Sentences with phrase «at urban high schools»

Most grant recipients here are community clinics, county health services departments, teen clinics at urban high schools, rural health care operations.

7: I'm a principal at an urban high school.

This study describes a youth photography project, Thru the Lenz, conducted at an urban high school in Portland, Oregon.

Host Christie Goodman, APR, IDRA's communications manager, welcomes back Aurelio Montemayor, M.Ed., to continue a discussion they began in Episode 31 (Latino Parent Engagement in High School Math) about how students, parents, and educators are working together to improve math instruction at an urban high school in Far West Texas.

Alternating, realistic voices narrate this taut page - turner that explores the volatility of daily tensions at an urban high school and the complex roles of bully, victim, and bystander.

Not exact matches

Thomas Wilcher, Weber's High School coach at Cass Tech, went after Urban Meyer on radio this week after Weber signed his LOI and the day after his would - have - been position coach at OSU took a job with the Chicago Bears.

A former inner - city high school teacher, Farrington left the classroom after 15 years to get a Ph.D. in urban - education policy from the University of Illinois at Chicago.

Design, Setting, and Participants This descriptive, longitudinal study examined changes in the nutritional quality of 1741630 school meals at 3 middle schools and 3 high schools in an urban school district in Washington state.

This descriptive, longitudinal study examined changes in the nutritional quality of 1741630 school meals at 3 middle schools and 3 high schools in an urban school district in Washington state.

Caytie and Chris, now in high school and college, grew up spending lots of time at this special urban sanctuary.

FILE - In this Sept. 19, 2017, file photo, Housing and Urban Development Secretary Ben Carson speaks at Vaux Big Picture High School in Philadelphia.

Voters at Nottingham High School, Jamesville - DeWitt High School and Lafayette Fire Station # 1 election districts will use the new technology this year, presenting an array of urban, suburban and rural polling places.

WBFO's Senior Reporter Eileen Buckley says Dr. Christopher Emdin was the keynote speaker at the Urban Forum Speaker Series held at Bennett High School in Buffalo Monday.

SUNY Buffalo State and the Buffalo Public School District announced the launch the Urban Teacher Academy to be located at McKinley High School Monday at a news conference.

Lauren Y. Chan, Queen's University: Genetic Testing and Screening: A Review of the Current Ethical Issues Shannon Chen and Grace Lin, Cornell University: Legalized but Limited: Women's Reproductive Rights in the United States Catherine Dillon, Rutgers University: Urban Forestry, Brownfields, and Human Rights Philip Rodenbough, Columbia University: Peace Through Chemistry: Teaching High School Chemistry in West Africa with the US Peace Corps & Ways to Continue Working at the intersection of International Science, Education, and Human Rights in a Chemistry PhD Program

In just two years, Revere High School (RHS) went from a low - performing school as classified by the Massachusetts Department of Education to winning the 2014 High School Gold Award at the National Center for Urban School Transformation (NCUST) conference in San School (RHS) went from a low - performing school as classified by the Massachusetts Department of Education to winning the 2014 High School Gold Award at the National Center for Urban School Transformation (NCUST) conference in San school as classified by the Massachusetts Department of Education to winning the 2014 High School Gold Award at the National Center for Urban School Transformation (NCUST) conference in San School Gold Award at the National Center for Urban School Transformation (NCUST) conference in San School Transformation (NCUST) conference in San Diego.

The program was developed by the Urban Land Institute (ULI), based in Washington, DC, and the Fisher Center for Real Estate and Urban Economics, at the University of California, Berkeley, with input from high school government and economics teachers.

Innovative schools in urban areas show that all children can achieve at high levels given the chance, building on the promise of the No Child Left Behind Act, U.S. Secretary of Education Rod Paige said while visiting the Amistad Academy charter school in New Haven, Connecticut, in 2004.

Peterkin, director of the Urban Superintendents Program (USP) at HGSE for 15 years, has mentored a number of USP graduates who are currently in high - profile urban school sysUrban Superintendents Program (USP) at HGSE for 15 years, has mentored a number of USP graduates who are currently in high - profile urban school sysurban school systems.

At the same time, participating faculty will conduct research aimed at measuring the effectiveness of the program, identifying the key underlying forces that are shaping educational leadership in urban school systems, and developing a set of powerful ideas to enable district leadership teams to create high performing systemAt the same time, participating faculty will conduct research aimed at measuring the effectiveness of the program, identifying the key underlying forces that are shaping educational leadership in urban school systems, and developing a set of powerful ideas to enable district leadership teams to create high performing systemat measuring the effectiveness of the program, identifying the key underlying forces that are shaping educational leadership in urban school systems, and developing a set of powerful ideas to enable district leadership teams to create high performing systems.

She embodies the values of courage and commitment that are required to meet the daunting challenge that confronts urban school districts, making good teaching happen for every child, every day, in every classroom, to enable all children to learn and achieve at high levels,» said Professor Robert Peterkin, director of the Urban Superintendents Prourban school districts, making good teaching happen for every child, every day, in every classroom, to enable all children to learn and achieve at high levels,» said Professor Robert Peterkin, director of the Urban Superintendents ProUrban Superintendents Program.

I taught English and reading for four years in urban San Diego before moving to Northern, CA to teach at a rural high school and to complete my MA in Education from Chico State University.

A second necessity is an outline of what an effective school looks like, and the correlates of effective urban schools (which have held up remarkably well over the years) have given me a vision of the pieces that need to be in place for all children to learn at high levels.

I teach science (AP Chemistry, Physics, Chemistry and Biology) at a large, comprehensive, urban public high school in Los Angeles Unified School Disschool in Los Angeles Unified School DisSchool District.

