Sentences with phrase «public schools equity»

In 2015, OUSD, local charter organizations and the County came together to form the Oakland Public Schools Equity Pledge, a city - wide partnership to create a public education system that works in the best interests of all students and their families, by disrupting inequity and cultivating excellence in our schools.

Not exact matches

In a study commissioned by leadership consultant Green Peak Partners, and conducted by Cornell University's School of Industrial and Labor Relations, researchers looked at 72 senior executives at public, venture - backed and private - equity sponsored companies and found that self - awareness was the biggest predictor of a CEO's overall success.

Singh is a fierce advocate of diversity and equity issues at the Peel District School Board and at the Ontario Public School Board Association (OPSBA).

When we talk about school food we are touching on agriculture and economic development, public health and equity, community building and cooperation around achieving shared goals.

«The state's rapidly improving economic picture means there's a real opportunity for the state to more fully invest in its public schools, including dedicating new money to Foundation Aid as a way of increasing equity and further helping students to thrive,» said NYSUT President Andy Pallotta.

He is known as a committed advocate for public education, and co-founded the Campaign for Fiscal Equity, which won billions of dollars for city schools from the state, though most of that money has never materialized.

These public schools have been chronically underfunded for years, as the state's highest court found in the Campaign for Fiscal Equity (CFE) ruling.

Having partnered with Brian for years when he served in the State Assembly, I know he will a powerful advocate for our community by funding and promoting equity and diversity in our public schools, preserving and expanding affordable housing, and promoting services for seniors and New Yorkers of all ages.»

At 10 a.m., NYC Councilwoman Julissa Ferreras - Copeland, Council Speaker Melissa Mark - Viverito, Assemblywoman Linda Rosenthal, the Women's Caucus and advocates celebrate the passage of the nation's first menstrual equity policy to make pads and tampons free and readily available at public schools, homeless shelters and Department of Correction jails, City Hall steps, Manhattan.

Mike Rebell is the man responsible for the Campaign for Fiscal Equity Lawsuit in which courts found the state underfunded New York City public schools.

De Blasio also said Thursday night that greater equity between «good» and «bad» public schools would mean parents wouldn't have to choose privately run charter schools over traditional schools.

The foldout also includes commitments to «support our public schools» and to «close the $ 4.4 billion annual gap in funding owed by the state to public schools» — a figure apparently derived from the Court of Appeals» 2003 Campagn for Fiscal Equity, Inc. v. State decision, which ruled Albany had shortchanged the city billions in education funds.

He broke into politics by co-founding the Campaign for Fiscal Equity, which in 1993 sued Albany for billions of dollars it argued the state owed to city public schools — and eventually won, though Gov. Andrew Cuomo's administration has since resisted delivering the funds.

New Yorkers for Students» Educational Rights, an education advocacy group, is suing Gov. Andrew Cuomo, the Board of Regents and state Education Commissioner John King, claiming the state has systematically shortgaged the public school system by failing failing to comply with an agreement that followed the landmark Campaign for Fiscal Equity Ruling of 2006.

Mulgrew welcomed the Council's support in two statewide initiatives: lobbying Albany to increase state aid in light of the $ 2 billion the state owes New York City public schools as a result of the Campaign for Fiscal Equity court settlement, and supporting full funding for Teacher Centers.

Ultimately, however, his plan falls short by allocating less than $ 1 billion in new education money this year at a time when public schools are still owed more than $ 4.4 billion in Campaign for Fiscal Equity (CFE) funding.

He also noted education spending was in many ways driven by the result of the Campaign for Fiscal Equity's 2006 court decision and the following year's legislation enhancing resources for public schools.

Turning rhetoric into reality will be a tough call — public spending cuts show no sign of letting up and the combination of rising demand for school places, lack of accountability and cuts to education budgets in real terms will need careful consideration if we are to improve standards and equity in education within the next administration.

The Urban Youth Collaborative called the bill «an unprecedented step to subsidize private education using the public's money,» noting in its release that according to the Campaign for Fiscal Equity, «New York City schools are owed $ 2.3 billion» under court judgements against the city and state for not providing a minimum adequate education in the public schools.

The Alliance for Quality Education calculates that Albany owes $ 4.3 billion to public schools statewide, while New York City schools alone are owed $ 1.9 billion under the landmark Campaign for Fiscal Equity court decision.

The state Legislature adopted it one year after a 2006 ruling in a lawsuit brought by the Campaign for Fiscal Equity that ordered New York to provide enough funding to schools to ensure a «sound, basic education» for all public school children.

