Sentences with phrase «educational success for children»

Over half of Americans between the age of 50 and 64 believe that home ownership is associated with a stable home environment, which also leads to greater educational success for children,» said Yaman.

As parents, we can not understand why a board responsible for a long - crippled school system voted against a clear pathway to educational success for our children, particularly for children of poverty and color.

«The Evaluation Panel found that the engagement of [ATSI] people in the teaching profession is an essential contributor to great educational success for children and young people and their families and communities.»

Not exact matches

PNC is committed to engaging with nonprofits to enhance educational opportunities, specifically through Grow Up Great, a $ 350 million initiative created in 2004 to help prepare children from birth to age 5 for success in school and life.

This perspective unmistakably reveals the unwholesomeness, not to put it more strongly, of our way of life: our obsession with sex, violence, and the pornography of «making it;» our addictive dependence on drugs, «entertainment,» and the evening news; our impatience with anything that limits our sovereign freedom of choice, especially with the constraints of marital and familial ties; our preference for «nonbinding commitments;» our third - rate educational system; our third - rate morality; our refusal to draw a distinction between right and wrong, lest we «impose» their morality on us; our reluctance to judge or be judged; our indifference to the needs of future generations, as evidence by our willingness to saddle them with a huge national debt, an overgrown arsenal of destruction, and a deteriorating environment; our unsated assumption, which underlies so much of the propaganda for unlimited abortion, that only those children born for success ought to be allowed to be born at all.

That and our «third - rate educational system, our third - rate morality, our refusal to draw a distinction between right and wrong lest we «impose» our morality on others and thus invite others to «impose» their morality onus, our reluctance to judge or be judged, our indifference to the needs of future generations as evidenced by our willingness to saddle them with a huge national debt, an overgrown arsenal of destruction, and a deteriorating environment; our inhospitable attitude to the newcomers born in our midst, our unstated assumption which underlies so much of the propaganda for unlimited abortion that only those children born for success ought to be allowed to be born at all.»

Council for Exceptional Children This is the largest international professional organization dedicated to improving the educational success of children with disabChildren This is the largest international professional organization dedicated to improving the educational success of children with disabchildren with disabilities.

The center offers a safe and secure environment where children can grow and develop skills and establish a solid foundation for future educational success.

Much of contemporary social science and policy research is concerned with fathers» impacts on children's socioemotional development.1, 2 Yet material contributions made by fathers («breadwinning») remain central to an array of impacts on children, 3 including with respect to children's educational attainment and prospects for social success.

«Success Academy has pulled the wool over the public's eyes for far too long and in doing so violated children's educational rights,» stated Councilmember Dromm.

Funding from the County is essential support for our educational programs, homework help and tutoring and is resulting in our children's academic success.

We have the chance to foster a culture of excellence in our schools so our children have the best chance for educational success.

Ms. Stewart - Cousins stopped short of calling for Mr. Loeb to step down from his position as board chairman of Success Academy, saying only that «one has to be concerned this person is in a position of leadership in an academy or a set of schools that purport to enhance the educational experience of black and brown children.»

Currently, she interns at Boston Children's Hospital's Advocating for Success Program, where she works with a team of developmental specialists, pediatricians, special educational advisers, and social workers to provide the best solutions for children with developmental disabChildren's Hospital's Advocating for Success Program, where she works with a team of developmental specialists, pediatricians, special educational advisers, and social workers to provide the best solutions for children with developmental disabchildren with developmental disabilities.

For example, some of the best research has focused on «family income» as a predictor of education success, but Susan Mayer, a University of Chicago sociologist, has shown that unexpected changes in family income by themselves have little effect on a child's educational performance.

Minister for vulnerable children and families, Edward Timpson, said: «We've already made the biggest changes for pupils with special educational needs and disabilities in a generation, but we want to go further and build on that success.

In 1996 the National Commission on Teaching and America's Future challenged the nation to provide every child with what should be his or her educational birthright: «access to competent, caring, qualified teaching in schools organized for success.»

This knowledge is part of the research base that has propelled quality child care and education to the forefront as a strategy for educational success.

As educational partners, teachers and parents (or guardians) share responsibility for the success of children.

It would enable families to send their children to any school of choice, but also to purchase additional educational tools — such as textbooks, online courses, and educational therapies — to have the greatest chance of success for their children.

IEL is partnering with FWI to implement a strategy for using MITM and the Seven Essential Skills (a research - based approach to improving children's Life Skills and success) as a focal point for building bridges between early childhood systems and schools while promoting educational innovation in community schools.

The principal intellectual and moral argument that advocates make — and for which I have considerable sympathy — is similar to that of No Child Left Behind (NCLB) backers: giving needy kids a boost up the ladder of educational and later - life success by narrowing the achievement gaps that now trap too many of them on the lower rungs.

For me, this approach just doesn't cut it, not when we're talking about publicly authorized and funded programs intended to educate needy children in whose educational success there is a strong public (as well as private) interest.

