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The
federal Education of Migrant Children Program (Title I, Part C of the
No Child Left Behind Act) provides for the establishment and improvement
of programs to meet the special educational needs of children of migratory
agricultural workers or migratory fishers who have moved from one school
district to another during the past twelve months because their parents
sought temporary or seasonal employment in agriculture, fishing, or
related food-processing activities. During the 2001-02 school year,
a total of $14.3 million was provided to school districts in Washington
State through the Migrant Children Program to provide academic assistance
to approximately 24,000 school age children.
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Pre-kindergarten
programs serve children between the ages of three to five years. Pre-kindergarten
programs are usually distinguished from child care programs by having
a focus on school readiness, as opposed to custodial care. Note: For
the purposes of this research, the school district pre-kindergarten
programs described are activities that are in addition to the special
education services that school districts are required by law to provide
to children with disabilities starting at age three.
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Under
federal and state law, school districts in Washington State must serve
children with disabilities, aged birth through 21, who are in need
of special education and related services. As part of this mandate,
school districts offer special education preschool services for children
aged three to five who meet the Individuals with Disabilities Education
Act (IDEA) eligibility criteria. These school district preschool services
are funded by federal Special Education Preschool and state Special
Education grants. In FY 2002, federal and state funding provided approximately
$500 million for preschool services to over 12,000 IDEA-eligible 3-5
year olds in Washington State.
For
the purposes of this research, students of color are defined as the
percentage of non-white students in a school district. “Non-white students” includes
the categories of African American, Asian American, Hispanic, and Native
American.
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Title I
of the No Child Left Behind Act is intended to ensure equal educational
opportunity for children regardless of socioeconomic background. Amendments
to the law in 1994 tie the program to schoolwide and districtwide reforms
based on academic standards. Each state’s Title I funding is based
on a formula that uses U.S. Census data to determine the number of
students living in poverty. Washington State distributes its Title
I funds to school districts based on the number of students receiving
free or reduced-price lunch. During the 2001-02 school year, a total
of $112.6 million in Title I funding was provided to school districts
in the state, with many of the school districts that offer pre-kindergarten
programs using their Title I funds to support those programs. (In FY
2002, the Department of Education estimates that about 2-3 percent
of Title I funds, or approximately $200 million, are used for this
purpose nationwide.) Title 1 is split into Parts A, B, and C. Part
A is the basic program. Part B (Even Start) and Part C (Migrant Education)
are further described in the glossary.
Formerly
Title VI, the federal class size reduction initiative (of the No Child
Left Behind Act) is in its fourth year of implementation. Funding may
be used to hire teachers in first, second or third grades, or for staff
development and teacher recruitment. Washington State’s allocation
in FY 2001 was approximately $26 million.
Formerly
Title VII, this federal initiative (of the No Child Left Behind Act)
works to help ensure that Limited English Proficient (LEP) children
have an equal opportunity to learn the content and high-level skills
that will be expected of all children. Title III is a formula grant
program to support states, school districts and schools in meeting
the educational needs of LEP students. See bilingual
funds.
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The
WASL is a criterion-referenced test designed to measure the skills
of students taught in public schools in Washington State at three grade
levels - 4th, 7th, and 10th grades. For the WASL, a cutoff score of
400 has been established for all tests as the "standard." Students
scoring at or above 400 are considered to have “met the standard” for
that subject at that grade. WASL data are not reported if less than
ten students are tested in order to protect student confidentiality.
The 4th grade WASL was piloted in 1997, and WASL administration became
mandatory in 1998. Beginning in 2008, students will need to pass the
10th grade WASL in order to receive the Certificate of Mastery required
for high school graduation.
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