Despite the fact that funding for Title I continues to grow, and the program is now the major funding arm of "No Child Left Behind", the research reported here indicates that funds are not always spent in a way likely to accomplish the purposes of the legislation. In most urban districts a systematic bias is built into the district allocation…

These final regulations implement Executive branch policy that, within the framework of constitutional church-state guidelines, religiously affiliated (or "faith-based") organizations should be able to compete on an equal footing with other organizations for funding by the U.S. Department of Education (Department). Department regulations…

The Central Office Review for Results and Equity (CORRE) is designed to help school district leaders improve support to schools by participating in a five-step analysis of the work of the central office. It enables a district to examine the impact, effectiveness, and coherence of operations across departments, units, and levels, and to help…

This paper, intended for school superintendents, addresses educational concerns associated with the Emergency Immigrant Education Act. The article discusses the background and application of the act, emphasizing the fact that immigrant students affect areas such as distribution of resources, curriculum development, pedagogy, teacher preparation,…

Describes the origins of the "educational adequacy" concept, focusing particularly on state and federal court decisions and state legislation. Discusses problems involved in giving a concept an operational definition, especially the issues of adequate expenditure level, equity, adequacy measurement and certification, and…

Research indicates that school microcomputer use is associated with the wealth of the school district. Wealthier districts are more likely to utilize the higher level uses of the computer, whereas less affluent schools tend to use computers in computer-assisted instruction of the drill and practice variety. (MLF)

A teacher of handicapped children discusses how praise and patience have helped her students overcome learning and behavior problems and voices the conviction that disabled children should be mainstreamed as soon as they show evidence of readiness. (PP)

Analyzes factors affecting whether the relationship between taxing formulas and the provision of postsecondary education subsidies in the United States results in redistribution of income from the poor to the rich or vice versa. An examination of the effects of these factors in Britain fails to resolve the question. (PGD)

The senator explains the basic concepts of New Federalism, including a rethinking of responsibilities and intergovernmental relations and a reconsideration of the role of state and local government. (SK)

Accountability is the key in a site-based program. Argues that all schools must have equal access to all programs and all students must have equal access to specialized programs. (MLF)

There has been no significant legal action to force states or localities to equalize school facilities, despite U.S. public education's equal treatment philosophy. Another facilities issue is provision for access to the latest technology. Strategic planning can help educators create a positive learning environment by maintaining and improving…

Through finance reform, Michigan cut property taxes for school operations nearly 50% and exchanged a district power-equalizing approach to a foundation-allowance program. After three years, there are still strong connections between property wealth and district revenue. However, Michigan has made progress toward equal financial resources for the…

Assesses public school finance equity in Tennessee by investigating the current financing method's impact on the number of locally funded teachers above those possible under the Tennessee Foundation Program. The availability of locally funded teachers varied according to the magnitude of the individual districts' local-option sales tax revenue.…

To provide a school choice program for purely political reasons is reprehensible. The St. Louis (Missouri) model, based on a court-approved desegregation settlement, has demonstrated that citizen commitment and adequate funding can create a successful, equitable program. (MLH)

Describes vocational education in South Carolina, stressing the Federal Government's role in enhancing the delivery of such education to students, especially to special populations such as disadvantaged and handicapped children. A comparison of four school districts offers insights into commonalities and differences among programs. Includes…