Sentences with phrase «create equity in our schools»

Two organizations with shared missions to create equity in our schools — Beloved Community and Ripple Effects — are partnering to share resources and a survey to nurture respect.

Check out the following resources to help create equity in schools... Two organizations with shared missions to create equity in our schools — Beloved Community and Ripple Effects — are partnering to share resources and a survey to nurture respect.

Not exact matches

«It is not obviously the same as addressing the core inequality as created by the absence of a resolution in the Campaign for Fiscal Equity case, this is not a follow - through on that commitment by the state, but it does look like a substantial step forward for school aid,» Mr. de Blasio said.

As with the academies programme, free schools were initially meant to address issues of equity and inclusion, and create quality provision in poorer areas where it may not already exist.

New Jersey's second - largest categorical program is Parity Remedy Aid, a court - ordered program that targets additional funds to the so - called Abbott districts — the plaintiffs in the Abbott v. Burke school finance lawsuit — to create more equity between them and the state's wealthier and academically more successful districts.

The Launch of the Turning the Tide Report Marks the First Step in Efforts of Coalition to Inspire Concern for Others in High School Students, Reduce Achievement Pressure, and Create Greater Equity for Economically Diverse Students

I am counting on the fact that David's strong intellect, and commitment social justice and equity will create a ripple effect in whatever school community he enters.

Despite Walker's praiseworthy role, what is especially distinctive and intriguing in the book is the part played by Steven Klinsky, an equity - fund manager whose name will not be familiar even to those who follow efforts to create independent choices in schooling.

The Launch of the Turning the Tide Report Marks the First Step in Efforts of Coalition to Inspire Concern for Others in High School Students, Reduce Achievement Pressure, and Create Greater Equity for Economically Diverse Students New York, NY — Today, admissions deans and other leaders from the nation's top colleges and universities joined together to announce the launch of Turning the Tide: Inspiring Concern for Others and the Common Good through College Admissions, a report with concrete recommendations to reshape the college admissions process and promote greater ethical engagement among...

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 of Lschool 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 of LSchool 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 of Lschool 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 of Lschool 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 of Lschool: 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 of London.

«At the end of the day what the bill does for charter schools is it just creates equity in funding,» Ralph Arza of the Florida Charter School Alliance told the Herald.

«We must create accountability for the whole system that drives greater equity in every school, and an important first step is that every new teacher be profession - ready before ever stepping foot into a classroom and becoming the teacher of record for students,» he said.

As part of our mission, CUBE creates educational opportunities for urban school board leaders to gain the knowledge and skills necessary to serve as effective local education policymakers and as advocates for excellence and equity in public education.

For all of the authors» talk of creating efficiency, effectiveness, and equity in schools through market - based reforms, they ignore the issues that have been found with school choice policies.

In 2015, OUSD, local charter organizations and the County came together to form the Oakland Public Schools Equity Pledge, a city - wide partnership to create a public education system that works in the best interests of all students and their families, by disrupting inequity and cultivating excellence in our schoolIn 2015, OUSD, local charter organizations and the County came together to form the Oakland Public Schools Equity Pledge, a city - wide partnership to create a public education system that works in the best interests of all students and their families, by disrupting inequity and cultivating excellence in our sSchools Equity Pledge, a city - wide partnership to create a public education system that works in the best interests of all students and their families, by disrupting inequity and cultivating excellence in our schoolin the best interests of all students and their families, by disrupting inequity and cultivating excellence in our schoolin our schoolsschools.

This includes creating the infrastructure and collaborative processes needed to align community partners towards mutual goals and providing scaffolded curriculum for students and families across agencies to prioritize equity challenges, participate in school governance and decision - making, provide input into site plans, and develop policies that reflect student and family perspectives, needs and solutions.

PARSS has joined with the Pennsylvania League of Urban Schools and the Association of School Districts in Support of Excellence and Equity to call for legislation to create a new method of funding public education in Pennsylvania.

Three students work together on a project at Oyster - Adams Bilingual School in Washington D.C., where dual - language program demand is creating equity concerns.

To try and answer some of those equity issues, Reed recommended that the school board create a committee to study how HISD distributes its resources, something he said hasn't been done in over 15 years.

«NSBA applauds lawmakers in the House and Senate for their commitment to passing a modernized law that preserves important federal cornerstones, such as equity and excellence, while establishing a «new federalism» in education policy — upholding local governance and creating a new federal - state - local partnership to ensure that states and local school board members are better positioned to provide all students with a world class public education,» stated Thomas J. Gentzel, Executive Director of the National School Boards Associschool board members are better positioned to provide all students with a world class public education,» stated Thomas J. Gentzel, Executive Director of the National School Boards AssociSchool Boards Association.

