Sentences with phrase «education policymakers need»

In addition, education policymakers need to look closely at what can be done about the increasing turnover rates among beginning teachers and minority teachers, as well as in disadvantaged schools, which are traditionally among the hardest to staff.

With any of these approaches, educators need to be provided with the space for this to occur, which means education policymakers need to allocate more time and resources for teachers to become stakeholders in their profession and the education of their students.

Not exact matches

Guidance Materials: The state Department of Education's sample policy language, «Examples of Policy Language for Local Wellness Policies» provides guidance to policymakers in selecting policy goals that suit their needs and assists them in meeting the federal requirements.,

It's one thing to make a health or education app, but another thing to actually integrate it with hospitals and schools — that requires policymakers, AOL co-founder Steve Case said on 15 April at the 41st annual AAAS Forum on Science and Technology Policy in Washington, D.C. Drawing on lessons from AOL's first days when the web broke ground, Case offered his views on the future of science and technology policy and stressed the need for would - be Internet entrepreneurs to engage productively with government partners.

Rural schools need greater attention from policymakers and the public, a report released last week by a leading rural education group says.

In this episode of Walking the Talk, Domonic Rollins talks with McAfee, a longtime leader in community development and affordable housing, about how policymakers and education leaders can help dismantle these structural barriers — and about the mindset and determination needed to make it happen.

Now, in an era when choice and competition in education are gaining acceptance among both parents and policymakers, it is the educational community itself that may need to heed a lesson from the past.

They need to nudge policymakers and education leaders toward clarity, and they need to strive for it in their own writing.

Help policymakers recognize which skills children need to learn at specific stages of their education

Policymakers should strive for a system in which every child has access to the education that best meets his or her needs.

«To reduce health inequalities among future generations, policymakers will likely need to address inequalities in our education system.

Being able to draw in parents, the public, policymakers, and others who are interested in education, we need something to be able to say, «This particular school is high - performing or not a high - performing school,» and then provide additional information that supports that letter grade.

«She publishes papers that probe important questions in higher education using rigorous methods, and then works to bring her findings to those who need them most — practitioners and policymakers.»

Policymakers need to realize and take seriously the truth that the most important resource in education is a high - quality teacher.

Choice is here to stay — like it or not — so policymakers need to get smart about harnessing its power to further the goals of public education.

Washington — The Education Department's top special - education policymaker has suggested that schools be allowed more flexibility in allocating resources to special - needs Education Department's top special - education policymaker has suggested that schools be allowed more flexibility in allocating resources to special - needs education policymaker has suggested that schools be allowed more flexibility in allocating resources to special - needs students.

But it can also be said that investing in higher education benefits society as a whole, and that is the matter state policymakers need to focus on.

But the consulting group has already established a national reputation for its ability to ascertain, scientifically, what needs to be done in education — and precisely how much it costs to do it — through prior studies along much the same lines prepared for policymakers in Kentucky, Arkansas, Arizona, and Wyoming.

If you train a different lens upon all this, however, you realize that you're looking at a badly messed - up system, one that privileges some kids over others, that extends rights to some citizens that others don't have, that invites finagling by both seekers and suppliers of educational services (and countless intermediaries), and that ends up being costlier than it needs to be, not to mention sitting substantially beyond the reach of policymakers seeking to apportion scarce education dollars across multiple legitimate causes, needs, and priorities.

As more states give families access to education savings accounts, policymakers will need effective, efficient models from states already using the accounts to help children succeed.

«Part of the conversation we need to welcome now — and I'd encourage policymakers to have — is what are those other elements that contribute to students being successful that we ought to take a look at, and then how are we going to make room and build capacity within our education systems to address those issues,» he says.

These are amusing little infights unless you have some responsibility as an education policymaker and you need to know if the unions favor or despise CCSS or edTPA.

Low - income minority parents have neither the resources to move out of their city nor the political power to force policymakers to meet their education needs.

At Editorial Projects in Education and Education Week, we believe that lasting school improvement will only come about when policymakers, practitioners, and the public are armed with the information they need to understand and push for change.

The studies themselves weren't designed to isolate any of those factors to measure their direct impact — and more research doing just that is needed to give policymakers a clear road map to success, says Grover Whitehurst, director of the Brown Center on Education Policy at The Brookings Institution in Washington.

By reforming Title I to give states the option to make dollars portable, following children from low - income families to schools or education options of choice, policymakers would create much - needed flexibility for schools and families, and increase the likelihood of achieving that goal.

program thus explicitly recognizes that superintendents, state education policymakers, nonprofit advocates of school reform, and even private investors are all involved in enhancing education — and that the leaders in each sector need to master multiple skills and disciplines, not just education content.

