Sentences with phrase «urban education policy at»

Not exact matches

A former inner - city high school teacher, Farrington left the classroom after 15 years to get a Ph.D. in urban - education policy from the University of Illinois at Chicago.

ITDP today unveiled a new policy guide at the Urban Forum to evaluate real estate developments that integrate sustainable transport and land - use planning to connect people conveniently and safely to jobs, education, shopping and other opportunities.

Gary Orfield, professor of education, law, political science, and urban planning at UCLA, said opponents of the UT admission policy claim there are nonracial alternatives that do the job just as well, including the 10 % plan that UT now uses as its first phase for admission; approaches using socioeconomic status rather than race as a factor; and special outreach and recruitment efforts.

«In addition to gains in achievement test scores we also saw improvements in engagement with school, such as an increase in attendance of about 2.5 weeks per year» said Jonathan Guryan, Associate Professor of Human Development and Social Policy in the Institute for Policy Research at Northwestern University and Co-director of the University of Chicago Urban Education Lab.

In a first of its kind new global study of urban refugee education, researchers at Teachers College, Columbia University have revealed a gap between policy and practice.

• Anya Kamenetz education reporter for NPR and author of «The Test: Why Our Schools Are Obsessed with Standardized Testing — But You Don't Have to Be» • Elaine Weiss national coordinator of the Broader Bolder Approach to Education • Matthew Chingos senior fellow at the Brookings Institution and research director of its Brown Center on Education Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League Washingteducation reporter for NPR and author of «The Test: Why Our Schools Are Obsessed with Standardized Testing — But You Don't Have to Be» • Elaine Weiss national coordinator of the Broader Bolder Approach to Education • Matthew Chingos senior fellow at the Brookings Institution and research director of its Brown Center on Education Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League WashingtEducation • Matthew Chingos senior fellow at the Brookings Institution and research director of its Brown Center on Education Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League WashingtEducation Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League Washington Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League Washington policy and executive director of the National Urban League Washington Bureau

«Tom is unique in that he understands the theoretical, research, and policy perspectives on urban education, yet is masterful in designing and executing practices that result in improved teaching and learning in the classroom, at the school and at the district level.

In a 2011 report for the Providence, Rhode Island, school board, researchers at Brown University's Urban Education and Policy program found that the district's 1,321 teachers took off an average of 21 days each per school year.

Author Bio: Constance A. Lindsay is a research associate at the Urban Institute, where she studies K — 12 education policies.

A sharp divide among Democrats was in full view at the party's national convention in Denver, where urban mayors and educators, gathered at a forum sponsored by Democrats for Education Reform (DFER), challenged the dominant role of teachers unions in shaping policy.

Her research focuses on educational policy and politics, and urban school reform, including the development and implementation of education policy and the impact of policy on the educational opportunities for at - risk students.

- Jane Hannaway is the director and principal researcher of the Education Policy Center at the Urban Institute.

Author Bio: Erica Blom is a research associate in the Education Policy Program at the Urban Institute, where she studies higher educatioEducation Policy Program at the Urban Institute, where she studies higher education pPolicy Program at the Urban Institute, where she studies higher educationeducation policypolicy.

The project, which he calls, The Chastened Dream, will look at how publicly - oriented professional schools, including those focused on education, public health, public policy, and urban planning and design, develop knowledge that they hope will be useful for ameliorating poverty, curing disease, improving education, and increasing the quality of life for us all.

Erica Blom is a research associate in the Education Policy Program at the Urban Institute.

Brian Jacob is the Walter H. Annenberg Professor of Education Policy, Professor of Economics, and Director of the Center on Local, State and Urban Policy (CLOSUP) at the Gerald R. Ford School of Public Policy.

Matthew Chingos is Senior Fellow and Director of the Education Policy Program at the Urban Institute, where Daniel Kuehn is a Research Associate.

Author Bio: Kristin Blagg is a research associate in the Income and Benefits Policy Center at the Urban Institute, focusing on education pPolicy Center at the Urban Institute, focusing on education policypolicy.

He is the faculty methodologist for the Penn IES Pre-Doctoral Training Program, a faculty fellow with the Penn Institute for Urban Research, a faculty affiliate with the Penn Wharton Public Policy Initiative, a senior researcher at the Consortium for Policy Research in Education, and an affiliated researcher with the University of Chicago Consortium on School Research.

In this presentation given at the 39th annual conference of the Association for Education Finance and Policy Cory Edmonds shared the findings of an Edunomics Lab study exploring seven urban school districts utilizing a student based allocation formula to...

Holmes - Sutton is the co-author of Parent and Family Engagement: The Missing Piece in Urban Education Reform, a policy brief for The Lincy Institute at the University of Nevada, Las Vegas.

