Mainstreaming and the Mathematics Classroom

1984 ◽  
Vol 32 (3) ◽  
pp. 22-27
Author(s):  
Francis (Skip) Fennell
Keyword(s):  
Public Schools ◽  
Public Education ◽  
School Districts ◽  
Mathematics Classroom ◽  
Educational Programs ◽  
Public Law ◽  
Education For All ◽  
Exceptional Children ◽  
Free Public Education ◽  
Appropriate Education

Federal legislation known as Public Law 94-142, the Education for All Handicapped Children Act, was passed in November 1975. This legislation determines regulations and requires actions by school districts and teachers relative to exceptional children. Many have interpreted state legislat ion and PL 94-142 as legislative remedies for some of the schools' past failures to provide an appropriate education for handicapped students. The law's programmatic and budgetary requirements became enforceable in October 1977. Public Law 94-142 mandates that free public education for handicapped students between the age of three and twenty-one begin no later than September 1980. Some exceptions to the mandate do occur, but the implication is that public schools may no longer refuse to admit handicapped students into educational programs.

Whose money matters in public education: A “public” good that parents purchase

2021 ◽  
pp. 147821032110343
Author(s):  
Eunju Kang
Keyword(s):  
Public Schools ◽  
Public Education ◽  
School Districts ◽  
Local Governments ◽  
Positive Impact ◽  
New York State ◽  
Federal State ◽  
Education Funding ◽  
Funding Policy ◽  
State And Local

Instead of asking whether money matters, this paper questions whose money matters in public education. Previous literature on education funding uses an aggregate expenditure per pupil to measure the relationship between education funding and academic performance. Federalism creates mainly three levels of funding sources: federal, state, and local governments. Examining New York State school districts, most equitably funded across school districts among the 50 states, this paper shows that neither federal nor state funds are positively correlated with graduation rates. Only local revenues for school districts indicate a strong positive impact. Parents’ money matters. This finding contributes to a contentious discourse on education funding policy in the governments, courts, and academia with respect to education funding and inequality in American public schools.

Equitable Educational Opportunities in K-12 Schools: West African and U.S. Public Schools Compared

2020 ◽  
pp. 002205742096676
Author(s):  
Adekunle Lawal
Keyword(s):  
Public Schools ◽  
Public Education ◽  
The United States ◽  
West African ◽  
Educational Opportunities ◽  
Equal Access ◽  
Education For All ◽  
Education Policies ◽  
Elementary And Secondary Education ◽  
K 12

In an effort to promote public elementary and secondary education that meets world standards where all students have equal access to 21st-century public schools, some countries have adopted Education For All (EFA) policy. This article examines how three selected countries (the United States, Nigeria, and Gambia) are implementing the idea of giving all children the opportunity of equal access to public education. The article explores the historical trend of the concept and several education policies enacted in each country to make the program productive.

Defining Public Schools and Understanding Their Shifting Terrain

2017 ◽  
Author(s):  
Sarah M. Stitzlein
Keyword(s):  
Public Schools ◽  
Public Education ◽  
School Districts ◽  
Portfolio Management ◽  
Education Management ◽  
For Profit ◽  
Form And Function ◽  
School Practice ◽  
And Function

Chapter three illustrates the essential role of public schools in a vibrant democracy. I define what public schools are, identifying five key elements essential to their form and function. My discussion of the shifting nature of democracy, schools, and citizenship reveals that it is worthwhile to refocus our attention on these elements of public schools now as some are being compromised or eclipsed within the latest forms of school practice and governance. I detail the changing landscape of public schools in recent years by looking at particular recent transformations to the governance and practice of public education. These changes include aspects of schools choice, vouchers, for-profit education management, loss of local control, mayoral oversight of schools, recovery school districts, portfolio management models, and corporate influences. I also describe how citizens’ relationships with schools have changed and how citizens themselves have changed, especially under the influence of neoliberalism.

The Changing Focus of Public Policy

1979 ◽  
Vol 45 (4) ◽  
pp. 270-277 ◽  
Author(s):  
Scottie Higgins ◽  
Josephine Barresi
Keyword(s):  
Public Policy ◽  
Policy Development ◽  
Development Process ◽  
Public Law ◽  
Education For All ◽  
Exceptional Children ◽  
Policy Makers ◽  
Special Education Policy ◽  
The Past ◽  
Policy Development Process

The arena of public policy affecting exceptional children has grown steadily during the past decade. One phase of this activity culminated with the passage of Public Law 94-142, the Education for All Handicapped Children Act of 1975. Since then policy relating to exceptional children has continued to develop but with a shift of focus and with the involvement of a wider variety of policy makers. These changes in the policy development process are described by the authors. Three types of policy are defined through representative examples of changes and state special education policy within the past three years.

Is Education Ready for All Handicapped Children?

