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Cover title. ; "The public school laws of Maryland as contained in the code of public general laws of 1912, and the acts of assembly of 1912, 1914, 1916, 1918, 1920 and 1922. Published June, 1922, by the State Board of Education, Baltimore. Albert S. Cook, State Superintendent of Schools."--p. [3] ; Mode of access: Internet.

Report of the Texas State Auditor's Office related to developing guidelines for the reporting of certain information related to employee salary supplements given to state agencies and higher education institutions in the form of a gift, grant, donation, or other considerations by a person; collecting data from each state agency receiving a gift, grant, donation, or other considerations from a person that the person designates to be used as a salary supplement for a named person, position, or endowment; reviewing salary supplement data; and reporting data related to salary supplements and conflicts of interest to the Legislature.

In this chapter the authors summarize the main results of the empirical studies and try to identify common patterns of IO-driven change of educational policies in different countries. They relate this synopsis to the theoretical framework and reflect on possible explanations for unexpected results. Then, the authors give a critical assessment of the theoretical framework and the case selection, regarding their strengths and weaknesses. Finally, they outline further research on the outcomes of changing education policies, which should focus on individual data on outcomes in secondary and tertiary education. (DIPF/Orig.).

A letter report issued by the General Accounting Office with an abstract that begins "Pursuant to a congressional request, GAO provided information on 10 major Department of Education programs for (FY) 1996, focusing on: (1) the percentage of federal funding spent at the federal level and the uses of these funds; (2) the percentage of federal funding spent at the state level and the uses of these funds; and (3) the amount of time school personnel in a small number of school districts spent fulfilling federal administrative requirements for those programs for which the districts received funds."

In 2015, the Oregon Legislature enacted House Bill 2016, which directed the Oregon Department of Education (ODE) to develop and implement a statewide education plan for African American/Black students who are in early childhood through postsecondary education programs. The bill directed the ODE to convene an advisory group comprised of members of the African American/Black community and other stakeholders from across the state to provide guidance to the Department regarding the plan. This report examines the education plan for African American/Black students and all indicators of student success. ; Oregon Department of Education

Title from cover. ; Memorandum to: Senate President, Senate Leader, Speaker of the House and House Leader. ; Pursuant to the requirement of the Private Business and Vocational Schools Act 105 ILCS 425/14.2. ; Mode of access: Internet.

Challenges for public education : perils and possibilities for educational leadership, policy and social justice / Jane Wilkinson, Richard Niesche and Scott Eacott -- Re-imagining leadership as a resource of and for educational practice/praxis in neo-liberal times / Jane Wilkinson -- School and principal autonomy : resisting, not manufacturing the neoliberal subject / Richard Niesche -- Educational leadership research and the dismantling of public education : a relational approach / Scott Eacott -- Competitive entrepreneurship and community empowerment : competing practices of a school autonomy reform / Brad Gobby -- Exploring a school improvement initiative : leadership and policy enactment in Queensland's independent public schools / Amanda Heffernan -- Depoliticisation and education policy / Helen M. Gunter -- Oh to be in England? : the production of an unpublic state system / Pat Thomson -- Shifting logics : education and privatisation the Swedish way / Nafsika Alexiadou, Lisbeth Lundahl, Linda Rönnberg -- To be "in the tent" or abandon it? : a school clusters policy and the responses of New Zealand educational leaders / Martin Thrupp -- The rise of authoritarian neoliberalism : how neoliberalism threatens public education and democracy / David Hursh -- Restoring the "publicness" of public education / Alan Reid

