When was the Follow Through educational program introduced?
Follow Through (project)
In President Lyndon B. Johnson's 1967 state of the union address, he proposed $120 million for the program, to serve approximately 200,000 children from disadvantaged backgrounds. However, when funding for the project was approved by the United States Congress, a fraction of that amount—merely $15 million—was authorized. This necessitated a change in strategy by the Office of Economic Opportunity (OEO), the government agency charged with oversight of the program Instead, program administrators made the "brilliant decision... (to) convert "Follow Through" from a service program to a research and development program".
Score following
Score following is the process of automatically listening to a live music performance and tracking the position in the score. It is an active area of research and stands at the intersection of artificial intelligence, pattern recognition, signal processing, and musicology. Score following was first introduced in 1984 independently by Barry Vercoe and Roger Dannenberg.
Follow Through (project)
While Elmore laments that sites could have been chosen with a greater degree of scientific rigor (e.g. stratified random sampling), this was impossible, for at least two reasons. First, "Follow Through" administrators had the obligation to select a minimum number of sites with "Head Start" programs, because the ostensible purpose of "Follow Through" was to complement "Head Start". Second—aside from political pressures—communities had to be willing participants in the process (ostensibly) to preserving the fidelity of the implementations. On this point, Elmore tends to agree.
The DO-IT Center
In 1992, with funding from NSF, DO-IT launched the first DO-IT Scholars Program. In 1999, the U.S. Department of Education Office of Postsecondary Education (OPE) funded the DO-IT Prof project, which created professional development materials and trained faculty and academic administrators in the U.S. to more fully include students with disabilities in their courses. In 2005, OPE and the NSF funded DO-IT’s AccessCollege project. AccessCollege staff worked with a team of faculty and administrators representing twenty-three two- and four-year institutions in the U.S.; the project included creation of the web-based Center for Universal Design in Education (CUDE), publication of the book "Universal Design in Higher Education: From Principles to Practice", and the training manual "Building Capacity for a Welcoming and Accessible Postsecondary Institution".
Racial achievement gap in the United States
One example of standards-based reform was Goals 2000, also known as the Educate America Act. Goals 2000 was enacted in 1994 by President Clinton and allowed the federal government a new role in its support for education. It aimed to "provide a framework for meeting the National Education Goals". It was designed to provide resources to states and communities to make sure that all students achieved their full potential by the year 2000. This program set forth eight goals for American students, including all children in America will start school ready to learn, increasing the high school graduation rate to at least 90%, and increasing the standing of American students to first in the world in achievement in math and science. Goals 2000 also placed an emphasis on the importance of technology, promising that all teachers would have modern computers in their classroom and that effective software would be an integral part of the curriculum in every school. President George Bush's No Child Left Behind Act essentially replaced the Goals 2000 program.
Washington County Closed-Circuit Educational Television Project
William M. Brish had an idea in 1956 to experiment with teaching the K-12 grades using instruction by live television and pre-recorded programs. He was Superintendent of Schools for Washington County, Maryland, at the time. The project was dubbed "Pioneering Experiment". It was financed by the Electronic Industries Association and the Fund for the Advancement of Education of the Ford Foundation, (the Chesapeake and Potomac Telephone Company was partly involved also in the financing). It was a program costing two million dollars and was spread out over a five-year term (1956–1961). The Ford Foundation Fund along with the Electronic Industries Association contributed some $200,000 a year to the project over the five-year period. These two organizations gave almost $1,500,000 to the Project in the five years it was functional.
Experiential education
Established in 1973, "Breakthrough" in Hong Kong was the first non-profit organization that applied the concepts of experiential education (though primarily conceptualized in terms of outdoor adventure education) in youth works. Since then, development in experiential education has proceeded in Singapore, Taiwan, Macau, and some large cities in China.
Follow Through (project)
The empirical goal of the "Follow Through" evaluation was to determine which models were effective in raising student achievement in the three domains as evidenced by positive effects using the selected instruments. Within models, the evaluators compared performance on the various instruments between "Follow Through" (FT) and non-"Follow Through" (NFT) comparison groups at each site. Within groups, the evaluators averaged students' scores on each measure (or outcome variable) in order to yield a "group" score. Thus, the group scores of FT students were compared to the group scores of NFT students. An important—and later controversial—statistical adjustment technique was employed by the evaluators in order to "improve the integrity of the results". Because there were differences between treatment and comparison groups (e.g. the average score on an outcome measure for a NFT group might have been higher than the corresponding average score for a FT group), the evaluators employed a statistical method known as analysis of covariance (ANCOVA) in order to adjust for these and other differences. The difference between the FT and NFT students was then used to measure the effects of a given model. Sites where models met the criterion for "educational effectiveness" were assigned a value of 1; negative effects were assigned -1; and null effects—"insignificant educationally, statistically, or both"—were assigned a zero. According to Elmore, adjusted results using the ANCOVA technique should be interpreted cautiously for two reasons. First, ANCOVA "is not a substitute for random assignment, but it has become a conventionally accepted technique for handling initial group differences in quasi-experimental data". Second, the larger the initial differences between treatment and control groups, the weaker the strength of the results.
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.
Drive-through
A drive-through, or more commonly drive-thru (a sensational spelling of the word through), is a type of service provided by a business that allows customers to purchase products without leaving their cars. The format was pioneered in the United States in the 1930s by Jordan Martin, but has since spread to other countries. The first recorded use of a bank using a drive-up window teller was the Grand National Bank of St. Louis, Missouri in 1930. The drive-up teller allowed only deposits at that time.
Adventure learning
In 2006, based upon research and collaboration with PolarHusky.com, Aaron Doering published the first established definition, framework, and guiding principles of adventure learning. The guiding principles were refined by Doering and Charles Miller in 2009. The first adventure learning program “supported by theory and long-term research” was the GoNorth! Adventure Learning Series of circumpolar Arctic dogsledding expeditions at PolarHusky.com which reached millions of learners worldwide and explored such topics as sustainability, the environment, science, and traditional cultures. Other examples of adventure learning projects include Earthducation, the Jason Project, Ride To Learn with the To Learn Series, and the Quest series of bicycle treks.
National Blue Ribbon Schools Program
Initially, the National Blue Ribbon Schools program honored only secondary schools; it was later expanded to include primary schools. It was changed again to honor secondary schools and primary schools in alternate years and now honors secondary, middle, elementary, and K-8 and K-12 schools each year. In 2003, the program was restructured to bring it in line with the No Child Left Behind Education Law, placing a stronger emphasis on state assessment data and requiring schools to demonstrate high academic success. Schools must show how data are interpreted and used and how curriculum, instruction, professional development, and student support promote student success.
Weathervane Music
In June 2010, Peter English, a musician, artist, and graphic designer, became the Assistant Director of Weathervane Music, as well as Producer of Shaking Through.Shaking Through is a music and video web series produced by Weathervane Music and WXPN, the non-commercial public radio station from the University of Pennsylvania. The series, designed to show "the birth of a song" by an emerging independent artist, is the outgrowth of the Weathervane Music Project Series (2009), which was re-branded as Shaking Through when WXPN joined the project in 2010.
Follow Through (project)
Follow Through was the largest and most expensive experimental project in education funded by the U.S. federal government that has ever been conducted. The most extensive evaluation of "Follow Through" data covers the years 1968–1977; however, the program continued to receive funding from the government until 1995. "Follow Through" was originally intended to be an extension of the federal "Head Start" program, which delivered educational, health, and social services to typically disadvantaged preschool children and their families. The function of "Follow Through", therefore, was to provide a continuation of these services to students in their early elementary years.
