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1
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 1964 landslide election and more to do with subtler changes in congressional rules and commitment assignments that had taken place over the previous decade. I illustrate how ESEA supporters collectively overcame daunting legislative roadblocks, including a fractious House of Representatives and the “Three Rs.” I conclude by reflecting on the relevance of the 1965 debates for today's education policy environment.
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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 Sanders of Penn State University, Doug Reed of Georgetown University, and Susan Moffitt of Brawn University, respectively. What follows are the texts of Adam Nelson's introductory remarks—including his introduction of the three panelists—followed by the panelists' remarks.
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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 grappled with enacting culturally responsive teaching practices at schools that aimed to meet accountability standards.
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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 learning in your school and district.
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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. Indeed, the Supreme Court declaring segregation in public schools unconstitutional was significant. The ruling, however, had a lot of bark but very little bite, and the recalcitrant South needed bite. We know the states of the former Confederacy needed a get-tough “if-then approach”—as in, if you don't do X, then you won't get Y.
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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 Americans with Disabilities Act (ADA). The policy domain feature of the Schoolwide Integrated Framework for Transformation (SWIFT) model is examined regarding how it was implemented in districts and schools, working toward the goal of providing an equity-based inclusive education for all students. Translating federal education policy into state, district, and local practice requires leadership and political courage to align federal, state, and district policy with the vision and values of equity-based, inclusive education.
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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 las mismas intenciones que U.S. English, el llamado English First. No obstante, el bilingüismo también ha tenido sus defensores, tales como el movimiento llamado English Plus. A su vez, el futuro del bilingüismo también se ha visto protegido de forma legal a través de tres actas gubernamentales: (1) Elementary and Secondary Education Act (ESEA), (2) Bilingual Education Act of 1968, y (3) No Child Left Behind Act.
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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 decision-making authority reverted to states. States, in turn, began involving themselves more with instructional and curricular matters, a trend that eventually made its way back to the federal level, with the passage of the No Child Left Behind Act (NCLB). Under NCLB, federal mandates had the effect of requiring state and local levels to take on additional responsibilities, without necessarily having the capacity to do so. This capacity issue remains a concern under the Every Student Succeeds Act (ESSA).
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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. While resistance to some aspects of federal authority remains, and may have intensified, Title I has developed durable constituencies and appetites for federal funds. Improving the education of children who live in poverty remains politically salient. These are remarkable accomplishments. And these accomplishments are intimately intertwined with other policies, including the passage of the 1964 Civil Rights Act, which facilitated the passage of other legislation, such as Head Start and Title I. Title I's legacy is intertwined in other ways, beyond its connections with contemporaneous policies; and these dependencies will be the focus of my remarks today.
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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 substance of both laws for the principal-agent problem. Next, using political discourse analysis, we show how shifts in the content of Elementary and Secondary Education Act (ESEA) and its implementation by the current administration influenced the federal review process of state plans for the sixteen states that submitted plans under the early deadline. We find the federal government was most likely to provide feedback around Title I, Part A, Section 4 pertaining to accountability and school improvement. Ultimately, however, states that ignored or defied federal feedback were successful given both the limits ESSA places on U.S. Department of Education authority and the current administration’s reliance on negotiation over sanction. Thus far, this approach has ensured states are realizing the maximum flexibility available through the law, as all state plans were approved, regardless of whether states heeded federal feedback and complied with the law.
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Miley, Suzi Keller, and Aarek Farmer. "English Language Proficiency and Content Assessment Performance: A Comparison of English Learners and Native English Speakers Achievement." English Language Teaching 10, no. 9 (2017): 198. http://dx.doi.org/10.5539/elt.v10n9p198.
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As a result of the accountability requirements established in Title III of the Elementary and Secondary Educational Act (ESEA) legislation, English Learners (ELs) are expected to make progress in both content area academic achievement and English Language Proficiency (ELP). In Tennessee ELs progress is measured by administering WIDA-Access to assess English language proficiency, and Tennessee Comprehensive Assessment Program (TCAP) standardized assessments to measure content academic achievement. The purpose of this study was to compare and analyze the performance levels of ELs who achieved the exit criteria on WIDA-Access state mandated English proficiency assessment and their subsequent performance on English Language Arts and Math TCAP assessments. Specifically, a comparison of EL’s achievement on TCAP was compared to the achievement on TCAP of non-ELs. Independent samples t-tests were performed on data from 302 elementary and middle school ELs and non-ELs that participated in WIDA-Access and TCAP assessments in 2015. Data analyses concluded that English Language Arts and Math TCAP scale scores were significantly different between ELs and non-ELs. Achievement levels in both English Language Arts TCAP and Math TCAP for ELs, who achieved the exit criteria on WIDA-Access, were lower than the achievement levels of non-ELs. Discussions of the findings in this study along with implications of using these assessments to measure ELs growth is provided in relation to the increased demands on measuring both the academic achievement and English language progress for ELs.
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Wrabel, Stephani L., Andrew Saultz, Morgan S. Polikoff, Andrew McEachin, and Matthew Duque. "The Politics of Elementary and Secondary Education Act Waivers." Educational Policy 32, no. 1 (2016): 117–40. http://dx.doi.org/10.1177/0895904816633048.
