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264:
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that could be taken for those who were out of compliance. Attention was also placed upon the assurance that Title I funds would not serve as replacements for local funds; but rather they would serve as subsidiary resources. These federal regulations, which were focused on financial resources, influenced local Title I programs in many ways. Pull-out programs were adopted by Title I schools in order to comply with the financial stipulations that were made in the initial reauthorizations. These programs separated eligible students from ineligible ones to ensure that those who were in-need would benefit from the program. By 1978, in response to the extensive criticism of pull-outs on the grounds that they were asynchronous with the instruction occurring in
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that were made through this legislation called for synchrony between
Chapter I and classroom instruction, it raised the achievement standard for low-income students by emphasizing advanced skills instead of basic ones and increased parental involvement. It also had two new provisions: program improvement and school wide projects. Program improvements were modifications that would occur when students who received funding were not improving. The school wide projects altered the requirement that local funds had to match school wide program funding by Title I, allowing a larger number of high need schools to implement school wide programming.
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only offer 3 years of participation in
English-immersion or bilingual programs, putting the effectiveness of these programs into question. In order to ease the worries and qualms that people had in the programs' effectiveness, the Obama Administration had proposed the implementation of an evaluation system states would be required to use in order to judge the progress seen in English language learners in schools. This would potentially restore faith in the bilingual programs and hold schools more accountable to student achievement and progress. The question remains if states are properly equipped across the board to meet such high expectations.
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measure from among the following data sources: (1) the number of children ages 5–17 in poverty counted in the most recent census; (2) the number of children eligible for free and reduced price lunches under the
National School Lunch Program; (3) the number of children in families receiving Temporary Assistance for Needy Families; (4) the number of children eligible to receive Medicaid assistance; or (5) a composite of these data sources. The district must use the same measure to rank all its school attendance areas. The funds are appropriated for the use of improving academic achievement for students in low-income households.
996:(SEAs) which then allocate funds to local educational agencies (LEAs) which in turn dispense funds to public schools in need. Title I also helps children from families that have migrated to the United States and youth from intervention programs who are neglected or at risk of abuse. The act allocates money for educational purposes for the next five fiscal years until it is reauthorized. In addition, Title I appropriates money to the education system for the prosecution of high retention rates of students and the improvement of schools; these appropriations are carried out for five fiscal years until reauthorization.
1223:, Cross 2004). The original Title V was amended to state the purposes of education reform efforts between local and state educational systems. Title V states that the government should endorse and support local education reforms that parallel reforms occurring at the state level. Parts of this section also state that the government should support innovative programs that help to improve an educational system. This includes support programs for libraries, scientific research leading to state and local educational agencies to put promising reforms into place, as well as for programs to improve teacher performance.
40:
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home. Thus, various public money, including Title I funds, are being investigated for possible use to provide cellular
Internet access for students to receive remediation or other instructional content from home. The purpose of 24/7 internet access from home is to close the gap between higher income families where remediation resources are generally more available through parents and additional services and low-income students where such resources are scarce. Educational Technology advocates have long cited 24/7 Internet access as a boon to the education and advancement of at-risk children.
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proportions of students from poor families (which included all the big cities). Also for the first time, private schools (most of them
Catholic schools in the inner cities) received services, such as library funding, comprising about 12 percent of the ESEA budget. Though federal funds were involved, they were administered by local officials, and by 1977 it was reported that less than half of the funds were applied toward the education of children under the poverty line. Presidential biographer
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I. It added math and reading/language arts standards to be used to assess student progress and provide accountability. It reduced the threshold for schools to implement school-wide programs from 75% poverty to 50% and gave schools a longer reign to use federal funding from multiple programs to dispense funds at a school wide level. Lastly, the IASA gave more local control overall so that federal officials and states could waive federal requirements that interfered with school improvements.
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instruction in unison with the native language. The idea was to push students to high academic achievement via a program encouraging them to learn
English while maintaining the native language. "It proposed to cultivate in this child his ancestral pride, to reinforce (not destroy) the language he natively speaks, to cultivate his inherent strengths, to give him the sense of personal identification so essential to social maturation," summarizes Professor Cordasco of Montclair State College.
1307:, a research center founded at Harvard University and located at UCLA since 2007 is calling on policymakers to develop a new vision for bilingual education. Gándara and Hopkins gather compelling evidence that shows English-only policies in the states that adopted these restrictions aren’t working The project proposes a new attitude that embraces bilingualism: “It is time that the U.S. join the rest of the developed world in viewing bilingualism as an asset, not a deficit,” argues
1033:, which was passed in 2001. In the 2006–2007 school year, Title I provided assistance to over 17 million students who range from kindergarten through twelfth grade. The majority of the funds (60%) were given to students between kindergarten through fifth grade. The next highest group that received funding were students in sixth through eighth grade (21%). Finally, 16% of the funds went to students in high school with 3% provided to students in preschool.
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the best programs for improving bilingual education. This section of the ESEA promotes the federal government working closely with local educational institutions to ensure that Indian, Hawaiian, and
Alaskan students are being aided in getting the same educational experiences as all other students. This is achieved through programs that keep cultural values intact and push students to strive for academic excellence.
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1117:, but also corrective actions were taken if states did not have an assessment system approved by Title I. Under NCLB, Schools are also required to plan for “restructuring” if they fail to make AYP for three years after being identified for improvement. More schools took corrective action under NCLB than under IASA. NCLB also required teachers to be highly qualified if hired using Title I funding.
1080:, another option for providing assistance to students was introduced, the school wide approach. Schools with a student body in which the make-up had 100% or more low-income students could use Title I funds for the entire school's improvement rather than for specific individuals. Despite this amendment, local fund requirements prevented all eligible students from using the school wide approach.
