This only makes sense — the most important interaction occurring on a day - to - day
basis in public schools across the state is between teachers and their students.
Not exact matches
In our site - based work, which included in - depth interviews and ethnographic fieldwork, we examined 24 high schools with varying legal environments situated across three states (New York, North Carolina, and California), stratified by school type (traditional public, charter, and Catholic) as well as by student socioeconomic compositio
In our site -
based work, which included
in - depth interviews and ethnographic fieldwork, we examined 24 high schools with varying legal environments situated across three states (New York, North Carolina, and California), stratified by school type (traditional public, charter, and Catholic) as well as by student socioeconomic compositio
in - depth interviews and ethnographic fieldwork, we examined 24 high
schools with varying legal environments situated
across three
states (New York, North Carolina, and California), stratified by
school type (traditional
public, charter, and Catholic) as well as by student socioeconomic composition.
The annual survey on crime, violence, and discipline
in public schools — conducted
in 2003 - 04 by the National Center for Education Statistics, an arm of the U.S. Department of Education —
based its findings on questionnaires mailed to principals at 3,743 elementary, middle, and high
schools across the United
States.
Through this work, ConnCAN has emerged as a leading voice for education reform, built a
base of thousands of supporters
across the
state and secured dozens of policy wins including: the adoption of rigorous education standards, more flexibility to recruit great new teachers and a 50 - percent increase
in the number of students enrolled
in public charter
schools.
Although the observations that follow are
based mainly on UK experience, similar trends appear to be emerging
across global education systems: increased
public accountability
in tandem with greater autonomy for
schools; an urgent imperative to close the opportunity gap between affluent and poorer communities; national,
public or
state authority over
schools being replaced by stakeholder communities or not - for - profit mission - driven organisations impatient with endemic failures of the status quo.
In addition to ESEA waiver requirements that districts incorporate evaluation data into personnel decisions (though compensation isn't specified), the Teacher Incentive Fund (TIF), a federal grant program that has allocated over $ 2 billion since its inception, began supporting state and district efforts to implement performance - based compensation in 2006.79 Grantees from across the country have included Miami - Dade County Public Schools, Mississippi, Pittsburgh Public Schools, Seattle Public Schools, and Washington, D.C. Public Schools (see Case Study: Lessons From Washington, D.C.'s IMPACT System
In addition to ESEA waiver requirements that districts incorporate evaluation data into personnel decisions (though compensation isn't specified), the Teacher Incentive Fund (TIF), a federal grant program that has allocated over $ 2 billion since its inception, began supporting
state and district efforts to implement performance -
based compensation
in 2006.79 Grantees from across the country have included Miami - Dade County Public Schools, Mississippi, Pittsburgh Public Schools, Seattle Public Schools, and Washington, D.C. Public Schools (see Case Study: Lessons From Washington, D.C.'s IMPACT System
in 2006.79 Grantees from
across the country have included Miami - Dade County
Public Schools, Mississippi, Pittsburgh
Public Schools, Seattle
Public Schools, and Washington, D.C.
Public Schools (see Case Study: Lessons From Washington, D.C.'s IMPACT System).