Sentences with phrase «actually improving education»

Of course, none of that actually has to do with actually improving the education for the gifted student, and is really just rooted in that same anti-intellectual BS that we should consign to the dustbin.

Which approach will actually improve education?

The tests would also exhibit «consequential validity,» meaning they would actually improve education.

Now, it's pretty commonsense that an education bill should actually improve education.

While special education dollars (about $ 50 billion nationally) can do good things for students where placements are appropriate and service models are well thought out, state legislatures and departments of education need to understand that allowing districts to place more and more students into special education programs does not actually improve education outcomes, not even for the students placed therein.

«That's one of the areas that I think will make a huge impact and make a difference and actually improve education in Florida,» Stewart said.

Not exact matches

And, who knows, it may even include things like improved labour laws, improvements to public health care and education that actually mean it about the public part, requiring the Workers Compensation Board to get serious about the compensation part of its mandate and, yeah, an effort to get off the energy price rollercoaster.

Improving the education system is actually the biggest concern for Hispanics, with 69 percent of Protestants and 73 percent of Catholics saying Trump should make it a priority.

However, there is data that shows how wine education and training can actually improve your bottom line!

From the age of 2 years, quality early childhood education is actually associated with improved academic performance.

As a compliment to this piece, I've written my own op - ed about the critical need for student education to ensure that all this new, improved food is actually eaten.

Though the bill is called the «Improving Child Nutrition and Education Act of 2016,» very few aspects of it would actually improve child nutrition; indeed, if you care about kids» health, there's a lot in the bill that ought to worry you.

My purpose here is to provide a simple overview of the pivotal roles that teacher unions actually play in public education - and to suggest why, if Americans want to improve their schools, something needs to be done about the unions and their extraordinary power.

Catherine Snow: Incorporating Rich Language in Early Education Educations Funders Researchers Initiative, November 18, 2013 «Taking on the task of improving reading skills, for all children and especially for those scoring at the bottom of the skill distribution, requires three simple things: first, we must provide all children with experiences designed to ensure a broad knowledge base and rich language before entry to kindergarten; second, we must redesign post-primary instruction to focus on discussion, analysis, critique, and synthesis; and third, we must redirect resources from testing children to assessing what is actually going on inside classrooms,» writes Professor Catherine Snow.

A new study, appearing in Education Next, shows that in the 34 districts under federal desegregation orders, including the 24 districts specifically named in the DOJ lawsuit, LSP transfers actually improve integration in both the public schools students leave and the private schools in which they enroll.

Finally, we may actually agree on the most radical proposal from the standpoint of the more than 40 - year history of the Elementary and Secondary Education Act (ESEA): Congress should not continue to subsidize failure after providing years of assistance and the opportunity to improve.

This week Education Next published «Learning in the Digital Age: Better Apps are Coming,» an article by Marie Bjerede about the state of educational apps today — which kinds of apps are actually useful, which are fun, and what kinds of new and improved learning apps we should expect to see in the future.

«There are lots of education pundits out there who embrace the diversion of an endless standards debate because they are clueless about how to actually improve student learning.»

The NPR piece drove home the point that standards themselves can only accomplish so much: «Even as Zimba and his colleagues defend the standards against cries of federal overreach,» Garland wrote, «they are helpless when it comes to making sure textbook publishers, test - makers, superintendents, principals and teachers interpret the standards in ways that will actually improve American public education.»

Turnarounds have consistently shown themselves to be ineffective — truly an unscalable strategy for improving urban districts — and our relentless preoccupation with improving the worst schools actually inhibits the development of a healthy urban public - education industry.

Indeed, in many large cities during the 1960s and 1970s, the problems facing minority high - school students actually worsened, as their schools became battlegrounds for such issues as busing and identity politics, issues that overwhelmed more routine efforts to improve the quality of education.

Increasingly, parents and teachers agree that high - stakes statutory tests like SATs can actually make it harder to find out what children are really learning and to improve their education.

The alignment that Kahlenberg sees between teachers unions» desire to increase education spending and the interests of students would only be a real concordance if the unions facilitated the use of those funds in ways that actually improved outcomes.

