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Indiana Humanities Council Request for the Indianapolis Energy Conversion Inst. For Phase I of the Indianapolis Energy Conservation Res Initiative also called the smartDESKTOP Initiative

Description: The smartDESKTOP Initiative at the Indiana Humanities Council received critical support in building and delivering a “digital desktop” for Indiana educators through the Department of Energy Grant—DE-FG02-06ER64282. During the project period September 2006 through October of 2007, the number of Indiana educators with accounts on the smartDESKTOP more than tripled from under 2,000 to more than 7,000 accounts. An external review of the project conducted for the purposes of understanding the impact of the service in Indiana schools revealed that the majority of respondents felt that using the smartDESKTOP did reduce the time they spent managing paper. The same study revealed the challenges of implementing a digital desktop meant to help teachers leverage technology to improve their teaching and ultimately student learning. The most significant outcome of this project is that the Indiana Department of Education expressed interest in assuming responsibility for sustaining this project. The transition of the smartDESKTOP to the Indiana Department of Education was effective on November 1, 2007.
Date: December 6, 2007
Creator: Keller, John B.
Partner: UNT Libraries Government Documents Department

K-12 Education: Selected States and School Districts Cited Numerous Federal Requirements As Burdensome, While Recognizing Some Benefits

Description: A letter report issued by the Government Accountability Office with an abstract that begins "Generally consistent with the views of key stakeholders we interviewed, state and school district officials cited 17 federal requirements as most burdensome for them. These requirements were related to the Elementary and Secondary Education Act (ESEA) Title I, Part A; the Individuals with Disabilities Education Act (IDEA) Part B; national school meals programs; or other requirements related to the receipt of federal funds. Officials described the burdens associated with these requirements as complicated, time-intensive, and duplicative, among other things, and characterized most of the requirements as being burdensome in multiple ways. For example, several officials told us that collecting data for IDEA reporting requirements—such as the number of data elements collected—takes a significant amount of time and resources. State and district officials also noted benefits of some requirements, for example, that the process to create individualized education programs can help protect the rights of students with disabilities."
Date: June 27, 2012
Creator: United States. Government Accountability Office.
Partner: UNT Libraries Government Documents Department

K-12 Education: School-Based Physical Education and Sports Programs

Description: A letter report issued by the Government Accountability Office with an abstract that begins "While the most recent national data show instruction time for PE decreased from 2000 to 2006, officials GAO interviewed stated that school sports opportunities have generally increased in recent years. Specifically, the percentage of schools that offered PE at least 3 days a week decreased from 2000 to 2006, but the percentage of schools that required students in each grade to take some PE increased during the same period. For example, the estimated percentage of schools that required PE in ninth grade increased from 13 percent in 2000 to 55 percent in 2006. Moreover, states, districts, and schools appear to have increased emphasis on the quality of PE programs, such as helping students develop lifelong fitness skills, according to national data and GAO interviews. Data on high school students show that participation in PE varies by grade level but not by gender or across racial groups. In addition, most state, district, and school officials GAO interviewed said opportunities to participate in interscholastic sports have increased, particularly for girls, and that many schools have responded to increased demand by adding new sports teams over the last few years."
Date: February 29, 2012
Creator: United States. Government Accountability Office.
Partner: UNT Libraries Government Documents Department

K-12 Education: Many Challenges Arise in Educating Students Who Change Schools Frequently

Description: A letter report issued by the Government Accountability Office with an abstract that begins "Educational achievement of students can be negatively affected by their changing schools often. The recent economic downturn, with foreclosures and homelessness, may be increasing student mobility. To inform Elementary and Secondary Education Act of 1965 (ESEA) reauthorization, GAO was asked: (1) What are the numbers and characteristics of students who change schools, and what are the reasons students change schools? (2) What is known about the effects of mobility on student outcomes, including academic achievement, behavior, and other outcomes? (3) What challenges does student mobility present for schools in meeting the educational needs of students who change schools? (4) What key federal programs are schools using to address the needs of mobile students? GAO analyzed federal survey data, interviewed U.S. Department of Education (Education) officials, conducted site visits at eight schools in six school districts, and reviewed federal laws and existing research."
Date: November 18, 2010
Creator: United States. Government Accountability Office.
Partner: UNT Libraries Government Documents Department

K-12 Education: Selected Cases of Public and Private Schools That Hired or Retained Individuals with Histories of Sexual Misconduct

Description: A letter report issued by the Government Accountability Office with an abstract that begins "Prior GAO testimonies have described cases of physical abuse of children at youth residential treatment programs and public and private schools. However, children are also vulnerable to sexual abuse. A 2004 Department of Education report estimated that millions of students are subjected to sexual misconduct by a school employee at some time between kindergarten and the twelfth grade (K-12). GAO was asked to (1) examine the circumstances surrounding cases where K-12 schools hired or retained individuals with histories of sexual misconduct and determine the factors contributing to such employment actions and (2) provide an overview of selected federal and state laws related to the employment of convicted sex offenders in K-12 schools. To identify case studies, GAO compared 2007 to 2009 data employment databases from 19 states and the District of Columbia to data in the National Sex Offender Registry. GAO also searched public records from 2000 to 2010 to identify cases in which sexual misconduct by school employees ultimately resulted in a criminal conviction. GAO ultimately selected 15 cases from 11 states for further investigation. For each case, to the extent possible, GAO reviewed court documents and personnel files and also interviewed relevant school officials and law enforcement. GAO reviewed applicable federal and state laws related to the employment of sex offenders and requirements for conducting criminal history checks."
Date: December 8, 2010
Creator: United States. Government Accountability Office.
Partner: UNT Libraries Government Documents Department