Sentences with phrase «characteristics of public school districts»

Not exact matches

Allocating funds based on the number and characteristics of students that attend a school, instead of more typical methods of district - based budgeting and funding personnel, has the potential to facilitate public school choice by helping to ensure district schools of choice receive equitable funding.

The schools» transition from stately, which was characteristic of the early 20th century, to sterile has several explanations: the spread of modernism generally, the devaluation of public architecture in particular (city halls have been victims too), the physical growth of schools through both district consolidation and population increase, and fiscal pressures in the public sector.

The mediating role of sense of community in the relationship among principals» characteristics, district characteristics, and self - efficacy beliefs of public school principals in Florida., University of Florida, Gainesville, FL..

In short, New Jersey used to categorize school districts based on wealth characteristics of the communities they served and the ability of those communities to fund public education.

This echoed findings from a previous study that analyzed information search patterns on the District's first public school information site and revealed that parents were most interested in demographic characteristics of the student population, followed by location, and, only then, academic performance (Schneider & Buckley, 2002).

examines the connections between neighborhood characteristics and boundary school enrollment rates among the District of Columbia's public school students, and finds there's only one pocket of the city where a majority of families in public school choose their in - boundary middle or high school.

Student - on - student bullying may also trigger a school district's responsibilities under the U.S. Constitution, which prohibits discrimination in public schools based on many of the same characteristics protected by the civil rights laws.

Based on these characteristics, states can then determine the most appropriate way to use them in the system — for example, in classification of schools, public reporting, or needs assessment and improvement planning — as well as the appropriate level — state, district, or school — at which to use them.