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Executive leadership of the U.S. Department of Education (USDOE) initiated a flexibility offering from No Child Left Behind. Our work explores specific design decisions made in these state-specific accountability systems as associated with state political environments, resources, and demographic characteristics. Our analysis, focused on 42 states with approved flexibility waivers, provides some evidence that design decisions are associated with prior education policies, political leanings, and financial resources within each state. Policymakers should also take note, as these results suggest that state political factors may influence how state policymakers will react in future negotiations with the USDOE.
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David A. Gamson, Kathryn A. McDermott, and Douglas S. Reed. "The Elementary and Secondary Education Act at Fifty: Aspirations, Effects, and Limitations." RSF: The Russell Sage Foundation Journal of the Social Sciences 1, no. 3 (2015): 1. http://dx.doi.org/10.7758/rsf.2015.1.3.01.
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McCue, Harvey. "Op-Ed: First Nations Elementary & Secondary School Education – A National Dilemma." Critical Social Work 19, no. 2 (2018): 111–23. http://dx.doi.org/10.22329/csw.v19i2.5683.
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During the past five years, First Nations elementary-secondary education has been the focus of some useful recommendations in two major reports: The Senate Standing Committee on Aboriginal Peoples in 2011, “Reforming FN Education: From Crisis to Hope,” and the 2012 Report of the National Panel on First Nations Elementary-Secondary Education. In response, the Harper government introduced Bill C-33 in 2014, the first-ever federal First Nations Education Act. Both reports identified much-needed reforms and despite vociferous opposition by most First Nations leaders the First Nations Education Act was a serious effort to accommodate some of them. But neither the reports nor the eventually torpedoed Bill C-33 zeroed in on the three key components that serve as the foundation of any education program: teachers, principals, and the curriculum. If these three elements remain untouched in the new Liberal government’s First Nations education policies, First Nations education outcomes will continue to be a national humiliation. This conceptual paper offers a critique of the provincial and federal governments’ approaches to remedying the dire condition of elementary and secondary school education for First Nations youth, with a focus on teachers, principals, and curriculum.
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Lee, Boo-Ha, and Seong-Keun Choi. "Legal issues and Improvement of Elementary and Secondary Education Act in Introducing High School Credit System." DONG-A LAW REVIEW 84 (August 31, 2019): 77–104. http://dx.doi.org/10.31839/dalr.2019.08.84.77.
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Thomas, Janet Y., and Kevin P. Brady. "Chapter 3: The Elementary and Secondary Education Act at 40: Equity, Accountability, and the Evolving Federal Role in Public Education." Review of Research in Education 29, no. 1 (2005): 51–67. http://dx.doi.org/10.3102/0091732x029001051.
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Underwood, Julie. "Under the Law." Phi Delta Kappan 98, no. 6 (2017): 74–75. http://dx.doi.org/10.1177/0031721717696486.
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The weapons ban at elementary and secondary schools began with passage of the Gun-Free School Zones Act in 1990. Schools are subject to federal, state, and local policies regarding the presence of guns on school property. The federal laws affect both adult and student behavior regarding guns at schools. State laws tend to address both possession of weapons at schools in addition to the right to conceal weapons. States also determine whether local school districts can enact their own more restrictive policies regarding guns at schools.
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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 has created both support and controversy in education circles. Although the No Child Left Behind Act does not legislate the practice of school nursing, as professional staff working in schools, school nurses are affected indirectly by the heightened emphasis on accountability for achievement in public education. School nurses actively promote and support achievement for all students in specific ways and help to provide a safe school environment.
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Davis, Alan. "Upping the Stakes: Using Gain Scores to Judge Local Program Effectiveness in Chapter 1." Educational Evaluation and Policy Analysis 13, no. 4 (1991): 380–88. http://dx.doi.org/10.3102/01623737013004380.
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Since 1978, the national evaluation and reporting system for Title I/Chapter 1 of the Elementary and Secondary Education Act has depended upon a norm-referenced evaluation system to determine the effectiveness of compensatory education programs funded under the act. For a decade, policy directives urged caution in interpreting local results and encouraged use of additional indicators. Since 1988, legislative amendments have required that the national evaluation system serve, without adjustment or interpretation, to identify individual school projects in need of improvement. In this article I argue that the system is technically unsuited for this purpose. Problems with regression and measurement error are illustrated with empirical data. Policy should encourage the use of multiple indicators of program quality at the local level, including applied performance tests and process indicators.
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SECADA, WALTER G. "Research, Politics, and Bilingual Education." ANNALS of the American Academy of Political and Social Science 508, no. 1 (1990): 81–106. http://dx.doi.org/10.1177/0002716290508001008.
