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School Improvement Grants (SIGs) are grants awarded by the U.S. Department of Education to state education agencies (SEAs) under Section 1003(g) of the Elementary and Secondary Education Act of 1965 (aka ESEA, reauthorized by the No Child Left Behind Act (NCLB) in 2002). The SEAs, in turn, award subgrants to local educational agencies (LEA’s, also known as school districts) for the purpose of supporting focused school improvement efforts.〔U.S. Department of Education (2010). Guidance on School Improvement Grants Under Section 1003(g) of the Elementary and Secondary Education Act of 1965. Washington, DC. Author. The final requirements for the SIG program, set forth in 74 FR 65618 (Dec. 10, 2009), and amended by the interim final requirements, set forth in 75 FR (Jan. 21, 2010) (final requirements), implement both the requirements of section 1003(g) of the ESEA and the flexibilities for the SIG program provided through the Consolidated Appropriations Act, 2010.〕 In 2009, the Obama administration, and specifically U.S. Secretary of Education Arne Duncan, challenged the education community to make the lowest-achieving schools its highest priority.〔Duncan A. (2009). ''Turning Around the Bottom Five Percent: Secretary Arne Duncan's Remarks at the National Alliance for Public Charter Schools Conference''. Retrieved from: http://www2.ed.gov/news/speeches/2009/06/06222009.html〕 With funds allocated under the American Recovery and Reinvestment Act of 2009, the U.S. Department of Education dramatically increased the funds provided to SEAs under section 1003(g) while issuing program requirements that charged the SEAs with channeling the funds to LEAs for the “persistently lowest-achieving schools” to support rapid improvement through four relatively prescriptive intervention models: • The turnaround model in which the LEA replaces the principal and rehires no more than 50% of the staff, gives the principal greater autonomy, and implements other prescribed and recommended strategies. • The “restart model” in which the LEA converts or closes and reopens a school under a charter school operator, charter management organization, or education management organization. • The “school closure model” in which the LEA closes the school and enrolls the students in other schools in the LEA that are higher achieving. • The “transformation model” in which the LEA replaces the principal (except in specified situations), implements a rigorous staff evaluation and development system, institutes comprehensive instructional reform, increases learning time and applies community-oriented school strategies, and provides greater operational flexibility and support for the school.〔Perlman, C. L., & Redding, S. (Eds. (2010). Handbook on Effective Implementation of School Improvement Grants Center on Innovation & Improvement. Lincoln, IL.〕 ==Announcement== On December 3, 2009, U.S. Secretary of Education Arne Duncan announced the final requirements for $3.5 billion in Title I School Improvement Grants (SIGs) to turn around the nation’s lowest performing schools. The applications were due into the U.S. Department of Education by Feb. 8, 2010. These funds were made available to states by formula and competed for by school districts. As they competed for the funds, school districts/local educational agencies (LEAs) were required to identify the schools they wanted to transform, and then determine which of four models was most appropriate: the turnaround model, the restart model, school closure, or the transformation model. The law delineates the requirements for each of the four models. If a school had begun implementation of one of these four models or components of one of these models within the previous two years, it was permitted to apply to use SIG funds to continue to implement the full model. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「School Improvement Grant」の詳細全文を読む スポンサード リンク
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