U.S. Department of Education Resources

Equity Assistance Centers Page
The Lander Center for Educational Research’s Region II Equity Assistance Center is one of ten federally funded to provide technical assistance to state department of education and school districts on issues of race, gender, and national origin.   For information on the program's purpose, grant application process, funding, and links to other centers please visit the US Department of Education EAC page.
www.ed.gov/programs/equitycenters/index.html

Title IV of the Civil Rights Act of 1964
(Title 42 U.S.C. Sec. 2000c-2000c-9)
This legislation authorized the Department of Education to fund regional centers to assist in school desegregation and promote equity in education.
www.law.cornell.edu/uscode/uscode42/usc_sup_01_42_10_21_20_IV.html

The Office for Civil Rights
Visit the Office of Civil Rights site for information on the legal rights of parents and students, and for an online complaint form that can be used to file complaints of discrimination in education.
www.ed.gov/about/offices/list/ocr/index.html?src=mr

Title IX, Education Amendments of 1972
(Title 20 U.S.C. Sec. 1681-1688). This legislation prohibits discrimination on the basis of sex in any educational program or activity receiving federal funds.
www.law.cornell.edu/uscode/uscode20/usc_sec_20_00001681----000-.html

Office of English Language Acquisition (OELA)
Visit OELA for information on the administration of NCLB's Title III, which governs the education of limited English proficient (LEP) students.
www.ed.gov/about/offices/list/oela/index.html

Office of Safe and Drug Free Schools (OSDFS)
The Office of Safe and Drug-Free Schools (OSDFS) administers programs that support drug and violence prevention efforts and other activities that promote the health and well being of students in elementary and secondary schools and institutions of higher education.
 www.ed.gov/about/offices/list/osdfs/

No Child Left Behind Act of 2001
This legislation reauthorized the Elementary and Secondary Education Act (ESEA)— the main federal law affecting education from kindergarten through high school. NCLB instituted significant reforms based on four principles: accountability, flexibility, parental choice, and evidence-based practice.
www.ed.gov/nclb/landing.jhtml?src=pb

National Content Centers
The U.S. Department of Education has created five national content centers to address teacher quality, instruction, assessment and accountability, innovation and improvement, and high school reform. Visit this page for links to all the comprehensive and content centers.
www.ed.gov/programs/newccp/awards.html

Doing What Works Website
This website, sponsored by the U.S. Department of Education, is dedicated to helping educators identify and make use of effective teaching practices.
http://dww.ed.gov

What Works Clearinghouse
A project of the U.S. Department of Education's Institute of Educational Sciences, the clearinghouse collects studies of educational interventions and analyzes study design to determine which interventions have scientific evidence of effectiveness.
www.whatworks.ed.gov/

National Center for Education Statistics
NCES collects and analyzes data relating to education and publishes a variety of reports.
nces.ed.gov

Civil Rights Data Collection (CRDC)
The CRDC collects data from a sample of school districts on key education and civil rights issues in our nation's public schools, including student enrollment and educational programs and services, disaggregated by race/ethnicity, sex, limited English proficiency and disability. The CRDC is a valuable source of information about access to educational opportunities in our Nation’s public schools that is used by the Department’s Office for Civil Rights (OCR) and other Department offices, as well as policymakers, researchers and many others in the education community.
http://ocrdata.ed.gov/

National Resources back to the top

Comprehensive Centers Program
The Comprehensive Centers Program is authorized by Title II of the Educational Technical Assistance Act of 2002. The Centers provide technical assistance to State educational agencies (SEAs) that builds their capacity to:
1. Support local educational agencies (LEAs or districts) and schools, especially low-performing districts and schools;
2. Improve educational outcomes for all students;
3. Close achievement gaps; and
4. Improve the quality of instruction.

The Comprehensive Centers are five-year discretionary grants that operate under cooperative agreements. Fifteen Centers are regionally-based and seven provide expertise and services in specific, high-priority areas. For additional information on the Comprehensive Centers Program, please click on the link below.

Comprehensive Centers Booklet

National Association of State Directors of Special Education
NASDSE’s Response to Intervention (RtI) initiative began in response to a need from the entire special education community to have more information about RtI. Beginning in 2004, the Needs of Students with Learning Difficulties Through Response to Intervention (RTI) Strategies were addressed. Response to Intervention: Policy Considerations and Implementation, an easily understandable guide to RtI was published. This best-selling book provides clear and concise background information about RtI for educators, administrators, higher education faculty and policy makers. As interest in Response to Intervention (RtI) has continued to grow, researchers and practitioners have asked for research that validates this approach to teaching all students. NASDSE has gathered in one book, RtI Research for Practice, an annotated bibliography of research about RtI. As this 224-page book clearly shows, RtI is a research-based strategy that has proven positive outcomes for many students, including those with disabilities. The newest materials available from NASDSE's RtI initiative are the Blueprint series. Two Blueprints, Response to Intervention Blueprints for Implementation: District Level and Response to Intervention Blueprints for Implementation: School Building Level, provide step-by-step implementation guidelines, resources and tips from RtI implementers with many years or experience. The Blueprints are intentionally designed to provide a framework around which RtI implementation can be built.
http://www.nasdse.org/Projects/ResponsetoInterventionRtIProject/tabid/411/Default.aspx

Northeast Regional Resource Center (NERRC)
They blend leadership and service to help northeastern states identify and solve persistent problems in providing quality special education services to children and youth with disabilities and their families. NERRC’s work is based on state-identified priorities and varies state to state. NERRC provides technical assistance to the following states in the areas of special education policy and practice under the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind: Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Rhode Island, and Vermont. Most recently, NERRC has been helping states address needs identified in their State Performance Plans (SPPs), which focus on improving both special education performance and compliance.
http://www.wested.org/cs/we/view/pj/213