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Bilingual-education research has helped to inform and to shape federal policy and funding as articulated in the Bilingual Education Act, first passed in 1968 as Title VII of the Elementary and Secondary Education Act. During the Act's most recent reauthorization, the U.S. Department of Education and others proposed changing the law to fund more all-English language programs. They argued that the federal government was mandating a single approach, that there was no research evidence to support such a mandate, and that schools should be granted flexibility in designing programs to meet local needs. In fashioning this argument, proponents of change carefully selected the research literature they alluded to. That research was judged against artificially high and overly narrow criteria. Finally, they overinterpreted the research to suit their agenda. Congress was under intense political pressure to fund more all-English programs, and it did so. But a panel of experts contradicted the argument that there was no research to support the use of the native language for instruction. In the end, Congress kept the bulk of the monies devoted to bilingual programs.
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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 for the future.
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McEachin, Andrew, and Morgan S. Polikoff. "We Are the 5%." Educational Researcher 41, no. 7 (2012): 243–51. http://dx.doi.org/10.3102/0013189x12453494.
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This article uses data from California to analyze the results of the proposed accountability system in the Senate’s Harkin-Enzi draft Elementary and Secondary Education Act reauthorization. The authors analyze existing statewide school-level data from California, applying the accountability criteria proposed in the draft law. Comparing the proposed system to the No Child Left Behind Act’s Adequate Yearly Progress provisions, they draw conclusions about the stability of the proposed identification schemes and the types of schools likely to be identified. They conclude with several policy recommendations that could be easily incorporated into the law, based on their analysis and the existing literature.
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Morrell, Ernest. "Critical Literacy, Educational Investment, and the Blueprint for Reform: An Analysis of the Reauthorization of the Elementary and Secondary Education Act." Journal of Adolescent & Adult Literacy 54, no. 2 (2010): 146–49. http://dx.doi.org/10.1598/jaal.54.2.7.
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Chin, Elaine, and Pia L. Wong. "Preparing Teachers: Highly Qualified to Do What? Editors’ introduction." education policy analysis archives 21 (June 30, 2013): 54. http://dx.doi.org/10.14507/epaa.v21n54.2013.
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The No Child Left Behind Act of 2001 has had significant effects on teacher preparation programs, both in terms of changes required for policy compliance and through important program adjustments. These adjustments have largely been made in response to changes in partner schools and districts, where pacing guides, scripted curricula, benchmark testing and program improvement mandates are now the norm. In the context of anticipated robust policy activity in K-12 education and teacher education (e.g., possible re-authorization of the Elementary and Secondary Education Act, adoption of the Common Core Standards, new teacher certification performance assessments, etc.), it is important to understand the ways in which the current federal law, focused primarily on K-12 education, has also shaped teacher preparation programs. Paying attention to the dynamics involved in such context that his article introduces the articles of EPAA/AAPE’s Special Issue on Preparing Teachers: Highly Qualified to Do What?
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Rozalski, Michael, Mitchell L. Yell, and Jacob Warner. "Free Appropriate Public Education, the U.S. Supreme Court, and Developing and Implementing Individualized Education Programs." Laws 10, no. 2 (2021): 38. http://dx.doi.org/10.3390/laws10020038.
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In 1975, the Education for All Handicapped Children Act (renamed the Individuals with Disabilities Education Act in 1990) established the essential obligation of special education law, which is to develop a student’s individualized special education program that enables them to receive a free appropriate public education (FAPE). FAPE was defined in the federal law as special education and related services that: (a) are provided at public expense, (b) meet the standards of the state education agency, (c) include preschool, elementary, or secondary education, and (d) are provided in conformity with a student’s individualized education program (IEP). Thus, the IEP is the blueprint of an individual student’s FAPE. The importance of FAPE has been shown in the number of disputes that have arisen over the issue. In fact 85% to 90% of all special education litigation involves disagreements over the FAPE that students receive. FAPE issues boil down to the process and content of a student’s IEP. In this article, we differentiate procedural (process) and substantive (content) violations and provide specific guidance on how to avoid both process and content errors when drafting and implementing students’ IEPs.
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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 reauthorization of NCLB, emphasizing enforcement of provisions for both parental and community-based involvement in decisionmaking, resource allocation, and assurance of quality and equity.
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Min, YongSeong. "The direction and task of decentralization policy of curriculum: Focusing on the amendment of the elementary and secondary education act." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 8 (2018): 737–54. http://dx.doi.org/10.22251/jlcci.2018.18.8.737.
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Egalite, Anna J., Lance D. Fusarelli, and Bonnie C. Fusarelli. "Will Decentralization Affect Educational Inequity? The Every Student Succeeds Act." Educational Administration Quarterly 53, no. 5 (2017): 757–81. http://dx.doi.org/10.1177/0013161x17735869.
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Purpose: In December 2015, President Obama signed the Every Student Succeeds Act, which was a long overdue reauthorization of the Elementary and Secondary Education Act. What is remarkable about this new federal legislation is that it explicitly reverses the decades-long federal effort to more tightly couple the U.S. educational system. While not removing testing requirements, the legislation dramatically reduces the federal role in shaping education policy, returning significant power to the states to design educational systems as they best see fit. The law places sharp limits on the use of federal executive power over education and has the potential to remove the federal government from oversight and accountability over schools, raising questions about the equity implications of this policy change. Research Method: Utilizing public documents, including legislation, speeches by federal officials, analyses by policy organizations, and news accounts, the authors trace the evolution of federal efforts from a more tightly coupled educational system to one with greater state and local flexibility in order to estimate the equity impact of efforts to decentralize governance. Findings: While certain provisions of the Every Student Succeeds Act may reduce inequity and improve educational outcomes for all students, rigorous enforcement of the law’s protections will be necessary in order to ensure existing inequities are not exacerbated.
