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Early Childhood Education Overview

Early Childhood Education Overview

What is Early Childhood Education?
Early childhood education is a term that is used to commonly describe the formal teaching and care of young children by individuals or professionals other than their family or in settings outside the child’s home. Based on the definition provided by the National Association for the Education of Young Children, early childhood education spans the child’s life from birth to the age of eight.
That being said, the general definition adopted by the majority of school districts throughout the world will typically employ a system of early childhood education starting from birth to when a child starts school—which typically occurs at the age of five. 
The definitions regarding early childhood education are somewhat arbitrary; however, the majority of school jurisdictions throughout the world have defined the curriculum as taking place between a child’s birth until he or she reaches the age of 6. This period is regarded as one of the most critical in regards to a child’s development, for the years, which constitute early childhood education, denote the most influential period of growth and development. From zero to age 6 is the period of greatest growth and development for a child; at this stage, the brain develops most rapidly.
During this period, a child will begin walking, talking, developing a self-esteem and manufacturing a vision of the world. As a result of these innate developments, the child will build a moral foundation that is ultimately intertwined with the ability to perform rudimentary educational tasks. 


The Importance of Childhood Development:
Childhood development is in essence, the basis of human development. This stage of life is connected with understanding and developing morals as well as achieving a desirable quality of life. The early years of a child’s life are critical to the development of intelligence, as well as social behavior. Various research on brain development attests to the importance of key physical, mental and social capabilities. If these fundamental capabilities are not developed or established from the start of an individual’s life, the learning potential is adversely affected. 
Early childhood education, with social and mental development as the foundation of this learning period, will focus on children learning through play and human interaction. According to the Early Childhood Care and Education Unit, early childhood development incorporates a time of remarkable brain development; these years in essence, lay the foundation for subsequent learning. 


Types of Schooling in Early Childhood Education:
In most jurisdictions, preschool and kindergarten education emphasize the period of early childhood education and incorporate the teaching of children between the ages of 3 to 6. That being said, the terms Childcare and Day care, although they incorporate educational approaches, do not embrace the educational aspects grouped within early childhood education.
The distinction between these two mediums, even if they both provide educational resources and learning tools, is the fact that child care programs are focused on delivering a high standard of care and nurturance due to the young age and emotional needs of a child. 

What Are The Types of Education Grants

What Are The Types of Education Grants

What are Education Grants?

Grants are streams of funding, offered by a government body or organization. There are several types of grants, which are delivered to organizations or individuals for the purpose of starting a business, providing an education or offering some sort of tangible good or service to bolster society’s well-being. Education grants, using this loose definition of grants, are an avenue of financing used to mitigate the cost of higher education. Education grants may be applied for by completing tuition assistance forms, which will ask for basic information concerning your personal finances. In some inctances education lawyer may assist on reviewing your case.

Types of Education Grants:

Private Education Grants:

Private education grants are funds (gifts of money) offered from private organizations to students. Unlike a loan, a private education grant is not repaid to the issuing organization—although same may require the fulfillment of state or federal taxes. Additionally, private education grants differ from public grants, in that they are not offered by the school itself or a governing body; instead, private education grants rely on funding from the private sector, such as endowments, company profits or private donations.

The majority of private education grants offer a need-based availability; meaning to receive consideration for a private education grant, the applicant must complete an application that offers financial disclosure. These forms of grants may be also issued on a merit-based scale. Applicants who supply information concerning their successes, community service, career goals and academic performance may be eligible to receive private funding.

In addition to need-based or merit-based grants, the majority of private education grants are awarded based on specific circumstances of the student; for instance, grants are commonly made available only to applicants of certain national origins, socioeconomic positions, races, or those with physical or mental disabilities. 

Adult Education Grants:

These types of education grants refer to the extension of funds to qualified adults who wish to continue their education at a higher institution of learning. Adult education grants may be issued by a particular educational institution, a community organization—such as a charity–, private citizens, or a government entity. In the majority of instances, adult education grants are paid directly to the school where the adult student is enrolled—any funds left over after tuition and fees are fulfilled are made available to the student to help with books and other expenses directed towards the educational process.

There are several types of adult education grants; some are geared towards a particular course of study, such as education, music, business administration, or art. Music education grants typically require some type of credentials on the front end that would indicate that the applicant has the talent to successfully complete a degree program in this specific area. Other forms of adult education grants can be used with a number of different approve degree programs. Past academic performance is also crucial when applying for any type of adult education grants. Similar to a private education grant, adult education grants may also be issued on a need basis. 

