Sentences with phrase «between high school reform»

Not exact matches

In response to large within - state differences in per - pupil spending across wealthy / high - income and poor districts, state supreme courts overturned school finance systems in 28 states between 1971 and 2010, and many states implemented legislative reforms that spawned important changes in public education funding.

In an era when a high school diploma is the difference between a career and a lifetime on the dole, New York's high - school reforms have increased the economic mobility of tens of thousands of students.

This logic is why the new wave of high school reform efforts, led by the Bill & Melinda Gates Foundation (see «A Foundation Goes to School»), has focused on the disconnect between the reality of big, modern high schools and our fantasy of them as extensions of the fschool reform efforts, led by the Bill & Melinda Gates Foundation (see «A Foundation Goes to School»), has focused on the disconnect between the reality of big, modern high schools and our fantasy of them as extensions of the fSchool»), has focused on the disconnect between the reality of big, modern high schools and our fantasy of them as extensions of the family.

The standards - based reform movement seeks both to equip all of our high - school graduates to compete in the global marketplace and to narrow the achievement gap between our advantaged and disadvantaged student populations.

The consensus appears to be that these higher levels of performance have less to do with policy than with everything else: the «ecosystem» of reform in a given place (usually a city) and its network of «human - capital providers,» expert charter - management organizations, leadership - development programs, school - incubator efforts, local funders and civic leaders, etc. — in other words, what conservatives like to call «civil society»: the space between the government and the individual (in this case, between government and individual schools).

Milwaukee Public Schools (MPS) had traditionally been a target for reform efforts thanks to a history of low - performing schools, a seemingly insurmountable achievement gap between student groups, and a relatively high proportion of state funding relative to locSchools (MPS) had traditionally been a target for reform efforts thanks to a history of low - performing schools, a seemingly insurmountable achievement gap between student groups, and a relatively high proportion of state funding relative to locschools, a seemingly insurmountable achievement gap between student groups, and a relatively high proportion of state funding relative to local aid.

Finance reforms reduced achievement gaps between high - and low - income school districts but did not have detectable effects on resource or achievement gaps between high - and low - income students.

The researchers also calculated the proportion of the change due to «within - school» reforms (such as extended learning time, professional development, and Common Core implementation) versus shifts in enrollment toward district and charter schools with higher academic growth, a metric they call «between - school» reforms.

We study the impact of post-1990 school finance reforms, during the so - called «adequacy» era, on the distribution of school spending and student achievement between high - income and low - income school districts.

School resources play a major role in student achievement, and finance reforms can effect major reductions in inequality between high - and low - income school distSchool resources play a major role in student achievement, and finance reforms can effect major reductions in inequality between high - and low - income school distschool districts.

In September 2005, Governor Romney introduced a comprehensive Education Reform bill aimed at closing two gaps: (1) the gap between Massachusetts student performance and our international competition, particularly in math and science; and (2) the achievement gaps within the state, between high - performing and low - performing schools.

Pupils are in danger of missing out on higher education due to a «mismatch» between university expectations and the new GCSE reforms, Schools Week has learned.

«It's hard to find consistent, long - term, high - quality service learning,» says Sarah Pearson of the American Youth Policy Forum in Washington, D.C. Pearson's recent report, Finding Common Ground: Service Learning and Education Reform (2002), establishes the compatibility between the goals of comprehensive school reform models and those of service leaReform (2002), establishes the compatibility between the goals of comprehensive school reform models and those of service leareform models and those of service learning.

This report summarizes discussions between education and youth development leaders regarding the need to address financial and resource issues in high school reform.

Perhaps one of the greatest challenges in this current era of school reform is the gap between our goal of higher standards of performance for all and the realization that some students are functioning well below these lofty standards.

The presenters pointed to the Learn and Earn high schools as an example of a reform strategy facilitated by legislative change, but executed through partnerships between statewide education agencies.

The presenters stressed that collaboration between the legislature, higher education system, and the K - 12 education system have been key, not just to the successful launch of the Learn and Earn schools, but to many aspects of reform in the state.

Aligning a high - quality PreK experience with its overall education reform goals has helped MCPS achieve significant results: almost 90 percent of Kindergarteners enter first grade with essential early literacy skills; nearly 88 percent of third graders read proficiently; achievement gaps between different racial and ethnic groups across all grade levels have declined by double digits; 90 percent of seniors graduate from high school and about 77 percent of them enroll in college.

Currently, he is the Principal Investigator on an evaluation of the effects of three high school reform models on student on - track progression through the mathematics and science course pipelines in North Carolina between 1998 and 2010.

The study also reveals that shifting enrollment from lower to higher achievement growth schools — due to between - school reforms such as school closures, new school openings, and expanded student choice — was responsible for significant gains in English / Language Arts.

If test results show significant widespread gains in student results temporally associated with district reform plans, if these trends are generalized across all or most schools, and if the performance gaps between previous groups of low and high performing students and schools are seen to be diminishing over time, the argument is made that district reform efforts are having a positive impact on student learning.

We hope the national spotlight on Chicago's schools refocuses the nation's attention on building connections between schools, parents and communities, backing research - based reforms and beginning the important pushback on damaging practices such as high - stakes testing, school closings, and flawed teacher accountability measures.

While school finance reforms did successfully reduce achievement gaps between high - and low - income districts, they did not have measurable impacts on gaps between high - and low - income students.

We find that finance reforms did indeed produce higher achievement for students in low - income school districts, helping to reduce the achievement gap between high - and low - income districts.

The topics include: a rationale for inclusive high schools, finding common ground between inclusive education and school reform, innovative scheduling, lesson planning, self - determination for all students, and helping students plan for the future.

The effect is large: Finance reforms raise achievement in the lowest - income school districts by about one - tenth of a standard deviation, closing about one - fifth of the gap between high - and low - income districts.

When children enter kindergarten, half of the achievement gap between low - income students and their more affluent peers that exists in high school is already present.22 The federal government can address the developmental needs of young children through child care reform by implementing policies that improve quality starting at birth and continuing up to age 13.