Sentences with phrase «as traditional charter schools»

We provide the same curriculum as traditional charter schools so our students will gain the required credits to graduate.

eAchieve Academy is an online charter school that provides the same subjects & classes as traditional charter schools on a virtual basis.

Not exact matches

There are a few public charter schools in our district, a public International Baccalaureate school, as well as many traditional public schools.

Another major issue still unresolved, according to Tom Precious of The Buffalo News: whether to drive more money to charter schools, as Senate Republicans want, or into the traditional public school systems, as Assembly Democrats insist upon.

«When the charter industry begins serving students with special needs and English Language Learners at the same rate as traditional public schools, and cracks down on the fraud, mismanagement and abuse prevalent at so many charters, perhaps its leaders can then join our longstanding fight for the equitable funding that all kids need.»

«We're for accountability in charter schools just as in traditional public schools and assume that most candidates who aren't bought and paid for by the for - profit charter school operators will agree with us,» said WFP spokesman Dan Levitan.

It's a cruel thing to do to children, not to mention the moms and dads who see charters as escapes from the traditional public schools that are failing most of the city's other schoolchildren.

The organization cited Walrond's support for de Blasio's decision to block a powerful charter school from sharing space with a traditional Harlem public school as one of the reasons for its endorsement.

That group includes six Success Academy charter schools in either Harlem or the Bronx, as well as some selective admissions schools, but many are traditional district schools.

But he had largely refrained from offering charter schools as a key solution to those problems, instead advocating systemic changes like teacher evaluations in traditional public schools.

Charter schools are privately run with taxpayer money and promoted as an alternative to traditional public schools.

The UFT is calling on the state Legislature to enact legislation that will require taxpayer - funded charters and charter chains to accept and keep comparable numbers of high - needs students as traditional public schools.

Ron Zimmer, of the RAND Corporation, and two colleagues studied the impact of charters in Michigan, one of the most chartered states in the nation, and determined that private schools were taking as big a hit as traditional public schools because of charters.

But he believes the traditional arguments used to defend loose - coupling will grow weaker with time — particularly as market - model voucher systems, capitation grants, and charter schools take hold.

And as Waldorf methods have become more accessible and better understood, more teachers have joined charter schools specifically inspired by Waldorf methods or have adopted some of its approaches for their own classrooms within traditional public schools.

Districts are reimbursed through another funding stream for students who have left traditional district schools for charters: 100 percent of per - pupil in the first year, 25 percent for the next five years, as well as an annual per - pupil facilities cost of approximately $ 900 dollars.

Given that charter schools can and do enroll students across traditional boundary lines, our analysis took into account the demographic composition of students in the entire metro area, as opposed to a single school district.

The key flaw in their report, as we describe in more depth in the article, is that the CRP authors compare the racial composition of all charter schools to that of all traditional public schools.

Using a metropolitan area as point of comparison allowed us to consider segregation within a smaller geographical area — compared to our state - level analysis — where students can conceivably choose to attend either traditional public or charter schools.

In the end, as RAND tells us, students who move into charter schools generally choose schools with racial compositions similar to those of the traditional public schools they exited.

Inter-district magnet schools in Connecticut provide a current example outside the scope of traditional school districts as to the way charters might draw students across district boundary lines to create high - quality, integrated schooling options.

After accounting for those liabilities, the traditional Pennsylvania system costs three times as much as what the charter school is offering.

Established in 2004 as part of compromise legislation that also included new spending on charter and traditional public schools in the District of Columbia, the OSP is a means - tested program.

Most of that difference derives from the fact that the two blended schools, like many charter schools, did not include facilities such as cafeterias and traditional libraries.

Denver is held up as a model of collaboration between traditional and charter schools, but this détente was hard won and does not yet extend to nonpublic schools.

b. Should states limit charter schools to certain geographic areas, such as urban communities or those with a high concentration of low - performing traditional public schools?

Charter critics point to reports showing differences in the demographic characteristics of charter school students and their counterparts in traditional public schools as evidence that choice leads to segreCharter critics point to reports showing differences in the demographic characteristics of charter school students and their counterparts in traditional public schools as evidence that choice leads to segrecharter school students and their counterparts in traditional public schools as evidence that choice leads to segregation.

