Week 3 – assignment: understand the u.s. department of education, | EDL-8025 | Northcentral University

 Turnitin®Turnitin® enabledThis assignment will be submitted to Turnitin®.Instructions

Now that you have a general understanding of the federal role in shaping educational policy, complete the following assignment. Use the following guideline to format your paper.

Discuss the following in paragraphs 1-2—How do you perceive that the federal government affects you? You can answer this from the lens of your current position in education or in your position as a stakeholder in a school district, a state system of higher education, or another educational organization. Be sure to cite specific programs, policies,  and initiatives.

Discuss the following in paragraphs 3-5—React to at least three timely topics. Is there a different perspective on the topic depending on the political party?

  • ESSA (Every Student Succeeds Act) implementation
  • Title 1 funding
  • School choice
  • Charter school programs
  • Transparency in school funding
  • Waivers/vouchers for charter/private schools
  • “Supplement, not supplant” issue
  • Graduation rates
  • Federal funding

In your concluding paragraph (6), relate your understanding of federal policy in education to your role in education. Specifically,  answer the following: Based on what you’ve learned in this exercise, as well as your professional experience, discuss your understanding of the direction of the federal education policy.

Length: 3-5 pages not including reference pages

Resources: Support your paper with at least 2-4 scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included. 

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University’s Academic Integrity Policy.

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