Sentences with phrase «equity gaps for»

E3 Alliance has provided ground - breaking data analysis and community facilitation recognized by the White House as a national model to help the Greater Austin Area My Brother's Keeper effort to eliminate equity gaps for our young men of color.

To build the talent pool needed for the 21st century global economy, Florida needs to close these and other equity gaps for our most vulnerable students.

«Given our linguistic diversity, California should lead the nation in closing equity gaps for English learners,» said Ryan J. Smith, executive director of Ed Trust — West, in a statement.

I believe a stronger Indigenous health workforce is a critical plank in bridging the health equity gap for Aboriginal and Torres Strait Islander people.»

Not exact matches

«There's a full section that talks about pay equity, and what is the larger impact that the gender pay gap has on our society, our economy, our families,» says Deepti Gudipati, vice president of member leadership programs for the AAUW, who is working with the city to roll out the program.

Options on the budgetary table include narrowing the pay equity gap, ensuring more gender equality in boardrooms, easing access to capital for female entrepreneurs and opening up more funding opportunities for female scientific researchers.

The more companies stand up for equal pay, the closer we get to closing the pay gap and making salary equity a reality for all.

As strategic public players in the US continue to see limited growth making large scale M&A difficult, private equity players have filled some of the gap, particularly for enterprise companies with SAAS - like models.

If tapping home equity is only a temporary solution to bridge the gap until you start to draw down your retirement assets or start receiving guaranteed income payments, consider applying for a home equity line of credit while you're still employed and more likely to qualify for the best rates.

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.

Former first daughter Chelsea Clinton joined Public Advocate Letitia James for an event promoting legislation that would ban employers from asking job applicants about their salary history — a measure they argued would advance gender equity and close the male - female wage gap.

She emphasised the importance of «democratic ownership, user voice, and equity» in her support for an increase in mutuals, which she claimed would fill gaps left by the market and the state.

«Sadly Governor Cuomo's budget abandons the state's Campaign for Fiscal Equity commitment despite real and measurable progress in closing the gaps in educational opportunity.»

State legislators addressed members at the convention center just before the educators fanned out to lobby their local elected officials to call for an increase in school funding, more Teacher Centers, an end to the charter equity gap and further expansion of the Community Learning Schools initiative.

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.

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.

Effective coaching programs respond to particular needs suggested by data, allowing improvement efforts to target issues such as closing achievement gaps and advocating for equity.

However, access to educational opportunities remains a significant contributor to gaps in equality and equity for Aboriginal and Torres Strait Islander peoples, as observed in last year's State of Reconciliation in Australia report.

These programs address an urgent challenge or priority — from narrowing achievement gaps and postsecondary success to modeling courageous conversations and leading inclusive schools — and provide educators with important context and data, as well as concrete solutions for expanding opportunity and achieving excellence with equity.

We work together to innovate, implement, and scale new strategies and tools that eliminate equity and achievement gaps and lead to successful outcomes for all students.

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 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.

The five partner states — Connecticut, Maine, New Hampshire, Rhode Island, and Vermont — work together to close persistent achievement gaps and promote greater educational equity and opportunity for all students.

«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, October 2011).

We believe this could be an opportunity for positive change as long as adequacy and equity are central tenets to address the chronic and growing divide between urban / rural, wealthy and poorer school systems and their related student achievement gaps.

The excerpt below, taken from my recent book, Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap (Teachers College Press, 2013), describes what I call Equity Literacy, a framework first used by my super-genius colleague, Katy Swalwell, to describe a kind of literacy youth should learn in school.

That advice was shared by several speakers at NSBA's Annual Conference preconference workshop on Friday, «Achieving Equity: Leadership Strategies and Promising Practices for Closing the Opportunity and Achievement Gaps.»

For 2017, there were recommendations in the areas of ensuring equity, promoting excellence, and supporting educators (http://www.ascd.org/ASCD/pdf/siteASCD/policy/2017-ASCD-Policy-Recommendations.pdf) and positions related to standards development and implementation, educating students in a changing world, the whole child, health and learning, closing the achievement gap, and multiple measures of assessment.

