Sentences with phrase «do with education policy»

This is not a promise he's going to be able to keep,» said Michael Petrilli, president of the Thomas B. Fordham Institute, a leading education think tank, adding that Mr. Trump also would run into philosophical problems in telling states what to do with education policy.

TOUGH: Well, I think part of it has to do with education policy, that we've been so focused on standardized tests as the measure of whether a school is doing well that we're not giving schools the time and the incentive to work on these other skills.

Not exact matches

According to an analysis released in December by the Brookings Institution's Brown Center on Education Policy, half of American college freshmen «seriously underestimate» the amount of student - loan debt they have, and about a quarter of students with federal loans do not even know they have such loans.

Education Loan Finance has no company - wide policy on protections, but does claim to «work with everyone that has an issue or situation that arises.»

Now this doesn't mean that the Republicans should do NOTHING on immigration, but it does mean that their economic agenda should focus on issues that would help people in the two middle quartiles (and the last quartile) get what Reihan Salam called «the basics of a dignified middle - class life — affordable high - quality medical care, education, and housing» With that in mind, here is a partial (and I'm not sure totally compatible) list of policies that Republicans should be looking at:

It argued convincingly that politicians and others with the power to make education policy rarely read education research, and if they do, they only accept conclusions that confirm their biases.

Education is needed, change in policies at the local level are needed, the level of homelessness among families with young children needs to decline, but in the meantime there are families who don't have the option (the laudromats near us are pretty clear in this policy as are the daycares, and I had more than one funny look from guests when they saw me putting diapers into the washing machine, I imagine the reaction in shared housing is more difficult to battle.)

Education, with a focus on outward perspectives which don't forsake Arab values, is consistently a prominent policy priority in the Gulf states» job - creation strategies.

Cuomo is also trying to shake up education policy, by threatening to withhold hundreds of millions of dollars in increases in school aid from schools that don't agree on teacher evaluation plans with teachers.

«On mayoral control of schools,» Savino continued, «I think we should look at changes to make it better, like doing away with the Panel for Education Policy, which is essentially a staff meeting for the mayor's office.

Of the change in leadership at the Department of Education, Mulgrew said that he had worked constructively with Dennis Walcott in the past, but that ultimately «it doesn't matter who the chancellor is; it's the mayor and his failed policies that matter because the chancellor works for the administration.»

The one policy that has arguably done more to improve education outcomes for kids in New York City over the past decade has been the systematic effort to close the City's giant failing high schools (i.e. drop out factories) and replace them with new, smaller high schools.

The Assembly's budget also does not include Cuomo's broad education policy reforms, with much of those measures linked to a $ 1.1 billion proposed spending increase for education.

«Pearson doesn't set policy but rather works with state Departments of Education to help them implement their policies,» Pearson spokeswoman Susan Aspey told DNAinfo New York in an email.

The governor did not mention charter schools, but Cuomo took a shot at teachers and their unions, who he's been at odds with over school policy, saying the teacher's fight is not about education.

«In a very short time he has to absorb whole sets of very complex policy areas - complicated fields like health, housing and education which he has not had much to do with in recent years.»

During his postdoctoral fellowship, he took a year to do a AAAS Science & Technology Policy Fellowship, assisting Sen. Ted Kennedy with science and education pPolicy Fellowship, assisting Sen. Ted Kennedy with science and education policypolicy.

«Much of what the ambassadors hope to do is influence policy, specifically in the invention landscape,» said Neela White, senior program associate with AAAS» Education and Human Resources department and one of the managers of the Invention Ambassadors program.

Over the next couple of weeks we will be inviting policy - makers, administrators, and representatives of young German scientists to share with you their opinions on what needs to be done to make the higher education system fit for the 21st century.

«They just don't know how the game is played,» said Thomas Mortenson, a policy analyst for the Council for Opportunity in Education, about the lack of experience many lower - income families have in dealing with financial aid.7 Many «high - income high schools» help students apply to college - entrance preparation classes at top universities, and they sometimes provide private admissions counselors.8

Another federal policy that limits opportunities of CRNAs has to do with funding for clinical education, Izlar says.

Illinois lawmakers are considering new budgeting policies aimed at countering a frequent complaint of school officials in states with lotteries: that gaming revenues do not really help education because they are matched by cuts in funding from the regular budget.

Q: What about the impact on future Ed School students who come here to study and who then go out into the field to do research, to lead early education policy, or to work directly with children?

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.

«This has become a political policy strategy as opposed to an education policy strategy and that's always going to be at odds with what educators think should be done,» he says.

What then follows is creative thinking about what education leaders, schools, teachers, parents and students themselves can do to support policy actions that ensure every student is equipped with the skills necessary to achieve their full potential and participate in an increasingly interconnected global economy.

They're doing it at a time of political change and policy uncertainty at the national level, with a new team taking the field at the White House — and at the U.S. Department of Education — that may have its own ideas about how details of the new law play out on the ground.

These were: well - being and welfare — insisting upon the adoption of well - being policies in all education settings; empowering and enabling — identifying the balance between empowering and overburdening staff; freedom and flexibility - reversing the trend for testing and increasingly structured curriculum frameworks and trust and train teachers to do their job with a focus on reflective practice; and celebrating success — making sure we all better celebrate the amazing experiences and achievements of teachers to help stem a current tendency for public pessimism.

