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Become a Supplemental Educational Services (SES) Provider Title I of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act (NCLB), provides for "supplemental educational services" for disadvantaged students in public schools. Supplemental educational services (SES) are tutoring and other academic enrichment activities provided outside of the regular school day to eligible public school students to help improve achievement in reading, language arts, and math. Parents of eligible public school students may obtain these services for their children free of charge from an approved SES provider of their choice. Under NCLB, private schools are eligible to become approved providers and to receive payment for providing SES. The U.S. Department of Education encourages private schools to consider becoming SES providers. Interested schools should inquire with their state educational agency as to the provider application and approval process. More information on SES for private schools Opportunities for Private Schools to Provide Extra Academic Help to Disadvantaged Students (SES brochure for private schools) Questions and Answers on the Participation of Private Schools in Supplemental Educational Services Under No Child Left Behind Dear Colleague letter SES Non-Regulatory Guidance download files MS Word, (882K) For inquiries or comments, e-mail: Office of Non-Public Education

Office of Innovation and Improvement Office of Non-Public Education U.S. Department of Education 400 Maryland Ave. S.W. Washington, DC 20202-5940

frequently asked questions about nonpublic schools

http://www2.ed.gov/about/offices/list/oii/nonpublic/faq.html Purpose of Guidance The Office of Innovation and Improvement's, Office of Non-Public Education, is issuing this guidance to provide states and local education agencies (LEAs), private school officials and the private school community with information to assist them in understanding the scope of federal education services and benefits available to private school students, teachers and, in some programs, parents under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB), and the Individuals with Disabilities Education Act (IDEA). This guidance also provides responses to frequently asked questions concerning private schools and federal education programs. This guidance represents the Department's current thinking on these topics. It does not create or confer any rights for or on any person. This guidance does not impose any requirements beyond those set forth under applicable laws and regulations. If you are interested in commenting on this guidance, please e-mail us your comments to: onpe@ed.gov or write to us at the following address: Office of Innovation and Improvement Office of Non-Public Education U.S. Department of Education 400 Maryland Ave. S.W. Washington, DC 20202-5940 ONPE Mission and Activities ONPE fosters maximum participation of nonpublic school students and teachers in federal education programs and initiatives. Since the initial passage of the Elementary and Secondary Education Act (ESEA) in 1965, private school students and teachers have been eligible to participate in certain federal education programs. ONPE's activities reflect this mission and direction by: Representing the U.S. Department of Education to the nonpublic school community; Offering advice and guidance within the Department on all matters affecting nonpublic education; Communicating with national, state and local education agencies and associations on nonpublic education topics; Communicating the interests and concerns of the nonpublic school community to the Department; Providing parents with information regarding education options for their children; and Providing technical assistance, workshops and publications.

Andre-Bechely, L. 2005. Could It Be Otherwise? Parents and the Inequalities of Public School Choice. Routledge. Arum, R. 1996. Do Private Schools Force Public Schools to Compete? American Sociological Review, 61(1): 29-46. Bracy, G. 2002. The War Against America's Public Schools: Privatizing Schools, Commercializing Education. Allyn and Bacon. Brighouse, H. 2000. School Choice and Social Justice. Oxford Univ. Press. Chubb, J. & Moe, T. 1990. Politics, Markets, and America's Schools. Brookings Institution. Corwin, R. & Schneider, J. 2005. The School Choice Hoax: Fixing America’s Schools. Praeger. Dillon, S. 2004. Collapse of 60 Charter School Leaves Californians Scrambling. New York Times, Sept. 17. Fabricant, M. 2011. Charter Schools and the Corporate Makeover of Public Education. Teachers College Press. Fuller, B. & Elmore, R. 1996. Who Chooses? Who Loses? Culture, Institutions, and the Unequal Effects of School Choice. Teachers College Press. Good, T. & Braden, J. 2000. The Great School Debate: Choice, Vouchers, and Charters. Lawrence Erlbaum. Goldhaber, D. & Eide, E. 2002. What Do We Know (and Need to Know) about the Impact of School Choice Reforms on Disadvantaged Students? Harvard Educational Review, 72(2): 157-176. Greene, J. P. et al., 1998. School Choice in Milwaukee: A Randomized Experiment. In P. Peterson and B. Hassel (Eds.) Learning from School Choice. Brookings Institution. Holme, J. 2002. Buying Homes, Buying Schools: School Choice and the Social Construction of School Quality. Harvard Educational Review, 72(2): 177-205. Howe, K. & Welner, K. 2002. School Choice and the Pressure to Perform: Deja Vu for Children with Disabilities? Remedial and Special Education, v. 23 (4): 212-221. Levin, H. 1998. Educational Vouchers: Effectiveness, Choice and Costs. Journal of Policy Analysis & Management, Summer, v.17 n3 p. 373. Lubienski, C. & Weitzen, P. 2010. The Charter School Experiment: Expectations, Evidence, and Implications. Harvard Education Press. Mendez, T. 2004. Can Competition Really Improve Schools? Christian Science Monitor, Sept. 7, p. 12. Merseth, K. et al. 2009. Inside Urban Charter Schools: Promising Practices and Strategies in Five High-Performing Schools. Harvard Education Press. Miner, B. 2000. No One Really Knows How Children in Milwaukee's Voucher Schools Are Faring. The Nation, June 5, v. 270, p. 23. Peterson, P. & Campbell, D. (Eds.) 2002. Charters, Vouchers, and Public Education. Brookings Institution Press. Rethinking Schools. 2000. Selling Out Our Schools. Rethinking Schools. Rosen, G. 2000. Are School Vouchers Un-American? Commentary, Feb. v109, p. 26. Rouse, C. 1998. Private School Vouchers and Student Achievement: An Evaluation of the Milwaukee Parental Choice Program. Quarterly Journal of Economics, 113: 553-602. Samuels, C. & Reid, K. 2005. Ohio OK's Vouchers for Pupils in Low-Rated Schools. Education Week, July 13. Schorr, J. 2002. Hard Lessons: The Promise of an Inner City Charter School. Ballantine. Watkins, W. (Ed.) 2011. The Assault on Public Education: Confronting the Politics of Corporate School Reform. Teachers College Press. Wells, A. 1993. Time to Choose: America at the Crossroads of School Choice Policy. Hill and Wang. Wells, A. 2002. Where Charter School Policy Fails: The Problems of Accountability and Equity. Teachers College Press. Witte, J. 2000. The Market Approach to Education: An Analysis of America’s First Voucher Program. Princeton Univ. Press.

