

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Title I of the 1965 Elementary and Secondary Education Act explicitly directed more federal aid for K-12 education to poorer areas for the first time in US history, with a goal of promoting regional convergence in school spending. Using newly collected data, we find some evidence that Title I narrowed the gap in per-pupil school spending between richer and poorer states in the short- to medium-run. However, the program was small relative to then-existing poverty gaps in school spending; even in the absence of crowd-out by local or state governments, the program could have reduced the gap by on

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FEGE, ARNOLD. "Getting Ruby a Quality Public Education: Forty-Two Years of Building the Demand for Quality Public Schools through Parental and Public Involvement." Harvard Educational Review 76, no. 4 (2006): 570–86. http://dx.doi.org/10.17763/haer.76.4.e26p976837773602.

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In this article, Arnold Fege identifies parental and public engagement as critical to sustaining equity in public education. He traces the history of this engagement from the integration of schools after Brown v. Board of Education in 1954 and the implementation in 1965 of the Elementary and Secondary Education Act through the provisions of No Child Left Behind (NCLB). He finds that while NCLB gives parents access to data, it does not foster use of that information to mobilize the public to get involved in school improvement. Fege concludes with historical lessons applicable to the reauthoriza

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Preston, Teresa. "Look Back: The feds, the states, and Kappan." Phi Delta Kappan 101, no. 2 (2019): 5–7. http://dx.doi.org/10.1177/0031721719879145.

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Across the decades, the balance of power between the federal government, states, and local districts has shifted numerous times, and Kappan authors have weighed in on each of those shifts. Kappan Managing Editor Teresa Preston traces those shifts, beginning with the 1965 Elementary and Secondary Education Act (ESEA), which gave the federal government a larger role in public education. Further expansion occurred under the Carter administration, with the launch of the new federal Department of Education. As the new department continued operations under Reagan, its priorities expanded, but actual

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Dissertations / Theses on the topic "Elementary and Secondary Act of 1965"

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Morden, Wendel Roy. "The new Title I: A handbook for reading instruction in a year-round middle school." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/996.

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Gordon, II William. "A Comparison of Eighth Grade Reading Scores by State and By the Four Census-Defined Regions Identified by NAEP." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2308.

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This study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and the general public to make state-by-state comparisons in the area of reading was the catalyst for the stu

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Mitchell, Amielia S. "Best Practices of National Elementary and Secondary Act (ESEA) Distinguished Principals." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97508.

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As the practice of social justice in traditional schools becomes embedded in the discourse of educational settings (Theoharis, 2007), school leaders are increasingly being required to practice social justice leadership by identifying and initiating practices that engage students from diverse and under-served backgrounds. The purpose of this study was to identify the leadership practices of six former and current principals who have led National ESEA Distinguished Schools (formerly National Title I Distinguished Schools) in the United States. These principals work with diverse student populat

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Hoey, Rosemarie A. "Curriculum policy for the public elementary and secondary schools in Ontario 1945--1965." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/21391.

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Hoare, Lottie. "Secondary education in BBC broadcast, 1944-1965 : drawing out networks of conversation and visions of reform." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/273980.

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This study examines the representation of Local Education Authority (LEA) secondary schooling in England and Wales as it was portrayed in non-fiction British Broadcasting Corporation (BBC) programmes in the twenty-one years that followed the 1944 Education Act. The primary sources drawn on for this study include the surviving microfilmed radio scripts, dating from 1944–1965 and held at the BBC Written Archives (BBC WAC). The correspondence files from contributors to programmes also provide a key source from BBC WAC. The majority of the programmes considered are radio broadcast, however some do

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Phipps, Michelle R. "Precalculus and ACT: A Quantitative Study of Five Tennessee High Schools." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3393.

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The purpose of this study was to determine if students scored significantly higher on the ACT after taking precalculus than they had scored on the ACT prior to taking precalculus. The researcher investigated whether there is an increase, not only in ACT composite scores, but also in ACT math subtest scores after high school students completed a precalculus course. The researcher also investigated differences regarding gender, socio-economic status, and race. Five Tennessee high schools from four counties and five different districts were used in this study. The study involved 208 participants

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Candal, Cara Stillings. "Delivering the promise: how an international perspective can improve education policies for disadvantaged youth." Thesis, Boston University, 2009. https://hdl.handle.net/2144/31963.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>An important component of President Johnson's War on Poverty, Title I of the Elementary and Secondary Education Act of 1965 represented government's first legislative acknowledgement of the educational challe

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Swarbrick, M. A. "The Roman Catholic interest in State aided elementary and secondary education in England and Wales from the Education Act of 1902 to the Education Act of 1936." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355844.

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Hollingsworth, Stacy. "Superintendents' perceptions of readiness in regard to transitioning to the Missouri educator evaluation system to fulfill the elementary and secondary education act flexibility request." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611770.

