Sentences with phrase «average districts does»

Support among those residing in below - average districts does drop by 7 percentage points when statewide ranking information is provided, but even among this group a clear majority remains supportive.

Not exact matches

School districts must limit net cash resources to an amount that does not exceed three months of average expenditures or that is set by the state child nutrition agency.

According to the study, when chocolate milk was eliminated from cafeterias at 58 schools in seven school districts across the country, milk consumption went down by an average of 35 %, and did not recover even after a year's time.

I don't profess to understand the intricacies of how my district figures out the calories (I do know it's averaged over a week) but it seemed to me that a kid ought to come out at less than 664 caloires if they're not taking all the food, rather than over that figure.

The bottom line facts you need to know: under the new school food law passed last year, school districts must bring the price for a paid lunch (that is, a lunch purchased by a student who does not qualify for free or reduced price meals) into line with what the meal actually costs, eventually charging an average of $ 2.46 per lunch.

Cuomo's office has said that residents of the 24th District who do itemize their federal taxes, more than 81,000 taxpayers, would see their tax liability increase by an average of $ 2,434 under the GOP plan.

«As we have done the analysis, it is apparent to me — and I'm 100 percent confident — that if this bill was passed, we are looking at $ 1,600 being kept by the average family in the district,» said Reed, whose district includes much of the Southern Tier.

I don't believe, if you look at the way we've allocated it, about a 2 percent reduction to health care, about a 3 percent reduction in education, 2.7 percent, actually, to school districts statewide on average, a 10 percent cut to state government.

Silver held immense power in Albany as Assembly speaker for two decades — and yet the average person doesn't even know what his district is (it's the Lower East Side).

A follow - up analysis, released in February 2008, showed that 16 percent of districts had reduced elementary school class time for music and art — and had done so by an average of 35 percent, or fifty - seven minutes a week.

Rich districts may choose to spend more than their foundation budget out of locally generated funds, but on average they still spend less than poor districts do.

Why do school districts pay for skills that the average teacher does not possess?

The districts within states with averages that trail the U.S. average are shifted down by the amount that their state lags the national average, and the opposite is done for districts in states with averages that exceed the national one.

Not only do the lottery students have higher test scores than students at the eligibility cutoff, but their test scores exceed those of the average G&T student in the district.

(Almost all the African - American students came from schools with average test scores below the district mean; the few that did not had almost identical average impacts, but the number of available observations was too small to recover precise estimates.)

The state scores a 99.9 on the spending index, which indicates that even the 3 percent of students in districts spending below the national average do not fall very far below that average.

Equity: Arkansas has a positive wealth - neutrality score, meaning that, on average, property - wealthy districts have slightly more revenue than poor districts do.

The state's score is positive, meaning that, on average, wealthy districts in the state have more revenue than do property - poor districts.

Nevada is one of only 10 states with negative wealth - neutrality scores, meaning that, on average, property - poor districts actually have more state and local revenue for education than wealthy districts do.

A negative score means that, on average, students in property - poor districts actually receive more state and local funding per pupil than students in more affluent areas do.

And Massachusetts's charter schools do this much better than its district schools, where achievement gaps still yawn, despite the commonwealth's strong average achievement.

The department should specify that a probationary teacher is «ineffective» during their fourth year of teaching if: (i) a teacher's average student achievement gain during their second through fourth year of teaching falls below that of the average first - year teacher in their district or (ii) the classroom observations done by external observers during their second through fourth year of teaching falls below that of the average first - year teacher.

In Arizona, a state that has always had charter schools that draw middle - class students, there is evidence that, on average at least, charters are not doing any better at raising student achievement than district schools; outside of urban areas, they appear to do a bit worse.

But Oklahoma is one of only 10 states with negative wealth - neutrality scores, meaning that, on average, property - poor districts actually have more state and local revenue for education than wealthy districts do.

For example, if a state's average per pupil spending exceeds the adequacy measure, but some of its districts do not, the estimated fiscal gap of zero for that state assumes it will redistribute some of its spending.

