The Victorian Readers: Books 1 to 8

U.S. Department of Education

Ministry of Education

The 2014 Secondary National Curriculum in England: Key Stage 3&4 Framework

Education & Teaching

Shurville Publishing

Schools & Teaching

Helping Your Child Learn History

CreateSpace Independent Publishing Platform

This booklet includes a range of activities for families with children from preschool age through grade 5. These activities use materials found inside the home and also make learning experiences out of everyday routines, such as grocery shopping and doing laundry. The activities are designed for parents to have fun with their child(ren) while developing and reinforcing mathematical skills.

Helping Your Child Learn Mathematics

Parenting & Relationships

Adoption

<p>This booklet includes a range of activities for families with children from preschool age through grade 5. The activities use material found in your home and make learning experiences out of everyday routines. The activities are designed for you to have fun with your child while developing and reinforcing science skills.</p>

Helping Your Child Learn Science

<p>This guide is designed for people who are incarcerated and for those on community supervision (probation and parole). It will help you get started-or continue-on the path to further education and training. Earning a high school credential, getting a certificate or license in a career technical field, or earning an associate or bachelor's degree will help you advance in your career, and, ultimately, life.</p>

Take Charge of Your Future: Get the Education and Training You Need

Higher & Continuing Education

Each school day, our nation’s schools are entrusted to provide a safe and healthy learning environment for approximately 55 million elementary and secondary school students in public and nonpublic schools. Families and communities expect schools to keep their children and youths safe from threats (human-caused emergencies such as crime and violence) and hazards (natural disasters, disease outbreaks, and accidents). In collaboration with their local government and community partners, schools can take steps to plan for these potential emergencies through the creation of a school Emergency Operations Plan (school EOP). Lessons learned from school emergencies highlight the importance of preparing school officials and first responders to implement emergency operations plans. By having plans in place to keep students and staff safe, schools play a key role in taking preventative and protective measures to stop an emergency from occurring or reduce the impact of an incident. Although schools are not traditional response organizations, when a school-based emergency occurs, school personnel respond immediately. They provide first aid, notify response partners, and provide instructions before first responders arrive. They also work with their community partners, i.e., governmental organizations that have a responsibility in the school emergency operations plan to provide a cohesive, coordinated response. Community partners include first responders (law enforcement officers, fire officials, and emergency medical services personnel) as well as public and mental health entities. We recommend that planning teams responsible for developing and revising school EOPs use this document to guide their efforts. It is recommended that districts and individual schools compare existing plans and processes against the content and processes outlined in this guide. To gain the most from it, users should read through the entire document prior to initiating their planning efforts and then refer back to it throughout the planning process.

Guide for Developing High-Quality School Emergency Operations Plans (Education)

U.S. Department of Justice

U.S. Department of Homeland Security

Germany’s tradition of formal education dates back to the 1800’s, when the three-tiered school system originated. Historically, the highest levels of education were reserved for a small percentage of the population, while the majority received a basic education followed by training in particular trades or vocations. As the economic strength of the country has grown, the number and variety of jobs requiring higher levels of education have increased, and a growing percentage of the school-age population has pursued study at the Realschule and the Gymnasium in order to achieve higher levels of certification. While the lowest level secondary school form (the Hauptschule) has become less popular, it continues to educate nearly 30 percent of German students, leading them to vocational training programs in their adolescent years and into the work force as they approach their late teens. The responsibility for primary and secondary education in Germany rests with state and local authorities. School funding derives primarily from the state level, and a redistribution of tax revenues among states gives them comparable budgets for funding their education systems. In addition, state funding formulas guarantee that schools within each state receive approximately equal funding. The Conference of Ministers of Education (KMK) coordinates education efforts on a national level through representation from each of the state ministries. The KMK has developed a set of voluntary standards and guidelines for school forms, a common curriculum, and mutual recognition of school completion qualifications, all of which are implemented by the individual states. As a result, each school form has clearly stated goals and expectations for students, and the teachers’ instructional activities, lesson plans, and interactions with students reflect and support these goals and expectations. Although variations are found between states with centralized versus decentralized education systems, the KMK resolutions ensure a high degree of comparability in the academic process and in implementation of standards throughout Germany. The KMK standards for all Abitur examinations are perhaps the most obvious example of these state-adopted national standards. Another mechanism by which education has been standardized in Germany is through the regulation of textbooks. The state ministries of education publish lists of approved textbooks accompanied by regulations for their approval, introduction, and use. Schools within each state must choose their textbooks from these lists. At the Grundschulen we visited, grade level teachers indicated that they reviewed and selected textbooks together. In addition, many Grundschule and lower secondary-level teachers said that they base their course curriculum on the textbooks, since they know they conform to the state’s curriculum guidelines.

The Educational System in Germany: Case Study Findings

The public elementary and secondary universe data used in this report are from the nonfiscal components of the Common Core of Data (CCD). The CCD is the primary NCES database on public elementary and secondary education in the United States. There are three nonfiscal components of CCD: the Public Elementary/Secondary School Universe Survey; the Local Education Agency (LEA) Universe Survey; and the State Nonfiscal Survey of Public Elementary/Secondary Education.    State education agencies (SEAs) report these data through the U.S. Department of Education’s EDFacts Submission System. The universe of public elementary and secondary education is composed of a complete directory listing of all public schools and LEAs for each state or jurisdiction that includes the name, address, geographical location information, and descriptive characteristics for each school and LEA (e.g., operational status, type, charter status). The universe also includes aggregate counts of students in membership for each state, LEA, and school by grade and student demographic characteristics (e.g., race/ethnicity, sex) and aggregate counts of teachers and other staff in key occupational categories that are commonly found in schools. In this First Look, provisional data from the SY 2012–13 public elementary and secondary education universe have been fully reviewed and edited.4 The purpose of a First Look report is to introduce new data through the presentation of tables containing descriptive information; therefore, the tables and selected findings chosen for this report are meant to illustrate some of the typical types of information available from the public elementary secondary universe files. The tables chosen include tabulations from only some of the available data items. The findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. The calculated totals in this report, identified as “United States” totals in tabulations and “national” estimates in text, include data for only the 50 states and the District of Columbia and exclude data for other jurisdictions.

Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2012–13

Disability Rights: Enforcement Highlights

Politics & Social Sciences

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