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Some point out that
California's Proposition 227 is failing the students for simply failing to address both the linguistic and cultural struggles that students face; in 2004, the test results for California public school students showed the achievement gap for English learners widening and the test scores of English learners to be declining across grade levels. Scholar
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1299:. The act dramatically increased funding for bilingual and immigrant education. In 1998, the Linguistic Society of America showed its support for the BEA arguing that bilingual education was a basic human right; it believed that children should be educated in order to maintain their native language and cultural identity while acquiring the English language.
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mandated in order to measure how schools were performing against the achievement bars set by Title I. Schools were also responsible for publishing annual report cards that detailed their student achievement data and demographics. Schools were now held accountable not only by punitive measures that would be taken if schools fail to meet
1050:” agenda. Numerous studies have been conducted since the original authorization of the ESEA in 1965 that have shown that there is an inverse relationship between student achievement and school poverty. Specifically, student achievement has been found to decrease as school poverty increases. According to the
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maintains that these three states who have taken the harshest anti-bilingual education policies have seen progress that is modest, at best. In a report to the United States
Government, an Arizona study shows that English language learners can take up to 13 years to attain fluency—most school programs
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Many
Americans question whether bilingual education programs or English immersion models are the best route to helping students acquire English. The question of whether public education should encourage the development of the native tongue or completely leave that up to the parent is a difficult one.
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In addition to programs for bilingual students, Title VII implemented plans to help Indian, Native Hawaiian, and Alaskan natives be provided opportunities for achieving academic equality. In late 1967, Congress gave $ 7.5 million to school districts, scholars, and private research groups who proposed
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provided some clarity—specific program goals were established, support centers for bilingual education were created, and what a “bilingual education program” should look like was defined. The courts upheld the language of the BEA as it declared a “bilingual education program” as one providing English
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Modern applications of the Title I money have been diverse. Recent uses include wide-scale purchasing of iPads and other Internet using devices as electronic textbooks for students in 1:1 initiatives. Along with this, students from low-income families often do not have adequate Internet access from
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This was the last major alteration prior to those made by No Child Left Behind. The IASA attempted to coordinate federal resources and policies with the pre-existing efforts at the state and local levels in order to improve instruction for all students. This reform made three major changes to Title
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As the financial regulations became incorporated into practice, the conversation shifted around Title I to student achievement. In 1988, the Hawkins-Stafford Elementary and Secondary School Improvement Act, re-focused Title I on cultivating school improvement and excellent programs. The additions
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During the Reagan Administration, Congress passed the Education Consolidation and Improvement Act (ECIA) in 1981 to reduce federal regulations of Title I. This reflected the administration's stance that resource control should be in the hands of states and local jurisdictions rather than at a federal
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There are four distribution formulas under NCLB for Title I funding: Basic Grant, Concentration Grant, Targeted Assistance Grant, and the Education Finance Incentive Grant. The Federal Education Budget Project details the requirements for each formula extensively. All of the grants mentioned above
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Under NCLB, Title I funding is given to schools where at least 35% of the children in the school attendance area come from low-income families or to schools where 35% of the student population is low-income. To determine the percentage of low-income families, school districts may select a poverty
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On January 25, 1965, President Johnson called for congressional efforts to improve education opportunities for America's children. Wary of popular fears regarding increased federal involvement in local schools, the Johnson administration advocated giving local districts great leeway to use the new
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The Concentration Grant formula is similar to the basic grant formula in the regard that funding is given to schools based on the number of low income children they serve. In order to receive money through this grant, school districts must meet the requirement of having at least 15% of children in
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Title I funding is received by more than 50% of all public schools. NCLB also requires that for funding to be received, all districts and schools must meet adequate yearly progress goals for their student populations and specific demographic subgroups. Non-Title I schools are schools that do not
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Regulations also included added attention to uniformity in regards to how resources were distributed to Title I and non-Title I schools as well as the role of parents in the revisions of the program. In addition to more stringent rules, during these years, policy makers outlined punitive actions
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There are two types of assistance that can be provided by Title I funds. The first is a “schoolwide program” in which schools can dispense resources in a flexible manner. The second is a “targeted assistance program” which allows schools to identify students who are failing or at risk of failing.
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Court ruled in favor of Castañeda that the school was racially segregating the Hispanic children in classes and not providing adequate bilingual programs to help them overcome English-language barriers. The decision established a clear evaluation system to hold bilingual programs accountable for
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The Education Finance Incentive Grant Formula is two-pronged approach. Its main intention is to reward schools that expend more state resources on public education and distribute funding in an equitable manner. It is also meant to concentrate funds in districts with high poverty that inequitably
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Assistance for school improvement includes government grants, allocations, and reallocations based on the school's willingness to commit to improving their standing in the educational system. Each educational institution requesting these grants must submit an application that describes how these
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The most recent and significant alteration to the original Title I was made by its reauthorization under No Child Left Behind (NCLB). In this reauthorization, NCLB required increased accountability from its schools both from the teachers and from the students. Yearly standardized tests were
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soon found that poverty had more to do with family background and neighborhood conditions than the quantity of education a child received. Early studies suggested initial improvements for poor children helped by ESEA reading and math programs, but later assessments indicated that benefits faded
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In the years following 1965, Title I has changed considerably. For the first 15 years, the program was reauthorized every three years with additional emphasis placed on how funds were to be allocated. In the course of these reauthorizations, strict federal rules and regulations have been
1054:(USDOE), students from low-income households are “three times as likely to be low achievers if they attend high-poverty schools as compared to low-poverty schools.” Within this context, Title I was conceived in order to compensate for the considerable educational deprivations associated with
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President Johnson signed the Elementary and Secondary Education Act into law two days later on April 9, 1965. For the first time, large amounts of federal money went to public schools. In practice ESEA meant helping all public school districts, with more money going to districts that had large
2007:"Chapter 1 Survey of the Hawkins-Stafford School Improvement Amendments. A Report Prepared for the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor. House of Representatives, One Hundred First Congress, Second Session. Committee Print".
