Sentences with phrase «affluent school system»

But even at Piney Branch, which benefits from the vast resources of a huge, affluent school system in Montgomery County, Maryland, it sure seems rickety, held with lots of duct tape and chewing gum, and subject to collapse without just the right staff and parent support.

Adrienne Hill is a public education administrator with nearly 20 years of experience in both inner city and affluent school systems on the east coast.

Not exact matches

I realize it's not popular to «give» money to school nutrition programs which are in affluent systems, but those systems are struggling for funding more than systems with high free and reduced price.

«While more affluent students do better in school than children from lower income backgrounds, we are finding that musical training can alter the nervous system to create a better learner and help offset this academic gap.»

For example, in Hartford, Connecticut, a legal decision created a system of regional magnet schools that attract students of color from the impoverished city and students from the working - class towns and affluent suburbs that surround it.

Thus systems that look at growth alone sometimes end up labeling affluent, high - achieving schools as mediocre or worse.

The conscience of a liberal should struggle with supporting a system in which the children of the poor are consigned to attend the school that is assigned to them by public officials, regardless of its quality, whereas more affluent parents can shop for the school they want for their children by purchasing a home in the vicinity of the public school they prefer or paying private school tuition.

«I had this drive to know that there's millions of kids out there like me who are not served well by the existing system,» says Hay, who over his career worked in a range of environments from affluent communities to a struggling district turnaround school.

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.

In extreme cases, however, attendance zones are deliberately drawn to exclude poor students from affluent schools.60 However, gerrymandering attendance zones is far less common than drawing zones that merely reflect the characteristics of the local area.61 Most school assignment systems sort students based on their place of residence, mimicking patterns of housing segregation.

But they have helped create a two - tier education system — one in which affluent parents can help their schools weather state budget crises and maintain programs less affluent districts can only dream about.

But data suggest it has largely failed at that task, perhaps since affluent parents have had the time and skills to game the system, and tend to cluster in certain schools.

Beyond dollars and cents, promoting partnerships between affluent and higher - poverty schools would improve offerings on both campuses.71 Several school systems already take a similar approach — focused on performance rather than demographics — that could be transferred to high - and low - resource schools.

That kind of system — if it is truly against any form of expanded school choice options for every child, not just the affluent or the lucky — stands behind the disempowerment of that family and the academic suffering of that child.

Once predominantly white and affluent suburban school systems, for example, are increasingly confronted with a host of demographic issues formerly associated primarily with urban districts.

They have been opened as a way to save children in struggling inner - city school systems; as destinations for children of affluent parents wishing to avoid what they view as the pitfalls of public schools; and as laboratories that, in theory, can pass along successful new ideas to public schools across the country.

While this gives it one of the highest general fund budgets of any school system in the state, several districts that are from far less affluent communities are not far from that funding level.

That is, if you are talking about how the school system serves the white, affluent youth of Minnesota.

While the school system's more affluent elementary schools could boast of dozens of students who were identified as gifted, the gifted enrollment at some of Seminole's poorer schools could be counted on one hand, with fingers left over.

While the district is advocating for the A-F ratings, board members want to ensure that the system does not favor affluent school districts.

Our current system of school districting often punishes economically disadvantaged families because, if they can not afford to move to a more affluent neighborhood, their children can be stuck in underperforming or failing schools.

Teachers rated «highly effective» under DCPS's teacher evaluation system are clustered in schools in affluent Ward 3.

Although the observations that follow are based mainly on UK experience, similar trends appear to be emerging across global education systems: increased public accountability in tandem with greater autonomy for schools; an urgent imperative to close the opportunity gap between affluent and poorer communities; national, public or state authority over schools being replaced by stakeholder communities or not - for - profit mission - driven organisations impatient with endemic failures of the status quo.

These systems flagrantly favored school districts in affluent white suburbs and discriminated against poor districts in urban and rural areas with high minority populations.

In this system, not only do schools in disadvantaged neighborhoods have less access to talented teachers than affluent schools, but they're also forced to subsidize their more expensive staffs.

Cllr Marland says not only are more children travelling further to take up school places, but those from less affluent backgrounds are at a disadvantage in an increasingly complex admissions system.

Given that schools in choice systems focus marketing efforts on affluent parents because of the social capital that they can offer (Cucchiara, 2008), we're led to the question: Are schools aware of how these parents think about theme?