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Direct linkMurphy, Jason P.; Strothers, Atiya S.; Lugg, Catherine A. – Peabody Journal of Education, 2017
In this article, Murphy, Strothers, and Lugg, focus on one urban center, Newark, as an illustrative case study of how New Jersey's brand of neoliberal politics has shaped the political agency of those who live in the communities served by New Jersey's public schools. The city, like other New Jersey locales, has had a long history of political…
Descriptors: State Officials, State Government, Government Role, Neoliberalism
Download full textAlexander, Lamar; Kline, John – US Government Accountability Office, 2016
Every year millions of children under the age of 5 participate in federal and state early care and education programs. For fiscal years 2010 to 2015, Congress appropriated almost $48 billion to Head Start and over $31 billion to the Child Care and Development Fund (CCDF), the two largest sources of federal funding for early care and education. To…
Descriptors: Child Care, Early Childhood Education, Educational Finance, Federal Programs
McGuinn, Patrick – Consortium for Policy Research in Education, 2015
In a 2012 paper for the Center for American Progress, "The State of Evaluation Reform," Patrick McGuinn (Drew University) identified the opportunities and challenges facing education agencies in Race to the Top (RTTT) grant-winning states as they prepared for the implementation of new teacher evaluation systems. The 2012 study undertook…
Descriptors: State Departments of Education, Teacher Evaluation, Beginning Teachers, Program Implementation
Tanenbaum, Courtney; Anderson, Lindsay – US Department of Education, 2010
"Title III Accountability and District Improvement Efforts: A Closer Look" (2010) summarizes findings from interviews with six Title III Directors and nine Title III district-level directors in the spring of 2009. States and districts were selected in order to collect information from some entities with a long history of serving English…
Descriptors: State Officials, Educational Finance, Academic Achievement, Second Language Learning
Ashby, Cornelia M. – Government Accountability Office, 2006
Title III of the No Child Left Behind Act of 2001 (NCLBA) designates federal funds to support the education of students with limited English proficiency and provides for formula-based grants to states. This report describes the data the Education Department used to distribute Title III funds and the implications of data measurement issues for the…
Descriptors: Federal Legislation, State Officials, Limited English Speaking, Community Surveys
