Education Week - July 18, 2018 - 19

GOVERNMENT & POLITICS
Rules involve job paths for those with disabilities
By Christina A. Samuels
The Trump administration, which has already shown its willingness to cut red tape,
has its eyes on a new target: regulations
meant to steer youths and adults with disabilities to jobs where they work alongside
people who do not have disabilities.
The regulations come from the Workforce
Innovation and Opportunity Act, which
passed with bipartisan support in 2014. The
law is overseen by the Rehabilitation Services Administration, which is a part of the
U.S. Department of Education.
The Education Department has taken the
first step needed to change the regulations:
In May, it posted a notice alerting the public
that a "notice of proposed rulemaking" was
coming by September. A department spokeswoman said the department is considering
"all options" for addressing stakeholder concerns.
Among the changes in the workforce law
is a requirement that state vocational-reha-

bilitation agencies take a more active role in
supporting youths with disabilities who are
making the transition from school to work.
The law also states that those agencies should maximize the opportunity that
youths and adults with disabilities have to
engage in what the law calls "competitive
integrated employment."
Such jobs are meant to be "typically found
in the community," in the words of the statute's regulations, and should allow the person
with a disability to interact with colleagues or
clients who do not have disabilities.
The regulations do not forbid people with
disabilities from choosing jobs that don't
meet those standards. But many employers
of people with disabilities say that workers
are being steered away from good jobs because those positions are not considered to
meet those standards.
When a client of a vocational-rehabilitation agency takes a job that is not considered
to be competitive, integrated employment,

WHAT YOU NEED TO KNOW ABOUT THE
WORKFORCE INNOVATION AND OPPORTUNITY ACT
Passed in 2014 by Congress with bipartisan support, the WIOA may be a new focus of a Trump
administration open to taking a new look at regulations approved in prior years. While the
current concerns center on the settings where people with disabilities can work, the WIOA has
several other provisions, many of which directly affect youth with disabilities. They include:
Money for transition programs: State vocational rehabilitation agencies,
which help people with disabilities meet their employment goals, must now spend
15 percent of their total job search and training money on programs aimed at
youth transitioning from school into postsecondary education or employment.
That total funding amounts to $3.2 billion in federal money in fiscal 2018, plus
a required 21 percent state match. Vocational rehabiliation agencies also must
coordinate with local school districts to provide those services.

50%

50%

Getty

Trump Team Set to Revisit
'Voc Rehab' Regulations

Additional focus on youth with the most severe disabilities: Money from the
federal government-about $27 million in fiscal 2018-flows to states through
"state supported employment grants," aimed at helping people with the most severe
disabilities. The new law says half of that money must be spent on youth up to age 24.

Restrictions on pay below minimum wage: Before
a person under 24 can be placed by an agency in a job paying less than the
minimum wage, that person must go through transition services and career
counseling, and must be provided career counseling on a yearly basis to be
informed of other job options.
SOURCES. U.S. Department of Education, U.S. Department of Labor

