Encouraging Innovation and Effective Teachers Act [[electronic resource] ] : report of the Committee on Education and the Workforce to accompany H.R. 3990, to encourage effective teachers in the classrooms of the United States and innovative programs in our nation's schools, together with minority views |
Pubbl/distr/stampa | Washington, : U.S. G.P.O., 2012- |
Descrizione fisica |
1 online resource ( |
Collana | Report / 112th Congress, 2d session, House of Representatives |
Soggetto topico |
School improvement programs - United States - States - Finance
Educational accountability - Law and legislation - United States Academic achievement - United States - States Education - Parent participation - Law and legislation - United States Teachers - Training of - Law and legislation - United States Grants-in-aid - Law and legislation - United States Educational law and legislation - United States |
Formato | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Altri titoli varianti | Encouraging Innovation and Effective Teachers Act |
Record Nr. | UNINA-9910701901403321 |
Washington, : U.S. G.P.O., 2012- | ||
![]() | ||
Lo trovi qui: Univ. Federico II | ||
|
No Child Left Behind Act [[electronic resource] ] : Education actions could improve the targeting of school improvement funds to schools most in need of assistance : report to congressional requesters |
Pubbl/distr/stampa | [Washington, D.C.] : , : U.S. Govt. Accountability Office, , [2008] |
Descrizione fisica | iii, 55 pages : digital, PDF file |
Soggetto topico |
School improvement programs - United States - States - Finance
Government aid - United States - States Educational accountability - United States - States |
Formato | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Altri titoli varianti | No Child Left Behind Act |
Record Nr. | UNINA-9910696549903321 |
[Washington, D.C.] : , : U.S. Govt. Accountability Office, , [2008] | ||
![]() | ||
Lo trovi qui: Univ. Federico II | ||
|