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Over
five million children in the US are served by Title I schools.
Following the implementation of the Improving America's Schools
Act (IASA) in 1994, Title I has sought to assist schools in
helping children to gain the knowledge they need for academic
success.
As one of the foremost journals specifically aimed at the improvement of the educational experience of at-risk students, JESPAR assists researchers, policy makers, and practioners in identifying what programs and policies work in our schools today. |
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SPECIAL ISSUE: Examining the Roles and Possible Roles of State Departments of Education in Comprehensive School Reform Guest Editor’s Introduction Comprehensive School Reform in New Jersey: Waxing and Waning Support for Model Implementation CSR Principal Perceptions of Support from the State Department of Education English Language Learners, Comprehensive School Reform, and State Education Agencies: An Overlooked Opportunity to Make Comprehensive School Reform Comprehensive State-Level Support for Comprehensive School Reform: Implications for Policy and Practice Commentary: The Changing But Under-realized Roles of SEAs in School Reform Notes on Contributors |
| Journal of Education for Students Placed At Risk University of Louisville College of Education and Human Development Leadership, Foundations and Human Resource Education, Room 333 Louisville KY 40292 Phone: (502) 852-0616 Fax: (502) 852-4563 Email: jespar@louisville.edu |
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| Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430-2262 | |
| For assistance, please email jespar@louisville.edu. | |