PAGE 24 >

Trump Rescinds Obama-Era Guidance on Diversity at Schools
the three most recent presidential adminisIn 2011, President Barack Obama's administrations have sought to put their gloss on the tration issued guidance documents for both K-12
President Donald Trump's administration legal landscape for the consideration of race and higher education that offered its own interhas rescinded several guidance documents in education.
pretation, one that was more open to the use of
issued under President Barack Obama that
race than the Bush administration's view.
emphasized permissible ways for schools and Interpreting Supreme Court Rulings
The K-12 document expanded on areas Kencolleges to take race into account to promote
nedy had cited in his Parents Involved concurstudent diversity.
It should be kept in mind that the U.S. Su- rence as ones where schools could continue to
The U.S. Departments of Justice and Edu- preme Court has had much to say about the take race into account if it were narrowly taication issued a "Dear Colleague" letter July 3 permissible uses of race in K-12 and higher ed- lored. These included school siting decisions,
that said they "have reviewed the documents ucation, and courts examining a race-conscious feeder patterns, and admission to competitive
and have concluded that they advocate policy program would be bound by those rulings more K-12 schools and programs.
preferences and positions beyond the require- than by guidance documents issued by the deThe Trump administration has signaled its
ments of the Constitution," as well as provi- partments of Education and Justice.
position against the use of race in college admissions of the Civil Rights Act of 1964 that proThe Supreme Court spoke most recently on sions by supporting a lawsuit by a private group
mote desegregation and bar discrimination diversity in higher education in 2016, when that challenges Harvard University's admisbased on race (and other factors) in federally the justices ruled 4-3 in Fisher v. University of sions program, which takes race into account.
funded schools.
Texas at Austin to uphold the race-conscious
The retirement of Kennedy from the high
The action rescinds Obama administration admissions plan at the flagship campus. Jus- court has sparked abundant speculation that
guidance documents issued in 2011, 2013, 2014, tice Anthony M. Kennedy, who retired from the a likely more conservative replacement by
and 2016, several of which were interpretations court, wrote the majority opinion.
Trump would eventually lead to a reversal on
of then-recent U.S. Supreme Court decisions
In the K-12 arena, the court in 2007 sharply race-conscious admissions plans.
about the use of race in college admissions.
limited the use of race in assigning students
"The Supreme Court has determined what af- to schools in districts that were no longer, or Advocates React
firmative action policies are constitutional, and never had been, under court supervision.
the court's written decisions are the best guide
Kennedy joined the judgment in Parents InGroups on both sides of the question of using
for navigating this complex issue," Secretary volved in Community Schools v. Seattle School race in education responded quickly to the
of Education Betsy DeVos said in a statement. District that invalidated voluntary race-con- news of the Trump administration's move.
"Schools should continue to offer equal opportu- scious assignment plans in the Seattle and
Roger Clegg, the president of the Center for
nities for all students while abiding by the law." Jefferson County, Ky., school districts. But he Equal Opportunity, a Washington-based group
Beyond advocating policy positions that go wrote a significant concurrence that said it that has long opposed race-conscious programs,
beyond legal requirements, the "Dear Col- could still be a compelling interest for a school said in a statement: "The Obama guidance in
league" letter says, the Obama-era documents district to seek a diverse student population.
this area was bad law and bad policy, and it's
"prematurely decide, or appear to decide,
"Race may be one component of that diver- good news if it is indeed being withdrawn. ...
whether particular actions violate the Consti- sity, but other demographic factors, plus spe- The federal government should not be going
tution or federal law."
cial talents and needs, should also be consid- out of its way to encourage such discrimination,
"By suggesting to public schools, as well as ered," Kennedy wrote.
which is what the Obama guidance did."
recipients of federal funding, that they take acIn 2008, President George W. Bush's adAdvocates for educators, though, were wortion or refrain from taking action beyond plain ministration released guidance building on ried the move could undermine efforts nationlegal requirements, the documents are incon- the Parents Involved decision that said, "The wide to ensure that school districts reflect the
sistent with governing principles for agency Department of Education strongly encourages diverse populations they serve.
guidance documents," the letter states.
the use of race-neutral methods for assigning
"It is imperative that the nation's school sysWith the Trump administration's action, students to elementary and secondary schools." tem leaders have the flexibility they need in

By Mark Walsh

addressing the racial and economic diversity of
their schools and students," said Noelle Ellerson Ng, the associate executive director for policy and advocacy at AASA, the School Superintendents Association, in an email. "Given that
guidance is non-binding and does not have the
power of the law, AASA errs on the side of equity, diversity and flexibility, and opposes the
Trump administration's latest proposal."

"

Schools should continue
to offer equal opportunities
for all students while
abiding by the law."
BETSY DEVOS
U.S. Secretary of Education

Meanwhile, John B. King Jr., who served as
Obama's second education secretary and now
leads the Education Trust, a civil rights organization, said rescinding the guidance sends
the wrong message at a moment when schools
and colleges are becoming increasingly diverse.
"More than 60 years later, our nation still
has not fulfilled the promise of Brown v. Board
of Education," King said. "Research shows the
benefits of diversity for all students; and innovative practices in schools, on campuses, and
in communities to advance diversity can help
protect the future prosperity of our nation and
the long-term health of our economy."
Senior Contributing Writer Catherine Gewertz and
Assistant Editor Alyson Klein contributed to this
article.

EDUCATION WEEK | July 18, 2018 | www.edweek.org | 19


http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - July 18, 2018

Conservative Groups Push Teachers To Drop Their Unions
Our Students Don’t Get Enough Civics, Principals Say
Next Up in Teacher Activism: Run for State Office
DIGITAL DIRECTIONS: Alexa Moves Into Class, Raising Alarm Bells
In K-12, 20 Percent of Staff Say #MeToo
Report Roundup
News in Brief
Right-to-Read Lawsuits Press On, Despite Court Setback
Educating Migrant Students in Shelters
Gates Teacher-Effectiveness Program Shows No Payoff
After Janus, Defiant Union Looks Ahead
Shock Waves for Unions After Stinging Defeat In Janus Case
Volunteering Rates Dropped Among Young Americans
Trump Rescinds Obama-Era Guidance On Diversity at Schools
Trump Team Set to Revisit ‘Voc Rehab’ Regulations
U.S. Supreme Court and Schools: 2017-18
Kennedy’s K-12 Legacy a Deep One
Pick for U.S. Supreme Court Has Light Record Of Education Rulings
Inside a Merger Plan for Ed., Labor Depts.
Education Action in Congress: A Midsummer Roundup
Betsy DeVos: What We Can Learn About Education From Europe
Randi Weingarten: ‘We Are in a Race for The Soul of Our Country’
Lily Eskelsen García: We Aren’t Going Anywhere
Letters
TopSchoolJobs Recruitment Marketplace
Mark A. Elgart & Belle S. Wheelan: How to Prepare for the Future of School Choice
Education Week - July 18, 2018 - In K-12, 20 Percent of Staff Say #MeToo
Education Week - July 18, 2018 - 2
Education Week - July 18, 2018 - 3
Education Week - July 18, 2018 - News in Brief
Education Week - July 18, 2018 - 5
Education Week - July 18, 2018 - Right-to-Read Lawsuits Press On, Despite Court Setback
Education Week - July 18, 2018 - 7
Education Week - July 18, 2018 - Educating Migrant Students in Shelters
Education Week - July 18, 2018 - Gates Teacher-Effectiveness Program Shows No Payoff
Education Week - July 18, 2018 - Shock Waves for Unions After Stinging Defeat In Janus Case
Education Week - July 18, 2018 - 11
Education Week - July 18, 2018 - Volunteering Rates Dropped Among Young Americans
Education Week - July 18, 2018 - 13
Education Week - July 18, 2018 - 14
Education Week - July 18, 2018 - 15
Education Week - July 18, 2018 - 16
Education Week - July 18, 2018 - 17
Education Week - July 18, 2018 - 18
Education Week - July 18, 2018 - Trump Team Set to Revisit ‘Voc Rehab’ Regulations
Education Week - July 18, 2018 - Kennedy’s K-12 Legacy a Deep One
Education Week - July 18, 2018 - Pick for U.S. Supreme Court Has Light Record Of Education Rulings
Education Week - July 18, 2018 - Inside a Merger Plan for Ed., Labor Depts.
Education Week - July 18, 2018 - Education Action in Congress: A Midsummer Roundup
Education Week - July 18, 2018 - 24
Education Week - July 18, 2018 - 25
Education Week - July 18, 2018 - Betsy DeVos: What We Can Learn About Education From Europe
Education Week - July 18, 2018 - Lily Eskelsen García: We Aren’t Going Anywhere
Education Week - July 18, 2018 - Letters
Education Week - July 18, 2018 - 29
Education Week - July 18, 2018 - TopSchoolJobs Recruitment Marketplace
Education Week - July 18, 2018 - 31
Education Week - July 18, 2018 - Mark A. Elgart & Belle S. Wheelan: How to Prepare for the Future of School Choice
Education Week - July 18, 2018 - CW1
Education Week - July 18, 2018 - CW2
Education Week - July 18, 2018 - CW3
Education Week - July 18, 2018 - CW4
http://ew.edweek.org/nxtbooks/epe/ew_10232019
http://ew.edweek.org/nxtbooks/epe/ew_10162019
http://ew.edweek.org/nxtbooks/epe/ew_10092019
http://ew.edweek.org/nxtbooks/epe/ew_10022019
http://ew.edweek.org/nxtbooks/epe/ew_09252019
http://ew.edweek.org/nxtbooks/epe/ew_09182019
http://ew.edweek.org/nxtbooks/epe/ew_09112019
http://ew.edweek.org/nxtbooks/epe/ew_09042019
http://ew.edweek.org/nxtbooks/epe/ew_08282019
http://ew.edweek.org/nxtbooks/epe/ew_08212019
http://ew.edweek.org/nxtbooks/epe/ew_07172019
http://ew.edweek.org/nxtbooks/epe/ew_06192019
http://ew.edweek.org/nxtbooks/epe/ew_06122019
http://ew.edweek.org/nxtbooks/epe/ew_06032019
http://ew.edweek.org/nxtbooks/epe/ew_05152019
http://ew.edweek.org/nxtbooks/epe/ew_05082019
http://ew.edweek.org/nxtbooks/epe/ew_05012019
http://ew.edweek.org/nxtbooks/epe/ew_04242019
http://ew.edweek.org/nxtbooks/epe/ew_04172019
http://ew.edweek.org/nxtbooks/epe/ew_04102019
http://ew.edweek.org/nxtbooks/epe/ew_04032019
http://ew.edweek.org/nxtbooks/epe/ew_03202019
http://ew.edweek.org/nxtbooks/epe/ew_03132019
http://ew.edweek.org/nxtbooks/epe/ew_03062019
http://ew.edweek.org/nxtbooks/epe/ew_02272019
http://ew.edweek.org/nxtbooks/epe/ew_02202019
http://ew.edweek.org/nxtbooks/epe/ew_02132019
http://ew.edweek.org/nxtbooks/epe/ew_02062019
http://ew.edweek.org/nxtbooks/epe/ew_01232019
http://ew.edweek.org/nxtbooks/epe/ew_01162019
http://ew.edweek.org/nxtbooks/epe/ew_01092019
http://ew.edweek.org/nxtbooks/epe/ew_12122018
http://ew.edweek.org/nxtbooks/epe/ew_12052018
http://ew.edweek.org/nxtbooks/epe/ew_11282018
http://ew.edweek.org/nxtbooks/epe/ew_11142018
http://ew.edweek.org/nxtbooks/epe/ew_11072018
http://ew.edweek.org/nxtbooks/epe/ew_10312018
http://ew.edweek.org/nxtbooks/epe/ew_10242018
http://ew.edweek.org/nxtbooks/epe/ew_10172018
http://ew.edweek.org/nxtbooks/epe/ew_10102018
http://ew.edweek.org/nxtbooks/epe/ew_10032018
http://ew.edweek.org/nxtbooks/epe/ew_09262018
http://ew.edweek.org/nxtbooks/epe/ew_09192018
http://ew.edweek.org/nxtbooks/epe/ew_09122018
http://ew.edweek.org/nxtbooks/epe/ew_09052018
http://ew.edweek.org/nxtbooks/epe/ew_08292018
http://ew.edweek.org/nxtbooks/epe/ew_08222018
http://ew.edweek.org/nxtbooks/epe/ew_07182018
http://ew.edweek.org/nxtbooks/epe/ew_06202018
http://ew.edweek.org/nxtbooks/epe/ew_06132018
http://ew.edweek.org/nxtbooks/epe/ew_06062018
http://ew.edweek.org/nxtbooks/epe/ew_05302018
http://ew.edweek.org/nxtbooks/epe/ew_05232018
http://ew.edweek.org/nxtbooks/epe/ew_05162018
http://ew.edweek.org/nxtbooks/epe/ew_05092018
http://ew.edweek.org/nxtbooks/epe/ew_05022018
