Instruct: Given a question, retrieve documents that can help answer the question.
Query: When was the Follow Through educational program introduced?
In President Lyndon B. Johnson's 1967 state of the union address, he proposed $120 million for the program, to serve approximately 200,000 children from disadvantaged backgrounds. However, when funding for the project was approved by the United States Congress, a fraction of that amount—merely $15 million—was authorized. This necessitated a change in strategy by the Office of Economic Opportunity (OEO), the government agency charged with oversight of the program Instead, program administrators made the "brilliant decision... (to) convert "Follow Through" from a service program to a research and development program".
In 1965, the far-reaching Elementary and Secondary Education Act ('ESEA'), passed as a part of President Lyndon B. Johnson's War on Poverty, provided funds for primary and secondary education ('Title I funding'). Title VI explicitly forbade the establishment of a national curriculum. Title IV of the Higher Education Act of 1965 created the Pell Grant program which provides financial support to students from low-income families to access higher education.
Before No Child Left Behind, The Elementary and Secondary Education Act was passed in 1965 as a part of the "War on Poverty". In hopes of diminishing the achievement gap, the Elementary and Secondary Education Act was passed to create equal opportunity and access to education through high standards and accountability. These standards and accountability techniques came in the form of standardized testing. For the first time, federal money was being sent into local schools and made the production of test-based evidence mandatory for all educators. Standards were being assessed on these state-created exams, and local schools were then accountable to perform on these exams. In 2002, Congress re-examined ESEA and reauthorized it as No Child Left Behind Act (NCLB).
In September 2004, with the support of parents, the school became the first to introduce random drug tests which commenced in January 2005. The tests could be performed only when parents gave permission for their child to be tested. Students who refused to be available for testing or tested positive would undergo a counselling program. Critics of the program stated an infringement of privacy would lead to legal action. At the school, 20 students were tested weekly and were given a mouth swab for cannabis, cocaine and heroin. Supporters of the program including former Prime Minister Tony Blair who endorsed Walker's efforts and called for the program to be expanded. In 2005, the school reported that the scheme helped to boost examination results to 40% compared with 32% in 2004, and 28% in 2003.
The Nehemiah Community Foundation was founded in 2000 and provides grants to various individuals and non-profit and faith-based organizations. The Foundation developed a Wealth Empowerment Program, which provides instructional and other resources related to individual finance and home ownership. In 1997, the Foundation created, and is a co-sponsor of, the Nehemiah Emerging Leaders Program, which facilitates management training for young adults in the Sacramento area.
President Lyndon B. Johnson declared his administration's War on Poverty in 1964 as the poverty rate increased by 19%. He funded welfare programs like Social Security, Food Stamps, Job Corps, and Head Start. The War on Poverty included programs such as Medicare and Medicaid. It provided the first direct federal assistance for school districts, milestone environmental law, urban renewal, civil rights, subsidy for bilingual education, and national donations for arts and humanities.
The act was part of Lyndon Johnson's War on Poverty, which sought to eliminate poverty which President Johnson saw as: "... it's wastage of resources and human lives..." The aim was to bring Americans closer, away from "the outskirts of hope." By 1966, the program was under scrutiny from Republicans. They pointed out the waste and inefficiency in local programs and Nixon pledged to "take the profit out of poverty." LBJ was proud of the progress he had made with the passage of his bill, including 9.1 million acres of forestry that was set for harvest, the creation of Medicare, and funding injected into state schools. Funding that was for his poverty legislation were diverted to The Vietnam War. In 1967, Congress directed the Government Accountability Office, then General Accounting Office, to review anti-poverty programs by the federal government. The conclusion was that programs such as Head Start were effective in providing for children, but the primary objective of parent participation was insufficient. Community Action Programs were behind administratively and underachieved given the amount of money designated. Overall, the GAO determined that the poverty programs were working at the time. The act was essentially repealed under the Ronald Reagan administration in 1981, although much of the main features still remain. The remaining pieces of social legislation are reconfigured and adjusted, such as Head Start, which is now under the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start. The Economic Opportunity Act of 1964 was replaced by The Community Services Block Grant (CSBG) which replaced the funding from direct funding to block grants with over 1200 plus community action agencies.
President Johnson signed the Elementary and Secondary Education Act into law two days later on April 9, 1965.New Titles Created by Early Amendments to 1965 LawTitle I ("Title One"), a provision of the Elementary and Secondary Education Act passed in 1965, is a program created by the U.S. Department of Education to distribute funding to schools and school districts with a high percentage of students from low-income families. Funding is distributed first to state educational agencies (SEAs) which then allocate funds to local educational agencies (LEA's) which in turn dispense funds to public schools in need. Title I also helps children from families that have migrated to the United States and youth from intervention programs who are neglected or at risk of abuse. The act appropriates money for educational purposes for the next five fiscal years until it is reauthorized. In addition, Title I appropriates money to the education system for prevention of dropouts and the improvement of schools; these appropriations are carried out for five fiscal years until reauthorization.
