Sentences with phrase «accessing school choice»

The second is to help all families have a greater awareness about their options and remove many of the barriers that currently prevent some families from accessing school choice.

«By talking to parents and stakeholders throughout the city, it became clear that the challenges of accessing school choices are felt deeply by parents,» Hannon said.

Not exact matches

Since 2006, the Auburn School District has maintained a symbiotic relationship with local farmers in order to provide students with access to healthy food choices.

My thought is that until society changes, it will be a up - hill battle to convince children that the healthful choices they see at school cafeterias are great when outside of school many are seeing and eating the less - than - healthful choices in many of the ways we've talked about here before: classrooms, athletic practices, homes because parents are busy, don't have access to fresh foods and more.

is about putting children on the path to a healthy future during their earliest months and years; giving parents helpful information and fostering environments that support healthy choices; providing healthier foods in our schools; ensuring that every family has access to healthy, affordable food; and helping children become more physically active.

NATIONAL HARBOR, MD — A new national survey of school meal program operators reveals that more school cafeterias are utilizing strategies to increase consumption of fruits, vegetables and other healthy choices, while expanding student access -LSB-...]

The learning curve was steep, but over fifty thousand students now have daily access to healthier food choices, and our local schools take pride in their progress toward becoming centers of health and wellness.

WASHINGTON, Sept. 8, 2016 - More school cafeterias are using strategies to increase consumption of fruits, vegetables and other healthy choices, while expanding student access to school meals through government programs such as the Community Eligibility Provision (CEP), according to a new national survey of school meal program operators.

Their access to hospitals or schools were assessed entirely on the basis of «choice».

«They are also penalised by the negative culture in too many schools towards requests for flexible working and the punitive financial impact of accessing their pension before 68 mean teachers have little choice but to work until they drop.»

Every single day Klein makes the choice to NOT protect reproductive rights for the women of New York, to NOT give working families access to great healthcare they can actually afford, and to NOT give our children desperately needed school funding, which by the way, they are owed by law.

Commitments outlined in Standing up for families include more choice over nursery education, help for families to access childcare and support for school buses.

All options need to be on the table to improve schools so every child has access to the best teachers and every family has access to great school choices,» said Executive Director Jenny Sedlis.

All options need to be on the table to improve schools so every child has access to the best teachers and every family has access to great school choices,» s

Senator Flanagan is a committed champion for expanding school choice and access to great teachers, and we look forward to working with him on behalf of students and parents across the state,» said Executive Director Jenny Sedlis.

AAAS Science Assessment Website — Science educators have easy access to more than 700 high - quality multiple choice items for testing middle and high school students» understanding of 16 important topics in earth, life, and physical science and the nature of science.

Many children and parents struggle to make healthy food choices, particularly given that offices, schools, and other public settings may provide limited access to nutritious foods and snacks.

We envision a day when all elementary students are exposed to principles of genetics and disease risk; when all high school students have the opportunity to do hands - on experiments with DNA; and when all families have access to genetic information they need to make informed health care choices.

For example, your elected officials should be focused on things like equal access to essential public services, fair governmental priorities and policies, city hall policies, school district choices, and public health measures.

Currently, the data show that we are in the process of subsidizing an expansion of a substantially separate — by race, class, disability and possibly language [6]-- sector of schools, with little to no evidence suggesting that it provides a systematically better option for families — or that access to these schools of choice is fairly available to all.

The lottery process for oversubscribed grades gave preference first to students who previously attended the school and their siblings, then to low - income students applying to schools that previously did not have a majority of low - income students, and finally to students applying to a school within their «choice zone» (which would guarantee them access to district - provided transportation).

• Encouraging innovative strategies, such as micro-charter schools to provide school choice and access to courses not readily available district - wide.

The analysis therefore sheds light on whether efforts to expand school choice can be an effective crime - prevention strategy, particularly when disadvantaged students can gain access to «better» schools.

From mid-October, parents choosing a secondary school for their child will for the first time have access to provisional GCSE exam results to help them finalise their choices.

Included in the two - year state budget is a provision that more than quadruples the size of the EdChoice Scholarship Program over the next two years, ultimately resulting in up to 60,000 students having access to private school choice by the 2012 - 2013 school year.

«Legislators in Ohio have once again stood up for families that lack access to high - quality educational options, and we thank them for putting kids first,» said Betsy DeVos, Chairman of The American Federation for Children, a school - choice advocacy group.

Many other states, meanwhile, are lagging behind schedule in complying with the provision, which requires that students in consistently low - performing schools have access to a choice of tutoring services or other extra academic help.

When you do the math, students achieve more when they have access to private school choice.

Identifying the kinds of private schools that boost these outcomes could enhance policymakers» ability to design private school choice programs that expand disadvantaged children's access to high - quality educational opportunities.

School choice programs seek to address this inequity by providing low - income students with access to educational options that best meet their individual needs, giving them the best chance to succeed in life.

Choice among schools is a fine thing, and the U.S. has made major strides in widening access for millions of kids via vouchers, charters, tax credits, savings accounts, and more.

In Kansas City in the late 1980s and early»90s, African American parents were justifiably irate when the federal court's integration plan denied their children access to the magnet schools of their choice because so many seats had been set aside for white children — who did not show up in sufficient numbers to fill them.

Gatlin says she is proud of Romney's education plan, particularly its focus on increasing choice for parents, which would allow for expanded access to highquality public charter schools, and make Title I and IDEA funds portable, so that low income and special needs students can choose which schools to attend and bring the funding with them.

For example, in 2016 the AFC issued its first - ever «report card» ranking states by the quality of their private - school choice programs, and its scorecard values academic, administrative, and financial accountability, not just access.

An obvious implication of this analysis is that federal policymakers seeking to expand families» access to a larger number of schools (and school types) might seek to accomplish this goal in part by helping families access schools which they are eligible to attend under existing choice policies.

Our analysis focuses on new school options — traditional public, charter, and private — that families might gain access to under different kinds of choice policies.

We estimate that private school choice and intradistrict choice (allowing families to choose any traditional public school in their district) have the largest potential to expand the sets of schools to which families have access, with more than 80 percent of families having at least one of these «choice» schools within five miles of home.

We estimate that, under an interdistrict choice policy, 54 percent of all families would have access to at least one out - of - district choice school within five miles.

We estimate that intradistrict and private school choice most expand the sets of schools to which families have access, affecting up to about 80 percent of families willing and able to travel up to five miles.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

For example, expanding distance from one mile to five more than doubles the number of families who could gain access to a choice of at least two public schools under an intradistrict choice policy.

Potential access to different kinds of choice schools Intradistrict choice

Intradistrict choice: Allow families access to any public traditional elementary school within their school district (i.e., not just within their attendance zones).

Charter school choice: Allow families access to any charter elementary school in their state, whether inside or outside of their school district.

In this report, we use nationwide data on the locations of public and private elementary schools to calculate the percent of American families that could potentially gain access to new school options under different national school choice policies.

In this report, we begin to fill this gap by using nationwide data on the locations of public and private elementary schools to calculate the percent of American families that could potentially gain access to new school options under different national school choice policies.

Interdistrict choice: Allow families access to any public traditional elementary school outside of their school district.

Being for equal access and opportunity — being for choice — is not being against anything... I'm not for any type of school over another.

What has made the school choice movement successful is not allowing peripheral issues — however important they are — to interfere with our work to help as many families and children as possible access more and better educational options.

The promise of a personalized education system is enormous: we are witnessing an era when new school models and structures, often supported by technology, can tailor learning experiences to each student and allow students more choice in how they access and navigate those experiences.