How do I get Grant Money for Education?

In most instances, an education grant is a specific amount of money offered to qualified students who are attending post-secondary education programs. The first place to look for information regarding education grants is your local university or college. Contact your admissions counselor, your student financial aid office or your program administrative coordinator. These offices will advise you concerning the different grants available, the application timelines and all supporting documentation requirements. 

In order to receive grant money, you must meet specific application criteria; in general, there are two types of grants: merit based and hardship grants. Hardship grants are offered to help students who are struggling financially, while merit based grants are driven by academic or athletic success, combined with financial need. 

 

Your Guide to Online Education

Your Guide to Online Education

What is Online Education?
Online education or E-Learning comprises all forms of electronically supported learning and teaching resources, programs and protocol. The communication systems and information, serve as the foundation and the specific media to implement the learning process online. Online education, as a basic term, is predominantly utilized to reference an out-of-classroom learning environment, as well as in-classroom educational efforts that are delivered and expedited via technology. 
Online education is essentially the network-enabled and computerized transfer of knowledge and skills to the coordinating student base. Various online education applications and processes include the following resources or teaching techniques: web-based learning curriculums, computer-based learning programs, virtual classroom devices and digital collaboration. 


Online Education K-12:
Online education, although more prevalent in higher education, is also utilized by public K-12 schools in the United States of America. Although some online education learning environments take place in a traditional classroom setting, the majority of online education students attend classes from their own homes or other locations. In fact, as a result of the mitigated costs and increased effectiveness associated with online education, there a number of states in America that utilize cyber and virtual school platforms. 
As stated before, online education platforms who offer educational resources for K-12 students are rarer but can be engaged as a homeschool-type system. Public cyber schools are offered throughout the country; these schools enable students to log into synchronous or asynchronous courses wherever an internet connection is provided. To implement the online education curriculum, the majority of K-12 e-learning programs provide students with technology kits that include computers, printers and compensation for home internet use.
Students enrolled in these programs are required to use this technology for school use only and must meet the weekly work submission requirements handed-out by the providers. Those teachers employed by K-12 online public schools must obtain certification in the state they are teaching in. The most notable benefit of an online education K-12 is that students are able to maintain their own pacing and progress, as well as their own course selection. These characteristics provide the student with great flexibility in regards to schedule and curriculum creation.
Online Higher Education:
By 2010, nearly 5 million students were participating in online education at institutions of higher learning in the United States. A number of higher educations, for-profit institutions will now offer on-line classes. Although these numbers dissipate when evaluated in the private sector, the availability of online courses is now becoming commonplace for many private institutions.
Online courses for higher learning are made available for students enrolled in such institutions who have priorities, such as work or families, which impede them from attending the traditional classroom setting. All online education courses offered at an institution of higher learning must have properly trained staff that is available to work with the students through a technology-based medium. These staff members are required to understand the content area and must also be highly trained in the use of the computer and Internet. 

Secondary Education Explained

Secondary Education Explained

Education Defined:

In the most basic sense, education refers to any act or experience that yields a formative effect on the character, mind or physical ability of an individual, particularly a child. In a technical sense, education refers to the process by which social functions deliberately transmit an accumulated knowledge, skill-set and system of values from one generation to another. 
The foundation of the educational system is built by teaching professionals. Teachers in educational institutions are responsible for directing the education of students through the delivery of various educational resources as well as knowledge concerning a wide array of subjects including: reading, writing, science, history, health, mathematics etc.
The process of teaching a particular subject, which is commonly found at the non-elementary levels of education and carried-out by teachers or professors at institutions of higher learning, is referred to as schooling. Furthermore, there are also educational fields and institutions for those who want a more specific vocational skill-set or who would like to be educated in an informal setting. These institutions, such as museums, libraries and the Internet space can be an effective and more personal experience regarding the ability to obtain knowledge.
What is Secondary Education?
Secondary education refers to a specific stage of education; although the definitions vary regarding location, in the most general of definitions, secondary education refers to the stage of learning that directly follows primary school. In the majority of jurisdictions throughout the world, secondary education is the final stage of compulsory education. That being said, in some developed nations, secondary education can also refer to a period of compulsory and a period of non-compulsory (college or university work) education. 
This level of education is typically characterized by the transition from the compulsory, comprehensive educational system offered to minors, to the optional or selective tertiary “higher” education for adults. With that in mind, secondary education, in the majority of developed nations, will include university and vocational schools, but depending on the systems, high schools, middle schools and prepatory schools may also be grouped in the secondary classification. 
Secondary Education in the United States of America:
Based on the education program of the United States, secondary education is formally defined and comprised of grades 6, 7, 8, and 9 through 12. As a result of this classification system, secondary education will typically denote high school learning—although many jurisdictions will offer grades 6-8 in a middle school and 9-12 in a high school. Regardless of the jurisdictional system of schools, secondary education in the United States incorporates all learning achieved at grade levels 6 through 12. 

