It is our hope that our collection of
educational alternatives under one cover will communicate to the public the broad scope and availability of this movement, as well as foster communication and networking within it.
Not exact matches
Under the new OCR rules, once federal officials determine that the distribution of any resource disadvantages a protected minority, the district must demonstrate that its policy is «necessary to meet an important
educational goal» and that no «comparably effective
alternative» is available.
If it is yes, the flowchart points to a third question, «Are there comparably effective
alternative policies that would meet the stated
educational goal» with less of an adverse impact on the group most harmed
under the current policy?
The commissioner may also place
under preliminary registration review any school that has conditions that threaten the health, safety and / or
educational welfare of students or has been the subject of persistent complaints to the department by parents or persons in parental relation to the student, and has been identified by the commissioner as a poor learning environment based upon a combination of factors affecting student learning, including but not limited to: high rates of student absenteeism, high levels of school violence, excessive rates of student suspensions, violation of applicable building health and safety standards, high rates of teacher and administrator turnover, excessive rates of referral of students to or participation in special education or excessive rates of participation of students with disabilities in the alternate assessment, excessive transfers of students to
alternative high school and high school equivalency programs and excessive use of uncertified teachers or teachers in subject areas other than those for which they possess certification.
Under this «disparate impact analysis,» once federal officials determine that the distribution of any resource disadvantages a protected minority, schools must not only «demonstrate that the policy or practice is necessary to meet an important
educational goal,» but also show that there is no «comparably effective
alternative policy or practice that would meet the school district's stated
educational goal with less of a discriminatory effect.»
Highly Qualified Teachers Enrolled in Programs Providing
Alternative Routes to Teacher Certification or Licensure (2015) summarizes state - and district - level data on the numbers of full - time equivalent (FTE) highly qualified teachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school
Alternative Routes to Teacher Certification or Licensure (2015) summarizes state - and district - level data on the numbers of full - time equivalent (FTE) highly qualified teachers who were enrolled in
alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school
alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction
educational programs for English learners (ELs)
under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school districts.
Under the new rules,
alternative educational experiences could count towards a secondary diploma as long as: