WorldCat Identities

United States Department of Education Office of the Under Secretary

Works: 105 works in 192 publications in 1 language and 12,360 library holdings
Genres: Longitudinal studies  Handbooks and manuals  Case studies  Periodicals 
Classifications: LC3731, 372.210973021
Publication Timeline
Most widely held works by United States
Unlocking learning : chapter 1 in correctional facilities by Linda A LeBlanc( Book )

12 editions published in 1991 in English and held by 681 WorldCat member libraries worldwide

A 3-year study of the operation of Chapter 1 Neglected or Delinquent (Chapter 1 n or d) Program, which provides compensatory education services to youths in state-operated juvenile and adult correctional facilities, was conducted. The study found that Chapter 1 n or d Program participants had the following characteristics: (1) over half of the youth are high school dropouts; (2) the highest grade completed was 3 years below the typical grade completed by other youth of the same age; (3) participants generally stay in the facility an average of more than 13 months; (4) most do not enroll in school on release or they enroll and soon drop out; and (5) the older the student, the less likely he or she is to enroll and to persist in school. Instruction is commonly done on an individualized diagnostic/prescriptive method with students working on packets of materials or worksheets to meet individually diagnosed deficiencies in basic skills. The most effective Chapter 1 n or d Programs included the following parameters: (1) separate educational administrations; (2) strong communication and administrative leadership at the facility and state levels; (3) creative use of funds; (4) a staff committed to correctional education; and (5) coordination between Chapter 1 and regular academic programs. Chapter 1 services also can include postrelease transitional and prerelease services. The document also provides data on program administration and administrator and educator roles. Included are 14 figures, 9 tables, and an appendix listing effective and common practices. (Jb)
No child left behind : a desktop reference( Book )

3 editions published in 2002 in English and held by 451 WorldCat member libraries worldwide

Factors related to college enrollment : final report( Book )

3 editions published in 1998 in English and held by 422 WorldCat member libraries worldwide

Using data from the National Education Longitudinal Study of 1988, this study examined factors related to postsecondary education enrollment, focusing on the impact of early indicators and financial aid. Major findings of the report indicated the following: (1) a majority of students, 63 percent by 1994, attended some type of postsecondary institution; (2) most students attend public institutions (four-year or less); (3) Native Americans, Blacks, and Hispanics are least likely and Asians/Pacific Islanders most likely to attend postsecondary institutions; (4) postsecondary education increases with family income; (5) low-income students are less likely than higher income students to attend 4-year schools, even among high-test-score students; (6) students in the bottom income, top-test-score group are most likely to enter the armed forces; (7) nonfinancial reasons for not planning to attend postsecondary institutions are similar across the income spectrum, with students most likely to report taking time off before continuing their education; (8) educational expectations, academic preparation, course-taking behavior, and behaviors such as having children or using drugs influence postsecondary education attendance; (9) there is a relationship between parental attitudes, financial aid, and attendance at postsecondary institutions; and (10) predicted amounts of financial aid have no statistically significant effect on postsecondary enrollment. (Contains 34 references and appendix contains variable definitions.) (Ch)
A profile of child care settings : early education and care in 1990( Book )

5 editions published in 1991 in English and held by 375 WorldCat member libraries worldwide

Model strategies in bilingual education : professional development by Mary S Leighton( Book )

3 editions published in 1995 in English and held by 359 WorldCat member libraries worldwide

Urban and suburban, rural special strategies for educating disadvantaged children : first year report( Book )

2 editions published in 1994 in English and held by 350 WorldCat member libraries worldwide

Prospects, the congressionally mandated study of educational growth and opportunity : first year report on language minority and limited English proficient students by Marc Moss( Book )

1 edition published in 1995 in English and held by 327 WorldCat member libraries worldwide

Strategies for keeping kids in school : evaluation of dropout prevention and reentry projects in vocational education : final report by Becky Jon Hayward( Book )

2 editions published in 1995 in English and held by 326 WorldCat member libraries worldwide

An evaluation was conducted of a 3-year demonstration program the purpose of which was to demonstrate the efficacy of projects that included vocational education as a key component in encouraging at-risk youth to remain in or return to school. Six of the 10 project grantees, funded under the Cooperative Demonstration Program of the Carl D. Perkins Vocational Education Act, were evaluated, using process and outcome information from 12 localities. The study found that only one-third of the projects achieved significant reduction in the number of participants who dropped out of school. Projects were generally more successful, however, in improving participants' school performance and affiliation, with 10 of the 12 demonstrating increases in participants' grade point average, 7 showing reduction in number of courses failed, and 7 showing improvements in participants' perceptions of the safety of their school environment. Among the components that appeared to be critical for improving the persistence and educational success of at-risk youth are the following: (1) a smaller, more personal environment, such as that available in the school-within-a-school and alternative school environments; (2) a structured environment that includes clear and equitably enforced behavioral expectations; (3) vocational education that integrates academic education and leads to good entry-level jobs or continued training at the postsecondary level; (4) formal, ongoing coordination of the academic and vocational components of participants' high school programs; (5) a formal counseling component that incorporates attention to personal issues along with career counseling, employability and life skills instruction; and (6) personal, supportive attention from adults through mentoring or similar projects. (The report includes separate evaluations of each site, 13 tables, and 3 appendixes that report on the study methodology.) (Kc)
Model strategies in bilingual education : family literacy and parent involvement by Heather McCollum( Book )

3 editions published in 1993 in English and held by 317 WorldCat member libraries worldwide

This study reports on nine family literacy projects that focus on families whose primary language is not English. The first six projects fall under the Kenan service model, which sees that children receive more or as many services as adults and is organized around children's needs. These include the Canoncito Family Support/Early Childhood Education project (Lagana, New Mexico); the Family Tree Even Start project (Mesa, Arizona); Healdsburg/Windsor Even Start project (Healdsburg and Windsor, California); Hidalgo Even Start project (Hidalgo, Texas); Refugee Family Literacy Project (Rochester, New York); and Salem Family English Literacy project (Salem, Oregon). The last three projects focus on adults and are referred to as enhanced adult English-as-a-Second-Language family literacy projects. These include the Florida International University Family English Literacy project (Miami, Florida); the Lao Family English Literacy project (St. Paul, Minnesota); and the Newcomer Family Literacy project (Lawrence, Massachusetts). The report highlights the accomplishments and lessons of each project; focuses on cultural and linguistic issues; describes effective approaches for dealing with program components, such as outcomes and evaluation methods; and looks at project design and implementation. One-page profiles highlight key issues and strategies and provide detailed information about each project. Appended are project information, including a list of project contacts, and an assortment of project materials that may provide insights into effective family literacy strategies. (KM)
Preparing your child for college : a resource book for parents( Book )

2 editions published in 1996 in English and held by 314 WorldCat member libraries worldwide

Biennial evaluation report by United States( )

in English and held by 312 WorldCat member libraries worldwide

An evaluation of state and local efforts to serve the educational needs of homeless children and youth by Leslie M Anderson( Book )

4 editions published in 1995 in English and held by 296 WorldCat member libraries worldwide

The Stewart B. McKinney Homeless Assistance Amendments Act of 1990 authorizes the U.S. Department of Education to review state plans submitted under the Act to evaluate whether they adequately address the problems of homeless children and youth relating to access to education and placement. Policy Studies Associates conducted a study of the McKinney program for the Department of Education, surveying state coordinators in all 50 states, the District of Columbia, Puerto Rico, and the Bureau of Indian Affairs and conducting site visits to 6 state educational agencies and 8 school districts, along with analysis of state plans submitted to the department. It was found that almost all states have revised their laws, regulations, and policies to improve access to education for homeless students, but they still struggle to provide access and to meet health and safety requirements. States and school districts have few resources to meet transportation needs of these students, and housing authorities often do not, or are not able to, consider the educational needs of homeless students. Policy implications of survey findings are explored. (Contains 4 figures, 9 tables, and 11 references.) (Sld)
National evaluation of adult education programs : executive summary by Malcolm B Young( Book )

3 editions published in 1995 in English and held by 289 WorldCat member libraries worldwide

A third-party national evaluation of the basic grants section of the Adult Education Act was conducted in September 1990. Although clients eligible for adult secondary education (ase) constituted the largest segment of the target population, enrollments were highest in English-as-a-Second-Language (esl) programs and most programs primarily served clients enrolled in adult basic education (abe). Federal funds accounted for less than one-third of funds supporting adult education programs. Ase, abe, and esl participants received a median of 28, 35, and 113 hours of instruction, respectively. Except for esl, no direct relationship existed between total hours of instruction and test score gains. Approximately one-third of participants reported employment-related benefits from program participation. Nearly half of those who started the program left for reasons external to the program. The program was not keeping up with the growth of its target population. The following actions were recommended: ensure that all programs have at least some full-time instructional and administrative staff, increase provision of support services, and identify and encourage use of the most appropriate instructional structures/designs. (Twenty-nine tables/figures are included. Appended are a table detailing the study objectives and reports where they are addressed and tables of contents of the major study reports.) (mn)
A profile of child care settings : early education and care in 1990 : executive summary( Book )

3 editions published in 1991 in English and held by 280 WorldCat member libraries worldwide

Unlocking learning : chapter 1 in correctional facilities by Brenda J. Davis Rowe( Book )

4 editions published in 1991 in English and held by 272 WorldCat member libraries worldwide