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to distribute funding to schools and school districts with a high percentage of students from low-income families, with the intention to create programs that will better children who have special needs that, without funding, could not be properly supported. Funding is distributed first to
1431:
Court ruled in favor of Rios that the Pastchogue-Medford School District's bilingual program offered to students was essentially an English-only course. The ruling states that these students were denied an equal education since they weren't instructed in Spanish extensively in elementary
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introduced H.R. 2362. With the Johnson administration's support, and after significant wrangling over the structure of the bill's funding formula committee, the full committee voted 23–8 to report it on March 2, 1965. Following a failed attempt to derail the bill by Representative
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Since 2001, Federal Title I funding has increased by 88%. In dollars, this has been a $ 7.7 billion increase. These funds were distributed through the Targeted Assistance and Education Finance Incentive Grant formulas, which target funds to disadvantaged students most directly.
1242:. It provided that nothing in the act shall be construed as giving the federal government control over the curriculum, program of administration, personnel, or administration of any educational institution or school system. A similar section is still in effect today.
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The Basic Grant formula provides funding to school districts based on the number of low income children they serve. To receive money through this grant, the school district must meet the requirement of having at least 10 poor children and 2% of its students in poverty.
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to close the skill gap in reading, writing and mathematics between children from low-income households who attend urban or rural school systems and children from the middle-class who attend suburban school systems. This federal law came about during President Johnson's
1325:. There is no official language in the U.S., although some states have declared English as their official language. Three states in particular, California, Arizona, and Massachusetts, have declared English as their official language. In 1998, California passed
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distribute state and local education funding. In states, funding is allocated to school districts in a way similar to the Targeted Assistance Grant formula but the weight of schools in districts with high poverty that inequitably distribute funding is doubled.
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LaTocha, Kaylee. "The Elementary and Secondary Education Act (ESEA) and its Reauthorization as the Improving America's Schools Act (IASA) with its Impact on Funding, Education Policy, and Supporting the Change for Improvement of Student Achievement." (2021).
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via initiatives such as bilingual programs and ESL classes. It also increased district accountability—schools with high numbers of English language learners must submit reports to the federal government to show they're providing adequate support for these
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As the Senate prepared to consider the education bill, S. 370, Democratic leaders urged their colleagues to pass it without amendment, in hopes of avoiding the bill being returned to the House to endure further reconsideration. S. 370 was assigned to the
1226:
Title V also provides government grants given to educational institutions appropriating money to gifted programs for students, foreign language developers, as well as physical education, the arts, and overall mental health care of children and students.
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In 1980, President Jimmy Carter established the Department of Education which allowed for the Bilingual Education campaign to expand bilingual education programs. In addition to Carter's efforts, President Clinton also showed his support through the
2990:
1164:
The Targeted Assistance Grant formula allocates more money for each child as the poverty rate in a district increases. This means that school districts with more poverty get more money for each poor child than districts with low poverty.
896:, which subsequently reported the bill to the Senate floor with unanimous support. During the Senate debates, several amendments were introduced, though none passed. The Senate passed the bill in a 73–18 vote on April 7, 1965.
1302:
In 2001 Texas authorized and encouraged school districts to adopt dual language immersion programs for elementary-aged students. It stipulated that instruction in each language should be split 50–50 in class. More recently
2369:
893:
496:
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Court ruled in favor of Horne that the state should have the right to determine the requirements of its English Language Learner programs. This holds schools less accountable for producing fluent English-speakers.
1018:(NCLB). Title I states that it gives priority to schools that are in obvious need of funds, low-achieving schools, and schools that demonstrate a commitment to improving their education standards and test scores.
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receive federal Title I funds. Although school districts have some freedom in how Title I funding is distributed among schools within a district, Title I requires them to prioritize the highest-poverty schools.
1417:
Court ruled in favor of Serna that Portales Municipal Schools must provide a bilingual curriculum to accommodate the non-English speaking students. Texas also commits to employ bilingual personnel in schools.
1381:
Court ruled in favor of Keyes recognizing the right that Hispanic children had to go to desegregated schools and not be racially isolated. The ruling recognizes Latinos’ suffering from systemic educational
1364:
Court ruled in favor of Puerto Rican and other Hispanic students whose language and cultural needs weren't being addressed. This triggered an increased development of bilingual programs in New York public
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level. Despite the change outlined by the ECIA and the new designation of Title I as Chapter I, little was done to implement it and traditional Title I practices, like the use of pull-outs, continued.
2133:
Lee, Jaekyung; Reeves, Todd (June 2012). "Revisiting the Impact of NCLB High-Stakes School Accountability, Capacity, and Resources: State NAEP 1990—2009 Reading and Math Achievement Gaps and Trend".
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1266:(BEA). In its original form, the BEA was not explicit in mandating that all school districts provide bilingual education services—it left much room for interpretation by districts. The ruling in
1207:
Title III was the innovations component of ESEA. It was, for its time, the greatest federal investment in education innovation ever. Its best innovations, after validation, became part of the
610:
1315:
1398:
Court ruled in favor of Lau which guarantees students the right to a “meaningful education” regardless of language. This ruling ensures that districts will provide students with the same
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Title I mandates services both to eligible public school students and eligible private school students. This is outlined in section 1120 of Title I, Part A of the ESEA as amended by the
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created for the guarantee that funds would be allocated solely to students in need – specifically students eligible for services based on socioeconomic status and academic achievement.