If There is a Reason to Study
First started in 2001, the BCT was announced to be replaced in a few years by President Ma Ying-Jeou on January 1, 2011. In 2013, the last BCT had ended, replaced by the Comprehensive Assessment Program in 2014.
Follow through
Follow through or follow thru may refer to:
Follow Through (project)
The most vocal critique was the House, "et al." (1978) reanalysis. The article—along with several rebuttals from the original evaluation team and other researchers—was published by the Harvard Educational Review in 1978. The authors were extremely dissatisfied with the pronouncement of the evaluators that the basic skills models outperformed the other models. The authors approach the critique on the assumption that basic skills are decidedly just that—basic. The authors imply that basic skills are only taught through "rote methods"—a decidedly negative connotation (p. 137).
Regarding the finding that "models that emphasize basic skills produced better results on tests of self-concept than did other models", the authors question the efficacy of the self-esteem measures; implying, among other things, that young students cannot possibly have a concrete understanding of self-concept (pp. 138–139). While the article intended to review the operational design of the "Follow Through" evaluation, instead it appears to (1) refute the finding that cognitive-conceptual and affective-cognitive models were largely failures, and (2) unilaterally condemn the models that emphasize basic skills. The implication is that the goal of education should not be increased student achievement in solely basic skills, and that "Follow Through" would have been better employed to discover how measures of all three orientations could be made successful. Absent from the critique is the finding that, for third graders, only the Direct Instruction model demonstrated positive effects in all three domains, and that one of the remaining two models (Behavior Analysis; the other was the Parent Education model) that had positive effects in at least two domains was also a self-described "basic skills model".
Youth Training Scheme
The Youth Training Scheme (YTS) was the name in the United Kingdom of an on-the-job training course for school leavers aged 16 and 17 and was managed by the Manpower Services Commission. The scheme was first outlined in the 1980 white paper "A New Training Initiative: A Programme for Action", and it was brought into operation in 1983 to replace the Youth Opportunities Programme by the government of Margaret Thatcher. Initially lasting one year or 6 months, the scheme was amended in 1986 to be so that it could be extended to two years.
Follow Through (project)
The "fact-value dichotomy". Ernest R. House, co-author of the 1978 critique of the "Follow Through" evaluation, penned an article about what he calls the "fact-value dichotomy" in social experimentation and educational research: "the belief that facts refer to one thing and values refer to something totally different". House elucidates the writings of Donald Campbell, a researcher in the field of evaluation. House noted that, according to Campbell, facts cannot exist outside the framework of one's values because inevitably, an investigation that uncovers a certain fact is either consistent with the researcher's internal values or against them. What results is a difficult choice: the researcher must either reject the fact, or modify his or her value to accommodate the fact. Campbell also believed, according to House, that values—as opposed to facts—could be chosen rationally. House agrees with Campbell's assertion in part, but departs from Campbell in that he believes that facts and values cannot exist in isolation; rather, they "blend together in the conclusions of evaluation studies, and, indeed, blend together throughout evaluation studies". House suggests that the reader envision facts and values as existing on a continuum from "bute facts to bare values". Accordingly, rarely do "fact claims" or "value claims" fall entirely at one end of the spectrum or the other. House provides examples: "Diamonds are harder than steel" might fall at the left of the spectrum, while "Cabernet is better than Chardonnay" falls to the right. In conclusion, House proposes an entirely a new method of empirical investigation called "deliberative democratic evaluation". In it, evaluators arrive at "unbiased claims" through "inclusion of all relevant stakeholder perspectives, values, and interests in the study; extensive dialogue between the evaluator and stakeholders...and extensive deliberation to reach valid conclusions in the study". House decries the use of entirely rational methods when applied to evaluations; indeed, he recommends a degree of subjectiveness, because evaluations like "Follow Through" cannot exist outside deeply held values.
21st Century Community Learning Centers
The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to afterschool programs. The No Child Left Behind Act (NCLB) reauthorized 21st CCLC in 2002, transferring the administration of the grants from the U.S. Department of Education to the state education agencies. Each state receives funds based on its share of Title I funding for low-income students. Funds are also allotted to outlying areas and the Bureau of Indian Affairs.The No Child Left Behind Act narrowed the focus of 21st CCLC from a community learning center model, where all members of the community benefited from access to school resources such as teachers, computer labs, gymnasiums and classrooms, to an afterschool program model that provides services only to students attending high-poverty, low-performing schools. The services they provide include Academic enrichment activities that can help students meet state and local achievement standards. They also provide additional services designed to reinforce and complement the regular academic program, such as: drug and violence prevention programs, counseling programs, art, music, and recreation programs, technology education programs, and character education programs. Programs also may provide literacy and related educational development services to the families of children who are served in the program.
Changing Lives Through Literature
The Changing Lives Through Literature (CLTL) program first began in the fall of 1991 at the University of Massachusetts Dartmouth, with Robert Waxler, Judge Robert Kane, and probation officer Wayne St. Pierre. Initial applicants were male probationers from New Bedford who were offered the opportunity to participate in the program. If they successfully completed the program, six-months would be reduced from their probation. In 1992, Jean Trounstine cofounded the first CLTL program for women. The success of CLTL has led to its adoption in at least 12 other states. The program is also taught in Manchester, England.
Lisa Graham Keegan
In 2001, Keegan became the Chief Executive Officer of the Education Leaders Council (ELC), a non-profit, conservative education reform organization Keegan and other state school chiefs had founded in 1995. Under Keegan's leadership, ELC gained federal funding for its project, Following the Leaders, to implement the reform policies of the new federal education law. However, an investigation by the U.S. Department of Education initially suggested that ELC did not comply with federal regulations for the funds it was expending, and federal procurement standards. A final audit, however, showed that ELC's financial and administrative management had actually undercharged the Department of Education and outstanding grant funding was ultimately paid to the ELC and its spin-off organization, Following the Leaders by the Department of Education. Keegan's original three-year contract was extended to September 2004, after which she became an independent education and public policy consultant.
Learning environment
Progressive education is a pedagogical movement using many tenets of active learning that began in the late 19th century and has continued in various forms to the present. The term "progressive" was engaged to distinguish this education from the traditional Euro-American curricula of the 19th century, which was rooted in classical preparation for the university and strongly differentiated by social class. Progressive education is rooted in present experience. Many progressive education programs include qualities such as learning by doing (hands-on projects, experiential learning, integrated curriculum, integration of entrepreneurship, problem solving, critical thinking, group work, social skills development, goals of understanding and action instead of rote knowledge, collaborative and cooperative learning projects, education for social responsibility and democracy, personalized education, integration of community service, subject content selection based on what future skills will be needed, de-emphasis on textbooks, lifelong learning, and assessment by evaluation of students' projects and productions.
Avery Coonley School
Progressive education, a pedagogy promoting learning through real-life experiences, was at its zenith in the United States in the 1920s and 30s, and the Avery Coonley School was a widely known model of these theories in action. Avery Coonley was featured regularly in "Progressive Education" and other professional journals, and in 1938, the editor of "Progressive Education," Gertrude Hartman, published a profile of the Avery Coonley School in her book "Finding Wisdom: Chronicles of a School of Today". She noted, "[v]isitors from all parts of the United States and from foreign countries [came] to see the school—sometimes as many as thirty in a day." Hartman described in great detail the curriculum and daily life of the school, which had by then added a seventh and eighth grade, commenting that the most noticeable thing about it is the spirit of earnestness and joy which pervades it ... There is a fundamental philosophy of life and education underlying the work of the school, which gives clear direction to all its activities. Broad areas are planned, which form the framework of the curriculum. These however are flexible and subject to modification depending upon conditions. The book described the progress of the students from their first year of kindergarten through their ten years of study, capturing in photos, stories, and examples of students' work their encounters with nature, history, art and other subjects through creative play and collaborative projects. She concluded with observations about the importance of the daily life of the school in developing social responsibility: It is the belief of those concerned with the school that out of the kind of education described here will emerge more socially enlightened members of society than the education of our generation has produced ... The method in which those in the school place their faith is the building into the very nature of growing boys and girls, through their growing years, those qualities of mind and spirit from which alone a new attitude towards human relations can evolve. "Finding Wisdom" became a classic in the education field and solidified the Avery Coonley School's national reputation as a model of progressive education.
National Center on Time &amp; Learning
Initial efforts to provide more learning opportunities focused on expanding and strengthening after-school and summer programs for children across the Commonwealth of Massachusetts. Mass 2020 launched Boston’s After-School for All Partnership, the largest public-private partnership in Boston’s history with over $26 million dedicated to children; the Keeping Kids on Track Statewide Campaign in partnership with the five largest United Way organizations in Massachusetts; the statewide Middle School Initiative in partnership with Citizen Schools and several private funders; the Transition to Success Pilot project; the School Sites Initiative, which is working with Boston schools; the After-School Literacy Coaching Initiative in Boston; and Partners for Student Success, now managed by Boston After School & Beyond.
Follow Through (project)
The results of "Follow Through" did not show how models that showed little or no effects could be improved. But they did show which models—as suggested by the less than ideal conditions of the experiment—had some indications of success. Of these models, Siegfried Engelmann's Direct Instruction method demonstrated the highest gains in the comparative study. The most notable critique of "Follow Through" (described in detail below) takes issue with the fact that the models which showed positive effects were largely basic skills models. Abt Associates identified five major findings related to the question of differential model effectiveness; the principal empirical findings of the experiment were reported as follows:
Progressive education
In July 1906, Ernest Thompson Seton sent Robert Baden-Powell a copy of his book "The Birchbark Roll of the Woodcraft Indians". Seton was a British-born Canadian-American living in the United States. They shared ideas about youth training programs. In 1907 Baden-Powell wrote a draft called "Boy Patrols". In the same year, to test his ideas, he gathered 21 boys of mixed social backgrounds and held a week-long camp in August on Brownsea Island in England. His organizational method, now known as the Patrol System and a key part of Scouting training, allowed the boys to organize themselves into small groups with an elected patrol leader. Baden Powell then wrote "Scouting for Boys" (London, 1908). The Brownsea camp and the publication of "Scouting for Boys" are generally regarded as the start of the Scout movement which spread throughout the world. Baden-Powell and his sister Agnes Baden-Powell introduced the Girl Guides in 1910.
McLuhan Program in Culture and Technology
The McLuhan Program in Culture and Technology started in 1963 as the Centre for Culture and Technology, initially a card pinned to the door of Marshall McLuhan's office in the English Department at the University of Toronto. It then had no organized program for research or teaching, but gained in prestige from the worldwide popularity of "Understanding Media" (1964) and grew in McLuhan's last decade in Toronto, assisted by Derrick de Kerckhove and McLuhan's son Eric, who became a director of the McLuhan Program International. In 1994, the McLuhan Program became a part of the University of Toronto's Faculty of Information. The program's curriculum is based on the works of Marshall McLuhan and other media theorists. In 2009, the Faculty of Information launched the Coach House Institute (CHI) as a clearly defined research unit under which the McLuhan Program in Culture and Technology now operates. In 2016 under Interim Director, Prof Seamus Ross, the Institute receive approval for its renaming as the McLuhan Centre for Culture and Technology in recognition of Marshall McLuhan intellectual contributions. The McLuhan Program is now subsumed under this Centre.
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.
Follow Thru
The film is one of dozens of musicals made in 1929 and 1930 following the advent of sound, and one of several to feature color cinematography. However, many of these films have been lost or destroyed by the original studios. The "original camera negative" of "Follow Thru" survives in its entirety and in excellent condition. It has been preserved by the UCLA Film and Television Archive.
The film was shot in Los Angeles. The extras who appear in golf course scenes had to be coached with regards to golf etiquette (when to applaud a strike, etc.). About two hundred extras were used for the climactic golf championship sequence.
Direct instruction
Debates about the efficacy of DI have raged since before the final results of Project Follow Through were published; however, there is substantial empirical research supporting its effectiveness. A meta-analysis published by Adams & Engelmann (1996), a chief architect of the DI program, finds a "mean effect size average per study...(as) more than .75, which confirms that the overall effect is substantial."
Follow Through (project)
Wisler "et al", in their review of the "Follow Through" experience, wrote that it was likely that no other educational data has been examined more extensively, excepting the Equality of Educational Opportunity Survey. At least three major reevaluations of the "Follow Through" data exist in the literature: House, "et al." (1978); Bereiter and Kurland (1981); and Kennedy (1981). All largely confirm the original statistical analysis conducted by Abt Associates. Generally, the consensus among most researchers is that structured models tended to perform better than unstructured ones, and that the Direct Instruction and Behavior Analysis models performed better on the instruments employed than did the other models.) Most critiques of the "Follow Through" experiment have tended to focus on the operational and design problems that plagued the experiment. In particular, these critiques note that there was more variation within a particular model than there was from model to model. This problem has largely been attributed to the problem of how to measure the effectiveness of a particular implementation; the measures used were largely qualitative and anecdotal. In some instances, sites were included in the analysis that had ceased to implement specific models, or the model sponsors had serious reservations about the way particular models were implemented.
National Development Programme in Computer Aided Learning
The National Development Programme in Computer Aided Learning (NDPCAL) was the earliest large-scale education programme in the UK to explore the use of computers for teaching and learning. First proposed in 1969 to the Department of Education and Science by the National Council for Educational Technology (soon to be renamed The Council for Educational Technology) it ran from 1973 to 1977 spending £2.5M to support some 35 projects covering a range of subjects. About half the money was spent on projects in universities and the rest on projects in schools, colleges, industrial and military training. Richard Hooper was appointed its Director and operated with a small central team and the programme was administered by the Council for Educational Technology.
History of the Boy Scouts of America
In 1976 the National Boy Scouts discontinued the Improved Scouting Program and introduced "All Out for Scouting", a back-to-basics program developed by Hillcourt. The program was launched with "Brownsea Double-Two", a week-long course for the senior patrol leader who would then introduce the troop-level "Operation Flying Start" to their units. It emphasized teaching and practicing Scout skills, the purposes of Scouting, and the role of the patrol method within the troop program. Many councils ran both Brownsea and Troop Leader Development, but some councils held only one or the other. The number of Eagle required merit badges was reduced back to 21, and Camping was restored to the required list.
Transition School and Early Entrance Program
The Transition School and Early Entrance Program (TS/EEP) is an early college entrance program located on the University of Washington campus at the Halbert and Nancy Robinson Center for Young Scholars. The program was begun in 1977 by the late Halbert Robinson, who recognized the need for extremely gifted students to have an accelerated academic program. The Transition School, founded in 1980, gives a small group (usually 16-18) of talented middle school age students the chance to enter the University of Washington while also developing the skills, knowledge, and support needed to succeed in college. The Center is now under the direction of Dr. Nancy B. Hertzog, and the associate director of TS/EEP and Transition School Principal is Dr. Maren Halvorsen. The physicist Ernest M. Henley is a former physics instructor.
21st Century Community Learning Centers
After school programs were developed in the early 1900s. As neighborhoods became more dangerous and more mothers entered the workforce, parents searched for safe places for their children to go after school. Schools responded to these changes by creating programs in which students could stay after school to receive help with their homework or to participate in other activities. 
