Congressional Research Service Reports - 303 Matching Results
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- K-12 Teacher Quality: Issues and Legislative Action
- This report provides a brief overview of some of the most salient issues regarding the K-12 teaching force, describes the current federal role in this area, describes major federal programs, and tracks major legislative action by the Congress.
- Indian Elementary-Secondary Education: Programs, Background, and Issues
- This report provides a brief history of federal Indian education programs, a discussion of students served by these programs, an overview of the programs and their funding, a discussion of the application to BIE schools of key provisions of the Elementary and Secondary Education Act, as amended by the No Child Left Behind Act (P.L. 107-110), and brief discussions of selected issues in Indian education.
- 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.
- The Alabama School Prayer Case: Chandler v. Siegelman
- This report considers the events of Chandler v. James in 1997. The case was a federal district court ruling in Alabama holding up a statute to violate the establishment of religion of the First amendment. The Governor attempted to appeal the court's position to both the Supreme Court and the circuit court but was denied.
- The Elementary and Secondary Education Act, as Amended by the No Child Left Behind Act: A Primer
- This report focuses only on current law and does not discuss the details of the ESEA flexibility package or how it modifies current law.
- Education Finance Incentive Grants Under ESEA Title I
- This report estimates the amount of funds that will be awarded to each state according to the formula, and also describes how the grants reward states that have education finance systems with characteristics favored by the formula.
- Elementary and Secondary Education Act: An Analytical Review of the Allocation Formulas
- This report discusses and analyzes the current allocation formulas for ESEA programs in the first three categories listed.
- Elementary and Secondary Education: Reconsideration of the Federal Role by the 107th Congress
- This report brief provides an overview of legislation to reauthorize the ESEA, ERDDIA, and NESA.
- The Elementary and Secondary Education Act, as Amended by the No Child Left Behind Act: A Primer
- This report focuses only on current law and does not discuss the details of the ESEA flexibility package or how it modifies current law.
- Elementary and Secondary Education: Reconsideration of the Federal Role by the 106th Congress
- This report brief provides an overview of legislation to reauthorize the ESEA, Goals 2000, ERDDIA, and NESA.
- Adult Education and Family Literacy Act: Major Statutory Provisions
- This report summarizes the Adult Education and Family Literacy Act (AEFLA) as the main piece of federal legislation that supports basic education for adults. Specifically, the report discusses the AEFLA in the context of the Workforce Investment Act (WIA) and its reauthorization under the Workforce Innovation and Opportunity Act (WIOA). The report also discusses the process of how states obtain grants.
- 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.
- The Elementary and Secondary Education Act, as Amended by the No Child Left Behind Act: A Primer
- This report provides a brief overview of major provisions of the ESEA.
- Adequate Yearly Progress (AYP): Growth Models Under the No Child Left Behind Act
- This report highlights the adequate yearly progress (AYP) concept of the No Child Left Behind Act of 2001. The AYP is the standard of eligibility for grants, of which states must implement AYP policies in all public schools and local education agencies (LEAs). The standard primarily utilizes state test scores to measure the school's eligibility for funding, schools that do not meet AYP standard for two or more consecutive years face consequences. Finally, the report tackles the idea of growth models in reference to the AYP.
- Adult Education and Family Literacy Act (AEFLA): A Primer
- This report discusses the function, history, and funding for the Adult Education Family Literacy Act (AEFLA) as a means to equip adults with a primary and secondary school education. The report also describes the conditions to acquire a grant from the program. Requirements for the grant are also outlined in the report such as specifying that 82.5 percent of each state's grant must be sub granted to local providers of educational services.
- Educational Accountability and Secretarial Waiver Authority Under Section 9401 of the Elementary and Secondary Education Act
- This report begins with a general discussion of the ESEA flexibility package and current congressional efforts to reauthorize the ESEA.
- Foreign Students in the United States: Policies and Legislation
- This report examines various issues pertaining to foreign students in the United States. Since the Immigration Act of 1924, the United States has expressly permitted foreign students to study in U.S. institutions. Most foreign students are at least 18 years old and are enrolled in higher education programs. Foreign students are generally considered to enrich cultural diversity of the educational experience for U.S. residents as well as enhance the reputation of U.S. universities as world-class institutions. Concerns have arisen in recent years that have caused Congress to take a new look at the Immigration and Nationality Act (INA) provisions that govern their admission.
- Foreign Students in the United States: Policies and Legislation
- This report examines various issues pertaining to foreign students in the United States. Since the Immigration Act of 1924, the United States has expressly permitted foreign students to study in U.S. institutions. Most foreign students are at least 18 years old and are enrolled in higher education programs. Foreign students are generally considered to enrich cultural diversity of the educational experience for U.S. residents as well as enhance the reputation of U.S. universities as world-class institutions. Concerns have arisen in recent years that have caused Congress to take a new look at the Immigration and Nationality Act (INA) provisions that govern their admission.
