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 Collection: Congressional Research Service Reports
Science, Technology, Engineering, and Mathematics (STEM) Education Issues and Legislative Options
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Science, Technology, Engineering, and Mathematics (STEM) Education Issues and Legislative Options
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The Link Between Medicaid and the Individuals with Disabilities Education Act (IDEA): Recent History and Current Issues
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The Link Between Medicaid and the Individuals with Disabilities Education Act (IDEA): Recent History and Current Issues
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Congress and Program Evaluation: An Overview of Randomized Controlled Trials (RCTs) and Related Issues
This report discusses what RCTs are and identifies a number of issues regarding RCTs that might arise when Congress considers making program evaluation policy. For example, in the 109th Congress, Section 3 of S. 1934 (as introduced) would establish a priority for RCTs when evaluating offender reentry demonstration projects; Section 114 of S. 667 (Senate Finance Committee-reported bill) would require RCTs for demonstration projects for low-income families; and Section 5 of S. 1129 (as introduced) would call for RCTs for projects and policies of multilateral development banks. Issues regarding RCTs could also arise when actors in the policy process present specific program evaluations to Congress (e.g., in the President’s budget proposals) to influence Congress’s views and decision making. For many reasons, evaluations often merit scrutiny and care in interpretation. digital.library.unt.edu/ark:/67531/metacrs9145/
Palestinian Education and the Debate Over Textbooks
Palestinian education reform is often seen as a key element in internal Palestinian reform and the Palestinian-Israeli peace process, as well as in broader U.S. interests in the region. Concerns over Palestinian Authority (PA) textbooks often cite examples of anti-Jewish education materials and a lack of reference to or positive acknowledgment of the state of Israel. Overall, some analysts allege that PA textbooks spread a culture of violence that prizes martyrdom. Palestinian curriculum reform is an important element in the broader U.S. policy of promoting Middle East democracy and governance reforms. Palestinian curriculum development is relevant to congressional concerns about the Palestinian-Israeli peace process, levels of U.S. assistance to the Palestinians, U.N. reforms in the Palestinian Territories, and the broader U.S. promotion of democracy in the Middle East. digital.library.unt.edu/ark:/67531/metacrs10379/
Palestinian Education and the Debate Over Textbooks
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Palestinian Education and the Debate Over Textbooks
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Military Base Closures and the Impact Aid Program for Education
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Education-Related Hurricane Relief: Legislative Action
This report provides an overview of the waivers that have been granted by the Department of Education in response to the Gulf Coast hurricanes; three public laws that have been enacted, specifically to provide financial relief to postsecondary students and institutions of higher education; and education-related hurricane relief provisions included in FY2006 defense appropriations. For K-12 education, the latter provides several waivers of existing requirements and appropriates $1.4 billion, primarily to restart school operations in affected areas and to provide emergency impact aid grants to schools serving displaced students. For higher education, P.L. 109-148 provides waivers of existing requirements and makes available $200 million to provide assistance under various HEA programs. digital.library.unt.edu/ark:/67531/metacrs8350/
Military Recruitment Provisions Under the No Child Left Behind Act: A Legal Analysis
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The Individuals with Disabilities Education Act (IDEA): Interactions with Selected Provisions of the No Child Left Behind Act (NCLBA)
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The Individuals with Disabilities Education Act (IDEA): Interactions with Selected Provisions of the No Child Left Behind Act (NCLBA)
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The Individuals with Disabilities Education Act: Schaffer v. Weast
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The Family Educational Rights and Privacy Act: A Legal Overview
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Adequate Yearly Progress (AYP): Implementation of the No Child Left Behind Act
This report is intended to provide an overview of the Adequate Yearly Process (AYP) concept and several related issues, a description of the AYP provisions of the No Child Left Behind Act, and an analysis of the implementation of these provisions by the U.S. Department of Education (ED) and the states. It will be updated when major administrative actions are taken by ED, or substantial new data on state implementation become available. digital.library.unt.edu/ark:/67531/metacrs9665/
Adequate Yearly Progress (AYP): Implementation of the No Child Left Behind Act
This report is intended to provide an overview of the Adequate Yearly Process (AYP) concept and several related issues, a description of the AYP provisions of the No Child Left Behind Act, and an analysis of the implementation of these provisions by the U.S. Department of Education (ED) and the states. It will be updated when major administrative actions are taken by ED, or substantial new data on state implementation become available. digital.library.unt.edu/ark:/67531/metacrs9667/
School Facilities Infrastructure: Background and Legislative Proposals
The federal government's role in financing school construction and renovation continues to be an issue in the 109th Congress, although school construction has generally been considered a state and local responsibility. According to the National Center for Education Statistics (NCES), the unmet need for school construction and renovation is estimated to be $127 billion. NCES indicates that three-quarters of the nation's schools report needing funds to bring their buildings into a "good overall condition." Indirect federal support for school construction is currently provided by exempting the interest on state and local governmental bonds from federal income taxes, as well as other tax code provisions. In the wake of Hurricane Katrina, an estimated 400 schools need to be rebuilt in Louisiana and Mississippi. digital.library.unt.edu/ark:/67531/metacrs10206/
Issues Raised by Hurricane Katrina: A Focus On Education and Training
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The Individuals with Disabilities Education Act (IDEA): Proposed Regulations for P.L. 108-446
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Trio and GEAR UP Programs: Status and Issues