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<p> The Missouri Department of Elementary and Secondary Education has begun the transition to the Missouri Educator Evaluation System devised of seven Essential Principles of Effective Evaluation. This study considered superintendents' perceptions of readiness levels for each essential principle in order to understand continued needs to assist the transition. A web-based survey was electronically sent to 92 superintendents in the Southwest Missouri region. Descriptive statistics methods of mode, mean (M), and frequency distributions were utilized, determining the two essential principles re

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Myers, Juliette Burke. "Federal Compensatory Education Programs of the 1960s: The Implementation of Head Start and Title I Services in Roanoke County Public Schools." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29537.

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The federal government has taken an increasingly active role in its involvement in public education since the turn of the twentieth century. Prior to World War II, federal intervention in public education was a result of war initiatives. Following World War II, the United States experienced a number of social and economic conditions that had implications for public education. Among these were a rapid increase in student enrollments resulting from the post World War II baby boom, continuing racial segregation, and chronic inferior education for African Americans and economically disadvantaged s

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Books on the topic "Elementary and Secondary Act of 1965"

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United States. President (1993-2001 : Clinton). Reauthorization of the Elementary and Secondary Education Act of 1965: Message from the President of the United States transmitting his administration's proposal, for reauthorization of the Elementary and Secondary Education Act of 1965. U.S. G.P.O., 1999.

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United States. President (1993-2001 : Clinton). Reauthorization of the Elementary and Secondary Education Act of 1965: Message from the President of the United States transmitting his administration's proposal, for reauthorization of the Elementary and Secondary Education Act of 1965. U.S. G.P.O., 1999.

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United States. President (1993-2001 : Clinton). Reauthorization of the Elementary and Secondary Education Act of 1965: Message from the President of the United States transmitting his administration's proposal, for reauthorization of the Elementary and Secondary Education Act of 1965. U.S. G.P.O., 1999.

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United States. Department of Education. Serving preschool children through title I: Part A of the Elementary and Secondary Education Act of 1965, as amended : non-regulatory guidance. U.S. Department of Education, 2012.

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United, States Congress Senate Committee on Labor and Human Resources Subcommittee on Education Arts and Humanities. Dropout Prevention and Reentry Act of 1985: Hearing before the Subcommittee on Education, Arts, and Humanities of the Committee on Labor and Human Resources, United States Senate, Ninety-ninth Congress, first session, on S. 1525, to amend the Elementary and Secondary Education Act of 1965 ... October 17, 1985. U.S. G.P.O., 1986.

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US GOVERNMENT. An Act to Amend a Provision of Part A of Title IX of the Elementary and Secondary Education Act of 1965, Relating to Indian Education, to Provide a Technical Amendment, and for Other Purposes. U.S. G.P.O., 1995.

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United States. Congress. Senate. Committee on Labor and Human Resources. Improving America's Schools Act of 1994: Report (to accompany S. 1513) on authorizing appropriations to extend for six years the programs under the Elementary and Secondary Education Act of 1965, together with additional and minority views. U.S. G.P.O., 1994.

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United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on Education, Arts, and Humanities. Reauthorization of the Elementary and Secondary Education Act of 1965: Hearing before the Subcommittee on Education, Arts, and Humanities of the Committee on Labor and Human Resources, United States Senate, One Hundred Third Congress, first session, on examination of recommendations and proposals by the administration and various organizations on the reauthorization of the Elementary and Secondary Education Act of 1965, June 4, 1993 (Montpelier, VT). U.S. G.P.O., 1994.

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United States. Congress. Senate. Committee on Indian Affairs (1993- ). Reauthorization of the Elementary and Secondary Education Act of 1965: Hearing before the Committee on Indian Affairs, United States Senate, One Hundred Third Congress, second session ... May 4, 1994, Washington, DC. U.S. G.P.O., 1994.

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United, States Congress House Committee on Education and Labor Subcommittee on Elementary Secondary and Vocational Education. Field hearing on H.R. 6: Reauthorization of the Elementary and Secondary Education Act of 1965 : hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, One Hundred Third Congress, first session, hearing held in Tempe, AZ, October 16, 1993. U.S. G.P.O., 1994.

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Book chapters on the topic "Elementary and Secondary Act of 1965"

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Taylor, Erika L., and Theodore J. Christ. "Elementary and Secondary Education Act (ESEA)." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_157.

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Charman, Tony, Susan Hepburn, Moira Lewis, et al. "Elementary and Secondary Education Act (No Child Left Behind)." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_152.

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Ruedel, Kristin. "Elementary and Secondary Education Act (No Child Left Behind)." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_152.

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Maranto, Robert, and Michael Q. McShane. "Reauthorizing the Elementary and Secondary Education Act: Challenging the Education Industrial Complex." In President Obama and Education Reform. Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137030931_7.

