This report examines the impact of the nation's economy on
the provision of after school programming.
Not exact matches
The Georgia Attorney General opined that the federally - funded Georgia Reading Challenge
Program grants could not be made directly to churches and other religious institutions for the
provision of after -
school care, opportunities to improve student reading skills, and enhancement
of student interest in reading without violating Georgia's Blaine Amendment.
After my
school entered
Program Improvement under No Child Left Behind, our union negotiated a
provision that allowed teachers to transfer to a
school of their choice that wasn't in
Program Improvement.
If you are so inclined, you may also want to read the recent Washington Post (10.24.16) article, entitled «The big problem with the Obama administration's new teacher - education regulations», in which the chair
of Connecticut College's Education Department co-wrote that the «academy
provisions» which were incorporated into ESSA (
after initially being developed by the two charter lobbyist organizations New
Schools Venture Fund and Relay Graduate
School of Education) would exempt «entrepreneurial «start - up
programs» (i.e. teacher preparation «academies»)... from many
of the requirements that states will enforce for other
programs — such as hiring faculty who hold advanced degrees or conduct research, holding students to certain credit hours or course sequences, or securing accreditation from the field's accrediting bodies.»
The Education Corps is designed to provide tutoring and
after -
school support but not necessarily to train future teachers.92 The VISTA
program matches corps members with a nonprofit organization to perform capacity building and provides yearlong stipends, but it is not intended for
provision of direct services.93 The Professional Corps, which specifies teaching as one
of its qualified positions, allows participants to access Segal AmeriCorps Education Awards — which recipients can use either for loan forgiveness or for paying tuition and other qualifying educational expenses — but increases residency
program costs because residents are prohibited from receiving stipends through AmeriCorps and must therefore be paid through their
program or the
school district.94 None
of these
programs were designed for supported entry specifically; thus,
programs dedicated to providing a gradual on - ramp to the teaching profession can sometimes find it hard to meet their definitions and requirements.
After protracted court proceedings, the Florida Supreme Court ruled in 2006 that the Florida Opportunity Scholarship
Program, a universal voucher program, violated Article IX, section 1 of the Florida Constitution: «Adequate provision shall be made by law for a uniform, safe, secure and high - quality system of free public s
Program, a universal voucher
program, violated Article IX, section 1 of the Florida Constitution: «Adequate provision shall be made by law for a uniform, safe, secure and high - quality system of free public s
program, violated Article IX, section 1
of the Florida Constitution: «Adequate
provision shall be made by law for a uniform, safe, secure and high - quality system
of free public
schools.
Abuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity
programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment
provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation
of rejected youth / Affirmation /
After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in
schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation
of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship
of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art
of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment
of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awareness (2)
Support the
provision of easily accessible, comprehensive information for all families that describes the characteristics and components
of quality early childhood education
programs, including
after -
school programs, and how to choose appropriate, quality
programs for their children and the
provision of information on financial assistance available to help families afford quality
programs.