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- 2011284050 abstract "As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.".
- 2011284050 contributor B12172814.
- 2011284050 contributor B12172815.
- 2011284050 created "c2011.".
- 2011284050 date "2011".
- 2011284050 date "c2011.".
- 2011284050 dateCopyrighted "c2011.".
- 2011284050 description "As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.".
- 2011284050 description "Includes bibliographical references (p. 171-179).".
- 2011284050 extent "xxii, 213 p. :".
- 2011284050 hasFormat "Also available in Open Book format via the National Academies Press home page.".
- 2011284050 identifier "0309186587".
- 2011284050 identifier "9780309186582".
- 2011284050 identifier catalog.php?record_id=13090.
- 2011284050 isFormatOf "Also available in Open Book format via the National Academies Press home page.".
- 2011284050 issued "2011".
- 2011284050 issued "c2011.".
- 2011284050 language "eng".
- 2011284050 publisher "Washington, D.C. : National Academies Press,".
- 2011284050 relation "Also available in Open Book format via the National Academies Press home page.".
- 2011284050 spatial "United States".
- 2011284050 spatial "United States.".
- 2011284050 subject "American community survey.".
- 2011284050 subject "Education United States States Finance.".
- 2011284050 subject "English language Study and teaching United States Foreign speakers.".
- 2011284050 subject "Federal aid to education United States.".
- 2011284050 subject "LB2825 .N355 2011".
- 2011284050 subject "United States. No Child Left Behind Act of 2001.".
- 2011284050 title "Allocating federal funds for state programs for English language learners / Panel to Review Alternative Data Sources for the Limited-English Proficiency Allocation Formula under Title III, Part A, Elementary and Secondary Education Act ; Committee on National Statistics and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education, National Research Council of the National Academies.".
- 2011284050 type "text".