Sentences with phrase «of federal education policy»

Thankfully, school library programs and school librarian positions are now part of federal education policy and law.

At the same time, constituents and teachers unions were increasingly frustrated with the state of federal education policy, as evidenced by massive protests against testing and the Common Core across the country.

Our work also seeks to build understanding of the evolution of federal education policy and the intersection between national priorities and state and local implementation efforts.

The question at the heart of federal education policy is what the federal government ought to require to ensure that the money is well spent.

As recounted in a new book on NCLB by Drew University political science professor Patrick McGuinn (No Child Left Behind and the Transformation of Federal Education Policy, 1965 — 2005), GOP pollster David Winston attributes Bush's 2000 victory to his education agenda.

The recent national election portends a significant shift in the direction of federal education policy in the United States and raises serious concerns for those of us who care about equity and an opportunity to learn for all students.

This won't be an easy omelet to unscramble, especially in today's hyper - racialized climate of mistrust and even violence, but there's no part of federal education policy in greater need of redirection — and none that is more subject to unilateral action by the executive branch.

Second, as Patrick McGuinn pointed out in a 2010 American Enterprise Institute paper, Race to the Top «shifted the focus of federal education policy from the [state] laggards to the leaders.»

Closing the achievement gap between the United States» disadvantaged students and the rest of our students has been the major focus of federal education policy since 1965, when the Elementary and Secondary Education Act was passed.

The 2016 WPS also featured more than 50 speakers, including several EPFP alumni, sharing their expertise on a diverse range of issues and topics, from the history of federal education policy and the reauthorization of the Higher Education Act to media coverage of education and philanthropic influence in education policy.

With Congress busy debating the future of federal education policy, here's a thought - provoking statistic: American adults in the 1940s had about the same odds of being a high school graduate as today's Americans have of being a college graduate.

In what could fairly be called a repudiation of the last 15 years of federal education policy Congress called on states in late 2015 to «reduce barriers and provide operational flexibility for schools in the implementation of comprehensive support and improvement activities or targeted support and improvement activities.»

They contribute valuable school and instructional knowledge to the Department, greatly increase their knowledge and understanding of Federal education policies and programs, and collaborate to provide specific outreach to other principals.

The reality is that these kinds of national results are so far removed from the regulatory minutiae of federal education policy, and the meaning of these test results can be so opaque, that everyone would be well - served if they spent less time claiming this or that test result or graduation rate proved that a grand federal agenda was the right one.

Veteran Washington education operative Christopher Cross chronicles the making of federal education policy from the Truman administration to the present.

But the successor regime of Bush, in an overcorrection, reacted sharply against the perceived fecklessness of federal education policy, was indifferent to what the states had in place, and demanded impossibilities.

All levels of government spend a huge amount of money on teachers» professional development; it's a mainstay of federal education policy.

His latest volume offers readers a peerless reconstruction of the sausage factory of federal education policy between 1983 and 2008, with emphasis on the setting of national education goals by Bush I and the governors in Charlottesville in 1989, and subsequent efforts by Bill Clinton and both

For some time I have been part of a group of education scholars assembled by the Hoover Institution, which issued a detailed analysis of federal education policy last February.

From A Nation at Risk to No Child Left Behind: National Education Goals and the Creation of Federal Education Policy.

But countering the worst manifestations of that idea, which are detrimental in particular to poor and minority students, has been the center of federal education policy for over half a century.

The complicated structure of federal education policy has thus created an army of Lilliputians who lock in the multitude of grants even though the work of keeping those grants coming often makes it harder to actually run school districts.

For at least six years, we at the Fordham Institute have talked about «reform realism» in the context of federal education policy — recommending that Washington's posture should be reform - minded but also realistic about what can be accomplished from the shores of the Potomac (and cognizant of how easy it is for good intentions to go awry).

After all, we've just witnessed the biggest Pyrrhic victory in the annals of federal education policy.

The DC Learning Lab opened with a panel discussion that examined the strengths and challenges of federal education policy implementation.

This includes the U.S. Department of Education, the lynchpin of federal education policy.

Friends on the Hill report that lawmakers» aides have been trucking around cardboard boxes filled with paper stacked five or six inches high, upon which is written companion bills they've blended into one that will redefine (or reinforce) the current muck of federal education policy.

The Obama administration's waiverization of federal education policy involves a bargain.

After 15 years of federal education policy aimed at sanctioning schools and teachers based on test scores, such statements should come as a breath of fresh air for critics of test - based accountability.

Last year the House passed the Student Success Act, a broad based reform of federal education policy that would maintain the high standards the President called for while giving state and local school districts back the money and authority they need to meet those standards.

In that time, she has focused on leveraging the voice of school administrators in all aspects of federal education policy though member networks, outreach, policy analysis and involvement in the legislative process.

That's the dilemma of federal education policy.

The question of the potentially fleeting impact of federal education policy is about more than Duncan himself; it is a lesson in the state of education nationwide and the federal government's ability to change it.

His first book, No Child Left Behind and the Transformation of Federal Education Policy, 1965 - 2005, (Kansas, 2006) was honored as a Choice outstanding academic title.

The results of today's midterm elections — which are expected to reflect voters» frustration with the protracted economic downturn and wariness in many quarters about the role of government — could have major implications for the direction of federal education policy, the implementation of key state K - 12 initiatives, and education spending at all levels.

The book's shortcomings are its que sera, sera view of the current state of federal education policy and its unimaginative musings on the future.

Just last week, President Trump issued a sweeping review of federal education policies in an executive order to pinpoint areas where the government may be overstepping in shaping operations of local school systems.

«Never, I think, in the history of federal education policy has the disconnect between policy and practice been so evident, and possibly never so dangerous.»

On the Senate side, Sen. Patty Murray's (D - WA) education staff recently hosted a briefing for their fellow education staffers — representing all Senate Democrats — on the effects of No Child Left Behind and the future of federal education policy.

They contribute their insights and knowledge about schools and learning to the Department, increase their knowledge and understanding of Federal education policies and programs and their critical interplay with state and local policies, and collaborate with other Fellows and Department staff to provide specific outreach to principals.

In Presidents, Congress, and the Public Schools: The Politics of Education Reform, longtime policy analyst Jack Jennings examines the evolution of federal education policy and outlines a bold and controversial vision for its future.

As Congress considers the reauthorization of the Elementary and Secondary Education Act (ESEA, aka No Child Left Behind), Parents Across America, a national network of public school parents, will be calling on our U. S. Senators and Congressmen this week to share our concerns about the direction of federal education policy, and offer our proposals in a new position paper (attached).

No Child Left Behind and the Transformation of Federal Education Policy, 1965 - 2005.

Patrick McGuinn is an Associate Professor of Political Science at Drew University; he also authored a book, No Child Left Behind and the Transformation of Federal Education Policy, 1965 - 2005.