Sentences with phrase «educate public school children»

Yes, the pro-charter group StudentsFirstNY praised the budget: «New York made history by investing in... charter schools in a manner that will dramatically assist in educating public school children.»

Not exact matches

She says the typical Waldorf parent, who has a range of elite private and public schools to choose from, tends to be liberal and highly educated, with strong views about education; they also have a knowledge that when they are ready to teach their children about technology they have ample access and expertise at home.

They should be able to take their child to the neighborhood public school as a matter of course and expect that it has well - educated teachers and a sound educational program.»

Nova, a highly rated public charter school with a classical curriculum, had educated six of my seven children over the years.

In light of varying perspectives about this appointment, Christian leaders will need to think afresh about their relationship to local public schools, where more than 90 percent of America's children are educated.

Funds are used to raise awareness about child hunger in the U.S.; create public - private partnerships that align kids with the resources they need; support nutrition programs like school breakfast and summer meals; and educate kids and their families on how to cook healthy meals with limited resources.

For example, my children have two college - educated parents (with graduate degrees), go to a «safe» public school and are in sports and music classes.

CHICAGO — In his new book, «Helping Children Succeed: What Works and Why,» journalist Paul Tough investigates the challenge of educating low - income children, who now account for more than half of all public school sChildren Succeed: What Works and Why,» journalist Paul Tough investigates the challenge of educating low - income children, who now account for more than half of all public school schildren, who now account for more than half of all public school students.

* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration & Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education & Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, & Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change

You might live in a health - conscious, progressive city and / or your children might attend a school (public or private) in which the parent community is well educated about nutrition — or at least open to nutrition education.

MPs and public sector staff have a moral duty to educate their own children in state rather than private schools, a senior Labour MP has declared.

It costs thousands of dollars to educate a child, so sending some of them to private schools would free up more space in public schools.

Collectively, the six districts educate 45 percent of the state's public school children, and the conference seeks to speak with one voice in advocating for urban education issues.

Rajashree is making inroads to educate children in public schools, ballet classes, gymnastic schools, and sports clubs about the positive effects of yoga — this is where change will happen as children are the future.

She is more determined than ever to work on behalf of the children that she feels are affected most by the failures of the current system: those educated in inner - city, lower - income, ethnic - minority majority public school districts.

As a Kansas City superintendent noted in the midst of these disputes, «in my city it would require an increase of fifteen percent in the taxes to provide accommodations in the public schools for all the [parochially educated] children.»

To be sure, there are often good reasons to place children out of district at public expense — no district can serve all students equally well — but neither are there always clear and obvious distinctions to be made between who can be educated in a regular school, those who need alternative settings and those like Adrian who run afoul of the rules so frequently, or who are penalized so often and systematically, that they simply give up and leave.

One - quarter (26 %) of those living with school - age children have educated at least one of their children in a setting other than a traditional public school.

The proper measure of whether proposals are consistent with public schooling ought not be whether power, politics, or finances shift, but whether we are doing a better job of educating all children so they master essential knowledge and skills, develop their gifts, and are prepared for the duties of citizenship.

• One - quarter of those living with school - age children have educated at least one of their children in a setting other than a traditional public school.

After reading the critics and examining many more studies than Klein names (some inevitably negative), I believe there is simply no doubt that under Klein's leadership, children attending public schools in New York City were, on average, being far better educated at the end of his eight years than they had been nine years before.

With its ruling, the court has locked Washington State into a defunct, hundred - year - old notion of public schooling that makes it impossible for the citizens or the legislature to experiment with more flexible and effective ways of educating the state's children.

Inherent in the incentive concept is the assumption that parochial schools are so superior to public schools that the opportunity to attend the former is irresistible, even to those parents who do not want their children educated in a religious environment.

Think about it — our public schools educate 90 percent of our children.

Today, forty - three states and the District of Columbia have such laws, and some 6,800 charter schools educate almost three million children — about 6 percent of all U.S. public school pupils.

Polls show overwhelming bipartisan support for the common - sense idea that schools receiving public dollars to educate children should be accountable for providing a good education.

The public and private schools that educate the child — from pre-kindergarten through postgraduate — fall under its aegis.

In separate lawsuits, the United Teachers of New Orleans and a citizens» group allege that hundreds of children are not being educated because public schools in New Orleans have turned them away.

I visited a couple of successful Cleveland public schools during my visit — successful in educating poor children — and while principals in each of those schools said they could use more money, neither said that money — or their students» lack of it — was their major challenge.

As Susan Spicka, a Pennsylvania parent, wrote, «[H] igh stakes [tests] are being used as a tool by corporate school reform advocates to put public schools in the hands of private businesses, whose goal is to profitize our children, not to educate them.»