In 1994, The U.S. Congress created 21st Century Community Learning Centers through the Elementary and Secondary Education Act. Originally, all community members were welcome to use these centers, not just students. In other words, any member of the community could go to participating schools and take 21st Century classes after the regular school hours. The original bill (Text H.R.6. - 103rd Congress) states the following:
Music Together
Music Together is a music and movement program for children aged newborn through second grade. First offered to the public in 1987, the program is now offered in over 3000 communities in the United States, as well as over 40 other countries around the world. This expansion has been accomplished through independent centers which are licensed to use the program. All teachers must attend and pass a Music Together teacher training.
Conductive education
Conductive education entered the wider public consciousness in the mid-1980s, as a result of two television documentaries — "Standing Up For Joe" (1986), and "To Hungary with Love" (1987).
Reading First
Reading First is a federal education program in the United States mandated under the No Child Left Behind Act and administered by the federal Department of Education. The program requires that schools funded by Reading First use "scientifically based" reading instruction.
Girls Quest
The second program was the Mentor Program. The program provides role models for the girls and a support system to motivate the girls who are ready to find themselves and explore their community. The program launched in 2001 to provide teenage girls with year-round support systems during challenging years of being a teen. Any girl who attended SEED was eligible to partake in the Mentor Program. The women who apply to be a mentor are screened carefully and then matched by the staff to the most compatible girl. It is a year-long commitment between the mentor and the mentee. The mentor and mentee then participate in fun and enriching activities in the New York area twice a month. The many goals of the Mentor Program include: Increase girls' sense of self-worth, to improve girls' perspective toward education, to help girls' develop and define their short-term and long-term goals, to encourage social awareness through community service projects, and to build positive relationships and support networks with adults and peers.
Leave No Trace
The national education program of Leave No Trace was developed in 1990 by the United States Forest Service in conjunction with the National Outdoor Leadership School (NOLS). At the time the USFS also created other programs such as Smokey Bear, Woodsy Owl, and previously in 1985 the Tread Lightly! program which was geared towards motorized recreation. The Bureau of Land Management joined the program in 1993 followed by the National Park Service and U.S. Fish and Wildlife Service in 1994.
Teachinghistory.org
Due to these advancements, the United States Department of Education announced a call for proposals in 2007 to address the building, populating, and maintaining of a central website for K-12 American history educators, funded under the Teaching American History Grant program (TAH). George Mason University's Center for History and New Media was awarded the grant for the website creation the same year. The TAH program is funded under Title II-C, Subpart 4 of the Elementary and Secondary Education Act of 1965, as amended by the No Child Left Behind Act of 2001. According to the TAH program website, the goal of the program is to "raise student achievement by improving teachers’ knowledge, understanding, and appreciation of American history."
Transcendental Meditation in education
The Fletcher Johnson Educational Center, a charter school with 1,500 students in Washington, D.C., introduced the TM program for schools in 1994. Its principal, George H. Rutherford, is a member of the DLF's Board of Advisors. The Ideal Academy Public Charter School began its program with the approval of the Washington, D.C. Board of Education in 1997. The 2005–2006 pilot project at Ideal Academy was conducted along with research to document the effects of the program. The Nataki Talibah Schoolhouse] in Detroit began using the program for students in the fifth through eighth grade in 1996 and was featured on the Today Show in 2003. The school has since been classified by the Skillman Foundation as a "High-Performing Middle School". Over the years, the program at Nitaki Talibah has been funded by various foundations including General Motors, Daimler Chrysler, the Liebler Foundation and the DLF. The program at the school has been researched by Rita Benn of the University of Michigan's Complementary and Alternative Medicine Research Center.
Gerald S. Lesser
In the fall of 1968, Lesser met in a restaurant bar in Harvard Square with Rene Pardo (a Masters student at Harvard's School of Education, co-inventor of the world's first educational multimedia game and future co-inventor of the electronic spreadsheet). Pardo had written a paper on the future of educational television (ETV) recommending that television programs for children be structured in quick, short captivating sequences paralleling television commercials as well as the success of the rapid succession sequence structure of the show "Laugh In". In Malcolm Gladwell’s book "The Tipping Point", Gladwell's interview with a Sesame Street co-founder references that the structure was in fact based on studying children watching television commercials and "Laugh In".
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.
Prison education
Tertiary education programs did not appear until much later. In 1960, only nine states were offering college-level education to inmates; by 1983, such programs were available in most states. Between 1972 and 1995, inmates in the US were able to apply for Pell Grants, a subsidy program run by the US federal government that provides funding for students. However, in 1994 Congress passed the Violent Crime Control and Law Enforcement Act, which denies Pell Grants to anyone who is incarcerated. As a result, by 2005 only about a dozen prisons were offering post-secondary education, compared to 350 in the early 1990s; the number in New York dropped from 70 to four. In 2015, President Barack Obama created a pilot program that allowed a limited number of inmates to receive Pell grants. More than 200 colleges in 47 states subsequently expressed interest in running educational programs for prisoners. The Trump administration considers the pilot a success, and there is bipartisan congressional support for repealing the Pell ban. The White House is also supporting a bipartisan bill for improving general education and job training in prisons, as part of broader criminal justice system reforms.
Follow Through (project)
Due largely to the sociocultural context in which "Follow Through" was born, planners deliberately structured the program to minimize the involvement of federal officials in the implementation effort. The more "Follow Through" could be perceived as a locally controlled effort, the better. OEO hoped "idealistically" that "Follow Through" could satisfy both empirical and social action purposes.
High School and Beyond
High School and Beyond (HS&B) is a national longitudinal study originally funded by the United States Department of Education’s National Center for Education Statistics (NCES) as a part of their longitudinal studies program. NORC at the University of Chicago, then known as the National Opinion Research Center, developed the sample design and performed the data collection for the study. The study surveyed students from 1,015 public and private high schools on their cognitive and non-cognitive skills, high school experiences, work experiences, and future plans.[1]. Baseline surveys were administered in 1980, with follow-up surveys in 1982, 1984, 1986, and 1992.[2]
John M. Tobin Montessori School
In the early years, the Tobin School established the Project Follow Through program which attracted students from the successful Head Start Program. The Head Start Program gives lower income pre-school and kindergarten students some enhanced early instruction and intervention. Project Follow Through built upon that instruction while mixing the students with middle and upper income students. Later the Tobin School instituted another magnet program called, "The School of the Future." This program was an early experiment in integrating computer technology in the classroom environment. These two magnet schools worked parallel to the traditional classrooms until it became clear that computer integration was happening in all classrooms. At this time the three separate programs merged into one.
Think Together
In 2004 Think Together partnered with the Tustin and Santa Ana unified school districts to continue its expansion, as they were now able to receive access to state and federal funding for after school programs. The organization continued to grow after receiving funding from the After School Education and Safety (ASES) Act and via grants from companies such as Irvine Company, Southern California Edison and Walmart. In 2011 Think Together received $3.5M from the Walmart Foundation in order to help fund nutrition and educational programs for school children in Southern California, which they would receive over the process of a three-year period. That same year they also partnered with Matthew McConaughey's Just Keep Livin Foundation in order to offer nutrition and health programs at two Orange County campuses. In January 2014 Think Together partnered with the Whittier-based PRINCIPAL's Exchange to help improve technical training in the classrooms of California's large at-risk schools. The joint program's focus is to help districts implement new state and federal education mandates, including the Common Core curriculum, Smarter Balanced testing, and California's Local Control Funding Formula (LCFF).
