Sentences with phrase «children meet state academic standards»

Title IA is a federally funded program providing financial assistance to local educational agencies and schools with a high percentage of children from low income families to help ensure that all children meet state academic standards.

Not exact matches

Her litany of complaints about the academic results of Klein's «radical restructuring» is somewhat familiar — «inflating» test results and «taking shortcuts» to boost graduation — except for the charge that «the recalibration of the state scores revealed that the achievement gap among children of different races in New York City was virtually unchanged between 2002 and 2010, and the proportion of city students meeting state standards dropped dramatically, almost to the same point as in 2002.»

The purpose of Title III is to help ensure that students with limited English proficiency master English and meet the same challenging state academic achievement standards that all children are expected to meet.

Hawaii's» charter schools must meet the state's academic standards and, like the traditional schools, many have had problems keeping pace with the No Child Left Behind Act, the federal law that requires schools to make annual progress so that all students are proficient by 2014.

Housed at Southside Elementary, Lawrence - Lawson Elementary, Maplewood Elementary, Cataract Elementary and Meadowview Schools, CLCs help students meet state and local student standards in core academic subjects, such as reading and math; offer students a broad array of enrichment activities that can complement their regular academic programs; and offer literacy and other educational services to the families of participating children.

VDOE funds, through a competitive process, projects that provide significant expanded learning opportunities for children and youth, and that will assist students to meet or exceed state and local standards in core academic subjects.

The program helps students meet state and local standards in core academic subjects, such as reading and mathematics; offers students enrichment activities that complement regular academic programs; and offers literacy and other educational services to the families of participating children.

Title I provides financial assistance through SEAs to LEAs and public schools with high numbers or percentages of poor children to help ensure that all children meet challenging state academic content and student academic achievement standards.

The primary purpose of Title III is to «help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging state academic content and student academic achievement standards as all children are expected to meet» (Title III, Part A, Sec. 3102).

This primary purpose is similar to the original 1968 Bilingual Education Act, which states that limited - English - proficient (LEP) students will be educated to «meet the same rigorous standards for academic performance expected of all children and youth, including meeting challenging state content standards and challenging state student performance standards in academic areas.»

Ensure that migratory children receive full and appropriate opportunities to meet the same challenging state academic content and student academic achievement standards that all children are expected to meet;

The purpose of the Migrant Education Program is to design and support high - quality and comprehensive educational programs that provide migratory children with the same opportunity to meet the challenging state academic content and student achievement standards that are expected of all children.

The program helps students meet state and local standards in core academic subjects; offers students a broad array of enrichment activities to complement their regular academic programs; and offers literacy and other educational services to the families of participating children.

improve educational services for children and youth in local and state institutions for neglected or delinquent children and youth so that such children and youth have the opportunity to meet the same challenging state academic content standards and challenging state student academic achievement standards that all children in the state are expected to meet;

As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures».

The U.S. Department of Education has blocked an attempt by Pennsylvania's Education Secretary to evaluate state charter schools using a more lenient method for calculating AYP, the «adequate yearly progress» measurement that determines whether schools have met the minimum academic standards under the No Child Left Behind Act (NCLB).

Title I Part A provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low - income families to help ensure that all children meet challenging state academic standards.

Title 1 funding provides financial assistance to schools with a high percentage of children from low - income families to ensure that all students meet state academic standards.

Or else Malloy's Commissioner and his political appointees of the State Board of Education will cut the funding that school districts are required to use for, «additional academic support and learning opportunities to help low - achieving children master challenging curricula and meet state standards in core academic subjState Board of Education will cut the funding that school districts are required to use for, «additional academic support and learning opportunities to help low - achieving children master challenging curricula and meet state standards in core academic subjstate standards in core academic subjects.

Federal Sources - Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low - income families to help ensure that all children meet challenging state academic standards.

Homeless children and youth must have access to the educational and other services that they need to enable them to meet the same challenging State student academic achievement standards to which all students are held.

More than 50,000 public schools across the country use Title I funds to provide additional academic support and learning opportunities to help low - achieving children master challenging curricula and meet state standards in core academic subjects.

Balancing the needs of these children against the mandate to educate and now to meet academic standards set by state agencies is a formidable task, and schools are finding their curricula bulging with special units on what are sometimes seen as nonacademic and irrelevant frills — social skills training, anger management, conflict resolution, and safe sex, to name a few.

Provide resources targeted to national goals in early childhood education and to help states and localities assist special populations, such as economically disadvantaged children, children with disabilities, and children whose native language is other than English, to meet high academic standards and develop personal, health, and social competencies;

This OSEP symposium will address the factors that drive high expectations, such as child, family and other stakeholder engagement; how to support each child and family in establishing and meeting those expectations; working towards each child having access to an education that meets her or his unique and individual needs; how high expectations relate to State academic content standards; and incorporating evidence - based practices in the IEP.