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Educational Opportunity Zones. Funding under this proposed program would help urban and rural school districts with high concentrations of children from low-income families to expand the scope and accelerate the pace of the educational reforms they have already begun to implement. Districts would need to show that they are implementing policies that support improvement and accountability for student performance, such as those outlined in this guide.
Reducing Class Size. President Clinton has proposed to help reduce class size nationally to an average of 18 students per class in the early elementary grades by providing new funding to recruit and train tens of thousands of new teachers. Research shows that students, especially in the early grades, learn significantly better when they receive more individualized attention in smaller classes. Improving education in the early years can help the most disadvantaged students read well in elementary school and get on the right track to achieve in middle and high school.
School Modernization. New incentives have been proposed to help districts and cities improve old schools or build new ones to accommodate the growing student population.
High Hopes for College. This proposed grant program is designed to increase high school achievement and college enrollment among students in low-income communities through college-school-community partnerships. These partnerships would apply for funds to establish programs that will show students what it takes to go to college, provide information about financial aid, and work with students to make sure they take preparatory courses -- such as the challenging math and science classes --recommended for college.
Think College Early. This public information campaign addresses the call for early college awareness information and activities for middle and junior high school students, with particular emphasis on students from high-poverty areas. With changes in the 1997 federal budget to help make college more accessible, attending college is now an option for all students, but many students and their parents do not begin to think about college until late in high school, if they think about it at all.
America Reads Challenge. In order to help all children learn to read well and independently by the end of third grade, this initiative focuses on strategies for creating more extended learning opportunities for children and high-quality classroom instruction, strengthening parental involvement and investment in the early childhood years, promoting greater public awareness, and supporting research and evaluation. Already, thousands of federal work-study and community volunteer tutors are helping children develop their reading skills. For further information, see the website at <www.ed.gov/inits/americareads>.
Programs to Improve Low-Performing Schools
The Comprehensive School Reform Demonstration Program. This new program helps schools identify and adopt high-quality, well-defined, and research-based comprehensive school reform models that show the most promise of preparing children to meet challenging state content and performance standards. In July 1998, $145 million will be distributed as formula grants to state education agencies, which will then use the funds to make competitive grants to local education agencies. In FY 1998, $120 million will be administered for this program under Title I and $25 million under the Fund for the Improvement of Education. For further information, contact Bill Kincaid at (202) 205-4292.
Title I. The largest federal education program for pre-K through 12 education, Title I of the Elementary and Secondary Education Act has one overriding goal: to improve teaching and learning for low-achieving children in high-poverty schools so they can meet challenging academic content and performance standards. Funds are provided to districts and schools based on their number of poor children. Schools with poverty rates of 50 percent or more may combine their Title I funds with state and local resources and most other federal education funds to upgrade their entire education program rather than targeting services only to identified children. Schools with poverty rates below 50 percent, or those that choose not to adopt a schoolwide program, may give services to those children identified as failing, or most at risk of failing. For further information, contact Mary Jean Le Tendre at (202) 260-0826 or see the website at <www.ed.gov/programs/titleiparta/index.html>.
The Goals 2000: Educate America Act. Goals 2000 is based on the premise that higher expectations produce better performance, that academic standards should be raised, and that schools and teachers should be specific about what they expect children to learn. Goals 2000 challenges states and communities to develop and implement academic content standards, student performance standards and assessments, and plans for improving teacher training. Districts may apply for one of three types of grants: local reform, professional development, or pre-service training. Goals 2000 also provides the authority to waive statutory and regulatory requirements of the Carl D. Perkins Vocational and Applied Technology Education Act and of the following programs under the ESEA: Title I; Title II, Eisenhower Professional Development; Title IV, Safe and Drug Free Schools; Title VI, Innovative Education Strategies; and Title VII, Part C, Emergency Immigrant Education. All states may apply for EdFlex waivers; 12 states (CO, IL, IA, KS, MD, MA, MI, NM, OH, OR, TX, VT) already are EdFlex states in which districts can apply to the state for waivers from federal rules and regulations. For further information, contact Tom Fagan at (202) 401-0039 or see the website at <www.ed.gov/G2K>.
The Public Charter Schools Program. The Charter Schools Program provides financial assistance for designing and initially implementing charter schools created by teachers, parents, and other community members. Grants are available on a competitive basis to state education agencies (SEAs) in states that allow charter schools; the SEAs make subgrants to authorized public chartering agencies in partnership with developers of charter schools. If an eligible SEA chooses not to participate or if its application for funding is not approved, the Department can make grants directly to eligible local partnerships. Charter schools are free from most education laws and regulations, but are accountable for results. In return for increased accountability, they gain autonomy in such areas as personnel, curriculum, budgets, scheduling, and other matters through a legal contract with a school board or other public chartering agency authorized by state law. Standards for performance are established in the contract. For further information, contact John Fiegal at (202) 260-2671 or see the website at <www.uscharterschools.org>.