* The most obvious observation is that a lot of education policy people with mega-Twitter followers don't have Klout scores.

Finally, I must mention several «honorable mentions» — people with sky - high Klout scores who tweet about education — but who (in my judgment) don't tweet primarily about k - 12 education policy.

My only hope is that we don't let education policy get hijacked (with due deference here to vice-president Biden) by the same partisan bickering that flavored the debt - ceiling standoff a couple weeks ago.

• Anya Kamenetz education reporter for NPR and author of «The Test: Why Our Schools Are Obsessed with Standardized Testing — But You Don't Have to Be» • Elaine Weiss national coordinator of the Broader Bolder Approach to Education • Matthew Chingos senior fellow at the Brookings Institution and research director of its Brown Center on Education Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League Washingteducation reporter for NPR and author of «The Test: Why Our Schools Are Obsessed with Standardized Testing — But You Don't Have to Be» • Elaine Weiss national coordinator of the Broader Bolder Approach to Education • Matthew Chingos senior fellow at the Brookings Institution and research director of its Brown Center on Education Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League WashingtEducation • Matthew Chingos senior fellow at the Brookings Institution and research director of its Brown Center on Education Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League WashingtEducation Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League Washington Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League Washington policy and executive director of the National Urban League Washington Bureau

To do this back in their countries, participants will be able to get help with an online tool called the Harvard Management Mentor, as well as the research skills of master's students in the International Education Policy Program in the fall.

Unfortunately, «misNAEPery» has become common practice, with education stakeholders touting high - scoring states that have adopted their preferred policies, or low - scoring states that have done the opposite.

Education's prominent role in the recent congressional elections did not translate into interest in working on the House committee that deals with federal school policy.

Online and blended learning have the potential to dramatically transform our education system by being able to individualize for each student's distinct learning needs (just look at the results from Carpe Diem, KIPP Empower, or Rocketship Education), but whether it does so will have a lot to do with policy — whether we change the incentives and focus not on merely serving students and micro-managing the inputs, but instead focusing on the student outcomes and leaving behind an antiquated factory - model system for a student - ceneducation system by being able to individualize for each student's distinct learning needs (just look at the results from Carpe Diem, KIPP Empower, or Rocketship Education), but whether it does so will have a lot to do with policy — whether we change the incentives and focus not on merely serving students and micro-managing the inputs, but instead focusing on the student outcomes and leaving behind an antiquated factory - model system for a student - cenEducation), but whether it does so will have a lot to do with policy — whether we change the incentives and focus not on merely serving students and micro-managing the inputs, but instead focusing on the student outcomes and leaving behind an antiquated factory - model system for a student - centric one.

Using children with disabilities to increase public support for vouchers may be smart politics, but it doesn't mean that special education vouchers are good policy.

The standards developers at SAP have met with union representatives like the NEA's director of education policy and practice Donna Harris - Aikens and AFT's Ucelli - Kashyap every couple of months, according to Alberti, to share activities, get feedback, and take a look at what needed to be done next.

Perhaps most impressively, Duncan brought unprecedented levels of transparency to the Chicago Public Schools and will hopefully do so with the controversial and often misconstrued federal role in education policy.

«The provisions dealing with teacher quality in No Child Left Behind have done a wonderful job of focusing attention on the issue of teacher quality in the United States,» said Jack Jennings, the director of the Washington - based Center on Education Policy, a nonpartisan advocacy group that sponsored the gathering.

Dominguez, deputy director of policy for the Rhode Island Senate, says the research stemmed from the work in education policy she has been doing with state lawmakers at the Rhode Island General Assembly and through the National Conference of State Legislatures.

But they didn't want the Futures of School Reform working group to be just academics, so they pulled people from various circles and with differing ideologies, including academics, government officials, politicians and policy wonks, practitioners already working on reform, foundation folks, entrepreneurs, and one international deputy minister of education.

This somewhat unconventional love — along with her many other admirable qualities — did not go unnoticed by her peers in the Education Policy and Management Program (EPM).

The views expressed in this report, developed with contractual support from the U.S. Department of Education, do not necessarily reflect the position or policy of the Department, and no official endorsement by the Department should be inferred.

The Center for Education Policy Research (CEPR) is working with the College Board to measure students» access to «rigorous work worth doing.»

The Association for Education Finance and Policy (AEFP), in conjunction with the Walton Family Foundation, has selected Mathematica's report «Do KIPP Schools Boost Student Achievement?»

When Lindsey Swartz enrolled in the Ed School's Mind, Brain, and Education (MBE) Program, she did so with an eye toward using the science of how trauma affects brain development to inform educatioEducation (MBE) Program, she did so with an eye toward using the science of how trauma affects brain development to inform educationeducation policy.

-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culture?

Today, convoluted Title I formulas coupled with policies in some states that assign students to public schools based on their parents» zip code, do not make Title I a vehicle conducive to achieving its primary purpose of «provid [ing] a good education for every boy and girl — no matter where he lives.»

Americans as a whole believe private and parochial schools do a better job of educating students than public schools do, something that might be remedied with the right federal or state public school education policies.