The Race to the Top - Early Learning Challenge (RTT-ELC) grants program, sponsored by the U.S. Department of Education (ED) and U.S. Department of Health and Human Services (HHS), aimed to increase the number of high quality early learning and development programs. RTT-ELC awarded $520 million in the first of three rounds of grants to help states…

The Race to the Top - Early Learning Challenge (RTT-ELC) grants program, sponsored by the U.S. Department of Education and U.S. Department of Health and Human Services, aimed to improve children's access to high quality early learning and development programs. RTT-ELC awarded $520 million in the first of three rounds of grants to help states…

This literature review seeks to find if the No Child Left Behind Act (NCLB) of 2001 has produced more qualified teachers since before its enactment. The impact of the NCLB on student achievement and teacher quality needs have been examined since there have been 10 years after the law was enacted. Only 11% reported that the NCLB highly qualified…

The "Carl D. Perkins Vocational and Technical Education Act of 1998" (commonly referred to as "Perkins," "Perkins III," or "the Act" and referred to hereafter as Perkins III) requires, in Sec. 113(c)(3)(C), that the secretary provide the appropriate committees of Congress copies of annual reports received by…

The purpose of this study was to begin to seek new ways of measuring some of the previously uninvestigated areas in which Project Follow Through might be having an impact. In particular, the rates of promotion in school, assignment to special education classes, and assignment to low ability groups were investigated. The following three hypotheses…

The first section of this report provides the pupil count, expenditures, and staff figures for the 1973-74 school year Connecticut compensatory education programs. Section two provides the major types of programs for public and nonpublic schools and the frequency of their occurrence in 1973-1974. The programs include preschool, reading and math,…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…