Sentences with phrase «education educational opportunities for all children»

Not exact matches

«The marketisation and privatisation of our great public education service compounds this disadvantage with access to important educational opportunities, for too many children and young people, now on the basis of parents» ability to pay.

He said that the board, «vehemently opposes any plan that closes the Phoenicia elementary school and robs our residents and their children of convenient localized education opportunities for their younger children, disregards the needs of the local economy and businessmen and residents that assist with, sponsor and pay for school programs...» The resolution listed how the school acts as a community center including athletic, educational, social programs during the evenings, weekends and summer that are sponsored by the town.

«Access to public education and important educational opportunities is now, for an increasing number of children and young people, on the basis of their parent's ability to pay.

The Education and Skills Act 2008 introduced measures to extend educational opportunities and raised the school - leaving age to 18, [36] while the Apprenticeships, Skills, Children and Learning Act 2009 introduced a statutory framework for apprenticeships and the right to an apprenticeship for suitably qualified 16 - to 18 - year - olds.

«Because our findings strongly suggest that attending public pre-K helps to promote information access and test taking for gifted and talented programs, with the advent of universal pre-K, the New York City Department of Education has an even greater chance to provide information about public educational opportunities to many more children across all demographic subgroups,» said Weinberg.

Key Measures Special educational needs key measures include a single assessment process (0 - 25) which is more streamlined, better involves children, young people and families and is completed quickly; An Education Health and Care Plan (replacing the statement) which brings services together and is focused on improving outcomes; An offer of a personal budget for families with an Education, Health and Care Plan; A requirement for local authorities and health services to jointly plan and commission services that children, young people and their families need; A requirement on local authorities to publish a local offer indicating the support available to those with special educational needs and disabilities and their families, and; The introduction of mediation opportunities for disputes and a trial giving children the right to appeal if they are unhappy with their support.

«I have redesigned my seminar on education, policy, and inequality in Latin America this semester to include a section that engages the students in doing case studies of leaders who have succeeded at creating educational opportunities for disadvantaged children,» he says.

Extensive inequities in education funding, by which students with the greatest needs receive the fewest funds, still prevail in many parts of the United States; for that reason, state courts continue to have a critical role in ensuring meaningful educational opportunities for all children.

It also, the Court wrote, builds support for public schools, enables those communities that wish «to devote more money to the education» of their children to do so, and provides «opportunity for experimentation, innovation, and a healthy competition for educational excellence.»

Preparing for adulthood • Planning for young people's futures • A broad range of education and learning opportunities: Wolf Review • Employment opportunities and support: the role of disability employment advisers • A coordinated transition to adult health services: joint working across all services • Support for independent living Services working together for families • Local authorities and local health services will play a pivotal role in delivering change for children, young people and families • Reducing bureaucratic burdens on professionals • Empowering local professionals to develop collaborative, innovative and high quality services • Supporting the development of high quality speech and language therapy workforce and educational psychology profession • Encouraging greater collaboration between local areas • Extending local freedom and flexibility over the use of funding • Enabling the voluntary and community sector to take on a greater role in delivering services • Exploring a national banded funding framework • Bringing about greater alignment of pre 16 and post 16 funding arrangements

With a rising immigrant population, a well - documented achievement gap between white students and students of color, and broadening gaps in wealth of Americans, Deb Delisle, the assistant secretary for elementary and secondary education for the U.S. Department of Education, said that the odds that are against these children were are really related to a gap in «educational opportuniteducation for the U.S. Department of Education, said that the odds that are against these children were are really related to a gap in «educational opportunitEducation, said that the odds that are against these children were are really related to a gap in «educational opportunity.»

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofchildren's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofChildren's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London.

A snapshot survey of a sample of heads, teachers and school support staff who are members of the National Education Union (NEU) reveals the extent to which poverty is damaging the educational opportunities for children from poor families.

Speaking at the annual conference of the National Indian Education Association, officials of both departments argued that the Bush Administration has successfully focused attention and resources on improving educational opportunities for Indian children.

