Sentences with phrase «equity in school education»

However, as in other areas of life, equity in school education is likely to be associated with equal treatment in some situations (where there is no obvious basis for differential treatment), and unequal treatment in others.

Not exact matches

(Individual schools are required by the Department of Education to publicly disclose data related to the equity in athletics.)

Instead, our role as Christian leaders within the community can be to actively engage in conversations around education equity issues like accountability, state vision, and transparency and accessibility in reporting so parents and community leaders alike have the needed information to know how to best support strengthening local schools.

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.

«We're going to demand that Governor Cuomo provide the funding that was afforded to us in a court decision for our schools,» she said as she joined advocates to push for more funding under the Campaign for Fiscal Equity, which in 2007 won a lawsuit against the state to provide increased education funding to the city.

«The court order in the Campaign for Fiscal Equity lawsuit was founded on the principle that all schools need adequate funding levels in order to provide every student a «sound basic education.»

He even hit the Cuomo for not honoring Gov. Eliot Spitzer's plan to reimburse the city billions in education dollars the State Court of Appeals determined Albany owed in the Campaign for Fiscal Equity decision, and for favoring the proliferation of charter schools.

First, advocates who seek additional aid for education frequently invoke the Campaign for Fiscal Equity lawsuit and the Legislature's adoption of «Foundation Aid» in 2007, insinuating that the CFE lawsuit found that schools statewide were underfunded and that the court ordered additional funding statewide.

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.

The rally, organized by the Rise and Resist and the Alliance for Quality Education (AQE) in recent weeks, is part of a statewide push to fulfill the 2007 Campaign for Fiscal Equity court ruling that mandates education funds be distributed to New York's school districts to ensure all schools can provide students with a «sound basic educatioEducation (AQE) in recent weeks, is part of a statewide push to fulfill the 2007 Campaign for Fiscal Equity court ruling that mandates education funds be distributed to New York's school districts to ensure all schools can provide students with a «sound basic educatioeducation funds be distributed to New York's school districts to ensure all schools can provide students with a «sound basic educationeducation.»

James held a rally at City Hall on Sunday to call on the State to fully fund city schools in line with the Campaign for Fiscal Equity and to criticize Gov. Cuomo's education reform policies.

Lasher is running against Marisol Alcantara, a former union organizer for the New York State Nurses Association, and Robert Jackson, a former councilman who is also a plaintiff in a landmark case by the Campaign for Fiscal Equity, which argued that New York was under funding schools and not meeting its constitutional burden to provide children with a «sound basic education.»

The schools were supposed to get around 5.5 billion more dollars in education aid, after the Court of Appeals ruled in 2006 in the Campaign for Fiscal Equity case.

Ultimately, however, his plan falls short by allocating less than $ 1 billion in new education money this year at a time when public schools are still owed more than $ 4.4 billion in Campaign for Fiscal Equity (CFE) funding.

He also noted education spending was in many ways driven by the result of the Campaign for Fiscal Equity's 2006 court decision and the following year's legislation enhancing resources for public schools.

«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.

In a move widely seen as dismissive of Gov. Andrew Cuomo's education initiatives, Miner and de Blasio on Monday called upon state officials to revise school aid based on the Citizens for Fiscal Equity court decision, which held that New York City schools were inadequately funded.

Turning rhetoric into reality will be a tough call — public spending cuts show no sign of letting up and the combination of rising demand for school places, lack of accountability and cuts to education budgets in real terms will need careful consideration if we are to improve standards and equity in education within the next administration.

«That's why I've decided to join the Independent Democratic Conference, where I can best affect progressive change on issues like affordable housing, higher education, school funding equity, homelessness reforms, economic development, infrastructure upgrades, affordable healthcare, senior citizen protections and so much more,» Peralta said in the statement.

There are unfunded mandates and lack of aid from the state, and while he has provided more money for education, it is less than the Campaign for Fiscal Equity settlement [the 2006 court ruling requiring the state to pay billions in backpay to shortchanged school districts]... When [Assembly Speaker Carl] Heastie proposed a slightly progressive income tax, he just rejected it.

The Urban Youth Collaborative called the bill «an unprecedented step to subsidize private education using the public's money,» noting in its release that according to the Campaign for Fiscal Equity, «New York City schools are owed $ 2.3 billion» under court judgements against the city and state for not providing a minimum adequate education in the public schools.

The Alliance for Quality Education, a group that advocates for increased school funding, slammed the report for not addressing the question of student need or equity in New York.

The state Legislature adopted it one year after a 2006 ruling in a lawsuit brought by the Campaign for Fiscal Equity that ordered New York to provide enough funding to schools to ensure a «sound, basic education» for all public school children.

NYSUT, meanwhile, again urged the state to fully fund schools under the terms of a 2007 settlement in the high - profile Campaign for Fiscal Equity case, which required the state to fix its school funding formula and fulfill its constitutional obligation to provide a «sound, basic education» to all children.

They also claim that the city's Department of Education doesn't hold the charter chain accountable and fails to abide by state education law requiring equity in capital spending at co-located district and charterEducation doesn't hold the charter chain accountable and fails to abide by state education law requiring equity in capital spending at co-located district and chartereducation law requiring equity in capital spending at co-located district and charter schools.

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

The School of Medicine expands its class size from 122 to 134, adding 12 students enrolled in a special new curriculum, called the Program in Medical Education - Health Equity, developed to train physicians interested in caring for at - risk and historically underserved populations.