Understanding Special Education

Understanding Special Education

What is Special Education?

Special education refers to the education of students with special needs. As a result of the student’s inherent or physical disability, special education platforms provide resources in a way that specifically addresses the students’ individual differences and needs. In an ideal setting, the process of special education involves the individually planned and systematically monitored delivery of teaching procedures, which is personally adapted through the inclusion of specialized equipment and materials and accessible settings designed to aid learners with special needs.
Through the delivery of such resources, special education programs aim to provide those students with special needs the ability to grasp teachings to achieve a higher level of personal self-sufficiency, as well as an advanced level of success in school and their community. Without the inclusion of these resources and through the delivery of teachings that would be supplied in a typical classroom environment, a special needs student would not be able to grasp the curriculum and a desired level of self-sufficiency to properly assimilate into society.
Common special needs education typically aims to provide aid to students who possess the following disabilities: problems with learning, communication challenges, physical disabilities, emotional and behavioral disorders and developmental disorders. Students who possess these disabilities require the resources and attention offered in a special education platform; these students are likely to benefit from additional educational services, most notably different approaches to teaching, the use of technology to expedite physical or mental impediments and a specifically adapted teaching area. 
Special Education in the United States:
All countries will offer and carry-out their specific special education programs in different ways. In the United States, all special-needs students receive an Individualized Education Program, which specifically outlines how the special education program or school will satisfy the student’s individual needs. The Individuals with Disabilities Education Act, for instance, will require that students with special needs be given a Free Appropriate Public Education in the Least Restrictive Environment that meets the appropriate needs of the student. 
Government-run and funded schools in the United States will offer varying degrees of special education, from the least restrictive characteristics, such as full inclusion, to more restrictive settings, such as segregation and the development of a special school.
Regardless of the settings, the education offered by the particular school must meet the student’s individual needs. That being said, schools in the United States are not required to maximize their particular student’s potential or to provide the best special education services provided—they are simply required to provide resources for individual students with special needs that are successful in satisfying the student’s specific needs.
In the United States, approximately 6 million children (based on statistics offered by the Department of Education) or roughly 10% of all school-aged children, currently are entitled to and subsequently receive some sort of special education services. These statistics; however, are somewhat inflated, for they include poor or ethnic minorities who do not speak the dominant language of the region or school. Additionally, those under-funded schools who are not able to cope or provide for students with behavioral problems are added into this equation. 

Distance Education Council Explained

Distance Education Council Explained

What is the Distance Education Council?
The Distance Education Council is a government organization based in New Delhi, India primarily responsible for the promotion and coordination of the distance education system and Open University program, as well as for the determination of its standards in the nation of India.
The Distance Education Council was officially constituted under the Indira Gandhi National Open University Act of 1985. As an organization, the Distance Education Council is consistent with the duty of the University structure, which is responsible for securing and promoting all steps as it may deem appropriate for the promotion of the Open University premise.
 In addition to promoting these programs, the Distance Education council is required to coordinate and determine various education standards of India, including evaluation and research in all education systems, teaching facilities, the effectiveness of teachers and in pursuance of the educational objects at the University level, to encourage greater diversity accessibility, mobility, flexibility and innovation in education at the University level.
The Distance Education Council aims to achieve these goals and satisfy these responsibilities by making full use of the most innovative and latest scientific knowledge and new educational technology. By using these innovative and evolved forms of teaching, the Distance Education Council also further coordinates and solidifies relationships between the universities in New Delhi. 
What is Distance and Open Education?
Distance education or distance learning, is a distinct area of education that focuses on teaching methods and technology to ultimately deliver educational resources and teaching–most often on an individual basis–to students who are not able to physically attend a traditional classroom.
What is the Indira Gandhi National Open University?
The Indira Gandhi National Open University is a national university headquartered in New Delhi, Delhi, India. Named after a former Prime Minister of India, the Indira Gandhi National Open University was established in 1985, when the Parliament of India passed the Indira Gandhi National Open University Act of 1985. As a school, the Indira Gandhi National Open University is the largest school in the world, with over 3,000,000 students currently enrolled.
The school was founded to impart education through the means of a distance and open education, to offer higher education opportunities to the disadvantaged segments of society and to encourage, as well as coordinate standards for distance and open education in the country.

