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The article reports a case study of an evaluation of an elementary school in northern California in receipt of large amounts of Elementary and Secondary Education Act Title I and state Consolidated Program funds. Technical aspects of the evaluation report are described and criticized as being determined by federal and state government regulations. The official evaluation report's unfortunate effects on the school are noted. It is suggested that the case study has revealed further serious weaknesses in mandated evaluation.

The Education Voucher Demonstration began in the Alum Rock Union Elementary School District during the 1972-1973 school year. Under the voucher concept, parents freely select a school for their child and receive a credit or voucher equal to the cost of the child's education that is paid directly to the school upon enrollment. It was presumed that this form of school finance would foster competition among the schools and improve the quality of education by making schools more responsive to students' needs. An initial external evaluation at the conclusion of the first year found, however, a relative loss in reading achievement for students in the six public schools that participated in the voucher demonstration. The present report reexamines some of these data using a quasi-experi mental design involving multiple pretests and individual students' test scores (rather than school means) as the unit of analysis. The results appear to indicate that the deleterious reading effect of the voucher demonstration was confined to a few within-school programs featuring nontraditional, innovative curricula.

As a result of recent federal legislative changes affecting educational policies, co-teaching, which requires general and special educators to work together to provide instruction to students in inclusion classrooms, has been on the rise and is considered by some educators as a method for meeting mandates required by law. While co-teaching is an idea that should work in practice, teachers who implement co-teaching find themselves facing complex issues regarding their roles and responsibilities within the context of program logistics. This qualitative study was designed to help co-teaching partners and others to understand how co-teaching partnerships are formed, develop, and work in classrooms. This understanding may be helpful to others as they seek to overcome barriers and form relationships that facilitate successful co-teaching partnerships. Elementary co-teachers in a rural school district were interviewed face-to-face, and a document analysis was conducted to examine how co-teachers experience co-teaching partnerships. Six general education co-teachers and six special education co-teachers were randomly selected for interviews, and they were asked to bring any literature that they had received on co-teaching to the interviews. Results indicate that co-teachers thought compatibility was important when working as co-teachers. They expressed the need for a mutual planning time during the school day, and both general and special education co-teachers were concerned about the amount of uninterrupted time special education teachers could spend in inclusion classrooms. When co-teachers thought they had a compatible partnership, they were willing to make alternative planning arrangements, and they were accepting of the time special education co-teachers could spend in the classroom. ; Ed. D.

Universalisation of elementary education (UEE) has been accepted as a national goal since 1950. The Directive Principles of the Constitution of India envisage provision of free and compulsory elementary education to all children up to the age of 14 years. Human development is predicated upon universal access to education, with its implications for equity and social justice. Further, Karnataka have been quite remarkable, and the state is moving towards universal literacy at a steady pace. Though there is a progress in the level of education, some of the regions are still backward. However, in the light of the above, it is pertinent to analyze the status of elementary schools in terms of its enrolment level as well as drop-outs at elementary stage. This paper has concluded that, Chamarajanagara is a backward district in both economical and educational aspects. Especially in education, it is very poor in terms of enrolment and education attainment. The main obstacle is drop-out to achieve the educational achievements in the district. But now, the level of drop-out in elementary school in the district is declining steadily from the last decade due to the government participation through the various policies and programmes.

Education is the means of self-realisation and self expression. It helps bringing out the best in a person. It promotes physical, intellectual, social, emotional and spiritual development of human beings. Education is felt essential for success of democracy and for bringing about desirable changes for all round development. Centre and state governments are doing lot of efforts to raise educational standards, despite lot of interventions the desired quality in education is yet not achieved. There are many shortcomings and imbalances. Not only social and economic inequalities are responsible for this, skilled and trained human resource is also lacking. I did survey in some rural and urban schools of Haryana (especially Jind and Hisar districts) to know the various aspects of pre-primary and primary schooling. In the research work I have included the untrained teacher resource, school infra, teaching learning materials and various teaching methodologies used in rural and urban schools and other aspects of pre-primary and primary schooling. In my survey I found that teachers blame poor parenting for dismal learning standards in schools. But according to me poorly trained teachers and social attitudes is the real problem. Teaching methodologies followed by teachers are still old. Innovative and creative teachers are lacking in all schools. Some teachers even don't know the exact definition of teaching methodologies. Learning attitude is missing from teacher side, but is expected from student side. D.Ed. or B.Ed. course don't prepare the teacher for real classroom teaching. In job teacher training session should be conducted on regular basis to train teacher for multi grade teaching methodologies. Cognitive development based, joyful and structured elementary curriculum is missing in all the schools.