National Center for Teacher Quality (NCTQ)
The National Council on Teacher Quality advocates for reforms in a broad range of teacher policies at the federal, state, and local levels in order to increase the number of effective teachers. In particular we recognize the absence of much of the evidence necessary to make a compelling case for change and seek to fill that void with a research agenda that has direct and practical implications for policy. We are committed to lending transparency and increasing public awareness about the four sets of institutions that have the greatest impact on teacher quality: states, teacher preparation programs, school districts and teachers' unions. 
http://www.nctq.org/p/

National Comprehensive Center for Teacher Quality
The National Comprehensive Center for Teacher Quality (TQ Center) is a national resource to which the regional comprehensive centers, states, and other education stakeholders turn for strengthening the quality of teaching—especially in high-poverty, low-performing, and hard-to-staff schools—and for finding guidance in addressing specific needs, thereby ensuring highly qualified teachers are serving students with special needs.
http://www.tqsource.org/

National Council on Teacher Quality (NCTQ)
The National Council on Teacher Quality is a nonpartisan research and advocacy group committed to restructuring the teaching profession, led by our vision that every child deserves effective teachers.
http://www.nctq.org/p/

Center for Teaching Quality
CTQ seeks to improve student learning and advance the teaching profession by:

• Cultivating teacher leadership
• Conducting timely research
• Crafting smart policy

http://www.teachingquality.org

National Dropout Prevention Centers/Network
NDPC/N and NDPC-SD provide knowledge and promote networking for researchers, practitioners, policymakers, and families to increase opportunities for youth in at-risk situations to receive the quality education and services necessary to successfully graduate from high school.
http://www.dropoutprevention.org/

National Dropout Prevention Center for Students with Disabilities
NDPC-SD is committed to providing technical assistance to assist states in building capacity to design/select and implement effective, evidence-based interventions and programs to address dropout among students with disabilities. NDPC-SD employs various strategies to transfer knowledge and to support systems change and capacity building. These include direct consultation in designing state-level initiatives based on state-identified needs, product and document reviews, technical assistance, professional development institutes, and Web-based resources.
http://www.ndpc-sd.org/

National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs
A project of the Office of English Language Acquisition, NCLEA collects, analyzes and disseminates information about language instruction educational programs for English Language Learners (ELLs).
www.ncela.gwu.edu/

Region II Resources back to the top

Northeast Regional Comprehensive Center
The Northeast Regional Comprehensive Center is funded by the U.S. Department of Education and acts on behalf of all students in Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, and Vermont by working with education leaders in the states to meet the goals of No Child Left Behind (NCLB).  NRCC engages states education leaders in using research-based findings and rigorous evidence to meet the goals of NCLB.  NRCC staff designs technical assistance services that meet education leaders' priority needs, further the key initiatives of the U.S. Department of Education, and have the greatest potential for developing states capacity to help districts and schools improve.

Technical Assistance Center on Disproportionality(TACD)
Technical Assistance Center on Disproportionality (TACD) project, formerly known as Chapter 405, at The Metropolitan Center for Urban Education (Metro Center), is contracted through the New York State Office of Vocational and Educational Services for Individuals with Disabilities to develop, implement, and assess a process of providing comprehensive technical assistance and professional development trainings to New York State School Districts that are addressing issues of disproportionality.
http://steinhardt.nyu.edu/metrocenter/tacd.html

Regional Educational Laboratory Northeast & Islands (REL-NEI)
The Regional Educational Laboratory Northeast and Islands (REL-NEI) serves New England, New York, Puerto Rico, and the Virgin Islands.  REL-NEI’s mission is to help preK-16 educators at the state, district and school levels increase their use of scientifically based evidence to make decisions that lead to improved student achievement and reduced performance gaps among student groups.   REL-NEI is operated by Education Development Center, Inc. in Newton, Massachusetts. EDC is an international nonprofit organization that conducts and applies research to advance learning and promote health. EDC manages more than 325 projects in 35 countries.
www.relnei.org

Jewish Board of Family and Children's Services
The Jewish Board of Family and Children’s Services (JBFCS) has been a trailblazer in treating social problems for more than 110 years. Today, JBFCS is one of the nation’s largest and most respected nonprofit mental health and social service agencies.  JBFCS serves over 65,000 New Yorkers annually from all religious, ethnic, and economic backgrounds through a comprehensive range of 185 community-based programs, residential facilities, and day-treatment centers.  http://www.jbfcs.org/

References from the Website back to the top

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U.S. Department of Education. (2011h). Table 1:  Public school student membership, by grade and state or jurisdiction:School year 2008–09. Washington, DC: National Center for Education Statistics. Retrieved March 14, 2011 from http://nces.ed.gov/pubs2010/SNF200708/tables.asp

U.S. Department of Education. (2011i). Table 3:  Student membership and current expenditures per pupil for public elementary and secondary education, by function, subfunction, and state or jurisdiction: Fiscal year 2008. Washington, DC: National Center for Education Statistics. Retrieved March 14, 2011 from http://nces.ed.gov/pubs2010/expenditures/tables/table_03.asp

U.S. Department of Education. (2011j). Table 42: Number and percentage of public school students eligible for free or reduced-price lunch by state: 2000-01, 2005-06, 2006-07, 2007-08.Washington, DC: National Center for Education Statistics. Retrieved March 14, 2011 from http://nces.ed.gov/programs/digest/d09/tables/dt09_042.asp

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