What are The Focuses of Environmental Education

What are The Focuses of Environmental Education

 

What is Environmental Education?

Environmental education is an organized effort to teach about how natural ecosystems or environments function and more specifically, how human beings can manage their behavior in order to promote healthy and stable living. Environmental education, as a term, is typically used to imply educational efforts within a school system, from primary to post-secondary, in order to teach humans about the environment and particularly, how our actions affect the ecosystem.

In a broader sense, however, environmental education is sometimes used to include all efforts to educate the public and other audiences through the use of non-traditional educational mediums, such as the delivery of print materials, media campaigns and websites. 

Environmental education is a teaching/learning process that aims at increasing an individual’s knowledge and awareness concerning the environment and associated challenges. Environmental education aims to develop necessary skills and expertise to address environment-related challenges, through the obtainment of attitudes and commitments to produce informed decisions and take responsible action. 

The Focus of Environmental Education:

Environmental education focuses on the following subjects:

Environmental education aims to boost awareness and sensitivity concerning the environment and changes to the environment.

Environmental education aims to increase knowledge and understanding concerning the environment and its challenges

Environmental education aims to bolster our attitude concerning the environment; the teaching platform aims to maintain environmental quality

Environmental education offers skills to help mitigate environmental problems collaborating with education lawyer.

The field of study provides participation organizations to exercise existing knowledge and environmental related programs. 

Environmental Education in the United States:

In the 1980s, several non-governmental organizations that previously focused on environmental education, continued to evolve and grow; the number of teachers implementing environmental education in their respective classrooms greatly increased throughout the subsequent decades. As the field became more popular in a localized sense, environmental education gained stronger political backing.

The field bolstered its effectiveness when the United States Congress passed the National Environmental Education Act of 1990, which positioned the Office of Environmental Education in the United States’ Environmental Protection Agency and allowed the EPA to create and subsequently provide several environmental education initiatives at the federal level. 

In the school system, environmental education is considered an additional or elective subject in the traditional K-12 curriculum. At the elementary school level, the field can the form of science enrichment subjects, community service projects, natural history field trips and loose participation in science schools.

Public schools have the ability to integrate the subject matter into their respective curricula through the aid of sufficient funding from environmental education policies. By utilizing this approach, a school will effectively place environmental education into the core subjects; as a non-elective, environmental education will not take time or resources away from other important subjects, such as music or art. 

In a secondary setting, environmental education can take the form of a focused subject within the sciences or as a part of elective student clubs. At the undergraduate or graduate level, the subject can be considered its own specified field within education, environmental science and policy, ecology or environmental studies. 

 

College Major May Mean Millions over Career

College Major May Mean Millions over Career

 

On October 10, 2012, the Census Bureau released data from the 2011 American Community Survey (ACS) that saw significant differences in annual earnings between different college majors.  Two different ACS reports compared results between majors.  
 
The Field of Degree and Earnings by Selected Employment Characteristics: 2011 explains the relationship between bachelor’s degrees, annual earnings, and the chance of full-time employments.  The report stated bachelor’s degrees in engineering saw the highest median earnings—about $92,000 in 2011.  Degrees in performing arts, communications, education and psychology saw median annual earnings of $55,000 and below.
 
Science, engineering, and business degrees had the most full-time employment as well.  About 64 percent of business majors work full time, while only half of literature and language majors were employed full time.  
 
The Work-Life Earnings by Field of Degree and Occupation for People With a Bachelor’s Degree: 2011 examined the relationship between the amount of schooling and how much money a person would make over their lifetime.  The general consensus: get a college degree.  
 
People with less than high school education only make an average of $936,000 during their lifetime while those will professional degrees will make about $4.2 million.  Engineering majors with a bachelor’s degree who are in a management position will earning about $4.1 million, while service workers with an art of education major will make about $1.3 million over their lifetime.  
 
The following results were also reported in the reports: 
• engineering, computer, math, science, business, physical science, and social science majors have the highest average work-life earnings
• liberal arts majors now working in computer or mathematical occupations have median work-life earnings around $2.9 million, and liberal arts majors in office support occupations have average life-work earnings around $1.6 million
• education majors are most likely to work for government entities in 2011, while engineers are the most likely to work in the private sector
 
Source: U.S. Census Bureau

Idaho Approved by Obama Administration for NCLB Flexibility

Idaho Approved by Obama Administration for NCLB Flexibility


On October 17, 2012, the U.S. Department of Education announced that Idaho is the latest state to receive approval for flexibility from the No Child Left Behind Act (NCLB).  Now, 34 states have been approved by the Obama Administration to adopt state plans and amend procedures set forth by the NCLB.  