No Child Left Behind has brought with it political pressure on school and district personnel to increase student performance. This legislation has made individual school accountability a focus by attempting to mandate the reduction of the achievement gap between various groups of students. As a function of this pressure, more and more researchers and government officials have focused attention on various inequalities in resource allocation. One focal point has been the call to improve the equity within a district (intra-district) rather than spend more time and resources on equity issues between districts (inter-district). To that end, the weighted student funding (WSF) model for allocating school budgets has been considered by several authorities, both educational and political, as the answer to the question of equity. The goal of this dissertation is to evaluate the vertical equity of districts utilizing a weighted student funding model when compared to like districts in the same state. Some evidence from this dissertation reveals that when using regression models for school level expenditures, teacher quantity, and teacher quality measures, districts utilizing a weighted student funding mechanism may be more successful at enabling vertical equity than similar districts not using this funding model. Further evidence suggests that while districts utilizing a WSF mechanism may be targeting funds to schools, they may be doing so utilizing non-human resources. Based on the results, the dissertation concludes with a profile of districts that may enable more vertical equity than WSF districts when utilizing a funding mechanism other than weighted student funding.

New curriculum has been implemented by Indonesia government in an effort to improve quality of education in 2013. Curriculum 2013 is implemented only in grade I, IV, VII and Class X against 6,325 target schools. In 2014/2015 academic year Curriculum 2013 is applied to the class I, II, IV, IV, VII, VIII, IX and X in all schools in Indonesia. This study conducted in Sumenep district Madura Island as supported study to monitoring and evaluation of Curriculum in 2013 on assessment system in East Java province. The research method used is descriptive qualitative by using observation, interviews and questionnaires techniques. The results showed optimism and expectations from respondents consist of teachers, headmasters and students in curriculum 2013's assessment system. The findings are expected to support decision-making by stakeholders and improve the implementation of Curriculum 2013.

The purpose of this study was to propose a plan for the unification of school districts in Ellsworth County Kansas to equalize the burden of school support and educational benefits and to provide more efficient school districts which make possible effective and economical use of school funds in terms of good educational programs for all school youngsters in the county. Growing recognition of the magnitude of problems which are connected with the present school district structure in Ellsworth County emphasizes the justification of this study. A study was made of Ellsworth county school districts from 1880 to the present time. Fact s and figures were compiled on present district structure, present enrollment and enrollment trends, assessed valuation of various districts, operational costs per pupil and the financial condition of the districts in the county. The effect of State legislative action on school district organization over the past number of years, both permissive and mandatory, is shown in the study. Present elementary and secondary course offerings in the county and preparation of teachers in the various schools are shown. Examination of the facts presented in the study show there is little uniformity or equality among the school districts in Ellsworth County. Permissive procedures for school district unification has not been effective in the past and the present structure of school districts do not provide the scope and quality of education necessary to meet present day needs. This study helps to identify many inequalities in the present school district structure. Wide variation in types of school district organization, elementary districts overlaid with a separately organized high school district, variation in per pupil assessed valuation, differences in operational costs per pupil, unfair distribution of the tax burden, and unequal educational opportunities from district to district in the county are evident from the study. From the study it is apparent that Ellsworth County has for many years supported ineffective school districts which do not provide the best education for the tax dollar expended and establishes a need for a single administrative unit eliminating needless duplication in fiscal affairs with substantial educational improvements made at all levels of instruction. The study recommends one unified school district maintaining a full twelve grade program under one chief school administrator and one board of education for Ellsworth County. No attempt was made to estimate educational programs possible or to indicate financial obligation this new district might incur other than to show equalization of the tax burden throughout the county. By merging all presently existing districts in the county into a single district the wealth of the county could be distributed more evenly over the county and make it possible to offer a better educational program to all youngsters.