*Promoting Informed ParentalChoice and Innovative

Programs*

Jaquanda Pugh Teacher assist II- 0606 February 22, 2010

Community Technology centersThe main reason for community technology centers is to increase community access to technology and opportunities to enhance technological proficiency. It also supports learninginside and outside the classroom as well as broader community improvement.

Access to computers and technology in the community is mostly important for low- incomestudents and adults.

Many children and adults do not have access to computers and internet outside of school.

Community Technology centersThe federal share of the cost of any funded project cannot exceed 50 percent. The requirement for the grantees must use funds to create or expand community technology centers and to evaluate the projects effectiveness.

Applicants must demonstrate the need for the services and commitment to the project.

A plan for evaluation of the program is also required.

Grantees prepare and submit to the U.S department of education and a report that describesthe results.

**Educational, cultural, apprenticeship and Exchange programs for Alaska

Natives, Native Hawaiians, and their Historical Whaling and trading partners in

Massachusetts**

This program develops culturally based educational activities and internships programs toassist Alaska Natives, Native Hawaiians, and children and families of Massachusetts.

In this program you learn about shared culture and traditions.

Grants and contracts are awarded to the people of the ethnic groups above.

Grantees are required to submit an application to the secretary of education.

Applicants must inform the local school district if their students will participate in the program.

Arts in educationThe arts in education program supports education reform by strengthening arts educationas part of the school curriculum.

It’s main focus is to help all students achieve standards in arts.

Children in this program learn in many different ways such as, aural, spatial, kinetic, andvisual learning.

College board data shows that the students who are involved in this program do betteron the SAT, on both verbal and mathematics sections, than students who don’t participate in this program.

If funding is greater than $15 million this program must provide assistance. If the funding is lessthan $15 million grants are provided to the John F. Kennedy center and very special arts only.

Grantees are required coordinate to the practicable organizations such as, museums, arts ofeducation associations, libraries, and theaters.

Parental assistance informationCenters

This program establishes school-based parental information that provide training, information,and support to parents and organizations that work with parents, to help them on parentalinvolvement strategies to improve students academic achievement.

Research demonstrates that parent involvement in children's learning is related to achievement.

Also, researchers found that the schools with the most successful parent involvement programsare those which offer parents a variety of ways to participate.

Parental assistance informationCenters

The U.S department of education awards competitive grants to all geographic regions of the U.S.the first $50 million is to be used for parent information and resource centers.

Any amount above $50 million is to be split evenly between the parent information andresource centers and the local family information centers.

A key requirement is how effective the parental involvement activities of districts and schoolson student achievement.

The performance of the program is measured through the annual data reported by grantees.

Women’s Educational EquityThis program promotes educational equity for girls and women who experience multiple formsof discrimination based on gender, race, ethnic origin, limited English proficiency, disability, orage.

The secretary is to make sure that the program is ran by a professional with experience in thefield of gender- equity education.

The performance is measured by the secretary submitting the status of educational equity forgirls and women in the U.S no later than 1/1/2006, to the president and congress.