Sentences with phrase «education equity gap»

Washington's charter public schools are helping to close the education equity gap.

Not exact matches

The foldout also includes commitments to «support our public schools» and to «close the $ 4.4 billion annual gap in funding owed by the state to public schools» — a figure apparently derived from the Court of Appeals» 2003 Campagn for Fiscal Equity, Inc. v. State decision, which ruled Albany had shortchanged the city billions in education funds.

To focus more directly on the gap between rich and poor, the Education Trust began issuing its own equity rankings several years ago, with «The Funding Gap.&raqgap between rich and poor, the Education Trust began issuing its own equity rankings several years ago, with «The Funding Gap.&raqGap.»

And every fall since 2001, the Education Trust, a national organization devoted to closing the achievement gap in our public schools, has issued «The Funding Gap» report, also ranking states by the equity of their K - 12 finance systegap in our public schools, has issued «The Funding Gap» report, also ranking states by the equity of their K - 12 finance systeGap» report, also ranking states by the equity of their K - 12 finance systems.

He agrees that questions of economics and equity are essential in any discussion of gap years, but he also believes there is a breakdown in how our education system prepares most high school students for adulthood — and that gap - year programs offer clues toward a corrective of this breakdown.

«The Gap Between Influence and Efficacy: College Readiness Training, Urban School Counselors, and the Promotion of Equity» in Counselor Education & Supervision, 2012.

We also looked for presenters who were wrestling down the challenging gaps in racial and socioeconomic equity that have for too long dominated our education system.

The U.S. Department of Education has invited each State education agency (SEA) to request flexibility regarding specific requirements of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) in exchange for rigorous and comprehensive State - developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of insEducation has invited each State education agency (SEA) to request flexibility regarding specific requirements of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) in exchange for rigorous and comprehensive State - developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of inseducation agency (SEA) to request flexibility regarding specific requirements of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) in exchange for rigorous and comprehensive State - developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of insEducation Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) in exchange for rigorous and comprehensive State - developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction.

Under the law, these plans are intended to help states think comprehensively and collaboratively about their ESSA programs to ensure equity and excellence for all students, including a fair, equitable, and high - quality education that closes achievement gaps.

«You're seeing the accumulated progress and gradual incremental progress... with particular attention toward equity and closing the achievement gaps,» says Paul Reville, a professor at Harvard's Graduate School of Education and former secretary of Education for Massachusetts.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

Under this plan, state education agencies would be granted flexibility in meeting certain NCLB requirements in exchange for «rigorous State - developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction» (Department of Education, Octobeducation agencies would be granted flexibility in meeting certain NCLB requirements in exchange for «rigorous State - developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction» (Department of Education, OctobEducation, October 2011).

I also attended sessions on how Minnesota used data to close attainment and equity gaps and on how Kansas aligned high school education with career opportunities.

And, with the passage of the Every Student Succeeds Act, there is at least implicit acknowledgment that standardized testing and the No Child Left Behind Act have failed at closing stubbornly wide equity gaps by race, income, language, and special education status.

During this two - day ASCD Institute, renowned authors Alan M. Blankstein and Pedro Noguera, along with award - winning education scholars, district and school leaders and practitioners, will share strategies to pursue equity and close instructional and achievement gaps in multicultural K — 12 districts and schools.

Excellence with Equity: It's Everybody's Business, a report that details findings and recommendations from a group of Kentuckians to address the Commonwealth's education achievement gaps.

Though his ruling was about Connecticut, he spoke to a larger nationwide truth: After the decades of lawsuits about equity and adequacy in education financing, after federal efforts like No Child Left Behind and Race to the Top, after fights over the Common Core standards and high - stakes testing and the tug of war between charter schools and community schools, the stubborn achievement gaps between rich and poor, minority and white students persist.

His most recent book is Toward Excellence with Equity: An emerging vision for closing the achievement gap, published by Harvard Education Press.

Officials said they would come up with a «50 - state strategy» to tackle teacher equity instead by much earlier this year, but advocacy groups including The Education Trust said the department was allowing states to sweep teacher quality gaps under the rug.

