When was the Elementary and Secondary Education Act passed?
Elementary and Secondary Education Act
President Johnson signed the Elementary and Secondary Education Act into law two days later on April 9, 1965.New Titles Created by Early Amendments to 1965 LawTitle I ("Title One"), a provision of the Elementary and Secondary Education Act passed in 1965, is a program created by the U.S. Department of Education to distribute funding to schools and school districts with a high percentage of students from low-income families. Funding is distributed first to state educational agencies (SEAs) which then allocate funds to local educational agencies (LEA's) which in turn dispense funds to public schools in need. Title I also helps children from families that have migrated to the United States and youth from intervention programs who are neglected or at risk of abuse. The act appropriates money for educational purposes for the next five fiscal years until it is reauthorized. In addition, Title I appropriates money to the education system for prevention of dropouts and the improvement of schools; these appropriations are carried out for five fiscal years until reauthorization.
Every Student Succeeds Act
The bill is the first to narrow the United States federal government's role in elementary and secondary education since the 1980s. The ESSA retains the hallmark annual standardized testing requirements of the 2001 No Child Left Behind Act but shifts the law's federal accountability provisions to states. Under the law, students will continue to take annual tests between the third and eighth grades.
Education in England
Until 1870 all schools were charitable or private institutions, but in that year the Elementary Education Act 1870 permitted local governments to complement the existing elementary schools in order to fill any gaps. The Education Act 1902 allowed local authorities to create secondary schools. The Education Act 1918 abolished fees for elementary schools.
No Child Left Behind Act
President Barack Obama released a blueprint for reform of the Elementary and Secondary Education Act, the successor to No Child Left Behind, in March 2010. Specific revisions include providing funds for states to implement a broader range of assessments to evaluate advanced academic skills, including students' abilities to conduct research, use technology, engage in scientific investigation, solve problems, and communicate effectively.
Timeline of Latino civil rights in the United States
The Elementary and Secondary Education act of 1965 authorized federal funding as part of the mandate of the 1964 Civil Rights Act. The funds were allocated for school districts that were actively striving to raise the achievement level of youths from disadvantaged backgrounds including students whose first language was not English. Throughout the country, Hispanic community groups, which represented this population started urging local education officials to take advantage of the funding in order to improve the schooling opportunities for Hispanic children.
Social history of the United Kingdom (1945–present)
The Education Act 1944 was an answer to surging social and educational demands created by the war and the widespread demands for social reform that approached utopianism. It was prepared by Conservative MP Rab Butler after wide consultation. The Act took effect in 1947 and created the modern split between primary education and secondary education at the age of eleven years. The newly-elected Labour government adopted the Tripartite System, consisting of grammar schools, secondary modern schools and secondary technical schools, rejecting the comprehensive school proposals favoured by many in the Labour Party as more equalitarian. Under the tripartite model, students who passed an exam were able to attend a prestigious grammar school. Those who did not pass the selection test attended secondary modern schools, or technical schools. The school leaving age was raised to fifteen years. The elite system of public schools was practically unchanged. The new law was widely praised by the Conservatives because it honoured religion and social hierarchy, and by Labour because it opened new opportunities for the working-class, and also by the general public; because it ended the fees they previously had to pay. The Education Act became a permanent part of the Post-war consensus supported by the three major political parties.
Elementary and Secondary Education Act
Title I mandates services both to eligible public school students and eligible private school students. This is outlined in section 1120 of Title I, Part A of the ESEA as amended by the No Child Left Behind Act (NCLB). Title I states that it gives priority to schools that are in obvious need of funds, low-achieving schools, and schools that demonstrate a commitment to improving their education standards and test scores.
Fundamental Law of Education
The current Fundamental law was enacted on December 22, 2006, replacing the previous 11-article Act of March 31, 1947 (the 'old fundamental law of Education').
Adequate Yearly Progress
The federal government's role in this area was earlier defined under the Elementary and Secondary Education Act (ESEA). The ESEA stated that its purpose was to strengthen and improve educational quality and educational opportunities in the nation's elementary and secondary schools. These goals were to be achieved through financial assistance to local educational agencies for the education of children of low-income families or with disabilities. In 2001, ESEA was modified and renamed the No Child Left Behind Act. Strengthening and improving the education of elementary and secondary school students remains the goal of NCLB and the AYP measurement.
Elementary and Secondary Education Act
As the Senate prepared to consider the education bill, S. 370, Democratic leaders urged their colleagues to pass it without amendment, so as to avoid throwing it back to the House for reconsideration. S. 370 was assigned to the Senate Labor and Public Welfare Committee, which subsequently reported the bill to the Senate floor with unanimous support. During the Senate debates, several amendments were introduced, though none passed. The Senate passed the bill in a 73–18 vote on April 7, 1965.
Department of Education Organization Act
Congress established the United States Department of Education (ED) with the Department of Education Organization Act. Under the law, ED's mission is to:In the Senate, 69 voted in favor and 22 voted against separating education from the Department of Health, Education, and Welfare. In the House of Representatives, 215 voted in favor and 201 voted against. President Carter signed the bill on October 17, 1979.
Right of Children to Free and Compulsory Education Act, 2009
The Act makes education a fundamental right of every child between the ages of 6 and 14 and specifies minimum norms in elementary schools. It requires all private schools(except the minority institutions) to reserve 25% of seats for the poor and other categories of children (to be reimbursed by the state as part of the public-private partnership plan). Children are admitted in to private schools based on caste-based reservations. See Page 9 and Point no 4 of This Document. It also prohibits all unrecognised schools from practice, and makes provisions for no donation or capitation fees and no interview of the child or parent for admission. The Act also provides that no child shall be held back, expelled, or required to pass a board examination until the completion of elementary education. There is also a provision for special training of school drop-outs to bring them up to par with students of the same age.
IDEA 2004
Since IDEA began the Education for All Handicapped Children Act (EHA) of 1975 has undergone several revisions since being signed into law. It was initially created to assure all children were receiving a free and appropriate public education (FAPE). Updates are made approximately every five years or so. Changes were authorized in 2004. In 2006, additional changes were made to IDEA as final regulations were released. They required schools to use research based interventions in the process of assisting students with learning difficulties, or determining eligibility for special education. Many schools have implemented Response to Intervention (RTI) as a method of meeting the new requirements set by IDEA 2004.Changes to due process include the following: Procedural Safeguards Notice only needs to be distributed once per year, Parents have two years to exercise due process rights, changes to the due process complaint notice procedure, parents must go through a mandatory resolution session before due process,responsibility for attorney's fees and requirements for hearing officers.
Education Act 1944
The Education Act 1944 (7 and 8 Geo 6 c. 31) made numerous major changes in the provision and governance of secondary schools in England and Wales. It is also known as the "Butler Act" after the Conservative politician R. A. Butler, who wrote the legislation after consultation with all parties. Historians consider it a "triumph for progressive reform," and it became a core element of the Post-war consensus supported by all major parties.
Education and Skills Act 2008
The Education and Skills Act 2008 (c 25) is an Act of the Parliament of the United Kingdom that raised the minimum age at which a person can leave education or training to eighteen for those born after 1 September 1997, with an interim minimum leaving age of 17 from 2013. The Act also introduced a number of other changes including the right of choice and appeal for young people regarding their sixth form college, and placing duties on the Learning and Skills Council regarding payment and finance of courses for both children and adults.
