Sentences with phrase «choice in public education through»

The Magnet Schools Assistance Program Technical Assistance Center (MSAP Center) supports the U.S. Department of Education Office of Innovation and Improvement as it provides equity and choice in public education through the Magnet Schools Assistance Program (MSAP).

Tom Luna, Idaho Supt. of Public Instruction: «Fortunately for Idaho the kinds of things that they're looking for are the kinds of things we've been working on for a number of years: pay - for - performance for teachers, expanding choice in public education through more charter schools, more accountability down to the student level.»

Not exact matches

The poor, so this logic goes, need government assistance if they are to get a good education, which helps explain why, in the United States, many school choice enthusiasts believe that the only way the poor can get the education they deserve is through vouchers or charter schools, proxies for those better private or independent schools, paid for with public funds.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London.

Her research explores the relationship between education, policy, and equality of opportunity through three policy strands: 1) the racial politics of public education, 2) the politics of school choice, marketization, and privatization, and, 3) the role of elite and community - based advocacy in shaping public education policies and research evidence utilization.

The traditional arguments in favor of school choice - that it will allow children to escape failing schools; that it will improve public education through competition - are well known.

2004 — CEI - PEA launched an initiative to develop public school choice programs in five major cities across the United States through a multi-year grant from the United States Department of Education.

In the event that the complaint pertains to services received through Title I, such as but not limited to homeless students, private schools, public school choice or Supplemental Education Services, the complainant will be referred to Michael Puntschenko, Director of Special Programs at [phone].

From centrist Democrats who think that choice should only be limited to the expansion of public charter schools (and their senseless opposition to school vouchers, which, provide money to parochial and private schools, which, like charters, are privately - operated), to the libertarian Cato Institute's pursuit of ideological purity through its bashing of charters and vouchers in favor of the voucher - like tax credit plans (which explains the irrelevance of the think tank's education team on education matters outside of higher ed), reformers sometimes seem more - focused on their own preferred version of choice instead of on the more - important goal of expanding opportunities for families to provide our children with high - quality teaching and comprehensive college - preparatory curricula.

In school choice programs that enable parents (through Education Scholarship Accounts or Tax Credit Scholarships) to withdraw their children from the public school and enroll in a private school, it is generally only the funding appropriated by the state that follows a student who departs a public schooIn school choice programs that enable parents (through Education Scholarship Accounts or Tax Credit Scholarships) to withdraw their children from the public school and enroll in a private school, it is generally only the funding appropriated by the state that follows a student who departs a public schooin a private school, it is generally only the funding appropriated by the state that follows a student who departs a public school.

«Through Pathway to Financial Success in Schools, Discovery Education and Discover Financial Services are providing students nationwide with engaging tools that make it simple to understand how to make smart financial choices in every aspect of their lives,» said Jacqueline Prester, Business and Technology Teacher, Mansfield Public Schools, Massachusetts.

The Trump administration is focusing on privatizing education by expanding school voucher programs that transfer public funds to private schools through bills such as the «Choices in Education Act»education by expanding school voucher programs that transfer public funds to private schools through bills such as the «Choices in Education Act»Education Act» (HR610).

She has tirelessly fought to make sure parents have a voice in public schools and has boldly worked to transform public education in Los Angeles through revolutionary programs like the LAUSD Public School Choice initipublic schools and has boldly worked to transform public education in Los Angeles through revolutionary programs like the LAUSD Public School Choice initipublic education in Los Angeles through revolutionary programs like the LAUSD Public School Choice initiPublic School Choice initiative.

Despite the rain in L.A., families marched through the streets to demand their right to choice in public education.

In 1999, Pete established Excellent Education for Everyone, to reform urban public schools in New Jersey through parental school choicIn 1999, Pete established Excellent Education for Everyone, to reform urban public schools in New Jersey through parental school choicin New Jersey through parental school choice.

With Betsy DeVos on the verge of becoming the United States Secretary of Education and President Donald Trump promising to divert $ 20 billion in federal funding from public schools to privatization through school choice programs, the movement to undermine public education must be deliriously excited about their prospects over the next foEducation and President Donald Trump promising to divert $ 20 billion in federal funding from public schools to privatization through school choice programs, the movement to undermine public education must be deliriously excited about their prospects over the next foeducation must be deliriously excited about their prospects over the next four years.

«Through the First Choice program, ATU's College of Education has taken yet another leadership role in the state in providing a service to students and our public schools,» said Dr. Mary B. Gunter, dean of the ATU College of Education and Graduate College.

Particularly for school choice activists of a conservative or libertarian bent (including University of Arkansas» Jay P. Greene and Greg Forster at the Milton & Rose D. Friedman Foundation), thinking through these issues means challenging their own ideology — especially their misguided belief that choice alone will lead to improvements in school quality and serve as the best form of accountability — as well as their own financial concerns as members of a sector of American public education.

In advance of today's «Expanding Education Opportunity through School Choice» hearing, the National School Boards Association (NSBA) sent a letter to the U.S. House of Representatives Committee on Education and the Workforce, to inform the conversation about the efficacy of school choice on student achievement and school performance and highlight several options that are currently offered by public school districts: from local magnet schools and charter schools authorized by local school boards to public specialty schools, such as military academies and those offering specialized curricula for science, technology, engineering, and mathematics (Choice» hearing, the National School Boards Association (NSBA) sent a letter to the U.S. House of Representatives Committee on Education and the Workforce, to inform the conversation about the efficacy of school choice on student achievement and school performance and highlight several options that are currently offered by public school districts: from local magnet schools and charter schools authorized by local school boards to public specialty schools, such as military academies and those offering specialized curricula for science, technology, engineering, and mathematics (choice on student achievement and school performance and highlight several options that are currently offered by public school districts: from local magnet schools and charter schools authorized by local school boards to public specialty schools, such as military academies and those offering specialized curricula for science, technology, engineering, and mathematics (STEM).