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Becht, Kathleen, Carley Blades, Rumi Agarwal, and Shanna Burke. "Academic Access and Progress for Students With Intellectual Disability in Inclusive Postsecondary Education: A Systematic Review of Research." Inclusion 8, no. 2 (2020): 90–104. http://dx.doi.org/10.1352/2326-6988-8.2.90.
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Abstract The passage of the Higher Education Opportunity Act in 2008 extended the expectation of previous legislation (the Education for All Handicapped Children Act and Individuals With Disabilities Education Act) regarding general education academic access for students with intellectual disability, from elementary to secondary and now through to postsecondary education. In light of this extension of academic access, the authors conducted a systematic research review of the studies that explored access to and progress in college academics for students with intellectual disability (ID) enrolled in inclusive postsecondary education (PSE) programs. Of the 43 studies that met criteria, between 1987 and 2017, less than half provided sufficient contextual information to confirm academically inclusive course attendance or participation. Findings and implications, regarding the lack of research exploring access to and progress in academically inclusive college course content for students with ID are discussed. Authors also discuss the need for consensus on academic expectations of students with ID enrolled in college courses and the timely use of compensatory technologies and strategies.
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Das, Subhasish, and Amit K. Biswas. "Quality and Determinants of Primary Education in Rural India." Indian Journal of Human Development 15, no. 2 (2021): 323–33. http://dx.doi.org/10.1177/09737030211036850.
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India’s achievement in the elementary level of education has been praiseworthy in terms of enrolment. This article tries to examine whether or not India’s performance is equally impressive from the qualitative perspective. It is based on secondary cross-section state level data on the ability of the students to read (vernacular) and calculate. The study identifies the high and low performing states in India and analyses their performance over the years, especially after the introduction of right to education (RTE) Act, 2009. It also discusses the factors that have positive or negative impacts on the learning outcomes. The analysis unveils retrogression of the quality parameter over the years. The policies have emphasised on steady expansion in enrolment without paying required attention to the standards of learning. The compromise on the quality of primary education diminishes the splendour of India’s achievement in education.
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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 standards. Finally, states, districts, and schools must demonstrate that they are making adequate yearly progress toward bringing all students to a previously established level of mastery of these standards (called Proficient) with the goal that by the year 2014 all students will achieve this level.
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장령령 and 박주현. "An Analysis on the Elementary and Secondary Education Act of the US -Focusing on the Contents of Library and Information Services." Journal of Korean Library and Information Science Society 50, no. 1 (2019): 357–80. http://dx.doi.org/10.16981/kliss.50.1.201903.357.
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Young, Michelle D., Kathleen M. Winn, and Marcy A. Reedy. "The Every Student Succeeds Act: Strengthening the Focus on Educational Leadership." Educational Administration Quarterly 53, no. 5 (2017): 705–26. http://dx.doi.org/10.1177/0013161x17735871.
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Purpose: This article offers (a) an overview of the attention federal policy has invested in educational leadership with a primary focus on the Every Student Succeeds Act (ESSA), (b) a summary of the critical role school leaders play in achieving the goals set forth within federal educational policy, and (c) examples of how states are using the opportunity afforded by the focus on leadership in ESSA. Findings: Through the examination of federal policy and existing research in this arena, we review the level of attention paid to educational leadership within Elementary and Secondary Education Act, its reauthorizations, and other federal education legislation. ESSA provides an enhanced focus on educational leadership and acknowledges the importance of leaders in achieving federal goals for education. Furthermore, ESSA acknowledges the importance of developing a strong leadership pipeline and, thus, allows states and districts to use federal funds to support leadership development. In this article, we delineate this focus on leadership within ESSA and offer examples of how states are planning to support leadership development. Implications and Conclusion: The important role that school leadership plays in supporting student, teacher, and school-wide outcomes warrants its inclusion within federal education policy. However, the opportunity to realize ESSA’s intended goals around leadership development could be undermined by forces at both the state and federal levels.
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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 only 15 percent.
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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, J15)
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Reys, Barbara J., and Robert E. Reys. "Recruiting Mathematics Teachers: Strategies to Consider." Mathematics Teacher 97, no. 2 (2004): 92–95. http://dx.doi.org/10.5951/mt.97.2.0092.
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The federal No Child Left Behind Act (Public Law 107-110, HR 1, 2001) calls for all teachers in schools receiving federal funds to be “highly qualified.” That is, they must hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification—their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate. These requirements are mandatory by the 2005–2006 school year. However, a serious shortage of mathematics teachers continues to exist in middle and secondary schools. For example, the Missouri Department of Elementary and Secondary Education reported that during the past fifteen years, an average of fewer than 200 mathematics teaching certificates (middle school and secondary) were issued annually by thirty-four different colleges and universities in the state. This average is far short of the more than 400 job listings that Missouri school districts annually post for middle school and secondary mathematics teachers.
