Sentences with phrase «different school districts on»

Not exact matches

A number of different rates appear on your real estate tax bill, including a rate for your county, your city and your school district.

But when there's real progress underway — when the White House advances early childhood education; when a culture of school food reform is the new normal in districts nationwide; when the work takes on a life of its own — then the entrepreneur is ready to take on a different challenge, and begin work anew.

Joint physical custody or parenting time can be difficult on a child when parents live far apart from each other or even just in different school districts.

Another reason is that with our moves from New York to Colorado to France to Oakland, Olive would go to different grades depending on the school district and the enrollment cut - off dates.

Because each of Illinois «958 local school districts has the ability to set its own property tax rate, and because each has a different base of local property value on which to collect taxes, there is a wide variance in the tax rates and dollars that support local elementary and high schools.

We are very mindful of eating nutritious food, and the school lunches in our school district are based on a different idea of nutrition!

I've tried out at least a dozen different places, from park districts to swim schools to gym pools to highschools [Read On]

Long Island's 126 school districts pay into the third state pension fund - the Teachers» Retirement System, which operates on a different fiscal year than the other two systems.

Chris Cerrone, a Western New York parent and co-founder of New York State Allies for Public Education, an opt - out activist group, offered a different take on why city districts numbers have remained low or, in the case of Buffalo Public Schools, experienced a significant decrease.

The Regents also plan to work with local school districts to cut down on unnecessary tests and develop a different curriculum for mentally disabled children, instead of holding them to the standards of non-disabled students.

The researchers chose two high schools in two different school districts, focusing on five students that were in 10th or 11th grade, who were identified with a specific learning disability and required modifications and accommodations in their classrooms.

Hailing the law as «a new and different approach for the federal government,» he said the measure will establish «world class» national education standards and rely on school districts at the «grassroots» to help students...

A decade ago, the Cleveland Heights - University Heights City School District in Ohio set out on a daunting task of taking a large urban high school with 2,000 students and breaking it up into five smaller units housed in different parts of the buiSchool District in Ohio set out on a daunting task of taking a large urban high school with 2,000 students and breaking it up into five smaller units housed in different parts of the buischool with 2,000 students and breaking it up into five smaller units housed in different parts of the building.

Mrs. Bush is equally articulate about «backpack spending» (the institute is sponsoring a project on school - district productivity that includes 20 different researchers» papers); teacher autonomy («Obviously, if you are held accountable as the principal of your school and you don't have the authority to change anything, by either hiring or firing, or setting up another structure that your school district doesn't allow, then how can you be really accountable?»)

The Constitution can not be colorblind in the real world, he said, and school districts can adopt race - conscious measures as long as they don't treat «each student in a different fashion solely on the basis of a systematic, individual typing by race.»

Information on how funds are allocated between different programs and expenses and how funds are distributed between states, districts, schools, and students could also influence public opinion in important ways.»

Others, concerned about a radically different notion of schooling, have seized on a variety of tools for controlling growth, including caps on school enrollment or restrictions limiting enrollments to a single district or regional area.

Our analysis compares the performance of students who win the lottery and attend one of the G&T magnet programs to those who lose the lottery and either attend a neighborhood G&T program in the district, a magnet school based on a different specialty, or a charter school.

Historically, states have focused on how to allocate aid across school districts that have widely different tax bases to achieve some level of fiscal parity.

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

In management consulting, the crucial assumptions are that 1) each organization possesses a unique culture and set of goals; therefore, the same intervention is likely to elicit different results depending on a school's history, organization, personnel, and politics; and 2) suggestions for change should creatively blend knowledge from many different sources — from general organizational theories, from deep insight into the district or schools under study, and from «craft» knowledge of what is likely to improve schools or districts with particular characteristics.

I would like to share a different perspective on the role and responsibilities of school districts in implementing No Child Left Behind.

Working in a public school district where school closings due to budget shortfalls are now a reality, while at the same time trying to avoid embarrassing situations, I encouraged my team of education technologists to consider three different solutions for use on our network.

In the first version of its «Public School Choice: Non-Regulatory Guidance,» published in December 2002, the department built on these basic statutory requirements to encourage districts to provide helpful information to parents: «The [local educational agency] should work together with parents to ensure that parents have ample information, time, and opportunity to take advantage of the opportunity to choose a different public school for their children.&School Choice: Non-Regulatory Guidance,» published in December 2002, the department built on these basic statutory requirements to encourage districts to provide helpful information to parents: «The [local educational agency] should work together with parents to ensure that parents have ample information, time, and opportunity to take advantage of the opportunity to choose a different public school for their children.&school for their children.»

Key players in Texas» school - finance debate have offered sharply different views on the need for new state spending to achieve court - ordered equity among rich and poor districts.

These sites all offer users the ability to compare their school with others in the same school district or state (because standard tests in each state vary, it's difficult to make such comparisons across districts in different states), and a few rank schools based on test performance or other factors.

