Sentences with phrase «because charter students»

Still, the larger achievement gains are not likely because charter students came from families with more money and stronger English skills, for example, since the researchers made extensive efforts to control for such differences.

The suit says New York's funding system is unconstitutional because charter students receive as little as three - fifths of what public districts receive to educate students.

Not exact matches

Such attacks are unlikely to be unleashed on Ms. Davids, an unemployed single mother, and the NYC Parents Union because they have been past allies of the UFT regarding parent leadership, supporting the community schools initiative, pushing charter schools to enroll more special ed students, and keeping teacher evaluations private.

I am voting Green because Howie Hawkins and Brian Jones will fully fund our public schools, will stop the over-testing of our students, and will not open more privately managed charter schools.

Flanagan (R - East Northport), in a statement, said the charter school provision was needed because there are thousands of city students on waiting lists to enter the privately - run, taxpayer funded schools.

In February, Mr. de Blasio announced that nearly all charter schools could stay at their current locations, but that these three would have to move because they impeded programs for students with disabilities and forced elementary school students to attend classes in high school buildings.

Some states already have been singled out as falling behind because they have laws that hinder data linking students and teachers, including California and New York, or don't have charter school legislation, such as Maine, Nebraska, and South Dakota.

It grows in part because students enrolled in district elementary schools are considerably more likely to be classified as having an SLD than those enrolled in charter elementary schools.

That's because in both New York and Denver more students with IEPs enter charter schools in grades after kindergarten than exit them.

The book profiles heroic charter school teachers and leaders and chronicles their 80 - hour work weeks, their meetings in teacher's homes to retool instruction because of new data, and their personal commitment to taking students to visit colleges.

Because charter school students are disproportionately likely to be black, they are somewhat less likely to be Hispanic (27 percent versus 39 percent).

The conventional argument that charters enroll relatively few students with disabilities because they «counsel out» special needs students after they enroll is inconsistent with the enrollment data.

It grows in part because students enrolled in district schools are considerably more likely to be classified as having a specific learning disability in early elementary grades than are students enrolled in charter schools, and also because students without disabilities are more likely to enter charters in non-gateway grades than are students with disabilities.

Of course, I do not mean to imply that no student has been inappropriately removed by a charter school because of his disability.

Because most students enter charter schools before the 3rd grade when state - mandated testing begins, only 36 percent of applicants in our study have prior test scores on record and this group is not representative of all applicants.

Because the oversubscribed charter schools in our sample admit students via random lotteries, comparing the outcomes of lottery winners (most of whom enrolled in a charter school) and lottery losers (most of whom did not) is akin to a randomized - control trial of the kind often used in medical research.

However, because KIPP schools are charter schools, the students who attend them have parents who have chosen this option.

A charter could be closed because students would have other options available and because a charter's performance expectations were absolutely transparent.

Because the presence of charter schools in an area might affect both student achievement and the decisions of families to move to a district, we measured state demographics and student achievement during the 1989 — 90 school year, several years before the first charter laws took effect.

Focusing on lottery applicants is nonetheless useful because it enables us to hold constant whatever unmeasured differences lead some students to apply for a seat in a charter school and others to remain within the district.

Meanwhile, policies that focus on stopping charter schools from «counseling out» student with disabilities are unlikely to be effective because they do not address the factors that are truly underlying the gap.

Third, just the other day, a USA Today column called for shuttering a Kansas City charter school whose students recently won the National Society of Black Engineers Robotics Competition because its test scores are only average.

* Interestingly, among the 2,800 «private public schools,» we identified 79 charter schools that themselves qualify because they serve virtually no poor students.

But any comparison of the demographics of students in charter and traditional public schools provides at best an incomplete picture of segregation because segregation resulting from school choice policies would occur primarily across schools, not within schools.

For this reason, we estimate charter school effects by comparing students who are more likely to attend a charter school because they live closer to one to those less likely to attend a charter school because it is less convenient.

