Historical influence in present day education contributes to the continuous conversation of equity in higher education systems. In the process of understanding inequalities and exploring the academic achievements of first-generation low-income students (FGLI), this paper summarizes generational effects on the academic journey within the community.…

This Fiscal Year (FY) 2023 Supplemental Nutrition Assistance Program Education (SNAP-Ed) Plan Guidance provides instructions to SNAP-Ed State and implementing agencies for developing and submitting State nutrition education and obesity prevention grant program plans, commonly referred to as State SNAP-Ed Plans, and preparing and submitting the…

This Fiscal Year (FY) 2022 Supplemental Nutrition Assistance Program Education (SNAP-Ed) Plan Guidance provides instructions for developing and submitting State nutrition education and obesity prevention grant program plans, commonly referred to as State SNAP-Ed Plans. It describes Food and Nutrition Service (FNS) expectations regarding State…

This Fiscal Year (FY) 2021 Supplemental Nutrition Assistance Program Education (SNAP-Ed) Plan Guidance provides instructions for developing and submitting State nutrition education and obesity prevention grant program plans, commonly referred to as State SNAP-Ed Plans. It describes Food and Nutrition Service (FNS) expectations regarding State…

The Behavioral Interventions to Advance Self-Sufficiency (BIAS) project conducted 15 randomized controlled trials of behavioral interventions across eight states, in the domains of work support, child support, and child care. BIAS used a systematic approach called "behavioral diagnosis and design" to develop the interventions and their…

Research has shown that early intervention can greatly improve the development of a child with autism. Children with disabilities--including children with autism--can receive intervention services through the Individuals with Disabilities Education Act. Low income children may also receive intervention services through Medicaid or the State…

In a context where more than 1,000,000 American adolescents are processed by juvenile courts annually and approximately 160,000 are sent to residential placements, this paper examines "what works" and "what doesn't work" in reducing the criminal behavior of juvenile offenders and presents examples of government initiatives that have successfully…

The goal of Individuals with Disabilities Education Act (IDEA) is no longer simply to make services available to young children with disabilities and their families, but also to ensure that those services lead to enhanced outcomes for participating children and families. To that end, IDEA 2004 requires states to submit State Performance Plans…

This latest brief updates education leaders on the key policies the 13 (Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee and Virginia) Southern Regional Education Board (SREB) states plan to implement under federal waivers to No Child Left Behind. It details,…

Multilevel programs--that is, programs with multiple levels of administration, funding, and implementation--present dynamic and challenging environments for the conduct and use of evaluation. The challenges include questions, priorities, audiences, and purposes that vary at each level. This chapter discusses the challenges as well as the…

This brief is intended to provide State Education Agency (SEA) and Local Education Agency (LEA) educators with a brief overview of key components of GraduateFIRST, a Georgia program targeting issues impacting school completion for students with disabilities. Georgia's GraduateFIRST program has redefined the state's approach to raising graduation…

"Kids Count in Colorado!" is an annual publication of the Colorado Children's Campaign, which provides the best available state- and county-level data to measure and track the education, health and general well-being of the state's children. "Kids Count in Colorado!" informs policy debates and community discussions, serving as…

Fifty states and five territories were surveyed to determine implementation of the federal Program for Infants and Toddlers with Handicaps, established through Public Law 99-457. Questions focused on the states' interagency coordinating councils, definitions of developmental delay, and activities related to the required minimal components of…

As a result of No Child Left Behind (NCLB) legislation and the reauthorization of Individuals with Disabilities Education Act (IDEA) 2004, Response to Intervention (RTI) is now a mandated process for documenting the existence or nonexistence of a learning disability. For educators new to the RTI approach, this text presents an overview of key…

The context of the Comprehensive Headstart, Child Development, and Family Services Act of 1972 is presented along with a section-by-section analysis of it. Section 1 is the title. Section 2 is a statement of findings and purpose. Section 3 authorizes appropriations. Title I describes Headstart, Child Development and Family Services Programs which…