Rhode Island Department of Elementary and Secondary Education
State and federal funding, however, is funneled through RIDE as the State Education Agency (SEA). RIDE provides funding to LEAs on a per pupil basis, as determined by the state’s funding formula. As the SEA, RIDE is also responsible for school accountability, as required under federal law, the most recent iteration being the Every Student Succeeds Act (ESSA), which was signed into law by President Barack Obama on December 10, 2015.
Elementary Education Act 1870
The Act established the foundations of English elementary education, although it was not taken up in all areas and would be more firmly enforced through later reforms. The state (Gladstonian Liberalism) became increasingly involved and further acts in 1876 ("the Sandon Act", which gave parents a legal obligation to ensure that their children were educated) and 1880 ("the Mundella Act") made attendance compulsory for children until they were 10 years old, with various exemptions.
Title III
Part A of Title III is officially known as the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Title III is a part of the federal No Child Left Behind Act of 2001 proposed and signed into law by the George W. Bush Administration. It is specifically targeted to benefit Limited English Proficient (LEP) children and immigrant youth. The Act states that LEP students must not only attain English proficiency but simultaneously meet the same academic standards as their English-speaking peers in all content areas. Federal funding is provided to assist State Education Agencies (SEAs) and Local Education Agencies (LEAs) in meeting these requirements. In 2011, Title III awards were granted to 56 SEAs (including states, districts, and territories) and the average award given to an individual SEA was $12,158,046
Secondary Education Board of Assam
The Assam Secondary Education Act, 1961 (Assam Act, XXV of 1961) was passed to provide for the establishment of a Board of Secondary Education to regulate, supervise and develop Secondary Education in the State of Assam. The Act came into force with effect from 29 January 1962 with the publication of Government of Assam, Education Department Notification no. 159/61/37 dated 29/1/1962. Thus the Board of Secondary Education, Assam (popularly known as SEBA) came into existence on 14 March 1962. It started functioning with the conduct of 11 year H.S.S.L.C. Examination of 1962. Under the provisions of the Act the Govt. of Assam constituted the Board with Sri S.C. Rajkhowa, D.P.I., Assam as Chairman and Md. N. Islam, Inspector of Schools (Central Assam Circle) as Secretary.
Improving America's Schools Act of 1994
The Improving America's Schools Act of 1994 (IASA) was a major part of the Clinton administration's efforts to reform education. It was signed in the gymnasium of Framingham High School (MA). It reauthorized the Elementary and Secondary Education Act of 1965.
Highly qualified teachers
The Elementary and Secondary Education Act of 1965 (ESEA) was reauthorized in 2001 under the administration of former president George W. Bush and renamed the No Child Left Behind Act (NCLB). The ultimate goal of this act is to "To close the achievement gap with accountability, flexibility, and choice, so that no child is left behind." It is organized into ten "titles", each of which details one particular aspect of the goals of the act, and explains how funds will be allocated to State education agencies (SEAs), local education agencies (LEAs), and State agencies for higher education (SAHEs). Title II, Preparing, Training, and Recruiting High Quality Teachers and Principals, focuses specifically on improving the quality of teachers and principals in publicly funded schools and created the term highly qualified teacher (HQT). Title II of No Child Left Behind aimed to have a highly qualified teacher in every classroom in the United States by 2005. It also gives states greater freedom on spending as it relates to teacher qualify, in the hopes that schools will be able to retain their highly qualified teachers.
Full-service community schools in the United States
After World War II, the community school movement continued to expand, especially with the work of Charles Mott around bringing to youth recreation and school-linked health and social services to the school campus. Psychologists, school nurses, and social workers became an increasing part of the public school system between 1930 and 1960. President Johnson's Great Society initiatives focused on the country on the less fortunate, and the Elementary and Secondary Education Act (ESEA) of 1965 increased the federal government's role in education and education programming for the country's neediest students. The rise of the Head Start Program in 1965, "was a tacit acknowledgement by the government that schools alone are not enough to address the underlying problem of social poverty." The passage of federal legislation in the 1970s—including the Community Schools Act of 1978—paved the way for state governments to focus legislative efforts on the creation of more community schools, which continued through the 1980s and 1990s.
Elementary and Secondary Education Act
On January 25, 1965, President [Lyndon B. Johnson] called for congressional efforts to improve education opportunities for America's children. Wary of popular fears regarding increased federal involvement in local schools, the Johnson administration advocated giving local districts great leeway to use the new funds, which were to be first distributed as grants to each state. Shortly thereafter, Carl D. Perkins (D-KY), the chair of the General Education Subcommittee of the House Committee on Education and Labor introduced H.R. 2362. With the Johnson administration's support, and after significant wrangling over the structure of the bill's funding formula committee, the full committee voted 23–8 to report it on March 2, 1965. Following a failed attempt to derail the bill by Representative Howard W. Smith (D-VA), the House passed H.R. 2362 on March 26, 1965 in a 263–153 roll-call vote.
Migrant education
In 1965, as part of President Lyndon B. Johnson's "War on Poverty", Title I of the 1965 Elementary and Secondary Education Act (ESEA) was framed to help support economically disadvantaged students within the United States. However, this act failed to address the specific non-economic barriers faced by migrant workers and their families so it was amended in 1966 to include the Migrant Education Program (MEP). MEP provides support for children of migrant workers through educational services such as extended school days, summer programs, ESL classes, etc. Eligibility requirements are solely based on the mobility of children and not on their economic or cultural struggles as migrants. This was because Title I already focuses on economically disadvantaged children, so it was assumed that children who qualify for MEP would be receiving benefits from those pre-existing anti-poverty programs. To be included in the Migrant Education Program, children must have had moved school districts for temporary or seasonal agricultural work within the past 3 years. The definition of who qualifies has changed several times since 1966. In 1974, the MEP expanded in scope by including migratory fishing, meat-packing, and other agriculture-related jobs into the categories of eligibility. This was also the year that the period of eligibility was increased from 3 years to 6 years after relocating school districts; however, in 1994 with the passage of the Improving America's Schools Act, it was returned to 3 years. In 1994, the definition of who qualified for MEP was further limited to those children who moved school districts for agriculture-related work that represented their family's "principle means of livelihood."
Ernest Wetherell
From 1960 until his retirement he was the Minister for Education. During his tenure he continued Bob Heffron's work on the education reforms known as the Wyndham Scheme were in the final stages of planning which culminated in the "Public Education Act" of 1961, which included an expansion of secondary education from 5 to 6 years and the replacement of the Leaving Certificate by the Higher School Certificate.
Federal involvement in US education
During and immediately after the war, the federal government contributed money to districts unduly burdened by military instillations. During this time, some began to believe that schools could no longer adequately provide for themselves. The Brown v. Board ruling aided this viewpoint in that the federal government had to get involved in making sure that all individuals were protected. This, along with the “urban crisis” happening in the US, led the federal government to pass one of its most long lasting and impactful pieces of education legislation, the Elementary and Secondary Education Act. A general subsidy for education with a series of provisions states must follow, the ESEA thrust the Federal government into the education policy picture.
United States House Education Subcommittee on Early Childhood, Elementary and Secondary Education
Education from early learning through the high school level, including but not limited to early care and education programs such as the Head Start Act and the Child Care and Development Block Grant Act, special education, and homeless and migrant education; overseas dependent schools; career and technical education; school climate and safety, including alcohol and drug abuse prevention; educational equity, including facilities; educational research and improvement, including the Institute of Education Sciences; and pre-service and in-service teacher professional development, including Title II of the Elementary and Secondary Education Act and Title II of the Higher Education Act
Elementary school (England and Wales)
Elementary schools were the first schools in England which were funded by taxation. They operated between 1870 and 1944 and provided an education for children between the ages of 5 and 14. In some areas older children were educated in separate 'Higher Elementary Schools', which were ruled un-permissible by the Cockerton Judgement 1899 and regularised by the 1902 Education Act. Many of these schools converted to Primary schools after 1944.
