983 resultados para Head Start Program (U.S.)
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Available from the National Technical Information Service, Springfield, Va.
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"June 2000"--Cover.
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Item 603-G
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At head of title: U.S. Dept. of Commerce. Bureau of the Census.
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"A report to the President and the Congress of the United States by the U.S. Merit Systems Protection Board."
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Shipping list no.: 91-436-P (pt. [1]).
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"July 12, 1988" -- pt.2.
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*Designated as an exemplary master's project for 2015-16*
The American approach to disparities in educational achievement is deficit focused and based on false assumptions of equal educational opportunity and social mobility. The labels attached to children served by compensatory early childhood education programs have evolved, e.g., from “culturally deprived” into “at-risk” for school failure, yet remain rooted in deficit discourses and ideology. Drawing on multiple bodies of literature, this thesis analyzes the rhetoric of compensatory education as viewed through the conceptual lens of the deficit thinking paradigm, in which school failure is attributed to perceived genetic, cultural, or environmental deficiencies, rather than institutional and societal inequalities. With a focus on the evolution of deficit thinking, the thesis begins with late 19th century U.S. early childhood education as it set the stage for more than a century of compensatory education responses to the needs of children, inadequacies of immigrant and minority families, and threats to national security. Key educational research and publications on genetic-, cultural-, and environmental-deficits are aligned with trends in achievement gaps and compensatory education initiatives, beginning mid-20th century following the Brown vs Board declaration of 1954 and continuing to the present. This analysis then highlights patterns in the oppression, segregation, and disenfranchisement experienced by low-income and minority students, largely ignored within the mainstream compensatory education discourse. This thesis concludes with a heterodox analysis of how the deficit thinking paradigm is dependent on assumptions of equal educational opportunity and social mobility, which helps perpetuate the cycle of school failure amid larger social injustices.FIRM, flood insurance rate map and street index, borough of Carteret, New Jersey, Middlesex County /
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Relief shown by spot heights.
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This review of preventative controls for fraud, waste, and abuse in the Supplemental Nutrition Assistance Program (SNAP), administered by the Department of Social Services, was self-initiated by the State Inspector General as part of a broader statewide review of preventative fraud, waste, and abuse management controls of major benefit programs in State agencies. This review’s scope and objectives were: Assess SNAP’s preventative management controls for fraud, waste, and abuse; Identify SNAP preventative management control best practices; and Identify opportunities to improve SNAP management controls to cost/effectively mitigate risks of fraud, waste, and abuse.
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This review was initiated based upon allegations from multiple sources of possible fraud in the Disaster Supplemental Nutrition Assistance Program (D-SNAP) administered by the South Carolina Department of Social Services (SCDSS), which was implemented in response to the 10/3/2015 statewide flooding from Hurricane Joaquin. This review’s scope and objectives were: Assess SCDSS’s D-SNAP implementation for compliance with federal guidelines, with emphasis on fraud preventative controls; Assess the SCDSS’s post-disaster review and audit methodology for compliance with federal guidelines, with emphasis on understanding the fraud risks and resolution strategies; and Identify residual risk/suspected fraud not addressed through the SCDSS review and available opportunities to address.
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77/56
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77/51 v.1
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77/37
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77/24
