Children and Youth, Education and Literacy, Parenting and Families
While parents are mentioned over 300 times in various part of the No Child Left Behind act, this Action Brief will concentrate on Section 1118, Title I of the Act. It is the only section in the Act devoted solely to parental involvement, and if implemented effectively, provides the core elements that incorporate many of the other parental involvement provisions of NCLB.
December 1969
Geographic Focus: North America-United States
Children and Youth, Education and Literacy
This guide addresses the various provisions of the No Child Left Behind Act of 2001 (called NCLB, or the act). Included are specific rights, roles, and responsibilities that offer parents and community leaders opportunities to send the no-nonsense message that unequal educational opportunities will no longer be tolerated in their public schools.
The guide highlights ways NCLB can be used to strengthen the public's voice in education, and to increase community and parental involvement in school-level and district-level operations and decisions:
- Identifies major areas of NCLB that require or provide for community and/or parental involvement in Title I (Improving the Academic Achievement of the Disadvantaged) and Title II (Preparing, Training, and Recruiting High-Quality Teachers and Principals) of the act
- Provides general information on the scope and requirements for each major area of community and parental engagement
- Breaks down legislative language into understandable terms and recommends actions that can be taken by parents and/or the community as a result of their rights under the act
- Provides a formatted and easily reproduced training tool for parent/teacher meetings and town meetings
- Identifies areas in the act that are silent about community and/or parental engagement, but where PEN believes openings in the law allow parents and/or the community to exercise leadership and take initiative
December 1969
Geographic Focus: North America-United States
Children and Youth, Education and Literacy
Based on interviews and focus groups, assesses how best to connect parents with teachers and communities to support early learning. Examines barriers to parental engagement and challenges for community based organizations (CBOs) and educators. Lists CBOs.
December 1969
Geographic Focus: North America-United States (Southern)-Florida, North America-United States (Southern)-Florida-Miami/Dade County-Miami
This paper explains how District of Columbia Public Schools (DCPS) has moved toward smarter teacher retention, mainly by raising expectations and removing consistently low-performing teachers. The report also shows that DPCS is missing some opportunities to make even more progress.
Other key findings include: 1) performance-based compensation is helping DCPS keep more top teachers; 2) many DCPS principals do not appear to be prioritizing top teacher retention; 3) many DCPS principals are struggling to create cultures and working conditions that motivate top teachers to stay; 4) irreplaceables appear less likely to teach in schools that need them most.
The report recommends that DCPS continue its current policy reforms -- especially its higher expectations for teachers -- while monitoring the distribution of top teachers across the district and doing more to help school leaders retain their best teachers.
December 1969
Geographic Focus: North America-United States (Southern)-District of Columbia-Washington
Children and Youth, Education and Literacy, Health
The relationships between youth and parents is a central element in the successful development of healthy teens. In this guide, Healthy Teen Network recognizes the importance of adults in a young person's life and of the need to provide support and skills to these adults. Furthermore, this guide explores the importance of modeling positive adult behavior for youth.
December 1969
Geographic Focus:
