Sentences with phrase «disadvantaged schools and school districts»

80 % of AP teachers agree that today's digital technologies are leading to greater disparities between affluent and disadvantaged schools and school districts.

More than 80 % of AP teachers agree that today's digital technologies are leading to greater disparities between affluent and disadvantaged schools and school districts (Pew Research Center 2013).

Only 54 percent of middle school and high school teachers surveyed thought their students «have sufficient access to digital tools at school,» according to a 2013 Pew Research Center survey, and 84 percent said that «today's digital technologies are leading to greater disparities between affluent and disadvantaged schools and school districts.»

Some 84 percent of teachers worry that technology is contributing to greater disparities between affluent and disadvantaged schools and school districts, according to the Pew Research Center.

Not exact matches

As most would guess, kids with more disadvantages, such as poverty and less educated parents, come to school less prepared, which pulls down average test scores at districts where more kids face these challenges.

We heard from directors and managers working in districts of every size and socioeconomic makeup, and in schools large and small, disadvantaged and affluent we heard many of the same issues and concerns echoed.

Our small school district in rural Nebraska does breakfast before school, and although my girls do not go, I would say that it is a nice blend of students (not just economically disadvantaged kids) and works fairly well.

And in a large urban district like mine, where over 80 % of our kids are economically disadvantaged and a universal, in - class breakfast is the norm among our 300 schools, paying for that 1/2 cup increase is likely to be a big drain on our school food budgAnd in a large urban district like mine, where over 80 % of our kids are economically disadvantaged and a universal, in - class breakfast is the norm among our 300 schools, paying for that 1/2 cup increase is likely to be a big drain on our school food budgand a universal, in - class breakfast is the norm among our 300 schools, paying for that 1/2 cup increase is likely to be a big drain on our school food budget.

In fact, there is substantial evidence that escape from the harmful effects of ability tracking in the district schools is a major factor driving disadvantaged families to charter schools and private school choice.

In other words, those who choose to change schools within districts appear to follow the same attributes, seeking out schools with fewer academically and economically disadvantaged students.

The table reveals significant local heterogeneity not just in disadvantage, but also in how school districts exercise the discretion they have under the current ranking and serving rules.

The U.S. Department of Education is embracing an approach to spending that rewards states and districts for innovating instead of simply disbursing funds by formula to schools and districts with disadvantaged students, but this is leading to debates within the Democratic party, reports Nick Anderson of the Washington Post.

To put the gains in perspective, it may help to know that 5 to 6 percentile points is just under half of the gap between the average disadvantaged, minority student in Chicago public schools and the average middle - income, nonminority student in a suburban district.»

In our recent article for Education Next, «Choosing the Right Growth Measure,» we laid out an argument for why we believe a proportional growth measure that levels the playing field between advantaged and disadvantaged schools (represented in the article by a two - step value - added model) is the best choice for use in state and district accountability systems.

As has been well documented, low - income schools and districts are at a disadvantage in the teacher labor market.

This indicates that while there are many reasons why school districts and states might want to seek to integrate relatively advantaged and relatively disadvantaged students within the same school, it appears unlikely that a policy goal of reducing the test score gap between students in these groups will be realized through further socioeconomic integration (at least once there gets to be the degree of socioeconomic integration necessary to be part of this study to begin with).

We next explore whether schools differ in the extent to which relatively disadvantaged students catch up to relatively advantaged students (or fall farther behind), and we investigate the degree to which the differences we observe occur within school districts, and not just between these districts.

But measured school quality often varies dramatically within a school district, and therefore it is important to know whether individual schools differ in the relative success of advantaged and disadvantaged students.

Each with approximately 100 students per grade in grades 9 through 12, these schools were created to serve some of the district's most disadvantaged students and are located mainly in neighborhoods where large failing high schools had been closed.

Half of the bond authority would be allocated to the 100 school districts with the largest number of disadvantaged children, and the other half would be allocated to the states.

On its face this is a laudable goal, and reform - minded districts (and charter schools) have made much progress in preparing disadvantaged students for the rigors of challenging coursework.

On the surface, the current dispute about Title I comparability (the requirement that schools within a district must receive comparable resources from state and local sources for education of disadvantaged children before federal funds are added on) is all about money.

By incorporating teacher and student input into the gorgeous new middle school that will serve the district's most disadvantaged students starting next year, Frederick County is also ensuring that those early benefits it is carefully cultivating continue to grow.

This arrangement would be a strong deterrent to states and districts that wish to continue their current approaches to funding their most disadvantaged schools.

Last April, Public Advocates, one of the civil - rights groups that sued the state in 2010, said that multiple school districts» plans showed a «near universal failure» to identify and justify expenditures of dollars whose purpose was to benefit disadvantaged students.