John Kline (politician)
On April 1, 2014, Kline introduced the Success and Opportunity through Quality Charter Schools Act (H.R. 10; 113th Congress), a bill that would amend and reauthorize both the Charter School Programs and the Credit Enhancement for Charter School Initiatives under Title V of the Elementary and Secondary Education Act of 1965 through fiscal year 2020 and combine them into a single authorization. It was intended to streamline and improve the grants process and increase the funding for these programs from $250 million to $300 million. The bill passed in the House on May 7, 2014.
Elementary and Secondary Education Act
Schools receiving Title I funding are regulated by federal legislation. Most recently, this legislation includes the No Child Left Behind Act, which was passed in 2001.
In the 2006–2007 school year, Title I provided assistance to over 17 million students who range from kindergarten through twelfth grade. The majority of the funds (60%) were given to students between kindergarten through fifth grade. The next highest group that received funding were students in sixth through eighth grade (21%). Finally, 16% of the funds went to students in high school with 3% provided to students in preschool.
Outcome-based education
In 1983, a report from the National Commission on Excellence in Education declared that American education standards were eroding, that young people in the United States were not learning enough. In 1989, President Bush and the nation’s governors set national goals to be achieved by the year 2000. GOALS 2000: Educate America Act was signed in March 1994. The goal of this new reform was to show that results were being achieved in schools. In 2001, the No Child Left Behind Act took the place of Goals 2000. It mandated certain measurements as a condition of receiving federal education funds. States are free to set their own standards, but the federal law mandates public reporting of math and reading test scores for disadvantaged demographic subgroups, including racial minorities, low-income students, and special education students. Various consequences for schools that do not make "adequate yearly progress" are included in the law. In 2010, President Obama proposed improvements for the program. In 2012, the U.S. Department of Education invited states to request flexibility waivers in exchange for rigorous plans designed to improve students' education in the state.
History of education in the United States
When liberals regained control of Congress in 1964, they passed numerous Great Society programs supported by President Lyndon B. Johnson to expand federal support for education. The Higher Education Act of 1965 set up federal scholarships and low-interest loans for college students, and subsidized better academic libraries, ten to twenty new graduate centers, several new technical institutes, classrooms for several hundred thousand students, and twenty-five to thirty new community colleges a year. A separate education bill enacted that same year provided similar assistance to dental and medical schools. On an even larger scale, the Elementary and Secondary Education Act of 1965 began pumping federal money into local school districts.
Education in the United States
Under the No Child Left Behind Act and Every Student Succeeds Acts, all American states must test students in public schools statewide to ensure that they are achieving the desired level of minimum education, such as on the New York Regents Examinations, the Florida Comprehensive Assessment Test (FCAT) or the Massachusetts Comprehensive Assessment System (MCAS); students being educated at home or in private schools are not included. The act also required that students and schools show adequate yearly progress. This means they must show some improvement each year. When a student fails to make adequate yearly progress, NCLB mandated that remediation through summer school or tutoring be made available to a student in need of extra help. On December 10, 2015 President Barack Obama signed legislation replacing NCLB with the Every Student Succeeds Act (ESSA). However, the enactment of ESSA did not eliminate provisions relating to the periodic standardized tests given to students.
Student Success Act
H.R. 5 would amend and reauthorize the Elementary and Secondary Education Act of 1965 (the ESEA, commonly referred to, in its most recently reauthorized form, as No Child Left Behind). The underlying authorizations for those programs have expired, although most have received appropriations since their authorizations have expired. This bill would authorize funding through fiscal year 2019 for various grant programs; those authorizations would automatically be extended one year, through 2020, under the General Education Provisions Act. The bill also would amend and reauthorize the McKinney–Vento Homeless Assistance Act, which authorizes grants to assist in the education of homeless children.
Early Childhood Education Act
The Early Childhood Education Act is the name of various landmark laws passed by the United States Congress outlining federal programs and funding for childhood education from pre-school through kindergarten. The first such act was introduced in the United States House of Representatives by Congresswoman Patsy Mink of Hawaii in the 1960s. The theory behind the act is that the years before a child reaches kindergarten are the most critical to influence learning. Many children do not have access to early education before entering kindergarten. The goal of the act is to provide a comprehensive set of services for children from birth until they enter kindergarten.
Elementary Education Act 1870
Although universal primary education had been established in Scotland by the Education Act of 1633, a similar act to the English Elementary Education Act was passed in 1872 for Scotland, the Education (Scotland) Act 1872. It required compulsory attendance from the start. It allowed post-elementary schools, but not public funding of them. There were around 1,000 boards in Scotland at the time they were eventually abolished.
Every Student Succeeds Act
The Every Student Succeeds Act (ESSA) is a US law passed in December 2015 that governs the United States K–12 public education policy. The law replaced its predecessor, the No Child Left Behind Act (NCLB), and modified but did not eliminate provisions relating to the periodic standardized tests given to students. Like the No Child Left Behind Act, ESSA is a reauthorization of the 1965 Elementary and Secondary Education Act, which established the federal government's expanded role in public education.
Free Appropriate Public Education
The 1958 The Captioned Films Act, Public Law 85-905 and the Professional Personnel Act of 1959, Public Law 86-158, increased the types and amount of training individuals received in learning how to educate children with mental retardation. The Elementary and Secondary Education Act, PL 92-424, and State School's Act, PL 89-313, were both passed by Congress in 1965 which gave states grant assistance for educating children with disabilities.
Secondary education in the United States
- Equal Pay Act
List of secondary education systems by country
Constitutionally, the Ninety-third Amendment Bill, 2002, renumbered as the Constitution (86th Amendment) Act, 2002, passed on 12 December 2002. Art.21A. declares "The State shall provide free and compulsory education to all children of the age of six to
fourteen years in such manner as the State may, by law, determine."
Education Consolidation and Improvement Act
The 1981 Education Consolidation and Improvement Act (ECIA) reauthorized the Elementary and Secondary Education Act (ESEA), significantly deregulating education in the United States and shifting a number of responsibilities back to the state level. As part of the Reagan administration’s Omnibus Reconciliation Act of 1981, this act curtailed federal intervention and funding for domestic social causes while expanding the role of state and local government in administering education. This deregulation is symbolized by the reduced size of Title I, which was reduced from 75 pages to just 14.
Science education in England
The Education Act 1902 led to the higher grade schools (alluded to earlier) and fee-paying schools being absorbed into the legally defined “higher education” (meaning any education that was not elementary (as primary education was known at the time)). Despite science education in higher grade schools and the recommendations of the Taunton Report, as well as the British Association for the Advancement of Science's campaign for a science curriculum, science was still seen as a minor subject by the most prestigious public schools. The problem was that most of these public schools had close relationships with Oxford and Cambridge universities which offered the majority of their scholarships in classics, and so science was regarded in low importance by the prestigious schools. Consequently, science education varied significantly across English schools. Numerous education-related acts were passed throughout the twentieth century, but the most important in the history of science education in England was the Education Reform Act 1988 (see next subsection). Another act of importance to the development of science education below university-level in England was the Education Act 1944. The 1944 act's contribution was indirect though—it raised the compulsory school age to 15, but made provisions for it to be raised to 16 at a future date—which happened in 1972 (which is still the case today). By raising the school leaving age to 16, this formed the basis for creating a nationally organised science curriculum and education in England. However, the 1944 Education Act did not stipulate that science be taught. For university-level science education, two significant developments were the expansion of distance learning science courses and the introduction of the World Wide Web (via the Internet) into the delivery of science teaching, although this has also been adopted below university-level.
