KONSEP ANAK ANGKAT DALAM PRAKTEK MASYARAKAT KLUET (Analisis Perspektif al-Qur’an)

The practice carried out by the Kluet community regarding adoption of children is generally good, in which it is worth Sadaqah, maintaining silaturrahmi, aiming to help fellow Muslims, and maintaining a strong brotherhood among fellow Muslims both adopted children because of child leaves, tribal children, senamo, call children, according with Islamic teachings. But with regard to adoption of children due to the couple not having children, then living with foster siblings, there are some things that are not appropriate with the teachings of Islam, which is related to the issue of the status or status of the adopted child. In practice, a part of the Kluet community that adopts their status is like their own biological children, this can be seen from the Family Card and school report cards by using the name of their adopted parents in the child's identity. In relationships mahrampun socially sometimes less attention to the limitations of relationships and genitalia in the family. This is because they consider their adopted children like biological children. Likewise in the matter of marriage, in the adopted family the Kluet community still attaches great importance to emotional ties so that if anyone gets married they will feel ashamed.

Relations between accountability and improvement strategies in New York City’s Children First Networks

Federal school accountability policies like No Child Left Behind were based on a logic that measuring school performance and making the results public through tools like school report cards would incentivize educators to create strategies for improving school quality. Yet, most schools needed more than incentives to be able to design improvement strategies that would lead to all students becoming proficient in standard subjects like math and ELA. As a result, states and school districts implemented an infrastructure of supports. To date, there is little research that considers how support providers use accountability tools to diagnose problems and design targeted improvement strategies. Without better knowledge of how schools and providers commit to particular improvement strategies, it is difficult to determine whether we need better school report cards or strategies, or both to improve school quality. This study aims to address this gap by examining how four Children First Networks in New York City used accountability metrics to develop targeted improvement strategies, which led to distinctly different improvement strategies. The article closes with implications for policy.