Description |
1 online resource |
Series |
Education in a competitive and globalizing world |
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Education in a competitive and globalizing world series.
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Contents |
REGULATORY AND REPORTING BURDENS OF FEDERAL EDUCATION ACTS; Library of Congress Cataloging-in-Publication Data; CONTENTS; PREFACE; Chapter 1: ELEMENTARY AND SECONDARY EDUCATION ACT: ESTIMATED BURDEN HOURS AND COST OF INFORMATION COLLECTIONS; SUMMARY; INTRODUCTION; FINDINGS IN BRIEF; METHODOLOGY AND SCOPE OF ANALYSIS; GENERAL ISSUES RELATED TO THE COLLECTION OF DATA; PURPOSE OF INFORMATION COLLECTION; NUMBER OF RESPONDENTS, BURDEN HOURS, AND COST BURDEN; FEDERAL COST OF INFORMATION COLLECTION PACKAGES |
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STATE EDUCATIONAL AGENCY, LOCAL EDUCATION AGENCY, AND SCHOOL DATA COLLECTION AND REPORTING UNDER ESEA TITLE I, PART A: ACCOUNTABILITY ISSUESCONCLUSION; APPENDIX A. DATA SOURCE AND INFORMATION CLEARANCE PROCESS; APPENDIX B. SUPPORTING STATEMENT FOR PAPERWORK REDUCTION ACT SUBMISSION; APPENDIX C. DESCRIPTION OF STATUTORY AND REGULATORY REQUIREMENTS ASSOCIATED WITH THE TITLE I-A ACCOUNTABILITY ISSUES INFORMATION COLLECTION PACKAGE; Chapter 2: HIGHER EDUCATION: EXPERTS CITEDA RANGE OF REQUIREMENTS AS BURDENSOME; ABBREVIATIONS; WHY GAO DID THIS STUDY; WHAT GAO RECOMMENDS; WHAT GAO FOUND |
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BACKGROUNDEXPERTS CITED A RANGE OF REQUIREMENTS AS BURDENSOME; SCHOOLS SHARED SIMILAR VIEWS ON TYPES OF BURDENS AND NAMED A FEW BENEFITS; EDUCATION SEEKS FEEDBACK MAINLY THROUGH FORMAL CHANNELS BUT SCHOOLS DO NOT ALWAYS RESPOND TO THESE OPPORTUNITIES; CONCLUDING OBSERVATIONS; AGENCY COMMENTS AND OUR EVALUATION; APPENDIX I: OBJECTIVES, SCOPE, AND METHODOLOGY; APPENDIX II: SELECTED FEDERAL REQUIREMENTS DESCRIBED AS BURDENSOME IN DISCUSSION GROUP COMMENTS; APPENDIX III: SELECTED EXAMPLES OF OTHER FEDERAL REQUIREMENTS THAT MAY APPLYTO POSTSECONDARY SCHOOLS |
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Chapter 3: K-12 EDUCATION: SELECTED STATES AND SCHOOL DISTRICTS CITED NUMEROUS FEDERAL REQUIREMENTS AS BURDENSOME, WHILE RECOGNIZING SOME BENEFITSABBREVIATIONS; WHY GAO DID THIS STUDY; WHAT GAO RECOMMENDS; BACKGROUND; KEY EDUCATION STAKEHOLDERS AND STATEAND SCHOOL DISTRICT OFFICIALS CITED MANY FEDERAL REQUIREMENTS AS BOTH BURDENSOME AND BENEFICIAL; STATES AND SCHOOL DISTRICTS GENERALLY DO NOT TRACK THEIR COSTS TO COMPLY WITH FEDERAL REQUIREMENTS, ACCORDING TO THOSE WE INTERVIEWED |
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FEDERAL AGENCIES ARE TAKING STEPS TO REDUCE BURDEN, BUT POTENTIALLY DUPLICATIVE REPORTING REQUIREMENTS AND STATUTORY LIMITATIONS REMAINCONCLUSION; RECOMMENDATIONS FOR EXECUTIVE ACTION; AGENCY COMMENTS AND OUR EVALUATION; APPENDIX I: DESCRIPTION AND SOURCEOF REQUIREMENTS IDENTIFIED AS BURDENSOMEBY THE STATE AND SCHOOL DISTRICT OFFICIALSWE INTERVIEWED; INDEX |
Bibliography |
Includes bibliographical references and index |
Notes |
PDF title page (viewed March 28, 2014) |
Subject |
Educational law and legislation -- United States.
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Administrative procedure -- Education -- United States
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LAW -- Administrative Law & Regulatory Practice.
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Educational law and legislation
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United States
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Form |
Electronic book
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Author |
Trudi, Aurori, editor
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ISBN |
9781631174186 |
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1631174185 |
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