The order was issued in the wake of criticism of the plan, which would have reassigned almost half of the district's teachers to different schools next fall, in an effort to distribute staff members equally at each school on the basis of race, sex, age, experience, and number of degrees attained.

The suit was filed April 20 in Marion County Superior Court on behalf of a group of students and their families from different school districts.

That path is a limited replication of No Excuses schools that rely on a very unusual labor pool (young, often work 60 + hours per week, often from top universities); the creation of many more charters that, on average, aren't different in performance from district schools; districts adopting «lite» versions of No Excuses models while pruning small numbers of very low performing teachers; and some amount of shift to online learning.

Between fall 2002 and fall 2008, the school district closed 23 large failing high schools (with graduation rates below 45 percent), opened 216 new small high schools (with different missions, structures, and student selection criteria), and implemented a centralized high school admissions process that assigns over 90 percent of the roughly 80,000 incoming ninth - graders each year based on their school preferences.

Four recent rigorous studies — in the District of Columbia, Louisiana, Indiana, and Ohio — used different research designs and reached the same result: on average, students that use vouchers to attend private schools do less well on tests than similar students that do not attend private schools.

4) Why did the Charlotte - Mecklenburg School District field - test on students 52 different standardized tests?

How Federal, State, and District Funding Streams Confound Efforts to Address Different Student Types This report by Marguerite Roza, Kacey Guin, and Tricia Davis demonstrates in greater detail than ever before how America's methods of school finance work against a single - minded focus on...

According to interviews with more than a dozen teachers and school administrators in five different districts, students in New York are taking more practice tests, and they're spending more time on math and reading — and less on other subjects — since Common Core was put into place.

The National Board urges that applied studies be done that look deeply into the effects of these tests in school systems, school districts, and individual schools, among different student populations, and on different curricula.

School district of origin means the school district within the State of New York in which the homeless child was attending a public school on a tuition - free basis or was entitled to attend when circumstances arose which caused such child to become homeless, which is different from the school district of current locSchool district of origin means the school district within the State of New York in which the homeless child was attending a public school on a tuition - free basis or was entitled to attend when circumstances arose which caused such child to become homeless, which is different from the school district of current locschool district within the State of New York in which the homeless child was attending a public school on a tuition - free basis or was entitled to attend when circumstances arose which caused such child to become homeless, which is different from the school district of current locschool on a tuition - free basis or was entitled to attend when circumstances arose which caused such child to become homeless, which is different from the school district of current locschool district of current location.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

The first is that the SARCs are only available in PDF form for more than 80 percent of the schools in the state (while there is a standard template, this is only used in approximately 20 percent of schools; thus, schools in different districts have different SARC formats with textbook information on different pages).

However, for the past 10 years, we have been studying a different approach to improving and reforming public education ---- one based on building strong relationships among teachers» unions and school administrations, and developing collaborative institutions in schools and school districts focused on improving teaching and learning.

The pain and frustration they describe are hard to take — but in some school districts, what the students are experiencing is very different from what their teachers and principals think is going on.

The findings are based on case studies of 12 reforming schools located in six reforming school districts in three states that have taken somewhat different approaches to systemic reform — California, Michigan, and Vermont.

District leaders faced with struggling schools were less rather than more likely to sponsor leadership - development initiatives or to provide strategic help to principals; they focused instead on recruiting a different sort of administrator.

School districts began administering the tests on March 10, with testing windows varying widely among different districts, depending on their instructional calendars.

The three largest school districts in the state are taking different approaches on whether or not to authorize charter schools, approved by state voters in November.

In «Part Five: Three Perspectives On Launching A Residency from California State University, Fresno» Drs. Paul Beare, Cathy Yun and Lisa Bennett write about the university's important partnerships with both rural and urban school districts, their focus on teacher professional development and the rewards and challenges of building three different residencies — each with a unique focuOn Launching A Residency from California State University, Fresno» Drs. Paul Beare, Cathy Yun and Lisa Bennett write about the university's important partnerships with both rural and urban school districts, their focus on teacher professional development and the rewards and challenges of building three different residencies — each with a unique focuon teacher professional development and the rewards and challenges of building three different residencies — each with a unique focus.

States will be graded against 30 different criteria, with some of the largest chunks of points awarded for states that demonstrate significant buy - in from local school districts and devise plans to evaluate teachers and principals based on student performance.

Three - quarters of districts do not use cash bonuses, salary increases, or different steps on the salary schedule to recruit or retain teachers to teach in high - need schools.

That's the conclusion of a new study from The Fordham Institute that offers three different price tags for the cost of training teachers and purchasing classroom materials to teach to the new standards.The actual cost would depend on how much schools and districts lean on technology in implementing the standards.

As part of the Green Ribbon Schools Application, schools and districts need to provide information on three differentSchools Application, schools and districts need to provide information on three differentschools and districts need to provide information on three different areas.

We are a diverse team of 13 teachers who met over several months to review research on different national efforts to address teacher attraction and retention, as well as local strategies being proposed or piloted by UTLA, Los Angeles United School District (LAUSD) and local charter networks.