Sentences with phrase «educational equity in its school»

Her leadership task is to foster collective efficacy in her group, using the tools of cultural proficiency, for the period of time necessary for that group to stand on its own feet in effectively pursuing and implementing educational equity in its school or institution.

Not exact matches

• Pearson, a U.K. - based educational materials provider, is in talks with a consortium of Asian private equity houses to sell its English - language school unit for more than $ 350 million, according to the Financial Times.

A reader hoping for an in - depth analysis of inequalities in the American educational system and promising approaches towards school reform would likely be better off picking up a copy of Linda Darling - Hammond's book, The Flat World and Education: How America's Commitment to Equity Will Determine Our Future.

I am fighting for true equality for all; for equal pay and fair treatment at work, expanded voting rights, educational equity, criminal justice reform, freedom from gun violence in our schools and on our streets, and health care for all Americans.

«The way to show he supports educational equity with more than fine words in a long speech is to fund Foundation Aid,» said Jasmine Gripper, legislative director of the Alliance for Quality Education, a group that fights for school funding.

WHEREAS Wall Street financier and private equity fund manager Steven Klinsky is the founder of Victory Education Partners, Inc., a privately held, for - profit educational management company that manages charter schools in New York, Pennsylvania and Illinois; and

Two conclusions from recent PISA studies are that increased national performance is associated with greater equity in the distribution of educational resources and that equity can be undermined when school choice segregates students into schools based on socioeconomic background.

However, real reform and significant progress in improving the quality and equity of Australian schooling depend on tackling our deepest and most stubborn educational challenges.

Recently, several prominent national education organizations (including the NEA, AERA, AFT, and NCTE) have called for addressing equity in schools and society, specifically recommending that we need to highlight the «systemic patterns of inequity — racism and educational injustice — that impacts our students,» and that educators and school leaders «receive the tools, training, and support they need to build curricula with substantive exploration of prejudice, stereotyping, and discrimination.»

If we aspire to educational equity for our students, we need to start with the decisions made in central offices, and by site leaders, that impact the learning of all educators in our schools.

«It's vital to understand that promoting educational equity necessitates family engagement, both in school and out of school,» she says.

In «Harmful Polices, Values, and Rhetoric,» Jeffries contends that Trump's policies have harmed students and schools, particularly through poor oversight of key provisions of the Every Student Succeeds Act, failure to enforce federal guarantees of educational equity, and billions in proposed budget cutIn «Harmful Polices, Values, and Rhetoric,» Jeffries contends that Trump's policies have harmed students and schools, particularly through poor oversight of key provisions of the Every Student Succeeds Act, failure to enforce federal guarantees of educational equity, and billions in proposed budget cutin proposed budget cuts.

To download the IPPR's report - «Excellent and equity: tackling educational disadvantage in England's secondary schools» please click here

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 of Lschool 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 of LSchool 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 of Lschool 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 of Lschool 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 of Lschool: 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 of London.

But the speaker, Cynthia G. Brown, the director of the resource center on educational equity for the Council of Chief State School Officers, highlighted the division in the special - education community over how to amend the Individuals with Disabilities Education Act, the landmark 1975 federal law.

Much has changed since the fledgling Campaign for Fiscal Equity (CFE), 14 New York City community school boards, and 23 individual parents and their children lodged the initial complaint charging the State of New York with denying «thousands of public school students in the City of New York their constitutional rights to equal educational opportunities.»

David Berliner (2007, as cited in Rodriguez & Fabionar, 2010) argues, «Without careful attention to the social conditions beyond schools, we will continue to encounter limitations in advancing educational equity and high achievement among diverse student populations within schools» (pp. 58 — 59).

As an experienced leader in education, Nathan actively mentors teachers and principals, and consults nationally and internationally on issues of educational reform, leadership and teaching with a commitment to equity, and the critical role of arts and creativity in schools.

No discussion of educational equity can ignore the rising rates of dating violence, sexual harassment, and bullying in our schools.

Real reform and significant progress in improving the quality and equity of Australian schooling depend on tackling our deepest and most stubborn educational challenges, writes Professor Geoff Masters AO.

«Enhancing professional development, coaching and collaboration opportunities for our dedicated Oakland teachers and school leaders, as well as strengthening partnerships and support for public schools already in existence is critical to realizing our vision of educational equity across the city.»

As champions for kids across the nation continue to work to expand educational options for families, many have identified charter school equity issues as priorities in 2018.

Dedicated to advancing excellence and equity in education for all students, the Core Knowledge Foundation publishes educational books and materials and supports a growing network of Core Knowledge schools.

Despite America's long and sordid history of extreme inequity in schooling and in spite of dramatic continuing disparities in educational quality, states» rights advocates assert the federal government isn't needed to monitor or assure educational quality and equity.

