Race to the Top--Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs

Autor/in	Bohjanen, Sharon L.
Titel	Race to the Top--Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs
Quelle	(2016), (118 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Arizona
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-3708-9
Schlagwörter	Hochschulschrift; Dissertation; Federal Programs; Federal Aid; Educational Legislation; Federal Legislation; Disabilities; Equal Education; Early Intervention; At Risk Persons; Infants; Toddlers; Poverty; Developmental Delays; Access to Education; Grants; Social Justice; Enrollment; Eligibility; Educational Policy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsrecht; Schulgesetz; Bundesrecht; Handicap; Behinderung; Risikogruppe; Infant; Toddler; Toddlers; Kleinkind; Infants; Armut; Entwicklungsverzögerung; Education; Access; Bildung; Zugang; Bildungszugang; Grant; Finanzielle Beihilfe; Soziale Gerechtigkeit; Einschulung; Eignung; Politics of education; Bildungspolitik
Abstract	Infants and toddlers who live in poverty are more likely to experience developmental delays or disabilities and less likely to access early intervention (EI) services. The federal initiative Race to the Top--Early Learning Challenge (RTT-ELC) was designed to increase access to high quality early learning programs for children at risk for developmental delays due to poverty or disability. Although IDEA, Part C programs were not specifically targeted by this initiative, policies associated with RTT- ELC may have an indirect impact on state EI programs. The purpose of this study was to examine the effects of RTT-ELC on Part C programs by comparing states that received federal grants to states that did not. This study used a social justice framework to identify variables that inform equitable access to high quality Part C programs. Data were extracted from Part C state profiles and compared across states. Awarded states were more likely to increase enrollment of infants and toddlers in Part C Programs and were more likely to use broad eligibility criteria. These findings indicated that although differences were small they could become more pronounced over time. The need for policy change in Part C programs and federal early learning initiatives to directly target infants, toddlers and families in poverty are highlighted through the results of this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01