While public schools in New Orleans educate mainly children from poor families, «several new schools are attracting families who could afford private or parochial school, the same type of families who started leaving the school system 45 years ago,» writes Danielle Dreilinger on nola.com.

«Our public schools are unique because they are the only ones which are required to educate every child that arrives at the front gate — regardless of who that child is or where they come from.

2) More than one - fourth of all families with school - age children have educated a child in a setting other than a traditional public school.

Category: Africa, Asia, Central America, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Environmental Sustainability, Europe, Gender Equality, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Ban Ki - moon, Burkina Faso, Chad, children, civic engagement, conflict areas, conflict situations, curriculum frameworks, dignity, Educate a Child, Education, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemaker Network

Personally, we have educated our four children (oldest is now 22) by using alternative educational options, including virtual public and virtual private schooling.

Any dollar spent to subsidize or incentivize private school education is a dollar lost on the public education system that educates 90 percent of Americans and must accept and educate any and all school - aged children.

Andrea Guengerich Education Policy and Management Hometown: Austin, Texas Experience: High school teacher in Brownsville, Texas, one of the largest cities along the Texas - Mexico border; position at Breakthrough Austin, a community - based organization that provides a path to college, starting in middle school, for low - income students who will be first - generation college students; director of University of Texas Programs for Breakthrough; chair of the College Advising for Undocumented Students Taskforce, a collaboration between six nonprofit organizations and the public school district in Austin Future plans: Teaching 6th grade at a project - based learning school in Mexico City that seeks to educate the whole child

All of which makes one thing obvious: The only system of learning compatible with a truly free society is not one of government domination, but one rooted in educational choice — public education, not schooling — in which the public assures that all people can access education, but parents are free to choose their children's schools and educators are free to educate how they wish.

Seventy - seven percent of college - educated public school parents say their child will attend college full time, compared with 52 % without a college degree.

«Vouchers in any form divert tax money to private schools or homeschoolers and take it from under - funded public schools, where the vast majority of school children will continue to be educated,» said Clay Robison, a spokesman for the Texas State Teachers Association.

«For more than 30 years, the Catholic Church has been supporting the public - school system, educating children that many said were uneducable,» Carter says.

In a sign of the changing school choice landscape, 26 percent of adults living with school - age children have educated at least one of their children in an alternative setting that was not a traditional public school.

A wealth of evidence shows that children educated in non-public schools are more tolerant and engaged in civics than their public school counterparts.

In California, we believe parents, as educated consumers and advocates for their children, want to know more about how public schools are performing, and that policymakers should ensure the public has the necessary tools to make good use of multiple measures.

«Public education is the use of public dollars to educate our children at the schools that are best equipped to do so — public schools, magnet schools, charter schools, Baptist schools, Jewish schools, or other innovations in educPublic education is the use of public dollars to educate our children at the schools that are best equipped to do so — public schools, magnet schools, charter schools, Baptist schools, Jewish schools, or other innovations in educpublic dollars to educate our children at the schools that are best equipped to do so — public schools, magnet schools, charter schools, Baptist schools, Jewish schools, or other innovations in educpublic schools, magnet schools, charter schools, Baptist schools, Jewish schools, or other innovations in education.

Given the reality that we should be educating all children ~ it may surprise the uninformed observer that the market - based approach is alive and well in the education field driving a set of reforms that is slowly eroding our public school system and creating an even wider and more troubling achievement gap; ensuring that more affluent students have access to better schools and more resources ~ while low - income students receive a second - class education.

But when they expect the state to educate their children at public expense, the public has a right to know whether those children are learning anything (no, not whether Johnny and Mary are learning, but whether the children of Waco — or Scarsdale — are learning); whether taxpayers are getting a decent ROI from the schools they're paying for; and whether their community, their state, their society will be economically competitive and civically whole in the future as a result of an adequately educated populace.

Nevertheless, despite our greatly enhanced commitments to public education — and despite the fact that children are growing up in better - educated and smaller families than ever before — student performance during this period, as measured by NAEP test scores for high school seniors in math and reading, moved hardly a hair's breadth.

«Since this program saves taxpayers money and the legislature will need to appropriate more funding to return these students to the local public schools, which will lead to increase costs to the local district; the legislature should instead provide the funding for the scholarship program to allow parents to choose schools they believe will best educate their children,» Duplessis added.

According to the National Alliance for Public Charter Schools, based in Washington, D.C., there are now more than 4,600 charter schools currently educating over 1.3 million chSchools, based in Washington, D.C., there are now more than 4,600 charter schools currently educating over 1.3 million chschools currently educating over 1.3 million children.