He says, «The superintendents were far more defensive about and married to the status quo than anybody else we were dealing with...» Just as it would be an inherent conflict to put McDonald's in charge of determining whether or not others should be allowed to open a new restaurant nearby, Engler reasoned that charter school authorizers should be outside the control of the traditional K — 12 system.

But even within the large Census Bureau — defined Core - Based Statistical Areas (CBSAs) used as proxies for metropolitan areas, charters are still disproportionately located in low - SES (socioeconomic status) urban areas, while traditional public schools are dispersed throughout the entire CBSA.

Whether this pattern is indicative of general receptiveness on the part of these districts toward alternatives to public schools or a long - standing dissatisfaction with traditional public schools, it certainly suggests that private schools do not serve as a hindrance to the start - up of public charter schools.

But since its inception in 2005, Democrats for Education Reform, a political action committee based in New York City, has sought to use campaign donations to smooth the way for policies such as expanding charter schools and differential pay for teachers that are sometimes opposed by traditional Democratic constituencies.

Using the best available unit of comparison, we find that 63 percent of charter students in these central cities attend school in intensely segregated minority schools, as do 53 percent of traditional public school students (see Figure 1).

They saw that there were success stories but that further work would need to be done to ensure that more of the good charters flourished and fewer of the bad charters remained (just as the case with traditional public schools).

As the authors themselves note, across the country only 2.5 percent of public school children roam the halls in charter schools each day; the remaining 97.5 percent are compelled to attend traditional public schools.

Louisiana used its post-Katrina FEMA settlement as core funding for a $ 1.8 billion public school renovation program that included traditional district and charter public schools.

Strong unions are more successful than weaker ones in opposing liberal charter legislation, but once a charter law is adopted, it seems that parents see charters as an avenue for reform in districts where unions have a strong hold on traditional public schools.

For example, a 2010 report by UCLA's Civil Rights Project found that black charter school students were twice as likely to attend schools that enrolled fewer than 10 percent non-minority students as their counterparts in traditional public schools.

For example, under the CRP method, 91.2 percent of the charter students in the DC CBSA are in hypersegregated minority schools, as compared to just 20.9 percent of the students in traditional public schools.

Thus, the NYC study can be thought of as proof that the best charter schools, as judged by parents, can dramatically outperform the alternative traditional school.

In fact, in the vast majority of the 39 metro areas reviewed in the CRP report, the application of our central - city comparison decreases (relative to the flawed CRP analysis) the level of segregation in the charter sector as compared to the traditional public school sector.

As it turns out, central planning among charter schools is no easier than central planning among traditional public schools.

As in most states, students in North Carolina can leave a traditional public school and enroll in a charter, at will and for no monetary cost.

For its part, the traditional public - school establishment, including district boards and superintendents, are hostile to charters, which they see both as competitors for students and resources and as possible threats to their reputations.

For example, dissatisfaction with performance in a charter middle school that is not captured by test scores (such as discipline issues or a poor fit between the student's interests or ability and the curriculum being offered) could lead parents to choose to send their child to a traditional public high school.

The average performance composite among traditional public schools increased from 67 percent in 1996 — 97 to 75 percent in 1999 — 2000 as the number of charter schools in the state increased from 0 to more than 70.

Charter schools have become a popular alternative to traditional public schools, with some 5,000 schools now serving more than 1.5 million students, and they have received considerable attention among researchers as a result.

For example, while these five urban charter schools offer an existence proof that high standardized test scores are possible and within the grasp of every student in this country, it is equally true that the several practices of successful traditional schools in areas such as special education, the arts, or second language proficiency, offer insights for the charter world.

By most accounts no one, not even the traditional public schools have enough funds to educate everyone and some charters, such as John W. Lavelle Preparatory Charter School, are pulling - off excellent results with some of the toughest sped kids and basically the same money as everyone else.

So I'm not okay with the argument or attitude that reformers should either replace all of the traditional public schools with charter schools or just «let districts be districts,» as Mike Petrilli recently argued.

• There were some turnover differences between principals at traditional public schools and charter schools, but the discrepancy is not as large as some may think.