Education Bill Research Articles

Henry Edward manning and the education bill of 1870

Henry Edward manning and the education bill of 1870

Accountability Requirements and Professional Development in the US Adult Basic and Literacy Education System

Even before the 2001 enactment of the No Child Left Behind legislation, the education bill that holds schools in the US accountable for student achievement, ‘adult education [had] become part and parcel of the new federal trend to encourage the setting of national education goals and standards and holding programs accountable for demonstrating achievements’ (Sticht 1998). Now, almost ten years after enacting the Workforce Investment Act (1998), the legislation that required states to report how adult students were making progress towards educational and work goals, the field is just beginning to take stock of whether accountability has helped or hurt our adult education system.In the US school system (kindergarten to 12th grade for children five to 18), several researchers have investigated the effect of stronger accountability requirements on professional development systems. Berry et al. (2003), in a study of 250 teachers and principals in schools across six Southeastern US states found that results were mixed:Although high-stakes accountability systems help focus professional development efforts on the curricular needs of students, little evidence exists to support the claim that such systems help teachers change their practice to enhance student learning...A tendency exists…to narrow the focus of professional development activities to tested subjects or provide general support that is disconnected from curricular needs. (Association for Supervision and Curriculum Development 2004:3)

Education act scene 2

The new Education Bill should include four new major items. It should ensure the provision of nursery education. It should redefine the powers and responsibilities in education of local, regional and national government. It should extend compulsory education (part‐time or full‐time) for all up to the age of 18. It should bring the universities in with the rest by legislating for them along with the institutions providing education for adults.

The Recent Acceleration of Inflation and Its Lessons for the Future

THE BEST-KNOWN ECONOMIC FACT in the United States, among economists, investment advisers, housewives, and everyone else, is that the rate of inflation has been significantly higher during the past two years than at any time since the Korean war. It has increased despite the best efforts of Washington policy makers to restrain it through, first, the tax surcharge of July 1968; second, a reduction in the growth of the money supply virtually to zero beginning in June 1969; and third, a strenuous effort by the administration to reduce federal expenditures even to the point of the veto of a large education bill.'

Religion and Education in 1843: Reaction to the ‘Factory Education Bill’

Sir James Graham's Factory Bill of 1843 has been examined from varied viewpoints by several writers. Partly planned as a legislative antidote to the conditions which had helped to provoke the ‘Plug Plot’ riots of 1842, the measure was important for two reasons: it would both considerably improve earlier textile factory reforms and provide reasonable education for child-workers. On both counts and on all sides it provoked major controversy.

I Statement of principles of the higher education bill

I Statement of principles of the higher education bill

IN PARLIAMENT

The Education Bill has been accorded an unopposed Second Reading in the Lords. For the Government, Baroness Phillips, moving the Second Reading, said that the various local authorities and teachers' associations were consulted about the objects of the Bill and had expressed agreement with its intentions. The Bill was concerned with the governing bodies of certain educational establishments maintained and at present administered by local education authorities. Those were colleges of education, certain establishments of further education and special schools. The Bill was not concerned with voluntary institutions of education. The purpose of the Bill was to provide the establishments with substantial responsibility for their academic task and increased freedom in the performance of it.

President signs education bill

One of the ironies of the $3.6 billion higher education bill that President Johnson signed on 3 November is that higher education got almost exactly what it asked for but considerably less than what Congress was willing to provide. Testifying before Congress earlier in the year, The American Council for Education and other groups expressed the view that, because of the Vietnam situation, it was reasonable to fund higher education programs, and in particular the facilities programs, at roughly the same levels as last year. This view was questioned by Senators Wayne Morse (D‐Ore.), Robert Kennedy (D‐N.Y.) and Ralph Yarborough (D‐Tex.), who rebuked higher‐education spokesmen for rubberstamping the administration's proposals. Tell us what you need, not what is politically feasible, the senators said to them, in effect. Nevertheless ACE maintained its position that the figures submitted were reasonable and were minimal for maintaining a satisfactory program in higher education throughout the country. When Congress, however, asked ACE to submit estimates on sums necessary for 1968 and 1969, the Council considerably boosted its figures over 1967.