Environmental education
Ultimately, the first Earth Day on April 22, 1970 – a national teach-in about environmental problems – paved the way for the modern environmental education movement. Later that same year, President Nixon passed the National Environmental Education Act, which was intended to incorporate environmental education into K-12 schools. Then, in 1971, the National Association for Environmental Education (now known as the North American Association for Environmental Education) was created to improve environmental literacy by providing resources to teachers and promoting environmental education programs.
WestEd
WestEd was formed in 1995 when the Southwest Regional Educational Laboratory (SWRL), located in Los Alamitos, California, merged with the Far West Laboratory for Educational Research and Development (FWL), located in San Francisco. SWRL and FWL were established in 1966, shortly after the passage of the Elementary and Secondary Education Act (ESEA) (Pub.L. 89-10, 79 Stat. 27, 20 U.S.C. ch.70), a United States federal statute enacted April 11, 1965. The Act funded several areas of primary and secondary education including professional development, instructional materials, resources to support educational programs, and parental involvement promotion. FWL and SWRL were established under ESEA (1965) Title IV, which established funding for educational research and training.
Labour government, 1964–1970
Wilson's record on secondary education is, by contrast, highly controversial. A fuller description is in the article Education in England. Two factors played a role. Following the Education Act 1944 there was disaffection with the tripartite system of academically oriented Grammar schools for a small proportion of "gifted" children, and Technical and Secondary Modern schools for the majority of children. Pressure grew for the abolition of the selective principle underlying the 11-plus, and replacement with Comprehensive schools which would serve the full range of children (see the article Debates on the grammar school). Comprehensive education became Labour Party policy. From 1966 to 1970, the proportion of children in comprehensive schools increased from about 10% to over 30%. There was also a move in primary schools towards "child-centred" or individual learning, in keeping with the recommendations of the 1967 Plowden Report on improving the education system. Polytechnics were established in 1965 through the amalgamation of existing institutions such as colleges of technology, art, and commerce. A new external examination, designed for children of middling intellectual ability and leading to a Certificate of Secondary Education (CSE), was also introduced that same year. Advanced level courses in further education were also expanded by the government much faster than under the previous Conservative government. The School Premises (General Requirements and Standards) (Scotland) Regulations 1967 set out minimum standards for educational accommodation, playing fields and school sites, and also prescribed standards for " kitchen premises, toilet and washing facilities and staff accommodation." In addition, the Education (School Milk) Act of March 1970 "extended the provision of free school milk to junior pupils in middle schools."
Bachelor of Education
The Right to Free and Compulsory Education for Children (RTE Act 2009) came into force from April 2010. The act emphasizes on quality education for every child. As such, with the view to bring about quality education in schools, it is required that the entry level percentage to B.Ed. be 50 for those candidates in the General Category and 45 for Scheduled Castes and Scheduled Tribes.
Ellen Wilkinson
Wilkinson was the second woman, after Margaret Bondfield, to achieve a place in the British cabinet. As Minister of Education she saw as her main task the implementation of the 1944 Education Act passed by the wartime coalition. This Act provided universal free secondary education, and raised the minimum school leaving age from 14 to 15 with effect from 1947. All children would take an examination—the "11-plus"—which would determine whether their secondary education would be in a grammar (academic), technical or "modern" school. Many in the Labour Party saw this tripartite arrangement as perpetuating elitism, and wanted a more radical scheme based on what later became known as the "comprehensive" system. This envisaged large schools under a single roof, each with a range of appropriate courses of study for different levels of ability, and flexible movement between courses as children's aptitudes changed. Wilkinson believed, however, that such a major reconstruction was unachievable at that time, and limited herself to more attainable reforms. Her cautious attitude disappointed and angered some of the Labour left wing and teacher' representatives, who considered that a great opportunity to incorporate socialist principles into education had been missed. Wilkinson, however, was persuaded to the view that selection at 11 would allow all those with higher IQs, irrespective of class background, to obtain a grammar school education.
Wilkinson made her first priority the raising of the school leaving age. This required the recruitment and training of thousands of extra teachers, and creating classroom space for almost 400,000 extra children. Under the Emergency Training Scheme (ETS), ex-servicemen and women were given grants to train as teachers on an accelerated one-year programme; more than 37,000 had been or were being trained by the end of 1946. The rapid expansion of school premises was achieved by the erection of temporary huts—some of which became long-term features of schools. Wilkinson was determined that the higher leaving age be implemented by 1 April 1947—the date set by the 1944 Act—and in the face of parliamentary scepticism insisted that her plans were on track. Final cabinet approval to honour the April date was given on 16 January 1947.
No Child Left Inside (movement)
Several states, including Connecticut, Colorado, Illinois, Massachusetts, and Wisconsin, endorsed the movement by creating programs in local parks and schools that addressed the concern of children's disconnect with nature during the 2000s. A federal bill, the No Child Left Inside Act of 2009, was introduced in the House of Representatives on April 22, 2009 (Earth Day) by representative John P. Sarbanes (Democrat, MD-3), with 82 co-sponsors, as H.R.2054  and referred to the House Committee on Education and Labor. A similar measure, the "No Child Left Inside Act of 2008" (H.R. 3036 , 110th Congress) was passed by the House of Representatives on September 18, 2008, but was never voted on in the Senate.
The bill was introduced in the Senate as S.866 by senator Jack Reed (Democrat, Rhode Island) with 17 co-sponsors and was referred to the Senate Committee on Health, Education, Labor, and Pensions. On June 4, 2009, the bill was referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. The main goal of the proposed legislation is to amend the Elementary and Secondary Education Act (No Child Left Behind Act) of 2001 under the Bush Administration with environmental education.
List of middle schools in England
Middle schools were permitted by the Education Act of 1964, which made additional arrangements to allow for schools which crossed the traditional primary-secondary threshold at age 11. Notably, these changes did not define a new type of school, but rather permitted a variation on existing schemes, while providing for regulations which allowed the Secretary of State to determine whether such schools should be treated as primary or secondary. 
This had not been provided for in the Education Act of 1944.
Fundamental rights in India
The right to education at elementary level has been made one of the fundamental rights in 2002 under the Eighty-Sixth Amendment of 2002. However this right was brought in to implementation after eight years in 2010. Article 21A – On 2 April 2010, India joined a group of few countries in the world, with a historic law making education a fundamental right of every child coming into force. Making elementary education an entitlement for children in the 6–14 age group, the Right of Children to Free and Compulsory Education Act will directly benefit children who do not go to school at present. This act provides for appointment of teachers with the requisite entry and academic qualifications.
Student Achievement and School Accountability Programs
Student Achievement and School Accountability Programs (SASA) is a division of the Office of Elementary and Secondary Education (OESE) of the U.S. Department of Education (ED) that administers programs of financial assistance to State and local education agencies (LEA) and to colleges and universities. Under Title I of the Elementary and Secondary Education Act (ESEA) of 1965, SASA administers several Title I programs of supplementary instruction and other services. This includes programs such as the Improving Basic Programs Operated by LEAs and the Prevention and Intervention Programs for Children Who are Neglected, Delinquent, or At-Risk. Under Title III of the ESEA, SASA administers the State Formula Grant Program for English Language Acquisition and Language Enhancement. SASA also administers the Education for Homeless Children and Youth program authorized by the McKinney–Vento Homeless Assistance Act (P.L. 100-77).