http://ew.edweek.org/nxtbooks/epe/ew_04252018
http://ew.edweek.org/nxtbooks/epe/ew_04182018
http://ew.edweek.org/nxtbooks/epe/ew_04112018
http://ew.edweek.org/nxtbooks/epe/ew_04042018
http://ew.edweek.org/nxtbooks/epe/ew_03212018
http://ew.edweek.org/nxtbooks/epe/ew_03072018
http://ew.edweek.org/nxtbooks/epe/ew_sr_03072018
http://ew.edweek.org/nxtbooks/epe/ew_02282018
http://ew.edweek.org/nxtbooks/epe/ew_02212018
http://ew.edweek.org/nxtbooks/epe/ew_02142018
http://ew.edweek.org/nxtbooks/epe/ew_02072018
http://ew.edweek.org/nxtbooks/epe/ew_01242018
http://ew.edweek.org/nxtbooks/epe/ew_01172018
http://ew.edweek.org/nxtbooks/epe/ew_01102018
http://ew.edweek.org/nxtbooks/epe/ew_12132017
http://ew.edweek.org/nxtbooks/epe/ew_11292017
http://ew.edweek.org/nxtbooks/epe/ew_11152017
http://ew.edweek.org/nxtbooks/epe/ew_11082017
http://ew.edweek.org/nxtbooks/epe/ew_11012017
http://ew.edweek.org/nxtbooks/epe/ew_10252017
http://ew.edweek.org/nxtbooks/epe/ew_10182017
http://ew.edweek.org/nxtbooks/epe/ew_10112017
http://ew.edweek.org/nxtbooks/epe/ew_10042017
http://ew.edweek.org/nxtbooks/epe/ew_09272017
http://ew.edweek.org/nxtbooks/epe/ew_09202017
http://ew.edweek.org/nxtbooks/epe/ew_09132017
http://ew.edweek.org/nxtbooks/epe/ew_09062017
http://ew.edweek.org/nxtbooks/epe/ew_08302017
http://ew.edweek.org/nxtbooks/epe/ew_08232017
http://ew.edweek.org/nxtbooks/epe/ew_07192017
http://ew.edweek.org/nxtbooks/epe/ew_06212017
http://ew.edweek.org/nxtbooks/epe/ew_06142017
http://ew.edweek.org/nxtbooks/epe/ew_06072017
http://ew.edweek.org/nxtbooks/epe/ew_05312017
http://ew.edweek.org/nxtbooks/epe/ew_05242017
http://ew.edweek.org/nxtbooks/epe/ew_05172017
http://ew.edweek.org/nxtbooks/epe/ew_05102017
http://ew.edweek.org/nxtbooks/epe/ew_04262017specialreport
http://ew.edweek.org/nxtbooks/epe/ew_04262017
http://ew.edweek.org/nxtbooks/epe/ew_04192017
http://ew.edweek.org/nxtbooks/epe/ew_04052017
http://ew.edweek.org/nxtbooks/epe/ew_03292017
http://ew.edweek.org/nxtbooks/epe/ew_03222017
http://ew.edweek.org/nxtbooks/epe/ew_03082017
http://ew.edweek.org/nxtbooks/epe/ew_03012017
http://ew.edweek.org/nxtbooks/epe/ew_02222017
http://ew.edweek.org/nxtbooks/epe/ew_02152017
http://ew.edweek.org/nxtbooks/epe/ew_02082017
http://ew.edweek.org/nxtbooks/epe/ew_01252017
http://ew.edweek.org/nxtbooks/epe/ew_01252017specialreport
http://ew.edweek.org/nxtbooks/epe/ew_01182017
http://ew.edweek.org/nxtbooks/epe/ew_01042017
http://ew.edweek.org/nxtbooks/epe/ew_12142016
http://ew.edweek.org/nxtbooks/epe/ew_12142016v2
http://ew.edweek.org/nxtbooks/epe/ew_11302016
http://ew.edweek.org/nxtbooks/epe/ew_11162016
http://ew.edweek.org/nxtbooks/epe/ew_11092016
http://ew.edweek.org/nxtbooks/epe/ew_11022016
http://ew.edweek.org/nxtbooks/epe/ew_10262016
http://ew.edweek.org/nxtbooks/epe/ew_10192016
http://ew.edweek.org/nxtbooks/epe/ew_10122016
http://ew.edweek.org/nxtbooks/epe/ew_10052016
http://ew.edweek.org/nxtbooks/epe/ew_09282016
http://ew.edweek.org/nxtbooks/epe/ew_09212016