This interpretation is bolstered by the fact that, when we look at other employees who live in a district but don't work there, and thus do not have an occupational stake in the elections, their turnout proves to be decidedly lower on average than that of other employees who both work and live there.

In every district with available data, and for all three sets of elections, other district employees who live and work in their districts vote at substantially higher rates than ordinary citizens do — rates that, on average, are just a shade lower than those of teachers who live and work in the district.

Nearly four in five uninformed Americans support this requirement, and information about local district ranking does not reduce support for this sort of high - stakes testing in either above - average or below - average districts.

Apparently, learning about their district's national ranking shocks those living in above - average districts, even when learning about their district's state ranking does not.

Meanwhile, the opinion of respondents in districts whose national ranking is above average does not change in response to information about district ranking.

The authors stated that they were unable to come up with particular ways in which school districts could spend money to improve the average verbal ability of their teachers (though other researchers such as Ferguson and Manski have suggested that higher teacher salaries might do so), so they left out possible ways that money might be spent to raise verbal ability.

This did not explain much, however — students not offered vouchers attended public schools that had achievement levels that were average for the District.

Four recent rigorous studies — in the District of Columbia, Louisiana, Indiana, and Ohio — used different research designs and reached the same result: on average, students that use vouchers to attend private schools do less well on tests than similar students that do not attend private schools.

For example, a score of 60 means that the average student in a district does better than 60 % of the students in the average developed economy.

Provisions about how teachers will be hired, tenured, and distributed among schools and how they are assigned work have profound budgetary consequences, as do measures like salary cost averaging that districts adopt in order to protect teacher placement rights.

In just two years, Green Dot has improved test scores and achieved impressive gains in leading indicators, and has done so with less funding per student than the Los Angeles Unified School District and the national average.

During the Vergara trial, attempting to do away with teacher due process rights, sworn testimony (during discovery) was given that, as stated above, thinking administrators were able to successfully ease teachers out of the profession, careful scrutiny of beginning teachers by competent administrators prevented districts from hiring teachers who did not fit the district, and the average time to dismiss a teacher via the legal process was months and tens of thousands of dollars.

The District of Columbia scores well below the national average in teacher quality, in part, because it does not require all...

Elementary and middle charters, on average, did better than their counterpart district schools, while charter high schools did not.

Statewide on average, charter students only receive 75 cents on the dollar compared to district kids which means many schools don't have all of the resources they'd like to have for their students.

And when the district recently made public the average teacher salary increases under the new pact — ranging from 2.5 percent to 4 percent per year — it didn't include what can be lucrative raises given to educators who earn master's degrees and other graduate credits.

On average, Connecticut spends $ 4,000 less per pupil on charter school students than it does on students at district schools.

We saw that in Connecticut's first year scores as well, although charter schools did outperform their host districts on average.

Average district per - pupil spending does not always capture staffing and funding inequities.14 Many districts do not consider actual teacher salaries when budgeting for and reporting each school's expenditures, and the highest - poverty schools are often staffed by less - experienced teachers who typically earn lower salaries.15 Because educator salaries are, by far, schools» largest budget item, schools serving the poorest children end up spending much less on what matters most for their students» learning.

And in a year when the United Federation of Teachers is making its «top legislative priority» a bill that would impose sanctions on charters that do not educate the same proportions of special needs kids compared to district averages (even though many district schools don't meet these same standards), one might expect the union would have something to say about the disturbing findings in this report.

On average, charters outperform their host districts in math and English, and they are doing so with larger populations of low - income students and students of color.

And we need to stop comparing district - wide averages of students with disabilities to individual charter schools — the averages hide extreme variation among schools and we should do school - to - school comparisons whenever necessary.

Their report found that, on average, charter school students in New York City tend to stay at their schools at a higher rate than do students at nearby traditional district schools.

According to TNTP, it is estimated that districts spend an average of $ 18,000 per teacher on professional development, but teachers don't seem to be improving (especially as evidenced by stagnant student achievement results).

reported that performances on state standardized math tests rose at the district's high schools as did average daily attendance.