309:
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263:
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2938:
2933:
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Title II funds are used in two ways: to train, prepare and recruit high quality teachers and principals, and to enhance teacher quality through ongoing professional development.
840:
583:
381:
3260:
1334:
880:
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812:, instructional materials, resources to support educational programs, and parental involvement promotion. The act emphasizes equal access to education, aiming to shorten the
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467:
649:
314:
1333:, essentially ending bilingual education programs in exchange for an English immersion model which values assimilation over multiculturalism. In 2000, Arizona passed the
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providing equal educational opportunities (programs based on educational theory, implemented effectively, and proven to be successful in overcoming language barriers).
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of 2001, becoming Title III “Language Instruction for Limited English Proficient and Immigrant Students.” The most recent reauthorization of the ESEA was through the
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initiative backed, again, by Ron Unz which mirrored California's Proposition 227 in replacing bilingual education programs with English immersion ones.
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595:
573:
435:
319:
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of 2019 extended funding for the Native American Languages Grant Program (established under the Native American Programs Act of 1974) through 2024.
1000:
868:
797:
691:
642:
632:
578:
420:
276:
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Carmichael, Paul H. (1997). "Who Receives Federal Title I Assistance?: Examination of Program Funding by School Poverty Rate in New York State".
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2852:
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687:
615:
398:
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This section of the original ESEA had a number of general provisions, such Section 601, which defined various terms used throughout the ESEA.
2543:
1051:
988:
828:
695:
543:
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344:
334:
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3035:
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942:
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408:
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generation, but Congress had repeatedly rejected increased federal financing for public schools. Buoyed by his landslide victory in the
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403:
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1910:"National assessment of the Chapter 1 program: The interim report" (Document). Washington, DC: U.S. Department of Education. June 1992.
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2038:"Executive Summary – Evaluation of Title I Accountability Systems and School Improvement Efforts (TASSIE): First-Year Findings (2004)"
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Title I ("Title One"), which is a provision of the Elementary and Secondary Education Act passed in 1965, is a program created by the
521:
430:
371:
170:
157:
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Archambault, Francis X.; St. Pierre, Robert (May–June 1980). "Effect of Federal Policy on Services Delivered Through ESEA Title I".
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2457:"How Well Are They Doing? The Impact of English Immersion for English Language Learners in California, Arizona, and Massachusetts."
1262:, Cross 2004). It was originally created to aid Spanish-speaking students. However, in 1968 it transformed to the all-encompassing
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A 1993 National Assessment noted shortcomings of the 1980s alterations to Title I. These catalyzed the introduction of the 1994
800:, and his proposal quickly led to the passage of the Elementary and Secondary Education Act. The act provides federal funding to
654:
339:
329:
1987:
Kennedy, M.M; Birman, B.F.; Demaline, R.E. (1986). "The effectiveness of Chapter 1 services: National assessment of Chapter 1".
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1003:, to be an eligible Title I school, at least 40% of a school's students must be from low-income families who qualify under the
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90:
82:
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retained some of the testing requirements established by the NCLB, but shifted accountability provisions to the states.
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and poverty. Education funding in the 1960s was especially tight due to the demographic challenges posed by the large
785:", the act has been one of the most far-reaching pieces of federal legislation affecting education ever passed by the
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51:
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Schools receiving Title I funding are regulated by federal legislation. Most recently, this legislation includes the
859:, whose own ticket out of poverty was a public education in Texas, fervently believed that education was a cure for
3235:
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2713:
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1283:
1208:
844:
255:
130:
109:
66:
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Robinson, Robert P., and Jordan Bell. "Dreaming beyond education policy: a BlackCrit analysis of ESEA and ESSA."
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Title I – Financial Assistance To Local Educational Agencies For The Education Of Children Of Low-Income Families
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457:
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The Elementary and Secondary Education Act (ESEA), as Amended by the Every Student Succeeds Act (ESSA): A Primer
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39:
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Casalaspi, David. "The making of a “legislative miracle”: The Elementary and Secondary Education Act of 1965."
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Johnson proposed a major reform of federal education policy in the aftermath of his landslide victory in the
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2370:"Forbidden Language: English Learners and Restrictive Language Policies — The Civil Rights Project at UCLA"
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between students by providing federal funding to support schools with children from impoverished families.
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Section 604 of the original ESEA prohibited the federal government from using the ESEA as the basis for a
993:
786:
871:, Johnson sought to dramatically increase federal funding for education at the start of his second term.
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of 2015, which renamed Title III to “Language Instruction for English Learners and Immigrant Students.”
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267:
Lyndon B. Johnson at the ESEA signing ceremony, with his childhood schoolteacher Ms. Kate Deadrich Loney
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219:
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This section of the original ESEA provided for strengthening state departments of education (
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are designed to close the gap in education resources in underserved and funded communities
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Title III of ESEA originally provided matching grants for supplementary education centers (
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funds, which were to be first distributed as grants to each state. Shortly thereafter,
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The biggest obstacle to the BEA and expansion of bilingual education programs is the
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It is worth noting that Title VII was replaced in a reauthorization of the ESEA, the
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568:
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199:
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2268:
Cannon, Garland (1971). "Bilingual Problems and Developments in the United States".
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2469:"Public Education: Meeting the Needs of Students with Limited English Proficiency."
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1962:
1823:"The Elementary and Secondary Education Act (The No Child Left Behind Act of 2001)"
1552:"Federal Compensatory Education Policies from Lyndon B. Johnson to Barack H. Obama"
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888:(D-VA), the House passed H.R. 2362 on March 26, 1965, in a 263–153 roll-call vote.
