Sentences with phrase «at high poverty schools»

The Equity issues were certainly present, particularly in regard to cuts to programing at high poverty schools and fee raises for Youth programs.

Not to mention that the lowest performing teachers were often those at high poverty schools, and there was not a long line highly effective teachers waiting to take those challenging positions.

I've long held that if teachers at high poverty schools could primarily focus on instruction you would see a change in the achievement - wealth connection.

The district also repurposed an old golf cart — adding coolers, heaters, and ice bags — to bring dinner to students at high poverty schools who participate in after - school activities that may be spread out over a large campus.

He explains that this episode features a speech from Dr. María «Cuca» Robledo Montecel, IDRA executive director, at the High Poverty Schooling in America: Lessons in Second - Class Citizenship conference at the University of North School School of Law on October 13, 2006.

Not exact matches

Farrington's research background, plus her history as a teacher in high - poverty neighborhoods, helped her think differently about what happens to students when they're at school.

Roland Fryer, a celebrated young professor of economics at Harvard University, has spent the past decade testing out a variety of incentive schemes in experiments with public school students in Houston, New York, Chicago, and other American cities that have school systems with high poverty rates.

And like many other teachers at high - poverty schools, those at M.S. 45 had come to believe that with students as potentially disruptive as theirs, strong, dominant teacher control was the only way to keep the classroom calm and orderly; handing over the reins would mean chaos.

The Community Eligibility Provision (CEP) is a powerful new tool that allows high poverty schools and school divisions to offer breakfast and lunch to all students at no charge.

One significant victory in that battle was last year's passage of the Healthy, Hunger - Free Kids Act which, among other things, uses Medicaid data to directly certify children for free and reduced price meals; helps states improve the certification process for school meal aid; allows universal free meals for students in high poverty communities; and expands USDA authority to support meals served to at - risk children in after school programs.

They largely refused to acknowledge that poverty rather than school quality was the root cause of the educational problems of disadvantaged kids, for fear that saying so would merely reinforce a long - standing belief among public educators that students unlucky enough to live in poverty shouldn't be expected to achieve at high levels — and public educators shouldn't be expected to get them there.

The Community Eligibility Program (CEP) is a meal service option for schools and school districts in low - income areas — allowing the nation's highest poverty schools and districts to serve breakfast and lunch at no cost to all enrolled students without the burden of collecting household applications.

By spring 2016, there were more than 18,000 high - poverty schools, serving 8.6 million children, offering breakfast and lunch at no charge to all students.

It allows school meals to be served free of charge to all students at high - poverty schools.

Paul Tough, New York Times Magazine editor, will address the issues of poverty, education and the achievement gap, during a special presentation, 7 p.m., Wednesday, Oct. 28 at Springfield High School.

Investigating successful kids and programs at low - income schools and high - achieving prep schools, as well as interviewing psychologists and neuroscientists, Tough challenges some conventional wisdom on causes of failure (poverty, teacher quality) and contends that nurturing character in children and young adults is the key to success.

At a time when the corporate education reformers like Governor Cuomo scapegoat teachers, underfund public schools, and push high - stakes testing linked to Common Core as way to justify the expansion of privately - managed charter schools, she has persistently brought forth real facts about how poverty, segregation, and inequitable school funding affect testing and achievement in public schools.

The latest in our series on education, «What it Takes: Chasing Graduation at High Poverty High Schools,» examines the reason why nearly 20 percent of students don't finish high schHigh Poverty High Schools,» examines the reason why nearly 20 percent of students don't finish high schHigh Schools,» examines the reason why nearly 20 percent of students don't finish high schhigh school.

At 8:30 a.m., Board of Regents Chancellor Betty Rosa and Regent Judith Chin will participate in a panel discussion on a new study by the Learning Policy Institute and the National Education Policy Center showing that well - implemented community schools can lift achievement in high - poverty communities, Teachers College, Columbia University, Joyce Berger Cowin Auditorium, Broadway, Manhattan.

The Bawku Central Member of Parliament, Mahama Ayariga, has sued the Akufo - Addo administration at the Supreme Court over the implementation of some of its key initiatives such as the Infrastructure for Poverty Eradication Programme (IPEP), Free Senior High School, Planting for Food and Jobs as well as the operations of existing agencies like the Microfinance and Small Loans Center (MASLOC)...

During a debate over the consolidation held at Syracuse University's Maxwell School of Citizenship and Public Affairs this spring, Consensus representatives painted a grim picture: Syracuse is facing sluggish economic development and high poverty rates coupled with a fleeing population.

The Bawku Central Member of Parliament, Mahama Ayariga, has sued the Akufo - Addo administration at the Supreme Court over the implementation of some of its key initiatives such as the Infrastructure for Poverty Eradication Programme (IPEP), Free Senior High School, Planting for Food and Jobs, the Microfinance and Small Loans Center (MASLOC) and others.

The Bawku Central Member of Parliament, Mahama Ayariga, has sued the Akufo - Addo administration at the Supreme Court over the implementation of some of its key initiatives such as the Infrastructure for Poverty Eradication Programme (IPEP), Free Senior High School, Planting for Food and Jobs as well as the operations of existing agencies like the Microfinance and Small Loans Center (MASLOC) and others.