Lyndon B. Johnson
Johnson, whose own ticket out of poverty was a public education in Texas, fervently believed that education was a cure for ignorance and poverty, and was an essential component of the American dream, especially for minorities who endured poor facilities and tight-fisted budgets from local taxes. He made education the top priority of the Great Society agenda, with an emphasis on helping poor children. After the 1964 landslide brought in many new liberal Congressmen, LBJ launched a legislative effort which took the name of the Elementary and Secondary Education Act (ESEA) of 1965. The bill sought to double federal spending on education from $4 billion to $8 billion; with considerable facilitating by the White House, it passed the House by a vote of 263 to 153 on March 26, and then it remarkably passed without change in the Senate, by 73 to 8, without going through the usual conference committee. This was an historic accomplishment by the president, with the billion dollar bill passing as introduced just 87 days before.
Education for All Handicapped Children Act
The Education for All Handicapped Children Act (sometimes referred to using the acronyms EAHCA or EHA, or Public Law (PL) 94-142) was enacted by the United States Congress in 1975. This act required all public schools accepting federal funds to provide equal access to education and one free meal a day for children with physical and mental disabilities. Public schools were required to evaluate children with disabilities and create an educational plan with parent input that would emulate as closely as possible the educational experience of non-disabled students. The act was an amendment to Part B of the Education of the Handicapped Act enacted in 1966.
Special education in the United States
The Elementary and Secondary Education Act of 2001 (ESEA) PL 107-110, more popularly known as the No Child Left Behind Act required accountability for the academic performance of all school children, including those with disabilities. It called for 100% proficiency in reading and math by the year 2012.
Raising of school leaving age in England and Wales
The year 1918 saw the introduction of the Education Act 1918, commonly also known as the Fisher Act as it was devised by Herbert Fisher. The act enforced compulsory education from 5–14 years, but also included provision for compulsory part-time education for all 14-to-18-year-olds. There were also plans for expansion in tertiary education, by raising the participation age to 18 though cuts in public spending after World War I made this impractical. This is the first act which starting planning provisions for young people to remain in education until the age of 18. The 1918 act was not implemented until a further act of 1921 was passed.
Agostini v. Felton
In 1965, Congress enacted Title I of the Elementary and Secondary Education Act with the goal of providing adequate education to all children in the United States, regardless of individual economic conditions. This service, abbreviated as Title I, distributed federal funds to state governments, which, in turn, disbursed the funds to local education agencies. This funding was to be put towards providing remedial education services for low-income students who were at significant risk of failing to meet state academic performance standards. By law, these education services were to be provided to eligible students, whether enrolled in public school or not. Further, the services offered to children attending private schools were to be "equitable in comparison" to the services offered to children attending public school. All educational services were to be of a secular, neutral, and non-ideological nature.
Education in the United States
The 2002 No Child Left Behind Act, passed by a bipartisan coalition in Congress provided federal aid to the states in exchange for measures to penalize schools that were not meeting the goals as measured by standardized state exams in mathematics and language skills. In the same year, the U.S. Supreme Court diluted some of the century-old "Blaine" laws upheld an Ohio law allowing aid to parochial schools under specific circumstances. The 2006 Commission on the Future of Higher Education evaluated higher education. In December 2015, President Barack Obama signed legislation replacing No Child Left Behind with the Every Student Succeeds Act.
Bilingual Education Act
The Bilingual Education Act (BEA) reauthorization in 1994 maintained the same tenets as the original BEA, introduced new grant categories, set up preference to programs promoting bilingualism, and took into account indigenous languages. Overall, the premise of this addition was to introduce a more systemic reform.No Child Left Behind (NCLB), passed in 2002, had a significant impact on bilingual education and the Bilingual Education Act in the United States due to its emphasis on high-stakes testing. As a result of NCLB and its emphasis on testing, the Bilingual Education Act was renamed the English Language Acquisition, Language Enhancement, and Academic Achievement Act.
Bilingual Education Act
The Bilingual Education Act (BEA) (), also known as Title VII of the Elementary and Secondary Education Amendments of 1967 (), approved by the 90th United States Congress on January 2, 1968, and was the first United States federal legislation recognized the needs of limited English speaking ability (LESA) students. The BEA was introduced in 1967 by Texas senator Ralph Yarborough and was signed by President Lyndon B. Johnson on January 2, 1968. While some states, such as California and Texas, and numerous local school districts around the country already had policies and programs designed to meet the special educational needs of elementary and secondary school students not fluent in the English language, this act signaled that the federal government now also recognized the need for and value of bilingual education programs in U.S. public education. Passed on the heels of the Civil Rights movement, its purpose was to provide school districts with federal funds, in the form of competitive grants, to establish innovative educational programs for students with limited English speaking ability.
History of education in England
The Fisher Education Act 1918 made secondary education compulsory up to age 14 and gave responsibility for secondary schools to the state. Under the Act, many higher elementary schools and endowed grammar schools sought to become state funded central schools or secondary schools. However, most children attended primary (elementary) school until age 14, rather than going to a separate school for secondary education.
Sir Arthur Dyke Acland, 13th Baronet
Acland's principal legislative achievements were both enacted in 1893: The Elementary Education (Blind and Deaf Children) Act, and the Elementary Education (School Attendance) Act (which made education compulsory up to the age of eleven). The same year, he promulgated the Evening Continuation School Code, which laid the foundation for adult education, and issued Circular 321, which required inspectors to submit a report to the Education Department about the condition of buildings and apparatus in each public elementary school.
Education in the Philippines
In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed. This act changed the name of DECS to the current Department of Education (DepEd) and redefined the role of field offices (regional offices, division offices, district offices and schools). The act provided the overall framework for school empowerment by strengthening the leadership roles of headmasters and fostering transparency and local accountability for school administrations. The goal of basic education was to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive, and patriotic citizens.
Geoffrey D. Borman
Borman's scholarship has contributed to understanding how federal education programs have reduced the persistent achievement gaps in American society. His 2001 book, "Title I: Compensatory Education at the Crossroads" (Borman, Stringfield, & Slavin, 2001), discussed the history, student achievement effects, and future of the federal government's largest investment in elementary and secondary education: Title I of the Elementary and Secondary Education Act of 1965 (most recently reauthorized as the No Child Left Behind Act of 2002). His article "National Efforts to Bring Reform to Scale in High-Poverty Schools: Outcomes and Implications", traced the history and academic effects of America's investments in elementary and secondary education over the period 1965-2001 (Borman, 2005).
Special education in the United Kingdom
Local authorities became responsible for the education of Deaf children and blind children in 1893. The education of children with disabilities became mandatory in the Education Act 1918. The prevailing attitude at the time was that disabled children should be sent to residential schools rather than attending mainstream schools. The 1944 Education Act created provision for children with disabilities to receive "special educational treatment" in special schools. Children were required to have a medical assessment to be eligible for this. Some children were classified as ineducatable, and were not required to attend school. The 1970 Education (Handicapped Children) Act removed ineducatable category, which allowed all disabled children to receive an education. SEN statements were introduced in 1978 and parents of children with disabilities were given the right to appeal decisions made by local authorities about decisions on their child's education The 1981 Education Act stated that children should be taught in mainstream schools whenever possible. The 1993 Education Act set out guidelines for identifying pupils with SEN and assessing their needs. The 2001 Special Educational Needs and Disability Act outlawed discrimination against disabled pupils in schools, colleges and other education settings. It also introduced the Special Educational Needs and Disability Tribunal.
