Sentences with phrase «charter school entities»

The data on closures shows that over 40 percent of the charter school entities authorized by ASBCS since 1994 have subsequently closed.

On Thursday, New York City Comptroller Scott M. Stringer announced that his office had commenced audits of the financial and operating practices of four New York City charter school entities.

The net result is that Achievement First is the fastest growing charter school entity in the state.

Not exact matches

But the entity was just one of several education - oriented groups that spent heavily on trying to influence legislation as issues ranging from teacher evaluations to charter school expansion stoked debate at the Capitol.

The bills would make permanent the ability for a charter school to switch the authorizing entity for the school — a key concern for charters in New York City.

SUNY is one of two entities in the state that can grant charters, and the charter schools it oversees include the state's highest - performing ones.

Meanwhile, The State University of New York Charter School Institute — a regulatory entity that oversees dozes of Success Academy Charter schools — is considering action over Loeb's controversial Facebook remarks.

Independent expenditure committees have grown in influence in recent years in New York, especially in battleground state Senate races, where interest groups ranging from the teachers unions, charter school advocates and real - estate entities have sought to flex political muscle.

Applicants eligible for Round 3 of the Farm - to - School Program include Kindergarten through Grade 12 school food authorities, public schools, charter schools, not - for - profit schools, and other entities participating in the National School Lunch Program, the School Breakfast Program, or the Summer Food Service PrSchool Program include Kindergarten through Grade 12 school food authorities, public schools, charter schools, not - for - profit schools, and other entities participating in the National School Lunch Program, the School Breakfast Program, or the Summer Food Service Prschool food authorities, public schools, charter schools, not - for - profit schools, and other entities participating in the National School Lunch Program, the School Breakfast Program, or the Summer Food Service PrSchool Lunch Program, the School Breakfast Program, or the Summer Food Service PrSchool Breakfast Program, or the Summer Food Service Program.

The bill would allow potential charter schools to choose which entity authorizes them: Either the Board of Regents or the State University of New York.

Starting next year, the legislation will make it easier for charter schools to ask to be overseen by a different entity.

Cuomo's education plan includes revamping the state's teacher evaluation system, increasing the charter school cap, approving the education investment tax credit and DREAM Act and allowing outside entities to take over failing schools.

His stance on education would be to fund charter schools as independent non-profit entities, allowing them to expand throughout the states and eventually take over private schools.

Stipulates that charters in NYC that are approved by their charter entity to start instruction or expand grade levels in the 2014 - 2015 school year or thereafter and request co-location in a public school building to be provided access to such facilities (S.6356 - D / A.8556 - D, Part BB)

Mr. Cuomo, who has received large campaign contributions from entities tied to privately - run charter schools, has said he would agree to almost triple the state's education budget — from $ 377 million to $ 1.1 billion — if the state legislature agrees to his reforms.

UFT lawyers argue that «while charter schools may receive some funding from private entities, they are overwhelmingly funded by public tax dollars and they are subject to the disclosure requirements applicable to government agencies under the New York state Freedom of Information Law.»

Those groups in competition are defined as entities that serve the same purpose of the District at the same age level, i.e., charter schools.»

By serving an entire region or market's group of charter schools, the real - estate trust would look familiar to state officials and to lenders: a single entity that grasps the intricacies of real - estate finances and serves the individual needs of multiple schools, as school districts do.

So he exhorted lawmakers to consider «chartering,» as a way to allow entities other than school districts to establish new public schools that would be open to students regardless of where they lived, thereby beginning to withdraw the monopoly school districts held over the provision of public education.

This structural flaw runs counter to the original idea of chartering, allowing an entity other than the local school district to establish new schools.

But, importantly, mediating institutions can also be the numerous entities that have emerged to fill gaps in the charter school sector such as facilities, talent, enrollment, community engagement, and advocacy.

But, like private schools, charter schools are operated by nongovernmental entities, and students attend only if their family selects the school.

Chartering, which crept on stage in 1991, subtly but importantly showed that entities besides districts could run public schools — and often run them better.

In early 2016, spurred by a seemingly perpetual bankruptcy crisis at Detroit Public Schools (DPS)-- by this point, counting unfunded pension liabilities, the district was almost $ 1.7 billion in the red — the state senate narrowly passed a bill that would bail out the district and split it into two separate entities: the old DPS, which would exist to collect taxes and pay down debt, and a proposed new Detroit Education Commission (DEC) to oversee schooling in the city, including regulating the openings and closings of traditional public schools and charter sSchools (DPS)-- by this point, counting unfunded pension liabilities, the district was almost $ 1.7 billion in the red — the state senate narrowly passed a bill that would bail out the district and split it into two separate entities: the old DPS, which would exist to collect taxes and pay down debt, and a proposed new Detroit Education Commission (DEC) to oversee schooling in the city, including regulating the openings and closings of traditional public schools and charter sschools and charter schoolsschools.