The researchers also measured socioeconomic status looking at median household income, the percentage of individuals living below the poverty level, and whether or not they had a high school education.

At schools with a student poverty rate of more than 30 percent, students whose parents are involved in parental networks are up to 5 percent less likely to graduate from high school than students whose parents do not have such connections.

His new film perceptively follows the journeys of three Indianapolis adults trying to obtain their high school diploma while at different stages in life, even as they juggle the challenges of poverty, crime and low expectations.

Recently, the Washington Post reported a scandal about graduation rates at Ballou High School in Washington, DC, a high - poverty school not known (in the past) for its graduation raHigh School in Washington, DC, a high - poverty school not known (in the past) for its graduation School in Washington, DC, a high - poverty school not known (in the past) for its graduation rahigh - poverty school not known (in the past) for its graduation school not known (in the past) for its graduation rates.

High - poverty schools may be at a disadvantage in hiring and retaining effective teachers as well.

The proportion of students in poverty in the majority - black elementary schools has increased over time, and remains at higher levels (currently at 91 percent poor) than the district's other elementary schools (76.6 percent poor.)

For students at high - poverty schools, the benefit is 9 percent of a standard deviation.

There is research that shows that schools with high poverty are more likely to focus on reading and math in order to meet AYP at the expense of quality hours studying science.

Students at high - poverty schools score 11 percent of a standard deviation higher on the cultural consumer scale if they were randomly assigned to tour the museum.

Racially segregated high - poverty schools tend to be overrun with social problems, have a hard time finding and retaining good teachers, are associated with high dropout rates, and are less effective than diverse schools at intervening in problems outside of school that undermine learning.

These intangible middle class advantages include such things as a computer with internet access at home, a quiet place to study and complete homework, working parent (s) above the poverty line, no pressure to get a low - level job in high school to help pay the rent or support the family, and no fear of the streets upon which they live.

We plan a set of at least three papers based on these data as well as a comprehensive literature review on the topic of staffing high - poverty schools.

But after working in high - poverty schools on both coasts, she became frustrated with the lack of books available to her students at school and during the summer.

Such was the case in 1998 at Susan B. Anthony Elementary School, in Sacramento, California, where a high percentage of Southeast Asian immigrant families in the school community spoke little English, lived in poverty, and were almost completely disconnected from the sSchool, in Sacramento, California, where a high percentage of Southeast Asian immigrant families in the school community spoke little English, lived in poverty, and were almost completely disconnected from the sschool community spoke little English, lived in poverty, and were almost completely disconnected from the schoolschool.

On the second point, Hess notes that Ingersoll and others have found that teachers in high - poverty schools leave teaching at twice the rate of teachers in medium - poverty schools.

A 2001 U.S. Department of Education report claimed that students in poverty are 15 percent less likely to have access to computers at school than students in the highest income brackets.

Because academic resources are relatively scarce in higher - poverty schools (e.g., there are more disruptive peers, lower academic expectations, fewer financial resources, and less - competent teachers), parents in these schools seek teachers skilled at improving achievement even if this comes at the cost of student satisfaction.

Now, here's the sobering part: Even when we look at growth instead of proficiency rates, we still find that there are plenty of failing schools out there, especially failing high - poverty schools.

[iv] Clotfelter et al. found that an $ 1800 bonus targeted at math, science, and special education teachers working in high - poverty or low - achieving secondary schools in North Carolina reduced turnover by 5 percentage points, or 17 percent.

[v] In California, Steele et al. found that a $ 20,000 bonus to high achieving teaching candidates to work in high poverty schools increased the probability of their placement in a high - poverty school by 28 percent and their probability of remaining in the high - poverty school at the end of four years was similar to other teachers in those schools.

This may reflect the fact that it is challenging in high - poverty schools to separate the effects of school circumstances from the quality of the principal, leading district administrators to give principals from high - poverty schools a chance at a different school.

The Carlston Family Foundation was recognizing six outstanding California teachers, nominated by their former students who graduated from high schools in high poverty / high risk environments and went on to succeed at prestigious universities.

Take a group of kids — let's say they're at - risk high school students — and give them the opportunity to not only participate in but also design and direct a worldwide videoconference with other teens in remote or war - torn or poverty - stricken locales.

A research team led by Harvard Graduate School of Education's Susan Moore Johnson at the Project on the Next Generation of Teachers spoke to 95 teachers and administrators in six high - poverty, high - minority schools in a large, urban district.

A school system with a 35 percent annual student mobility rate, with half of its students living at the poverty line, with most of their parents having only a high school education — with National Assessment of Educational Progress (NAEP) scores among the highest in the U.S.?

In 1989, the poverty rate was 20.7 percent for heads of households who had not completed high school, 8.9 percent for those who had graduated from high school but not attended college, and 3.6 percent for those with at least one...

State policymakers should also examine policies that allow school districts to exclude teacher salaries from the calculations they must make to show that they provide an «equal» education to students at high - and low - poverty schools.