Achieve3000 ® is committed to closing literacy gaps by providing true equity of access to Montana Content Standards for English Language Arts and Literacy - aligned instruction, preparing all students for success.

Leaders at all levels are trained to think systemically and apply their skills to close achievement gaps and ensure equity for all students.

There are substantial equity concerns with this forced feeding of technology - based testing, with substantial concerns that underserved populations such as English learners, students with disabilities, and socio - economic disadvantaged students having less access to technology and thus being at a disadvantage due to the premature forced technology - based testing protocol, thus widening the perceived achievement gap for these students.

Mapp, Harris, and Carla Thompson, the W.K. Kellogg Foundation's V.P for Program Strategies, all discussed the opportunity gap, inspiring listeners to address equity, social justice, and race openly and honestly in their classrooms.

School Choice, #ParentsSay, Access Gap, Baltimore, Baltimore City Public Schools, College Readiness, educational equity, Fund for Educational Excellence, Gifted and Talented, low - income, Maureen Kelleher, neighborhood schools, opportunity gap, parent engagement, Parent Involvement, Roger Shulman, School Choice, School Counselors, selective enrollmGap, Baltimore, Baltimore City Public Schools, College Readiness, educational equity, Fund for Educational Excellence, Gifted and Talented, low - income, Maureen Kelleher, neighborhood schools, opportunity gap, parent engagement, Parent Involvement, Roger Shulman, School Choice, School Counselors, selective enrollmgap, parent engagement, Parent Involvement, Roger Shulman, School Choice, School Counselors, selective enrollment

Given the gap in fiscal and technical expertise between traditional districts and independent LEAs, public charter school networks that multiply each school's capacity and access to resources offer a promising strategy to scale equity and access for students with disabilities.

However, digital equity is not a magic fix for closing the achievement gap.

Week One and Two, which deal with culturally responsive teaching, could be used in courses that address equity more generally or examine alternative strategies for narrowing the achievement gap.

Achieve3000 ® is committed to closing literacy gaps by providing true equity of access to New Mexico Common Core State Standards (CCSS)- aligned instruction, preparing all students for success.

Achieve3000 ® is committed to closing literacy gaps by providing true equity of access to Hawaii Common Core State Standards (CCSS)- aligned instruction, preparing all students for success.

The Excellence Through Equity Conference is designed to provide educators with the information and resources needed to eliminate the gaps in achievement, expectations, and opportunity for students from diverse ethnic and socio - economic backgrounds.

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

For example, the brief describes how data — specifically, data that showed Highline Public Schools was making less progress than neighboring districts on closing equity gaps — ultimately created a sense of urgency that supported efforts by district leaders to change policy, practice and culture within the district.

«Together, we can lead out to provide more opportunities for students, raise achievement for all while closing equity gaps, and increase avenues of communication for stakeholders.»

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.»

Assertions that the sector has «fulfilled one of its core missions — equity for students — by establishing itself as a primarily urban phenomenon with significant chains of schools that are closing achievement gaps» (Lake, 2013, p. 1) are countered by claims that «charter schools, on average, don't have an academic advantage over traditional public schools, but they do have a significant risk of leading to increased segregation» (Rotberg, 2014, para 2).

Achieve3000 ® is committed to closing literacy gaps by providing true equity of access to California Common Core State Standards (CCSS)- aligned instruction, preparing all students for success.

This creates an equity gap, particularly for states that are comprised of mostly rural districts that traditionally face challenges recruiting teachers.

The Equity Rating measures how well a school serves the academic development of all students, looking specifically at: 1) the performance level of disadvantaged students on state tests in comparison to the state average for all students, and 2) in - school performance gaps between disadvantaged students and other students.

The presence of Flowers and the other critics at the meeting is only one sign that racial equity and the achievement gap will continue to be top challenges for Johnson.