I assume the $ 16.4 k you are referring to is
average for urban districts, but an important factor in urban districts is that no charters take their share of ELL or bi-lingual students, which of course increase that increase local costs.
Not exact matches
Specifically, I pointed out that gains on the National Assessment of Educational Progress under Rhee's tenure were much larger than
average gains
for the other ten
urban school
districts participating in the assessment in 8th grade math and in 4th grade reading and math.
The annual
average increase in the rate at which Houston's Hispanic students took Advanced Placement exams was five times greater between 2009 and 2012 than that of their peers in the 75 other
urban districts vying
for the Broad Prize.
The article announcing the undertaking tells us that almost half the nation's
urban school
districts had superintendent vacancies in 1990, and that the
average tenure
for such chief executive officers is now about two and a half years.
In a 2011 report
for the Providence, Rhode Island, school board, researchers at Brown University's
Urban Education and Policy program found that the
district's 1,321 teachers took off an
average of 21 days each per school year.
In Houston, as in so many
urban districts, the accounting system pretends that every teacher earns the
average salary of teachers in the
district rather than accounting
for the actual costs of the salaries at a particular school.
Even if 1 in every 10 of these graduates entered teaching
for two years (
average tenure at KIPP - like No Excuses charter schools) before moving onto other careers, they would provide only 6 percent of the some 450,000 teachers currently working in the member
districts of the Council of Great City Schools (the nations 66 largest
urban public - school systems).
In 2007 they approved funding
for the first public Waldorf methods high school, in the Sacramento Unified School
District; and (3) Three key findings on
urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the
average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just
for students but, more importantly perhaps,
for the adults.
Howell neglects to mention that among the 14 largest
urban districts in Massachusetts, Worcester had the second highest percentage (68 percent) of schools meeting state targets
for making «adequate yearly progress» under the law; the statewide
average was 48 percent.
Houston also has the highest SAT participation rate of any
urban school
district in the competition — two - thirds higher than the Texas
average — and showed the highest increase in Advanced Placement exam participation
for all students.
In contrast to the
district's abysmal performance just a decade ago, Springfield schools made larger composite performance index gains on the Massachusetts Comprehensive Assessment System tests in 2012 — 13 than both the state as a whole and the
average for the 25 largest
urban districts.
But what we continue to see in DC is that white students score well above both national and
urban district averages for their race; black, Hispanic and poor children score well below national
averages for their races and classes.
While most charters» scores trail more than 13 points behind state
averages on every high school test, they're better than the
average for Michigan's
urban districts, and they made more progress than
urban schools on three of the five exams.