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Carmichael, Paul H. "Who Receives Federal Title I Assistance? Examination of Program Funding by School Poverty Rate in New York State." Educational Evaluation and Policy Analysis 19, no. 4 (1997): 354–59. http://dx.doi.org/10.3102/01623737019004354.
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The distributional pattern of federal funding allocated through the Elementary and Secondary Education Act’s Title I program was examined for all public schools in New York State. Although Title I is a major vehicle for serving the needs of poor children and redressing educational inequity, the present findings suggest that poorer school districts may be ill-served by the present law in several ways: (1) The federal Title I program is widely distributed across New York State to 98% of school districts and to nearly 80% of all public schools; (2) regardless of the poverty rate for any given school district (including the most affluent districts), a clear majority of schools receive Title 1 funding; (3) some of the poorest districts may be unable to use Title I to serve many of their educationally disadvantaged children when an individual school’s poverty rate falls below the intradistrict average. Implications for children in poverty are discussed with reference to the most recent reauthorization of Title I (Improving America’s Schools Act of 1994).
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Wong, Kenneth K. "Education Policy Trump Style: The Administrative Presidency and Deference to States in ESSA Implementation." Publius: The Journal of Federalism 50, no. 3 (2020): 423–45. http://dx.doi.org/10.1093/publius/pjaa016.
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Abstract Since the 1960s, U.S. presidents have used their executive, administrative, and political power to pursue policy goals in elementary and secondary education. This article analyzes the K-12 education policy strategies pursued during the first three years of the Donald Trump presidency, focusing on two main aspects of Trump’s approach to education policy. First, I analyze Trump’s heavy reliance on executive and administrative tools and his use of these tools to promote state flexibility, diminish federal direction on civil rights issues, and expand private and public school choice. Second, I examine the Trump administration’s approach to implementing the Every Student Succeeds Act of 2015 (ESSA), especially in reviewing state plans pursuant to the ESSA. The administration took a highly deferential approach as states sought approval for their ESSA plans and in a way that suggests the Trump presidency is shifting federal involvement in K-12 education policy away from prioritizing equity and oversight.
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McLay, Mark. "A High-Wire Crusade: Republicans and the War on Poverty, 1966." Journal of Policy History 31, no. 3 (2019): 382–405. http://dx.doi.org/10.1017/s0898030619000125.
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Abstract:During 1966, the Republican Party launched a largely successful challenge to Lyndon Johnson’s “War on Poverty.” Republican candidates pursued an anti–War on Poverty midterm strategy, which made antipoverty programs the symbol of Great Society liberalism, rather than its more popular programs, such as Medicare or the Elementary and Secondary Education Act. Moreover, in Congress and on the campaign trail, Republicans offered well-crafted alternatives—such as their “Opportunity Crusade”—to offset charges of negativism and elitism that had dogged the Grand Old Party (GOP) since the creation of the New Deal in the 1930s. Significantly, while the War on Poverty survived the year, the Republican minority was unexpectedly successful in making important changes to the Economic Opportunity Act during the antipoverty legislation’s renewal. Overall, the Republican challenge to the War on Poverty in 1966, boded ill for the program’s longevity when the GOP finally secured the levers of power.
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KIRA, Naoshi. "Behind the Latest Rewrite (ESSA) of the U.S. Elementary and Secondary Education Act: Rivalry and Compromise between the Two Major Parties over Federal Overreach." Comparative Education 2018, no. 56 (2018): 91–112. http://dx.doi.org/10.5998/jces.2018.56_91.
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Furnari, Emily C., Jessica Whittaker, Mable Kinzie, and Jamie DeCoster. "Factors Associated With Accuracy in Prekindergarten Teacher Ratings of Students’ Mathematics Skills." Journal of Psychoeducational Assessment 35, no. 4 (2016): 410–23. http://dx.doi.org/10.1177/0734282916639195.
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The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers’ ratings of student skills, as a substitute. However, prekindergarten teachers’ ratings of students’ mathematical knowledge and skills are only correlated with direct assessments at the .50 level. Little is known about factors that influence accuracy in teacher ratings. In this study, we examine the influence of student and teacher characteristics on prekindergarten teachers’ ratings of students’ mathematical skills, controlling for direct assessment of these skills. Results indicate that students’ race/ethnicity and social competency, as well as teachers’ self-efficacy, are significantly related to prekindergarten teachers’ ratings of students’ mathematical skills.
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May, Judy Jackson, Diane Conway, and Andrea D. Guice. "Follow the Money or Follow the Mentors?" Journal of Urban Learning, Teaching, and Research 16, no. 1 (2021): 118–25. http://dx.doi.org/10.51830/jultr.14.