States that received approval have formed plans to help all students prepare for college or a career, provide aid and focus on the students with the most needs, and encourage teaching and leadership improvements within their schools.  Many states have decided to adopt their own plans instead of the top-down requirements set forth by the NCLB.  


The first waivers from the NCLB were offered by the Obama Administration in February of 2012 after the Administration announced it would grant the waivers in September of 2011.  


U.S. Secretary of Education Arne Duncan stated, “With the addition of Idaho, a growing number of states nationwide are receiving much-needed flexibility from No Child Left Behind.  More than a million students are now captured by states’ new accountability systems, and we continue to see impressive reform plans from the local level will drive student achievement and ensure that all students are ready for college and their careers.”


The 34 states that have received waivers from the NCLB are: Arizona, Arkansas, Colorado, Connecticut, Delaware, Florida, Georgia, Idaho, Indiana, Kansas, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Nevada, New Jersey, New Mexico, New York, North Carolina, Ohio, Oklahoma, Oregon, Rhode Island, South Carolina, South Dakota, Tennessee, Utah, Virginia, Washington and Wisconsin.  The District of Columbia has also received a waiver.  


Ten states currently have outstanding requests for waivers from the NCLB.  The following states have not requested a waiver so far: Montana, Nebraska, Pennsylvania, Texas, Vermont, and Wyoming.  


