CLE continues to focus on the largest elementary and secondary education program — Title I — as the a primary vehicle for broad-based school reform. Through our work we seek to mobilize parents, community advocates, and school personnel, to use federal Title I, and state and local law and policy to bring about broad-based school and district-level reform using varied strategies including, parent education and mobilization, developing federal, state, and local policies which support standards-based school reform, and school partnerships for program improvement, which seek to improve the core quality of curriculum and instruction.
Advocacy
The 2015 reauthorization of ESSA and ESEA requires states to use certain school or student sucess measures in their accountability system. Many have chosen chronic absenteeism as their measure. However, students with certain diseases, such as Sickle...
Read the Comments...
Read the Analysis and Comments...
Comprehensive outline of the mandatory components in Title I that describe how families, teachers, and administrators will knowledgeably and effectively participate in developing the school’s Title I school-wide program plan or program plan as...
Annotated outline of Title I of the ESEA pertaining to Local Educational Agency Plans (Sec. 1112), Schoolwide Programs (Sec. 1114), Targeted Assistance Schools (Sec. 1115), and Parent Involvement (Sec. 1118). Read the Outline...
An introduction to the key parent planning and participation provisions in Title I for holding schools accountable to families. Action steps and other recommendations are identified. Read the Guide...
An overview of important changes to Title I following its reauthorization in 1994. The document needs to be read with an updated 2002 overview, describing changes as a result of Title I reauthorization in 2001, as amended by the No Child Left Behind...
Brief description setting out the basic framework for making states, schools districts, and schools accountable under Title I of the Elementary and Secondary Education Act as reauthorized by the No Child Left Behind Act for ensuring that all students...
A description of educational program quality levers added to Title I as reauthorized in 1994, including an enriched and accelerated curriculum and effective instruction, high quality and professional staff, professional development, effective...
Articles and Publications
CLE co-director Paul Weckstein sets forth the rationale for and the legal bases of every child’s right to quality education, including under Title I/NCLB and civil rights statutes. Weckstein identifies three related risks for mobile students in the...
CLE co-director Weckstein argues that, on its face, the intent and purpose of the No Child Left Behind Act is consistent with the goals of the Carl D. Perkins Career and Technical Education Act (Perkins); therefore, we need to conceive of academic...
Appeal from dismissal of action based on lack of standing 315 F.Supp.2d 15 (D.D.C.2004); CLE challenged the composition of a negotiated rulemaking committee assembled by US DOE to propose regulations as required by the Title I/No Child Left Behind...
CLE co-director Weckstein argues for a shift in how we view NCLB’s accountability provisions from punitive and stigmatizing to a system of responses that relies more on encouraging continuous improvement and could improve student performance and...
Essay by co-director Weckstein describing the framework for standards based education reform and the kind of framework necessary to implement the right of every child to a high-quality education. Paul Weckstein, “School Reform and Enforceable Rights...