The U.S. Department of Education's National Center for Education Statistics reports that approximately 1.1 million children (2.2 percent of school-age children) were being educated at home as of 2003-29 percent more than the 850,000 students who were being homeschooled in 1998

HOMEROOM

http://blog.ed.gov/2016/03/restorative-justice-practices-and-bullying-prevention/

the Voluntary Public School Choice Program supports efforts to establish or expand intradistrict, interdistrict, and open enrollment public school choice programs to provide parents, particularly parents whose children attend low-performing public schools, with expanded education options. For more information: Public School Choice Guidance download files MS Word (958KB) | PDF (304KB) Voluntary Public School Choice Program Giving Parent Options Innovations in Education: Creating Strong District School Choice Programs

Private Schools Most private or nonpublic schools in the U.S. are religious, and many are affiliated with a religious faith, denomination, or local church. Many nonpublic schools without a religious identity or affiliation are private schools designed to prepare students for college. Other independent schools are based on a particular educational philosophy or approach to learning, such as Montessori or Waldorf schools; have a special needs focus, such as schools for students who are deaf or blind; or have a specific subject matter specialty, such as science and technology or the arts. For more information: Office of Non-Public Education Participation of children enrolled in private schools Council for American Private Education Home Schools Homeschooled children may be taught by one or both parents, by tutors who come into the home, or through virtual school programs conducted over the Internet...

The Every Student Succeeds Act (ESSA) was signed by President Obama on December 10, 2015

The Office of Innovation and Improvement's, Office of Non-Public Education, is issuing this guidance to provide states and local education agencies (LEAs), private school officials and the private school community with information to assist them in understanding the scope of federal education services and benefits available to private school students, teachers and, in some programs, parents under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB), and the Individuals with Disabilities Education Act (IDEA). This guidance also provides responses to frequently asked questions concerning private schools and federal education programs.ONPE/ Communicating with national, state and local education agencies and associations on nonpublic education topics;

http://www2.ed.gov/about/offices/list/oii/nonpublic/faq.html Office of Non-Public Education (ONPE) Non-Public Education Organizations disclaimer Disclaimer The Association of Boarding Schools (TABS) Association of Military Colleges and Schools (AMCSUS) American Association of Christian Schools (AACS) American Montessori Society Association of Christian Schools International (ACSI) Association Montessori International, USA Association of Waldorf Schools of North America Christian Schools International (CSI) Council for American Private Education (CAPE) Evangelical Lutheran Church in America (ELCA) Friends Council on Education Home School Legal Defense Association (HSLDA) Islamic Schools League of America Lutheran Church-Missouri Synod (LCMS) National Association of Episcopal Schools National Association of Independent Schools (NAIS) National Association of Private Special Education Centers National Catholic Educational Association (NCEA) National Christian Schools Association National Coalition of Girls' Schools National Independent Private Schools Association Seventh-day Adventist Schools Solomon Schechter Day Schools Association Southern Baptist Association of Christian Schools United States Conference of Catholic Bishops (USCCB) ONPE Mission and Activities ONPE fosters maximum participation of nonpublic school students and teachers in federal education programs and initiatives. Since the initial passage of the Elementary and Secondary Education Act (ESEA) in 1965, private school students and teachers have been eligible to participate in certain federal education programs. ONPE's activities reflect this mission and direction by: Representing the U.S. Department of Education to the nonpublic school community; Offering advice and guidance within the Department on all matters affecting nonpublic education; Communicating with national, state and local education agencies and associations on nonpublic education topics; Communicating the interests and concerns of the nonpublic school community to the Department; Providing parents with information regarding education options for their children; and Providing technical assistance, workshops and publications.

Divergent Thinking. By contrast, divergent means “developing in different directions” and so divergent thinking opens your mind in all directions. This opens possibilities in your life because it leads you to look for options that aren’t necessarily apparent at first. The figure on the right side of the above diagram illustrates divergent thinking.

https://www.psychologytoday.com/blog/turning-straw-gold/201302/what-type-thinker-are-you