Sentences with phrase «about urban high school»

The cooperating college professor reported that this experience helped dispel stereotypes his teacher education students had held about urban high school students.

Not exact matches

They include IBM, which is helping urban high schools close the STEM skills gap, and 23andMe, which is empowering consumers to learn about their genetic risks — and the lifestyle choices they can make, in some cases, to lower them.

As a Matter of Fact I Can't Fit into My Size 4 Jeans After Having Just Given Birth... Dear Readers, all of us mothers have certainly come across that urban myth about the friend, of the friend, of an acquaintance who went to high school with the so - and - so who used to know our sister,... Read More about As a Matter of Fact, I Can't Fit into My Size 4 Jeans After Having Just Given Birth

Also, I've liked Urban Outfitters since I was a freshman in high school which was about five years ago - I'd like to think I'm an O.G UO Girl.

After a wild party, Danny stumbles upon Goddess Camp, the urban legend of «skinny - dipping chicks» that so many horny high - school boys have fantasized about for years.

On the menu with Guardians 2: The Dinner (a drama / mystery starring Richard Gere, Laura Linney, Steve Coogan, and Rebecca Hall); Risk (documentary about WikiLeaks founder Julian Assange); My Entire High School Sinking Into the Sea (a strange animated comedy for adults); Citizen Jane: Battle Cry for the City (a documentary about urban activist Jane Jacobs); Buster's Mal Heart (some sort of drama / thriller); and Angkor Awakens (a documentary about how the past informs present - day Cambodia).

Seidel knew he had similarly reached other students, but by the time he departed eight years later after funding was cut, South Boston High School was left with one visual arts teacher for an urban school comprising about 900 stuSchool was left with one visual arts teacher for an urban school comprising about 900 stuschool comprising about 900 students.

«We were all interested in district - level reforms and thought why not form a team and see how we could do in a high pressure, interesting situation with people who know a lot about urban school districts,» Spears explains.

About 75 percent of urban high school students attended schools of that size.

While it's easy for those focused on the urban agenda to dismiss suburban reform as a distraction or a novelty, it may be more useful to think of high - performing communities as terrific laboratories for bold solutions and as the place where high - functioning systems working in advantageous circumstances may have much to teach about how to help schools go from good to great.

Almost half of the teachers in Ohio's charter schools quit their schools in the four - year period between 2000 and 2004, in comparison with about 8 percent in conventional public schools and 12 percent in high - poverty, urban public schools, suggesting that new organizations are not a magic formula for school stability.

-- that by offering a viable alternative to the values of contemporary society, the Catholic high school has a unique niche in the educational scheme of things, especially given the lack of consensus about educational goals characteristic of so many public urban schools.

A graduate of an urban high school in Portland, Ore., Krieger was first attracted to the Ed School because of the opportunity to learn about teaching in an urban enviroschool in Portland, Ore., Krieger was first attracted to the Ed School because of the opportunity to learn about teaching in an urban enviroSchool because of the opportunity to learn about teaching in an urban environment.

His primary interest when he enrolled in the School Leadership Program (SLP) was — and still is — urban public high schools, but, he says, «I have also widened my scope to begin to think about education in a more economic sense.»

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Reporter Kathleen Cushman teamed up with 40 teenagers from four urban areas (New York City, Providence, Rhode Island, and San Francisco) to write a book about what high school students say they need from their teachers in order to succeed.

In closing, I'd simply say that if we want dynamic, responsive, high - quality, and self - improving systems of urban schools, we need to stop stubbornly preserving the failed schools of yesterday and get about the business of building mechanisms that continuously introduce new offerings, grow successes, and phase out schools that don't work for kids.

It spent about $ 650 million on a program to replace large urban high schools with smaller schools, on the theory that students at risk of dropping out would be more likely to stay in schools where they forged closer bonds with teachers and other students.

The Tribune reports today that Urban Prep Charter High School is about to send 100 % of its graduating class to college.

The figures quoted above about the availability of computers in schools do not provide details about the types and quality of computer technology available to students and teachers in high - poverty urban school settings as opposed to those in more affluent suburban schools.

We heard similar criticisms about the effectiveness of state support - system interventions for low - performing schools in one of our large, high - poverty, low - performing urban school districts — where (again) the district developed no plan for systematic intervention to ameliorate the problem.

Most of the questions contained in this study guide are ones you can think about on your own, but you might consider pairing with a colleague or forming a study group with others who have read (or are reading) Aim High, Achieve More: How to Transform Urban Schools Through Fearless Leadership.

An Arizona teacher who teaches in a very urban, high - needs schools writes about the realities of teaching in her school, under the pressures that come along with high - stakes accountability and a teacher workforce working under an administration, both of which are operating in chaos.

On average, low - income urban high schools with high concentrations of minority students sent about half, or 51 percent, of their 2013 graduates to college in the fall immediately following graduation.

In this Action Research Project, students in an urban high school Advanced Placement (AP) Spanish Language and Culture class were experiencing anxiety about producing orally in the classroom.

Gary Orfield of the Civil Rights Project at Harvard University and Christopher Swanson of the Urban Institute found that about 50 percent of black, Hispanic, and Native American students fail to earn high school diplomas.

Host Christie Goodman, APR, IDRA's communications manager, welcomes back Aurelio Montemayor, M.Ed., to continue a discussion they began in Episode 31 (Latino Parent Engagement in High School Math) about how students, parents, and educators are working together to improve math instruction at an urban high school in Far West TeHigh School Math) about how students, parents, and educators are working together to improve math instruction at an urban high school in Far West School Math) about how students, parents, and educators are working together to improve math instruction at an urban high school in Far West Tehigh school in Far West school in Far West Texas.

A 2016 US News & World Report story found that only about half of big urban districts track students after graduating high school, or know which colleges and universities do best and provide that information to counselors and colleges.

After three decades of competition, Milwaukee schools — public district, voucher, and charter collectively — perform about as well as similar high - poverty voucher - free urban districts like Detroit, Memphis and Buffalo.

Principal Rainey also highlighted several aspects about the school: - 2015 National Excellence in Urban Education Award by the National Center for Urban School Transformation - 100 % of the students receive free and reduced lunch - 99 % minority - 75 % of seniors took at least one AP course during high school - 2nd charter school in the country to be named an AVID National Demonstration School - 1st charter school in the country to be fully funded by bondschool: - 2015 National Excellence in Urban Education Award by the National Center for Urban School Transformation - 100 % of the students receive free and reduced lunch - 99 % minority - 75 % of seniors took at least one AP course during high school - 2nd charter school in the country to be named an AVID National Demonstration School - 1st charter school in the country to be fully funded by bondSchool Transformation - 100 % of the students receive free and reduced lunch - 99 % minority - 75 % of seniors took at least one AP course during high school - 2nd charter school in the country to be named an AVID National Demonstration School - 1st charter school in the country to be fully funded by bondschool - 2nd charter school in the country to be named an AVID National Demonstration School - 1st charter school in the country to be fully funded by bondschool in the country to be named an AVID National Demonstration School - 1st charter school in the country to be fully funded by bondSchool - 1st charter school in the country to be fully funded by bondschool in the country to be fully funded by bond money

This is a stressful time for many urban eighth - grade students and parents who are considering high school options, and hearing from public schools about acceptances into selective or other specialized programs.

In a subsequent panel segment about the suggested ideas, Dr. Estela Mara Bensimon, professor of higher education at USC Rossier School of Education and director of the Center for Urban Education said that promoting more coverage on the racial mismatch between students and the teachers, administrators and other education leaders who serve them was important.

A 2007 study by the Council of the Great City Schools, a coalition of the nation's largest urban districts, found that from 2001 to 2006, more of Oakland's public school children were excelling each year, at about every grade level, in reading and math (the math analysis didn't include high scSchools, a coalition of the nation's largest urban districts, found that from 2001 to 2006, more of Oakland's public school children were excelling each year, at about every grade level, in reading and math (the math analysis didn't include high schoolsschools).

«What's truly noteworthy about Santa Ana students» math proficiency is that we're seeing remarkable results at the scale of a large urban district — not just one high - achieving class or school — where the predominantly Hispanic student body has closed the achievement gap,» said Andrew R. Coulson, President of the MIND Education Division in a written statement.

By Sarah Giddings From the first day I stepped foot into my class in a small urban public high school, I realized one reality about teaching.

About Fix the Formula Illinois Fix the Formula Illinois is a campaign of Advance Illinois, Center for Tax and Budget Accountability, Educators 4 Excellence, Equity First, Faith Coalition for the Common Good, Funding Illinois» Future, Gamaliel of Metro Chicago, High School District Organizations of Illinois, Illinois Alliance of Administrators of Special Education, Illinois Association of School Administrators, Illinois Association of School Business Officials, Illinois for Educational Equity, Illinois Principals Association, Instituto del Progreso Latino, Latino Policy Forum, League of United Latin American Citizens, Noble Network, Ounce of Prevention Fund, Pilsen Neighbors Community Council, Quad County Urban League, South Suburban Action Conference, Springfield Urban League, Taylorville Citizens for Education, Teach Plus Illinois, Tri-County Urban League, United Congregations of the Metro East, Urban Muslim Minority Alliance and Vision 20/20.

Radio show to talk more about an upcoming piece about why teachers leave high - poverty urban schools.

And though the district's schools are considered high - performing, concerns about the success rate of minorities have prompted the Urban League to press for a charter school geared toward closing the achievement gap.