Accountability groups shall mean, for each public school, school district and charter school, those groups of students for each grade level or annual high school cohort, as described in paragraph (16) of this subdivision comprised of: all students; students from major racial and ethnic groups, as set forth in subparagraph (bb)(2)(v) of this section; students with disabilities, as defined in section 200.1 of this Title, including, beginning with the 2009 - 2010 school year, students no longer identified as students with disabilities but who had been so identified during the preceding one or two school years; students with limited English proficiency, as defined in Part 154 of this Title, including, beginning with the 2006 - 2007 school year, a student previously identified as a limited English proficient student during the preceding one or two school years; and economically disadvantaged students, as identified pursuant to section 1113 (a)(5) of the NCLB, 20 U.S.C. section 6316 (a)(5)(Public Law, section 107 - 110, section 1113 [a][5], 115 STAT.

An increased share of disadvantaged students could affect overall district test scores, but with a gradual demographic shift, changes might be small or imperceptible from year to year and don't necessarily indicate changes in school quality, said Michael Hansen, director of the Brown Center on Education Policy at the Brookings Institution.

Since WUHSD became a PLC at Work district in 2003, it has seen solid and sustained growth in student performance across all five schools, even with more than $ 17 million cut from the budget and an increasing number of economically disadvantaged students enrolled.

It increased funding to school districts with a larger number of disadvantaged students by financially weighting those students according to need, simplified current byzantine school finance regulations, and gave school districts more autonomy over finances.

It must be said, however, that the digital divide (in terms of race, income and location in terms of rural communities) remains a key factor that some studies indicate are leading to even greater disparities between well - to - do and disadvantaged schools and districts.

It is critical that states and school districts identify alternatives to data from meal applications so that high - poverty schools that adopt community eligibility to feed more students are not disadvantaged in any other context.

The sweeping education plan proposed by President Bush last week reflects a growing political consensus that the federal government should step up the pressure on states and school districts to improve academic achievement, especially for disadvantaged children, observers say.

Yes, I'm a big believer in the benefits of empowering low - income families with educational choice, but I'm not interested in having disadvantaged boys and girls transfer from lousy district schools to lousy private schools.

New Jersey's school - finance system should be discarded because it shortchanges property - poor urban districts and the disadvantaged students they serve, a state administrative - law judge has ruled.

Programs serving the nation's economically disadvantaged students and those with disabilities are receiving massive funding boosts through the federal stimulus package — $ 13 billion for Title I aid and $ 11.3 billion for special education — but how school districts choose to use the money may set them up for problems when it dries up.

The idea is to create new schools to serve the most disadvantaged students, via mixtures of chartering, contracting - out, and internal district reform.

For example, Stamford Public Schools in Connecticut — which scored a zero on the Isolation of Poverty Index and a zero on the Isolation of Wealth Index — has created a requirement that all schools be within 10 percentage points of the district's average share of «educationally disadvantaged» stSchools in Connecticut — which scored a zero on the Isolation of Poverty Index and a zero on the Isolation of Wealth Index — has created a requirement that all schools be within 10 percentage points of the district's average share of «educationally disadvantaged» stschools be within 10 percentage points of the district's average share of «educationally disadvantaged» students.

As in large districts, large schools have significant disadvantages on all principal and teacher leadership variables; principal and teacher leadership diminish as we move from small to large buildings.

The Local Control Funding Formula unknots the state - imposed rules that had restricted the use of K - 12 dollars, directs more money to disadvantaged children and shifts control over spending to school districts.

In a school district, the better - resourced schools tend to serve high - income populations in affluent communities, and the under - funded schools tend to serve low - income populations in disadvantaged communities.

However, demonstrating compliance with these federal fiscal requirements — for example, comparability, in which districts must show that they provide «comparable services» in high and low poverty schools through state and local dollars — as well as the specific rules that govern each federal program, can introduce unnecessary burdens that distract from the overall goal of providing additional support to low - income schools and disadvantaged students.

In both the 2014 - 15 and the 2015 - 2016 school years, ISL has had a greater percentage of its minority and economically disadvantaged students scoring at «Mastery or above» than the district of New Orleans or the state.

For situations in which states are not progressively funding their districts and schools, these requirements are important safeguards to protect disadvantaged students.

This year's Grand Prize - winning districts are providing opportunities for their most vulnerable students, cultivating a culture of kindness, respect, and achievement districtwide, and removing barriers to achievement for students with disadvantages, with the support of their school leaders.

The Senate version of Gov. Jerry Brown's school finance restructuring proposal would require district and county administrators to hold public hearings and develop plans detailing how they will use additional state support to improve the performance of educationally disadvantaged students...

The Elementary and Secondary Education Act's original purpose was to improve the education of disadvantaged students and to ensure that the schools and districts that serve these students had additional resources to meet their needs.

Reliance upon supplemental funding through bonds and overrides disadvantages schools; while wealthy districts may be able to generate additional resources, they don't always have community support and underprivileged communities — serving Latino students in particular — often don't take the risk due to the little reward.

There are plenty of you working in districts where a significant portion of the population is economically disadvantaged, and most school districts have tight budgets, so this can be a very real issue.

Because when parents - particularly economically disadvantaged parents in urban districts - have more power, they demand more and better choices for their kids, and they put pressure on schools to improve.

In Oklahoma, it has played a critical role in helping districts combat the statewide teacher shortage, closing student achievement gaps in disadvantaged schools and building education leaders.