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TAH Project Database

Showing 161 - 170 of 1145 results

The eight charter schools participating in this grant are in the Bronx, New York. Nearly 100 percent of their students are ethnic minorities, and program activities will reflect a multicultural [...] »

In these western New York state districts, teachers have few opportunities for history professional development and, because of state certification requirements, most have little formal preparation [...] »

Woodbury City Public Schools is an urban district in southern New Jersey near the site of the Battle of Red Bank during the Revolutionary War. About half of the students are from minority backgrounds [...] »

Washington Township Public Schools, a New Jersey school district 20 miles southeast of Philadelphia, serves a culturally and linguistically diverse student population. Student performance on state [...] »

Led by Moorestown Township Public Schools, a consortium of 14 school districts in southern New Jersey will deliver the Ulysses S. Grant Reading American History Fellowship. Students' low scores on [...] »

This northern New Jersey consortium has more than 157 schools in need of improvement. More than 28 percent of students are classified as disabled and many teachers are not highly qualified to teach [...] »

Led by the Miller R-II School District, a consortium of 14 rural Missouri school districts in need of improvement will address teachers' underpreparation in history education by implementing the [...] »

The city of St. Louis constitutes the core of a large metropolitan area, and its schools serve a high-needs population. Students in St. Louis Public Schools have scored considerably below averages on [...] »

The South Central Service Cooperative is a consortium of districts in mostly rural south central Minnesota, where 73 percent of the schools have not achieved Adequate Yearly Progress at the district [...] »

An earlier Teaching American History grant in this Michigan district supported teachers in Grades 5, 8 and 10. Fifth grade teachers noticed that students were arriving with insufficient background [...] »