As part of our mission, CUBE creates educational opportunities for urban school board leaders to gain the knowledge and skills necessary to serve as effective local education policymakers and as advocates for excellence and equity in public education.

ELPHD includes 41 faculty, 6 directors / non-faculty, 10 instructors who are active administrators in schools and universities, a post-doc, and a visiting professor all of whom are committed to educational equity and student success.

It is up to states to lead the improvement of teacher evaluation systems in order to improve schools and support educational equity for historically underserved students.

In this brief, the Gardner Center uses the work of the CORE Districts as a case study to explore deeper learning and its importance to educational equity and the goal of college and career and civic readiness for all public school youth.

Coleman found that Catholic schools achieve more educational equity than public schools because they follow a rich and demanding curriculum; provide a structured, orderly environment; offer lots of explicit instruction, including drill and practice; and expect every child to reach minimal goals in each subject by the end of the year.

Each such educational firm, or edfirm for short, functions like an independent contractor within the school district (with some requirements, to ensure much greater equity than is typical in public schools today) and is not controlled by the district office.

In previous school assessments, educational equity was an afterthought.

Strong candidates for this position will demonstrate the following characteristics: • Interest in educational equity and middle school students • Effective organization and project management skills combined with flexibility, attention to detail, and multi-tasking

The event is behind held in conjunction with The Alliance to Reclaim Our Schools (AROS), an organization that works on behalf of «educational justice and equity in access to school resources and opportunities.»

CAP's hope is that this report will provide clear data and next steps that support an increase in school diversity and, ultimately, educational equity.

It has been 20 years since I completed my doctoral research on educational equity in public schools.

We believe that stakeholder engagement requires collaboration and should be meaningful: it should be inclusive, clear, effective, and ongoing in order to support educational equity and excellence, especially for our most vulnerable students and schools.

In what ways does ESSA, the reauthorization of a 1965 civil rights law, promote (or fall short in promoting) school diversity in pursuit of educational equitIn what ways does ESSA, the reauthorization of a 1965 civil rights law, promote (or fall short in promoting) school diversity in pursuit of educational equitin promoting) school diversity in pursuit of educational equitin pursuit of educational equity?

Those schools must come with a more pliable (inexperienced), non-unionized (mostly) workforce of recruits who have been told that their often temporary presence is the way to help foster greater «educational equity» in the United States.

To extend the metaphor in this picture, the educational equity orientation reframes the policy discussion and orients it around ensuring that schools help all students to achieve, even if that means distributing resources «unequally.»

In pursuit of advancing educational equity for all students under ESSA, acting U.S. Secretary of Education John King has recently called for supporting «innovative, voluntary locally - driven efforts to promote socioeconomic diversity in schools.&raquIn pursuit of advancing educational equity for all students under ESSA, acting U.S. Secretary of Education John King has recently called for supporting «innovative, voluntary locally - driven efforts to promote socioeconomic diversity in schools.&raquin schools.»

After graduating, I taught high school in Baltimore because I wanted to focus on improving educational equity here in the U.S.

One of the keys of achieving educational equity is ensuring these gaps in resources are, at least in part, covered up by resources provided by schools.

We are no stranger to the work of equity, and the above statement represents both our commitment and our pledge to be a thought leader, purveyor, and champion of educational equity for every child in America's public schools.

In an effort to engender greater equity within California's educational system, the California Charter Schools Association (CCSA) today joined members of the California Legislative Black Caucus and members of California's African - American community to announce Assembly Bill (AB) 2635, which will secure additional educational funding for African - American students by fixing a fundamental flaw in the state's educational budget known as the Local Control Funding Formula (LCFFIn an effort to engender greater equity within California's educational system, the California Charter Schools Association (CCSA) today joined members of the California Legislative Black Caucus and members of California's African - American community to announce Assembly Bill (AB) 2635, which will secure additional educational funding for African - American students by fixing a fundamental flaw in the state's educational budget known as the Local Control Funding Formula (LCFFin the state's educational budget known as the Local Control Funding Formula (LCFF).

Superintendent Valeria S. Silva, leader of the Saint Paul Public School (SPPS) District, addresses the role of and need for racial equity in the educational setting.

In particular I'll be taking closer looks at trends related to charter schools, educational equity, and the broader area of school choice, just to name a few topics.

This April 2013 article in Principal Leadership, written by Rob Larson and Rhonda Barton, looks at lessons for school leaders on improving educational equity.

-- John Brittain, Professor at University of Washington D.C. Law School and specialist in educational equity

ESSA has provisions in place to hold states accountable for monitoring educational equity, and the act requires schools to disclose the number of low income students and students of color that are placed into classrooms with «ineffective, out - of - field, and inexperienced teachers.»

The Council of Chief State School Officers, the Aspen Institute Education & Society Program and America's Promise Alliance released a new report «showing promising practices in states to ensure educational equity for all students.»