In the United States, adult and workforce education (AE) seems to be located, simultaneously, both everywhere and nowhere in particular. Ongoing shifts in national economic demands and changes in requirements for training and education have brought learning in the adult years into the federal public policy arena. Sometimes referred to as lifelong…

In the article the involvement of Federal government into adult education is analyzed; the nature and extent of legislative measures taken in order to improve the quality of adult education in the USA is investigated. [For the complete Volume 12 proceedings, see ED597979.]

Title I of the Elementary and Secondary Education Act, a federal program to provide additional assistance to academically struggling students in high-poverty areas, has long contained a provision called the "supplement-not-supplant" requirement. This provision was designed to ensure Title I funds were spent on extra educational services…

Describes and critiques the dominant understanding of poverty in the United States as reflected in its most common measure, the federal poverty line, commenting on the politics of poverty measurement and considering the implications of a revised measure of poverty for thinking about poor children and their education in this nation's schools. (SM)

This report examines the effectiveness and results of the federally prescribed procedures and processes that school food authorities use to verify student eligibility for free and reduced-price meals under the School Lunch and School Breakfast Programs. While school districts surveyed were found, on the whole, to comply with Federal regulations, a…

This report uses data collected during the National Evaluation of School Nutrition Project (NESNP-II) in 1983-84 to describe the characteristics of students and households eligible for the National School Lunch Program (NSLP) and School Breakfast Program (SBP), and the characteristics of NSLP and SBP participants and their households. The NESNP-II…

Chapter 1 was the federal government's first large-scale school aid program attempting to break the "cycle of poverty." The program's effectiveness--especially the formula for funding disbursement--is questioned. Congressional hearings in 1987 are expected to examine the program and consider the most effective means to provide poor…

Over a period of 4 months in early 1994, Voices for Children investigated low-income children's access to 15 benefits for which they might be eligible. Of those benefits, six were further analyzed to determine how many eligible low-income children were actually receiving them. Counties were grouped by population size to determine if differences…

Discusses the Clinton Administration's proposed overhaul of the Elementary and Secondary Education Act (ESEA), designed to assist the nation's poor and disadvantaged students. The new ESEA should set high standards for all children; focus on teaching and learning; stimulate local initiatives; reconnect schools, parents, and communities; and target…

Chapter 1, the Federal program of grants to local education agencies (LEAs) for the education of disadvantaged children, authorizes the distribution of assistance through both a basic and a concentration grant formula. Concentration grants are intended to provide additional assistance to areas with especially high numbers or proportions of…

Between 1980 and 1986 federal support for education fell by 11 percent and number of disadvantaged students grew to 20 percent. In 1986 federal support for children had fallen to its lowest level in 20 years. Evaluates congressional turnaround that began to increase federal support. U.S. business leaders expressed concern over U.S. educational…

This book discusses issues involved in the current debate over the nature and effectiveness of anti-poverty programs, and examines the high economic and social costs of, and the risk factors involved in, cyclical poverty. The book offers suggestions to help solve the problems of cyclical poverty and chronic disadvantage by highlighting effective…

Because magnet schools restructure school and district attendance area boundaries in order to achieve racial heterogeneity, they attempt to disassemble the very unit towards which the Education Consolidation and Improvement Act Chapter 1 program targets its resources--neighborhood schools attended by poor children. A nine-district survey of the…

Passed by the U.S. Congress in the spring of 1965 as part of President Lyndon Johnson's War on Poverty, the Elementary and Secondary Education Act (ESEA) was one of the most significant and expansive education policy initiatives ever undertaken by the federal government. The main component of the act, Title I, allocated significant resources to…