Operation Breakthrough (program)
The program was initially started as thousands of families were far below the poverty line and were not even sure of what they would be able to get on a daily basis. This pioneering program was to be designed and implemented by local communities who would best be able to target the needs of the lower-class population. The fund relied not only on providing economic support but depended greatly on the social and political collaboration. With the creation of the North Carolina Fund, the state was initiating an "all out assault on poverty." This non-profit corporation was a precursor to the creation of future similar organizations, aiming to address the long, and still processing, war on poverty. The lack of opportunities for the minorities reinforced the poverty cycle. As Sanford said, the North Carolina Fund was going to be the "first massive statewide effort in our country to find ways to break the cycle of poverty and dependency." One of the first focuses was education. Through the intensification of schooling methods, citizens were becoming more prone to find jobs as well as more self-reliable. However this was not sufficient. As Sanford said, "A child who goes to school with no breakfast under his belt does not have equal opportunity to learn, excel, and move toward adulthood in which he will be able to use his talents and energies and intellect in a self-respecting role in society." It was therefore necessary not only to sustain the education of a child but also to provide resources to his family, both educationally and on a more basic level such as providing the essential living resources.
Follow Through (project)
In his evaluation of the operational facets of "Follow Through", Elmore expressed concern that the shades of distinction among models in terms of structure made comparisons and final analysis among models problematic. Descriptions of the interventions derived from the sponsors themselves. There was no other reliable source from which the program administrators could obtain information about them. Had they been able to see examples of the different models being implemented, they might have been able to ask clarifying questions in order to better distinguish between them—which might have been important for purposes of assessment.
Follow Through (project)
Due to the number of intervention sites and range of instruments the analysis was complex and extensive. According to Watkins, there were over 2,000 comparisons between "Follow Through" and non-"Follow Through" groups alone. In 1968, Stanford Research Institute (SRI) was awarded the contract for the "Follow Through" evaluation. However, due to a variety of factors—including, perhaps, SRIs underestimation of the complexity involved in such a comprehensive analysis—Abt Associates, Inc. later inherited the evaluative duties in the summer of 1972. The summary of results, entitled "Education as Experimentation: A Planned Variation Model" was published in 1977.
Follow Through Magnet School
School 8 was built in 1838 at the corners of Franklin and Church Streets, the first school building that was built under the reorganized Buffalo Public Schools district. It came under criticism for its construction as its elaborate design and front pillars were more than required for the new school system. This building would be closed in 1883 due to a lack of enrollment, and the number 8 was transferred to a new school built in the growing East Side. In 1918, this building was destroyed by fire and replaced the following year by the current building. An addition was built to the school in 1961, and had a name change in 1976 as part of the desegregation plan. The building was closed in 2004 due to budget cuts, but served as a swing school for Dr. Martin Luther King Jr. Multicultural Institute, City Honors High School, and School 81 while their home buildings were being reconstructed. The building may be used to house Middle Early College High School and Buffalo's Adult Learning Program beginning with the 2013-2014 school year
Even Start Program
The Even Start Program is a federally funded program in the United States that gives families access to training and support to create a literate home environment and enhance the academic achievement of their children. The program was first authorized in 1988, and administration was moved to individual states in 1992. The program aims to:In May 2009, President Barack Obama proposed eliminating the program. As of June 2010, the program is still funded.
Follow Thru (musical)
Follow Thru (musical) is a musical comedy with book by B. G. DeSylva and Laurence Schwab, lyrics by B. G. DeSylva and Lew Brown, music by Ray Henderson.
Produced by Laurence Schwab and Frank Mandell, the Broadway production opened on January 9, 1929 at the Chanin’s 46th St. Theatre for a total run of 401 performances. The show was directed by Edgar MacGregor and used set designs by Donald Oenslager. The cast included Jack Haley, Zelma O’Neal, John Barker and Eleanor Powell.
Education in Virginia
The No Child Left Behind Act of 2001 was actually signed into law on January 8, 2002 by President George W. Bush. It is commonly abbreviated as NCLB. It was a re-authorization of the Elementary and Secondary Education Act, and some say that it was one of the most significant pieces of legislation to affect education in the last 30 years. No Child Left Behind was designed to hold schools accountable for students' proficiency, as determined by testing procedures. NCLB states that the 4 major goals are "stronger accountability for results, increased flexibility and local control, expanded options for parents, and an emphasis on teaching options that have been proven to work.". The goal of NCLB was to have all students testing at proficient levels by the 2012-2013 school year. It also says that 95% of all eligible students must be taking the SOL tests. "Adequate Yearly Progress" (AYP), which is meeting the target proficiency ratings, must be met by the schools annually. If two consecutive years pass where a school does not meet AYP, then they get labeled as "needing improvement", and supplemental services may be offered. No Child Left Behind also regulates employment of teachers, by requiring that all teachers are "highly qualified".
Although the overall goal of No Child Left Behind is full of good intentions, it does not meet all students' needs, for example, high-achieving, "gifted" students. NCLB also has implications for teachers, by putting a lot of pressure on the educators in the public school system to get the required proficiency results.
Some have also argued that NCLB legislation prevents the teaching of civics, because the curriculum is so focused on other content areas. This could be detrimental, because the foundation of the public education system was to help students develop into productive citizens.
After-School All-Stars
Between 1992 and 2000, ICGF expanded to 15 additional cities across the country. Based on research, experience, and dialogue with law-enforcement, it was clear that the after-school hours were when children needed ASAS most. ICGF transformed its model to provide after-school programming that was offered every day of the school year, supplemented with additional summer programming. In 2003, ICGF was renamed After-School All-Stars to reflect the significant enhancement of programming and holistic approach to extended-day learning. (Please see holistic education for more information)
Boch Center
In 1988, the Education Department at the Boch Center was founded, and the following year the Walter Suskind Memorial Education Fund was established. The nonprofit arts education initiatives at the Center include the City Spotlights Leadership Program, Teen Council, Target Arts, Interactive Readings Stories Alive, and Ticket Access. City Spotlights Leadership Program is a seven-week summer employment program for teens in the Boston area. In 2016, the program reached 61 students from 30 different high schools and 13 Boston and Everett neighborhoods. The program includes arts and leadership training, community advocacy, and performance. Teen Leadership Council brings together a smaller group of teens from greater Boston for year-round programming where teens create original performance pieces, facilitate workshops, advocate for social change, and volunteer in the community. Founded in 2009 in partnership with Boston Public Schools, the Target Arts Program is an artist residency program funded by Target Corporation. It provides an in-depth arts residency at four different Boston schools each year. The Interactive Reading: Stories Alive program provides interactive storytelling to children in various Boston neighborhoods. The Center's Ticket Access program provides tickets to roughly 3,000 community organizations and schools in Greater Boston each year.
No Child Left Behind Act
As part of their support for NCLB, the administration and Congress backed massive increases in funding for elementary and secondary education. Total federal education funding increased from $42.2 billion to $55.7 billion from 2001, the fiscal year before the law's passage, to fiscal year 2004. A new $1 billion Reading First program was created, distributing funds to local schools to improve the teaching of reading, and over $100 million for its companion, Early Reading First. Numerous other formula programs received large increases as well. This was consistent with the administration's position of funding formula programs, which distribute money to local schools for their use, and grant programs, where particular schools or groups apply directly to the federal government for funding. In total, federal funding for education increased 59.8% from 2000 to 2003.
The act created a new competitive-grant program called Reading First, funded at $1.02 billion in 2004, to help states and districts set up "scientific, research-based" reading programs for children in grades K–3 (with priority given to high-poverty areas). A smaller early-reading program sought to help states better prepare 3- to 5-year-olds in disadvantaged areas to read. The program's funding was later cut drastically by Congress amid budget talks.
