News

President Bush's Blueprint "No Child Left Behind: A Blueprint for Education Reform"

A Guide to the Individualized Education Program

Computer Use in Private Schools

The National Center for Education Statistics (NCES) released a report on its 1998-99 survey of the use of computers and the Internet and the nation's schools of choice. NCES summarized the report this way:

"Findings from the Survey on Advanced Telecommunications in U.S. Private Schools: 1998-99 show an increase in computer and Internet availability and private schools since the survey was first conducted in 1995. For example, the number of students per computer decreased from 9 to 6, the proportion of private schools connected to the Internet increased from 25 to 67 percent, and the proportion of instructional rooms and private schools that were connected to the Internet increased from 5 percent to 25 percent. However, compared to public schools, private schools reported more students per instructional computer with Internet access, they were less likely to be connected to the Internet, and they reported proportionately fewer instructional rooms with Internet access. Data on the use of advanced telecommunications indicate that 45 percent of all private school teachers regularly use computers and/or advanced telecommunications for teaching in 1998-99, and almost two-thirds space of all private schools offered or participated in some type of advanced telecommunications training for teachers."

The report is available on the NCES web site at the following address: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2001037

Information taken from Robert J. Kealey. NCEA News for Catholic Elementary/Middle Schools. "21st Century Curriculum: Faith, Values, Excellence". February 15th, 2001. (Vol. 7 No. 12).

President Bush's Blueprint "No Child Left Behind: A Blueprint for Education Reform" (2/19/01)

Bipartisan education reform will be the cornerstone of my Administration. The quality of our public schools directly affects us all – as parents, as students, and as citizens. Yet too many children in America are segregated by low expectations, illiteracy, and self-doubt. In a constantly changing world that is demanding increasingly complex skills from its workforce, children are literally being left behind.

It doesn’t have to be this way.

Bipartisan solutions are within our reach. If our country fails in its responsibility to educate every child, we’re likely to fail in many other areas. But if we succeed in educating our youth, many other successes will follow throughout our country and in the lives of our citizens.

This blueprint represents part of my agenda for education reform. Though it does not encompass every aspect of the education reforms I plan to propose, this blueprint will serve as a framework from which we can all work together – Democrat, Republican, and Independent – to strengthen our elementary and secondary schools. Taken together, these reforms express my deep belief in our public schools and their mission to build the mind and character of every child, from every background, in every part of America. And I am very open to working with Members of Congress who have additional ideas to meet our shared goals.

This education blueprint will:

Increase Accountability for Student Performance:

States, districts and schools that improve achievement will be rewarded. Failure will be sanctioned. Parents will know how well their child is learning, and that schools are held accountable for their effectiveness with annual state reading and math assessments in grades 3-8.

Focus on What Works:

Federal dollars will be spent on effective, research based programs and practices. Funds will be targeted to improve schools and enhance teacher quality.

Reduce Bureaucracy and Increase Flexibility:

Additional flexibility will be provided to states and school districts, and flexible funding will be increased at the local level.

Empower Parents:

Parents will have more information about the quality of their child’s school. Students in persistently low-performing schools will be given choice.

Page 8 ... Provides Corrective Action for Low-Performing Schools and Districts.

	Schools and districts that have not made adequate yearly progress for one academic year will be identified by the district or state as needing improvement. Immediately after identification, these schools will receive assistance to improve performance:
	If the identified school still has not met adequate yearly progress after two years, the district must implement corrective action and offer public school choice to all students in the failing school.
	If the school fails to make adequate progress after three years, disadvantaged students within the school may use Title I funds to transfer to a higher performing public or private school, or receive supplemental educational services from a provider of choice. All non-public providers receiving federal money will be subject to appropriate standards of accountability.
	Students may continue to attend a school of choice for the duration of the time they would have attended the failing school. Choice options must continue to be offered until two years after the school is no longer identified as being in need of improvement.
	There will be an appropriate transition period for schools that have already been identified as needing improvement under current law. ...

To read the entire 32 page document, click here No Child Left Behind: A Blueprint for Education Reform

A Guide to the
Individualized Education Program (1/23/01)

Office of Special Education and Rehabilitation Services U.S. Department of Education

The purpose of this guide is to assist educators, parents, and State and local educational agencies in implementing the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities, including preschool-aged children. (This guide does not address the development of Individualized Family Service Plans (IFSP) for infants and toddlers.)