Sentences with phrase «access to a public education system»

That constitutional guarantee means that the state must ensure that Plaintiff Students have equal access to a public education system that will teach them the skills they need to succeed as productive members of modern society.

Not exact matches

Kozol's description of the corporate presence in and influence on schools makes one wonder whether the public education system in the United States has become a domestic version of NAFTA: an effective way for companies to guarantee access to a steady supply of cheap, uneducated labor.

On Thursday, with the New York State Board of Regents hearing testimony regarding the newly approved teacher evaluation system, leading education reform organization StudentsFirstNY and public school parents offered recommendations and sent letters calling for a system that ensures all public school students have access to high - quality teachers.

It's why I led the fight for mandatory kindergarten city - wide, it's why I increased the number of pre-K slots available in New York City, it's why I have been a staunch advocate for ensuring that children get access to breakfast at school, and it's why I have made reforming our public education system one of the cornerstones of my campaign.

Applicants will receive a bespoke programme, including briefings relating to the UK's education system and the international education market, business training and advice on public relations, marketing and sales, access to BESA's research database, market intelligence reports on education industry suppliers» market confidence and sales and briefing sessions with headteachers and curriculum subject experts to gain insights on schools» resourcing needs.

If we are going to truly become the great public school system we want to become, we need to transform public education, and we need to transform it so that every child has access to a good public school.»

All of which makes one thing obvious: The only system of learning compatible with a truly free society is not one of government domination, but one rooted in educational choice — public education, not schooling — in which the public assures that all people can access education, but parents are free to choose their children's schools and educators are free to educate how they wish.

It's time for the state's leaders to justify to Connecticut parents why our education system limits the size and expansion of quality public schools, while thousands of students languish on waitlists with no access to an adequate education.

Two things, we believe, will start to bring the system back into a sustainable orbit: a dramatic expansion in the range of education options available to parents and a fundamental change in public access to the collective bargaining process.

Given the reality that we should be educating all children ~ it may surprise the uninformed observer that the market - based approach is alive and well in the education field driving a set of reforms that is slowly eroding our public school system and creating an even wider and more troubling achievement gap; ensuring that more affluent students have access to better schools and more resources ~ while low - income students receive a second - class education.

Together, we can work to create a system where schools compete for top teachers, the achievement gap disappears, and all children — no matter their economic situations — have access to a quality public education.

The current Education Reform agenda is directly linked to Milton Freidman and his notions of a privatized public education system accessed by Education Reform agenda is directly linked to Milton Freidman and his notions of a privatized public education system accessed by education system accessed by vouchers.

Our state operates a public education system marked by the inequitable funding, which impacts access to qualified teachers, school leaders, staff, curricula, materials and facilities.

Our antiquated education delivery system should be allowed to evolve from a «school system» to a «system of schools», with comprehensive traditional public school choice, expanded charter school capability, access to more choices for special needs children, and a fully paid exit option for students in failing schools.

The struggles he experienced accessing public education inspired Allison to become a teacher who would try to improve that system from the inside.

This draft is a detailed plan to develop school leadership aimed at strengthening and improving the public education system while addressing one root of the existing problem of unequal access to quality education — state and local leadership «capacity.»

Second, we must lead the struggle for a sustainable public education system by holding all publicly - funded schools, district and charter, to common sense standards, like equity and access for all students, transparency in all budgets, joint decision - making, and unionization rights for all workers.

AASA's mission is to advocate for equitable access for all students to the highest quality public education, and develop and support school system leaders.

Yet we continue hoping our test - driven system will do what it has failed to do in 24 years: close achievement gaps and ensure no student is denied access to a good public education because of their zip code.

The «money follows the child» funding system leaves local public schools without the resources necessary to ensure children have access to a comprehensive education.

This case calls on state's leaders to justify to Connecticut parents why our education system limits the size and expansion of quality public schools, while thousands of students languish on waitlists with no access to an adequate education.

But this was never about reform or access or leveling the playing field: it was about opening up public education as a market, siphoning off tax dollars to charters and for - profit vendors, shifting public funds from a system that had public oversight and control to private interests.

Not only will she work to preserve the gains our public school systems have made over the last decade, but Caroline will also work to ensure each student has access to a world - class education, regardless of their zip code or socioeconomic status.

When the data is analyzed, the Vallas Turnaround Model is not a tribute to improving public education, but a lesson in privatization by replacing failing public schools with failing charter schools and creating a two - tiered education system where certain students get access to higher performing institutions, while leaving all the other students behind.

My time as a teacher in the public school system, educational consultant, and mother of three children who attend a Denver area charter school has taught me that charter schools and the autonomy, choice, and diverse models of education they represent play an important role in making sure that each student and family has access to a high - quality school that is most suitable for them.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About InclusioTo Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Know About Inclusion?

Californians Together aims for an educational system that is funded and structured so every child will have full access to a high quality 21st century education and will graduate from our public schools fully prepared for success in college and career and full civic participation.

David joins other NJSBA leaders in the Association's commitment in advancing the practice of law, providing education to both the public and to other attorneys, and promoting access to the civil justice system to -LSB-...]

ALA provides the low income and the Asian and Pacific Islander community equal access to the legal justice system through direct legal services and community education in the areas of immigration and citizenship, public benefits, domestic violence, consumer rights, housing, and civil rights.

Common challenges include: legal education reform and preparing lawyers for a future that is already here; solving access to justice; defending the rule of law; creating appropriate guidelines for social media, ensuring that its role in the court of public opinion does not marginalize the legal system; and narrowing the delta between current legal delivery methods and customer needs and expectations.

Justice Education Society the Justice Education Society (JES) has been dedicated to improving access to the legal system through hands - on, targeted, two - way education between the public and those working in the justicEducation Society the Justice Education Society (JES) has been dedicated to improving access to the legal system through hands - on, targeted, two - way education between the public and those working in the justicEducation Society (JES) has been dedicated to improving access to the legal system through hands - on, targeted, two - way education between the public and those working in the justiceducation between the public and those working in the justice system.

Working in partnership with the community, Legal Help Centre is working to increase access to legal and social service systems for lower income residents in Winnipeg by providing referrals, legal help and public legal education and information.

National Center for Children in Poverty, Project Thrive (www.nccp.org): The Public Policy Analysis and Education Center for Infants and Young Children at the National Center for Children in Poverty has as its core mission increasing knowledge and providing policy analysis that will help states build and strengthen comprehensive early childhood systems and link policies to ensure access to high - quality health care, early care and learning, and family support.

Governments that see care and education as a public responsibility increasingly integrate their care and education systems and are able, in consequence, to ensure better regulation, more equitable access and provide higher quality services to all children.

Education, knowledge, media and employment rights are contained in articles 14 — 17 of the Declaration: right to establish and control their educational systems; right to education, including in their own culture and language; right to indigenous cultures, traditions and histories, reflected in education and public information; right to establish their own media, in their own languages, and access non-Indigenous media without discrimination; and right to employment without discrimination and protect Indigenous children from economic explEducation, knowledge, media and employment rights are contained in articles 14 — 17 of the Declaration: right to establish and control their educational systems; right to education, including in their own culture and language; right to indigenous cultures, traditions and histories, reflected in education and public information; right to establish their own media, in their own languages, and access non-Indigenous media without discrimination; and right to employment without discrimination and protect Indigenous children from economic expleducation, including in their own culture and language; right to indigenous cultures, traditions and histories, reflected in education and public information; right to establish their own media, in their own languages, and access non-Indigenous media without discrimination; and right to employment without discrimination and protect Indigenous children from economic expleducation and public information; right to establish their own media, in their own languages, and access non-Indigenous media without discrimination; and right to employment without discrimination and protect Indigenous children from economic exploitation.