Physical activity has always been considered a vital part of education — but the emphasis that schools, parents and policymakers need to place on it is becoming increasingly clear.

Through their programs and services, policymakers gain the insight and experience needed to create effective education policy.

When crafting an education choice policy, policymakers need to determine who should be eligible.

Council of State Governments Justice Center released a school discipline publication that documents how five states — CA, CT, IL, NC, and TN — reduced their reliance on suspensions and encourages policymakers and education leaders everywhere to take the critical steps needed to move toward a more comprehensive vision of school discipline reform — one that ensures efforts to limit disciplinary removals also foster supportive learning environments that keep all students engaged in school and improve student outcomes.

State Financing Strategies for Early Care and Education Systems (Discussion Guide) is intended to help state policymakers make decisions about which financing strategies are needed to support early care and education (ECE) programs in theEducation Systems (Discussion Guide) is intended to help state policymakers make decisions about which financing strategies are needed to support early care and education (ECE) programs in theeducation (ECE) programs in their state.

that documents how five states — CA, CT, IL, NC, and TN — reduced their reliance on suspensions and encourages policymakers and education leaders everywhere to take the critical steps needed to move toward a more comprehensive vision of school discipline reform — one that ensures efforts to limit disciplinary removals also foster supportive learning environments that keep all students engaged in school and improve student outcomes.

A public education and advocacy organization promoting high - quality, voluntary prekindergarten for all 3 - and 4 - year - olds; supports state - based children's advocates, and educates policymakers and the public about the need for preK for all children.

Martin Orland, Ph.D., Senior Scholar, Research and Evaluation, is an innovative and resourceful education leader with a proven track record in building organizations and product lines that support the highest priority knowledge needs of policymakers and educators.

Educators and policymakers are increasingly realizing that a more nuanced approach to accountability is necessary if education systems are to prepare students with the knowledge and skills they need to be successful in college, careers, and life.

Decision makers in education — students, parents, educators, community members, and policymakers — all need timely access to information from many sources if they are to make informed judgments about student learning and the success of education programs.

This analysis is intended to help policymakers, education leaders, and advocates understand the changes in state law and policy needed to support local strategies that empower educators, promote new schooling options, and let parents choose.

ASCD calls on policymakers to provide the funding necessary to meet all of the mandates they impose and to increase the resources in order to meet the needs of every student, especially those programs that support socioeconomically disadvantaged students, students with disabilities, career technical education, a well - rounded education, personalized learning, and high - quality teachers and principals.

Data on chronic absenteeism — which the Department of Education defines as the percentage of students chronically absent from school for at least 15 days — can inform practitioners and policymakers on questions of student engagement.53 Additionally, school and district leaders could collect data on access to advanced coursework to identify schools in need of more rigorous learning environments.

Many education policymakers and practitioners across the country recognize the need to recruit and retain more racial and ethnic minorities into the teaching profession.

Given the history of inequity that underlies the U.S. public education system, how can policymakers and educators ensure that all kids — including students of color — receive the tools, support, and encouragement they need?

To address persistent gaps in postsecondary educational attainment and our country's growing economic and workforce needs, federal and state policymakers, the philanthropic community, national education organizations and practitioners have put forth a number of goals and initiatives designed to increase college completion rates.

With this ambitious accountability plan in place, the Committee looks forward to working with community and business leaders all across Kentucky, as well as policymakers, as we've done for 35 years, to garner the commitment and resources needed to take the next giant leap in education excellence — from the middle to the top tier of all states in this generation.

For this effort to be a success, we need representation from the entire public education community including: parents, grandparents, teachers, school leaders, policymakers and civic leaders.

I recently spent considerable time with the Wisconsin chapter of ASCD and was encouraged to see how their members are systematically planning to influence their state's education policymakers regarding such accountability - related issues as the need for more state - supported instructionally diagnostic assessments.

Most education researchers and policymakers agree that students need good teachers (Clotfelter, Ladd, & Vigdor, 2007; Darling - Hammond & Youngs, 2002; Sanders & Rivers, 1996).

A whole child approach to education enhances learning by addressing each student's social, emotional, physical, and academic needs through the shared contributions of schools, families, communities, and policymakers.

The report recommends several solutions including that legislators and policymakers address these barriers by providing equitable and adequate special education funding to charter schools and authorizers through a system that prioritizes accountability, local control, and responsiveness to evolving needs of students.

And for state education leaders and policymakers, accountability highlights excellence, targets intervention needs, and drives improvement.