Sentences with phrase «disadvantaged students in public schools»

The pro-voucher group said the scores of students in the statewide voucher program were higher than those of economically disadvantaged students in public schools when opted - out students aren't included in the results.

Not exact matches

What's more, these students were among the most disadvantaged in the New York City public school system.

They largely refused to acknowledge that poverty rather than school quality was the root cause of the educational problems of disadvantaged kids, for fear that saying so would merely reinforce a long - standing belief among public educators that students unlucky enough to live in poverty shouldn't be expected to achieve at high levels — and public educators shouldn't be expected to get them there.

Attending public preschool is linked to an increase in students taking the admissions test for gifted and talented programs, reducing the disparity in test taking between disadvantaged students and their peers, finds a study of New York City students by NYU's Steinhardt School of Culture, Education, and Human Development.

First - generation college students, pupils from public (as opposed to elite private) high schools, and students from financially disadvantaged families are all underrepresented in the undergraduate population.

The awards recognize three public high schools that demonstrate excellence in academic growth and help disadvantaged students achieve their higher education goals despite social, cultural, and economic challenges.

Patrick Wolf explained that «private - school - choice programs disproportionately attract students from disadvantaged backgrounds,» noting that the choice participants are «considerably more likely to be low - income, lower - achieving, and African American, and much less likely to be white, as compared to the average public - school student in their area.»

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.»

Finally, in Kenya, where the raw test scores showed students in private and public schools performing at similar levels, the fact that private schools served a far more disadvantaged population resulted in a gap of 0.1 standard deviations in English and 0.2 standard deviations in math (after accounting for differences in student characteristics).

Overall, the foundation is spending about $ 20 million a year to «leverage change in public education — especially in schools serving disadvantaged students — through large strategic investments in a small number of initiatives that bolster student achievement.»

In our work with public school educators seeking to close the achievement gap for disadvantaged students, we have confronted this question often and have come to believe that the critical difference between schools that excel and schools that do not is the quality of execution.

As Lamb, Teese and Polesel have shown, with the increasing residualisation of public schools caused by the flight of cultural capital — itself a result of years of federal and state neglect and artificial choice programs promoting private schools — public schools have a larger proportion of problematic learners, disadvantaged and refugee families, and students at risk of school failure, but have larger class sizes than ever before in comparison with most private schools.

The authors concede that a number of national and city - level studies show relatively strong performance for disadvantaged youth in charters, but come to rest on the familiar refrain that charter students do about the same as those in other public schools.

This has been done effectively at local public schools such as PS 396 in the Bronx, where a significant percentage of children have special needs and all of the students could be characterized as economically disadvantaged.

Plaintiffs have relied on these provisions to seek increases in the financial resources devoted to public schools, especially those serving disadvantaged students.

In dioceses like New Orleans and Cincinnati, where publicly funded voucher and tax credit programs provide disadvantaged students public money to attend private and parochial schools, a half dozen or more schools have closed since 2014.

This anxiety might be found in any public school, but in a socioeconomically disadvantaged school like Paul Cuffee, with a population that includes 89 % racial minorities, 77 % students qualifying for free or reduced lunch, and 46 % from families living in deep poverty (with household incomes at less than half the federal poverty level), the stakes are exceptionally high when spending decisions are made.

Although the college - sending rates of the highest - performing high schools in the sample are low relative to Texas as a whole, our findings suggest that offering eligibility for automatic admission may not be effective at accomplishing even the narrow goal of increasing access to the top public universities for students in the most - disadvantaged settings.

A not - for - profit organisation has partnered with the Victorian Government to assist disadvantaged high school students interested in a career in public life.

In states like Colorado, where charters are perceived as public schools serving local students, advocates may find they can build bipartisan support, especially in light of traditional conservative support for charter schools and the sector's continued focus on serving disadvantaged, urban students, which appeals to liberalIn states like Colorado, where charters are perceived as public schools serving local students, advocates may find they can build bipartisan support, especially in light of traditional conservative support for charter schools and the sector's continued focus on serving disadvantaged, urban students, which appeals to liberalin light of traditional conservative support for charter schools and the sector's continued focus on serving disadvantaged, urban students, which appeals to liberals.

In the report Blake noted there was no evidence that small schools were disadvantaged in terms of educational performance, however, he pointed out that Tasmanian public primary schools were more costly per student compared to the Australian average and the Tasmanian Government could save potentially $ 433,000 per year for each school closeIn the report Blake noted there was no evidence that small schools were disadvantaged in terms of educational performance, however, he pointed out that Tasmanian public primary schools were more costly per student compared to the Australian average and the Tasmanian Government could save potentially $ 433,000 per year for each school closein terms of educational performance, however, he pointed out that Tasmanian public primary schools were more costly per student compared to the Australian average and the Tasmanian Government could save potentially $ 433,000 per year for each school closed.

Because of the entrenched practice of assigning students to public schools based on their neighborhood of residence, urban public schools tend to concentrate highly disadvantaged students in schools characterized by low levels of safety and achievement.

With the understanding that no one exactly knows how money for schools is spent and who receives the money, the authors suggest that weighed student funding would show exactly where the money is going and foster transparency and accountability for performance, thereby potentially closing the gaps in local public service quality between the privileged and the disadvantaged.

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.

While this replaces the statutory approach of basing all accountability decisions on the separate performance of numerous student subgroups, including students from low - income families, the assessment results for all of these «disadvantaged» student subgroups designated in the ESEA statute must be reported each year and must be taken into account in determining performance consequences for public schools.

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], 115public 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], 115Public Law, section 107 - 110, section 1113 [a][5], 115 STAT.

There are public schools and charter schools serving some of the most disadvantaged students in the country, and yet they are recruiting great teachers, making the curriculum more rigorous, using data to see what works, and graduating students ready for college.