Part of a 3-year study of the Chapter 1 Neglected or Delinquent (Chapter 1 n or d) Program providing compensatory education services to youths in state-operated juvenile and adult correctional facilities, this report presents case studies of nine facilities that have developed particularly effective programs. The study used teacher questionnaires, an administrator survey, and structured interviews with program administrators to collect data. Findings indicate that effective programs emphasized the following: (1) the importance of education among facility activities; (2) strong administrative leadership; (3) adequate funding and careful planning of expenditures; (4) staffing and professional development; (5) regular and Chapter 1 n or d coordination; (6) appropriate student assessment; (7) appropriate curriculum and instructional methods; and (8) relevant support and transitional services. Effective programs also had comprehensive libraries containing a variety of materials that reflected the interests of a culturally diverse population; interlibrary loan programs; support services in the form of speakers, tutors, and vocational trainers; and services facilitating the enrollment of students into community schools on release. Included are four exhibits and three appendices containing a list of effective practices, case study narratives, and a case study guide. (67 references) (jb)
Evaluation of the Federal Direct Loan Program : survey of first-year direct loan institutions( Book )

3 editions published in 1995 in English and held by 264 WorldCat member libraries worldwide

Implementation of the Chelsea school project : a case study by Diane Pelavin( Book )

2 editions published in 1991 in English and held by 259 WorldCat member libraries worldwide

Observational study of early childhood programs : final report by Jean I Layzer( Book )

4 editions published in 1993 in English and held by 251 WorldCat member libraries worldwide

When schools stay open late : the national evaluation of the 21st-Century Community Learning Centers Program : first year findings by Mark Dynarski( Book )

2 editions published in 2003 in English and held by 14 WorldCat member libraries worldwide

First authorized in 1994, the 21st-Century Community Learning Centers program supports after-school programs in approximately 7,500 rural and inner-city public schools . a distinguishing characteristic of 21st-Century programs is the inclusion of academic activities. This report presents the first-year findings from an evaluation of the program. Elementary school students were randomly assigned to treatment and control groups. The middle school sample was comprised of a nationally representative sampling of after-school programs and participants, and a matched comparison group. The first-year findings revealed that while 21st-Century after-school centers changed where and with whom students spent some of their after-school time and increased parental involvement, they had limited influence on academic performance, no influence on feelings of safety or on the number of latchkey children, and negative influences on behavior. In the middle school centers, homework help sessions were typically organized with students in large groups proctored by teachers or other staff, and homework was not checked for quality or completeness. Middle school participants, averaging attendance of one day per week, were more likely than nonparticipants to report that they sold drugs, smoked marijuana, or had their personal property damaged. Elementary programs reduced the time students spent at home cared for by a parent or sibling but did not reduce self-care. Key implementation findings indicate that grantees had succeeded in implementing their planned programs and in gaining support from and creating working relationships with school principals and teachers. Most programs provided academic, enrichment, and recreation activities, but made limited efforts to plan for sustainability. The report's two appendices contain information on data collection procedures and data quality, and describe the technical approach for estimating impacts of middle and elementary school centers. (Contains 15 references.) (Kb)
National assessment of vocational education : interim report to congress : executive summary by National Assessment of Vocational Education (U.S.)( Book )

4 editions published in 2002 in English and held by 3 WorldCat member libraries worldwide

Analyses completed prior to November 2001 provided a context for examining vocational education (ve) and a description of participation at secondary and postsecondary levels, a logical first step in evaluating VE's status and effectiveness. They were a small, but significant part of a comprehensive research agenda being conducted under the National Assessment of Vocational Education (nave). Four key themes emerged. First, current education, labor market, and policy trends were likely to broaden the debate on the reauthorization of the Carl D. Perkins Vocational and Technical Education Act of 1998. Among the trends are the following: high schools increasingly emphasize academic reform and college preparation; good jobs require at least some postsecondary education; and Perkins is still the largest single source of Department of Education funds spent on high schools. Second, federal vocational policy attempted to achieve multiple goals and objectives. Third, secondary ve remained a large component of the high school curriculum, but the full effects of academic reform were not yet evident. For instance, vocational participation rates have been relatively stable; many types of students are involved in ve, including special populations; participants in ve have increased their academic course taking, but important gaps remain between them and other students; and students take more vocational than math or science courses. Fourth, postsecondary ve served a diverse set of students, many of whom would not complete the course work needed to fulfill their objectives. (Contains 56 references.) (Ylb)
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Alternative Names

controlled identityUnited States. Department of Education

controlled identityUnited States. Department of Education. Office of Management and Budget

United States. Department of Education. Oficina del Sub-Secretario

United States. Dept. of Education. Office of the Under Secretary

English (71)