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Since the passage of the Elementary and Secondary Education Act of 1965, over 300 billion dollars have been funneled to schools through Title I funds. Qualifying school districts receive Title I funds to address disparities between disadvantaged students' academic achievement and their less impoverished peers. Substantial research has focused on the impact of funding and other significant factors on student achievement. One such significant factor impacting student achievement is chronic absenteeism, which is associated with lower student performance. Students from disadvantaged environments are more likely to miss school than students from higher-income families. This causal-comparative examination investigates the effects of a mentoring program on disadvantaged students in an urban secondary school. The findings reveal that students participating in mentoring for extended periods demonstrate significantly fewer absences, resulting in higher grade point averages. These findings indicate that low-budget school mentoring programs have a positive impact on absenteeism and student achievement.
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Andrade dos Santos, Tais, and Moacir Pereira de Souza Filho. "A CONSTRUÇÃO DA AUTONOMIA DO PROFESSOR PRESENTE NAS DIRETRIZES CURRICULARES NACIONAIS DE FORMAÇÃO INICIAL DAS ÚLTIMAS DUAS DÉCADAS." COLLOQUIUM HUMANARUM 17, no. 1 (2020): 277–94. http://dx.doi.org/10.5747/ch.2020.v17.h483.
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Thispaper aims to analyze the curricula of initial teacher training determined by the legislation originating from the National Education Council (CNE), with the outline of the curriculum proposed for the degrees related to the act of teaching in the final years of Elementary and Secondary Education, and aiming to understand the autonomymodels, through the terminations ofthese documents. Typified as documentary research, it was analyzed in a qualitative way, using as methodology the analysis of the content in the following categories: workload, skills and necessary requirements in the documents with the aid of the qualitative analysis software IRaMuTeQ. With Contreras' ideas for the delimitation of the conditions of autonomy as a theoretical reference, the analyzes indicate that the laws are moving towards a reflexive autonomy, with a narrowing of the relationship between theory and practice. However, after these years, the guidelines include training aimed at the knowledge of basic education in a directive and not emancipatory way.
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Scalise, Kathleen, P. Shawn Irvin, Fahad Alresheed, et al. "Accommodations in Digital Interactive STEM Assessment Tasks." Journal of Special Education Technology 33, no. 4 (2018): 219–36. http://dx.doi.org/10.1177/0162643418759340.
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In this article, we describe current research findings on assessment accommodations and universal design within the context of emerging interactive digital assessment tasks that employ simulations such as in science, technology, engineering, and mathematics (STEM). STEM education in many classrooms now includes digitally based activities such as science simulations and virtual laboratories that have been shown in some cases to promote learning gains. When such technologies are used in STEM assessments, a major challenge is to ensure assessments are accessible so all students can show what they know and can do. Federal laws and regulations including the Individuals with Disabilities Education Act, Elementary & Secondary Education Act, and Americans with Disabilities Act require that students with disabilities (SWD) be provided an opportunity to participate in educational programing and services available to nondisabled peers. In addition to implementing principles of universal design in assessment contexts, reasonable accommodations must be afforded to ensure accessibility. This article focuses on universal design and accommodations where the STEM construct is not adjusted or modified. Here, we employ synthesis of the research literature to document accessibility recommendations and practices around interactive assessment tasks, especially in STEM. We illustrate with an example and highlight directions that future development might take. The intention is to inform educators, school administrators, state and local policy makers, and assessment developers on the availability and use of accommodations in interactive assessment contexts such as simulation, and what is needed to ensure appropriate accessibility for SWD.
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Juneja, Nalini. "Policy Lessons for Inclusion from the Fate of the CCE Within the Performativity Culture in Education." Vikalpa: The Journal for Decision Makers 43, no. 1 (2018): 14–23. http://dx.doi.org/10.1177/0256090917754109.
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Executive Summary This article uses the fate of the Continuous and Comprehensive Evaluation (CCE)—a process of classroom transaction mandated by the Right to Education (RTE) Act 2009 as a case to illustrate the point that altering policy alone is insufficient to effect change and inclusion. The existing paradigm, in this case, the culture of performativity in education, through its obeisance to marks, grades, and detention as indicators of learning and merit, feeds off and in turn sustains beliefs in the role of education in maintaining the social status quo. The provisions of the RTE Act 2009 were built to work together as an organic unit to support the well acknowledged principle that knowledge cannot simply be transferred from teacher to pupil. Using this principle known as constructivism, which also underlies Argyris’s single-loop learning, each child constructs her own understanding and learning. The teacher acts as a facilitator by continuously observing and assessing what the child has understood, and on this basis proceeding to clarify or add information. This process of continuous comprehensive evaluation was mandated in the RTE to enhance both learning and inclusion. Academic authorities under the RTE Act were notified by the central and state governments for prescription of curriculum and evaluation procedures in conformity with the framework of the NCF 2005. However, as this article shows, it was found that instead of the intended CCE based on the NCF 2005, another procedure, also incidentally named CCE, was being implemented. This CCE process with a system of assessment that was internal to the school had been developed (at short notice) for the secondary stage to replace the 10th class board examinations of the Central Board of Secondary Education (CBSE). The manner in which policy implementation can go astray has been demonstrated in this article as it attempts to describe and explain the appeal of this CCE, which came neither from the authorized academic authority nor was appropriate for the stage at which it came to be widely adopted. The article dwells on the policy actors, their motivations and interests, and this all too hasty application of CCE which predictably failed to enhance learning at the developmental stage at which it was applied. The ricocheting effects of this misapplication have led to the RTE Act being placed in Parliament to allow the state to bring back the pass–fail system, and the culture of performativity and exclusion at the elementary stage that the RTE Act had aimed at eradicating. In conclusion, this article returns to implications of this case for any cultural change in public policy without first changing the social norms that sustain such policies of exclusion.
