Sentences with phrase «as federal school improvement»

Kent says a parent trigger bill should allow for the replacement of a school's administrators or staff or for the overhaul of instructional methods — as federal school improvement programs do — without turning the school into a charter.

As the federal School Improvement Grants program winds down, Tim Prudente of the Baltimore Sun writes about one low - performing school in Baltimore, Mary Rodman Elementary, which is using one of the last grants to be given under the program.

Not exact matches

The Department of Education's proposal to amend ESSA would label most Westchester public schools as «in need of improvement» and would cut federal funding for any school where 5 percent of students or more opt out of Common Core testing.

Despite attracting high - powered backers such as Bill Gates, the much - touted school improvement program known as First Things First has yet to muster conclusive scientific evidence to show that it prevents students from dropping out of school, a federal research review concludes.

Likewise, in a September 3, 2003, column examining the differences between state and federal accountability systems, Winerip looked at North Carolina, where, he said, some schools that were doing just fine under the state's previous accountability system were now being flagged as needing improvement under NCLB.

The Los Angeles Unified and Compton Unified school districts haven't adequately notified parents of their school choice rights, and they haven't provided enough options for the children currently attending schools defined as in need of improvement under the federal No Child Left...

With the largest single pool of federal education dollars in history flowing to states and school districts, education - related companies have been looking to gain a share of the cash, marketing themselves as uniquely equipped to help with improvement efforts.

The school as a whole also is on the federal list of schools in need of improvement; the test scores from all of the small schools are listed under Piccolo.

«It is critically important that the millions of dollars in federal funds going to school improvement be used as effectively as possible to...

The for - profit company's effort in the rural South represents Edison's newest interest: helping states deal with the many schools listed as needing improvement under the federal No Child Left Behind Act.

Speaker after speaker, from the left as well as the right, talked about the inability of the federal government to generate on the ground improvement in schooling.

The federal law permits multiple measures as long as those added to the state assessment program don't reduce or change the schools identified for improvement.

Existing public schools deemed as «needs improvement» by the state or federal government could convert to charter schools as well.

Thus, as the federal government continues to review and approve states» plans and states begin to implement their new accountability frameworks and school improvement strategies, they must work together to remember the teachers standing in front of our nation's classrooms — for they are critical to all of these other efforts and, ultimately, will have the most impact on their students» learning.

States» applications to secure one of the federal grants will be scored on the basis of more than 30 selection criteria, involving such education improvement priorities as school turnaround, teacher and principal effectiveness, and encouragement of high - quality charter schools.

Prior to NCTR, Sarah worked at the Colorado Department of Education as a Title I program specialist and managed federal school improvement grants.

Massachusetts, Tennessee, and the consortium of CORE districts in California also leverage partnerships as part of their school accountability systems, often supported by federal school - improvement funding.

Federal regulations prohibit school districts identified for improvement or corrective action from serving as SES providers.

As the principal investigator for the evaluation of the federal Center on School Turnaround, Scott has collected data about school improvement efforts natioSchool Turnaround, Scott has collected data about school improvement efforts natioschool improvement efforts nationwide.

The EOCEP encourages instruction in the specific academic standards for the courses, encourages student achievement, and documents the level of students» mastery of the academic standards.To meet federal accountability requirements, the EOCEP in mathematics, English / language arts and science will be administered to all public school students by the third year of high school, including those students as required by the federal Individuals with Disabilities Education Improvement Act (IDEA) and by Title 1 of the Elementary and Secondary Education Act (ESEA).

Much will change in practice and policy as the Every Student Succeeds Act (ESSA) replaces the law, regulations, and guidance established through NCLB; but two elements of the new legislation stand out: the shift away from federal mandates toward greater state and local authority, and the emphasis on evidence - based school improvement practices.

Advocates for parent and community engagement see the newly revised federal K - 12 law as an opportunity to expand their impact on states» academic goals, plans for school improvement, and other areas of policy.

The administration promised $ 1 billion in new spending on preschool; spurred states to adopt controversial K - 12 reforms such as performance - based teacher evaluations and the adoption of the Common Core State Standards through its Race to the Top grant program and waivers to the No Child Left Behind law; significantly expanded the federal School Improvement Grant program to turn around low - performing schools; targeted for - profit colleges and attempted to increase accountability in the higher education sector; and pushed a proposal by the president to make community college free.

But while most states Hyslop studied identified fewer schools in need of improvement under the waivers, Indiana actually designated more schools as «focus» and «priority» after appealing to the federal government for flexibility.

Assistance to Title I districts and schools identified for improvement including identifying and understanding improvement strategies and sanctions as required under federal Title I law

CEC specializes in helping low - performing schools and their districts to implement comprehensive improvements, such as those required by the federal School Improvement Grant (SIG) program, with extensive on - site support.