Other Programs That Can Help Support Reform Efforts
21st Century Community Learning Centers. This program is authorized under Title X, Part I of the Elementary and Secondary Education Act. The funds must be used to expand a school's capacity to address the educational needs of its community. The program's current focus is on expanding learning opportunities for children in a safe, drug-free, and supervised environment. Middle school students are a priority for this program in 1998. Schools in Empowerment Zones and Enterprise Communities will also be targeted. This program will bring much-needed attention to supplementary learning activities that address adolescence and the problems of drug use, gang involvement, and violence. The program will give $40 million in grants to local school-community consortia in 1998. For further information, contact Bob Stonehill (202) 219-2088 or see the website at <www.ed.gov/programs/21stcclc/index.html>.
The Safe and Drug-Free Schools and Communities Program. This program provides funds to help states, schools, and communities design, implement, and evaluate alcohol and drug education and prevention programs. State education agencies are required to distribute 91 percent of funds to local education agencies for drug and violence prevention. Activities authorized under the statute include: (1) the development of instructional materials; (2) counseling services; (3) after-school programs; (4) professional development programs for school personnel, students, law enforcement officials, judicial officials, or community leaders; (5) conflict resolution, peer mediation, and mentoring programs; (6) character education programs and community service projects; (7) the establishment of safe zones of passage for students to and from school; and (8) the acquisition and installation of metal detectors and the hiring of security personnel. The Safe and Drug Free Schools and Communities Act gives states flexibility in targeting resources to where they are most needed. The law increases accountability by requiring states to measure the success of their programs against clearly defined goals and objectives. For further information, contact Bill Modzeleski (202) 260-3954 or see the website at <www.ed.gov/offices/OSDFS>.
Technology Literacy Challenge Fund. The Technology Literacy Challenge Fund provides funds to states, on a formula basis, to help local districts use technology to strengthen their educational programs. The goals of the Challenge Fund are to: (1) provide all teachers with the training and support they need to help students learn by using technology; (2) provide all schools with modern computers; (3) connect all classrooms to the information superhighway; and (4) make effective software and on-line learning resources an integral part of the curriculum in schools. Ninety-five percent of the funds that a state receives must be awarded to school systems on a competitive basis. For further information, contact Tom Fagan at (202) 401-0039 or see the website at <www.ed.gov/Technology/edgrants.html>.
The Partnership for Family Involvement in Education. The mission of the Partnership for Family Involvement in Education is to promote children's learning through the development and use of family-school-community-business partnerships that strengthen schools and improve student achievement. A growing grassroots movement of over 4,000 schools, employers, and community and religious groups has emerged to support local and national efforts including: (1) adopting family-friendly business practices; (2) providing before- and after-school activities for children; (3) giving parents the resources, training, and information they need to help children learn; and (4) promoting family and community involvement in children's learning. For further information, see the website at <http://pfie.ed.gov/>.
Regional Resource and Federal Center Program. These centers promote communication among states and school districts about implementing systemic reform. They provide key technical assistance to state education agencies (SEAs), school districts and their partners, as well as link SEAs and school districts with technical assistance providers. Part of their mission is to partner with other Department-funded programs to address school-based reform.
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The Federal Resource Centers for Education Carol Validivieso, Director Academy for Educational Development 1875 Connecticut Avenue, NW Washington, DC 20009 Phone: (202) 884-8215 Fax: (202)884-8443 E-mail: frc@aed.org Website: http://www.dssc.org/frc/ |
Mid-South Regional Resource Ken Olson, Director Human Development Institute University of Kentucky 126 Mineral Industries Building Lexington, KY 40506-0051 Phone: (606) 257-4921 Fax: (606) 257-4353 E-mail: MSRRC@ihdi.ihdi.uky.edu Web: http://www.ihdi.uky.edu/projects/Msrrc/ |
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Northeast Regional Resource Center Ed Wilkins Trinity College of Vermont Colchester Avenue Burlington, VT 05401 Phone: (802) 658-503 Fax: (802)658-7435 E-mail: nerrc@aol.com Web: http//interact.uoregon.edu/wrrc/nerrc/index.htm |
South Atlantic Regional Resource Center Denise Steward, Acting Director Florida Atlantic University 1236 North University Drive Plantation, FL 33322 Phone: (954) 473-6106 Fax: (954) 424-4309 E-mail: SARRC@acc.fau.edu Website: http://fau.edu/divept/sarrc/ |
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Great Lakes Area Regional Resource Center Larry Magliocca, Director The Ohio State University 700 Ackerman Road Sts. 440 Columbus, Ohio 43202 Phone: (614) 447-0844 Fax: (614) 447-9043 E-mail: marshall.76@osu.edu Website: http://www.csnp.ohio-state.edu/glarrc.htm |
Mountain Plains Regional Resource Center John Copenhaver, Director Utah State University 1780 North Research Parkway Ste. 112 Logan, UT 84341 Phone: (801) 752-0238 Fax: (801) 753-9750 E-mail: cope@cc.usu.edu Website: http://www.usu.edu/mprrc/ |
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Western Regional Resource Center Richard Zeller, Director BR> 1268 University of Oregon Eugene, Oregon 97403-126 Phone: (541) 346-564 Fax: (541) 346-5639 E-mail: richard_zeller@ccmail.uoregon.edu Website: http://interact.uoregon.edu/wrrc/wrrc.html | |
Centers also consult with state, district, and school representatives and other parties. For example, one center provides assistance to a network of deputy commissioners of education. Through its partner, the Council of Chief State School Officers, the center is helping this group create a state-level accountability system that will identify both low- and high-performing schools and districts through an indicator system tied to state content and performance standards. The centers also provide on-site technical assistance and follow-up on conducting and interpreting self-assessments; using consolidated planning to coordinate state and federal resources effectively; and improving the quality of instruction, curricula, assessments, and other aspects of school reform. For further information on the centers in general, contact Edith Harvey at (202) 260-1393 or see the website at <www.ed.gov/offices/OESE/>. Contact information for individual centers can be found at the Comprehensive Centers Network page.
