Sentences with phrase «decisions about schools just»

But there are exceptions that show families don't make decisions about schools just on the basis of test scores.

Not exact matches

It's like trusting your 28 - year - old fresh - from - MBA - school McKinsey consultant to make executive business decisions about your 128 year - old - business that they know nothing about just because they are wicked smart, have a blackbelt in Excel & Powerpoint and do better graphs than you.

Their decisions matter more during uncertain economic times than just about any other, says Sydney Finkelstein, a professor of management at Dartmouth's Tuck Executive Education school.

People are very passionate about this neighborhood school and don't understand my decision but the charter school just lines up better with my daughter and her academic learning style.

«We just want to make sure if a parent has to make a tough decision like that, they have support here at school,» said Lisa Lovato, principal of Dan D. Rogers Elementary School, where about 9 in 10 students are from low - income famschool,» said Lisa Lovato, principal of Dan D. Rogers Elementary School, where about 9 in 10 students are from low - income famSchool, where about 9 in 10 students are from low - income families.

Former Senate President Andy Gardiner, who has a son with Down syndrome and helped create the program, said he hopes the «governor is mindful» that the bill isn't just about charter schools and that many families will be affected by his decision.

This is just one example of how school leaders are forced into tough decisions every year about how, and what, subjects will be made available in each school.

And the situation is even worse because most regulators making decisions about what choice schools should be opened, expanded, or closed are not relying on rigorously identified gains in test scores — they just look primarily at the levels of test scores and call those with low scores bad.

Here are some recent quotes from a variety of people who have used these resources: «using these resources sprung me back into life... Going to school is a pleasure now» «got me excited about being in school again... long time since that's happened» «shows you don't need to be a bruiser, basher or battle - axe to be a success» «the inspectors were surprised at how quickly we had improved» «the union reps suddenly came to life when I started using these resources» «these have saved us thousands at SLT and made our school a much better place» «best resources I have used in over twenty years of CPD» «we use these ideas when recruiting new staff... it works, it really does work» «really useful in framing staff and student feedback» «rich and valuable... helps develop the language and the decisions we make» «my students relate to these ideas and now it's a beautiful class to be in... at last» «gives you splendid ideas you can work in your own classes» «I was never any good at visualising what success might look like... now I can see the bright lights» «extremely helpful» «inspectors praised our use of these resources and commended our progress» «genuinely helped get my Mojo back... my colleagues and classes have also noticed the new me» «just had some of my best days at school because of these resources» «there is nothing better at this price»

And as Andy Smarick has argued, voucher programs need something akin to authorizers, too, so that decisions about participating schools can be informed by nuance and human judgment, not just by test scores and other data points.

Meanwhile, in declaring that «Schools should teach about the French Revolution, not have their parents act it out», Rotherham reinforces a conceit found far too often found among Beltway reformers (and, as evidenced from Teach For America President Wendy Kopp's thoughtless piece on releasing teacher performance data, even among some operator - oriented reformers): That families — especially those from poor and minority backgrounds — just aren't equipped to make smart decisions when it comes to school operations.

As per Weingarten: «Over a year ago, the Washington [DC] Teachers» Union filed a Freedom of Information Act (FOIA) request to see the data from the school district's IMPACT [teacher] evaluation system — a system that's used for big choices, like the firing of 563 teachers in just the past four years, curriculum decisions, school closures and more [see prior posts about this as related to the IMPACT program here].

Authorizers in Florida are just now completing their review of new charter proposals using a much more robust process, and we are hearing that authorizers are making better decisions about which schools to open based on better information.

Asked about the decision to campaign here, Trump spokesman Jason Miller wrote in an email: «Mr. Trump believes that all children deserve the opportunity to receive a first - class education, and his school choice reform proposals will help do just that.

So, for example, instead of just utilizing money to arm police officers in schools, we also are allowing individual school communities to make decisions about putting more mental health for students, to provide advocacy in the support system and not just move kids out of school or automatically engage them in the judicial system that we know can happen too often.

Former Senate President Andy Gardiner, who has a son with Down syndrome and helped create the program, said he hopes the «governor is mindful» that the bill isn't just about charter schools and that many families will be affected by his decision.

We learned early on that several factors are especially important in making sound decisions about technology: the support and active engagement of school boards and affected stakeholders, the need for systemic efforts across districts rather than just at the building or classroom level, and a clear line of sight between what was being purchased and how it would be deployed and actually used.

Just think about the decision of choosing a college, there are many factors you take into consideration, may it be the program, the teachers, the school itself, the career path and the cost.

Today's letter comes from School of Art graduate Amy Davis (BFA «78), on her son's decision to turn down Cooper Union in 2012, just as the facts about the college's financial scandal were beginning to surface.

The decision to approve Ryerson law school is just a symptom of a deeper confusion about regulation of the profession that will likely just continue to drag on.

See the research and articles at http://www.thelizlibrary.org/liz/) So, given that there are just not all that many options to choose from in deciding upon a child custody arrangement, and given that those options overwhelmingly will be constrained or even dictated by fairly obvious facts about the parties» circumstances such as work and school schedules, or how far apart they live from each other, and similar considerations, one really has to query what all the painstaking attention to detail and «science» (or pretext to science) is all about if, when all is said and done, the decision will boil down to the application of a default personal preference, and pragmatic ways of arranging custody and visitation schedules to accomplish this while avoiding liability for placing children into situations in which detriment too obviously or easily can be proved to be the direct result of the arrangement.