http://ew.edweek.org/nxtbooks/epe/ew_09142016
http://ew.edweek.org/nxtbooks/epe/ew_09072016
http://ew.edweek.org/nxtbooks/epe/ew_08312016
http://ew.edweek.org/nxtbooks/epe/ew_08242016
http://ew.edweek.org/nxtbooks/epe/ew_08032016
http://ew.edweek.org/nxtbooks/epe/ew_08032016
http://ew.edweek.org/nxtbooks/epe/ew_07202016
http://ew.edweek.org/nxtbooks/epe/ew_01112017
http://ew.edweek.org/nxtbooks/epe/ew_06082016
http://ew.edweek.org/nxtbooks/epe/tc_06092016
http://ew.edweek.org/nxtbooks/epe/dc_06022016
http://ew.edweek.org/nxtbooks/epe/ew_06012016
http://ew.edweek.org/nxtbooks/epe/ew_05182016
http://ew.edweek.org/nxtbooks/epe/ew_05112016
http://ew.edweek.org/nxtbooks/epe/ew_sr_05112016
http://ew.edweek.org/nxtbooks/epe/ew_04272016
http://ew.edweek.org/nxtbooks/epe/ew_04202016
http://ew.edweek.org/nxtbooks/epe/ew_04132016
http://ew.edweek.org/nxtbooks/epe/ew_03302016
http://ew.edweek.org/nxtbooks/epe/ew_sr_03302016
http://ew.edweek.org/nxtbooks/epe/ew_03232016
http://ew.edweek.org/nxtbooks/epe/ew_03162016
http://ew.edweek.org/nxtbooks/epe/ew_03092016
http://ew.edweek.org/nxtbooks/epe/ew_02242016
http://ew.edweek.org/nxtbooks/epe/ew_sr_02242016
http://ew.edweek.org/nxtbooks/epe/ew_02172016
http://ew.edweek.org/nxtbooks/epe/ew_02102016
http://ew.edweek.org/nxtbooks/epe/ew_01272016
http://ew.edweek.org/nxtbooks/epe/ew_sr_01272016
http://ew.edweek.org/nxtbooks/epe/ew_01202016
http://ew.edweek.org/nxtbooks/epe/ew_sr_01132016
http://ew.edweek.org/nxtbooks/epe/ew_01132016
http://ew.edweek.org/nxtbooks/epe/qc_01072016
http://ew.edweek.org/nxtbooks/epe/ew_01062016
http://ew.edweek.org/nxtbooks/epe/ew_12092015
http://ew.edweek.org/nxtbooks/epe/ew_12022015
http://ew.edweek.org/nxtbooks/epe/ew_sr_11112015
http://ew.edweek.org/nxtbooks/epe/ew_11112015
http://ew.edweek.org/nxtbooks/epe/ew_11042015
http://ew.edweek.org/nxtbooks/epe/ew_10282015
http://ew.edweek.org/nxtbooks/epe/ew_10212015
http://ew.edweek.org/nxtbooks/epe/ew_sr_10212015
http://ew.edweek.org/nxtbooks/epe/ew_10142015
http://ew.edweek.org/nxtbooks/epe/ew_10072015
http://ew.edweek.org/nxtbooks/epe/ew_09302015
http://ew.edweek.org/nxtbooks/epe/ew_sr_09302015
http://ew.edweek.org/nxtbooks/epe/ew_09232015
http://ew.edweek.org/nxtbooks/epe/ew_09162015
http://ew.edweek.org/nxtbooks/epe/ew_09092015
http://ew.edweek.org/nxtbooks/epe/ew_08262015
http://ew.edweek.org/nxtbooks/epe/ew_08192015
http://ew.edweek.org/nxtbooks/epe/ew_08052015
http://ew.edweek.org/nxtbooks/epe/ew_07082015
http://ew.edweek.org/nxtbooks/epe/ew_06102015
http://ew.edweek.org/nxtbooks/epe/tc_06112015
http://ew.edweek.org/nxtbooks/epe/dc_06042015
http://ew.edweek.org/nxtbooks/epe/ew_06032015
http://ew.edweek.org/nxtbooks/epe/ew_05202015
http://ew.edweek.org/nxtbooks/epe/ew_sr_05132015
http://ew.edweek.org/nxtbooks/epe/ew_05132015
http://ew.edweek.org/nxtbooks/epe/ew_05062015
http://ew.edweek.org/nxtbooks/epe/ew_04222015
http://ew.edweek.org/nxtbooks/epe/ew_sr_04152015
http://ew.edweek.org/nxtbooks/epe/ew_04152015