The Regional Educational Laboratories. The Regional Educational Laboratory program, the Department's largest research and development investment, provides a wealth of assistance that can help low-performing schools improve. The 10 regional laboratories help anyone involved in education improvement gain access to the best available research and knowledge from practice. The laboratories are especially strong in helping schools identify needs, suggesting appropriate remedies, and adapting packages of reform to schools' own needs and cultures. Laboratories can also help schools improve curriculum, assessment, and evaluation practices. For addresses of each regional lab and links to lab websites, visit the Regional Lab Home Page at <www.nwrel.org/national/>
Research & Development Centers. The Department's Office of Educational Research and Improvement (OERI) supports 12 Research & Development Centers. These centers, which are located at major universities around the country, conduct research and development on special topics such as reading, the education of at-risk children, early childhood development, postsecondary education, and education policy. These centers can be accessed through the World Wide Web at <http://www.ed.gov/offices/OERI/ResCtr.html>.
The Educational Resources Information Center (ERIC). ERIC offers many resources to parents, students, teachers, and administrators who are interested in improving achievement at their schools. ERIC is a national information system that provides ready access to an extensive body of education-related literature. It is the world's largest source of education information. The ERIC database contains nearly one million abstracts of documents and journal articles on education research and practice. All of the ERIC Clearinghouses have toll-free phone numbers and websites. In addition, the ERIC Clearinghouse on Information & Technology hosts "ASK ERIC," a question-answering service that responds within 48 hours to any question about education. You can ask questions directly from the AskEric website at <www.askeric.org> or e-mail them to <askeric@askeric.org>.
The Fund for the Improvement of Education. This fund supports nationally significant programs focused on improving the quality of education, helping all students meet challenging state content standards, and contributing to the achievement of the National Education Goals. Grants and contracts may be awarded to state and local education agencies, institutions of higher education, and other public and private organizations and institutions. Recently, projects have been funded that might offer assistance to low-performing schools, including the development of state curriculum frameworks and content standards and standards-based professional development projects. For more information contact Lois Weinberg at (202) 219-2147; e-mail: Lois_Weinberg@ed.gov; fax: (202) 219-2053 or visit FIPSE's web site at <www.ed.gov/about/offices/list/ope/fipse/index.html>.
The Eisenhower National Clearinghouse for Mathematics and Science Education (ENC). ENC serves as a central dissemination point for information about curriculum materials and education reform. ENC promotes excellence in K-12 math and science education through a comprehensive collection of curriculum materials and nationwide dissemination of information and materials for all educators. ENC may be contacted at The Ohio State University, 1929 Kenny Road, Columbus, OH 43210-1079; or by calling (614) 292-8389, or toll-free (800) 621-5785; or visiting the website at <http://www.enc.org>.
The Eisenhower Regional Consortia for Mathematics and Science Education. The Consortia work in conjunction with the Eisenhower National Clearinghouse to support professional development of K-12 teachers, including those located in low-performing schools. The Consortia of 10 grantees provide technical assistance and disseminate information to help states and individual educators implement math and science programs in accordance with new standards. Specific areas of assistance include teacher professional development, student assessment, and uses of technology. For further information, contact Carolyn Warren at (202) 219-2206 or visit their Web page at <http://www.enc.org/about/consort/nf_consortia.htm>
Blue Ribbon Schools Program. The Blue Ribbon Schools Program promotes school improvement efforts by identifying and recognizing outstanding public and private schools, making research-based effectiveness criteria available to all schools so that they can assess themselves and plan improvements, and encouraging schools to share information about best practices. The program helps schools turn around through a self-assessment process in which all relevant stakeholders in a school participate. The program specifically celebrates those schools that have shown significant improvement over five years. For further information, see the website at <http://www.ed.gov/programs/nclbbrs/index.html>.
Helpful Documents
The following documents are available by calling the U.S. Department of Education at 1-800-USA-LEARN. Additional publications are listed on the Department's website at <www.ed.gov>.
General Information:
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