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Since 1965, ESEA has been modified and reauthorized by Congress several times. The
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Added during the 1967 reauthorization of ESEA, Title VII introduced a program for
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Sugarman, California Law Review (0008-1221), 1974, vol. 62, issue 1, pp. 157–182
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Title II – School Library Resources, Textbooks, and other Instructional Materials
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2178:, U.S. Dept. of Education. Last modified: 12 June 2010. Retrieved 30 July 2019.
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In its original conception, Title I under the ESEA, was designed by President
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Title VII – Bilingual Education Programs (1966 title VII becomes Title VIII).
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funds will be used in restructuring their school for academic improvement.
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The Blair Education Bill: A Lost Opportunity in American Public Education
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Title VI – Aid to Handicapped Children (1965 title VI becomes Title VII).
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quickly and left pupils little better off than those not in the schemes.
17:
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Esther Martinez Native American Languages Programs Reauthorization Act
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2281:
2241:
Cordasco, Francesco (October 1969). "The Bilingual Education Act".
2670:
Resource Page About Elementary and Secondary Education Act of 1965
2471:
General Accounting Office Report to Congressional Requesters, 2001
941:
262:
2315:
2313:
2311:
2309:
2307:
2189:"Answers - The Most Trusted Place for Answering Life's Questions"
2709:
879:(D-KY), the chair of the General Education Subcommittee of the
2919:
United States House of Representatives special elections, 1937
1622:"The Elementary and Secondary Education Act" The Legislation,
932:
Title V – Grants To Strengthen State Departments Of Education
1618:
1616:
1614:
835:
prohibits discrimination against students and teachers. The
1499:
https://www.congress.gov/bill/115th-congress/house-bill/610
975:"Title I" redirects here. For other uses of "Title I", see
2112:"No Child Left Behind Act – Title I Distribution Formulas"
1316:
Esther Martinez Native American Languages Preservation Act
926:
Title III – Supplementary Educational Centers and Services
2484:
Education Week (02774232), Vol. 29, Issue 28, 7 Apr. 2010
1196:
Elementary and Secondary Education Act, Title III Part A
839:(NCLB) introduced a testing regime designed to promote
2359:
United States Education Commission of the States, 2011
2071:"No Child Left Behind (NCLB) Requirements for Schools"
1360:
Aspira of New York, Inc v. New York Board of Education
2924:
1938 United States House of Representatives elections
2534:
Flawed Giant: Lyndon Johnson and His Times, 1961–1973
3110:
3026:
2909:
2849:
2790:
939:New Titles Created by Early Amendments to 1965 Law
229:
180:
163:
153:
105:
100:
81:
62:
57:
46:
2531:
2508:
2357:"Recent State Policies/Activities: Bilingual/ESL."
131:
110:
67:
2345:"Bilingual Education is a Human and Civil Right."
2040:. U.S. Department of Education. December 20, 2005
1817:
1815:
1813:
1811:
1809:
1807:
1521:Native Language Immersion Student Achievement Act
1105:, which significantly revised the original ESEA.
946:2008 No Child Left Behind Blue Ribbon School Logo
2511:Guns or Butter: The Presidency of Lyndon Johnson
2661:Elementary and Secondary Education Act of 1965
2641:Elementary and Secondary Education Act of 1965
2482:"Ability to Evaluate ELL Programs Questioned."
1644:Elementary and Secondary Education Act of 1965
1007:'s definition of low-income, according to the
33:Elementary and Secondary Education Act of 1965
2969:Democratic Party presidential primaries, 1960
2721:
2106:
2104:
2102:
2100:
746:
8:
2949:United States Senate special elections, 1941
2098:
2096:
2094:
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1957:
1955:
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1947:
1945:
1943:
1941:
1939:
1937:
929:Title IV – Educational Research And Training
789:, and was further emphasized by the revised
32:
3261:United States federal education legislation
2585:Jenkins, Jeffery A.; Peck, Justin (2020). "
2032:
2030:
2028:
2026:
2024:
2022:
2020:
2018:
2002:
2000:
1998:
1982:
1980:
1935:
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1731:
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1721:
1719:
1156:poverty or a total of 6,500 poor children.
833:Equal Educational Opportunities Act of 1974
244:Equal Educational Opportunities Act of 1974
2891:Lyndon B. Johnson School of Public Affairs
2876:Lyndon B. Johnson National Historical Park
2728:
2714:
2706:
2676:TITLE VI—EDUCATION OF HANDICAPPED CHILDREN
2135:Educational Evaluation and Policy Analysis
1778:Educational Evaluation and Policy Analysis
1742:National Center for Education Statistics.
1682:Educational Evaluation and Policy Analysis
1656:TITLE VI—EDUCATION OF HANDICAPPED CHILDREN
904:further reports that researchers cited by
753:
739:
270:
2591:Studies in American Political Development
1894:
1567:
894:Senate Labor and Public Welfare Committee
320:History of education in the United States
3013:1960 United States presidential election
2866:Lyndon Baines Johnson Library and Museum
1001:National Center for Education Statistics
798:1964 United States presidential election
2459:University of Southern California, 2006
1877:Farkas, George; Hall, L. Shane (2000).
1542:
1479:Improving America's Schools Act of 1994
1297:Improving America's Schools Act of 1994
670:
444:
352:
297:
284:
248:Improving America's Schools Act of 1994
2614:Skinner, Rebecca R. (April 20, 2022).
1668:TITLE VII—BILINGUAL EDUCATION PROGRAMS
1254:. It was championed by Texas Democrat
1103:Improving America's Schools Act (IASA)
881:House Committee on Education and Labor
781:on April 11, 1965. Part of Johnson's "
767:Elementary and Secondary Education Act
31:
3256:Public education in the United States
2426:, Public Law 116–101 (Dec. 20, 2019).