Currently, over a third of children not in school live in countries considered being as fragile. These countries, which are mainly located in sub-Saharan Africa, will not reach the objectives of Education For All for 2015. This thesis covers approaches across comparative education, political science and sociology of organizations. It explores empirically the condi¬tions of achievement of EFA within the contexts of fragility. Despite its ambiguities, the notion of fragile states was adopted in 2005 as an operational concept by most of aid agencies. Definitions of fragile state converge on a set of specific criteria (dysfunctional institutions, chronic socio-political instability, limited access to social services). Nevertheless, the former also cover various and related dimensions, whose severity makes universal primary education achievement particularly hazardous. Therefore, the in¬junction made to states to provide homogenous basic education for their population, espe¬cially in the poorest ones, may indeed encounter difficulties in the particular contexts of fragile states (chapter 1). Armed conflicts are certainly the most obvious cause of the fragility of states and countries. The effects of these conflicts undermine the educational system and destroy any prospect of education for a difficulty measurable proportion of children, especially those in poor and isolated environments. Periods of instability can also be seen in the impact of public finances policies and the failure of governments to invest in social areas such as education. The latter being an element that contributes to the emergence of values of a democratic political system (chapter 2). Insofar as investment in education is perceived as a necessary, if not sufficient, to vanquish poverty, the option to stimulate and accelerate the development of education constitutes an opportunity for the international community. Even if it means that the latter also has to ex¬ercise some forms of interference. The findings of our empirical analysis show, that within fragile states, the emergence of a current contradiction between the inclusive nature of the EFA goals and the exclusionary nature of the paradigms on which foreign aid is based (effec¬tiveness and results). This situation leads us to question the approach of aid which is torn morally between the consequences of individual actions or common actions where the finan¬cial criteria and instruments are clearly not adapted to situations of fragility (chapter 3). ; Plus du tiers des enfants non scolarisés dans le monde vit actuellement dans des pays considérés comme fragiles. Principalement localisés en Afrique subsaharienne, ces pays, pour la plupart, ne seront pas en mesure de réaliser les objectifs de l'Éducation Pour Tous d'ici 2015. Se situant à la croisée de l'éducation comparée, des sciences politiques et de la sociologie des organisations, cette thèse explore empiriquement les conditions d'achèvement de l'EPT dans les contextes de fragilités.Malgré les ambigüités qui l'entourent, la notion d'État fragile a été adoptée en 2005 en tant que concept opérationnel par la plupart des organismes d'aide. Si les définitions de l'État fragile convergent sur un ensemble de critères spécifiques (institutions dysfonctionnelles, instabilité sociopolitique chronique, accès limité aux services sociaux), la fragilité revêt des dimensions variées et connexes dont la sévérité rend la réalisation de la scolarisation primaire universelle singulièrement aléatoire. Dès lors, l'injonction faite aux États de fournir une édu-cation de base homogène aux populations, notamment aux plus pauvres, peut rencontrer des difficultés d'adaptation dans les contextes particuliers des États fragiles (chapitre 1). Les conflits armés constituent certainement la plus évidente origine de la fragilité des États et des pays. Les effets de ces conflits mettent à mal le développement éducatif et anéantissent toute perspective d'éducation pour une proportion d'enfants difficilement mesurable, parti-culièrement ceux issus de milieux pauvres et isolés. Les périodes d'instabilité signalent égale-ment l'impact des politiques des finances publiques ainsi que l'échec d'un gouvernement à investir dans des domaines sociaux tels que l'éducation, élément contribuant à l'émergence des valeurs d'un système politique à tendances démocratiques (chapitre 2). Dans la mesure où l'investissement éducatif est perçu comme une condition nécessaire, sinon suffisante, de sortie de la pauvreté, l'option d'impulser et d'accélérer le développement éducatif s'impose comme un critère d'opportunité pour la communauté internationale, quitte à exercer des formes d'ingérence. Les conclusions de notre analyse empirique montrent, dans la problématique des États fragiles, l'émergence d'une contradiction actuelle entre le caractère inclusif des objectifs de l'EPT et la nature excluante des paradigmes sur lesquels se fondent l'aide extérieure (efficacité et résultats). Cette situation conduit alors à s'interroger sur une approche de l'aide liée à une analyse morale écartelée entre les conséquences des actions individuelles ou communes et dont les critères et instruments financiers ne sont visiblement pas adaptés aux situations de fragilité (chapitre 3).

The General Assembly directs the State Superintendent of Education and others to review Title 59 of the South Carolina Code of Laws and report to the General Assembly all statutes that are obsolete or no longer applicable. This is the summary review of each chapter of Title 59, as well as an excerpt from the Agency Accountability Report outlining the cost of compliance with federal laws and regulations.

PurposeThis article examines the determinants of social equality in the education and healthcare sectors in the 15 post-Soviet states. Focussing on regime type and civil society organisations (CSOs), it argues that countries where liberal principles of democracy are achieved or have a stronger civil society deliver a more equitable social policy.Design/methodology/approachThe empirical analysis rests upon a time-series cross-sectional (TSCS) analysis from 1992 to 2019. Data are collected from the Quality of Government (QoG) Dataset 2020 and the Variates of Democracy (V-DEM) Dataset 2020.FindingsThe findings demonstrate that while regime type only partially accounts for social equality, as electoral autocracies do not have more equitable social policy than close regime types and democracy weakly explains equality levels, the strength of CSOs is associated with more equality.Originality/valueThe article challenges dominant approaches that consider electoral democracy to be related to more equal social policy and demonstrates that de-facto free and fair elections do not impinge on social equality, while the strength of liberal and civil liberties and CSOs correlate with more equitable social policy.