Sentences with phrase «public school systems often»

Not exact matches

How often would you hear Christians standing up and apologising for the influx of creationism in our public school systems?

The largest food vendor for the District's public school system has agreed to pay $ 19 million to settle a lawsuit alleging that the company overcharged the city and mismanaged the school meals programs, with food often arriving at schools late, spoiled or in short supply.

Interestingly, parents of children in the often maligned New York City public school system gave Mayor Bloomberg a more positive rating, with 46 percent saying he'd succeeded and 48 percent saying he'd failed, according to the paper.

Charter school supporters have often targeted AQE as being beholden to its benefactors in the teachers unions, a line of attack that AQE has repeatedly pushed back against, while AQE has decried any shift towards charter funding as a betrayal of the public education system.

Charter school provisions are often traded for things like mayoral control of city schools or additional education aid to the broader public school system.

They often resemble a dysfunctional family, composed of three unlovable types: 1) aspiring politicians for whom this is a rung on the ladder to higher office; 2) former employees of the school system with a score to settle; and 3) single - minded advocates of one dubious cause or another who yearn to use the public schools to impose their particular hang - up on all the kids in town.

There's no hope for improving education policy if we don't keep the facts and evidence distinct from the public - school system's party (and often partisan) line.

Michelle Rhee, the chancellor of public schools in Washington, has turned education reform heads across the country by arguing, often loudly, that our current education system puts the interests of adults above the interests of children.

«The extraordinary demands of educating disadvantaged students to higher standards, the challenges of attracting the talent required to do that work, the burden of finding and financing facilities, and often aggressive opposition from the traditional public education system have made the trifecta of scale, quality, and financial sustainability hard to hit,» concludes the report, «Growing Pains: Scaling Up the Nation's Best Charter Schools.»

Because of the size of city school districts — New York City is the nation's largest school system with 1,189 public schools and 78,100 teachers — urban educators often teach large numbers of at - risk students.

To build political capital, they're often willing to deliver for the public school systems.

Unlike other industries that often offer higher pay to compensate for less desirable working conditions or to attract more desired applicants in high - need areas (like STEM fields), public school systems are generally limited by collective bargaining agreements or state law in their ability to offer differential compensation (see Goldhaber et al., 2015).

Other reformers (more often found on the left and in the center) have focused on the need to improve the existing public - school system through testing.

We're often accused of being hostile to the regular public - school system, but our real gripe is with its near - monopoly — which leaves it free to keep on serving the interests of its «stakeholders» rather than the students.

After all, the reasons for promoting choice often rest on the fact that public school systems are strangled by politics, bureaucracy, byzantine contractual rules, and licensing procedures that aggravate a shortage of quality employees.

The project grew out of a practical problem we encountered when studying big city school systems: in many cities, the public school «system» is actually a collection of systems: school districts (often more than one), charter schools, and even state agencies.

When school choice programs are created, regulations are too often imposed that mimic the existing public education system, limiting diversity of school and provider supply (consider state testing mandates, teacher certification requirements, and so on).

But too often our public school system shuts parents out, sending the message, subtly or otherwise, that they are not qualified to take charge of their children's education.

Research we've recently conducted in «high - choice» cities suggests that many parents, including those from very disadvantaged backgrounds, are actively choosing a school for their child, but too often these same parents are struggling to navigate an increasingly complicated system of public school options.

That's right — children are being penalized because their parents chose something different, and often better, within the public school system.

And often in these areas, particularly in rural and suburban areas, the largest employer is the public school system.

Good private schools are often oversubscribed and unlikely to be able to accommodate significant numbers of students from the public system.

Often seen as «piloting» new ideas for the public school system at large, would charter schools ever grow to serve every child in a city?

«We believe in publicly funded public education and we believe that we can have a system in Chicago that is equal to or exceeds school districts in Finland or Japan,» she says of the colleagues with whom she has reshaped the Chicago Teachers Union into a leading force in the fight against school privatization, closures, cuts and the gimmickry that too often passes for education policy.

A host of factors — lack of accountability for school performance, staffing practices that strip school systems of incentives to take teacher evaluation seriously, teacher union ambivalence, and public education's practice of using teacher credentials as a proxy for teacher quality — have produced superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students» learning.

Under federal law, students with disabilities can be sent to private schools when the public system can not adequately serve them, which has often been the case in the District's long - troubled special - education system.

Scaling any of these changes from relatively small charter schools systems up to a public school system would be challenging, but innovation often starts small.

The path to meaningful and lasting change in our public schools system is often difficult, driven by successes and slowed by setbacks along the way.

According to Spalding, voucher savings typically are funneled right back in to the public school system, something legislators, educators, and taxpayers aren't often told — thus, many have the mistaken belief the savings never occurred.

An alumna of New York City's Stuyvesant High (NYC's most prestigious public magnet school) and John Hopkins, where she earned a Ph.D. in American history, Moskowitz has long argued — often with Mayor Bill de Blasio and the UFT — that NYC's traditional school system fails poor children.

Organizers of charter schools, which receive public funding but operate independently of a jurisdiction's primary public school system, often discourage unionization.

As described in yesterday's Journal Sentinel, in his new book, UW - Oshkosh Professor Michael Ford describes a system in which public schools, private schools, and charter schools all compete for the same students and resources with what often seems like more concern for increasing their share of enrollment than for the overall outcomes achieved by students.

The transformation of New Orleans public schools is often told like this: Before Katrina, the school system was failing due in part to leadership and low quality teachers.

Frazier - Myers has spent decades committed to improving educational outcomes of low - income students who often struggle on the margins of the public school system.

said in a statement that private school vouchers are needed because the D.C. public school system, «often cited as one of the worst in the country, is absolutely failing these children.»

Public schools are often a one - size - fits - all system, which do.

Public schools are often a one - size - fits - all system, which doesn't usually provide alternative teaching approaches that so many children need to succeed.

More often than not, private programs and services do not provide the same protections, rights, and quality assurances as the public school system.

We don't see other very often, but when we do she tells me how the state is waging an all out war against the public school system in favor of Charter Schools.

They are often designed to serve low - income and / or at - risk students who are falling through the cracks of the traditional public school system.

I served as superintendent of the Chicago Public Schools for seven years — and saw firsthand that the system often served the interests of adults better than it did its students.

we're increasingly seeing charter schools poach the best students, which often have the most involved parents, from the public school system and leave everyone else behind

While folks with condescending «pull yourself up by the bootstraps» attitudes love the idea of a neighborhood public school system, they most often use this system when they can afford to move their families to the suburbs and wealthier, gentrified city enclaves.

In a survey provided to all parents and teachers in the New York Public School system, Eagle Academy often scored lower than its surrounding borough, the Bronx, and the citywide average.

These are among the groups that were often let down by the public education system before the era of school reform.

For public school systems, the demand for special educational and treatment resources for children with autism often outpaces what is available.

Students assigned to special education programs often encounter significant challenges in obtaining an education in the New York City public school system — some parents are sent back and forth between schools and enrollment centers without their problems being resolved; some students are kept out of school because they must wait for proper placements or special education services after the school year starts; and some students with disabilities do not receive the special transportation they need to get to school.