By allowing Catholic schools to receive government funding, a religious - charter policy could honor the traditions of both Catholic education and the chartering movement, allow these schools to carry on their service to the most at - risk urban students, and adhere to state standards, assessments, and accountability frameworks.

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.

In addition to her work in the arts, Ewing is a doctoral candidate at the Harvard Graduate School of Education, where her research focuses on race, social inequality, urban policy, and public schools.

Sudipti Kumar has over 10 years of experience in urban education including working as a teacher, in teacher support at the district level, and as an advocate for teachers in national education policy.

Ms. McGoldrick has held a variety of positions in K - 12 education, including analyst for the Board of Education for the Los Angeles Unified School District, executive director of evaluation, research, and policy for the Urban Education Partnership, and survey researcher at Fairbank, Maslin, Maullin and Aseducation, including analyst for the Board of Education for the Los Angeles Unified School District, executive director of evaluation, research, and policy for the Urban Education Partnership, and survey researcher at Fairbank, Maslin, Maullin and AsEducation for the Los Angeles Unified School District, executive director of evaluation, research, and policy for the Urban Education Partnership, and survey researcher at Fairbank, Maslin, Maullin and AsEducation Partnership, and survey researcher at Fairbank, Maslin, Maullin and Associates.

They are «both feeling the pressure and willing to think about doing new things,» said Jane Hannaway, director of education policy at the Urban Institute, a left - leaning research group.

He has also worked as a Program Coordinator for the Hunt Institute — a nonprofit that works at the intersection of politics and education policy, and a Program Officer for EdVestors — a nonprofit that helps advance improvements in urban schools through strategic philanthropy.

At a time when a college degree is more important than ever, the Urban Education Institute's efforts continue to build on this success — at the UChicago Charter School and in research, practice, and policy — to focus on what really matters to create college success for all studentAt a time when a college degree is more important than ever, the Urban Education Institute's efforts continue to build on this success — at the UChicago Charter School and in research, practice, and policy — to focus on what really matters to create college success for all studentat the UChicago Charter School and in research, practice, and policy — to focus on what really matters to create college success for all students.

An alumna of New York City public schools, Cheyenne graduated from the University of North Carolina at Chapel Hill with a BA in Communication Studies, and later graduated from Harvard Graduate School of Education with an EdM in education policy and management with a focus on urban eEducation with an EdM in education policy and management with a focus on urban eeducation policy and management with a focus on urban educationeducation.

Prior to her current role, Cara conducted research and evaluation at Urban Teachers as a Strategic Data Fellow through the Center for Education Policy Research.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

This brief by William J. Mathis and Kevin Welner, University of Colorado Boulder, updates the research from a previous policy brief by Professor Richard Milner, the Helen Faison Endowed Chair of Urban Education at the University of Pittsburgh.

in Education Policy and Management at the Harvard Graduate School of Education as an Urban Scholars Fellow.

Not very, according to Kenneth Wong, director of the Urban Education Policy Program at Brown University.

In other words, these people are using meaningless data to arrive at huge policy decisions at the expense of the education of our children, particularly urban (minority) children!

Steve Tozer, PhD, director of the Center for Urban Education Leadership and professor of educational policy studies at the UIC College of Education, was featured in Education Week analyzing higher education's capacity to produce principals that transform urban schUrban Education Leadership and professor of educational policy studies at the UIC College of Education, was featured in Education Week analyzing higher education's capacity to produce principals that transform urbanEducation Leadership and professor of educational policy studies at the UIC College of Education, was featured in Education Week analyzing higher education's capacity to produce principals that transform urbanEducation, was featured in Education Week analyzing higher education's capacity to produce principals that transform urbanEducation Week analyzing higher education's capacity to produce principals that transform urbaneducation's capacity to produce principals that transform urban schurban schools.

Academy of Notre Dame Algonquin Regional High School Annie Sullivan Middle School Another Course to College Ansin Religious School Arlington High School Ashland High School Assabet Valley Regional Technical High School Auburn High School Austin Preparatory School Baker School Beacon Academy Beaver Country Day School Belmont Day School Belmont High School Belmont Hill School Bernard Mcnally Beverly High School Bigelow Middle School Bishop Fenwick High School Blessed Sacrament School Boston Adult Technical Academy Boston Arts Academy Boston College Boston College High School Boston Community Leadership Academy Boston Latin Academy Boston Latin School Boston Middle School Academy Boston Preparatory Charter Public School Boston Public Schools Boston's Jewish Community Day School Brandeis Jewish Education Program Bridgewater Raynham Regional High School Brighton High School Brimmer and May School Briscoe Middle School Broad Meadows Middle School Brook Farm Business and Service Career Academy Brookline High School Buckingham Browne & Nichols School Burlington High School Burlington Middle School Cambridge Family and Children's Service Cambridge Friends School Cambridge Montessori School Cambridge Public Schools Cambridge Rindge & Latin School Cambridge School of Weston Cameron Middle School Cathedral High School (Boston) Cathedral High School (Springfield) Center for Collaborative Education Central Catholic High School (Lawrence) Central Tree Middle School Chapel Hill - Chauncy Hall School Charlestown High School Chatham High School Chelsea High School City On A Hill Charter High School Codman Academy Charter Public School Cohen Hillel Academy Community Academy of Science and Health Concord Carlisle High School Concord Middle School Congregation Beth El Congregation Beth Israel Hebrew School Congregation B'nai Shalom Congregation Shalom Curley K - 8 School Curry College Dana Hall School Dean Junior College Dearborn Middle School Dedham Country Day School Derby Academy Diploma Plus Commonwealth Corporation Dorchester Academy Dorchester Community Center for the Visual Arts Dorchester Youth Alternative Academy Dorshei Tzedek Religious School Douglas High School Dover - Sherborn High School Driscoll School Duxbury High School East Boston Catholic East Boston High School East Bridgewater Gordon Mitchel Middle School Easton Junior High School Edgartown School Edison K - 8 School Edward M. Kennedy Academy for Health Careers Edwards Middle School Elizabeth Seton Academy English High School Excel High School F.A. Day Middle School Fay School Fayerweather Street School Fenn School Fenway High School Fessenden School Fitchburg High School Fletcher Maynard Academy Framingham High School Francis W. Parker Charter Essential School Frederick Douglass Charter School Full Circle High School Fuller Middle School Galvin Middle School (Canton, MA) Galvin Middle School (Wakefield, MA) Gann Academy: The New Jewish High School of Greater Boston Gateway Regional High School Goss II Secure Treatment DYS Graham and Parks School Greater Egleston Community High School Grover Cleveland Middle School Hamilton - Wenham Regional High School Hanson Middle School Harbor School Harvard Graduate School of Education Harwich High School Heath School Heritage Academy Hernandez K - 8 School Higgenson / Lewis K - 8 School Hillside Treatment Program Holy Name Parish School Hopkinton High School Horace Mann School for the Deaf and Hard of Hearing Hudson High School Hyde Park High School Immaculate Conception School Immaculate Conception School (Newburyport) Inly School International School of Boston Ipswich High School Ipswich Middle School Jackson Mann K - 8 School Jeremiah E. Burke High School John F. Kennedy Middle School (Natick) Josiah Quincy Upper School (Washington St) Kilmer K - 8 Upper School King Middle School (Dorchester) Knesset Israel Hebrew School Lawrence Public Schools Lawrence School (Brookline) Lesley College Lexington High School Lexington Montessori School Lilla Frederick Pilot Middle School Lillian Kessel Religious School at Temple Emanuel Lincoln School (Brookline) Lincoln School (Lincoln) Lincoln Sudbury Regional High School Littleton High School Lowell High School Lowell Middlesex Academy Charter School Lyndon Pilot School (West Roxbury) Madison Park Technical Vocational High School Maimonides High School Malden High School Marblehead Middle School Marblehead Public Schools Marlborough High School Martha's Vineyard Regional High School Martin Luther King Open School Mary Lyon School Massachusetts Department of Corrections MATCH School Matignon High School McCall Middle School McCormack Middle School McKay K - 8 School McKinley Middle School McKinley South End Academy Medford High School Media Communications Technology High School Melrose Junior High School Meridian Academy Middlesex Community College Mildred Avenue School Miles River Middle School Milton Academy Mission Hill School Mitchell Middle School Monument High School Mother Caroline Academy Mount Alvernia Elementary School Mount Alvernia High School Mystic Valley Regional Charter School Nashoba Brooks School of Concord Nashoba Valley Technical High School (Westford) Nauset Regional High School Needham High School New Mission High School Newton Country Day School Newton North High School Noble & Greenough School North Shore Christian School North Shore Community College Northbridge Middle School Northeastern University Norwell High School Notre Dame Academy (Hingham) Oak Hill Middle School O'Bryant School of Mathematics and Science Office of Curriculum and Instruction Ottoson Middle School Our Lady of Perpetual Help / Mission Grammar School Parkway Academy of Technology and Health Pathfinder Regional High School Pembroke Community Middle School Phillips Academy Andover Pierce School Pike School Plymouth South Middle School Pollard Middle School Pope John Paul II Catholic Academy (Neponset, Lower Mills, Columbia, and Mattapan) Prospect Hill Charter Academy Prozdor Hebrew College Public Service And Civic Engagement Academy (Lowell High School) Quincy Public Schools Randolph High School Reading Memorial High School River Valley Charter School Rogers Middle School (Hyde Park) Roxbury Latin Roxbury Preparatory Charter School Runkle School Sacred Heart School Saint Agatha School Sarah Greenwood K - 8 School Shady Hill School Sharon High School Sharon Middle School Shore Country Day School Shrewsbury Middle School Snowden International High School Social Justice Academy Solomon Schechter Day School of Greater Boston Somerset High School Somerville High School South Area Solomon Schechter Day School South Boston Catholic Academy St. Brendan's School (Dorcester) St. Columbkille School St. John's Preparatory School St. John School St. Mary of the Assumption School (Brookline) St. Patrick School St. Paul's Catholic Church St. Peter Academy (South Boston) St. Theresa St. Thomas Aquinas High School Stoneham High School Striar Hebrew Academy Swampscott High School TechBoston Academy TechBoston Lower Academy Temple Beth David Religious School Temple Beth Shalom Temple Emanu - El Temple Etz Chaim Temple Isaiah Temple Israel Temple Israel Religious School Temple Sinai The Accelerated Learning Laboratory The Carroll School The Engineering School The Governor's Academy The Heller School for Social Policy and Management at Brandeis University The Meadowbrook School of Weston The New Boston Pilot Middle School The Park School (MA) The Rashi School, the Boston Area Reform Jewish Day School The Rivers School Thomas Blake Middle School Thurston Middle School Timilty Middle School Tobin K - 8 School Trinity Catholic Academy Tufts University Umana Middle School Academy University of Massachusetts, Boston College of Community Service University Park Campus School Urban Science Academy Ursuline Academy Waltham High School Washington Irving Middle School Watertown High School Watertown Middle School Wayland Middle School Wellesley Middle School Wentworth Institute of Technology Westborough High School Weston Middle School WGBH Whitman Middle School Whitman - Hanson Regional High School Wilbraham & Monson Academy Wilmington High School Wilson Middle School (Natick) Winsor School Winthrop High School Worcester North High School Worker Education Program Young Achievers Science and Math K - 8 School

Director Steve Tozer is Professor in Educational Policy Studies at the University of Illinois Chicago and founding coordinator of the UIC EdD Program in Urban Education Leadership, which is the first university - based program to be awarded Exemplary Status by the George W. Bush Institute Alliance to Reform Education Leadership.

Andrew graduated from Princeton University in 2013, where he studied education policy, and is currently pursuing his master's in Urban Education Policy and Administration at Loyola Marymount Uneducation policy, and is currently pursuing his master's in Urban Education Policy and Administration at Loyola Marymount Univepolicy, and is currently pursuing his master's in Urban Education Policy and Administration at Loyola Marymount UnEducation Policy and Administration at Loyola Marymount UnivePolicy and Administration at Loyola Marymount University.

Pedro Noguera, an urban education professor at New York University, backs many of Anderson's policy decisions, but said change must be made through the community, not around it.

In 2002, Harvard University Graduate School of Education awarded her a Doctor of Education in Administration, Planning and Social Policy Concentration in Urban Superintendency [I guess that is a word at Harvard].

Frankie Jones, an ACE Teaching Fellows graduate, is currently completing her Ph.D. in Policy Studies in Urban Education at the University of Illinois - Chicago.

Dr. Jackson holds a Master's in Leadership and Administration and a Doctorate in Education in Policy Studies in Urban School Leadership from the University of Illinois at Chicago.

Hannaway is also the immediate past president of the Association for Education Finance and Policy, and previously served as founding director of the Education Policy Center at the Urban Institute and on the faculty of Columbia, Princeton and Stanford universities.

In this presentation given at the 39th annual conference of the Association for Education Finance and Policy Cory Edmonds shared the findings of an Edunomics Lab study exploring seven urban school districts utilizing a student based allocation formula to determine the portion of total district funds allocated by the formula.

Barnett has taught in an urban high school, worked as a social scientist at the RAND Corporation, led policy initiatives at a state education agency, and served as a professor of education.

During her college career, Cassidy worked as a research assistant for the Center for Learning Technologies in Urban Schools (LeTUS) at the Northwestern University School of Education and Social Policy.

He advised the US Department of Education on policy and programs related to urban school improvement and served as a National Educational Policy Fellow at the Institute for Educational Leadership and subsequently coordinated the DC Fellows Program for midcareer lepolicy and programs related to urban school improvement and served as a National Educational Policy Fellow at the Institute for Educational Leadership and subsequently coordinated the DC Fellows Program for midcareer lePolicy Fellow at the Institute for Educational Leadership and subsequently coordinated the DC Fellows Program for midcareer leaders.

Currently, he is a doctoral fellow at Johns Hopkins University, studying Urban Education Policy and Leadership.