Leadership competence is measured by our capacity for creating the conditions of the «big five» and ensuring equity and opportunity for everyone in our schools and districts.

Larry: What Federal and / or state policy changes do you think would do the most to ensure continued progress in creating supportive school discipline and fostering equity in our schools?

Pumpian has authored and coauthored numerous journal articles and books, including How to Create a Culture of Achievement in Your School and Classroom and Building Equity: Policies and Practices to Empower All Learners.

I worked with eight high schools in Seattle to create, develop, and support Student Equity Teams focused on Meaningful Student Involvement and race relations in high schools across the city.

Additionally, we have ample evidence that standards and high - stakes tests do not create the democratic outcomes we seek in schools such as critical thinking, creativity, and equity of opportunity.»

School districts in these five states are eligible to request such assistance by contacting the IDRA South Central Collaborative for Equity and by being committed to creating success for all learners regardless of their race, gender or national origin.

Through the Local Control Funding Formula, which Brown shepherded through the Legislature in 2013, the state shifted control over budget decisions from the state to school districts and created an equity - based financing system that directs more money to low - income students, English learners and foster youth.

Prince George's County Public Schools in Maryland, a close neighbor to P21 headquarters, was working to create an equity task force.

In these states (and potentially others yet to come), a strike may be the most effective pathway for securing more investment in public schools and creating educational equitIn these states (and potentially others yet to come), a strike may be the most effective pathway for securing more investment in public schools and creating educational equitin public schools and creating educational equity.

How can educators create and support the conditions for educational equity and racial justice in our schools?

Quality schools that support high student achievement, school graduation, college attendance, and life success for all diverse learners can only occur in a context of educational equity, such as where the Goals of Educational Equity and School Reform (Scott, 1999; Scott, 2000) create a high equity context for action, transformation and school rschool graduation, college attendance, and life success for all diverse learners can only occur in a context of educational equity, such as where the Goals of Educational Equity and School Reform (Scott, 1999; Scott, 2000) create a high equity context for action, transformation and school requity, such as where the Goals of Educational Equity and School Reform (Scott, 1999; Scott, 2000) create a high equity context for action, transformation and school rEquity and School Reform (Scott, 1999; Scott, 2000) create a high equity context for action, transformation and school rSchool Reform (Scott, 1999; Scott, 2000) create a high equity context for action, transformation and school requity context for action, transformation and school rschool reform.

The idea that we will create greater equity for the children now in our schools by raising standards, preparing them all for college, and holding their teachers accountable for their achievement is wrong and should be discarded.

We believe in creating a creative, equity - focused space where our leaders can grow and support one another and the movement for high quality schools in Oakland.»

The Forum is a collaboration of educators with decades of experience in building new schools, creating networks of innovative schools, leading schools, advancing teacher quality, and working for educational equity (to see a list of our Conveners, click here).

Whereas, schools should be places for the practice of equity, for the building of understanding, and for the active engagement of all in creating pathways to freedom and justice for all people; and

In this first dimension in the framework, school leaders create a reflective, equity - driven, achievement - based culture of learning focused upon academic success for every studenIn this first dimension in the framework, school leaders create a reflective, equity - driven, achievement - based culture of learning focused upon academic success for every studenin the framework, school leaders create a reflective, equity - driven, achievement - based culture of learning focused upon academic success for every student.

Courageous educational leaders move districts and schools toward creating and implementing systems that will ensure educational and racial equity for every student, in every classroom, every day.

To the contrary, those about to embark upon that journey confront: (1) the daunting cost of law school; (2) an average of $ 120K debt for attending; (3) a job market where, nationally, close to half of all graduates do not have Bar - required employment nine months after graduation; (4) a widespread market perception that law school graduates — even those from elite schools — lack «practice ready» skills; (5) cut - backs in hiring newly minted lawyers — even among many stalwart law firms; (6) an erosion of mentorship due in part to pressure on senior lawyers to «produce» more (7) the unlikelihood of making (equity) partner; (8) instability of law firms; (9) global competition; (10) technology companies creating products that replace services; and (11) a blizzard of negative press trumpeting the glum prospects for the profession; and (12) alternative career choices — finance, accounting, technology, etc. — that portend greener pastures and do not require the same time and financial commitment to prepare for entry.