The Race to the Top - Early Learning Challenge (RTT-ELC) program, authorized by Congress in 2011, is designed to improve the quality of early learning and development programs for children from birth through age 5. This discretionary grant program is administered jointly by the U.S. Departments of Education (ED) and Health and Human Services…

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2016 describes Ohio's accomplishments, lessons learned, challenges, and strategies Ohio will implement to address those challenges. When Ohio wrote its application for the Race to the Top: Early Learning Challenge Grant, its vision for early childhood…

The Race to the Top - Early Learning Challenge (RTT-ELC) program, authorized by Congress in 2011, is designed to improve the quality of early learning and development programs for children from birth through age 5. This discretionary grant program is administered jointly by the U.S. Departments of Education (ED) and Health and Human Services…

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Ohio's accomplishments, lessons learned, challenges, and strategies Ohio will implement to address those challenges. Ohio saw many accomplishments throughout the reporting year for Early Learning Challenge Grant. The state legislature…

"Moving Your Numbers", a technical assistance and dissemination initiative begun in 2010 by the National Center on Educational Outcomes, described the work of 10 school districts that were using assessment and accountability to increase performance for students with disabilities as part of their overall district reform and improvement…

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Ohio's accomplishments, lessons learned, challenges, and strategies Ohio will implement to address those challenges. Ohio's Race to the Top Early Learning Challenge (RTT-ELC) grant application laid out Governor John R. Kasich's…

THE EFFECT WHICH THE FIRST YEAR OF VARIOUS ELEMENTARY AND SECONDARY EDUCATION ACT (ESEA) TITLE I COMPENSATORY EDUCATION PROJECTS HAS HAD ON A DISADVANTAGED POPULATION IN CINCINNATI IS REPORTED IN THIS EVALUATION. THE EVALUATORS HYPOTHESIZED THAT THE MOST DRAMATIC RESULTS WOULD OCCUR IN SCHOOLS WHICH RECEIVED THE MOST INTENSIVE TREATMENT. IN THE…

This report contains twenty-four tables which present data on Elementary and Secondary Education Act, Title I-funded projects for the state of Ohio. Major instructional areas are: reading, mathematics, vocational education, tutorial services, pre-school education, and special education. Reading and mathematics evaluation data are presented in…

This evaluation of Cincinnati's Title I projects for the disadvantaged public school students notes that definitive statements about measurable results are unrealistic because the projects were evaluated after only 5 months in operation. However the evaluation establishes baseline data. Information about the 13 Title I projects was gathered from…

THE NATURE AND IMPACT OF OHIO'S TITLE I COMPENSATORY EDUCATION PROJECTS ARE EVALUATED IN THIS REPORT. PROJECT PARTICIPANTS WERE CHARACTERIZED BY LOW ACADEMIC ACHIEVEMENT, WITHDRAWAL AND FEELINGS OF REJECTION, ABSENTEEISM, AND IRRESPONSIBILITY. ONLY 50 PERCENT OF THEM HAD PLANS FOR CONTINUING THEIR EDUCATION WHILE 70 PERCENT OF NONTITLE I PUPILS…

THIS REPORT ASSESSES THE GENERAL EFFECTIVENESS OF SIX SEPARATE COMPENSATORY EDUCATION PROJECTS WHICH PROVIDED EITHER (1) EARLY CHILDHOOD EDUCATION, (2) PHYSICAL HEALTH SERVICES, (3) EMOTIONAL, LEARNING, AND COMMUNICATION PROBLEMS, (4) STAFF DEVELOPMENT, LEADERSHIP AND INSERVICE TRAINING, (5) ELEMENTARY SCHOOL REMEDIATION AND ENRICHMENT, OR (6)…