1978 ◽  
Vol 2 (1) ◽  
pp. 4-9
Author(s):  
Sylvia O. Richardson
Keyword(s):  
Public Law ◽  
Education For All ◽  
Federal Aid ◽  
Expiration Date ◽  
Federal Law ◽  
Handicapped Children ◽  
The Law ◽  
Appropriate Education

On November 29, 1975, President Ford signed into law the Education for All Handicapped Children Act of Public Law 94 - 142. This is the most comprehensive and complex piece of legislation for the handicapped to become federal law. Unlike other federal education laws, it is not permissive. States may or may not qualify for federal aid in carrying out the law, but regardless of the availability of funds, all states are required to provide free appropriate education to all handicapped children between the ages of 3 and 18 by September 1978, and between the ages of 3 and 21 by September 1980. Also, unlike other federal education laws, this law has no expiration date but is regarded as permanent. The law reflects not only interest but a specific commitment to all handicapped children.

The Pediatrician's Role in Public Law 94-142

1982 ◽  
Vol 4 (6) ◽  
pp. 191-197
Author(s):  
Gregg F. Wright
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Case Law ◽  
Public Law ◽  
Lessons Learned ◽  
Federal State ◽  
Handicapped Children ◽  
The Law ◽  
State And Local ◽  
Local Levels

In the seven years since it was passed, Public Law 94-142, The Education for All Handicapped Act of 1975, has generated new services for handicapped children and in the process has raised many difficult financial, political, educational, medical, and ethical questions. It has changed the scope of public schools and the personnel within them, and it has changed the expectations of parents, physicians, and educators alike. There is currently much talk of the possible repeal of PL 94-142. This review will emphasize the importance of a pediatric voice in this future. The changes that have come about as a result of PL 94-142 will not easily disappear even if the bill were to be repealed. On the other hand, a strong voice of advocacy for handicapped children will be needed to ensure that the positive lessons learned from PL 94-142 will be continued. PL 94-142 itself, as a law, is only one component of a constellation of surrounding issues affecting handicapped children. One must consider separately the actual provisions of the law, the constitutional and case law on which it was based, the federal regulations that have been published and updated to interpret the law, the state plans formulated by each state to comply with the law and regulations, the funding that may or may not be appropriated at federal, state, and local levels to support the programs, and the actual practices within local school districts attempting to comply (or circumvent) these state requirements.

Legislative Intent and Progress

1978 ◽  
Vol 44 (4) ◽  
pp. 234-237 ◽  
Author(s):  
Jasper Harvey
Keyword(s):  
Public Education ◽  
Public Law ◽  
Individualized Education Plan ◽  
Education For All ◽  
Successful Implementation ◽  
Individualized Education ◽  
Handicapped Children ◽  
Free Appropriate Public Education ◽  
Made In ◽  
Education Plan

Central to the provision of a free appropriate public education for all handicapped children in this country is the successful implementation of an individualized education plan for each child. This article addresses some of the concerns and some of the progress being made in implementing the statutory requirements of Public Law 94–142.

The Tenth Annual Report to Congress: One More Ride on the Merry-Go-Round?

1989 ◽  
Vol 56 (1) ◽  
pp. 10-13 ◽  
Author(s):  
David Greenburg
Keyword(s):  
Public Education ◽  
School Districts ◽  
Service Delivery ◽  
Annual Report ◽  
Public Law ◽  
Education Programs ◽  
Local School ◽  
Lack Of Information ◽  
Public Education Policy ◽  
The U.S

The U.S. Department of Education's Tenth Annual Report to Congress on the Implementation of the Education of the Handicapped Act contains improvements, but most infirmities of previous reports on progress toward meeting the goals of Public Law 94–142. Major criticisms include (a) continued overdependence on reporting numbers of students without descriptions of evolutions in service delivery, and (b) a lack of information about service delivery which includes the perspective of practitioners in local school districts where the service delivery occurs. The report further prompts even more questions about the Office of Special Education Programs (OSEP) monitoring findings and reinforces the need for improved communication between local practitioners and those who form national public education policy.

scholarly journals Monitoring Inefficiency in Public Education

2003 ◽  
Vol 35 (3) ◽  
pp. 611-623 ◽  
Author(s):  
Yoshie Saito ◽  
Christopher S. McIntosh
Keyword(s):  
Public Schools ◽  
Data Envelopment Analysis ◽  
Public Education ◽  
School Districts ◽  
Distance Function ◽  
Point Of View ◽  
Data Envelopment ◽  
Overall Efficiency ◽  
Using Data ◽  
Georgia Public Schools

The efficiency of public education is examined using a cost indirect output distance function. Efficiency estimates are obtained using data envelopment analysis applied to data from Georgia public schools. Georgia school districts utilize educational budgets with reasonable efficiency, achieving an overall efficiency of 98% with a range of 93%–100%. If all school districts were 100% efficient, outputs could be expanded 2%. This could be achieved by increasing funding $75.46 million state-wide in total for each of the 3 years. From the consumers' (voters') point of view, this result suggests that inefficiency costs Georgia, on average, a total of $226.38 million from 1994 to 1996.

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