Gateway Technical College
The Wisconsin continuation school program was established by Governor Francis McGovern in 1911. Later that year, the Racine Continuation School became the first to open under this program, and the first publicly-funded technical school in America. In its earliest years, the school rented space in downtown Racine, as well as using the high school and Bull Elementary buildings for night school classes. The first class consisted of about 150 students. By 1916, the enrollment had expanded to over 1,000, the bulk of which were taking English and/or citizenship classes. Renamed the Racine Vocational School in 1917, expansion continued and over 3,000 students were enrolled in 1920. Racine's program was said to be a model for other technical schools throughout the state and country. The school purchased a site west of downtown at 800 Center Street in 1928, and the completed building, which brought all of the school's programs under one roof, opened in 1931. The school, later known as the Racine Technical Institute, opened satellite campuses in Burlington, Union Grove, and Waterford in 1967. The Racine Technical Institute building, at 800 Center Street, is now used as an annex to Racine's city hall.
Oklahoma Department of Career and Technology Education
The Oklahoma CareerTech System began with the passing of the Smith-Hughes Act of 1917 by President Woodrow Wilson. This act made available federal money for the promotion of vocational education. In 1929, the Division of Vocational Education was established as part of the State Department of Education. The department moved from Oklahoma City to Stillwater in 1932, and in 1941, the state legislature established the position of state director of vocational education. J.B Perky was the first director. In 1966, Oklahoma technology center school districts were formed, and in 1967, Tri County Tech became the state's first area vocational-technical school. On July 1, 1968, the Oklahoma State Board of Vocational and Technical Education was established as a separate entity from the State Department of Education. In 1971, the first delivery of training to inmates in a Skills Center at the Ouachita facility took place.
Bank Street College of Education
In 1950, after certification by the Board of Regents of New York State to allow for the bestowal of Master's Degrees, the Bureau of Educational Experiments was renamed Bank Street College of Education. Also in 1950, the National Institute of Mental Health awarded Bank Street a $1 million grant to develop studies that focused on the school's efforts for the promotion of mental health. Four years later, the School for Children was officially founded. In 1965, Bank Street developed the Bank Street Readers line of books, unique because they featured racial diversity and urban people of contemporary culture. Additionally, in the 1960s, the Bank Street faculty played an important role in the creation of the federal Head Start program. By 1968, Bank Street was also involved in the design of Project Follow Through.
John H. Niemeyer
Niemeyer's presidency is widely credited with Bank Street's evolution into an influential resource in the field of the education. The 1960s saw the development of Bank Street's Research Division and the Educational Resources Center, an initiative to aid in the education of students limited by segregation and or poverty. Niemeyer administered the publishing of the Bank Street Readers, the first multiracial, topical education readers in the country. Under Niemeyer, the college also became a sponsor of Project Follow Through, helping to design its programming and to disseminate the Bank Street method to numerous United States schools.
Primary education
Before 1944 around 80 per cent of the school population attended elementary schools through to the age of 14. The remainder transferred either to secondary school or junior technical school at age 11. The school system was changed with the introduction of the Education Act 1944. Education was restructured into three progressive stages which were known as primary education, secondary education and further education.
Continuing education
The University of Wisconsin–Madison began its continuing education program in 1907. The New School for Social Research, founded in 1919, was initially devoted to adult education. In 1969, Empire State College, a unit of the State University of New York, was the first institution in the US to exclusively focus on providing higher education to adult learners. In 1976 the University of Florida created its own Division of Continuing Education and most courses were offered on evenings or weekends to accommodate the schedules of working students.
Willamette Leadership Academy
PYCO opened in 1993 as an after school program. PYCO soon developed units in Medford, Cottage Grove, Eugene and Salem. In 1997 PYCO developed and alternative education program. In 2000 PYCO was one of the first 5-year charter schools to open. In 2003 PYCO moved from Eugene to Veneta under the Fern Ridge School District and opened Willamette Leadership Academy.
Expanded learning time
The After-School Corporation (TASC) is a nonprofit intermediary organization founded in 1998. TASC demonstrates models for school re-invention, builds the capacity of schools and community partners to implement at scale, and advocates for sustainable expanded learning in New York and the nation. TASC leads the ExpandED Schools Network, with schools in Baltimore, New Orleans, and New York City.
Follow Through (project)
Direct Instruction model. Developed by Siegfried Engelmann and Wesley Becker of the University of Oregon, direct instruction is scripted and specifies precisely what the teacher says and what the students' responses should be. Moreover, the program designers carefully sequenced the instruction so that students do not progress to higher-order skills unless they have mastered prerequisite basic skills. There is a high degree of interaction between teachers and students so the teacher may receive continuous feedback about how well the students are doing, and adjusts instruction accordingly. The program makes a specific distinction between on-task and off-task behavior: instruction is arranged so that students are fully engaged in learning (via frequent checking for understanding and praises by the teacher) the majority of the time. According to the program sponsors, anything presumed to be learned by students must first be taught by the teacher.
Sacramento Country Day School
Sacramento Country Day School sponsors the "Breakthrough Sacramento" program. One of 34 programs that together form the Breakthrough Collaborative, this is a college preparatory program for students from under-resourced schools in selected urban neighborhoods of the city. Each summer over 70 middle school students attend a rigorous academic enrichment program where they are taught by 24 high school and college students. The program's dual goal are to prepare the younger students for success in college-preparatory high school programs and provide support to thrive in university while preparing future educational leaders to schools or advocates of educational equity in their career choice. The program's motto is "Students Teaching Students" and Breakthrough Sacramento's first class started the summer of 1994. The current directors are Adolfo R. Mercado and Marianne Ceballos and the Breakthrough Sacramento Advisory Board is chaired by program alumna, Ms. Jacqueline Wong-Hernández
Gertrude Lightstone Mittelmann
The new program ethered by WQXR, "Come Dance Through the Ages", taught folk-dancing over the air. Friday 12 July 1940, at WQXR's classical salon on Fifth Avenue, girls from the Ethical Culture Summer Play School (Central Park West) "twirled and curtsied through a repertory of country dances, hornpipes and drop-the-handkerchiefs. At the other end of radio receivers, dance groups in less-privileged ends of town paced the same measures, following instruction given from the studio". This series played each Friday on WQXR from 12 July through 16 August, teaching a selection of folk dances from the 15th-Century to the hot-cha of 1940. Music was interpreted by Mittelmann at the piano or via recordings, with oral explanations of the different dances given by Mittelmann, in collaboration with Sadie Gassen as dance director for the first program. The dances were instructed over the air, while actually being danced in the WQXR studio by groups of children.
Breakthrough Collaborative
Breakthrough was founded in 1978 by Lois Loofbourrow at San Francisco University High School. Since then, numerous sites have opened, all in various sized urban areas. The sites are joined together under the umbrella organization, Breakthrough Collaborative, based in San Francisco. Sites function either through public-private partnerships with an independent educational institution or maintain their own 501(c)3 status.
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."
Junior Certificate
Transition Year (TY) () is an optional one-year programme that can be taken in the year after the Junior Certificate in Ireland and is intended to make the senior cycle a three-year programme encompassing both Transition Year and Leaving Certificate.Circular M31/93, Department of Education, Ireland, 1993 Transition Year was created as a result of the Programme for Economic and Social Progress which called for a six-year cycle of post-primary education.