- Estimated FY2015 State Grants Under Title I-A of the Elementary and Secondary Education Act (ESEA)
- This report discusses the elementary and secondary education act (ESEA) that was last comprehensively amended by the no child left behind act of 2001.
- 21st Century Community Learning Centers: Background and Funding
- This report summarizes the reauthorized Elementary and Secondary Education Act (ESEA) which contains the 21st Century Community Learning Centers (21st CCLC) program. The report covers the history of the ESEA as well as what is new in the reauthorization. Moreover, the report includes how grants are selected now, and the new focus of the program which is now exclusively for after-school-hours activities for children.
- The Education of Students with Disabilities: Alignment Between the Elementary and Secondary Education Act and the Individuals with Disabilities Education Act
- This report focuses on four broad policy issues within both the ESEA and IDEA, which potentially create differing expectations or requirements for schools and teachers educating students with disabilities.
- 21st Century Community Learning Centers: A History of the Program
- This report describes what Twenty-first Century Community Learning Centers (21st CCLC) are. The report also covers the reauthorization of funding for the program in 2002, how grants were awarded, and the essential questions Congress considered when reauthorizing the program. Moreover, the report includes the requirements 21st CCLC projects had to meet to receive the funds.
- Distance Education and Title IV of the Higher Education Act: Policy, Practice, and Reauthorization
- This report explores the growth of DE into a significant component of the modern post secondary education landscape and then examines a number of issues involved in the debate surrounding HEA reauthorization.
- Elementary and Secondary Education: Reconsideration of the Federal Role by the 107th Congress
- This report brief provides an overview of legislation to reauthorize the ESEA, ERDDIA, and NESA.
- The Education of Students with Disabilities: Alignment Between the Elementary and Secondary Education Act and the Individuals with Disabilities Education Act
- This report focuses on four broad policy issues within both the ESEA and IDEA, which potentially create differing expectations or requirements for schools and teachers educating students with disabilities.
- Foreign Students in the United States: Policies and Legislation
- This report examines various issues pertaining to foreign students in the United States. Since the Immigration Act of 1924, the United States has expressly permitted foreign students to study in U.S. institutions. Most foreign students are at least 18 years old and are enrolled in higher education programs. Foreign students are generally considered to enrich cultural diversity of the educational experience for U.S. residents as well as enhance the reputation of U.S. universities as world-class institutions. Concerns have arisen in recent years that have caused Congress to take a new look at the Immigration and Nationality Act (INA) provisions that govern their admission.
- The Tax Deduction for Classroom Expenses of Elementary and Secondary School Teachers
- This report describes the classroom expense deduction, its interaction with other tax provisions, and proposals made concerning the tax benefit during the 108th Congress.
- Administration’s Proposal to Reauthorize the Elementary and Secondary Education Act: Comparison to Current Law
- This report discusses the challenges and consequences of reauthorizing the Elementary and Secondary Education Act (ESEA). Moreover, the report outlines the Department of Education's (ED) ideas for reform in the reauthorization. Finally, the reforms are compared to the current policy the ESEA possesses.
- Foreign Students in the United States: Policies and Legislation
- This report examines various issues pertaining to foreign students in the United States. Since the Immigration Act of 1924, the United States has expressly permitted foreign students to study in U.S. institutions. Most foreign students are at least 18 years old and are enrolled in higher education programs. Foreign students are generally considered to enrich cultural diversity of the educational experience for U.S. residents as well as enhance the reputation of U.S. universities as world-class institutions. Concerns have arisen in recent years that have caused Congress to take a new look at the Immigration and Nationality Act (INA) provisions that govern their admission.
- Adult Education and Family Literacy Act, Title II of the Workforce Investment Act of 1998, P.L. 105-220
- This report is concerned with the federal adult education and literacy programs authorized by the Adult Education and Family Literacy Act (AEFLA). The report covers funding and spending in the program and how it is budgeted. The report also discusses the consequences of the AEFLA repealing the Adult Education Act (AEA) but continuing some of the programs that were under it.
- Foreign Students in the United States: Policies and Legislation
- This report examines various issues pertaining to foreign students in the United States. Since the Immigration Act of 1924, the United States has expressly permitted foreign students to study in U.S. institutions. Most foreign students are at least 18 years old and are enrolled in higher education programs. Foreign students are generally considered to enrich cultural diversity of the educational experience for U.S. residents as well as enhance the reputation of U.S. universities as world-class institutions. Concerns have arisen in recent years that have caused Congress to take a new look at the Immigration and Nationality Act (INA) provisions that govern their admission.
- The Elementary and Secondary Education Act, as Amended by the No Child Left Behind Act: A Primer
- Report to Congress by the Congressional Research Service Domestic Policy Division that provides a brief overview of major provisions of the Elementary and Secondary Education Act (ESEA).