1376:Keyes v. Denver School District No. 1
1052:United States Department of Education
345:History of education in New York City
335:History of education in Massachusetts
7:
3036:Lyndon B. Johnson in popular culture
2871:Lyndon B. Johnson National Grassland
1965:. National School Boards Association
1883:Brookings Papers on Education Policy
2998:Democratic National Convention 1956
2954:1948 United States Senate elections
2760:Vice President of the United States
2749:36th President of the United States
2605:Journal for Multicultural Education
1670:, Public Law 90–247 (Jan. 2, 1968).
1658:, Public Law 89–750 (Nov. 3, 1966).
1646:, Public Law 89–10 (Apr. 11, 1965).
961:1967 amendments (Public Law 90-247)
951:1966 amendments (Public Law 89-750)
3120:Claudia "Lady Bird" Taylor Johnson
2333:"Improving America's Schools Act."
136:Tooltip Public Law (United States)
115:Tooltip Public Law (United States)
72:Tooltip Public Law (United States)
25:
1746:. Institute of Education Sciences
1169:Education Finance Incentive Grant
913:Sections of the original 1965 Act
777:and signed into law by President
3209:
3208:
2321:"History of Bilingual Education"
1963:"Part I: Title I In Perspective"
1550:Vinovskis, Maris (August 2022).
791:No Child Left Behind Act of 2001
722:
711:
340:History of education in Missouri
330:History of education in Kentucky
38:
2656:Statute Compilations collection
325:History of education in Chicago
2881:Lyndon B. Johnson Space Center
2620:Congressional Research Service
2580:History of Education Quarterly
1879:"Can Title I Attain Its Goal?"
1590:Bernstein (1996), pp. 183–213.
1556:History of Education Quarterly
1311:, co-director of the project.
1290:Effects on bilingual education
1115:Adequate Yearly Progress (AYP)
660:Full-service community schools
192:in the House as H.R. 2362
1:
2896:Memorial Grove on the Potomac
2347:Rethinking Schools, 2002–2003
1097:From the 1990s to the present
935:Title VI – General Provisions
1989:U.S. Department of Education
1599:Zelizer (2015), pp. 174–176.
1009:U.S. Department of Education
989:U.S. Department of Education
827:and educational efforts for
808:, with funds authorized for
240:Education Amendments of 1972
3246:89th United States Congress
3055:The Years of Lyndon Johnson
2538:. Oxford University Press.
2515:. Oxford University Press.
2435:Cerda N. and Hernandez C.,
2374:civilrightsproject.ucla.edu
2319:Cerda N. and Hernandez C.,
2009:Superintendent of Documents
1608:Dallek (1998), pp. 195–198.
775:89th United States Congress
638:For-profit higher education
52:89th United States Congress
3277:
2826:Texas Broadcasting Company
2701:The Great Society Congress
2507:Bernstein, Irving (1996).
2396:"The Civil Rights Project"
2229:"Bilingual Education Act."
1624:The Great Society Congress
1492:Every Student Succeeds Act
1329:with the help of sponsor,
1284:Every Student Succeeds Act
1209:National Diffusion Network
1193:
994:state educational agencies
974:
845:Every Student Succeeds Act
591:School corporal punishment
256:Every Student Succeeds Act
3177:
2886:Lyndon Baines Johnson Day
2743:
2593:. 35#1. pp. 146–170.
2555:The Fierce Urgency of Now
2446:Bilingual Education, 2006
2323:Bilingual Education, 2006
2114:. New American Foundation
1849:"Title I, Part A Program"
1790:10.3102/01623737019004354
1694:10.3102/01623737002003033
1160:Targeted Assistance Grant
841:standards-based education
626:School-to-work transition
234:
185:
37:
3162:George Washington Baines
2814:Civil Rights Act of 1960
2809:Civil Rights Act of 1957
2553:Zelizer, Julian (2015).
2405:. Teachers College Press
2147:10.3102/0162373711431604
1526:School Improvement Grant
1516:Little School of the 400
1485:No Child Left Behind Act
1472:Notable reauthorizations
1305:The Civil Rights Project
1280:No Child Left Behind Act
1031:No Child Left Behind Act
1016:No Child Left Behind Act
977:Title I (disambiguation)
837:No Child Left Behind Act
810:professional development
729:United States portal
275:This article is part of
252:No Child Left Behind Act
198:on March 26, 1965 (
3150:Samuel Ealy Johnson Sr.
3138:Samuel Ealy Johnson Jr.
3126:Lynda Bird Johnson Robb
2768:U.S. Senator from Texas
2681:Title I, Part A Program
2530:Dallek, Robert (1998).
2403:sudikoff.gseis.ucla.edu
2335:K12academics, 2004–2011
2231:K12academics, 2004–2011
1634:Bernstein 1996, p. 195.
1264:Bilingual Education Act
821:Bilingual Education Act
447:Education policy issues
416:Environmental education
236:Bilingual Education Act
208:on April 9, 1965 (
3251:Great Society programs
3064:(1991 television film)
2798:Early years and career
2437:"Legislation Timeline"
947:
831:and other groups. The
787:United States Congress
584:Standards-based reform
559:Gender achievement gap
549:Racial achievement gap
482:Educational attainment
268:
2582:57.2 (2017): 247-277.