http://ew.edweek.org/nxtbooks/epe/ew_04012015
http://ew.edweek.org/nxtbooks/epe/ew_03252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_03182015
http://ew.edweek.org/nxtbooks/epe/ew_03182015
http://ew.edweek.org/nxtbooks/epe/ew_03042015
http://ew.edweek.org/nxtbooks/epe/ew_02252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_02252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_02182015
http://ew.edweek.org/nxtbooks/epe/ew_02182015
http://ew.edweek.org/nxtbooks/epe/ew_02042015
http://ew.edweek.org/nxtbooks/epe/ew_01282015
http://ew.edweek.org/nxtbooks/epe/ew_01212015
http://ew.edweek.org/nxtbooks/epe/ew_sr_01212015
http://ew.edweek.org/nxtbooks/epe/ew_01142015
http://ew.edweek.org/nxtbooks/epe/qc_01082015
http://ew.edweek.org/nxtbooks/epe/ew_01072015
http://ew.edweek.org/nxtbooks/epe/ew_12102014
http://ew.edweek.org/nxtbooks/epe/ew_12032014
http://ew.edweek.org/nxtbooks/epe/ew_11122014
http://ew.edweek.org/nxtbooks/epe/ew_sr_11122014
http://ew.edweek.org/nxtbooks/epe/ew_11052014
http://ew.edweek.org/nxtbooks/epe/ew_10292014
http://ew.edweek.org/nxtbooks/epe/ew_10222014
http://ew.edweek.org/nxtbooks/epe/ew_sr_10222014
http://ew.edweek.org/nxtbooks/epe/ew_10152014
http://ew.edweek.org/nxtbooks/epe/ew_10082014
http://ew.edweek.org/nxtbooks/epe/ew_sr_10012014
http://ew.edweek.org/nxtbooks/epe/ew_10012014
http://ew.edweek.org/nxtbooks/epe/ew_09242014
http://ew.edweek.org/nxtbooks/epe/ew_09172014
http://ew.edweek.org/nxtbooks/epe/ew_09102014
http://ew.edweek.org/nxtbooks/epe/ew_08272014
http://ew.edweek.org/nxtbooks/epe/ew_08202014
http://ew.edweek.org/nxtbooks/epe/ew_sr_08202014
http://ew.edweek.org/nxtbooks/epe/ew_08062014
http://ew.edweek.org/nxtbooks/epe/ew_07092014
http://ew.edweek.org/nxtbooks/epe/ew_06112014_v2
http://ew.edweek.org/nxtbooks/epe/ew_06112014
http://ew.edweek.org/nxtbooks/epe/dc_06052014
http://ew.edweek.org/nxtbooks/epe/ew_06042014
http://ew.edweek.org/nxtbooks/epe/ew_05212014
http://ew.edweek.org/nxtbooks/epe/ew_05142014
http://ew.edweek.org/nxtbooks/epe/ew_05072014
http://ew.edweek.org/nxtbooks/epe/ew_sr_04232014
http://ew.edweek.org/nxtbooks/epe/ew_04232014
http://ew.edweek.org/nxtbooks/epe/ew_04162014
http://ew.edweek.org/nxtbooks/epe/ew_04022014
http://ew.edweek.org/nxtbooks/epe/ew_03262014
http://ew.edweek.org/nxtbooks/epe/tc_20140313
http://ew.edweek.org/nxtbooks/epe/ew_03122014
http://ew.edweek.org/nxtbooks/epe/ew_sr_03052014
http://ew.edweek.org/nxtbooks/epe/ew_03052014
http://ew.edweek.org/nxtbooks/epe/ew_02262014
http://ew.edweek.org/nxtbooks/epe/ew_sr_02192014
http://ew.edweek.org/nxtbooks/epe/ew_02192014
http://ew.edweek.org/nxtbooks/epe/ew_01292014_v2
http://ew.edweek.org/nxtbooks/epe/ew_02052014
http://ew.edweek.org/nxtbooks/epe/ew_01292014
http://ew.edweek.org/nxtbooks/epe/ew_01222014
http://ew.edweek.org/nxtbooks/epe/ew_01152014
http://ew.edweek.org/nxtbooks/epe/qc_01092014
http://ew.edweek.org/nxtbooks/epe/ew_01082014
http://ew.edweek.org/nxtbooks/epe/ew_12112013
