Federal Policy Options for Chapter 1: An Equity Agenda for School Restructuring.

Autor/in	Darling-Hammond, Linda
Institution	Columbia Univ., New York, NY. Teachers Coll. National Center for Restructuring Education, Schools and Teaching.
Titel	Federal Policy Options for Chapter 1: An Equity Agenda for School Restructuring.
Quelle	(1993), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Children; Compensatory Education; Disadvantaged Youth; Economically Disadvantaged; Educational Legislation; Educational Policy; Elementary Secondary Education; Equal Education; Evaluation Methods; Federal Programs; Financial Support; Inservice Teacher Education; Policy Formation; Program Improvement; Resource Allocation; School Restructuring; Staff Development + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Child; Kind; Kinder; Kompensatorischer Unterricht; Benachteiligter Jugendlicher; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Finanzielle Förderung; Lehrerfortbildung; Politische Betätigung; Ressourcenallokation; Schulreformplan; Schulumwandlung; Personnel development; Personalentwicklung
Abstract	This paper suggests specific changes in Chapter 1 legislation (up for reauthorization in the fall of 1993) to make it more responsive not only to schools and students, but also to current school restructuring initiatives and new understandings of teaching, learning, and assessment. Recommendations are made in the areas of greater equity in access to education, serving the whole child and school, teacher preparation and staff development, new evaluation strategies and standards, how funds are allocated to schools and students, and efforts regarding program improvement. Among the recommendations offered are the following: (1) eligibility rules should be changed to allow more schools access to whole-school projects with necessary safeguards and supports for careful planning and appropriate services; (2) equal services and resources must be assured and provided by participating states and school districts to all schools; (3) significant funding should be provided through Chapter 1, perhaps as a proportion of state and local education agency grants for staff development for teachers and administrators through schoolwide professional development programs aimed at improving the overall caliber of teaching as a preventive to remediation; and (4) funds should be allocated to schools strictly on the basis of their concentrations of children living in poverty, with even more emphasis on targeting funds to schools located in high-poverty areas. (Contains 67 references.) (GLR)
Anmerkungen	NCREST, Box 110, Teachers College, Columbia University, New York, NY 10027 ($8 pre-paid).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC