Sentences with phrase «achieving equity in our schools»

Courageous conversations about race: A field guide for achieving equity in schools.

Not exact matches

At the same time, a few cities — notably Boston, San Francisco, San Diego and Chicago — have managed to build in clear, measurable indicators for achieving social - equity goals, says Prof. Manaugh, who co-authored the study with professors Madhav Badami and Ahmed El - Geneidy of McGill's School of Urban Planning.

Key players in Texas» school - finance debate have offered sharply different views on the need for new state spending to achieve court - ordered equity among rich and poor districts.

If «Equality of Educational Opportunity» was expected to mobilize the resources of the nation's schools in pursuit of racial equity, it undoubtedly failed to achieve its objective.

Klinsky scoured the city and the suburbs (all while working in private equity) for low - achieving areas that might welcome his new school and in which he might find space.

First, Turning Points 2000 presents a much more detailed picture of what's needed in middle grades schools to achieve excellence and equity, so educators should have a much clearer on - the - ground idea of what needs to occur.

Since 2010, the civil rights office has issued detailed directives on eliminating racial disparities in school discipline; the allocation of school resources among racial groups; schools» responsibility for preventing bullying; the use of race - based assignments to achieve diversity; achieving gender equity in intercollegiate and interscholastic sports, and support for pregnant and parenting students.

On the other hand, my experience also shows that in order to make use of the power of collaboration as a means of achieving both excellence and equity in schools, governments need to foster greater flexibility at the local level.

Performance increases have not been achieved by ignoring equity; rather, New Orleans has become one of the most equitable urban school districts in the country.

Advocates in Colorado also helped achieve a major funding equity win last year by sticking to a main message: all public school students deserve equal access to public resources.

Coleman found that Catholic schools achieve more educational equity than public schools because they follow a rich and demanding curriculum; provide a structured, orderly environment; offer lots of explicit instruction, including drill and practice; and expect every child to reach minimal goals in each subject by the end of the year.

Nonetheless, greater equity in schooling has undoubtedly been achieved by federal involvement in education.

Additionally, the SBOE formally adopted a structure for upcoming policy, governance, and engagement committees to help achieve the goals of increasing equity and academic excellence in District public schools.

First of all, although Finland can show the United States what equal opportunity looks like, Americans can not achieve equity without first implementing fundamental changes in their school system.

To extend the metaphor in this picture, the educational equity orientation reframes the policy discussion and orients it around ensuring that schools help all students to achieve, even if that means distributing resources «unequally.»

In particular, ESEA reauthorization provides an opportunity for Congress to consider fresh ideas that would support states and districts in increasing school funding equity so that students in low - income communities receive the resources they need to achieve at high levelIn particular, ESEA reauthorization provides an opportunity for Congress to consider fresh ideas that would support states and districts in increasing school funding equity so that students in low - income communities receive the resources they need to achieve at high levelin increasing school funding equity so that students in low - income communities receive the resources they need to achieve at high levelin low - income communities receive the resources they need to achieve at high levels.

One of the keys of achieving educational equity is ensuring these gaps in resources are, at least in part, covered up by resources provided by schools.

While much work remains before Illinois will achieve funding equity and adequacy, the law sets every school district in the state on a path toward providing a quality education.

We promote practices that seek to achieve social justice and equity in public schools.

Over 100,000 Los Angeles students are enrolled in independent charter schools; any effort to achieve educational equity through application and enrollment practices must include efforts to simplify and streamline charter school processes.

Oakland and Emeryville showed very strong gains in student achievement, especially in elementary schools, but there was still a long way to go to achieve equity and remove the predictability of student outcomes by race and class.

Equity has been understood to be both a key driver of school improvement and a major factor in ensuring that each child is able to achieve and succeed, yet our systems and societies still harbor inequities.

This year CCSA will continue to move full throttle to advocate for systems that achieves equity, transparency and accountability for all public school children in California.

Contents are as follows: «Why Ability Grouping Must End: Achieving Excellence and Equity in American Education» (Jomills Henry Braddock II and Robert E. Slavin); «Understanding Ourselves: The Ancestry of Tracking» (Kathleen Cruikshank); «Conditions That Enhance the Reintegration of Schools» (Anne Wheelock); «Is It Possible To Live with Tracking and Ability Grouping?»

June Rimmer, associate director at CEL, highlights the role of the principal in closing achievement gaps, describes the work of an equity - centered instructional leader in the improvement of instructional practice and explains how we can build the capacity and expertise of principals to equip them to be leaders of schools that ensure equity so that every student experiences excellence in their learning and achieves at high levels.

Leading for Equity: A Practical Framework for Board Discussion and Action Using a framework developed by the Arizona School Boards Association, participants will unpack five essential and interrelated areas through which school boards can lead for equity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational poteEquity: A Practical Framework for Board Discussion and Action Using a framework developed by the Arizona School Boards Association, participants will unpack five essential and interrelated areas through which school boards can lead for equity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational poteSchool Boards Association, participants will unpack five essential and interrelated areas through which school boards can lead for equity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational poteschool boards can lead for equity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational poteequity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational potential.