In other words, every public school in America would henceforth be judged primarily on its ability to drive up the reading and math scores of its most disadvantaged studentIn other words, every public school in America would henceforth be judged primarily on its ability to drive up the reading and math scores of its most disadvantaged studentin America would henceforth be judged primarily on its ability to drive up the reading and math scores of its most disadvantaged students.

Similarly, the share of funds to be used by each recipient LEA to serve educationally disadvantaged students attending private schools is determined on the basis of the number of low - income children enrolled in private schools and living in the residential areas served by public schools selected to receive Title I grants.

It is crucial to recognize that «reformers,» not educators, have driven this shift: In a 2008 survey, for instance, education pollsters Steve Farkas and Anne Duffett asked, «For the public schools to help the U.S. live up to its ideals of justice and equality, do you think it's more important that they focus equally on all students regardless of their backgrounds or achievement levels... or disadvantaged students who are struggling academically?»

Public Advocates joined the American Civil Liberties Union in filing a complaint last year against the Los Angeles Unified School District, accusing the giant district of «undermining» the LCFF by diverting $ 450 million in money for disadvantaged students in 2014 to cover special - education costs for students with disabilities.

Tenure for public school teachers is increasingly under attack, with the Vergara v. California judge ruling in June that «both students and teachers are unfairly, unnecessarily and for no legally cognizable reason... disadvantaged by the current Permanent Employment Statute.»

Public and private school officials have quite different obligations and incentives to classify students as participants in these federal programs: a) the Title I program for disadvantaged students; b) the free and reduced - price lunch programs; c) programs for those classified as Limited English Proficient (LEP); and d) special education, as indicated by having an Individualized Education Program (IEP).

While private schools are eager to serve disadvantaged students, private - school leaders participating in school choice programs are being asked to take on difficult - to - educate students for a fraction of the amount that public schools would receive for the same students.

In contrast, Heckman and Carneiro advocate reallocating resources toward the youngest students (especially preschoolers), expanding mentoring programs for disadvantaged adolescents, and raising the quality of the nation's public schools, not by augmenting their resources, but by enhancing parental choice.

In 1986, well before the first voucher program, Peter founded Student Sponsor Partners (SSP), a scholarship program for disadvantaged students at risk of dropping out of public school.

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.

For example, Stamford Public Schools in Connecticut, draws its attendance zone boundaries so that all schools are within 10 percentage points of the district's average share of «educationally disadvantaged» stSchools in Connecticut, draws its attendance zone boundaries so that all schools are within 10 percentage points of the district's average share of «educationally disadvantaged» stschools are within 10 percentage points of the district's average share of «educationally disadvantaged» students.

During the reauthorization process, there was a collective effort by NSBA and local school board members to advocate before Members of Congress for a modernized education law that underscores the importance of local governance, protects federal investments in Title I grants for disadvantaged students, and prevents the diversion of public tax dollars for private use.

The spending proposal would maintain funding for Pell Grants for students in financial need, but it would eliminate more than $ 700 million in Perkins loans for disadvantaged students; nearly halve the work - study program that helps students work their way through school, cutting $ 490 million; take a first step toward ending subsidized loans, for which the government pays interest while the borrower is in school; and end loan forgiveness for public servants.

«charter schools — public schools — are clearly laying out obstacles bigger than those in the applications of private universities, with requirements that put low - income students, foster children and those from poorly educated or immigrant families at a disadvantage.

As Youth United for Change (YUC) Executive Director and Organizer Andi Perez explains to the new recruits, they have a chance to get involved in a campaign to remedy the systemic inequalities in the Philadelphia public schools — inequalities that place them, as students of color in a rough area of the city, at a disadvantage.

Public schools across the country rely upon federal investments for key education programs such as Title I grants for disadvantaged students, special education under the Individuals with Disabilities Education Act (IDEA), and also programs such as Impact Aid, which provides support to school districts educating students whose parents are enlisted in our Armed Forces and those who reside on tribal trust lands.

The award honors public and private elementary, middle and high schools whose students achieve at very high levels or have made significant progress and helped close gaps in achievement especially among disadvantaged and minority students.

Mr. Ballen founded Explore in 2002, resolute that a public school could deliver a good education to disadvantaged students.

It means that the numbers of impoverished and disadvantaged students grow in numbers in those public schools and for some reason, «brilliant» businessmen like Bill Gates equates this scenario to continually failing public schools because of «bad» teachers.

Thanks to the efforts of educators like WEAC Region 6 member Nick Meinel, Washington Elementary School in Whitewater has made huge strides in closing the achievement gap between advantaged and disadvantaged students, one of the ongoing goals of public education.

Charter School Lenders» Coalition: Thank you for your leadership in promoting educational opportunities for disadvantaged communities through the replication of high - performing public charter schools... H.R. 2218, the Empowering Parents through Quality Charter Schools Act, would provide essential tools and resources to address the dire need for quality education for low - income stschools... H.R. 2218, the Empowering Parents through Quality Charter Schools Act, would provide essential tools and resources to address the dire need for quality education for low - income stSchools Act, would provide essential tools and resources to address the dire need for quality education for low - income students.

The worst is the effect on teachers and the teaching profession: the erosion of public support for them and their work, the image of teachers as under attack from every quarter, the plummeting applications to teachers colleges, the flight of teachers from schools serving disadvantaged students and from the profession generally, the fall in teachers» salaries relative to those of others and the attacks on their benefits.

Third, we find considerable differences in teacher support and teacher influence on instructional policies and practices between charter schools and traditional public schools, which might help explain the higher returns to experience on teacher effectiveness as well as the observed effectiveness gaps between charter schools and traditional public schools serving disadvantaged students.