Albany, NY — On this week's show, Alan talks with the executive director of New York's School Boards Association, Tim Kremer, about the status of the state's public schools, the long - running Campaign for Fiscal Equity court case, and their opinions on Education Commisioner Richard Mills and NYC Schools Chancellor Joelschools, the long - running Campaign for Fiscal Equity court case, and their opinions on Education Commisioner Richard Mills and NYC Schools Chancellor JoelSchools Chancellor Joel Klein.

UFT President Michael Mulgrew urged state lawmakers in Albany to deliver the long - delayed $ 2 billion owed to New York City public schools as a result of the 2006 settlement of the Campaign for Fiscal Equity lawsuit.

In their meetings with lawmakers, UFT members advocated for a substantial state funding increase, noting that Albany still owes New York City public schools $ 2 billion as a result of the 2016 settlement of the Campaign for Fiscal Equity school aid lawsuit.

Advocates point to the 2003 Campaign For Fiscal Equity Lawsuit where an appellate court judge found the State allows public schools to go «chronically underfunded.»

But equity is a big challenge for the Buffalo Public Schools, which is at a disadvantage in this arms race because — unlike the suburban districts — it doesn't have the ability to levy taxes.

She estimated Buffalo schools would be owed more than $ 100 million in aid from the state, had Albany followed the decision that came out of a landmark school funding lawsuit won by the Campaign for Fiscal Equity, a group Nixon got involved with when her oldest teenager began as a kindergarten student in a New York City public school.

It's this sort of stark disparity that has propelled the UFT to fight for charter equity legislation in Albany that requires taxpayer - funded charters to accept and keep numbers of high - needs students comparable to those in district public schools.

K - 8 Science Supervisor for Jersey City Public Schools, the district opted to run a contest to underwrite the focus on equity and the current interest in the formation and support of school Maker Spaces.

Jose Vilson of EduColor, a movement and platform for educational equity and justice, discusses strategies for elevating the voices of public school advocates of color.

Several groups, led by the Campaign for Fiscal Equity (CFE), a nonprofit legal advocacy organization, filed suit in 1993 claiming that New York State was depriving New York City public school students of their constitutional rights to a «sound basic education,» a standard that had been prescribed in 1982 by the state's highest court (in New York, the Court of Appeals).

And every fall since 2001, the Education Trust, a national organization devoted to closing the achievement gap in our public schools, has issued «The Funding Gap» report, also ranking states by the equity of their K - 12 finance systems.

Sadly, though, our current public - school practices fall far short on equity, efficiency, and overall effectiveness.

Deputy Superintendent Susana Cordova's unwavering commitment to equity for all students has led to major improvements for English - learners in Denver's public schools.

He has also served on numerous education boards and commissions, including the U.S. Department of Education's Equity and Excellence Commission and the board of the Maya Angelou Public Charter School in Washington, D.C.

They believe true equity depends on universal access to good public schools.

The goal of the EL Summit was to elevate the conversation around equity for English learners by bringing together diverse stakeholders practice and policy — from universities, public schools, charter networks, community organizations, and nonprofits.

• For parents as a whole, public school ideology is almost as important as equity concerns in shaping the desire to go private.

Indeed, because of differing language in the various state constitutions, state courts have reached a variety of conclusions about their ability to adjudicate claims involving the «equity» or «adequacy» of public school systems.

NCLB is in many respects the latest in a long line of efforts in the policy and legal arenas to promote equity and opportunity in the public schools, including desegregation cases, the Civil Rights Act of 1964, the original ESEA, and school finance and adequacy cases in the states.

Leading for Equity: The Pursuit of Excellence in Montgomery County Public Schools.

Choosing Schools «most unique contribution is to evaluate systems of school choice in terms of how they could serve various public interests - namely, the degree to which a system of choice can promote equity, student achievement, and social capital (or social connectedness).

Given the expertise and background of the panelists who will present next week, how they define equity, the public sector, and school quality will be quite significant.

I'm ready to get back in the trenches next year and continue the fight for equity and justice in Chicago Public Schools as a resident principal.

Despite these gains, to fully meet our nation's challenging goals for excellence and equity in our public school systems, clearly more needs to be done.

More intriguing, however, is news that the report will discuss «how to expand school choice to increase equity and create a market within the public sector for school quality.»

This indicates that there is an equity problem in Australia rather than a genuine lack of quality in its public schools.

Preparation for career, college, and citizenship; personal health and hygiene knowledge; racial and gender equity; leisure and aesthetic appreciation; social mobility; scientific sophistication; safe driving practice; and sex, alcohol, drug, reproductive, and environmental awareness are all part of the booming, buzzing, and sometimes antithetical public discourse that assigns purposes to the nation's schools.

«This indicates that there is an equity problem in Australia rather than a genuine lack of quality in its public schools,» he said.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.