Because most public charters, like Aspire, have more freedom to innovate than large public school systems do, I see promise that in the right set of circumstances charter schools can achieve greatness for special ed students.

Although there is plenty of data to understand the growth of charter schools or the numbers of students in districts, because blended learning is a phenomenon that doesn't occur at the school level — it instead occurs at the level of individual classrooms and teachers — capturing what's happening is difficult.

Such students make different choices not because of unmeasured characteristics, but because of a factor out of their control: the distance from home to the nearest charter school.

Houston's charter schools were funded just 2 % below their TPS, and earned the only grade of A in the study, in part because they were able to raise almost $ 900 per student in nonpublic revenue.

California's extraordinarily liberal charter - school law, which gave birth to the nation's first charter - management organization (Aspire), differs from those of other states, partly because it does not require a focus on poor and minority students.

It is unlikely to change anyone's opinion about charter schooling's potential as a reform strategy, however, not least because of the lack of information about student achievement.

True, some charters don't participate, not because they bar low - income students but because the program can be burdensome.

And while there are a variety of reasons this gap may exist, parents and others we interviewed told us that the proportion of IEP - eligible students in DPS is growing rapidly in large part because a number of Detroit charter schools simply don't offer many special - education supports.

· Student performance at charter schools is showing signs of improvement over time (mainly because of the closing of weak charter schools).

The analysis, which looked only at charter schools because of the prevalence of incentive programs in the independent public schools, found no impact on students» performance in mathematics.

Because the voucher studies compare students who won a voucher to those who did not — and those not receiving a voucher very likely ended up in the new and improved public / charter system.

Do charters perform better because they attract better students?

In a separate 2009 study, Winters also found that «the more students a public school lost to charters, the better its remaining students performed — probably because the school now faced competition from charters for enrollment.»

Some of the most effective charter schools thrive because the culture of the organization is nimble and informal, inspiring teachers to work as cohesive, trusting teams and put forth monumental effort on behalf of the neediest students.

This is a limitation, because we might be intellectually curious about how charter schools affect the rare student who enters as, say, a 12th grader.

Policymakers should therefore assign greater weight to studies that focus on such students than they do to studies that, because they lack experimental data, must focus on atypical students who enter charter schools when they are older.

Charter teachers work longer hours because their schools stay open later, and some ask teachers to be at the other end of a phone when students are stuck on a homework problem.

At Central Education Center, a new charter school south of this city, some students will have their pick of $ 35,000 - a-year jobs right after graduation because of the opportunities they have here to take postsecondary - level technical courses while finishing high school.

The thriving charter pre-K programs in D.C. demonstrate that the charter pre-K model offers an opportunity for states to better serve their neediest students, particularly because, in general, charter schools serve more disadvantaged populations.

The problem is that often the forest gets lost because the leaves aren't counted: the authors describe a CREDO report's conclusions on the cumulative advantage of urban charter schools for poor African American students but give the reader no sense of how trustworthy they deem the report to be nor how significant the purported charter - school impact is — compared, for example, to results of any other major school - reform strategy.

We focus our analysis on charter middle schools, because we are able to compare charter and traditional public school students who had similar entering test scores and demographic characteristics and even attended the same elementary school.

It is not possible to use this methodology to examine elementary schools because testing begins in third grade, so for those schools we compare test - score growth in traditional public schools and charter schools while taking into account student characteristics such as race, age, and special education status.

But supporters said charters can o make per - student dollars go further because they are not saddled with out - of - control teacher pension and health - care costs.

The flood of applicants includes eight Valley schools slated to lose federal funding because they didn't have enough low - income students, plus 16 others hoping to capitalize on the hybrid charter model.

Deming, in fact, found very similar results in his 2002 study of charter schools in North Carolina, comparing students who got into a charter via lottery to those who ended up attended a neighborhood school instead because they lost the lottery.