Source: U.S. Department of Education
 

No Child Left Behind Act: Text

No Child Left Behind Act: Text



No Child Left Behind Full Text:
SEC. 1. SHORT TITLE 
Begun and held at the City of Washington on Wednesday,
the third day of January, two thousand and one
An Act 
To close the achievement gap with accountability, flexibility, and choice, so that no child is left behind.
Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled,
SEC. 1. SHORT TITLE.
This title may be cited as the No Child Left Behind Act of 2001.
SEC. 2. TABLE OF CONTENTS 
The table of contents for this Act is as follows:
Sec. 1. Short title.
Sec. 2. Table of contents.
Sec. 3. References.
Sec. 4. Transition.
Sec. 5. Effective date.
Sec. 6. Table of contents of Elementary and Secondary Education Act of 1965.
TITLE I—IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED
Sec. 101. Improving the academic achievement of the disadvantaged.
TITLE II—PREPARING, TRAINING, AND RECRUITING HIGH QUALITY TEACHERS AND PRINCIPALS
Sec. 201. Teacher and principal training and recruiting fund.
Sec. 202. Continuation of awards.
TITLE III—LANGUAGE INSTRUCTION FOR LIMITED ENGLISH PROFICIENT AND IMMIGRANT STUDENTS
Sec. 301. Language instruction for limited English proficient children and immigrant children and youth.
TITLE IV—21ST CENTURY SCHOOLS
Sec. 401. 21st Century schools.
TITLE V—PROMOTING INFORMED PARENTAL CHOICE AND INNOVATIVE PROGRAMS
Sec. 501. Innovative programs and parental choice provisions.
Sec. 502. Continuation of awards.
TITLE VI—FLEXIBILITY AND ACCOUNTABILITY
Sec. 601. Flexibility and accountability.
Sec. 602. Amendment to the National Education Statistics Act of 1994.
TITLE VII—INDIAN, NATIVE HAWAIIAN, AND ALASKA NATIVE EDUCATION
Sec. 701. Indians, Native Hawaiians, and Alaska Natives.
Sec. 702. Conforming amendments.
Sec. 703. Savings provisions.
TITLE VIII—IMPACT AID PROGRAM
Sec. 801. Payments relating to Federal acquisition of real property.
Sec. 802. Payments for eligible federally connected children.
Sec. 803. Construction.
Sec. 804. State consideration of payments in providing State aid.
Sec. 805. Authorization of appropriations.
TITLE IX—GENERAL PROVISIONS
Sec. 901. General provisions.
TITLE X—REPEALS, REDESIGNATIONS, AND AMENDMENTS TO OTHER STATUTES
Part A—Repeals
Sec. 1011. Repeals.
Sec. 1012. Conforming clerical and technical amendments.
Part B—Redesignations
Sec. 1021. Comprehensive Regional Assistance Centers.
Sec. 1022. National Diffusion Network.
Sec. 1023. Eisenhower Regional Mathematics and Science Education Consortia.
Sec. 1024. Technology-based technical assistance.
Sec. 1025. Conforming amendments.
Part C—Homeless Education
Sec. 1031. Short title.
Sec. 1032. Education for homeless children and youths.
Sec. 1033. Conforming amendment.
Sec. 1034. Technical amendment.
Part D—Native American Education Improvement
Sec. 1041. Short title.
Sec. 1042. Amendments to the Education Amendments of 1978.
Sec. 1043. Tribally Controlled Schools Act of 1988.
Sec. 1044. Lease payments by the Ojibwa Indian School.
Sec. 1045. Enrollment and general assistance payments.
PART E—HIGHER EDUCATION ACT OF 1965
Sec. 1051. Preparing tomorrow’s teachers to use technology.
Sec. 1052. Continuation of awards.
Part F—General Education Provisions Act
Sec. 1061. Student privacy, parental access to information, and administration of certain physical examinations to minors.
Sec. 1062. Technical corrections.
Part G—Miscellaneous Other Statutes
Sec. 1071. Title 5 of the United States Code.
Sec. 1072. Department of Education Organization Act.
Sec. 1073. Education Flexibility Partnership Act of 1999.
Sec. 1074. Educational Research, Development, Dissemination, and Improvement Act of 1994.
Sec. 1075. National Child Protection Act of 1993.
Sec. 1076. Technical and conforming amendments.
SEC. 3. REFERENCES 
Except as otherwise expressly provided, whenever in this Act an amendment or repeal is expressed in terms of an amendment to, or repeal of, a section or other provision, the reference shall be considered to be made to a section or other provision of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.).
SEC. 4. TRANSITION 
(a) MULTI-YEAR AWARDS- Except as otherwise provided in this Act, the recipient of a multi-year award under the Elementary and Secondary Education Act of 1965, as that Act was in effect prior to the date of enactment of this Act, shall continue to receive funds in accordance with the terms of that award, except that no additional funds may be awarded after September 30, 2002.
(b) PLANNING AND TRANSITION- Notwithstanding any other provision of law, a recipient of funds under the Elementary and Secondary Education Act of 1965, as that Act was in effect prior to the date of enactment of this Act, may use funds available to the recipient under that predecessor authority to carry out necessary and reasonable planning and transition activities in order to ensure an orderly implementation of programs authorized by this Act, and the amendments made by this Act.