Through a series of graduate - level courses, the Equity and Excellence in Education (EEE) program is helping school staff discover how educators can unconsciously contribute to uneven outcomes for children.

In «The Long Haul,» Patricia Graham, former dean of Harvard's education school, sees the problem as rooted more in society than in its schools and calls for as much emphasis on equity as on excellencIn «The Long Haul,» Patricia Graham, former dean of Harvard's education school, sees the problem as rooted more in society than in its schools and calls for as much emphasis on equity as on excellencin society than in its schools and calls for as much emphasis on equity as on excellencin its schools and calls for as much emphasis on equity as on excellence.

Several groups, led by the Campaign for Fiscal Equity (CFE), a nonprofit legal advocacy organization, filed suit in 1993 claiming that New York State was depriving New York City public school students of their constitutional rights to a «sound basic education,» a standard that had been prescribed in 1982 by the state's highest court (in New York, the Court of Appeals).

And every fall since 2001, the Education Trust, a national organization devoted to closing the achievement gap in our public schools, has issued «The Funding Gap» report, also ranking states by the equity of their K - 12 finance systems.

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.

Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education.

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.»

He has also served on numerous education boards and commissions, including the U.S. Department of Education's Equity and Excellence Commission and the board of the Maya Angelou Public Charter School in Washingeducation boards and commissions, including the U.S. Department of Education's Equity and Excellence Commission and the board of the Maya Angelou Public Charter School in WashingEducation's Equity and Excellence Commission and the board of the Maya Angelou Public Charter School in Washington, D.C.

The return to resegregated neighborhood elementary schools in Oklahoma City, after 13 years of busing for integration, has not led to the gains in achievement, parent involvement, and equity the school district had claimed, according to a report released today by researchers at the Harvard Graduate School of Educschool district had claimed, according to a report released today by researchers at the Harvard Graduate School of EducSchool of Education.

-LSB-...] discipline has become the subject of one of the most polarizing and entrenched debates in education: Opponents of the Obama guidance argue that it has handicapped schools from ensuring schools are safe and productive learning environments; proponents assert the rules promote equity and prevent educators from resorting to punitive discipline practices that are ineffective at best and pernicious at worst.

For all their flaws, they are far better for equity and quality than statewide skills - standards with high - stakes tests that encourage wasting huge amounts of school time in practicing narrow test - taking activities at the expense of education.

«The Gap Between Influence and Efficacy: College Readiness Training, Urban School Counselors, and the Promotion of Equity» in Counselor Education & Supervision, 2012.

In Michigan, where legislative action on school reform has been put on hold until questions of funding equity have been settled, voters will face two ballot referenda — each with a different sales - tax equation — that could add new funds to the education coffers.

Undergirding the potential benefits of MOOCs in K — 12 schools is an access and equity agenda: extending access to all students, regardless of zip code or SAT scores, to the «best» from the nation's education system.

To that end, our keynote address, presented by Caroline Hill, who leads school creation and transformation at CityBridge Education and is founder of the DC Equity Lab, and Michelle Molitor, founder and CEO of Fellowship for Race & Equity in Education (FREE), focused on how we might reframe the conversation about personalized learning to bring equity to the forefront of school and classroom redEquity Lab, and Michelle Molitor, founder and CEO of Fellowship for Race & Equity in Education (FREE), focused on how we might reframe the conversation about personalized learning to bring equity to the forefront of school and classroom redEquity in Education (FREE), focused on how we might reframe the conversation about personalized learning to bring equity to the forefront of school and classroom redequity to the forefront of school and classroom redesign.

Wayzata, Minn — Some of the leading figures in the school - finance - reform movement met here last week to discuss the place of equity concerns in the current push for improvement of elementary and secondary education.

It's also worth mentioning that the second part of the PISA report to be released early next year will investigate equity in education, students» science motivation and beliefs, the school learning environment, and collaborative problem solving.

EPM students are here because they believe in innovative, research - driven education reform, and want to assume a strong leadership role in the movement toward equity and excellence in our schools.

Equity is often defined as it is eloquently described in David Gonski's Panel Report as how much children's learning in school is determined by their family background, in other words their parents» education, occupation, wealth and some other aspects.

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 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 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 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 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 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 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 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 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 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.

In closing, Under Secretary of the U. S. Department of Education Ted Mitchell, who shared that his father was a high school guidance counselor, spoke of the great importance of equity in education and the national movement to expand college readiness, college access, and college completioIn closing, Under Secretary of the U. S. Department of Education Ted Mitchell, who shared that his father was a high school guidance counselor, spoke of the great importance of equity in education and the national movement to expand college readiness, college access, and college coEducation Ted Mitchell, who shared that his father was a high school guidance counselor, spoke of the great importance of equity in education and the national movement to expand college readiness, college access, and college completioin education and the national movement to expand college readiness, college access, and college coeducation and the national movement to expand college readiness, college access, and college completion.

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 fededucation community over how to amend the Individuals with Disabilities Education Act, the landmark 1975 fedEducation Act, the landmark 1975 federal law.

In the equity - based litigation of the 1970s and 1980s, researchers investigated and courts intervened in deep - seated education - finance issues of public policy significance, such as school funding schemes that exacerbated existing socioeconomic disparitieIn the equity - based litigation of the 1970s and 1980s, researchers investigated and courts intervened in deep - seated education - finance issues of public policy significance, such as school funding schemes that exacerbated existing socioeconomic disparitiein deep - seated education - finance issues of public policy significance, such as school funding schemes that exacerbated existing socioeconomic disparities.