Achieving Educational Equity through Career and Technical Pathways Rashid Davis, Principal of New York City's P - Tech (Pathways in Career and Technical Education) High School, shares the details of his pioneering school model that provides a pathway for historically underserved students to complete high school, an associate's degree in applied computer science, and gain access to «new collar» jobs at IBM — all at no cost to students or their famSchool, shares the details of his pioneering school model that provides a pathway for historically underserved students to complete high school, an associate's degree in applied computer science, and gain access to «new collar» jobs at IBM — all at no cost to students or their famschool model that provides a pathway for historically underserved students to complete high school, an associate's degree in applied computer science, and gain access to «new collar» jobs at IBM — all at no cost to students or their famschool, an associate's degree in applied computer science, and gain access to «new collar» jobs at IBM — all at no cost to students or their families.

True funding equity will not be achieved until we have a clear, actualized funding formula that accounts for all students based on their learning needs in the school system that educates them, rather than the kind of school they attend or district they live in.

In school systems, a true measure of equity is how well students from diverse backgrounds achieve in schooIn school systems, a true measure of equity is how well students from diverse backgrounds achieve in schooin school.

«Nevertheless, true funding equity will not be achieved until all students are accounted for based on their learning needs, rather than the kind of school they attend, in the state's school funding system.

After surveying 2,000 students and interviewing 65 school leaders across the state, students know that the key to achieving equity in California's public schools are the relationships between school staff and students.

Conference participants will spend the day: learning from experts about issues facing DC's public charter schools, sharing innovations and best practices that are driving student outcomes, inspiring each other to engage in advocacy that strengthens our movement, focusing on equity so together we can achieve the goal of quality public school choices for all DC families.

Opportunities for School Leaders, Teachers, and Students RIDES Leadership Fellowship The RIDES Leadership Fellowship is designed to attract passionate leaders who are committed to achieving equity and integration in American schools.

Funding, staffing and other resources for equity - based excellence that are manifested in the existence of equitably assigned qualified staff, appropriate facilities, other environmental learning spaces, instructional hardware and software, instructional materials and equipment, and all other instructional supports, are distributed in an equitable and fair manner such that the notion that all diverse learners must achieve high academic standards and other school outcomes become possible.

While there are shortcomings to the Local Control Funding Formula that will need to be revisited in future years, we recognize that, as the new system is phased in over the next eight years, charter schools will achieve growing levels of funding equity, something we know that parents and the general public support and that charter school students clearly deserve.

We believe that such educators should reflect the diversity of their students, believe deeply in the potential of every student to achieve, understand the importance of equity in achieving quality public education for all, and recognize the role community plays in helping support schools and students.

The New York Daily News reports: At The Equity Project charter school in Washington Heights, Manhattan, students after four years achieved scores as if they had received an extra 1.6 years of math instruction and an additional -LSB-...]

It will shine a light on a broad range of indicators, promote equity, and help all schools, districts, teachers, and parents achieve our common goal: helping students succeed in the 21st century.

A key factor in achieving equity and excellence is ensuring that every student has access to high - quality schools, principals, and teachers.

Pedro Noguera was a presenter on LPI's inaugural webinar in the series Achieving Equity Through Deeper Learning, which addressed ways schools and school districts can improve academic achievement, particularly among students who are farthest from opportunity, through engaging students in learning that focuses on meaningful mastery of subjects, critical thinking, problem - solving, collaboration and other skills necessary for college, career, and civic participation in the 21st Century.

Has giving more money to the parents or the schools of low - achieving students or lowering academic standards in the name of equity or accessibility improved their academic record or social status?

The author recommends we «expand» the definition of equity in the policies and resources made available to the schools and other institutions, presumably until «equal outcomes» are achieved, although she doesn't tell us when we might return to a non-expansive definition of equity.

The Gates Foundation has avoided systematic efforts to achieve equity of resources for schools and the children who attend them; instead, it asserts that teacher effectiveness is the best lever in this regard, and it has focused most of its research and advocacy on promoting public investment in systems that measure and promote teacher effectiveness.

Informing Equity, an Education Resource Strategies (ERS) study commissioned by the Oakland Achieves Partnership, examines data for the 2014 - 15 school year from district - run and charter schools in Oakland across three key dimensions: student need, resource levels, and resource use.

Two quite different groups of people advocate this view: one group (not much concerned with equity) believes that if school professionals were more highly motivated, problems of low student achievement would be solved; a second group (passionately concerned about equity) believes that the solution is much more complicated but believes that even to acknowledge such complexity decreases the school's motivation to achieve high standards with children who, traditionally, do not do well in school.

According to a new report, it means that there's some confusion over the definition of equity in U.S. schools, particularly when it comes to high - achieving students.

Informing Equity, an ERS study commissioned by the Oakland Achieves Partnership, examines data for the 2014 - 15 school year from district - run and charter schools in Oakland across three key dimensions: student need, resource levels, and resource use.

In terms of resources, educators acknowledge that across school poverty levels, resources to help schools achieve equity are not adequately available.