Community school (England and Wales)
The Education Act 1902 abolished school boards, transferring their functions to counties and boroughs acting as local education authorities. The board schools were thus renamed county schools. The act also introduced county secondary schools, which were greatly expanded during the 20th century. The schools were renamed community schools in the School Standards and Framework Act 1998. In 2008 approximately 61% of the state-funded primary and secondary schools in England were community schools.
Gifted education
The Jacob Javits Gifted and Talented Students Education Act was passed in 1988 as part of the Elementary and Secondary Education Act (ESEA). Instead of funding district-level gifted education programs, the Javits Act instead has three primary components: the research of effective methods of testing, identification, and programming, which is performed at the National Research Center on the Gifted and Talented; the awarding of grants to colleges, states, and districts that focus on underrepresented populations of gifted students; and grants awarded to state and districts for program implementation.
Secondary education
In 1972 the school leaving was raised to 16. The Education and Skills Act 2008, when it came into force in the 2013 academic year, initially required participation in some form of education or training until the school year in which the child turned 17, followed by the age being raised to the young person's 18th birthday in 2015. This was referred to as raising the "participation age" to distinguish it from the school leaving age which remains at 16. Thus the UK is following the ISCED Level 3 (Upper) secondary education guideline.
Raising of school leaving age in England and Wales
The introduction of the Elementary Education Act 1870 (applying to England and Wales), commonly known as "Forster's Education Act" having been drawn up by William Edward Forster, created the concept of compulsory education for children under thirteen, although the decision to make education compulsory was at the discretion of school boards; education was compulsory in approximately 40% of schools by 1873. In areas where education was considered a problem, elected school boards could be set up. These boards could, at their discretion, create local by-laws, confirmed by Parliament, to require attendance and fine the parents of children who did not attend. There were exemptions for illness, living more than a certain distance (typically one mile) from a school, or certification of having reached the required standard (which varied by board) which were made mandatory across England and Wales by the 1880 Act.
Board of Education of the Hendrick Hudson Central School District v. Rowley
In the early 1970s, a series of Federal District Court cases – namely "Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania" (1971) and "Mills v. Board of Education of District of Columbia" (1972) – found a right to education for children with disabilities on the basis of due process and equal protection. A 1974 investigation by Congress found that more than 1.75 million children with disabilities received no public education and that another 3 million who did attend school did not receive education services appropriate to their needs. In 1975 Congress passed and President Ford signed into law the Education for All Handicapped Children Act (EAHCA). The Act mandated that all children with disabilities receive a "free appropriate public education." To achieve this goal, the act required the student, parents and teachers together devise an Individualized Education Program (IEP), however the Act did not specify that those IEPs include any particular services, standards or outcomes. 
In 1976, respondents Clifford and Nancy Rowley met with the principal of Furnace Woods Elementary School in the Hendrick Hudson Central School District of Montrose, New York to discuss accommodations for their hearing-impaired daughter, Amy Rowley, who would be starting kindergarten there the following year. After having placed her in a regular kindergarten class on a trial basis, Amy was provided with an FM hearing aid and completed her kindergarten year, advancing on to first grade. In accordance with the Education for All Handicapped Children Act, an IEP was created for Amy which included the continued use of her FM hearing aid, but did not include a sign language interpreter. The school, in consultation with the school district's Committee on the Handicapped, contended that Amy did not need an interpreter. Her parents disagreed with that finding and received a hearing with an independent examiner. The examiner concluded that "Amy was achieving educationally, academically, and socially without such assistance." After losing their appeal to the New York Commissioner of Education, the Rowleys brought suit in the United States District Court for the Southern District of New York contending that denial of a sign language interpreter violated the EAHCA's guarantee of a free appropriate public education.
Turnaround model
The turnaround initiative stems back to the Elementary and Secondary Education Act (ESEA) of 1965, which was enacted by Congress under the Johnson Administration. The bill was designed in part to emphasize equal access to education and excellent educational opportunities for all children. Even though the bill was not originally authorized until 1970, it has been reauthorized every 5 years by Congress. In 2001, ESEA experienced its most significant reauthorization under the George W. Bush Administration in which it was not only reauthorized, but renamed No Child Left Behind (NCLB). NCLB operates with the same charge as ESEA, but focuses specifically on providing all children with accessibility to a high-quality education as measured by standardized assessments. NCLB also required states to create academic state standards and a testing system to measure students’ progress against these standards. Additionally, NCLB pushed accountability for all students and flexibility at the district level, meaning that even students who are at a socioeconomic disadvantage must meet state standards and that districts are able to use federal funding as needed in their area. But unlike ESEA, NCLB introduced a requirement that by the year 2014, 100% of all students would be Proficient in Reading and Math. As the deadline for 100% Proficiency in Reading and Math continues to approach, it became increasingly obvious that unless there was a drastic change, the U.S. would not reach its 100% target and schools would receive various sanctions that correspond with length of underperformance. This reality prompted the Obama Administration to create the School Improvement Grant program (Section 1003(g) of Title I) and the four models of turnaround as a means to incentivize school revitalization through federal funds.
Education reform
President Donald Trump relegated concerns in education to state governments. This began with the Every Student Succeeds Act (ESSA) which limits the role of the federal government in school liability. Giving states more authority can help prevent considerable discrepancies in educational performance across different states. ESSA was approved by former President Obama in 2015 which amended and empowered the Elementary and Secondary Education Act of 1965. The Department of Education has the choice to carry out measures in drawing attention to said differences by pinpointing lowest-performing state governments and supplying information on the condition and progress of each state on different educational parameters. It can also provide reasonable funding along with technical aid to help states with similar demographics collaborate in improving their public education programs.
Success and Opportunity through Quality Charter Schools Act
The Success and Opportunity through Quality Charter Schools Act () is a bill that would amend and reauthorize both the Charter School Programs and the Credit Enhancement for Charter School Initiatives under Title V of the Elementary and Secondary Education Act of 1965 through fiscal year 2020 and combine them into a single authorization. This is intended to streamline and improve the grants process and increase the funding for these programs from $250 million to $300 million.
U.S. National Institute of Education
On November 5, 2002, President Bush signed into PUBLIC LAW 107–279 (116 Stat. 1940) the Education Sciences Reform Act. The act produced the Institute of Education Sciences organization and abolished the Office of Educational Research and Improvement. The OERI website content is considered out-of-date with all content dated December 4, 2002 or prior. An archive was still available at http://www2.ed.gov/offices/OERI/ as of March 2011. However, visitors to the OERI website information were directed to visit http://www.ed.gov/offices/IES/ for up-to-date on the Institute of Education Sciences and its programs.
Office of Special Education and Rehabilitative Services
In 1979, Congress passed legislation that split the Department of Health, Education, and Welfare in two parts — creating the Department of Education and the Department of Health and Human Services. The Bureau of Education for the Handicapped (BEH) — established in 1967 by Title VI of the Elementary and Secondary Education Act — then became the core of the new Office of Special Education and Rehabilitative Services. Dr. Edwin W. Martin, Jr., then Deputy Commissioned of Education,and Director of BEH was nominated by President Carter to be the first Assistant Secretary for OSERS. He was confirmed unanimously by the Senate. The Rehabilitation Services Administration and the National Institute of Disability and Rehabilitation Research were the other components of OSERS.