- ESEA Reauthorization Proposals in the 113th Congress: Comparison of Major Features
- Congressional Research Service (CRS) report entailing a comparison of major features in regards to ESEA Reauthorization Proposals in the 113th Congress. Topics include, accountability for student achievement, teacher quality and performance, targeted support versus block grants, etc..
- ESEA Reauthorization Proposals in the 114th Congress: Selected Key Issues
- Congressional Research Service (CRS) report entailing information about selected key issues in regards to ESEA Reauthorization Proposals in the 114th Congress. Topics include, accountability for student achievement, fiscal accountability, etc..
- Federal Support of School Choice: Background and Options
- No Description Available.
- Educational Testing: Implementation of ESEA Title I-A Requirements Under the No Child Left Behind Act
- Congressional Research Service (CRS) report entailing information about implementation of ESEA Title I-A Requirements under the No Child Left Behind Act, in regards to educational testing. Topics include, state assessment grants, testing program costs, assessment requirements, etc..
- Educational Testing: Implementation of ESEA Title I-A Requirements Under the No Child Left Behind Act
- Congressional Research Service (CRS) report entailing information about implementation of ESEA Title I-A Requirements under the No Child Left Behind Act, in regards to educational testing. Topics include, state assessment grants, testing program costs, assessment requirements, etc..
- Educational Testing: Implementation of ESEA Title I-A Requirements Under the No Child Left Behind Act
- Congressional Research Service (CRS) report entailing information about implementation of ESEA Title I-A Requirements under the No Child Left Behind Act, in regards to educational testing. Topics include, state assessment grants, testing program costs, assessment requirements, etc..
- Elementary and Secondary Education Act Reauthorization: Comparison of Proposed Charter School Legislation (H.R. 2218) and Current Law
- Congressional Research Service (CRS) report entailing a comparison of proposed charter school legislation (H.R. 2218) and current law, in regards to the Elementary and Secondary Education Act's reauthorization. Topics include, a comparison of provisions, changes made to structure, etc..
- Elementary and Secondary Education Act Reauthorization: Data Options for the English Language Acquisition State Grants Formula (Title III-A)
- Congressional Research Service (CRS) report entailing information about data options for the English Language Acquisition State Grants Formula (Title III-A) in regards to the Elementary and Secondary Education Act. Topics include, additional LEP data considerations, census data, a description of allocations etc..
- Individuals with Disabilities Education Act: Amendment Contained in S. 254, 106th Congress
- Congressional Research Service (CRS) report entailing information about an amendment made to the Individuals with Disabilities Education Act (IDEA). The amendment outlines the most effective disciplinary actions to be made towards children with disabilities who exhibit violent or dangerous behaviors.
- Individuals with Disabilities Education Act (IDEA): Analysis of Changes Made by P.L. 108-446
- Congressional Research Service (CRS) report entailing an analysis of changes made to the Individuals with Disabilities Act (IDEA). Changes to the act include: changes is compliance monitoring to focus on student performance, changes to safeguarding, and a requirement that all special education teachers be highly educated. There are tables on page 4 and page 8, with the report concluding with other miscellaneous provisions.
- Individuals with Disabilities Education Act: Discipline Provisions in P.L. 105-17
- Congressional Research Service (CRS) report entailing information about discipline provisions being made to the Individuals with Disabilities Education Act (IDEA). This report details the provisions in disciplinary action made to IDEA in the 1997 Amendments to the act. Some of these provisions include the Ten Day Rule, school initiated interim alternative educational placements, and manifestation determination review. The report concludes with more proposed amendments to IDEA since 1997.
- Impact Aid for Public K-12 Education: Reauthorization Under the Elementary and Secondary Education Act
- Congressional Research Service (CRS) report entailing information about the reauthorization of Impact Aid for public K-12 education under the Elementary and Secondary Education Act (ESEA). This report goes over recent appropriations of the act, as well as detailing how Impact Aid payments are made. Additionally, the report is meant to be updated when the 110th congress sees fit to make amendments and expand the ESEA.
- K-12 Education: Implementation Status of the No Child Left Behind Act of 2001 (P.L. 107-110)
- This report lists and summarizes the implementation status dates of the No Child Left Behind Act requirements and how they relate to certain NCLBA programs as well as issues that have arisen with them. The report is chronologically split into eleven sections each covering a different NCLBA provision.
- K-12 Education Programs: Appropriations Summary
- No Description Available.
- K-12 Education Programs: Recent Appropriations
- No Description Available.
- K-12 Education Programs: Recent Appropriations
- No Description Available.
- K-12 Education Funding: Authorizations and Appropriations for FY2002
- This report lists and totals the authorizations of appropriations for the K-12 education programs such as the Elementary and Secondary Education Act that have been reauthorized by Congress and related legislation updates.
- Labor, Health and Human Services, and Education: FY2007 Appropriations
- No Description Available.