(c) ORDERLY TRANSITION- The Secretary shall take such steps as are necessary to provide for the orderly transition to, and implementation of, programs authorized by this Act, and by the amendments made by this Act, from programs authorized by the Elementary and Secondary Education Act of 1965, as that Act was in effect prior to the date of enactment of this Act.
SEC. 5. EFFECTIVE DATE 
(a) IN GENERAL- Except as otherwise provided in this Act, this Act, and the amendments made by this Act, shall be effective upon the date of enactment of this Act.
(b) NONCOMPETITIVE PROGRAMS- With respect to noncompetitive programs under which any funds are allotted by the Secretary of Education to recipients on the basis of a formula, this Act, and the amendments made by this Act, shall take effect on July 1, 2002.
(c) COMPETITIVE PROGRAMS- With respect to programs that are conducted by the Secretary on a competitive basis, this Act, and the amendments made by this Act, shall take effect with respect to appropriations for use under those programs for fiscal year 2002.
(d) IMPACT AID- With respect to title VIII (Impact Aid), this Act, and the amendments made by this Act, shall take effect with respect to appropriations for use under that title for fiscal year 2002.
SEC. 6. TABLE OF CONTENTS OF ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965 
The Act is amended —
(1) in the heading of section 1, by striking ‘table of contents’ and inserting ‘short title’; and
(2) by adding after section 1 the following new section:
SEC. 2. TABLE OF CONTENTS.
The table of contents for this Act is as follows:
Sec. 1. Short title.
Sec. 2. Table of contents.
TITLE I — IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED
Sec. 1001. Statement of purpose.
Sec. 1002. Authorization of appropriations.
Sec. 1003. School improvement.
Sec. 1004. State administration.
Part A —Improving Basic Programs Operated by Local Educational Agencies
Subpart 1 —Basic Program Requirements
Sec. 1111. State plans.
Sec. 1112. Local educational agency plans.
Sec. 1113. Eligible school attendance areas.
Sec. 1114. Schoolwide programs.
Sec. 1115. Targeted assistance schools.
Sec. 1116. Academic assessment and local educational agency and school improvement.
Sec. 1117. School support and recognition.
Sec. 1118. Parental involvement.
Sec. 1119. Qualifications for teachers and paraprofessionals.
Sec. 1120. Participation of children enrolled in private schools.
Sec. 1120A. Fiscal requirements.
Sec. 1120B. Coordination requirements.
Subpart 2 —Allocations
Sec. 1121. Grants for the outlying areas and the Secretary of the Interior.
Sec. 1122. Allocations to States.
Sec. 1124. Basic grants to local educational agencies.
Sec. 1124A. Concentration grants to local educational agencies.
Sec. 1125. Targeted grants to local educational agencies.
Sec. 1125AA. Adequacy of funding of targeted grants to local educational agencies in fiscal years after fiscal year 2001.
Sec. 1125A. Education finance incentive grant program.
Sec. 1126. Special allocation procedures.
Sec. 1127. Carryover and waiver.
Part B —Student Reading Skills Improvement Grants
Subpart 1 —Reading First
Sec. 1201. Purposes.
Sec. 1202. Formula grants to State educational agencies.
Sec. 1203. State formula grant applications.
Sec. 1204. Targeted assistance grants.
Sec. 1205. External evaluation.
Sec. 1206. National activities.
Sec. 1207. Information dissemination.
Sec. 1208. Definitions.
Subpart 2 —Early Reading First
Sec. 1221. Purposes; definitions.
Sec. 1222. Local Early Reading First grants.
Sec. 1223. Federal administration.
Sec. 1224. Information dissemination.
Sec. 1225. Reporting requirements.
Sec. 1226. Evaluation.
Subpart 3 —William F. Goodling Even Start Family Literacy Programs
Sec. 1231. Statement of purpose.
Sec. 1232. Program authorized.
Sec. 1233. State educational agency programs.
Sec. 1234. Uses of funds.
Sec. 1235. Program elements.
Sec. 1236. Eligible participants.
Sec. 1237. Applications.
Sec. 1238. Award of subgrants.
Sec. 1239. Evaluation.
Sec. 1240. Indicators of program quality.
Sec. 1241. Research.
Sec. 1242. Construction.
Subpart 4 —Improving Literacy Through School Libraries
Sec. 1251. Improving literacy through school libraries.
Part C —Education of Migratory Children
Sec. 1301. Program purpose.
Sec. 1302. Program authorized.
Sec. 1303. State allocations.
Sec. 1304. State applications; services.
Sec. 1305. Secretarial approval; peer review.
Sec. 1306. Comprehensive needs assessment and service-delivery plan; authorized activities.
Sec. 1307. Bypass.
Sec. 1308. Coordination of migrant education activities.
Sec. 1309. Definitions.
Part D —Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-risk
Sec. 1401. Purpose and program authorization.
Sec. 1402. Payments for programs under this part.
Subpart 1 —State Agency Programs
Sec. 1411. Eligibility.
Sec. 1412. Allocation of funds.
Sec. 1413. State reallocation of funds.
Sec. 1414. State plan and State agency applications.
Sec. 1415. Use of funds.
Sec. 1416. Institution-wide projects.
