Sentences with phrase «different urban high schools»

For instance, Frederick Douglass Academy in Harlem, the Metropolitan Regional Career and Technical Center («the Met») in Providence, and the Oakland School for Social Justice and Community Development are all very different urban high schools that enroll mostly low - income black and Hispanic students.

Not exact matches

It offers a different strategy to improve urban education with a promise of free college tuition to graduating high school seniors.

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.

Other than that basic commonality, the schools were very different — some were big, some small, some urban, some rural, some were high - tech, some were low - tech, some integrated, some racially and economically isolated.

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.

I am an Instructional Coach / Reading Specialist at a large, urban high school and I am a different teacher today.

«We are working in a different world than just two years ago,» says Debbra Lang, the managing director of high school turnarounds at the Academy for Urban School Leadeschool turnarounds at the Academy for Urban School LeadeSchool Leadership.

The eight schools participating in the REL Northwest study represent significantly different communities — from urban comprehensive high schools to rural schools to schools on or near Indian reservations.

We work in different states, in urban and suburban settings, in schools with dual - language programs, in after - school community - based programs, and in independent schools with high tuitions.

The Leadership & Coaching Inquiry Group, which is comprised of seven educators from five distinctly different schools (Castlemont High School, Alliance Academy of Integrated Learning, Park Day School, McClymonds High School, and Urban Montessori Charter School), is tackling the question: How do we ignite and support maker - centered learning at our school School, Alliance Academy of Integrated Learning, Park Day School, McClymonds High School, and Urban Montessori Charter School), is tackling the question: How do we ignite and support maker - centered learning at our school School, McClymonds High School, and Urban Montessori Charter School), is tackling the question: How do we ignite and support maker - centered learning at our school School, and Urban Montessori Charter School), is tackling the question: How do we ignite and support maker - centered learning at our school School), is tackling the question: How do we ignite and support maker - centered learning at our school school sites?

The MET report uses data from six major urban school districts to, among other things, compare two different value - added scores for teachers: one computed from official state tests, and another from a test designed to measure higher - order, conceptual understanding.

As a middle and high school principal, Principal Kafele led the transformation of four different New Jersey urban schools, including «The Mighty» Newark Tech, which went from a low - performing school in need of improvement to national recognition, which included U.S. News and World Report Magazine recognizing it three times as one of America's best high schools.

The participating schools were chosen from different regions of Taipei, including urban, suburban and rural areas, and accounted for 11.7 % of all high schools in the Taipei area.

No significant differences in high schools attended were found between the 2 groups, again suggesting that Seattle's mandatory busing program overcame the separation of students from different neighborhoods and elementary schools sometimes found in large urban school districts.