Sentences with phrase «education policy made by»

Not exact matches

Low - Wage Workers Have Far More Education Than They Did in 1968, Yet They Make Far Less, by Lawrence Mishel, Economic Policy Institute, January 2014.

There he says, one, that the shift from the concept of «the State's role as providers of equal opportunities to every citizen» to that of providing education, health and other social services «to those who can afford to pay» is a U-turn in public policy which «has been made surreptitiously by administrative action without public discussion and legislative sanction»; two, that the total commercialization of social sectors is «alien even to free market societies»; and three, that «the ready acceptance of self - financing concept in social sectors alien even to free - market societies is the end result of gradual disenchantment with the Kerala Model of Development», which has been emphasizing the social dimension rather than the economic, but that it is quite false to present the situation as calling for a choice between social development and economic growth.

Indeed, it is now possible to make a strong case that parent education programs can lead to better parenting all along the continuum of caretaking effectiveness, thereby achieving widespread gains in child development long sought by researchers and policy makers.

The consortium, which also includes the Chicago Community Trust and Blue Cross and Blue Shield of Illinois, plans to tackle some of the «gold» requirements by training parents to be recess monitors, enlisting nonprofits to supplement nutrition and physical education, and helping principals make school policy changes.

Looking at wellness policies from another angle, this editorial by Chef Ann Cooper asks whether nutrition education isn't the missing component that will help kids make the connection between food, exercise, and wellness.

These diaries read very well, although there are occasions when the reader is overwhelmed by the details of the education debates and the munitae of Lib Dem policy making.

With Michael Gove's ears still burning from being made to stand at the front of the class with his hands behind his back following his humiliating EBacc u-turn, the Annual Ofsted Report, due to be given by Sir Michael Wilshaw and John Goldup next Wednesday morning, will be quite an important performance indicator for the education policy talking heads.

CECs are the local representative bodies that help inform education policy decision making and have been highlighted during the «Mayoral Control Forums» held by Public Advocate Letitia James in recent weeks.

Commenting on the Education Policy Institute's Closing the Gap report into the progress made by the Government to narrow the pupil attainment gap, Chris Keates, General Secretary of the NASUWT - The Teachers» Union, said: «The findings of this report are sadly unsurprising.

At the conference, she also spoke out against the teacher evaluation system backed by Gov. Andrew Cuomo, saying that politics should be kept out of education policy - making.

«In his report on the financing of Higher Education (HE), Lord Browne has made several recommendations that, if implemented by the government, would put at risk the key principles in Higher Education — widening participation, fair access and financial equity — that must remain at the heart of Liberal Democrat policy.

The report analyses the success and value for money of the free schools programme and says that the Government has made «clear progress» on the scheme - which is a key part of its education policy - by opening new schools quickly.

Above all, the Conservatives have a progressive trump card in the shape of their education policy, which could smash the middle - class opportunity hoarding made possible by high house prices in the catchment areas of the best schools.

Speaking at a program on fixing Ghana's sanitation problems organized by IMANI Centre for Policy and Education, he said the operation of these courts will make the process of dealing with sanitation offenders easier.

New York State Senate Democratic Policy Group Initiatives Would Help Over 1.3 Million New Yorkers; Make Higher Education More Affordable by Reducing Student Loan Debt, Increasing Savings For Families, Expanding Access to College Credit for High School Students Initiatives to Enhance Readiness and Increase Graduation Rates and Employment Will Help More New Yorkers Achieve College Success

Regaining mayoral control of schools was one Michael Bloomberg's greatest legislative achievements as mayor; it marked the first time City Hall gained discretion over education policy since the Lindsay administration, when those powers were decentralized and major decisions were made by an education board.

In an article for Education Next that was published last fall, «Continuing Change in Newark,» Richard Lee Colvin looked at the changes being made in Newark aimed at earning back local control «by consistently demonstrating to state monitors sound policies and procedures and overall effectiveness.»

In focusing on individual school models and putting forth an open call for ideas — rather than insisting on a prescribed list of policy - related preferences — the initiative appeared to depart significantly from the kind of education grant making that has been practiced for the past 15 years by philanthropists such as the Gates, Walton, and Broad families.

The 10th annual report by Education Week examines the progress that states have made on a core set of policy indicators related to standards - based education over the pasEducation Week examines the progress that states have made on a core set of policy indicators related to standards - based education over the paseducation over the past decade.

CAST approaches the issue of implementation from many directions, including by teaching workshops and institutes at their headquarters or onsite at schools or state departments of education, by creating online courses, by publishing books on the policy, research, and implementation of UDL; and by making guidelines and teaching tools freely available on their website.

Ross Perot, the Texas billionaire and 1992 Presidential candidate, made his mark on education policy in 1984 by leading a state panel that recommended reforms, including a law that bars failing students from extracurricular activities for six weeks.

Spillane argues that problems in implementing education policy are due primarily to insufficient attention to the «sense - making» needs of educators, by which he means the ability of teachers and administrators to understand the task assigned to them.

Barnum argues that this and other decisions made by Education Secretary Arne Duncan «helped lead to a politically disastrous opt - out movement, a radicalization of teachers» unions, and ultimately a loss of political support for federal education policEducation Secretary Arne Duncan «helped lead to a politically disastrous opt - out movement, a radicalization of teachers» unions, and ultimately a loss of political support for federal education policeducation policy.»

The Report Card offers a comprehensive state - by - state analysis of laws and policies that embrace new education models, utilize technology to make personalized learning a reality for all students, and eliminate the barriers to blended learning in K - 12 education.

The 2,308 students in the OSP study make it the largest school voucher evaluation in the U.S., making the achievement results even more compelling when compared to results from other, similar experimental evaluations of education policies undertaken by the federal government.