Sec. 1417. Three-year programs or projects.
Sec. 1418. Transition services.
Sec. 1419. Evaluation; technical assistance; annual model program.
Subpart 2 —Local Agency Programs
Sec. 1421. Purpose.
Sec. 1422. Programs operated by local educational agencies.
Sec. 1423. Local educational agency applications.
Sec. 1424. Uses of funds.
Sec. 1425. Program requirements for correctional facilities receiving funds under this section.
Sec. 1426. Accountability.
Subpart 3 —General Provisions
Sec. 1431. Program evaluations.
Sec. 1432. Definitions.
Part E —National Assessment of Title I
Sec. 1501. Evaluations.
Sec. 1502. Demonstrations of innovative practices.
Sec. 1503. Assessment evaluation.
Sec. 1504. Close Up fellowship program.
Part F —Comprehensive School Reform
Sec. 1601. Purpose.
Sec. 1602. Program authorization.
Sec. 1603. State applications.
Sec. 1604. State use of funds.
Sec. 1605. Local applications.
Sec. 1606. Local use of funds.
Sec. 1607. Evaluation and reports.
Sec. 1608. Quality initiatives.
Part G —Advanced Placement Programs
Sec. 1701. Short title.
Sec. 1702. Purposes.
Sec. 1703. Funding distribution rule.
Sec. 1704. Advanced placement test fee program.
Sec. 1705. Advanced placement incentive program grants.
Sec. 1706. Supplement, not supplant.
Sec. 1707. Definitions.
Part H —School Dropout Prevention
Sec. 1801. Short title.
Sec. 1802. Purpose.
Sec. 1803. Authorization of appropriations.
Subpart 1 —Coordinated National Strategy
Sec. 1811. National activities.
Subpart 2 —School Dropout Prevention Initiative
Sec. 1821. Definitions.
Sec. 1822. Program authorized.
Sec. 1823. Applications.
Sec. 1824. State reservation.
Sec. 1825. Strategies and capacity building.
Sec. 1826. Selection of local educational agencies for subgrants.
Sec. 1827. Community based organizations.
Sec. 1828. Technical assistance.
Sec. 1829. School dropout rate calculation.
Sec. 1830. Reporting and accountability.
Part I —General Provisions
Sec. 1901. Federal regulations.
Sec. 1902. Agreements and records.
Sec. 1903. State administration.
Sec. 1904. Local educational agency spending audits.
Sec. 1905. Prohibition against Federal mandates, direction, or control.
Sec. 1906. Rule of construction on equalized spending.
Sec. 1907. State report on dropout data.
Sec. 1908. Regulations for sections 1111 and 1116.
TITLE II —PREPARING, TRAINING, AND RECRUITING HIGH QUALITY TEACHERS AND PRINCIPALS
Part A —Teacher and Principal Training and Recruiting Fund
Sec. 2101. Purpose.
Sec. 2102. Definitions.
Sec. 2103. Authorizations of appropriations.
Subpart 1 —Grants to States
Sec. 2111. Allotments to States.
Sec. 2112. State applications.
Sec. 2113. State use of funds.
Subpart 2 —Subgrants to Local Educational Agencies
Sec. 2121. Allocations to local educational agencies.
Sec. 2122. Local applications and needs assessment.
Sec. 2123. Local use of funds.
Subpart 3 —Subgrants to Eligible Partnerships
Sec. 2131. Definitions.
Sec. 2132. Subgrants.
Sec. 2133. Applications.
Sec. 2134. Use of funds.
Subpart 4 —Accountability
Sec. 2141. Technical assistance and accountability.
Subpart 5 —National Activities
Sec. 2151. National activities of demonstrated effectiveness.
Part B —Mathematics and Science Partnerships
Sec. 2201. Purpose; definitions.
Sec. 2202. Grants for mathematics and science partnerships.
Sec. 2203. Authorization of appropriations.
Part C —Innovation for Teacher Quality
Subpart 1 —Transitions to Teaching
CHAPTER A —TROOPS-TO-TEACHERS PROGRAM
Sec. 2301. Definitions.
Sec. 2302. Authorization of Troops-to-Teachers Program.
Sec. 2303. Recruitment and selection of program participants.
Sec. 2304. Participation agreement and financial assistance.
Sec. 2305. Participation by States.
Sec. 2306. Support of innovative preretirement teacher certification programs.
Sec. 2307. Reporting requirements.
CHAPTER B —TRANSITION TO TEACHING PROGRAM
Sec. 2311. Purposes.
Sec. 2312. Definitions.
Sec. 2313. Grant program.
Sec. 2314. Evaluation and accountability for recruiting and retaining teachers.
CHAPTER C —GENERAL PROVISIONS
Sec. 2321. Authorization of appropriations.
Subpart 2 —National Writing Project
Sec. 2331. Purposes.
Sec. 2332. National Writing Project.
Subpart 3 —Civic Education
Sec. 2341. Short title.
Sec. 2342. Purpose.
Sec. 2343. General authority.
Sec. 2344. We the People program.
Sec. 2345. Cooperative civic education and economic education exchange programs.
Sec. 2346. Authorization of appropriations.
Subpart 4 —Teaching of Traditional American History
Sec. 2351. Establishment of program.
Sec. 2352. Authorization of appropriations.
Subpart 5 —Teacher Liability Protection
Sec. 2361. Short title.
Sec. 2362. Purpose.
Sec. 2363. Definitions.
Sec. 2364. Applicability.
Sec. 2365. Preemption and election of State nonapplicability.
Sec. 2366. Limitation on liability for teachers.
Sec. 2367. Allocation of responsibility for noneconomic loss.
Sec. 2368. Effective date.
Part D —Enhancing Education Through Technology
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