In states that, for one reason or another, do not seem to be able to focus on education policy designed to actually improve academic achievement, the DoED can serve this role.

While Mayor Bill de Blasio has made community schools a central part of his education agenda, critics have said there is mixed research on whether the community school model actually improves academic achievement in low - income neighborhoods.

Kludgeocracy ensures that what William Bennett and Chester Finn have called the «blob» of education interests wins, while the capacity of the federal government to actually improve educational opportunity diminishes.

For decades, we threw money at education without making sure our schools were actually improving, or whether we were giving teachers the tools they need, or whether our taxpayer dollars were being used effectively.

How do we know students who are expected to receive curricular and personal supports recommended in Individual Education Programs (IEP's) are not only receiving them — but that these supports are actually working to improve student learning.

So often it seems that well - meaning efforts toward improving education not only do not succeed, but, in many cases, actually make things worse.

Is it too much to ask that we can have someone who will actually do something to improve education for teachers and children??

Isn't it time that experienced teachers — who actually know something about the topic — have a say about how to improve education?

Even as Zimba and his colleagues defend the standards against cries of federal overreach, they are helpless when it comes to making sure textbook publishers, test - makers, superintendents, principals and teachers interpret the standards in ways that will actually improve American public education, not make it worse.

At a time when corporate reformists are more interested in making money off of education than actually attempting to improve educational quality for all students, books like this are critical in helping us decipher the truth from the perpetual myths that have become the bedrock of the reform movement.

In a commentary published in Education Week, CEL's Stephen Fink argues that how we use the new evaluation tools will determine whether we simply create the aura of accountability or actually help our teachers grow and improve their practice.

When students actually use the language and produce it in this context, they are using their learning to to make schools a better place, improving democracy and community and education along the way.

Moreover, former U.S. Department of Education analyst Keith Baker compared 40 years» worth of nations» per capita gross domestic product and international test scores and found that test scores actually dropped as the rate of economic growth improved.

Although experts across education agree that teacher preparation must be improved, many doubt that the ratings will actually help.

As Wendy Lecker writes in her latest commentary piece for the Stamford Advocates and Hearst Media Group newspapers, «The time has come to repeal Malloy's education reforms and develop proposals that will actually improve our schools.»

«Increasingly, parents and teachers agree that high - stakes statutory tests like Sats can actually make it harder to find out what children are really learning and to improve their education.

So considering how we compare to other states working to improve their education systems actually matters.

«Increasingly, parents and teachers agree that high - stakes statutory tests can actually make it harder to find out what children are really learning and to improve their education.»

The report, titled «Subtraction by Distraction: Publishing Value - Added Estimates of Teachers by Name Hinders Education Reform,» published by the Center for American Progress (CAP), argues that publicly identifying teachers with value - added estimates of their abilities actually will undermine efforts to improve public schools.

Connecticut can not have an honest debate about how to improve and handle our poorest school systems until the «education reforms» start telling the truth so that policymakers and the public actually knows what is happening in these schools.

So it turns out that when you take the time to listen to teachers you actually learn stuff, including how to improve public schools without privatizing and turning them over to the corporate education reform industry.

Imagine if Connecticut's elected and appointed officials actually stopped denigrating teachers, the teaching profession and public schools and started listening to teachers and providing the resources necessary to improve educational outcomes, especially for Connecticut children living in poverty, facing English language challenges or requiring special education services.

In fact, the law actually reads that the Commissioner and the State Department of Education provide recommendations ``... regarding additional activities or funding to prevent bullying in schools and improve school climate.»

We need an experienced, qualified secretary of education who actually wants to strengthen and improve all public schools.

In other words, the State Board of Education has come up with an anti-accountability accountability plan — one that would make it difficult for Californians to figure out which students and what schools are improving; to know whether schools deemed as improving have actually improved; and to assess how well districts are doing with the state's neediest students, its 1.4 million English - language learners.

If these provisions were done away with, the report found, $ 77 billion in education money would be freed up for initiatives that could actually improve learning, like paying high - performing teachers more money.

But has all this money, dumped into states without public comment or hearings, actually helped improve education outcomes for students?