1896:10.1353/pep.2000.0004
1323:English-only Movement
945:
823:provides support for
650:Research universities
517:Student financial aid
512:Graduate unemployment
487:Post-secondary issues
463:Primary and secondary
426:Mathematics education
266:
3241:1965 in American law
3156:Joseph Wilson Baines
2665:US Statutes at Large
2651:) as amended in the
2243:The Phi Delta Kappan
1443:Castañeda v. Pickard
1350:Landmark court cases
1335:English for Children
1005:United States Census
773:) was passed by the
718:Education portal
554:Desegregation busing
507:Elite overproduction
436:Vocational education
158:20 U.S.C.: Education
3164:(great-grandfather)
3144:Sam Houston Johnson
3132:Luci Baines Johnson
2776:U.S. Representative
1569:10.1017/heq.2022.21
1260:Political Education
1252:bilingual education
1240:national curriculum
1221:Political Education
1202:Political Education
1151:Concentration Grant
825:bilingual education
806:secondary education
671:Levels of education
643:For-profit colleges
611:Foreign involvement
181:Legislative history
34:
2901:U.S. Postage stamp
2804:Southern Manifesto
2663:as enacted in the
2442:2011-09-20 at the
1829:. December 6, 2010
1511:Federal Impact Aid
1037:Historical context
948:
851:Historical context
633:Community colleges
579:School segregation
497:Cost and financing
421:Language education
269:
3236:1965 in education
3223:
3222:
3201:Hubert Humphrey →
3183:← John F. Kennedy
2831:Johnson Amendment
2737:Lyndon B. Johnson
2557:. Penguin Books.
2545:978-0-19-513238-0
2176:Table of Contents
1855:. October 5, 2015
1413:Serna v. Portales
1062:Changes over time
1043:Lyndon B. Johnson
999:According to the
906:Hugh Davis Graham
857:Lyndon B. Johnson
779:Lyndon B. Johnson
763:
762:
616:Special education
606:Sexual harassment
399:Medical education
353:Curriculum topics
289:
261:
260:
222:on April 11, 1965
220:Lyndon B. Johnson
206:Passed the Senate
84:Statutes at Large
16:(Redirected from
3268:
3212:
3211:
2783:
2771:
2763:
2752:
2730:
2723:
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2108:
2075:
2074:
2073:. Great Schools.
2067:
2050:
2049:
2047:
2045:
2034:
2013:
2012:
2011:. February 1990.
2004:
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1992:
1984:
1975:
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1972:
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1256:Ralph Yarborough
829:Native Americans
814:achievement gaps
755:
748:
741:
727:
726:
725:
716:
715:
655:Community school
574:Racial diversity
544:Achievement gaps
448:
310:in insular areas
292:
288:Education in the
287:
271:
230:Major amendments
196:Passed the House
167:sections created
137:
133:
116:
112:
85:
73:
69:
42:
35:
21:
3276:
3275:
3271:
3270:
3269:
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3266:
3265:
3226:
3225:
3224:
3219:
3197:← Richard Nixon
3190:Richard Nixon →
3173:
3106:
3022:
2905:
2851:
2845:
2821:Operation Texas
2786:
2774:
2766:
2755:
2747:
2739:
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2575:
2573:Further reading
2565:
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2506:
2503:
2498:
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2492:
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2454:
2450:
2444:Wayback Machine
2434:
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1497:House Bill 610
1474:
1460:Horne v. Flores
1352:
1343:Stephen Krashen
1327:Proposition 227
1292:
1248:
1233:
1217:
1204:, Cross 2004).
1198:
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886:Howard W. Smith
877:Carl D. Perkins
853:
759:
723:
721:
720:
710:
684:Early childhood
666:
601:School violence
534:Charter schools
446:
440:
409:Nursing degrees
387:Legal education
382:Music education
377:Civic education
315:By subject area
290:
286:
254:
250:
246:
242:
238:
225:
216:Signed into law
135:
114:
83:
71:
47:Enacted by
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2836:Box 13 scandal
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2698:
2695:Education Week
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2636:
2635:External links
2633:
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2564:978-1594204340
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2522:978-0195063127
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2282:10.2307/461110
2276:(3): 452–458.
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1067:First 15 years
1065:
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1048:War on Poverty
1038:
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2455:Krashen, S.,
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2019:
2015:
2010:
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1983:
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1056:child poverty
1053:
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902:Robert Dallek
897:
895:
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869:1964 election
866:
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702:Organizations
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569:School choice
567:
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522:Student loans
520:
518:
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502:Credentialism
500:
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469:
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458:Accreditation
456:
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443:
437:
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431:Sex education
429:
427:
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372:Art education
370:
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296:
293:
291:United States
283:
280:
278:
273:
272:
265:
257:
253:
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245:
241:
237:
233:
228:
221:
218:by President
217:
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207:
204:
201:
197:
194:
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188:
187:
184:
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176:
172:
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108:
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65:
61:
56:
53:
49:
45:
41:
36:
30:
19:
3207:
3188:
3181:
3170:(son-in-law)
3099:
3091:
3076:
3069:
3061:
3053:
3049:Johnson cult
3041:
3028:Public image
2861:Bibliography
2841:Bashir Ahmad
2694:
2686:What is ESEA
2672:, si.unm.edu
2623:. Retrieved
2604:
2590:
2579:
2554:
2533:
2510:
2489:
2476:
2464:
2451:
2431:
2419:
2407:. Retrieved
2402:
2389:
2377:. Retrieved
2373:
2364:
2352:
2340:
2328:
2273:
2269:
2263:
2246:
2242:
2236:
2224:
2208:
2196:. Retrieved
2192:
2183:
2171:
2138:
2134:
2128:
2118:November 28,
2116:. Retrieved
2044:November 28,
2042:. Retrieved
2008:
1988:
1969:November 28,
1967:. Retrieved
1905:
1886:
1882:
1857:. Retrieved
1852:
1843:
1831:. Retrieved
1826:
1781:
1777:
1750:November 28,
1748:. Retrieved
1744:"Fast Facts"
1688:(3): 33–46.
