Sentences with phrase «small choice schools»

Small choice schools may also specialize in certain subjects and in beginning occupational and professional preparation in various fields.

Not exact matches

To take a single example, last year I had the privilege of participating in one of these schools in a small university town, where in a parish of about one thousand members over two hundred persons (including a goodly number of interested «enquirers» who had heard of the program through a carefully planned advertising campaign) attended eight night sessions, held from eight until ten o'clock, with a choice among eight different courses, dealing with theological, ethical, historical, devotional, and scriptural subjects.

In the U.S., we removed full - calorie sodas during the school day and replaced them with a range of low - and no - calorie, smaller - portion choices as part of our industry's voluntary School Beverage Guideschool day and replaced them with a range of low - and no - calorie, smaller - portion choices as part of our industry's voluntary School Beverage GuideSchool Beverage Guidelines.

Whether you need after - school snacks for kids, party - ready appetizers or a flavorful small meal, DON MIGUEL ® Brand and El CHARRITO ® Brand Taquitos are a quick, convenient and delicious choice.

With our School Beverage Guidelines, beverage companies have removed full - calorie soft drinks from schools across the country and replaced them with lower - calorie, smaller - portion beverage choices.

It has successfully implemented national School Beverage Guidelines that removed full - calorie soft drinks from all schools and replaced them with more lower - calorie, smaller - portion choices.

Where our kids go to school is one small fragment of a much larger ecosystem of their life choices and values.

His investigation continues, and he expects more claims to be brought against other food service providers over rebates that not only create «an inherent conflict of interest» in the choice of foods children are served at school, but also discourage the use of locally produced goods from smaller suppliers, including local farmers.

With community support, we eliminated high - fructose drinks from school vending machines and banned sweets from classroom parties (a hard swallow for those drinking the same sugary punch as Cookie Crusader Sarah Palin); changed the tuition - based preschool food offerings to allergy - free, healthful choices; successfully lobbied for a salad bar and then taught kids how to use it; enlisted Gourmet Gorilla, a small independent company, to provide affordable, healthy, locally sourced, organic snacks after - school and boxed lunches; built a teaching kitchen to house an afterschool cooking program; and convinced teachers to give - up a union - mandated planning period in order to supervise daily outdoor recess.

I was — and remain — a big milk drinker, so even on days that I wasn't making the healthiest choices for myself I was still consuming 1 - 3 of those small cartons of skim milk each day at school.

Small towns and rural areas also generally don't have enough students to support significant choice options or charter schools within the public school system.

This school year, teachers received $ 122 in Teacher's Choice funds (guidance counselors, school social workers and psychologists, school secretaries and lab specialists received smaller amounts).

With the distance between schools and small classroom size, we face many of the same challenges that affect rural schools all over the world when it comes to the provision and breadth of curricular choices.

On - going trends involving public school segregation have been a primary focus of the CRP's research, and the expanding policy emphasis on school choice prompted analysis of the much smaller — but politically potent — charter sector.

Rather, voucher users are exercising private school choice, while control group members are exercising a small amount of private school choice and a substantial amount of public school choice.

For that to happen, small schools must mature into a stronger movement by formulating serious proposals for assessments and accountability, throwing their vocal political support behind school choice, and insisting on new, innovative efforts to reduce the learning curve for those who wish to start small schools and their overseers.

Litky and his fellow small schoolers can make these claims more reasonably than other schools, since most small schools are schools of choice.

No Child Left Behind Act (NCLB), the proliferation of high school exit exams, the success of school choice initiatives, and a dozen other smaller if more bitter battles, education has become one of the hottest policy topics in Washington.

With the choices available, students increasingly don't need to make the tradeoff between attending a large school with lots of choices but perhaps lots of anonymity or a small school with limited choices but a deeply developed personal support structure.

School choice will ultimately prevail or disappear based on how it affects entire urban populations, not just the small group of students who benefit directly from being able to attend private schools tuition - free.

With the new open - enrollment system, educators believed they could capitalize on the Small Schools of Choice reform.