While By All Means 2.0 will build off the initiative's original framework — featuring local children's cabinets, biannual convenings, and city - based consultants — there will also be a new focus on specific areas of work, including creating individualized student success plans and identifying the resources necessary to expand educational opportunities for children.

These programs are proven successes that provide access to the best educational environment and improved educational outcomes for participating children.

Let me get personal and tell you a little bit about me: in particular, what sparked my passion for educational equity and commitment to giving disenfranchised children a shot at success.

Surveyed parents also value schools that prepare their children for college, an educational path that many felt would offer their children economic prosperity and life success.

This 3 - D School provides comprehensive dyslexia therapy services by identifying children with the characteristics of dyslexia and providing an educational environment designed to include appropriate, multi-sensory, research - based interventions, academic enrichment, and positive experiences that challenge students and build the necessary skills for success later in life.

This specialty school provides comprehensive dyslexia therapy services by identifying children with the characteristics of dyslexia and providing an educational environment designed to include appropriate, multi-sensory research - based intervention, academic enrichment, and positive experiences that challenge students and build the necessary skills for success later in life.

The Johns Hopkins School of Public Health Military Child Initiative assists public schools to improve the quality of education for highly mobile and vulnerable young people with a special focus on military children and their families by providing national, state and local education agencies, as well as schools, parents and health, child welfare, juvenile justice and educational professionals with information, tools and services that enhance school sucChild Initiative assists public schools to improve the quality of education for highly mobile and vulnerable young people with a special focus on military children and their families by providing national, state and local education agencies, as well as schools, parents and health, child welfare, juvenile justice and educational professionals with information, tools and services that enhance school succhild welfare, juvenile justice and educational professionals with information, tools and services that enhance school success.

However, despite the various forms that these programs take, this recent report clearly indicates that the policy of letting parents choose the best and most appropriate educational setting for their children has proven to be an international success and warrants greater consideration in Mississippi.

Additionally, David is a parent of two young children and strongly believes in offering an innovative and diverse educational model that will prepare children for success in the future.

Most states don't have robust alternative measurements for educational success beyond No Child Left Behind's narrow focus on math and reading test scores.

The Orleans Parish Superintendent and the OPSB are established institutions created to ensure the educational success of the children of New Orleans yet they failed to show any leadership over the past 13 years that would create quality schools in New Orleans and they have failed to come up with and present to the people of New Orleans a strategic plan to ensure the creation of more quality schools for the children of New Orleans.

The hundreds of billions in proposed cuts to critical safety net programs, including Medicaid, food stamps, and affordable housing, would create dire consequences for our families and children, including, as recent research has demonstrated, undermining educational success.

School choice is a proven educational approach that empowers parents, increases opportunities for children, and has led to success stories all over this country and across the world.

Unfortunately, educational success is not assured, especially for children from families and communities that are economically and socially distressed.

This success is likely to continue, as more parents than ever before are actively choosing the K - 12 educational options they believe are best for their individual children.

«The march towards justice is long and winding, and the dreams of parents in Compton for the educational success of their children is but thelatest chapter in this historic fight.

Like many of the parents I met while canvassing the area, the mother was deeply invested in her child's academic success, desperate for more high - quality educational options and fearful that her child wouldn't get the education he needs to have a bright future.

Effective PreK - 3rd provides: High - quality and unified learning in well - staffed classrooms; well - prepared teachers and aides to educate children in the 3 - 8 age range; supportive school district policies; strong principal leadership that includes supporting professional development time for teachers to plan for effective coordination across and between grades; and includes families and communities that share accountability with PreK - 3rd schools for children's educational success.

Reading proficiency by 3rd grade is critical for all students, and an early indicator of future educational success, and yet, more than 80 percent of low - income children miss that critical marker.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Understanding the importance of early learning to children's educational success, Miami - Dade County Public Schools (M - DCPS) Office of Early Childhood Programs partnered with the University of Florida Lastinger Center for Learning to augment its efforts to improve teacher quality in prekindergarten classrooms.

But if other rungs are strong, they can compensate for those shortcomings, enabling children to keep moving toward educational success.

Research has firmly established that investing in early learning yields powerful benefits for children, both in early elementary and as a cornerstone to their overall educational success.

To give children the best chance for educational success, these school facilities need to be free of environmental problems that impact health and impede learning.

At a time when education is acknowledged as a priority for America's success and competitiveness, NSBA believes that it is imperative that federal policy — including implementation of the child nutrition reauthorization — assures that educational systems are supported, not undermined by unfunded mandates or under - resourced requirements.

To politicians like de Blasio, I — an educator of poor and minority children — am public enemy number one, but to thousands of families across New York, Success Academy schools are proof of what children can achieve and they have raised their voices to demand educational opportunity for more students.

Surveyed parents value schools that prepare their children for college, an educational path that they felt would offer their children economic prosperity and life success.