Catholic Missionaries were sent to convert First Nations children to Christianity. By 1891, the first group of students were sent to receive a so-called "formal" education. The program continued for the next six decades until a point when Native children were allowed into the public school system. Ninety years after the start of the Residential School program, the mission school closed circa 1981. Throughout that period, Indian agents were empowered to remove children from homes to attend St. Joseph's Mission school in 150 Mile House. This led some to attempt to hide their children by sneaking out to hunting grounds or fields. Children fled the schools, and within the first 30 years, three investigations on the physical abuse and malnutrition were conducted; however, the Natives were said to be "wild", deserving the treatment.
The Bilingual Education Act (BEA) (), also known as Title VII of the Elementary and Secondary Education Amendments of 1967 (), approved by the 90th United States Congress on January 2, 1968, and was the first United States federal legislation recognized the needs of limited English speaking ability (LESA) students. The BEA was introduced in 1967 by Texas senator Ralph Yarborough and was signed by President Lyndon B. Johnson on January 2, 1968. While some states, such as California and Texas, and numerous local school districts around the country already had policies and programs designed to meet the special educational needs of elementary and secondary school students not fluent in the English language, this act signaled that the federal government now also recognized the need for and value of bilingual education programs in U.S. public education. Passed on the heels of the Civil Rights movement, its purpose was to provide school districts with federal funds, in the form of competitive grants, to establish innovative educational programs for students with limited English speaking ability.
AFC has been criticised for costing three times as much to deliver Phase 1 training to a 16-year-old infantry recruit as the equivalent cost for a recruit aged 17.5 and above at the Infantry Training Centre. The British Army's policy of enlisting from age 16 has also been criticised for leading to lower trainee retention than is found among adult recruits; between 2009–10 and 2013–14, 33% of enlisted minors dropped out of army training (versus 24% of adult recruits).
In early 2006, members of the Ateneo de Manila University and affiliated Jesuit institutions were part of movements calling for discernment, action, and sustainable solutions to the deeply divisive political issues that continue to rock Filipino society. The Ateneo de Manila University also intensified its social development efforts, launching Kalinga Leyte, a program for the long-term rehabilitation of Southern Leyte, with its GK partners. It expanded the scope of its involvement with Gawad Kalinga, supporting new initiatives throughout Nueva Ecija and in other provinces such as Cotobato and Quezon.
As a further example of the government's commitment to nine-year compulsory education, in January 1986 the State Council drafted a bill passed at the Fourteenth Session of the Standing Committee of the Sixth National People's Congress that made it illegal for any organization or individual to employ youths before they had completed their nine years of schooling. The bill also authorized free education and subsidies for students whose families had financial difficulties.
However, over the last quarter of the 20th century the school itself began to decline. The building began showing signs of aging, at the same time as financial shortfalls led to maintenance being deferred. Within it, educational achievement began to decline as disciplinary problems rose. By the end of the century it was on the state's Persistently Dangerous Schools list. Pressure from parents in Arbor Hill led to the establishment of private charter schools in the area, and enrollment at Philip Livingston began to fall as that option became available to parents.
The act was originally authorized through 1965; however, the government has reauthorized the act several times since its enactment—often well after the expiration of the previous reauthorization. The reauthorization of ESEA by President George W. Bush was known as the No Child Left Behind Act of 2001. ESEA was reauthorized on December 10, 2015 as the Every Student Succeeds Act (ESSA) by President Barack Obama.
The Peace Corps program was established by Executive Order 10924, which was issued by President John F. Kennedy on March 1, 1961. The program was legislatively authorized by Congress on September 21, 1961, with passage of the Peace Corps Act (Pub.L. 87–293). Between 1961 and 2013, over 215,000 Americans joined the Peace Corps. The National Peace Corps Association, a nonprofit organization for Peace Corps alumni, established the Peace Corps Commemorative Foundation to advocate for a commemorative to honor the mission of the Peace Corps and the values on which it was founded.
The Foundation’s signature fundraising program, "Walk to End Lupus Now"™, has events in more than 60 communities and 70,000 participants, generating visibility, public understanding and support for people with lupus. Money raised is used to support lupus research, education and advocacy programs that serve to improve the quality of life for all people affected by lupus. The Foundation’s multi-media campaign, KNOW LUPUS, continues to educate people about lupus and its impact, has resulted in more than $31 million in donated media and 839 million impressions.
With the reference to Columbia University’s and University of Missouri’s programs, the School develops a “fundamental but practical” curriculum, with international and practice-oriented features. It adopts the worldwide used curriculum system of “Platform Module” and offers small-group classes, English-immersed, and bilingual courses. It is also developing a four-year discipline in Journalistic English. The Pulitzer Prize-winning journalist Peter Arnett has taught at the school since 2007.
Recent decades have seen increasing concern over the fact that youth voting turnout is consistently lower than turnout among older generations. Several programs to increase the rates of voting among young people—such as MTV's "Rock the Vote" (founded in 1990) and the "Vote or Die" initiative (starting in 2012)—may have marginally increased turnouts of those between the ages of 18 and 25 to vote. However, the "Stanford Social Innovation Review" found no evidence of a decline in youth voter turnout. In fact, they argue that "Millennials are turning out at similar rates to the previous two generations when they face their first elections."