For example, because of article 23, which defines the universal right to education, most children around the world who did not have the opportunity to enroll in a school prior to 1948 gained such access as UNESCO mobilized governments and international institutions to support the most dramatic educational expansion in the history of humanity.

Michael McAfee, president of PolicyLink, has led the effort to make President Obama's Promise Neighborhoods initiative a reality in communities across the U.S. Please join the Education Redesign Lab (ERL) and cities participating in ERL's By All Means initiative for McAfee's keynote speech on May 18, 2017 at 11:15 a.m.. His talk, entitled «Equity and Collective Impact in Systems Change,» will focus on the work of the Promise Neighborhood Institute to build stronger systems of educational support and opportunity for children.

«Alyssa Chan exemplifies well the qualities that distinguish students and graduates of the International Education Policy Program: a strong commitment to expanding educational opportunity for the most disadvantaged children around the world, an extraordinary ethic of hard work and rigorous pursuit of academic excellence, and an understanding of leadership as service to others,» says Professor Fernando Reimers, director of IEP.

They are employing WGBH to create a 10 - 12 minute video that tells the story of the book, including both the disturbing effects of increased family income inequality on the quality of education provided to children from low - income families, and the evidence on strategies to improve educational opportunities for low - income children.

«The Achievement for All Education Trust will transform lives through improved educational opportunities and outcomes for all children and young people.

Cllr Nuala Fennelly, cabinet member for children, young people and schools, commented: «We are delighted to have the opportunity to provide our young people and those across South Yorkshire, who have special educational needs and disabilities with the kind of education and support they deserve.

But the education leaders were also aware that the lack of educational opportunities for today's children might leave them with little motivation to work hard in primary school.

The Goldwater Institute, the Foundation for Excellence in Education, the Hispanic Council for Reform and Educational Options, and the American Federation for Children argue that the Blaine Amendments were «motivated by bigotry» and «present an obstacle to the provision of high - quality educational opportunities for millions of American schoolchildren» that must be removed in order «to vindicate our nation's sacred promise of equal educational opportunities.»

Advocates for Children of New York (AFC) leads a statewide coalition of educational and advocacy organizations and families who have come together to urge the creation of multiple pathways to a diploma in New York State, each of which holds all students to high expectations, provides them with quality instruction, and opens doors to career and post-secondary education opportunities.

Finally, the No Child Left Behind era — which in fact left many children behind — will be over, and its successor is being hailed by some in the worlds of education, business, and public policy as a big step toward increasing educational opportunities for the nation's students.

Michael Rebell: Extensive inequities in education funding, by which students with the greatest needs receive the fewest funds, still prevail in many parts of the United States; for that reason, state courts continue to have a critical role in ensuring meaningful educational opportunities for all children.

«If we want to address educational opportunity at large we need to intervene at a structural level,» he said, explaining that there are many social policies in effect that make it difficult for low - income and minority parents to support their children's education.

Trevino's experience led him to the Harvard Graduate School of Education's International Education Program in 2000 where he concentrated on how schools shaped educational opportunities for indigenous children.

We believe an education tax credit that would inspire charitable giving to state non-profits who provide scholarships to eligible children is the best way to immediately expand opportunity for children in need of more and better educational options.

Regardless of whether they are Special Education IAs (providing vital services to one, two, three, four or more special education students) or Traditional IAs (helping teachers prepare and run classrooms so that all the students have the opportunity to learn), IAs are truly on the front line of enhancing educational opportunities for our Education IAs (providing vital services to one, two, three, four or more special education students) or Traditional IAs (helping teachers prepare and run classrooms so that all the students have the opportunity to learn), IAs are truly on the front line of enhancing educational opportunities for our education students) or Traditional IAs (helping teachers prepare and run classrooms so that all the students have the opportunity to learn), IAs are truly on the front line of enhancing educational opportunities for our children.

«Because of Lt. Gov. Reeves» leadership, more parents than ever will have the opportunity to choose the best educational setting for their children, and I'm proud to recognize him with our 2016 «Education Reformer of the Year» award.»