New York has proved that high school reform is possible; that boosting graduation rates of the poor and unprepared, even if the effort is begun in high school, is possible; that small alone is not enough; that choice alone is not enough.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

They take advantage of lotteries to gain admission to these non-selective small schools of choice to conduct a random assignment experiment.

Despite more proof that the small schools of choice reform strategy pursued by the Gates Foundation before 2006 has been a clear success, the Gates Foundation has nothing to say about these positive results.

Attitudes: support for diversity (racial integration), a perception of inequity (that the public schools provide a lower quality education for low - income and minority kids), support for voluntary prayer in the schools, support for greater parent influence, desire for smaller schools, belief in what I call the «public school ideology» (which measures a normative attachment to public schooling and its ideals), a belief in markets (that choice and competition are likely to make schools more effective), and a concern that moral values are poorly taught in the public schools.

These lessons add to MDRC's evidence on the implementation of small high schools of choice in New York City.

According to school choice supporters, such as Marquette University professor and former Milwaukee Public Schools (MPS) superintendent Howard Fuller, MPCP saves the taxpayers considerable cash, as the voucher is smaller than per - pupil spending by MPS.

As the cohorts have aged, it is now possible to measure the effects of small schools on college enrollment and choice, outcomes that have never been examined before.

With the support of the Gates Foundation, New York City created 150 small schools of choice between 2002 and 2008.

Let's hope that the Gates Foundation and its followers are not impervious to evidence and reconsider their abandonment of the small schools of choice reform strategy.

Regardless of the reform strategy — whether new standards, or accountability, or small schools, or parental choice, or teacher effectiveness — there is an underlying weakness in the U.S. education system which has hampered every effort up to now: most consequential decisions are made by district and state leaders, yet these leaders lack the infrastructure to learn quickly what's working and what's not.

A 2010 MDRC report funded by the Bill & Melinda Gates Foundation looked at the 123 «small schools of choice,» or SSCs, that have opened in New York City since 2002.

In Zelman, the Ohio attorney general further pointed out that schools participating in the Cleveland voucher program represent only a small portion of the range of choices available outside the regular public schools.

If a school district has only one elementary school, as is the case in some small New England districts, intradistrict choice will not have an impact.

Though vague on how the city's choice system had contributed to the problem, the report implied that because a small number of schools were serving a disproportionate share of «high need» students, their likelihood of failure had increased.

The market - and choice - oriented policies, which were imposed on schools «in need of improvement,» have consumed resources and local administrative time but have small impacts and are not being seriously evaluated.

Reform started soon after; in the early 2000s, City Schools introduced choice to high school students, closed dropout factories, and founded small, specialized high sSchools introduced choice to high school students, closed dropout factories, and founded small, specialized high schoolsschools.

Unlike traditional public schools, moreover, choice schools are usually smaller and are rarely departmentalized.

It also might suggest that the benefits of school choice are limited to students attending a small subset of schools that admit few voucher students.

Whether the gains from these small, private scholarship programs will translate to large - scale, publicly funded school - choice programs in urban areas is unknown.

Can small high schools of choice improve educational prospects for disadvantaged students?

New York City became a poster child of the initiative when New York school chancellor, Joel Klein, accepted Gates dollars and began, in 2002, to create 123 «small high schools of choice.»

Give young people choices among the formats: early - college high schools; smaller schools; schools within schools; charter schools; KIPP schools; high - tech high schools; virtual high schools; and more.

New York City's open choice system provided them with access to schools throughout the city, which often included one or more new small, themed high schools, including those that opened in the same building as the larger school that had been closed.

By allowing kids to leave regular public schools for alternatives and by forcing unionized schools to compete with nonunion schools, choice ensures that the unions will lose members and resources - and thus become smaller and less politically powerful.

A Fibre to the Cabinet Connection, (FTTC) that's fibre that comes from the BT exchange to the cabinet in your street, is a good choice for small primary schools with up to about 200 pupils.

Some critics of school choice have suggested that small classes in private schools «explain» the achievement benefits of private - school scholarships and voucher programs.

The private school choice sector is smaller and even more tenuous.

Except for opinions on school choice issues, differences across ethnic groups are generally smaller than those between public school employees and those who have never been employed by the schools.