Honorary Chairs Robert Klein John Patrick Shanley Artist Chairs Dillon Cohen Katie Holten Tim Rollins Co-Chairs Laura Blanco Olivia Douglas Marilyn Greene Ruth Corn Roth Location: Conrad New York 102 North End Avenue New York City (Between Murray and Vesey Streets) Special Guest Performer Kevin Harris Jazz Pianist and Faculty at Berklee College of Music Master of Ceremonies Lynda Lopez Journalist; Anchor, CBS Newsradio — AUCTION Featuring Artists Diana Al Hadid Miya Ando Alexandre Arrechea Jared Aufrichtig Donald Baechler Claudia Baez Patrick Berran Janet Biggs Julien Bismuth Ernesto Burgos Alberto Casado Willie Cole Caetano De Almeida Shepard Fairey Tony Feher Ramiro Fernandez Jake Fernandez Dan Finsel Tony Fitzpatrick Fragments Jewelry Mary Frank Jane Freilicher Richard Garet Theaster Gates Leon Golub Dan Graham Joel Greenberg Clinton Hill Steven Hirsch Katie Holten Carl Holty Michael Joo Anna K.E. Tim Rollins and K.O.S. Maira Kalman Betsy Kaufman Mike Kelly Keizo Kitajima George Kovacs Thomas Lanigan - Schmidt Lisa Leone Dean Levin Jeff Chien - Hsing Liao Rubén Torres Llorca Hew Locke Vivian Maier Gordon Matta - Clark Mary Mattingly George McNeil Jessica Mein Sean Mellyn Jose Toirac and Meira Marrero Pat Moser Richard Mosse Isamu Noguchi JJ PEET Karlos Pérez Jon Pestoni Elizabeth Peyton Chloe Piene Liliana Porter Jon Pylypchuk Jon Pylypchuk Lee Quinones Raquel Rabinovich Pedro Reyes Katrin Saigurdardottir Emilio Sanchez Jessica Sanders Kate Shepherd Alan Shields Harriet Shorr Samara Shuter Amy Sillman Xaviera Simmons Michelle Stuart Rachel Sussman Swoon Jorge Tacla Tats Cru Henry Taylor Ana Tiscornia Gladys Triana James Turrell Nicola Tyson Manuela Viera Gallo Darren Waterston Madeline Weinrib Stanley Whitney Timothy Woodman — Benefit Committee Rae Alexander - Minter ** Eric Appel * Augusto Arbizo * Sigmund Balka ** Laura Blanco ** and Robert F. Shainheit Holly Block ** Linda Blumberg ** Marianne Boesky Laura Bohn * James - Keith Brown and Eric Diefenbach Deborah Buck Victoria Cabanos ** and Philip Hecht Ellen Cantrowitz * Katherine Chan * Fiona Cibani James Cohan Alessandra DiGiusto ** Olivia Douglas ** and David DiDomenico Dana Emmott Lea and Stephan Freid * James Fuentes * Liz Goldman Gail Gregg Marilyn and Stephen Greene ** Horacio José and Julia P. Herzberg * Susan Hinko ** and Carl Batlin Joyce Hogi ** Jeanna Hussey ** Susan and Steven Jacobson Keesha Johnson Nicole Klagsbrun * Liz Klein * Alice Kosmin ** Serge and Ian Krawiecki Gazes Joan Krevlin ** Ashley Leutner, Paddle8 * Cher Lewis Teresa Liszka & Martin Weinstein Candice Madey * Mary Beth Mandanas ** Diane and Adam Max Cormac McEnery ** Lisa Melmed Cohen Joseph Mizzi ** Nathan Newman ** Ifeoma Okoronkwo Aitkenhead ** Wendy Osloff * Debra Palma Meredith Palmer Penny Pilkington * Lesley and Jonathan Plotkin ** Nancy Portnoy * Simon Preston * Stacey Richman Tim Rollins ** Ruth Corn Roth ** Mary Sabbatino Don Savelson ** Abigail Scheuer Carole Server ** and Oliver Frankel Lauren Sharfman Manon Slome ** Joshua Stein PLLC ** Lybess Sweezy and Ken Miller Sarah Sze Frederieke S. Taylor Leslie Tonkonow Madeline Weinrib Kate Werble * * Art Auction Committee ** Trustees List in formation About the Teen Council The Bronx Museum Teen Council, comprised of a group of high school students working closely with educators in the Museum's Media Lab, was created in 2005 to make contemporary art and culture accessible to urban youth.

For more than three decades, Wave Hill has offered a paid summer internship program for high school students, giving them an opportunity to gain hands - on field and academic experience as they learn about urban ecology.

In the classrooms of the Urban Promise Academy in East Oakland, a summer campus for Aim High, 6th - graders sat on desk tops or stood leaning against desks in a circle and took turns reading anonymously submitted questions about middle school life — questions written down on white - lined paper and balled up.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).