The report, which outlines ways to close the achievement gap, was issued Tuesday by the Equity and Excellence Commission, a 27 - member panel that included three Stanford scholars: Law Professor Mariano - Florentino Cuéllar, Graduate School of Education Professor Linda Darling - Hammond and Hoover Institution Senior Fellow Eric Hanushek.

It will include experts in closing the attainment gap, achieving equity, and system reform, following First Minister Nicola Sturgeon's pledge to ensure Scotland's education system is world class.

Carol Campbell, the principal researcher for the study, added, «While Canada is internationally recognized as valuing education and committing to both excellence and equity, there is a gap in shared knowledge about the professional learning practices that contribute to improved educational outcomes within and across Canada and in the unique and diverse contexts of each province and territory.»

* Assure a stronger focus on equity by (a) asking states not just about the amount of funding in education, but also about the fairness of its distribution to high - and low - poverty and high - and low - minority districts and schools, and (b) asking states to document their efforts (required under federal law) to address gaps in teacher quality between high - and low - poverty and high - and low - minority schools.

When James Coleman, the great sociologist of education, analyzed the school characteristics that had the greatest impact on educational achievement and equity, he found that schools with greater academic intensity — a persistent, goal - directed focus on academics — produced not only greater learning, but also narrowed the achievement gap between ethnic groups.30 That such academically focused schools would raise general achievement is obvious since an intense focus on academics is self - evidently the most likely means to raise academic achievement.

He was chair of the congressionally - chartered Equity and Excellence Commission set up to advise the U.S. Dept. of Education on how to close disparities in educational opportunity that contribute to the achievement gap.

Within Black America, there is a lot of disagreement between old - school civil rights players — who continue to see integration, busing and equity lawsuits as the cure for achievement gaps between blacks and whites — and the younger generation of African - Americans, who understand that more - systemic reforms (including breaking ranks with the National Education Association and the American Federation of Teachers) is critical to black economic and social advancement.

Since the era of high - stakes accountability initiated in the early 1980s has not, in fact, closed the achievement gap, can you commit to ending accountability - based education reform, including a significant reduction in high - stakes testing, and then detail reform based on equity of opportunities for all students?

Equity Starts Early: Strategies to Consider in Promoting High - Quality Early Education offers an overview of how young children are doing in early learning and development and provides five action steps for states to prevent achievement gaps in the early learning years.

The study of equity was to address the growing gap between high - and low - spending districts and the implications for the quality of education received by students and for local taxpayers.

Core belief: We believe that every Oakland student has the right to a quality public education, but leaders, educators, and the community are not working together to address the quality and equity gaps in our schools.

«With this renewal, the CORE districts will be able to continue implementing their plans to promote innovative, locally tailored strategies to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction,» Ann Whalen, a federal administrator for elementary and secondary education, wrote in the approval letter.

In district - level analysis, the Education Trust finds that nationally districts serving high concentrations of low - income students receive on average $ 1,200 less in state and local funding than districts that serve low concentrations of low - income students, and that gap widens to $ 2,000 when comparing high - minority and low - minority districts.17 These findings are further reflected by national funding equity measures reported by Education Week, which indicate that wealthy school districts spend more per student than poorer school districts do on average.18

Working together, K — 12 and higher education can deliver an education system that closes equity gaps, improves the earning potential of our citizens and allows our states to cultivate a robust workforce, capable of sustaining and building a 21st century economy.

But having those conversations is essential if a school district is committed to closing academic achievement gaps, education equity leader Glenn Singleton told two full sessions of attendees Monday, the closing day of NSBA's annual conference in Boston.

I use this example because a vast majority of education equity attention today is focused on this «gap» as measured in standardized test score comparisons.

However, if schools are not held accountable to performance gaps among subgroups, it is difficult to ensure equity for disadvantaged groups in career and technical education.

In response to his comments, over 50 California - based civil rights, social justice, and education organizations signed the letter below urging the Governor to continue the state's commitment to equity by not just narrowing, but closing the achievement and opportunity gaps, continuing the work of the Local Control Funding Formula, and supporting a strong accountability system.