The report, released by the American Council on Education last week, expresses optimism about the progress made by minority students, but argues that challenges to affirmative action and public skepticism about such policies «make it imperative» that colleges articulate the importance of racial and ethnic diversity...

CAMBRIDGE, MA — A new analysis of two recent reports, one by a committee of the National Academy of Science's National Research Council (NRC), the other by Alan Ginsburg, a former director of Policy and Program Studies in the U. S. Department of Education, finds that both reports made factual and analytical errors in their examination of the record of Michelle Rhee as Chancellor of Schools for the District of Columbia from 2007 - 2010.

More than that, it made us curious about the priorities of our readers — those most likely to be affected by the policies and actions of the Department of Education.

Over the past decade sharp partisan divisions over education policy have softened, in part because of the progress made by reformist big city superintendents including Duncan himself.

I met Lee Ju - Ho, the former Minister of Education, Science, and Technology and now a professor at the KDI School of Public Policy and Management, to understand his efforts to improve the Korean education system In the book The Smartest Kids in the World by Amanda Ripley, Lee comes across as a forward - minded thinker about the challenges facing Korean education and the need to make changes to the status quo of how education is regulated, managed, and dEducation, Science, and Technology and now a professor at the KDI School of Public Policy and Management, to understand his efforts to improve the Korean education system In the book The Smartest Kids in the World by Amanda Ripley, Lee comes across as a forward - minded thinker about the challenges facing Korean education and the need to make changes to the status quo of how education is regulated, managed, and deducation system In the book The Smartest Kids in the World by Amanda Ripley, Lee comes across as a forward - minded thinker about the challenges facing Korean education and the need to make changes to the status quo of how education is regulated, managed, and deducation and the need to make changes to the status quo of how education is regulated, managed, and deducation is regulated, managed, and delivered.

Many high - performing public schools employ strategies to screen out such students as well, either by not providing the services needed for special education students, or by employing admissions policies that make it difficult or unlikely for such students to gain access.

By being able to consider all the necessary goals of a 21st Century curriculum at one time, policy makers, curriculum designers, teachers, and parents can more effectively make decisions about the future of education.

Presenting essays written by authorities in the fields of education, political science, and law, West and Dunn highlight the many areas of education policy that have made their way into U.S. courts to be debated and decided, and consider the implications of heightened judicial involvement for schools...

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 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 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.

He said that fully understanding this dynamic is essential to making sense of why education policy «has been such a disappointment for a quarter century,» because schools are organized like they are largely due to the pressures exerted by teacher unions.

The authors are making a big leap from state - level policies to student reports of active time in physical education classes without examining the intervening steps, such as policies set by school districts, school requirements, and the number of available minutes in a class period.

Glindmeier's district in Phoenix, Arizona, has a wellness policy that was developed by a «team» made up of a teacher, parents, a nurse, a physical education teacher, a high school student, and three dietitians.

«From a current policy perspective,» says Weiss, «we can all continue to show leadership by making our voices heard about the importance of systemic family engagement in the current conversation about the Elementary and Secondary Education Act (ESEA) Reauthorization.»

Using an innovative technique made possible by Internet surveys and geo - coding technology, Martin West and his colleagues at Harvard's Program on Education Policy and Governance («Grading Schools,» research) were able to match each member of a nationally representative sample of adults to the specific elementary and middle schools that serve his or her neighborhood.

The California Alliance for Arts Education is in its fifth decade of making the arts a core part of every child's education across the state, by providing policy expertise and mobilizing a statewide network of advocates and allied Education is in its fifth decade of making the arts a core part of every child's education across the state, by providing policy expertise and mobilizing a statewide network of advocates and allied education across the state, by providing policy expertise and mobilizing a statewide network of advocates and allied partners.

Private schools must also develop test security measures approved by the Louisiana Board of Elementary and Secondary Education (BESE) and can be required to make revisions to test security policy by BESE.

Policymakers should make policy that promotes quality - focused rural education by expanding broadband access, developing quality control mechanisms, and removing barriers to innovation such as class size and seat - time requirements.

Bartiromo tried to further defend DeVos by talking about her plans to incorporate school choice in education policy to make poor schools better, but Wasserman Schultz disagreed.

the New York City Department of Education's (DOE) plan to add racial diversity to Specialized High - Schools by offering intensive test prep to high - achieving, underserved students as too - little, too - late, the Panel for Educational Policy has voted to make a

Changing governance arrangements clearly can make a difference in the way urban public school systems function, but such a strategy requires the right combination of ingredients - committed and skilled leadership by the mayor, willingness to use scarce resources, a stable coalition of supporters, appropriate education policies, and a cadre of competent, committed professionals to implement the reforms.

The rules are designed to make it easier for districts to comply with the 65 percent policy than under a plan being pushed by a national group lobbying for ensuring that classrooms get that share of school spending, said Texas Commissioner of Education Shirley Neeley.

These strategies involve 1) accurately informing the general public and the policy community regarding the condition of schools, that is, their financing, their achievement, and the relationship between the two; 2) conducting empirical research aimed at understanding issues of productivity in education; 3) informing policymakers and school managers regarding means by which budget cuts can be made without eviscerating instructional effectiveness; and 4) solving challenges to wider adoption of instructional technologies.

Because the Promise had a clearer effect on behavior than on grades for KPS students overall, the authors conclude that «policies focused on making higher education more affordable may be usefully supplemented by helping students better understand how their behavior affects their future.»

Accelerate Progress on Education Boston Globe, June 10, 2013 «By every indication, including early indications of academic performance, we've made a strong start with these policies on choice and innovation.

If this hypothesis is correct, our findings suggest that Promise - style policies, and other policies focused on making higher education more affordable, may be usefully supplemented by helping students better understand how their behavior affects their future.