Higher Education Act of 1965
In signing the Higher Education Act of 1965 into law, President Johnson said that the act, along with the Elementary and Secondary Education Act of 1965 as "keystones of the great, fabulous 89th Congress" that would spread "the roots of change and reform" throughout the nation.
Education in the Philippines
In 2010, then-Senator Benigno Aquino III expressed his desire to implement the K–12 basic education cycle to increase the number of years of compulsory education to thirteen years. According to him, this will "give everyone an equal chance to succeed" and "have quality education and profitable jobs". After further consultations and studies, the government under President Aquino formally adopted the K–6–4–2 basic education system—one year of kindergarten, six years of elementary education, four years of junior high school education and two years of senior high school education. Kindergarten was formally made compulsory by virtue of the Kindergarten Education Act of 2012, while the further twelve years were officially put into law by virtue of the Enhanced Basic Education Act of 2013. Although DepEd has already implemented the K–12 Program since SY 2011–2012, it was still enacted into law to guarantee its continuity in the succeeding years.
Elementary and Secondary Education Act
A 2014 bill, the Native Language Immersion Student Achievement Act, "cites reports from the Bureau of Indian Affairs and educational institutions 'that use primarily Native American languages to deliver education' and 'have indicated that students from these schools have generally had high school graduation and college attendance rates above the norm for their peers.'"
Patsy Mink
Mink also introduced the first comprehensive Early Childhood Education Act and authored the Women's Educational Equity Act. All of these laws written by Mink were declared landmark laws by Congress as they advanced equal rights in America beyond what could be imagined during the time. Title IX Amendment of the Higher Education Act was renamed by President George W. Bush on 29 October 2002 to become the Patsy T. Mink Equal Opportunity in Education Act; she co-authored and sponsored the Act while in the House. In 1975 she was the chief sponsor of HR 9924, granting $5 million in total tax-payer contributions ($ in dollars) for both the state and National Women's Conference which President Gerald Ford signed into law.
Presidency of Lyndon B. Johnson
Johnson, whose own ticket out of poverty was a public education in Texas, fervently believed that education was a cure for ignorance and poverty. In the 1960s, education funding was especially tight due to the demographic challenges posed by the large Baby Boomer generation, but Congress had repeatedly rejected increased federal financing for public schools. Johnson made education the top priority of the Great Society agenda, and placed an emphasis on helping poor children. After the 1964 landslide brought in many new liberal congressmen, LBJ launched a legislative effort which took the name of the Elementary and Secondary Education Act (ESEA) of 1965. The bill sought to double federal spending on education from $4 billion to $8 billion. The bill passed the House by a vote of 263–153 on March 26, 1965, and then that same bill passed the Senate, 73-8, without going through the usual conference committee. In practice ESEA meant helping all public school districts, with more money going to districts that had large proportions of students from poor families. The bill prevented school districts that practiced segregation from receiving federal funding, and offered funding to parochial schools indirectly. The federal share of education spending rose from 3 percent in 1958 to 10 percent in 1965, and continued to grow after 1965. The act also contributed to a major increase in the pace of desegregation, as the share of Southern African-American students attending integrated schools rose from 2 percent in 1964 to 32 percent in 1968.
Progressive education
In 1965, President Johnson inaugurated the Great Society and the Elementary and Secondary Education Act suffused public school programs with funds for sweeping education reforms. At the same time the influx of federal funding also gave rise to demands for accountability and the behavioral objectives approach of Robert F. Mager and others foreshadowed the No Child Left Behind Act passed in 2002. Against these critics eloquent spokespersons stepped forward in defense of the progressive tradition. The Open Classroom movement, led by Herb Kohl and George Dennison, recalled many of Parker's child centered reforms.
Elementary and Secondary Education Act
The Elementary and Secondary Education Act (ESEA) was passed as a part of United States President Lyndon B. Johnson's "War on Poverty" and has been the most far-reaching federal legislation affecting education ever passed by the United States Congress. The act was an extensive statute that funded primary and secondary education. It also emphasizes equal access to education and establishes high standards and accountability.
Education Act 2011
The Education Act 2011 (c. 21) is an Act of the Parliament of the United Kingdom. It was the first major piece of education legislation to be introduced by the coalition government, and makes changes to many areas of educational policy, including the power of school staff to discipline students, the manner in which newly trained teachers are supervised, the regulation of qualifications, the administration of local authority maintained schools, academies, the provision of post-16 education, including vocational apprenticeships, and student finance for higher education.
City of Bath Technical School
1900 saw the School leaving age raised to 12 years. The Education Act 1902 laid down the system of secondary education, abolished school boards, and replaced them with the local education authorities of county and county boroughs councils. In the following year,1903; the Bath Education Committee was formed and took over from the Bath and Twerton school boards. 1906 was the introduction of the Education (Provision of Meals) Act 1906. Education committees were authorised to spend money on meals for children. A Report on technical education (the Haldane Report) was prepared. In 1907 the Education (Administrative Provisions) Act 1907 was passed. Local education authorities to provide medical inspection of children in elementary schools.
Raising of school leaving age in England and Wales
In 1944, Rab Butler introduced the Education Act 1944 which amongst other changes, including the introduction of the Tripartite System, included raising the school leaving age to 15. Although the act should have been brought into effect as from September 1939, it was not implemented because of the effects of World War II, but was eventually enforced from April 1947. The comprehensive school system has since replaced the Tripartite System brought in by this act across most of England. This act also recommended compulsory part-time education for all children until the age of 18, but was dropped, in similar fashion to the 1918 Act, to cut spending after World War II.
Education Act 1964
The Education Act 1964 was an Act of the Parliament of the United Kingdom. It made provisions in two areas which were previously not permitted by the Education Act 1944. These provisions included the setting up of Middle Schools, and the funding of education for pupils in Special Schools beyond compulsory school age.
Standards-based education reform in the United States
A standards based vision was enacted under the Clinton Administration in 1994. A reauthorization of the Elementary and Secondary Education Act (ESEA) was passed to ensure that all states had rigorous standards for all subject areas and grade levels. This vision was then carried forward by the Bush Administration in 2001 with the passing of No Child Left Behind (NCLB).
United States Department of Education
In the time after George W. Bush’s presidency and towards the end of President Barack Obama’s presidency, there was an extremely noticeable problem within the education system that was excluding many children from receiving the striving opportunities that they should have been given throughout their schooling careers. So, In December 2015 President Barack Obama had instituted the Every Student Succeeds Act, which reauthorized the Elementary Secondary Education Act. “In December 2015, the Every Student Succeeds Act (ESSA) was signed into law, reauthorizing the Elementary and Secondary Education Act (ESEA) and replacing the No Child Left Behind Act (NCLB). ESEA, the federal law that authorizes federal funding for K-12 schools, represents the nation’s commitment to equal educational opportunity for all students and has influenced the education of millions of children."
No Child Left Behind Act
The No Child Left Behind Act of 2001 (NCLB) was a U.S. Act of Congress that reauthorized the Elementary and Secondary Education Act; it included Title I provisions applying to disadvantaged students. It supported standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. The Act required states to develop assessments in basic skills. To receive federal school funding, states had to give these assessments to all students at select grade levels.
