Education, International Affairs and Social Security Task Forces of the Committee on the Budget, United States Senate, One Hundred Fifth Congress, First Session, October 28, 1997--The State of American Education; November 6, 1997--Federal Pre-kindergarten Through Twelve Grade Education Programs; October 30, 1997--International Affairs Funding--150 Account; November 20, 1997--Financing Social Security in the 21st Century, 第 4 卷

U.S. Government Printing Office, 1998 - 346 頁
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第 162 頁 - Federal activities have on the local educational agencies in the areas in which such activities are carried on, the Congress hereby declares it to be the policy of the United States to provide financial assistance (as set forth in the following...
第 179 頁 - Daniel S. Greenberg, The Politics of Pure Science (New York: New American Library, 1967); and James L.
第 162 頁 - States to provide financial assistance (as set forth in this title) to local educational agencies serving areas with concentrations of children from low-income families to expand and improve their educational programs by various means (including preschool programs) which contribute particularly to meeting the special educational needs of educationally deprived children.
第 253 頁 - ... goods, services, and training. Since 1992, the Economic Support Fund has been reduced by about one-third, with aid to countries outside of the Middle East absorbing nearly all of these cuts. Decreases in foreign military financing to specific countries outside the Middle East have resulted from the end of the Cold War and the decline in regional conflicts, primarily in Central America. Currently, the vast majority of foreign military financing is devoted to Israel and Egypt, with most of the...
第 43 頁 - NAEP mathematics assessments in 1990 and 1992, the 19% assessment uses a framework influenced by the Curriculum and Evaluation Standards for School Mathematics of the National Council of Teachers of Mathematics (NCTM).
第 184 頁 - That schools bring little influence to bear on a child's achievement that is independent of his background and general social context; and that this very lack of an independent effect means that the inequalities imposed on children by their home, neighborhood and peer environment are carried along to become the inequalities with which they confront adult life at the end of school.
第 43 頁 - The framework characterizes the mathematics domain in terms of five content strands — number sense, properties, and operations; measurement; geometry and spatial sense; data analysis, statistics, and probability; and algebra and functions. Across the five content strands, the assessment examines mathematical abilities (conceptual understanding, procedural knowledge, and problem solving) and mathematical power (reasoning, connections, and communication...
第 240 頁 - Secure peace; deter aggression; prevent, defuse, and manage crises; halt the proliferation of weapons of mass destruction and advance arms control and disarmament; • Expand exports, open markets, assist American business, foster economic growth and promote sustainable development; • Protect American citizens abroad and safeguard the borders of the United States; • Combat international terrorism, crime and narcotics trafficking; • Support the establishment and consolidation of democracies,...
第 121 頁 - Start at all costs against hostile critics, but in the process were reluctant to admit that there are weaknesses and limitations in these programs. Neither the Executive branch nor the Congress has done a good job of ascertaining exactly what types of compensatory education services and programs are most effective for helping at-risk children. While there have been some useful national assessments of the overall impact of Head Start and Title I, usually these evaluations have not even attempted to...