http://ew.edweek.org/nxtbooks/epe/ew_12042013
http://ew.edweek.org/nxtbooks/epe/ew_11132013
http://ew.edweek.org/nxtbooks/epe/ew_11062013
http://ew.edweek.org/nxtbooks/epe/ew_sr_10302013
http://ew.edweek.org/nxtbooks/epe/ew_10302013
http://ew.edweek.org/nxtbooks/epe/ew_10232013
http://ew.edweek.org/nxtbooks/epe/ew_10162013
http://ew.edweek.org/nxtbooks/epe/ew_10092013
http://ew.edweek.org/nxtbooks/epe/ew_sr_10022013
http://ew.edweek.org/nxtbooks/epe/ew_10022013
http://ew.edweek.org/nxtbooks/epe/ew_09252013
http://ew.edweek.org/nxtbooks/epe/ew_09182013
http://ew.edweek.org/nxtbooks/epe/ew_09112013
http://ew.edweek.org/nxtbooks/epe/ew_08282013
http://ew.edweek.org/nxtbooks/epe/ew_sr_08212013
http://ew.edweek.org/nxtbooks/epe/ew_08212013
http://ew.edweek.org/nxtbooks/epe/ew_08072013
http://ew.edweek.org/nxtbooks/epe/ew_07102013
http://ew.edweek.org/nxtbooks/epe/ew_06122013
http://ew.edweek.org/nxtbooks/epe/dc_06062013
http://ew.edweek.org/nxtbooks/epe/ew_06052013
http://ew.edweek.org/nxtbooks/epe/ew_sr_05222013
http://ew.edweek.org/nxtbooks/epe/ew_05222013
http://ew.edweek.org/nxtbooks/epe/ew_05152013
http://ew.edweek.org/nxtbooks/epe/ew_05082013
http://ew.edweek.org/nxtbooks/epe/ew_sr_04242013
http://ew.edweek.org/nxtbooks/epe/ew_04242013
http://ew.edweek.org/nxtbooks/epe/ew_04172013
http://ew.edweek.org/nxtbooks/epe/ew_04032013
http://ew.edweek.org/nxtbooks/epe/ew_03272013
http://ew.edweek.org/nxtbooks/epe/ew_03132013
http://ew.edweek.org/nxtbooks/epe/tc_20130314
http://ew.edweek.org/nxtbooks/epe/ew_03062013
http://ew.edweek.org/nxtbooks/epe/ew_02272013
http://ew.edweek.org/nxtbooks/epe/ew_sr_02202013
http://ew.edweek.org/nxtbooks/epe/ew_02202013
http://ew.edweek.org/nxtbooks/epe/ew_sr_02062013
http://ew.edweek.org/nxtbooks/epe/ew_02062013
http://ew.edweek.org/nxtbooks/epe/ew_01302013
http://ew.edweek.org/nxtbooks/epe/ew_01232013
http://ew.edweek.org/nxtbooks/epe/ew_01162013
http://ew.edweek.org/nxtbooks/epe/qc_01102013
http://ew.edweek.org/nxtbooks/epe/ew_01092013
http://ew.edweek.org/nxtbooks/epe/ew_12122012
http://ew.edweek.org/nxtbooks/epe/ew_12052012
http://ew.edweek.org/nxtbooks/epe/ew_sr_11142012
http://ew.edweek.org/nxtbooks/epe/ew_11142012
http://ew.edweek.org/nxtbooks/epe/ew_11072012
http://ew.edweek.org/nxtbooks/epe/ew_10312012
http://ew.edweek.org/nxtbooks/epe/ew_sr_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10172012
http://ew.edweek.org/nxtbooks/epe/ew_10102012
http://ew.edweek.org/nxtbooks/epe/ew_10032012
http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
http://ew.edweek.org/nxtbooks/epe/ew_09122012
http://ew.edweek.org/nxtbooks/epe/ew_08292012
http://ew.edweek.org/nxtbooks/epe/ew_sr_08222012
http://ew.edweek.org/nxtbooks/epe/ew_08222012
http://ew.edweek.org/nxtbooks/epe/ew_20120829
http://ew.edweek.org/nxtbooks/epe/ew_sr_08292012
http://ew.edweek.org/nxtbooks/epe/ew_20120822_v2
http://ew.edweek.org/nxtbooks/epe/ew_20120822
http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
http://www.nxtbookMEDIA.com