Education Act 1902
The Education Act 1902 ("2 Edw. VII"), also known as the Balfour Act, was a highly controversial Act of Parliament that set the pattern of elementary education in England and Wales for four decades. It was brought to Parliament by a Conservative government and was supported by the Church of England, opposed many by Nonconformists and the Liberal Party. The Act provided funds for denominational religious instruction in voluntary elementary schools, most of which were owned by the Church of England and the Roman Catholics. It reduced the divide between voluntary schools, which were largely administered by the Church of England, and schools provided and run by elected school boards, and reflected the influence of the Efficiency Movement in Britain. It was extended in 1903 to cover London.
Secondary modern school
The tripartite system of streaming children of presumed different intellectual ability into different schools has its origin in the Education Act 1918 (8 & 9 Geo. V c. 39), often known as the Fisher Act, drawn up by Herbert Fisher. This established three levels of secondary school in England and Wales: academic grammar schools for pupils deemed likely to go on to study at university; central schools which provided artisan and trade training, as well as homemaking skills for girls; and secondary schools which provided a basic secondary education.
Elementary Education Act 1880
The Elementary Education Act 1880 was an Act of the Parliament of the United Kingdom which extended the Elementary Education Act 1870. It was one of the Elementary Education Acts 1870 to 1893.
Previous Elementary Education Acts had not required (and allowed potential difficulties in) the drawing up of bye-laws on school attendance by local school boards; the 1880 Act removed those difficulties, made the drawing up of such bye-laws mandatory, and allowed central government to impose such bye-laws where local boards had not done so. If the bye-laws specified minimum requirements (age and/or educational standard reached) to be attained before a child could leave school, it was illegal to employ a child under thirteen who did not not satisfy one or the other requirement. The Act therefore removed uncertainty on whether children being educated 'half-time' under the educational provisions of the Factory Acts were thereby excluded from the scope of the Elementary Education Acts (they weren't).
Early Childhood Education Act
The No Child Left Behind Act was proposed by George W. Bush and passed by United States House of Representatives in 2001. The Act requires that all public schools receive federal funding to administer a standardized test annually to assess if students have made Adequate Yearly Progress (AYP). Schools must provide services to students who do not meet AYP in order to help them succeed and pass AYP the following year.
History of education in England
The "Elementary Education (School Attendance) Act 1893" raised the school leaving age to 11. The "Elementary Education (Blind and Deaf Children) Act" of the same year extended compulsory education to blind and deaf children, and made provision for the creation of special schools.
Every Student Succeeds Act
Following his 2014 re-election, Senate HELP Committee Chairman Lamar Alexander (R-TN), who had served as Education Secretary under President George H.W. Bush, decided to pursue a major rewrite of No Child Left Behind. Alexander and Patty Murray (D-WA), the ranking member of the HELP committee, collaborated to write a bipartisan bill that could pass the Republican-controlled Congress and earn the signature of President Barack Obama. At the same time, John Kline (R-MN), chairman of the House Committee on Education and the Workforce, pushed his own bill in the House. In July 2015, each chamber of the United States Congress passed their own renewals of the Elementary and Secondary Education Act. President Obama remained largely outside of the negotiations, though Alexander did win Obama's promise to not threaten to veto the bill during negotiations. As the House and Senate negotiated for the passage of a single bill in both houses, Bobby Scott (D-VA), the ranking member of the House Committee on Education and the Workforce, became a key player in ensuring Democratic votes in the House. By September 2015, the House and Senate had been able to resolve most of the major differences, but continued to differ on how to evaluate schools and how to respond to schools that perform poorly. House and Senate negotiators agreed to a proposal from Scott to allow the federal government to mandate specific circumstances in which states had to intervene in schools, while broadly giving states leeway in how to rate schools and in how to help struggling schools. Other major provisions included a pre-K program (at the urging of Murray), a provision to help ensure that states would not be able to exempt large swaths of students from testing (at the behest of civil rights groups), and restrictions on the power of the Education Secretary (at the urging of Alexander and Kline). The surprise resignation of Speaker John Boehner nearly derailed the bill, but incoming Speaker Paul Ryan's support of the bill helped ensure its passage. In December 2015, the House passed the bill in a 359–64 vote; days later, the Senate passed the bill in an 85–12 vote. President Obama signed the bill into law on December 10, 2015.
Secondary education
The school boards set up by the 1870 Elementary Education Act (Forster Act) and were stopped from providing secondary education by the Cockerton Judgement of 1899. The school leaving age at this time was 10. The Judgement prompted the 1902 Education Act (Balfour Act). Compulsory education was extended to 12. The new Local Education Authorities (LEA)s that were formed from the school boards; started to open Higher Grade Elementary Schools (ISCED Level2) or county schools to supplement the endowed grammar schools. These LEAs were allowed to build second-grade secondary schools that in the main became the future secondary modern schools.
Individuals with Disabilities Education Act
The Education for All Handicapped Children Act of 1975 started the course of action for early intervention programs. In this act, public schools that received federal funding were required to provide equal access to education for children with disabilities. Services for infants and toddlers were not included in the Act until the reauthorization in 1986.
Right of Children to Free and Compulsory Education Act, 2009
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE) is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between the age of 6 to 14 years in India under Article 21A of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the act came into force on 1 April 2010. The title of the RTE Act incorporates the words ‘free and compulsory’. ‘Free education’ means that no child, other than a child who has been admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education. ‘Compulsory education’ casts an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age group. With this, India has moved forward to a rights based framework that casts a legal obligation on the Central and State Governments to implement this fundamental child right as enshrined in the Article 21A of the Constitution, in accordance with the provisions of the RTE Act.17.
National Assessment of Educational Progress
A significant change to state NAEP occurred in 2001 with the reauthorization of the Elementary and Secondary Education Act, also referred to as "No Child Left Behind" legislation. This legislation requires that states which receive Title I funding must participate in state NAEP assessments in mathematics and reading at grades 4 and 8 every two years. State participation in other subjects assessed by state NAEP (science and writing) remains voluntary.
History of education in England
The "Sandon Act" ("Act of 1876") imposed a legal duty on parents to ensure that their children were educated. The Elementary Education Act 1880 (the "Mundella Act") required school boards to enforce compulsory attendance from 5 to 10 years, and permitted them to set a standard which children were required to reach before they could be employed. Poorer families were often tempted to send their children to work if the opportunity to earn an extra income was available. Attendance officers often visited the homes of children who failed to attend school, which often proved to be ineffective. Children who were employed were required to have a certificate to show they had reached the "educational standard". Employers of these children who were unable to show this were penalised.
Great Society
The most important educational component of the Great Society was the Elementary and Secondary Education Act of 1965, designed by Commissioner of Education Francis Keppel. It was signed into law on April 11, 1965, less than three months after it was introduced. It ended a long-standing political taboo by providing significant federal aid to public education, initially allocating more than $1 billion to help schools purchase materials and start special education programs to schools with a high concentration of low-income children. During its first year of operation, the Act authorized a $1.1 billion program of grants to states, for allocations to school districts with large numbers of children of low income families, funds to use community facilities for education within the entire community, funds to improve educational research and to strengthen state departments of education, and grants for purchase of books and library materials. The Act also established Head Start, which had originally been started by the Office of Economic Opportunity as an eight-week summer program, as a permanent program.
Compulsory public education in the United States
US Department of Education Rod Paige facilitated the passage of the No Child Left Behind (NCLB) of 2001, the most meaningful amendments in federal education legislation since the Elementary and Secondary Act of 1965. This Statute enabled children in sub-performing schools to move to public institutions or receive coaching at government expense. It was the first time that parents can help their stressed children in gaining access to opportunities. Secretary Paige was responsible for assisting the District of Columbia in becoming home of the very first voucher program financed by the federal government.