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Clayton, Constance E. "Chapter 1 Evaluation: Progress, Problems, and Possibilities." Educational Evaluation and Policy Analysis 13, no. 4 (1991): 345–52. http://dx.doi.org/10.3102/01623737013004345.
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The 1988 reauthorization of the 1965 Elementary and Secondary Education Act Chapter 1 legislation introduced several significant changes in both program and evaluation features, many of which have benefited students and schools in the School District of Philadelphia. However, some provisions of the legislation, and the accompanying regulations, have unintended consequences which are hampering efforts to provide the best possible program for students. This article addresses the implementation of schoolwide projects in Philadelphia, discusses some of the conceptual problems which exist in interpreting results of those programs, and offers suggestions for alternative assessment methods. As a result of the 1988 reauthorization, schoolwide projects have increased from 37 sites in 1988–1989 to 103 for the 1991–1992 school year. This expansion has occurred because of positive results in test scores and report card grades and because of the satisfaction expressed by school staffs and communities at having the flexibility to design a program tailored especially for the needs of their own students. Problems with the current legislation, as noted in the article, have stimulated the following attempts at solutions: how to discern which schools are in need of program improvement, how to ensure that schools with successful programs have the opportunity to continue implementing them, how to determine the intent of program improvement, and how to find alternatives to standardized testing. Finally, the article offers suggestions for alternative ways to use standardized test data, as well as performance-based measures of student learning.
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Acosta Contreras, Manuel, and Ana Isabel Burguillos Peña. "ESTRÉS Y BURNOUT EN PROFESORES DE PRIMARIA Y SECUNDARIA DE HUELVA: LAS ESTRATEGIAS DE AFRONTAMIENTO COMO FACTOR DE PROTECCIÓN." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4, no. 1 (2016): 303. http://dx.doi.org/10.17060/ijodaep.2014.n1.v4.616.
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Abstract.STRESS AND BURNOUT IN TEACHERS OF PRIMARY AND SECONDARY EDUCATION OF HUELVA: COPING LIKE PROTECTION FACTORThe aim of this study was to examine the existence of work stress and burnout syndrome in a sample of teachers from E. Elementary and Secondary Education, and relationships with two possible “protective factors, coping strategies and emotional intelligence. The sample consisted of 92 teachers of Primary and Secondary from eight centers Huelva. We used a questionnaire developed for the collection of personal data relating to schools, the Scale for Assessment of Stress (EAE), the Maslach Burnout Inventory (MBI) and the COPE Questionnaire. The coping strategies adopted by teachers not being as useful measures to improve these problems, so it would not act as a protective factor.Keywords: Laboral Stress, Burnout Syndrome, Coping.Resumen.El objetivo del estudio ha sido examinar la existencia de Estrés Laboral y Síndrome de Burnout en una muestra de docentes de E. Primaria y Secundaria, y establecer relaciones con dos posibles “factores de protección”, las estrategias de afrontamiento y la inteligencia emocional. La muestra estaba formada por 92 docentes de Enseñanza Primaria y Secundaria procedentes de ocho Centros de Huelva. Se empleó un Cuestionario elaborado para la recogida de los datos personales y relativos a los centros docentes, la Escala de Apreciación del Estrés (EAE), el Maslach Burnout Inventory (MBI) y el Cuestionario COPE. Las estrategias de afrontamiento adoptadas por los docentes no están siendo medidas útiles en cuanto a la mejora de estos problemas, por lo que no actuaría como factor de protección.Palabras clave: Estrés Laboral, Síndrome de Burnout, Estrategias de Afrontamiento al estrés.
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Sykes, Gary, and Kacy Martin. "Equitable access to capable teachers: The states respond." education policy analysis archives 27 (April 8, 2019): 39. http://dx.doi.org/10.14507/epaa.27.3743.
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This study examined a sample of plans that states submitted to the U.S. Education Department in 2015, pursuant to requirements in the Elementary and Secondary Education Act Title I, Part A. Plans were aimed at redressing inequities in access to qualified teachers as this problem has emerged in states and districts across the country. A considerable body of research has demonstrated that teachers are inequitably distributed to the disadvantage of low income and historically under-served students. Based on descriptive and inferential coding of these plans, the study reaches several conclusions. First, the federal planning mandate has served as an impetus for developing state data systems that track teacher distributions. Second, many of the strategies states are proposing are not directly relevant, targeted, or fully committed in terms of resources and implementation. Third, in states with highly rated plans, the strategies address fundamental, underlying conditions while offering a comprehensive range of targeted strategies to improve recruitment, support, and retention of teachers in schools serving concentrations of low income and under-served students. Progress on this issue is underway with much that remains to be done.
