Citation URL: http://www.urban.org/JorgeRuizdeVelasco

In 1994 Congress required all states to implement comprehensive accountability systems for schools receiving federal funds under the Elementary and Secondary Education Act (ESEA). This new federal requirement responded to civil rights advocates' concerns that schools serving large numbers of poor, minority, and limited English proficient (LEP) students set lower standards for their education and thus ratified lower expectations for their performance.

The United States is being transformed by high, continuing levels of immigration. No American institution has felt the effect of these flows more forcefully than the nation's public schools. And no set of American institutions is arguably more critical to the future success of immigrant integration.

This report describes capacity and needs assessments of youth services in the District of Columbia. These assessments were conducted by the Urban Institute, Georgetown University, and the University of the District of Columbia (UDC) in the Summer of 1999. (Available in CD-ROM format only).

This report describes capacity and needs assessments of youth services in the District of Columbia. These assessments were conducted by the Urban Institute, Georgetown University, and the University of the District of Columbia (UDC) in the Summer of 1999. DC mayor Anthony Williams requested these assessments to help guide the allocation of additional funds in this area. This report describes various indicators of need across geographic regions of the city, results from a survey of providers, and interviews with service providers, parents, and youth related to early childhood development, K-12 academic achievement, post-school success, health and well-being, and crime.

Return to list of authors