Third, and most interesting, there is diversity in the suppliers of K — 12 public education: the Orleans Parish School board oversees a number of traditional public schools and charters; the state board of education authorizes several charters; and the Recovery School District (an entity created before Katrina to assume control of failing city schools) manages both charters and traditional public schools.

Many schools that reach NCLB's restructuring phase, rather than implementing one of the law's stated interventions (close and reopen as a charter school, replace staff, turn the school over to the state, or contract with an outside entity), choose the «other» option, under which they have considerable flexibility to design an improvement strategy of their own (see «Easy Way Out,» forum, Winter 2007).

Initiated in 1991 by a Minnesota law allowing private non-profit entities to receive public funding to operate schools if authorized by a state agency, the idea has spread to more than 40 states, and some 1.5 million students today attend charter schools.

The impulse is right: it seeks to ensure that charter school authorizers — the entities that oversee charters and are supposed to shut them down if they are low - performing — are themselves held accountable.

The State entity will ensure that charter schools and local educational agencies serving charter schools post on their websites materials with respect to charter school student recruitment, student orientation, enrollment criteria, student discipline policies, behavior codes, and parent contract requirements, including any financial obligations (such as fees for tutoring or extracurricular activity).

But takeovers elevate the state above local boards, independent charter authorizing works around local boards, and RSD - like entities take schools away from local boards.

Third, through non-district charter authorizing, the state empowers one or more entities to approve and oversee public schools within the district's geographic area.

Initially funded at $ 650 million, i3 allowed school districts, charter schools, and non-profit organizations working in partnership with one of those entities to apply for grants to support innovative programs aligned with one of four broadly defined federal priorities (e.g., supporting effective teachers and principals or improving the use of data).

(3) What role do Education, state educational agencies, and other entities that oversee charter schools play in ensuring students with disabilities have access to charter schools?

Leaders of the Sault Ste. Marie Tribe of Chippewa Indians have said they would shut down the school as a charter entity rather than accept a union.

Florida has 4,200 K - 12 public schools, of which 650 are charter schools that receive taxpayer funding but are managed by private entities not under the purview of the school district.

In that sense, charters will operate far more like traditional schools than private entities.

In states like Georgia and Arizona, some charters serve preschoolers through an «affiliated program» — a separate (usually nonprofit) entity that is affiliated with the school.

(Sec. 4301) The bill replaces the existing charter school grant program with a program awarding competitive grants to state entities and, through them, competitive subgrants to charter school developers to open new charter schools and expand and replicate high - quality charter schools.

It rightfully focuses on authorizers as the lynchpin of charter quality; they are, after all, the entities that screen and approve new charter schools and then hold them accountable for results (or — as is sometimes the case — do not).

While many of the participants remain hopeful that this is the case, they also recognize the continued difficulty of dealing with two separate entities when managing charter schools.

And it seems, for whatever reason, very hard to get the public to understand that charter schools are not a single entity with one kind of culture or philosophy; they vary and, as with everything else in existence, produce both good and bad outcomes.

• Extension of the school year or school day • Replacement of staff members relevant to the school's low performance • Significant decrease in management authority at the school level • Replacement of the principal • Restructuring the internal organization of the school • Appointment of an outside expert to advise the school • Replacement of all or most of the school staff (which may include the principal) • Reopening the school as a public charter school • Entering into a contract with a private entity to operate the school • Takeover the school by the State

The Texas Charter Schools Association, a non-governmental entity that provides support to the state's charter schools, has spent a lot of time helping schools identify their quality gaps so they can focus on areas that require the most urgent attCharter Schools Association, a non-governmental entity that provides support to the state's charter schools, has spent a lot of time helping schools identify their quality gaps so they can focus on areas that require the most urgent attSchools Association, a non-governmental entity that provides support to the state's charter schools, has spent a lot of time helping schools identify their quality gaps so they can focus on areas that require the most urgent attcharter schools, has spent a lot of time helping schools identify their quality gaps so they can focus on areas that require the most urgent attschools, has spent a lot of time helping schools identify their quality gaps so they can focus on areas that require the most urgent attschools identify their quality gaps so they can focus on areas that require the most urgent attention.

As new state - created entities charged with running and turning around the state's worst schools, these districts are awarded certain authority and flexibility — such as the ability to turn schools into charters and to bypass collective bargaining agreements — that allow them to cut the red tape that has made so many schools dysfunctional in the first place.

Another way to proceed is to remove all students attending any charter schools in the District of Columbia (no matter what entity is the authorizer).

The study's findings offer a number of lessons for charter school authorizers, the entities that typically approve and oversee charters, the authors say.

That entity can't be constrained to use only one provider (only district schools, or only charters).

In 2015, lawmakers said that for the purposes of the law, charter schools should be considered government entities when the lawmakers say so — and only then.

However, GCI found that 77 % of charter schools engaging in this practice do so in a manner that does not create costs savings for the charter entity.

Most of them center, as former State Board of Education Vice Chair Thomas Ratliff puts it, on the question, «Is a charter school a public school or a private entity?»