Sentences with phrase «differences in education policies»

This is a boon to us policy wonks because we can study the progress (or lack thereof) of individual states and use sophisticated research methodologies to relate score changes to differences in education policies or practices.

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Not exact matches

In theory and practice, in law and in administrative policies, the quest for an inclusive morality that transcends differences is common to all moral education strategieIn theory and practice, in law and in administrative policies, the quest for an inclusive morality that transcends differences is common to all moral education strategiein law and in administrative policies, the quest for an inclusive morality that transcends differences is common to all moral education strategiein administrative policies, the quest for an inclusive morality that transcends differences is common to all moral education strategies.

With the education budget set to be extremely tight in the next parliament, it is vital that all funds are spent on policies where we have concrete evidence that they can make a difference.

«While this has been an emotional debate with marked differences in public policy, there is no doubt that Commissioner King remains a public servant devoted to improving the education and welfare of New York's kids.

In conducting this type of study, one must rule out other differences, such as those in family background or those in state education policies that might also affect student performance over timIn conducting this type of study, one must rule out other differences, such as those in family background or those in state education policies that might also affect student performance over timin family background or those in state education policies that might also affect student performance over timin state education policies that might also affect student performance over time.

Despite decades of relying on standardized test scores to assess and guide education policy and practice, surprisingly little work has been done to connect these measures of learning with the measures developed over a century of research by cognitive psychologists studying individual differences in cognition.

[xi] Di Xu and Shanna Jaggars, «Performance Gaps Between Online and Face - to - Face Courses: Differences Across Types of Students and Academic Subject Areas,» Journal of Higher Education 85 (3), 633 - 659, 2014; Cassandra Hart, Elizabeth Friedmann, and Michael Hill, «Online Course - Taking and Student Outcomes in California Community Colleges,» Education Finance and Policy, forthcoming.

The question is whether we should be orienting our pedagogical practices primarily around these differences, as I think most personalized - learning supporters would urge, or instead take note of the many ways in which students are cognitively similar, and make these shared characteristics the focus of our education policies and practices.

Chester E. Finn Jr.'s tiresome and laborious attempt to show that there are significant differences between President Clinton's education policies and those of former President George Bush («related story, 01/25/95) merely obscures the fact that Mr. Clinton's program basically follows through on the policies set by Mr. Bush and the governors at their famous education summit held in September 1989 at Charlottesville, Va..

This will require new and improved data to monitor progress, identify bottlenecks and sharpen policies to ensure that every dollar invested in education makes a tangible difference to people's lives.

We also adjusted the data to account for changes in state spending on education and for parents» educational levels, which provides controls for simultaneous changes in state policies or differences in demographics that might confound the analysis of how accountability systems influenced student achievement.

Education policy «can not hope to rise above partisanship,» it argued, ``... unless mere differences of opinion, tenaciously held, are dissolved by revelations of pertinent facts established by scientific method and presented in understandable terms.»

This adjustment also accounts for unmeasured differences in high school and college policies, such as state spending on higher education, changes in high school curricula, and the relative competitiveness of college admissions in a given year.

It's become a familiar sight for education policy mavens this election season: panel discussions, in Washington and elsewhere, hashing out the presumptive presidential nominees» differences on performance pay for teachers, private school vouchers, and other reliable topics of debate.

«Siury exemplifies well the social commitment of students in the International Education Policy Program who understand that leadership that makes a difference combines academic excellence with civic engagement.»

School location may also explain differences between schools... Between - school differences in performance may also be related to the quality of the school or staff or to the education policies implemented in some schools and not in others.

Colorado's education commissioner has dropped his membership in the Council of Chief State School Officers, citing policy differences with the Washington - based group that advocates on behalf of most top state education officials.

This report brings data from the newly - released 2016 National Survey of Children's Health (NSCH) to the robust policy and research debate over the extent to which differences in aggregate special education participation rates over racial and ethnic groups represent differences in underlying needs for special education.

She enrolled in the International Education Policy (IEP) Program to learn how she could make a difference in refugee education, and now is graduating with an even broader focus: advocacy for education and freedom of movement as a human rightEducation Policy (IEP) Program to learn how she could make a difference in refugee education, and now is graduating with an even broader focus: advocacy for education and freedom of movement as a human righteducation, and now is graduating with an even broader focus: advocacy for education and freedom of movement as a human righteducation and freedom of movement as a human right for all.