Armed with data looking at some 20,000 high school students in urban, rural, and suburban communities, he first examined a survey question asking teachers to identify students in their class that they perceived as having disabilities.

I am an Instructional Coach / Reading Specialist at a large, urban high school and I am a different teacher today.

I taught for 10 years at an average - performing urban high school in San Mateo County, Calif..

After 24 years in the classroom, I am now an Instructional Coach / Reading Specialist at a large urban high school in Milwaukee.

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.

In effect, the nation's urban high schools, which served increasing numbers of young people from poor and immigrant families, were arguably providing the best academic and, for a smaller number of students, vocational education available in the United States at that time.

An unusual survey, designed by high school students and administered to their peers in five large cities, has found that most urban teenagers are eager to learn, but don't believe that adults at their schools are interested in what they have to say.

For reducing the achievement gap between the Atlanta Public Schools and the State of Georgia, lowering the dropout rate, cutting back the number of teacher vacancies, and renovating and consolidating some of Atlantas schools, Atlanta superintendent Dr. Beverly L. Hall earned the 2006 Richard R. Green Award, the nations highest honor for urban education leadership, at the Council of the Great City Schools 50th Annual Fall ConfSchools and the State of Georgia, lowering the dropout rate, cutting back the number of teacher vacancies, and renovating and consolidating some of Atlantas schools, Atlanta superintendent Dr. Beverly L. Hall earned the 2006 Richard R. Green Award, the nations highest honor for urban education leadership, at the Council of the Great City Schools 50th Annual Fall Confschools, Atlanta superintendent Dr. Beverly L. Hall earned the 2006 Richard R. Green Award, the nations highest honor for urban education leadership, at the Council of the Great City Schools 50th Annual Fall ConfSchools 50th Annual Fall Conference.

At the highest performing urban school in the city of Providence, Rhode Island, the mantra when it comes to education is «children always come first.»

According to a 2002 study of children in Dane County, Wisconsin, by urban - policy consultant David Rusk, low - income children at schools with a middle - class majority scored 20 - 32 percent higher on standardized tests compared with what their scores would be at schools with a lower percentage of middle - class students.

And before they receive their high school diploma, students must complete separate performance assessments (known at the Urban Academy as academic proficiencies) that demonstrate their skills and knowledge in six academic areas: mathematics, social studies, science, creative arts, criticism, and literature.

Two recent studies, one by Joshua Angrist and colleagues and another by Matthew Johnson and colleagues, found that attendance at urban charter middle schools with high behavioral expectations is associated with a higher number of days suspended relative to attendance at traditional schools in the same districts.

Under Bob's leadership, Envision Education put in practice a highly successful redesign model that has opened a path to college and college retention for underserved urban students at Envision's three Bay Area arts and technology high schools.

He has been teaching at a high - need urban school for more than two decades.

At E.J. Scott Elementary in Houston, a relentless focus on student achievement and high standards has created what researchers say is a model of a successful urban school.

Urban charter schools have an incredible track record of increasing student achievement, while increasing school funding by as much as 10 % yields very modest test score effects, and these effects come at a very high cost.

In order to examine the opportunities and challenges of integrating makerspaces into schools, this article focuses on how a new urban public high school created a media production lab to put making practices at the center of teaching and learning.

Phillip Lovell, vice president of federal advocacy at the nonprofit Alliance for Excellent Education, which focuses on high school reform, says that there are simply not enough good charter school providers to take the place of all the low - performing, large urban high schools.

«We are working in a different world than just two years ago,» says Debbra Lang, the managing director of high school turnarounds at the Academy for Urban School Leadeschool turnarounds at the Academy for Urban School LeadeSchool Leadership.

A former high school teacher in Cleveland, New York, and Lima, Peru, he taught in and managed the Fellows in Teaching Program and Urban Fellow Program at Teachers College, Columbia University prior to joining the College Board.

5 An Extreme Degree of Difficulty: The Educational Demographics of Urban Neighborhood High Schools, Journal of Education for Students Placed at Risk, 2006

«Students with disabilities served in urban settings, in which minorities predominate, have higher likelihood of being placed in segregated settings, and lower likelihood of accessing challenging curricula,» said Tom Hehir, lecturer at Harvard Graduate School of Education.

Engaging Schools reviews current research on what shapes adolescents» school engagement and motivation to learn — including new findings on students» sense of belonging — and looks at ways these can be used to reform urban high sSchools reviews current research on what shapes adolescents» school engagement and motivation to learn — including new findings on students» sense of belonging — and looks at ways these can be used to reform urban high schoolsschools.

But GPAs at private independent schools rose the most (these schools, unsurprisingly, attract the highest concentration of wealthy families): 8 % over the 18 years, compared to 0.6 % for urban public schools.

In her Times essay Ravitch very clearly cites four speeches (including a press conference) and four schools, to illustrate her point that «the accounts of miracle schools demand closer scrutiny»: Obama in his 2011 State of the Union praises the Bruce Randolph School in Denver; then, it's Duncan addressing the 20th Anniversary Teach for America celebration last February commending Urban Prep Academy in Chicago; then Bush (and Obama and Duncan) at a Miami High School event in March, before a crowd of adoring high schoolers being extolled for their progress; finally, Bloomberg gushing over PS - 33 in New York at a 2005 news confereHigh School event in March, before a crowd of adoring high schoolers being extolled for their progress; finally, Bloomberg gushing over PS - 33 in New York at a 2005 news conferehigh schoolers being extolled for their progress; finally, Bloomberg gushing over PS - 33 in New York at a 2005 news conference.

Such efforts share a single set of beliefs: Low - income kids are capable of achieving at the highest levels; great schools can make a world of difference; the traditional urban school district is not the only path to great schools.