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Setia, Shinta, Pwee Leng, Yurillah Endah Mauliate, Dian Ekowati, and Dwi Ratmawati. "The Principal Leadership in Developing Inclusive Education for Diverse Students." International Journal of Emerging Issues in Early Childhood Education 3, no. 1 (2021): 08–24. http://dx.doi.org/10.31098/ijeiece.v3i1.519.
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Background – Zonasi, a new ‘zoning-based school’ system implemented by the Indonesian government in June 2019 has created a significatnt impact on student enrollment in all public schools across the country. Before June 2019, student enrollment in public schools were based on its schools selection process, mainly academic achievement, whilst for past 2 years (2019 and 2020) students enrollment has been based on “zonasi”, a geographical distance between student’s home and the chosen school. The closer the distance, the bigger chance to get acceptance. As as result, public schools nowadays has more diverse students than before. Purpose - This research aimed to explore leadership practices of secondary public school principal in transforming a regular public school into inclusive public school through the act of leadership practices. The school was acknowledged by local government and communities as one of the successful inclusive public high school in Surabaya.Design/methodology/approach - This research used a qualitative approach within a case study design. The data collection techniques used in this research were interviews, observations, and school documents. Data were collected from the principal, 2 counseling teachers, 2 special education teachers, and head of educational in the district.Findings - The result revealed four principal leadership behaviour to transform regular public school into inclusive public school i.e. (1) changing mindset the teachers and non-academic staffs, (2) promoting inclusive practices within the school through various programs, (3) promoting inclusive practive in teaching-learning process, (4) building connection with parents & local communities, and seeking government support on the innitiatives.Research limitations – This study only investigated one public school, with the involvement of a school principal and 4 teachers. It would be better if the scope of the research could be broader, for example covering elementary and high schools, and involving more participants, such as the vice principal of the curriculum field, students and parents.Originality/value – This study contributes to leadership research in the context of secondary school education, which has undergone a transformation from the previously students tend to be homogeneous because they are based on standardized academic qualification, nowadays students at schools have more diverse social backgrounds as a result of the implementation of the zoning system in Indonesia. The findings of this paper can be used as a tool. a guide for policy makers and educational planners regarding zoning system in Indonesia. Such practices can also be learned, adapted and imitated by other schools.
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Зверев, К. А. "Russian Education in Independent Latvia: Reforms of the 1990s–2010s." Вестник Рязанского государственного университета имени С.А. Есенина, no. 1(70) (March 17, 2021): 80–89. http://dx.doi.org/10.37724/rsu.2021.70.1.009.
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В статье рассматривается развитие русскоязычного школьного образования в независимой Латвии с 1992 по 2020 год, а также процесс реформирования данной системы официальными властями. На момент провозглашения независимости и выхода из состава СССР в Латвии сложилась билингвальная система образования, позволявшая пройти обучение всех уровней (от детского сада до техникума и университета) как на латышском, так и на русском языках. Приход к власти в 1990-е годы националистических кругов и восприятие советского периода как периода «оккупации», сделал невозможным сохранение русскоязычной школы в неизменном виде. Преобразования не заставили себя долго ждать: уже в 1995 году были приняты поправки к закону об основной школе и гимназии, провозглашавшие необходимость введения в школах для национальных меньшинств нескольких предметов с преподаванием на латышском языке. Наиболее крупные реформы были осуществлены в 2004 году, когда старшее звено русскоязычных школ (10–12 классы) было обязано обучаться в пропорции 60/40, то есть не менее 60 % предметов на латышском языке, не более 40 % — на русском. Второй комплекс реформ начал реализовываться в 2017году, когда старшая школа (национальных меньшинств) целиком перешла на латышский язык обучения, а средняя школа лишь частично. Латвийские власти объясняют необходимость данных реформ стремлением повысить уровень знания государственного языка среди национальных меньшинств, в первую очередь русскоязычных. Реформа продолжается и будет завершена лишь в 2021 году. Данное исследование направлено на осмысление реформы русской школы Латвии с учетом последних преобразований. В работе используются статистические данные общественных организаций и Министерства образования Латвии, а также источники на латышском языке. The article treats the development of Russian minority schools in independent Latvia from 1992 to 2020. It also focuses on education reforms promoted by the Latvian government. When Latvia gained independence from the Soviet Union, the country had the system of bilingual education which enabled people to acquire primary, secondary and tertiary education in both the Latvian and Russian languages. When in the 1990s nationalists rose to power and the Soviet occupation was denounced, Russian minority schools underwent some changes. First amendments to the Elementary and Secondary Education Act were introduced in 1995. It was stipulated that Russian minority schools should teach some of the subjects in Latvian. More profound reforms were introduced in 2004. The new law stipulated that in secondary schools a minimum of 60 percent of teaching hours should be in Latvian. 2017 saw another wave of reforms. Senior schoolchildren were expected to get their education in Latvian, while middle-school students were expected to study only some of the subjects in Latvian. The Latvian authorities claim that the reforms, which will be completed in 2021, are expected to motivate ethnic minority groups to learn the state language. The present research is aimed at the examination of the reform of minority education. The article analyzes statistical data provided by public organizations and the Latvian Ministry of Education and some other sources in the Latvian language.