But along with a similar initiative launched last year by the administration to expand educational opportunities for Native American kids (and slowly revamp the U.S. Bureau of Indian Education), the new effort does bring attention to the low educational achievement among young black children — especially young black men — and reinforces Obama's generally laudable record as School Reformer - in - Chief.

Capital Prep and Steve Perry have shown a complete and utter inability to provide equal educational opportunities for Latino children, children who are not fluent in English and children who need extra help due to their special education requirements.

26 Accountability Measures In The Special Needs Bill March 3, 2015 by Grant Callen and Brett Kittredge Senate Bill 2695, The Equal Opportunity for Students with Special Needs Act, creates a pilot program to give parents the option of withdrawing their child from a public school and receiving an Education Scholarship Account (ESA) with $ 6,500 to help pay for educational expenses outside the traditional public school.

Foundations, Inc., a national nonprofit organization, is committed to building the quality of educational opportunities for children, youth, and families through work with the afterschool field, district and charter schools, and education and community - based organizations.

While most of the action on education reform broadly, and school choice specifically, is at the state level, the items in the President's budget and these additional policy ideas would be a tremendous help in facilitating greater educational opportunity for America's K - 12 children.»

SUMMARY The Equal Opportunity for Students with Special Needs Act creates a pilot program to give parents the option of withdrawing their child from a public school and receiving an Education Scholarship Account (ESA) with $ 6,500 to help pay for educational expenses outside the traditional public school.

The Stanford Education Data Archive (SEDA) is an initiative aimed at harnessing data to help scholars, policymakers, educators, and parents learn how to improve educational opportunity for all children.

Finally, he encourages Congress to adopt an «equal education» clause, that states no child in the US will be «denied equal educational opportunity in elementary and secondary education through the lack of a challenging curriculum, well - prepared and effective teachers, and the funding to pay for that education.»

Through our independent, bipartisan Illinois Political Action Committee (PAC), we work to elect leaders who are deeply committed to improving educational opportunities for children and who put students at the forefront of education policies.

A ruling that Washington may not deny special education services to special needs children at religious schools would help clear the path ahead for school choice by stopping these attacks and ending reliance on discriminatory Blaine Amendments to thwart educational opportunity.

«An opportunity for any party to present a complaint... with respect to any matter relating to the identification, evaluation, or educational placement of the child, or the provision of a free appropriate public education such child...»

The Civil Rights Project's Center for Civil Rights Remedies (CCRR) is dedicated to improving educational opportunities and outcomes for children from subgroups who have been discriminated against historically due to their race / ethnicity, and who are frequently subjected to exclusionary practices such as disciplinary removal, over-representation in special education, and reduced access to a college - bound curriculum

To justify this ban on special education for children in religious schools, Washington relied on state constitutional Blaine Amendments — the same unfortunate relics of 19th - century anti-religious bigotry that opponents of school choice programs rely on to thwart educational opportunity.

The Center is dedicated to improving educational opportunities and outcomes for children from subgroups who have been discriminated against historically due to their race / ethnicity, and who are frequently subjected to exclusionary practices such as disciplinary removal, over-representation in special education, and reduced access to a college - bound curriculum.

As states are submitting their plans to the department for review and approval, it is critical that these plans meet the letter and intent of the law and, as is its purpose, that they «provide all children significant opportunity to receive a fair, equitable, and high - quality education, and close educational achievement gaps.»

«The purpose of this title is to ensure that all children have a fair, equitable, and significant opportunity to receive a high - quality education that prepares them for postsecondary education or the workforce, without the need for postsecondary remediation, and to close educational achievement gaps.»

This panel presents data and analyses to consider the extent to which market mechanisms in education shape educational opportunities for disadvantaged children — for better or worse — in Chile, India, Australia, Brazil, South Africa, and the U.S..

We are helping to build a diverse movement for educational equity led by and with communities, one that will hold decision - makers accountable and ensure that every child in every community across the nation will have the opportunity to attain an excellent education.

My father was an advocate for bilingual education and worked in programs focused on providing educational opportunities for children of migrant workers and Chicano / Latino students.

We envision a day when Illinois families» educational opportunities are not limited by geography or income and that one day all children receive the education they deserve for a successful future.