When Leflore was 22, he became a chief of the western division of the Choctaw Nation, when it was still in Mississippi. He is credited with abolishing the Choctaw "blood for blood" law, which dictated rounds of revenge for murders. LeFlore supported the "civilization" program, which U.S. President George Washington and Henry Knox developed during the Washington administration. Particularly after Andrew Jackson's election as president in 1828, he encouraged the Choctaw to make permanent residences, cultivate the land in agriculture, convert to Christianity, and send their children to United States schools for education.
In 1986, the Compulsory Education Law mandated that every child is given the right to nine years of free public education: six years of elementary school and three years of secondary school.
Was "Follow Through" a social or scientific program? After an initial period, new regulations mandated that 80 percent of "Follow Through" funding was to be allocated to the provision of service while 20 percent was to be used for knowledge production. The regulations themselves suggest that "Follow Through" was principally "a federally funded education program which contained a built-in research component". An inevitable conflict exists when one attempts to operationalize a federal program in education that possesses both service delivery and research and development objectives. Rivlin "et al." point out that "the byzantine complexity of the public policymaking process makes the conduct of social experiments extremely difficult". Given the reduction in funding, the decision to engage in an effort to evaluate the effectiveness of various interventions in an empirical experiment appears appropriate and straightforward. However, if the change is not reflected in Congressional legislation or communicated clearly at the local level, issues of implementation and conflict with deeply held values inevitably result. There is much evidence that indicates confusion about the intent of the "Follow Through" evaluation at the administrative level.
Graduate students and faculty from U.C. Berkeley soon joined Johntz in other Berkeley schools. The program spread through presentations for school districts, corporations and conferences, and became a component of the Miller Mathematics Improvement Program, a program funded statewide in California from 1968 to 1970. Many of the early instructors were university faculty, graduate students, and corporate volunteers.
Project SEED became a non-profit, tax-exempt corporation in Michigan in 1970 where state funding brought the program to ten different cities between 1970 and 1975. When it was founded in 1963, the name Project S.E.E.D. was an acronym for “Special Elementary Education for the Disadvantaged.” The program was reincorporated in California in 1987 as Project SEED, Inc. dropping the acronym. This was done primarily to avoid confusion with “Special Education” which had taken on a specific meaning.
Since the late 1960s, Engelmann has authored more than 100 curricular programs, based on the principles that were discovered in the preschool. The first programs, written from 1968 through 1970 were called DISTAR, for Direct Instruction System for Teaching and Remediation, and were designed to teach reading, math, and language to children in kindergarten through second grade. The DISTAR materials were used in some locations that participated in "Project Follow Through", the largest educational experiment in the history of the United States. "Follow Through", which was sponsored by the U.S. Office of Education, began in 1968 and continued into the 1970s. The project targeted primary school children in communities with high levels of poverty. In subsequent years, the original DISTAR programs were expanded from the original three levels to include six levels. These programs are currently called "Reading Mastery" and "Connecting Math Concepts". He also developed a multilevel reading program for students beyond the primary level, including adults, who performed lower than others (Corrective Reading Decoding and Corrective Reading Comprehension), programs to teach writing and spelling ("Reasoning and Writing and Spelling Mastery"), and a videodisk series to teach math and science to middle school students (including Chemistry and Energy and Elementary Earth Science). Programs were also written for parents to use with their children, "Teach Your Child to Read in 100 Easy Lessons" and "Give your Child a Superior Mind". Most recently he has developed computer-based programs that parents and others can use to teach young children reading and math skills ("Funnix Beginning Reading" and "Funnix Beginning Math"), as well as programs to teach English speaking skills to non-native English speakers at third grade or older ("Direct Instruction Spoken English").
In 1972, the OE created the Joint Dissemination Review Panel (JDRP) and the National Diffusion Network (NDN) to disseminate information about effective models to schools and districts nationwide. JDRP reviewed programs for effectiveness according to a mixture of empirical and holistic criteria. NDN was responsible for disseminating the results based on the recommendations of JDRP. Watkins (1997) criticizes the dissemination criteria for two reasons. First, the organizations identified programs for dissemination that had not been part of the "Follow Through" experiment and for which there was no empirical validation. Second, JDRP and NDN endorsed programs that showed improvement in areas "such as self-concept, attitude, and mental or physical health (of students) ... (or) if it has a positive impact on individuals other than students, for example if it results in improved instructional behavior of teachers" (p. 47), but did not raise students' academic achievement. Thus, programs "that had been incapable of demonstrating improved academic performance in the "Follow Through" evaluation" were recommended for adoption by schools and districts. Watkins cites the former Commissioner of Education, Ernest Boyer, who wrote with dismay that "Since only one of the sponsors (Direct Instruction) was found to produce positive results more consistently than any of the others, it would be inappropriate and irresponsible to disseminate information on all of the models".