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The Individuals with Disabilities Education Act (IDEA): Overview of P.L. 108-446
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Palestinian Education and Debate Over Textbooks
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Individuals with Disabilities Education Act (IDEA): Current Funding Trends
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National Security Education Program: Background and Issues
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Individuals with Disabilities Education Act (IDEA): Analysis of Changes Made by P.L. 108-446
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Concurrent Enrollment Programs
Initiated in part as a proposal to reform U.S. high schools, concurrent enrollment programs enable high school aged students to take college level course work and receive college credit while enrolled in high school. Concurrent enrollment programs can be best described as a secondary/postsecondary school hybrid. This report provides a brief history of these programs and a description of the different types of programs, including participation data. digital.library.unt.edu/ark:/67531/metacrs10197/
Education for the Disadvantaged: Overview of ESEA Title 1-A Amendments Under the No Child Left Behind Act
Title I, Part A, of the Elementary and Secondary Education Act (ESEA) authorizes federal aid to local educational agencies (LEAs) for the education of disadvantaged children. Title I-A grants provide supplementary educational and related services to low-achieving and other pupils attending schools with relatively high concentrations of pupils from low-income families in pre-kindergarten through grade 12. Title I-A is the largest federal elementary and secondary education assistance program, with services provided to (a) over 90% of all LEAs; (b) approximately 45,000 (58% of all) public schools; and (c) approximately 11 million (22% of all) pupils, including approximately 167,000 pupils attending private schools. Four-fifths of all pupils served are in pre-kindergarten through grade 6, while only 5% of pupils served are in grades 10-12. digital.library.unt.edu/ark:/67531/metacrs6120/
Monitoring Foreign Students in the United States: The Student and Exchange Visitor Information System (SEVIS)
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Reducing Teen Pregnancy: Adolescent Family Life and Abstinence Education Programs
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K-12 Education Programs: Appropriations Summary
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K-12 Teacher Quality: Issues and Legislative Action
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The Individuals with Disabilities Education Act (IDEA): Comparison and Analysis of Selected Provisions in H.R. 1350 as Passed by the House and by the Senate, 108th Congress
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K-12 Teacher Quality: Issues and Legislative Action
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The Individuals with Disabilities Education Act (IDEA): Selected Changes that Would be Made to the Law by S. 1248, 108th Congress
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Education of Limited English Proficient and Recent Immigrant Students: Provisions in the No Child Left Behind Act of 2001
The Language Acquisition State Grant Program under Title III of the Elementary and Secondary Education Act of 1965 (ESEA) as amended by the No Child Left Behind Act (NCLBA) contains provisions intended to address the specific educational needs of limited English proficient (LEP) students and students who have recently immigrated to the United States.1 Title III represents a major overhaul of federal programs for LEP students formerly provided under ESEA, Title VII, Parts A and C. digital.library.unt.edu/ark:/67531/metacrs7368/
Education for the Disadvantaged: Overview of ESEA Title 1-A Amendments Under the No Child Left Behind Act
This report provides an overview of aspects of ESEA Title I-A which were substantially amended by the NCLBA; elements of the program which are important but which were not substantially revised by the NCLBA (such as parental involvement requirements) are not discussed in this report. Other current and forthcoming reports will provide more detailed discussions and analyses of selected major aspects of the program, including pupil assessments,2 accountability, and allocation formulas. This report will be updated regularly, to reflect significant actions regarding funding and implementation of the NCLBA provisions. digital.library.unt.edu/ark:/67531/metacrs6559/
Educational Testing: Implementation of ESEA Title I-A Requirements Under the No Child Left Behind Act
This report provides background information on state pupil assessment programs and policies, a description of the Elementary and Secondary Education Act (ESEA) Title I-A assessment requirements as expanded by the No Child Left Behind Act of 2001 (NCLBA), a review of the implementation status of these requirements, and an analysis of related issues which may be addressed by the 108th Congress. digital.library.unt.edu/ark:/67531/metacrs7369/
The E-Rate Program: Universal Service Fund Telecommunications Discounts for Schools
This report provides background information on the E-rate program, focusing specifically on its support of schools. It will be revised to reflect any substantive changes in the program. digital.library.unt.edu/ark:/67531/metacrs6068/
Supplemental Educational Services for Children from Low-Income Families Under ESEA Title I-A
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Early Childhood Education: Federal Policy Issues
This report examines what we currently know about preprimary programs including numbers of children served and their family characteristics; as well as data on the efficacy of preprimary programs in enhancing later learning and other life skills. Current federal programs that serve preschool age children are described, and policy issues which may arise as the federal role in early childhood education is debated, are discussed. digital.library.unt.edu/ark:/67531/metacrs5864/
Teacher Recruitment and Retention: Current Programs and Legislation in the 108th Congress
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Financial Aid for Students: Print and Web Guides
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Telecommunications Discounts for Schools and Libraries: The "E-Rate" Program and Controversies
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School Choice: Current Legislation
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School Facilities Infrastructure: Background and Legislative Proposals
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K-12 Teacher Quality: Issues and Legislative Action
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Head Start Issues in the 108th Congress
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School Choice: Current Legislation
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Telecommunications Discounts for Schools and Libraries: The "E-Rate" Program and Controversies
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