Sentences with phrase «for large urban districts»

For large urban districts, the rule has been to appoint outsiders who promise major changes in course to solve serious problems.

See the Appendix for figures that provide breakdowns for each state and for large urban districts.

Because rural school communities vary widely, «generic» improvement plans designed for large urban districts usually do not work as well in rural settings, according to the authors of a new book on rural education programs.

The Times article also notes that a price increase could drive more parents to simply fail to pay for the lunches their children take, which creates a significant financial burden for large urban districts in particular.

«We're on the cutting edge for a large urban district,» said Enid Weisman.

Not exact matches

In a large urban district like mine, where over 80 % of our kids are economically disadvantaged and a universal, in - class breakfast is the norm, that additional food waste and expense for my district is likely to be considerable.

For a long time I've wanted to write on TLT about School Food FOCUS (Food Options for Children in Urban Schools), a national collaborative that brings together the thirty largest school districts in the country to improve school foFor a long time I've wanted to write on TLT about School Food FOCUS (Food Options for Children in Urban Schools), a national collaborative that brings together the thirty largest school districts in the country to improve school fofor Children in Urban Schools), a national collaborative that brings together the thirty largest school districts in the country to improve school food.

In late 2014, the Urban School Food Alliance, a coalition of six of the nation's largest districts (New York, Los Angeles, Chicago, Dallas, Miami, and Orlando), announced that it would seek to buy only antibiotic - free chicken for its... [Continue reading]

Unlike a large urban district like my own, where close to 90 % of children qualify for free / reduced price lunch, in these affluent areas only a handful of children are economically disadvantaged.

Like many large, urban school districts, Houston ISD does almost all of its cooking at a huge central kitchen, with the food then trucked to our 300 individual schools for reheating and other final preparation.

And in a large urban district like mine, where over 80 % of our kids are economically disadvantaged and a universal, in - class breakfast is the norm among our 300 schools, paying for that 1/2 cup increase is likely to be a big drain on our school food budget.

A 2005 study by the New Teacher Project, the national nonprofit organization that works with school districts to recruit high - quality teachers, examined five urban districts and concluded that seniority - based transfer privileges written into contracts often force principals «to hire large numbers of teachers they do not want and who may not be a good fit for the job and their school.»

For instance, despite large court - ordered funding hikes to poor urban districts, the districts that were the focus of Abbott, New Jersey still received a grade of only C in equity (a ranking of 33rd in the nation) from Education Week.

The elites, the wealthy families that have a disproportionate influence on politics, clearly recognize the dysfunction of large urban school districts and have sought refuge in affluent suburban districts for their own children.

The Council of the Great City Schools, a Washington - based advocacy group for 66 of the nation's largest urban school districts, presented Mr. Forgione with the award at a dinner on Oct. 23, during its annual conference in Houston.

In previous work, one of us found that Washington State's 2004 compensatory allocation formula ensured that affluent Bellevue School District, in which only 18 percent of students qualify for free or reduced - price lunch, receives $ 1,371 per poor student in state compensatory funds, while large urban districts received less than half of that for each of their impoverished students (see Figure 2).

As long as the elites hold onto the belief that their own school districts are excellent, they have little desire to push for the kind of significant systemic reforms that might improve their districts as well as the large urban districts.

Recently released by Education Resource Strategies (ERS), a nonprofit that works with large, urban school districts to rethink how best to use resources, Budget Hold»em can be played online for free or with a special deck of paper cards.

For example, a simple, streamlined process that allows families to choose any school in a large urban district — and uses a fair method for allocating spaces at oversubscribed schools — could be a way to weaken the link between residential and school segregation that has plagued our school system since the end of legally mandated segregation more than 50 years aFor example, a simple, streamlined process that allows families to choose any school in a large urban district — and uses a fair method for allocating spaces at oversubscribed schools — could be a way to weaken the link between residential and school segregation that has plagued our school system since the end of legally mandated segregation more than 50 years afor allocating spaces at oversubscribed schools — could be a way to weaken the link between residential and school segregation that has plagued our school system since the end of legally mandated segregation more than 50 years ago.

Two years ago, PELP, a collaborative project between faculty at Harvard Business School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty judges.

More than 20 public school districts across the country, including the large urban districts of Boston, Chicago, Los Angeles, and Philadelphia, have quietly entered into «compacts» with charters and thereby declared their intent to collaborate with their charter neighbors on such efforts as professional development for teachers and measuring student success.

In a book that Smerdon and Borman would curate for the Urban Institute in 2009, Saving America's High Schools, many of the members of the research team expanded on the findings from the Gates report, offering a wealth of specific findings for many of the larger districts receiving Gates funds.

As is common for large urban school districts, the student body of Baltimore city's schools is predominantly minority and poor.

But for large, dysfunctional urban districts with political boards and dismal performance, especially those now actively losing enrollment and facing the downward spiral described above, there is rarely a viable path for improvement and competition with charters that does not involve a partial or complete restructuring of what really is a failed delivery model.

One of our studies was a randomized trial in a large urban district that found significant positive effects on reading achievement for students who used Accelerated Reader according to the publisher's recommendations.