The Federal Government and Higher Education

of our public higher educational institutions have had long A involvement with the federal government. Some were established X as land-grant colleges and universities; others had different ancestry but have been related in many ways to programs sponsored and encouraged by federal action. Still others have been strengthened by their states as a result of the success of the policies evolved by the landgrant colleges and state universities. The successful experience in federal relations of these institutions has been an encouragement to increased support by the federal government to higher education generally. Apart from these lessons of the past has been the inevitability of increased federal financial assistance to colleges and universities as the only means of meeting quickly the onrush of increased enrollments, the new demands for public service, the heightened need for trained brain power in the service of the nation, the extraordinary requirements of science and technological development for man power and research opportunity, and the mounting need for expertise in many ways and in many areas, including the needs of the federal government. Much of this expertise is available only in the roster of academic personnel and in the production of college and university graduates. The recently enacted so-called Higher Education Bill approved by the President is the culmination of years of effort on the part of many to enlarge federal assistance to higher education. It is a measure of very great importance and, in one way or another, its provisions will touch every college and university in America. Indeed, its subjects are so numerous, and its possible effects so unmeasured, that a considerable period of time must elapse before an accurate appraisal can be made of its impact-of the benefits and the gaps and the institutional dislocations which will undoubtedly result from such a varied, innovative, and admittedly incoherent approach to providing financial assistance to higher education. In general, however, it is even now obvious that the Act enlarges educational opportunity for many individuals, both undergraduates and graduates, and that some of the segments of higher education will be strengthened.

Major Education Bill Passes

Major Education Bill Passes

Congress: A Higher Education Bill Is Considered a Likely Prospect, But Hard Bargaining Lies Ahead

Congress: A Higher Education Bill Is Considered a Likely Prospect, But Hard Bargaining Lies Ahead

New Education Bills to Help Train Workers

New Education Bills to Help Train Workers

New Education Bills

During the first few months of the current session of Congress, hearings were reopened in both the Senate and the House of Representatives to extend and revise the National Defense Education Act, which is scheduled to expire in June of 1965. In addition to the several bills on the subject which were brought forth in the first session of the 88th Congress, two new bills were introduced in February.

Senate and House Receive Nurse Education Bills

Senate and House Receive Nurse Education Bills

The Constitutional Status of Public Funds for Church-Related Schools

Since the 1947 decision of the Supreme Court in the Ever son case and the strangulation in the House of Representatives of the 1949 federal aid to education bill,1 the constitutional issue to which this paper is addressed has been the terrain for a stubbornly contested and occasionally ferocious battle of the books. My own working bibiliography of pamphlets and law review articles on the constitutionality of the use of public funds to assist church related schools is already several pages long, and it grows longer with each issue of the Index to Legal Periodicals. Many agencies and organizations—e.g. the Department of Health, Education

Congress: "Session of Reckoning" on Civil Rights Affects Prospects of New Vocational Education Bill

Congress: "Session of Reckoning" on Civil Rights Affects Prospects of New Vocational Education Bill

Congress: "Session of Reckoning" on Civil Rights Affects Prospects of New Vocational Education Bill

Congress: "Session of Reckoning" on Civil Rights Affects Prospects of New Vocational Education Bill

Congress: Decision To Break Up Comprehensive Education Bill, Act on Parts, Taken in House

Congress: Decision To Break Up Comprehensive Education Bill, Act on Parts, Taken in House

Congress: Decision To Break Up Comprehensive Education Bill, Act on Parts, Taken in House

Congress: Decision To Break Up Comprehensive Education Bill, Act on Parts, Taken in House

Congress: Decision To Break Up Comprehensive Education Bill, Act on Parts, Taken in House

Congress: Decision To Break Up Comprehensive Education Bill, Act on Parts, Taken in House