Say Yes to Education
Say Yes began in 1987 with the creation of the Belmont Program of the Philadelphia Chapter. The first students chosen to participate in the program were a group of 112 sixth grade students. Students in the Belmont Program received mentoring and tutoring services, and were provided with after-school and summer programs. Say Yes also focused on family outreach, offering social work and psychological services and administering free medical and dental care.
Comprehensive School Reform
As established in the No Child Left Behind Act of 2001, the purpose of the program was "to provide financial incentives for schools to develop comprehensive school reforms, based upon scientifically based research and effective practices that include an emphasis on basic academics and parental involvement so that all children can meet challenging state academic content and academic achievement standards."
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.
Follow Through (project)
Lack of systematic selection of interventions and lack of specificity of treatment effects. Due to a variety of circumstances detailed earlier, the "Follow Through" programs were not systematically developed or selected according to any type of uniform criteria. Given more time, sponsors may have been able to better identify the types of treatment effects that an observer might expect to occur under controlled conditions. More importantly, program sponsors might also have been required to show those specific facets of their interventions (e.g., particular pedagogical techniques) which would produce the intended effects. Despite these flaws, the sponsors agreed on being subject to the same evaluation instruments. Unfortunately, the instruments shed little light on what about the ineffective programs made them so unsuccessful. The converse is also true. Since structured programs tended to show better effects than the unstructured ones, it would appear logical that efforts might have been made to identify commonalities among the effective structured programs. These shared characteristics might have informed the development of additional effective programs or made the ineffective approaches better. Starting in 1982, funding was in fact reduced for those programs that were identified as successful in "Follow Through", perhaps on the presumption that funding would be better diverted to assisting failed programs. Ultimately, programs that had lesser empirical validation were nonetheless recommended for dissemination along with the successful models.
Gateway to Higher Education (program)
The "Gateway Institute for Pre-College Education", begun as the Gateway to Higher Education program was started in New York City in September 1986. Its initial goal was to prepare high school students from demographics underrepresented in science, medicine, and technology, for higher education in those fields. Gateway relies on its strong partnerships with the public school system, medical centers, cultural institutions, universities and research facilities. Based at City University at The City College of New York, the Gateway to Higher Education Program and the New York City Board of Education became partners in 1986 to increase the numbers of students from the public school system entering and completing medical school. The program began at five New York City high schools and has grown to nine programs within large high schools and three stand-alone schools. In 2007, preparations were made to implement a similar program in Roxbury, Massachusetts, at the John D O'Bryant school,now completing its third year as a Gateway Program (June 2009). IIt is onto its 5th year at John D. O'Bryant and has around 57 students enrolled in Fall of 2011. The head of the program, Ms. Bettie Nolan is working on making it better and trying to make sure every student in the program is getting the attention they need.
American Automobile Association
A new driver's education program, "Teaching Teens to Drive", was introduced by AAA in 1996 to focus on parent involvement in teen driving education. A year later, in 1997, AAA launched Licensed to Learn, a campaign to increase awareness of the need for Graduated Driver Licensing (GDL) laws in every state. At the outset of the campaign only eight states had enacted GDL laws. Today, all 50 states and the District of Columbia have enacted some form of GDL legislation.
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.
Widener Partnership Charter School
In January 2012, the Pennsylvania Department of Education selected Widener Partnership Charter School for a $629,363 21st Century Community Learning Challenge Grant. The school is funded over three years. Widener Partnership was selected from among 57 schools and organizations statewide to receive a grant from a total of $64.4 million as part of the 21st Century Community Learning Challenge Grant. The grant funds a five-day-per-week extended day instruction program for WPCS students. The program will include academic instruction and cultural enrichment activities, and students will be offered dinner at the end of each program day. This federally funded grant was established under the No Child Left Behind Act of 2001.
Smith College
Beginning in 1968, with the approval of the Committee on Educational Policy, Smith College initiated a trial program loosely titled "The Continuing Education Degree" for several women of non-traditional age who were looking to complete their unfinished degrees. Their successes inspired President Thomas C. Mendenhall and Dean Alice Dickinson to officially expand the program. In January 1975, the Ada Comstock Scholars Program was formally established under President Jill Ker Conway and in the fall of that year forty-five women were enrolled. The students range in ages, backgrounds, and geographical locations.The growth of the program peaked just over 400 students in 1988.
Project Strike Back
Project Strike Back was an FBI and US Department of Education program created after the September 11th attacks to review the financial aid applications of college students suspected in terrorism investigations. This project, uncovered by student Laura McGann at the Medill School of Journalism, sought to discover if college aid money was being fraudulently obtained to finance terrorist plots. Through the Inspector General of the Department of Education, the FBI was able to scan millions of financial aid records, although they searched for only several hundred names in total. According to Freedom of Information Act requests, the program began just 10 days after September 11 and was discontinued in June 2006. The first FBI requests to the Department began on September 24, 2001, but according to the Office of Inspector General, they diminished in the following years.
Follow through and overlapping action
Follow through and overlapping action is a general heading for two closely related animation techniques which form part of the 12 basic principles of animation, identified by Frank Thomas and Ollie Johnston in their authoritative 1981 book on Disney Animation, "The Illusion of Life". The term "drag" is sometimes included to form three separate but related concepts in the art of animation.
Follow Through (project)
In addition to identifying the most effective instructional practices and disseminating them to schools and districts, it was also hoped that "Follow Through" would help reduce the number of potentially conflicting federal intervention programs in schools, which was thought by some to be counterproductive and expensive. Moreover, if models could be identified that were effective with needy children, these interventions could be staged in regular education classrooms as well.
Cognitive walkthrough
The method was developed in the early nineties by Wharton, et al., and reached a large usability audience when it was published as a chapter in Jakob Nielsen's seminal book on usability, "Usability Inspection Methods." The Wharton, et al. method required asking four questions at each step, along with extensive documentation of the analysis. In 2000 there was a resurgence in interest in the method in response to a CHI paper by Spencer who described modifications to the method to make it effective in a real software development setting. Spencer's streamlined method required asking only two questions at each step, and involved creating less documentation. Spencer's paper followed the example set by Rowley, et al. who described the modifications to the method that they made based on their experience applying the methods in their 1992 CHI paper "The Cognitive Jogthrough".
Education in Nigeria
Before 1976, education policy was still largely shaped by the colonial policy of the British Colonial Period. In 1976, the Universal Primary Education program was established. This program faced many difficulties and was subsequently revised in 1981 and 1990. The Universal Basic Education, "UBE", came as a replacement of the Universal Primary Education and intended to enhance the success of the first nine years of schooling The "UBE" involves 6 years of Primary School education and 3 years of Junior Secondary School education, culminating in 9 years of uninterrupted schooling, and transition from one class to another is automatic but determined through continuous assessment. This scheme is monitored by the Universal Basic Education Commission, UBEC, and has made it "free", "compulsory" and a right of every child.
Therefore, the "UBEC" law section 15 defines UBE as early childhood care and education. The law stipulates a 9-year formal schooling, adult literacy and non-formal education, skill acquisition programs, and the education of special groups such as nomads and migrants, girl child and women, Al-majiri, street children and disabled people (Aderinoye, 2007).
Students spend six years in Secondary School, that is 3 years of JSS (Junior Secondary School), and 3 years of SSS (Senior Secondary School). By Senior Secondary School Class 2 (SS2), students are taking the GCE O’Levels exam, which is not mandatory, but some students take it to prepare for the Senior Secondary Certificate Examination. The Senior Secondary School ends on the WASSCE.
Junior Secondary School is free and compulsory. It leads to the BECE, which opens the gate to Senior Secondary School. SSS curriculum is based on 4 core subjects completed by 4 or 5 elective subjects. Core subjects are: English; mathematics; Economics; Civic Education; one or more electives out of biology, chemistry, physics or integrated science; one or more electives out of English literature, history, geography or social studies; agricultural science or a vocational subject which includes: Commerce, food and nutrition, technical drawing or fine arts.
Secondary education in the United States
Compulsory education first became required in Massachusetts upon the passing of the Compulsory Attendance Act of 1852. The law required that all children eight to fourteen to attend school for three months out of the year, and of these twelve weeks, six of them had to be consecutive. The only exceptions to this law was if the child already attended another school for the same amount of time, proof the child had already learned the material, if they lived in poverty, or the child had a physical or mental disability preventing them from learning the material.
Follow Through (project)
Despite ambiguities among many of the models (and the minute shades of distinction between some models) the "Follow Through" literature classified models according to the degree of structure they offered, and where they place emphasis on learning.
Break Through (book)
Break Through: From the Death of Environmentalism to the Politics of Possibility, first published in October 2007, is a book written by Ted Nordhaus and Michael Shellenberger, both long-time environmental strategists. "Break Through" is an argument for a positive, "post-environmental" politics that abandons the traditional environmentalist focus on nature protection for a focus on creating a new sustainable economy.
Follow This
Follow This is an American documentary television series produced by BuzzFeed. The show was released on Netflix on August 23, 2018. Netflix ordered 20 episodes for the show, initially releasing the first 7 episodes in August 2018, with 7 more episodes in September and 6 more episodes in November 2018.
Follow Through (project)
"Head Start" personnel remained involved in the design and implementation of "Follow Through", although it appeared they were working at separate ends from the planning group of the OEO, who viewed "Follow Through" as an empirical investigation. Much of what occurred during the planning stage—which Egbert describes "as a time of haste and confusion"—was an attempt to satisfy constituencies of both perspectives.
Inclusive classroom
The start of inclusion began with the Rehabilitation Act of 1973, which gave civil rights to all disabled people and required accommodations for disabled students in schools. In 1975, with the Education for All Handicapped Children Act (EAHCA), as well as amendments to this in 1986 and 1992, states were encouraged to develop programs for individuals with disabilities. This guaranteed educational rights from any institution receiving federal funding. In 1997, the Education for All Handicapped Children Act was revised and became the Individuals with Disabilities Act, or IDEA that made it mandatory that all schools develop and provide a free, appropriate public education for all children in the least restrictive environment possible. This included the use of Individual Education Plans (IEPs) for all special education students and was the true beginning of inclusion. Although actual special education began in the early 1990s, even in 1993, separate classes were still widely acceptable and plans were not individualized. The reauthorization of IDEA in 1997 guaranteed more access to education for students with disabilities. An additional reauthorization of IDEA came in 2004 which aligned it more with the general education No Child Left Behind Act in 2001. This included appropriate technology and more funding specifically for special education. By the early 2000s, almost half of students with disabilities were included in the general classroom. Currently, inclusion is still strongly endorsed by the National Association for State Boards of Education and is widely used in most classrooms across the United States. Although there are still controversies and debates on whether inclusion is the best practice for students with disabilities, it has become the norm in most schools today.
Follow Through (project)
Bank Street model. The Bank Street model was developed by Elizabeth Gilkerson and Herbert Zimiles of the Bank Street College of Education in New York. In this model, the students themselves direct learning: they select what tasks they wish to engage in, alone or with peers. The teacher arranges the classroom in ways that the sponsors believe will create the conditions for successful learning: various objects and media are available for children to interact with, and the teacher acts as a facilitator, guiding students through activities. According to the program sponsors, students use previously learned knowledge to construct new knowledge. According to the sponsors, given a safe and stable environment, learning is a process that occurs naturally.
Breakthrough Collaborative
Breakthrough Collaborative (formerly Summerbridge National) is the umbrella organization of a collaborative of programs across the United States and in Hong Kong that aim to effect positive change in urban schools. Breakthrough offers high-potential, under-served middle school students the opportunity to participate in rigorous academic enrichment programs throughout the summer and school year. Students make a commitment to participate in the program through middle school and high school and in turn, Breakthrough provides many services to students and their families, ranging from academic enrichment to one-on-one tutoring to high school and college preparation. Additionally, all Breakthrough classes are taught by talented, high-achieving high school and college students from around the country who are interested in the field of education. Through the teacher development program offered by Breakthrough, these young educators become potential candidates for professional teaching and educational leadership positions after college. Teaching at Breakthrough has been named a Top Ten Internship in America by the Princeton Review, as well as other prestigious national organizations, and a 1999 Stanford University report stated that "72% [of Breakthrough teachers] went on to work in other educationally related careers or internships after teaching at a Breakthrough site."
Operation Breakthrough (program)
In order for the program to be effective, it had been decided that the initial and most urgent target had to be the youth of Durham, as they represented the future generations of Durham and therefore the economic development and sustainability depended on them and their education. The focus was therefore put on the access to education. With the financial support (both on food supplies and education) provided by various funds, the youth were able to complete their high school education. They also had the opportunity to develop some working skills in order to prepare them for their entrance in world of the working force. The initial funding were received through the Office of Economic Opportunity and the North Carolina Fund.
After having reached their initial goal of reaching out to the youth, the targets of the program were extended to help support adults in order to provide them with opportunities for job recruitments as well as access to day care. In order to make communications easier and more effective, the Neighborhood Advisory Council was formed and they endorsed the role of representatives of the communities of individuals. Indeed, one of the main innovations of that program was the direct incorporation of members of the community in the decision comity: a representative was elected from the lower-class population to sit on the Operation Breakthrough Board of Directors. In order to represent the minority of African-Americans, Howard Fuller, a black activist, was elected to be the coordinator of the program in the community. Born in Louisiana in 1941, Fuller was one of the few African-Americans to have received access to a higher education. Because of that, he was hired by Operation Breakthrough in 1965 and was recognized as the leader of the black community to help in the coordination of the program. Furthermore, he acknowledged that influencing the black community as a whole was far more important than "simply recruiting black representatives for the Operation Breakthrough board of directors." Because of his many interventions in the movement against poverty, he was perceived as "Black Jesus" by the lower-class African-American citizens. He became the public face of Operation Breakthrough, as well as the most important black activist in the city of Durham. .
Follow Through (project)
Selection of "Follow Through" implementation sites proceeded in concert with the selection of models. With the assistance of various state and federal education agencies, 100 communities were invited to apply to the program, based on criteria established by the OEO. According to Egbert, 90 districts applied, of which 30 were chosen for participation in "Follow Through". However, due to pressure from influential politicians, additional sites were later added. Not coincidentally, the inclusion of several additional districts appears to have been an attempt to satisfy a number of local political figures by including their communities in the program.
Socrates programme
The SOCRATES programme was an educational initiative of the European Commission; 31 countries took part. The initial Socrates programme ran from 1994 until 31 December 1999 when it was replaced by the Socrates II programme on 24 January 2000, which ran until 2006. This, in turn, was replaced by the Lifelong Learning Programme 2007–2013.
Law Enforcement Exploring
Law Enforcement Exploring also known as Police Explorers is a career-oriented program that gives young adults the opportunity to explore a career in law enforcement by working with local law enforcement agencies. Founded on July 12, 1973, it is one of the Exploring programs from Learning for Life, a non-Scouting subsidiary of the Boy Scouts of America. The program is generally available to qualified young adults who graduated 8th grade and are ages 14 through 21.
BYU Division of Continuing Education
The program started in 1922, originally as a leadership week. It was originally held during the winter to allow for attendance by farmers. In 1950 it moved to the summer and in 1963 the name was changed to Education Week.