Some smaller and suburban districts scored higher on the 2013 Financial Allocation Study for Texas, but Houston outpaced Dallas, the next - largest district, as well as urban districts in Fort Worth and San Antonio.

Specifically, I pointed out that gains on the National Assessment of Educational Progress under Rhee's tenure were much larger than average gains for the other ten urban school districts participating in the assessment in 8th grade math and in 4th grade reading and math.

The only course that is sustainable, for both chartering and urban education, embraces a third, more expansive view of the movement's future: replace the district - based system in America's large cities with fluid, self - improving systems of charter schools.

Michael Podgursky responds: Collective - bargaining agreements negotiated by the AFT in large urban districts typically include language restricting the contractual teaching workday to little longer than the school day for students.

For example, in a study of five large urban districts, researchers examined what happened to teachers» VAM scores over a few years.

As the first layperson to serve as Secretary for Education and Superintendent of Schools for the Archdiocese of Boston, she served on the Cardinal's Cabinet and led the second largest school district in Massachusetts composed of 120 schools and 42,000 students primarily located in Greater Boston's ethnically diverse urban areas.

And to turn back to school choice for a moment, Imberman finds that charters in an unnamed urban district had no effect on student tests scores — but had large positive effects on discipline and attendance.

The problem is also reaching outside urban areas and into suburban school districts, where large increases of minority immigration are occurring, said Gerald N. Tirozzi, executive director of the National Association for Secondary School Principals.

For the past fifteen years, a set of large urban districts have agreed to participate in what's still called the «Trial Urban District Assessment,» or TUDA, as part of the National Assessment of Educational Progurban districts have agreed to participate in what's still called the «Trial Urban District Assessment,» or TUDA, as part of the National Assessment of Educational ProgUrban District Assessment,» or TUDA, as part of the National Assessment of Educational Progress.

New Jersey's Abbott Districts,» on Thursday, March 16, Gordon MacInnes, assistant commissioner for Abbott implementation, and Fred Carrigg, special assistant to the commissioner for urban literacy, discussed how they helped move Union City from the second lowest - performing system in New Jersey to the highest among the state's larger systems.

Even if 1 in every 10 of these graduates entered teaching for two years (average tenure at KIPP - like No Excuses charter schools) before moving onto other careers, they would provide only 6 percent of the some 450,000 teachers currently working in the member districts of the Council of Great City Schools (the nations 66 largest urban public - school systems).

These include large urban school districts like Atlanta, Boston, Chicago, Denver, Philadelphia, and New York, and nonprofit education - focused groups such as Achieve, Jobs for the Future, KIPP, the New Teacher Project, the New Schools Venture Fund, and Teach For Amerifor the Future, KIPP, the New Teacher Project, the New Schools Venture Fund, and Teach For AmeriFor America.

Those programs include early - childhood programs for the state's 16 largest and neediest cities, school library improvements, 16 urban charter schools, and additional funding for magnet schools to attract students from surrounding school districts.

-- According to findings released today by researchers at the Strategic Data Project (SDP), the gap in college enrollment rates between black students and white students in four large, urban districts disappears or even reverses direction once prior achievement and socioeconomic background is accounted for.

Recent data from a study we are doing here at Wellesley Centers for Women with a large, racially diverse sample of low - income students in a large urban school district found that 95 percent of students, both boys and girls, aspired to attend college when asked in 9th and 10th grade.

Since 2011, the Collaborative for Academic, Social, and Emotional Learning (CASEL) and large, urban districts have been taking on SEL as a districtwide priority and integrating SEL across all aspects of their districts.

The school records are for a large, urban school district, covering the school years 1988 — 1989 through 2008 — 2009 and grades 3 — 8.

Second, after two years of work on campus, each student enters a mandatory field placement, at venues ranging from large urban school districts (Atlanta, Boston, Chicago, Denver, New York, etc.) to nonprofit organizations such as the New Teacher Project, the New Schools Venture Fund, and Teach For America.

This article by researchers at Stanford's Center for Education Policy Analysis finds that principal turnover in one large urban school district is detrimental to student performance and teacher retention.

The Trial Urban District Assessment of the Nation's Report Card expanded for 2017, by adding both new districts and a measure of all large school districts.

The district in 2014 was one of two nationwide awarded the annual Broad Prize for Urban Education, then considered by some to be the Nobel Prize for large public school systems.

Today, nearly half of large urban districts in the United States report double math instruction as the most common form of support for students with lower skills.

Just as I reached the conclusion that urban districts can't be fixed and, therefore, we need to create a new delivery system for public education in America's cities, a large and growing number of reformers interested in teacher preparation believe that we can't trust the old system to change adequately and that, instead, we need to create new pathways into the profession.

Hoxby also finds that urban areas with a large number of school districts, and therefore many options for families choosing where to reside, tend to have higher test scores than cities like Miami, where one school district covers anyone living close enough to work in the city.

Howell neglects to mention that among the 14 largest urban districts in Massachusetts, Worcester had the second highest percentage (68 percent) of schools meeting state targets for making «adequate yearly progress» under the law; the statewide average was 48 percent.