Equal Educational Opportunity Project Series, Volume I.

Autor/inn/en	Baird, Andrea; und weitere
Institution	Commission on Civil Rights, Washington, DC.
Titel	Equal Educational Opportunity Project Series, Volume I.
Quelle	(1996), (302 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability Grouping; Access to Education; Civil Rights; Educational Trends; Elementary Secondary Education; Equal Education; Federal Government; Federal Legislation; Government Role; Individualized Education Programs; Limited English Speaking; Program Development; Program Implementation; Track System (Education) + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Education; Access; Bildung; Zugang; Bildungszugang; Bürgerrechte; Grundrechte; Zivilrecht; Bildungsentwicklung; Bundesregierung; Bundesrecht; Individualized education program; Individualisierendes Lernen; Programmplanung; Leistungsgruppe; Leistungsdifferenzierung
Abstract	The U.S. Civil Rights Commission has undertaken the Equal Educational Opportunity Project to develop a series of six reports focusing on the opportunities available to students in American public elementary and secondary education. This first volume in the series evaluates and analyzes the history, performance, regulations, policies, and activities of the Office for Civil Rights (OCR) to set the stage for the later reports. Sections discuss the evolution of the Federal role in education and the programs of the U.S. Department of Education. National educational trends and the civil rights enforcement efforts of the Department of Education are profiled. This volume provides findings and recommendations on OCR's implementation, compliance, and enforcement efforts related to the four focus areas of: (1) ability grouping and the tracking of students; (2) development of individualized education programs for and placement of students classified as educable mentally retarded, students with learning disabilities, students with behavioral disabilities, and students with serious emotional disturbances; (3) development of programs for and placement of students of limited English proficiency; and (4) equal access for female students to advanced mathematics and science courses. Volumes II through V of the series will focus on each of these issues, and the sixth, and final report will present profiles of five school districts, focusing on education and civil rights issues. (Contains 2 figures and 43 tables.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC