Relevant bibliographies by topics / Elementary and Secondary Education Act (ESEA)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Elementary and Secondary Education Act (ESEA)'

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Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Elementary and Secondary Education Act (ESEA)"

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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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Nelson, Adam R. "The Elementary and Secondary Education Act at Fifty: A Changing Federal Role in American Education." History of Education Quarterly 56, no. 2 (2016): 358–61. http://dx.doi.org/10.1111/hoeq.12186.

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For this first History of Education Quarterly Policy Forum, we invited participants in the special Plenary Session at the 2015 Annual Meeting of the History of Education Society (HES) in St Louis to publish their remarks on the historical significance of the Elementary and Secondary Education Act (ESEA) at fifty. Organized and introduced by HES vice-president and program chair Adam R. Nelson, the session consisted of presentations by three expert panelists from the fields of History and African American Studies, American Law and Politics, and Political Science and Public Policy: Crystal Sander
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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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LeTendre, Mary Jeane, Judy Wurtzel, and Robin Bouckris. "Title I and Mathematics Instruction: Making the Marriage Work." Teaching Children Mathematics 5, no. 5 (1999): 270–73. http://dx.doi.org/10.5951/tcm.5.5.0270.

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Mathematics teachers face daily challenges in using scarce resources to address the needs of students, particularly those who are disadvantaged. Federal education resources can be used to support your efforts to improve learning. This article explains how Title I of the Elementary and Secondary Education Act (ESEA), which at over $7 billion is the largest federal investment in K–12 education, can support your work. We hope that you will read this article and begin a discussion with principals and administrators about how Title I resources can be used to improve mathematics teaching and learnin
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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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Schuh, Mary Clare, Kimberly M. Knackstedt, Jake Cornett, Jeong Hoon Choi, Daniel T. Pollitt, and Allyson L. Satter. "All Means All: Connecting Federal Education Policy and Local Implementation Practice Through Evidence and Equity." Inclusion 6, no. 1 (2018): 45–59. http://dx.doi.org/10.1352/2326-6988-6.1.45.

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Abstract This article discusses equity-based inclusive education and federal policy drivers that can be used to make positive sustainable change in state, district, and local practice to improve the academic, social, and behavioral outcomes for all students including students with extensive support needs and those with labels of intellectual and developmental disabilities. Educational policies addressed include the Elementary and Secondary Education Act (ESEA), Individuals with Disability Education Act (IDEA), Every Student Succeeds Act (ESSA), and civil rights legislation such as the American
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García Garrido, Mª Isabel, and Miguel Fernández Álvarez. "Una perspectiva histórica de la educación bilingüe en Estados Unidos." Education in the Knowledge Society (EKS) 12, no. 3 (2011): 41–55. http://dx.doi.org/10.14201/eks.8482.

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El presente artículo presenta una revisión de la evolución de la educación bilingüe en los Estados Unidos. Así pues, presentamos una sinopsis de los principales movimientos que han estado en contra y a favor del bilingüismo. El respeto por la diversidad cultural y lingüística empezó a verse comprometido a partir de 1750 cuando Benjamín Franklin llevó a cabo el primer intento de imponer el inglés como el lenguaje oficial de los Estados Unidos. La oposición más fuerte al bilingüismo vio la luz en 1983 a través de un movimiento conocido como U.S. English. En 1986 aparecería otro movimiento con la
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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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Moffitt, Susan L. "The State of Educational Improvement: The Legacy of ESEA Title I." History of Education Quarterly 56, no. 2 (2016): 375–81. http://dx.doi.org/10.1111/hoeq.12189.

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Title I has a mixed legacy that poses a paradox. Part of that legacy has yielded tremendous accomplishments. Title I asserted a federal priority to help disadvantaged students and broke with long resistance to a significant federal role in elementary and secondary schooling. It has deepened and expanded government responsibility and management of schooling at all levels—federal, state, and local. Over time, it has helped sweep schools, regardless of their student population's poverty levels, into the broader national standards-accountability movement, most recently expressed in the Common Core
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Duff, Megan, and Priscilla Wohlstetter. "Negotiating Intergovernmental Relations Under ESSA." Educational Researcher 48, no. 5 (2019): 296–308. http://dx.doi.org/10.3102/0013189x19854365.

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The Every Student Succeeds Act (ESSA) has generated considerable buzz in education circles and the general media. But how much has really changed, and what does this mean for states as they begin the process of implementing a new federal education law? In this article, we apply principal-agent theory to explore intergovernmental relations under ESSA, focusing specifically on the relationship between the federal government (the principal) and state governments (the agents). First, we review power dynamics under No Child Left Behind (NCLB) and ESSA, exploring implications of changes in the subst
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Dissertations / Theses on the topic "Elementary and Secondary Education Act (ESEA)"

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Svarlien, Corinna M. "The Influence of Economic Ideologies on U.S. K-12 Education Policy: Testing, Markets, and Competition." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/853.

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The Elementary and Secondary Education Act (ESEA) was first passed in 1965 and has since been reauthorized several times, including as No Child Left Behind in 2001 and the Every Student Succeeds Act of 2015. The ESEA seeks to address the needs of low-income students; however, decades of reform efforts and government reports documenting inequality have done little to close gaps in educational resources or outcomes for marginalized groups. Accountability systems based on standardized testing are seen by policymakers on the Left and Right as the best way to improve education for marginalized grou
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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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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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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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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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Song, Timothy. "Putting Educational Reform Into Practice: The Impact of the No Child Left Behind Act On Students, Teachers, and Schools." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2187.

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This thesis seeks to investigate the effects of the No Child Left Behind Act (NCLB) on U.S. student achievement and teacher effectiveness. By combining the results from various data sources, I am able to indicate the levels of student preparedness, school spending, and specific classroom practices. After an analysis of my results, I suggest that NCLB has found moderate success in increasing the level of math preparedness for younger students from historically disadvantaged backgrounds. On the other hand, the data also suggests that there have been no statistically significant gains in reading
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Rose, Mary T. "A study of the impact of the Federal ECIA, Chapter 2, block grant program on elementary and secondary education in the state of Oregon." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/819.

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The study addresses the fiscal, governance, and educational impact of the Education Consolidation and Improvement Act on elementary and secondary education in Oregon from its inception in 1983 through the 1985 fiscal year. A review of the national literature and research provided rationale for hypothesizing within state redistribution of federal aid to elementary and secondary school districts, increased federal aid to local education agencies, a continuation of decreased federal funding for state educational agency positions, and an expansion of federal aid to private schools. Interviews were
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Woods, Ginger R. "Middle and high school principals' knowledge of discipline provisions of the Individuals With Disabilities Education Act in the upper East Tennessee region." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-1102104-115326/unrestricted/WoodsG111504f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-1102104-115326 Includes bibliographical references. Also available via Internet at the UMI web site.
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Books on the topic "Elementary and Secondary Education Act (ESEA)"

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), Title VI National Steering Committee (U S. Evaluation of effectiveness: Title VI : innovative education program strategies, Elementary and Secondary Education Act (ESEA) : national summary. Texas Education Agency, Contracts and Grants Administration, 1998.

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United, States Congress Senate Committee on Health Education Labor and Pensions. ESEA reauthorization: The Obama administration's ESEA reauthorization priorities : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, second session, on examining the Elementary and Secondary Act [i.e. Elementary and Secondary Education Act] (ESEA) reauthorization, focusing on the Obama administration's ESEA reauthorization priorities, March 17, 2010. U.S. G.P.O., 2011.

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California. Youth and Adult Correctional Agency. Youth Authority program summary: Program description and evaluation report : Elementary and Secondary Education Act (ESEA), Chapter 1, Compensatory Education Program : 1989-90 through 1994-95. State of California, Youth and Adult Correctional Agency, 1997.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. ESEA reauthorization: Early childhood education : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, second session, on examining Elementary and Secondary Education Act (ESEA) reauthorization, focusing on early childhood education, May 25, 2010. U.S. G.P.O., 2012.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. ESEA reauthorization: Standards and assessments : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, second session, on examining Elementary and Secondary Education Act (ESEA) reauthorization, focusing on standards and assessments, April 28, 2010. U.S. G.P.O., 2012.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. ESEA reauthorization: Improving America's secondary schools : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, second session, on examining Elementary and Secondary Education Act reauthorization, focusing on improving America's secondary schools, May 4, 2010. U.S. G.P.O., 2012.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. ESEA reauthorization: Teachers and leaders : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, second session, on examining the Elementary and Secondary Education Act (ESEA) reauthorization, focusing on teachers and leaders, April 15, 2010. U.S. G.P.O., 2011.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. ESEA reauthorization: Supporting student health, physical education, and well-being : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, second session, on examining Elementary and Secondary Education Act (ESEA) reauthorization, focusing on supporting student health, physical education, and well-being, May 18, 2010. U.S. G.P.O., 2012.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. ESEA reauthorization: Meeting the needs of the whole student : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, second session, on examining Elementary and Secondary Education Act (ESEA) reauthorization, focusing on meeting the needs of the whole student, April 22, 2010. U.S. G.P.O., 2012.

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United, States Congress Senate Committee on Health Education Labor and Pensions. Fostering innovation in education: Field hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, second session, on examining Elementary and Secondary Education Act (ESEA) reauthorization, focusing on fostering innovation in education, April 19, 2010 (Charlotte, NC). U.S. G.P.O., 2012.

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Book chapters on the topic "Elementary and Secondary Education Act (ESEA)"

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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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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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"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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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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Giovannini, Joan M. "Technology Integration in Preservice Teacher Education Programs." In Advancing Next-Generation Teacher Education through Digital Tools and Applications. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0965-3.ch005.

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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 Education Act (ESEA)"

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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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