Such behavior in the realm of absence hardly sounds conducive to school improvement, and it underscores broader concern with trust in the research literature on school improvement and in practical matters such as states» applications for competitive federal grants under the Race to the Top program.

As the clock ticks down for priority schools that have received a federal School Improvement Grant, the emerging question has been sustainability, with family - community partnerships surfacing as the key component needed to continue the reform work in priority schoolAs the clock ticks down for priority schools that have received a federal School Improvement Grant, the emerging question has been sustainability, with family - community partnerships surfacing as the key component needed to continue the reform work in priority schoolas the key component needed to continue the reform work in priority schools.

During his five - day, seven - city tour, Van Roekel is visiting a number «priority schools» and stopped by Romulus Middle School which had received a $ 5.3 million grant as part of the federal School Improvement Grant program.

This brief examines why policies known as «last in, first out» may disproportionately affect schools receiving federal School Improvement Grants.

State education agencies (SEAs) are required by federal policy to provide a statewide system of intensive and sustained support to Title I schools and districts identified as in need of improvement due to persistently low student performance.

This won't come as a surprise to anyone who has worked in one of these agencies or tracked their struggles to improve failing schools under NCLB, turn around the troubled districts that they've taken over, ensure that new educator evaluation systems end the «widget effect,» complete Race to the Top deliverables on time, or successfully administer federal School Improvement Grants.

Under the federal No Child Left Behind law, students attending a Title I school designated as «in need of improvement» have the right to attend a higher performing school in the district.

«As decision - making shifts away from the federal government, it is more important than ever that our nation's schools be led by individuals who possess the skills and technical prowess to design and adopt school improvement strategies that truly make a difference for kids.»

For example, Tile I, Part A 1003 (a) school improvement grants have included «SIG - like» elements in the past several years, such as highlighting allowable federal grant activities into menu of services fro Titler I schools.

One encouraging sign in these scores was some progress in nearly two dozen of the state's very lowest performing schools that two years ago started receiving extra federal funding under the School Improvement Grant (SIG) program as long as they followed specific reforms.

Under federal law, local educational agencies are required to give parents the option of transferring to another school inside the district when the neighborhood school falls into Program Improvement as a result of not meeting performance benchmarks.

Instructional Leadership, Defined Despite 30 years of research showing the direct and indirect impact school principals have on student achievement and school improvement, federal policy has largely overlooked the vital role of the principal as instructional leader.

Duncan encourages these models with financial incentives such as School Improvement grants and Race to the Top, a federal competition encouraging education reform that Colorado lost.

But Duncan called for improvements in key areas as the bill moves forward, including expanding federal support for high - quality preschool, bolstering resources for schools with high proportions of low - income and minority students, and ensuring what he calls «meaningful accountability» for persistently underperforming schools.

The needs assessment process, which is required for schools implementing federal and state programs using ESSA (Title I, II, III, IV) and State Compensatory Education funds, is useful for all school leadership teams as an ongoing part of continuous improvement planning.

Schools receiving School Improvement Grant (SIG) funds under Section 1003 (g) of ESEA in Federal Fiscal Year 2009 (Cohort I) or 2010 (Cohort II) and identified and served as a Tier I or Tier II School Improvement Grant (SIG) funds under Section 1003 (g) of ESEA in Federal Fiscal Year 2009 (Cohort I) or 2010 (Cohort II) and identified and served as a Tier I or Tier II schoolschool

The push, heavily motivated by federal funding initiatives such as the $ 4.35 billion Race to the Top program, and major education reform philanthropies, seeks to accelerate the rate of improvements in education and the number of United States students succeeding in school, career and life.

These findings are important as they document large improvements in the joint productivity of teachers in low - performing schools, a finding which is out of step with current federal efforts to improve schools that implicitly assume teacher productivity is essentially fixed over time.

And, as decision - making shifts away from the federal government, we recognize that it is more important than ever that our nation's schools be led by individuals who possess the leadership abilities and technical prowess to design and adopt school improvement strategies that will truly make a difference for students.

Schools receiving federal funding that do not make AYP for two consecutive years are identified as «schools in need of improvement.Schools receiving federal funding that do not make AYP for two consecutive years are identified as «schools in need of improvement.schools in need of improvement.»

As part of the federal stimulus package of 2009, Congress provided jumbo - sized School Improvement Grant money to states in exchange for commitments to identify and restructure their most academically troubled schools.

The national policy landscape surrounding academic standards, assessments, accountability, and school improvement is in many respects more chaotic than ever as states transition away from strong federal systems and requirements under NCLB and once again take the lead role in defining and enforcing accountability measures for public schools.

The investment has yielded some improvement but the schools continue to be labeled as unsatisfactory under state and federal standards.

The options allowed in the California law are the same as those provided in the federal School Improvement Grant program.