Changing governance arrangements clearly can make a difference in the way urban public school systems function, but such a strategy requires the right combination of ingredients - committed and skilled leadership by the mayor, willingness to use scarce resources, a stable coalition of supporters, appropriate education policies, and a cadre of competent, committed professionals to implement the reforms.

Small minorities have remained in education (it appears mostly in policy positions) and have a direct opportunity to make a difference in the status quo.

Commenting on the small differences in satisfaction levels among parents with children in the charter and chosen district sectors, Paul E. Peterson, professor of government and director of the Program on Education Policy and Governance at Harvard Kennedy School, notes that «chosen district schools serve a smaller percentage of students of color than charters do, and they are more likely to use examinations as entry requirements, while most charter schools must accept all applicants or use a lottery to select among them.»

Buried in a footnote early in the DCL is this political time bomb: «State education officials should examine policies and practices for resource allocation among districts [emphasis added] to ensure that differences among districts do not have the unjustified effect of discriminating on the basis of race.»

But the annual celebrating of New York City's feats ignores deeper differences, say educators and education policy experts, who contend that those upstate cities exist in an entirely different world.

The report highlights the fact that while state policy decisions over the past 25 years have sought to help poorer districts meet the needs of its students, differences in funding levels still persist and those born into wealthier areas are afforded higher levels of investment in their education.

Bill Cibes made a fundamental difference then and does so now when he tells ConnCAN and the other «corporate education reformers» that we will not back down in our commitment and dedication to protect what is right about public education while we seek to develop and implement policies that make a real, honest and positive impact on the quality of education in our state.

But the gap that continues in America is between the policies that we know are making a difference and the political will to implement them, between the public education system we currently have and the one our students desperately need.

The commonalities and differences in the teacher - voice organizations and fellowships suggest that the current education - reform environment has spurred the birth of these groups that are all working toward getting more teachers directly involved in the policies that impact their daily teaching experiences.

«We're not saying resources can't make a difference in some cases,» said Ben DeGrow, the center's education policy director.

«From what I see the basic difference between the two is that Romney wants to do less in education and Obama wants to do more,» said Jack Jennings, an education expert and founder of the Center on Educatioeducation and Obama wants to do more,» said Jack Jennings, an education expert and founder of the Center on Educatioeducation expert and founder of the Center on EducationEducation Policy.

In light of recent research by Sean Reardon and associates at Stanford's Center for Education Policy Analysis that achievement / opportunity gaps are due primarily to differences that occur before third grade, it is significant that school effectiveness can move the needle at the third - grade level.

The National Education Policy Center sponsors the annual project to identify excellent public high schools which actively seek to close differences in opportunities and resources which drive well - known achievement gaps.

Based at the University of Colorado Boulder, the National Education Policy Center (NEPC) sponsors the annual Schools of Opportunity project, which identifies and recognizes excellent public high schools that actively strive to close opportunity gaps — the differences in opportunities and resources that drive the well - known achievement gaps.

Below, we illustrate key differences between learning focused on personalized mastery vs. a more traditional approach to education, specifically in core areas such as school culture, learning continuum, learning pace, instruction, assessment and grading policies.

The Charles H. Houston Center for the Study of the Black Experience in Education conducts empirical research, disseminates scholarly information, examines research - based best practices, addresses critical educational issues, and strives to produce research that makes a difference which informs the development of practices, policies, programs, and scholarship impacting educational and workforce outcomes among African Americans.

A new analysis from the Brown Center on Education Policy at the Brookings Institution found that when it comes to financial incentives, only certain ones make a difference in recruiting more diverse teachers to the profession.

The National Education Policy Center (NEPC), based at the University of Colorado Boulder, sponsors the Schools of Opportunity project, which identifies excellent public high schools that actively strive to close opportunity gaps — the differences in opportunities and resources that drive the well - known achievement gaps.

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,

Although we dropped in education and health rankings, the good news is that when we invest in the right policies, we can make a difference for kids and reverse these declines.

(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.