Sentences with phrase «affluent school districts students»

Not exact matches

Next we heard from Mark Terry, who gave a compelling comparison of his old school district — a low SES urban district with a high ELL population, an 85 % free / reduced qualifying rate, and a high need for meal and nutrition education services — and his current district, which is more affluent with a much lower free / reduced qualification rate and a community of parents who have high expectations for student success and a healthy lifestyle.

For example, what if districts with lower property values received more federal reimbursement dollars for school meals than districts with higher property values, with the affluent districts making up the difference via a higher lunch price for paying students?

In previous work, one of us found that Washington State's 2004 compensatory allocation formula ensured that affluent Bellevue School District, in which only 18 percent of students qualify for free or reduced - price lunch, receives $ 1,371 per poor student in state compensatory funds, while large urban districts received less than half of that for each of their impoverished students (see Figure 2).

Not far away, in another affluent, suburban school district in Montclair, New Jersey, minutes from an August meeting show the board of education approved spending nearly $ 5 million this year for tuition payments — an average of $ 63,000 per student — on «out - of - district placements» for 79 students with a variety of classifications, including learning disabilities and «other health impairment.»

Everyone likes the idea of boosting the number of effective teachers in schools with large numbers of poor and minority students, but in his testimony before the committee, Ed Next executive editor Rick Hess had a few warnings for those who think the obvious course of action is to encourage states and districts to move effective teachers out of schools with affluent kids and into schools with poor kids.

There are an endless number of interesting stories that could be told with this information, but the one that really stood out to us is that achievement in many of our affluent suburban public school districts barely keeps pace with that of the average student in a developed country.

One in 4 middle schools in the Duke study were among those with the highest absence rates, but that dropped to 1 in 12 among middle schools serving the district's most affluent students.

WASHINGTON — Black and Hispanic students in an affluent Maryland school district fall behind their white and Asian peers in mathematics as early as the 3rd grade, and the gap widens steadily through the elementary grades, a new study concludes.

So if a district has two high schools — one serving mostly affluent white students and another serving mostly poor and minority students — those schools had better offer a similar number of AP courses, lest the OCR come knocking on their doors.

For example, security firms that offer drug sniffing dogs market their services to inspect the lockers of students in the more affluent school districts.

Here are students in one of the nation's most affluent districts and most successful high schools, yet in Robbins's telling they are on the verge of falling apart.

«But many of our affluent suburban school districts are barely keeping pace with the average student in our international comparison group.»

JOHN B. KING JR: Unfortunately, the history here is that in many school districts, we see that there are schools serving high - needs students where even the entire student population is in poverty, and they're actually spending 25 to 30 percent less than a school 10 blocks away that serves largely affluent students.

Caroline Hoxby's «remarkable study» of New York City's charters, as John Merrow describes it (see here) would surely suggest that they do: «The lottery winners [those who attended the charters] went to 48 public charter schools, and those who finished 8th grade performed nearly as well as students in affluent suburban districts, closing what the researchers call the «Harlem - Scarsdale achievement gap» by 86 percent in math and about two - thirds in English.»

In 2014, parents of students at Horace Mann Elementary School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famiSchool in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famischool's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famischool year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famischool year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families.6

In both districts, schools serving the most affluent students received tens of thousands of dollars in additional funding each year from parents, while the highest - poverty schools received very little, if anything, from their PTAs.

The district includes one school in less - affluent Highwood, where students are predominantly Hispanic and low - income, and post the lowest passing rates on state tests in the district.

Students in low - income schools are more likely to be given an «A» for work that would receive a «C» in a more affluent school, according to «Raising Achievement and Closing Gaps Between Groups: Lessons from Schools and Districts on the Performance Frontier,» an Education Trust study released last Noschools are more likely to be given an «A» for work that would receive a «C» in a more affluent school, according to «Raising Achievement and Closing Gaps Between Groups: Lessons from Schools and Districts on the Performance Frontier,» an Education Trust study released last NoSchools and Districts on the Performance Frontier,» an Education Trust study released last November.

We might not be surprised to find a student newsroom in affluent or resource - rich school districts, where journalism programs tend to be popular.

The result: «these invisible walls often concentrate education dollars within affluent school districts, and ensure that low - income students are kept on the outside.»

Only 54 percent of middle school and high school teachers surveyed thought their students «have sufficient access to digital tools at school,» according to a 2013 Pew Research Center survey, and 84 percent said that «today's digital technologies are leading to greater disparities between affluent and disadvantaged schools and school districts.»

While only some of Meredith's students want to join the academy debate team — which Meredith and Cammon principal Tamika Green proudly boast beat out several all - gifted debate teams from the district's more affluent middle schools — all of her students seemed excited about the class's projects.

Maybe students in Alabama's cities are more affluent, while county school districts have more poor students?

Some work in more affluent school districts and have greater autonomy to create individual programs, yet still are accountable for students» learning and their performance on high - stakes achievement tests.

Ohio's «2011 - 12 value - added results show that districts, schools and teachers with large numbers of poor students tend to have lower value - added results than those that serve more - affluent ones.»

Ms. Hoxby's study found that the charter - school students, who tend to come from poor and disadvantaged families, scored almost as well as students in the affluent Scarsdale school district in the suburbs north of the city.

Affluent districts will continue to offer science, but without a solid K - 5 and middle school science foundation, minority students, she said, will be denied challenging science courses in high school.

Most school resources come from property values, so affluent districts have more money to spend on students.