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"Federal Aid to Elementary and Secondary Education Act of 1965." In The Encyclopedia of Civil Liberties in America. Routledge, 2015. http://dx.doi.org/10.4324/9781315699868-246.

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"3 Lyndon Johnson’s “Billion-Dollar Baby”: The Elementary and Secondary Education Act of 1965." In Congress and the Classroom. Penn State University Press, 2007. http://dx.doi.org/10.1515/9780271056524-006.

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Mehta, Jal. "The Allure of Order: Rationalizing Schools from the Progressives to the Present." In The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.003.0003.

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In late 2001, three months after the September 11 attacks, the No Child Left Behind Act (NCLB) passed both House and Senate with strong bipartisan majorities and was signed by a Republican president. Promising to use the power of the state to ensure that all children were proficient in reading and math by 2014, proponents heralded the act as the greatest piece of federal education legislation since the creation of the original Elementary and Secondary Education Act in 1965. By requiring the states to set high standards, pairing them with assessments that measured whether students were achieving those standards, and holding schools accountable if students failed to do so, NCLB, in the eyes of its sponsors, would close achievement gaps and make America’s schools the envy of the world. A decade later, the bloom is off the rose. While almost everyone today continues to share the aim of leaving no child behind, the act itself has come in for criticism from many quarters, to the point that Bush’s former Education Secretary Margaret Spellings declared that NCLB is now a “toxic brand” in American politics. Careful studies of the implementation of NCLB have shown that it has done what less bullish observers might have predicted from the outset. It has increased the focus on the education of poor and minority students, but it has not provided schools with needed tools to create higher quality schooling for these students. There has been improvement in some national test scores (e.g., 4th and 8th grade math), while others have remained largely unchanged (e.g., 4th and 8th grade reading). Even accounting for the progress in math, there is no sign that the reforms have had a significant impact in closing achievement gaps or in improving America’s mediocre international educational standing. Particularly in the most troubled schools, there has been rampant teaching to the test and some outright cheating. In-depth studies have shown that some schools now devote a large part of their year to test prep; Atlanta and DC public schools have both contended with widespread cheating scandals.

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Mulvenon, Sean W., Sandra G. Bowman, and Jill A. Berta. "Growth Models in the Age of School Reform and Accountability." In Handbook of Research on Scholarly Publishing and Research Methods. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7409-7.ch024.

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The reauthorization of the Elementary and Secondary School Act (ESEA) in 2002, also called “No Child Left Behind,” mandated use of accountability systems to evaluate school and district performance. The accountability systems were initially required to use cross-sectional student level assessment results in the evaluation models when assigning performance labels to school systems. Growth models were approved for use in the evaluation models in 2006, but their implementation required development of policy, identification of appropriate methods, and guidelines for assigning labels of performance to schools. The purpose of this chapter is to review the development of educational policy, implementation, and challenges in the use of growth models in accountability systems.

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Finnegan, Lisa A. "The Impact of Technology on the Teaching and Learning Process." In Handbook of Research on Human Development in the Digital Age. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2838-8.ch011.

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The teaching and learning process of traditionally run classrooms will need to change to meet up with the requirements under the reauthorization of the Elementary and Secondary Education Act as the Every Student Succeeds Act (ESSA). Under the ESSA, the infusion of the Universal Design for Learning (UDL) framework into the teaching and learning environment sets the stage so that instruction and assessment support all levels of learners. Along with UDL, ESSA supports the inclusion of technology-rich learning environments to prepare students for 21st century problem-solving and critical thinking skills. Critical to preparing students comes an understanding of who the 21st century learners are. The current teaching and learning process involving the use of technology continues to hold students back as passive observers of content. Merging technology and the UDL framework in the classroom will be an avenue to meeting the learning needs and wants of 21st century students.

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Giovannini, Joan M. "Technology Integration in Preservice Teacher Education Programs." In TPACK. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7918-2.ch002.

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The integration of technology in K-12 education is highlighted in the ISTE Standards, Common Core State Standards Initiative, and Elementary and Secondary Education Act. Preservice teacher education must reevaluate how technology integration is approached, examining preservice teacher attitudes and competencies toward instructional design and technology use. Recent studies indicate that, while preservice teachers demonstrate a high level of understanding of technology tools, they do not integrate those tools naturally into classroom settings for lesson delivery, assessment and classroom management. In a world of rapidly changing technology tools, preservice teacher education must develop an instructional and philosophical approach that identifies challenges and opportunities for technology integration in teaching and learning. This chapter provides an overview of research that explores the integration of educational technology in preservice teacher education. It provides emerging recommendations for design and redesign of those programs.

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Reports on the topic "Elementary and Secondary Act of 1965"

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Robins, Simon. A Free-Market Response to the Elementary and Secondary Education Act: The Segregationist Background and Failed Experimentation of Education Vouchers in the 1970s. Portland State University Library, 2014. http://dx.doi.org/10.15760/honors.41.

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