1685:
1681:
1675:
1663:
1651:
1639:
1630:
1604:
1595:
1586:
1559:
1555:
1545:
1458:
1454:
1441:
1437:
1427:Rios v. Reed
1426:
1422:
1412:
1408:
1392:
1388:
1374:
1370:
1359:
1355:
1339:
1320:
1313:
1309:Gary Orfield
1301:
1293:
1277:
1273:
1259:
1249:
1237:
1234:
1225:
1220:
1218:
1206:
1201:
1199:
1185:
1176:
1172:
1163:
1154:
1145:
1136:
1132:
1128:
1119:
1111:
1107:
1100:
1091:
1087:
1074:
1070:
1040:
1028:
1024:
1020:
1013:
998:
986:
938:
916:
898:
890:
873:
854:
818:
795:
770:
766:
764:
678:
596:School meals
474:
274:
215:
205:
195:
189:
106:Acts amended
101:Codification
29:
3102:(2017 film)
3094:(2014 film)
3077:All the Way
3072:(2002 film)
3070:Path to War
2782:(1937–1949)
2770:(1949–1961)
2762:(1961–1963)
2751:(1963–1969)
2625:January 19,
2501:Works cited
2217:§ 6692
2193:Answers.com
1827:www2.ed.gov
1382:inequities.
1142:Basic Grant
865:Baby Boomer
27:1965 US law
3230:Categories
3168:Chuck Robb
3134:(daughter)
3128:(daughter)
2991:withdrawal
2850:Legacy and
2618:(Report).
2480:Zehr, M.,
1889:: 59–123.
1853:www.ed.gov
1532:References
1477:Clinton's
1400:curriculum
1194:See also:
1078:classrooms
855:President
564:Head Start
539:Inequality
392:Law school
190:Introduced
142:, 68
121:, 64
63:Public law
3146:(brother)
3085:2016 film
3081:2012 play
2911:Elections
2853:memorials
2691:"Title I"
2379:March 28,
2298:161246460
2249:(2): 75.
2198:March 28,
1859:March 28,
1833:March 28,
1798:143798482
1710:143203750
1578:250533597
1537:Citations
1403:students.
1246:Title VII
1190:Title III
1084:The 1980s
861:ignorance
692:Secondary
476:Financing
171:20 U.S.C.
58:Citations
18:Title One
3214:Category
3140:(father)
2979:campaign
2607:(2023).
2440:Archived
2255:20372531
2163:14865721
2155:23254111
1505:See also
1490:Obama's
1365:schools.
1231:Title VI
1182:Title II
983:Overview
362:Literacy
306:By state
277:a series
89:79
2649:details
2409:May 29,
1702:1163596
1494:of 2015
1487:of 2002
1483:Bush's
1432:school.
1331:Ron Unz
1215:Title V
1125:Funding
971:Title I
802:primary
688:Primary
298:Summary
200:263–153
132:Pub. L.
111:Pub. L.
68:Pub. L.
3122:(wife)
3112:Family
2609:online
2599:online
2561:
2542:
2519:
2296:
2290:461110
2288:
2253:
2215:
2161:
2153:
1796:
1708:
1700:
1576:
843:. The
529:Reform
492:Bubble
175:ch. 70
165:U.S.C.
146:
140:83–531
138:
125:
119:81–874
117:
93:
74:
3092:Selma
3042:Daisy
2802:1956
2780:TX–10
2399:(PDF)
2294:S2CID
2286:JSTOR
2251:JSTOR
2159:S2CID
2151:JSTOR
1794:S2CID
1706:S2CID
1698:JSTOR
1574:S2CID
210:73–18
173:
144:Stat.
123:Stat.
91:Stat.
76:89–10
3018:1964
3008:1964
3003:1960
2986:1968
2974:1964
2964:1960
2959:1954
2944:1946
2939:1944
2934:1942
2929:1940
2791:Life
2778:for
2757:37th
2627:2024
2559:ISBN
2540:ISBN
2517:ISBN
2411:2015
2381:2018
2270:PMLA
2200:2018
2120:2011
2046:2011
1971:2011
1887:2000
1861:2018
1835:2018
1752:2011
1455:2009
1438:1981
1423:1978
1409:1974
1389:1974
1371:1973
1356:1972
1314:The
804:and
771:ESEA
765:The
694:) –
680:K–12
308:and
127:1100
50:the
3100:LBJ
3062:LBJ
2653:GPO
2645:PDF
2589:".
2278:doi
2143:doi
1891:doi
1786:doi
1690:doi
1564:doi
148:533
3232::
3083:,
2693:.
2401:.
2372:.
2306:^
2292:.
2284:.
2274:86
2272:.
2247:51
2245:.
2191:.
2157:.
2149:.
2139:34
2137:.
2079:^
2054:^
2017:^
1997:^
1979:^
1916:^
1885:.
1881:.
1869:^
1851:.
1825:.
1806:^
1792:.
1782:19
1780:.
1760:^
1718:^
1704:.
1696:.
1684:.
1613:^
1572:.
1560:62
1558:.
1554:.
1457::
1440::
1425::
1411::
1391::
1373::
1358::
1211:.
1058:.
1011:.
793:.
690:–
682:-
279:on
129:;
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3079:(
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2697:.
2647:/
2643:(
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2300:.
2280::
2257:.
2219:.
2202:.
2165:.
2145::
2122:.
2048:.
1991:.
1973:.
1899:.
1893::
1863:.
1837:.
1800:.
1788::
1754:.
1712:.
1692::
1686:2
1580:.
1566::
1258:(
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769:(
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740:v
686:(
212:)
202:)
20:)
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
