For the first time, a series of new educational “standards” are developed, both nationally and at the state level, which require additional K-12 investments for specific priorities such as educational proficiency, closing achievement gaps between socio-economic classes, providing assistance to those for whom English is not their primary language, and providing special assistance to those with learning disabilities and academically-gifted students.    Congress’ adoption of the “No Child Left Behind Act” also begins to insert the federal government into K-12 administration which had previously been under the jurisdiction of local and state governments. (The voters’ subsequent adoption of the TABOR Amendment in 1992 challenges the state’s ability to adequately fund these new educational standards.)

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