Sentences with phrase «equity in schools by»

Their stated mission is to advance «excellence, innovation, and equity in schools by endowing leadership and learning for principals for the benefit of all children.»

Not exact matches

In a study commissioned by leadership consultant Green Peak Partners, and conducted by Cornell University's School of Industrial and Labor Relations, researchers looked at 72 senior executives at public, venture - backed and private - equity sponsored companies and found that self - awareness was the biggest predictor of a CEO's overall success.

(Equity in your primary residence isn't reported on FAFSA but may be considered by schools that use the CSS Profile form.)

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

More specifically, the school agreed to «ensure that its Title IX coordinator is trained concerning gender equity in athletics,» to «spend at least $ 5 million to improve the permanent athletic facilities used by its women's varsity sports teams... so that they are comparable to the facilities provided to men's varsity sports teams in the same tier,» and are obligated to «elevate two... women's teams to tier one.»

Promotes socially responsible teaching in inclusive, safe, and healthy schools by providing money to assist teachers in developing and implementing violence - prevention, antiracist, multicultural, gender - equity, global, environmental, or peace resources, through the Ed May Social Responsibility Fund.

The study was inspired by Oakland Superintendent Tony Smith's belief that «School food reform is not separate from school reform; it's part of the basic work we have to do in order to correct systemic justice, pursue equity, and give our children the best future possible.&School food reform is not separate from school reform; it's part of the basic work we have to do in order to correct systemic justice, pursue equity, and give our children the best future possible.&school reform; it's part of the basic work we have to do in order to correct systemic justice, pursue equity, and give our children the best future possible.»

Having partnered with Brian for years when he served in the State Assembly, I know he will a powerful advocate for our community by funding and promoting equity and diversity in our public schools, preserving and expanding affordable housing, and promoting services for seniors and New Yorkers of all ages.»

(Released February 17, 2017) This report examines how 10 high need school districts on Long Island are impacted by the proposed 2017 Executive Budget in relation to how much they are owed under the Campaign for Fiscal Equity statewide settlement of 2007.

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 education.»

«It is not obviously the same as addressing the core inequality as created by the absence of a resolution in the Campaign for Fiscal Equity case, this is not a follow - through on that commitment by the state, but it does look like a substantial step forward for school aid,» Mr. de Blasio said.

He broke into politics by co-founding the Campaign for Fiscal Equity, which in 1993 sued Albany for billions of dollars it argued the state owed to city public schools — and eventually won, though Gov. Andrew Cuomo's administration has since resisted delivering the funds.

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.»

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.

More money for city schools, ordered more than 15 years ago by the state's highest court, in the Campaign for Fiscal Equity case.

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.

«Equity is an issue and I will tell you that from the work that we did in San Francisco carrying on through Houston, when you look at schools by whatever metrics are «underperforming»... my experience has been — again, now in four different states and four different school systems — that the schools don't just decide that they're going to be underperforming,» he said.

She estimated Buffalo schools would be owed more than $ 100 million in aid from the state, had Albany followed the decision that came out of a landmark school funding lawsuit won by the Campaign for Fiscal Equity, a group Nixon got involved with when her oldest teenager began as a kindergarten student in a New York City public school.

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 charter schools.

A few years ago, I and dozens of others frustrated by the state's failure to resolve the Campaign for Fiscal Equity lawsuit and provide the resources coming to the city schools as a result barricaded the entrance to the Capitol in Albany in an act of civil disobedience.

In 2003, she became the founding co-principal of June Jordan School for Equity (JJSE), an innovative national model identified by scholar Linda Darling - Hammond as having «beaten the odds in supporting the success of low - income students of color.&raquIn 2003, she became the founding co-principal of June Jordan School for Equity (JJSE), an innovative national model identified by scholar Linda Darling - Hammond as having «beaten the odds in supporting the success of low - income students of color.&raquin supporting the success of low - income students of color.»

This blog was written as part of «Stories from Our Classrooms», a course for teacher / writers committed to equity in our schools, sponsored by Teaching for Change.

The study, «Resegregation and Equity in Oklahoma City,» authored by Jennifer Jellison of the Harvard Project on School Desegregation, examined the assumptions underlying the Supreme Court's 1991 Oklahoma City - based Dowell decision, a landmark decision that for the first time sanctioned a return to segregated schooling by stating that districts may be released from a desegregation order if they had met certain conditions.

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.

The Equity Committee, established as the monitoring authority over equity - related issues in the resegregated neighborhood schools, had disbanded by the time both the lower court and the Supreme Court were making their decision to allow the schools to return to segregEquity Committee, established as the monitoring authority over equity - related issues in the resegregated neighborhood schools, had disbanded by the time both the lower court and the Supreme Court were making their decision to allow the schools to return to segregequity - related issues in the resegregated neighborhood schools, had disbanded by the time both the lower court and the Supreme Court were making their decision to allow the schools to return to segregation.

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.

The study, «Resegregation and Equity in Oklahoma City,» authored by Jennifer Jellison of the Harvard Project on School Desegregation, examined the assumptions underlying the Supreme Court's 1991 Oklahoma City - based Dowell decision, a landmark decision that for the first time...

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.

The lawsuit in question, DeRolph v. State of Ohio, was filed in 1991 by the Ohio Coalition for Equity and Adequacy in School Funding.

Through two courses designed and taught by Teitel — Leading for Equity and Diversity in Integrated Schools and the newer Coaching for Equity and Diversity in Schools and Systems — HGSE students partner with K — 12 schools and districts to tackle the intense and complex work of school integSchools and the newer Coaching for Equity and Diversity in Schools and Systems — HGSE students partner with K — 12 schools and districts to tackle the intense and complex work of school integSchools and Systems — HGSE students partner with K — 12 schools and districts to tackle the intense and complex work of school integschools and districts to tackle the intense and complex work of school integration.

The only equity of access that is promoted by the heavy - regulation approach is that everyone is equally unable to access schools that refuse to participate in the programs.

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.

Despite Walker's praiseworthy role, what is especially distinctive and intriguing in the book is the part played by Steven Klinsky, an equity - fund manager whose name will not be familiar even to those who follow efforts to create independent choices in schooling.

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 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.

At the end of the six - year program, not only do they come away with a high school diploma, an associate's degree in a chosen field, and career - ready credentials, but they also take over the deeds to like - new duplexes that they've collectively renovated, allowing them to begin establishing wealth by building equity while also receiving passive income and leading long - term revitalization efforts in their communities.

He concludes by arguing that if policymakers are serious about expanding opportunity and equity, they need to take another look at strategies for nurturing academic talent in middle schools: «Long condemned by political opponents, tracking has been overlooked as a potential tool for promoting equity.»

Until CMOs can benefit from the billions of dollars of school bonds raised by districts, they will need «equity - like» investments from philanthropy in order to expand and effectively serve more students.

The report, released late last week and quickly criticized by charter proponents as being skewed, a lso calls for more research and debate on issues of equity and access in charter schools.

We continue to be impressed by how much the master schedule drives everything in the school: instructional quality, equity, and student agency are driven by the design of the master schedule.

In Colorado, charter advocates say they succeeded by framing the issue in terms of equity for all students in all public schoolIn Colorado, charter advocates say they succeeded by framing the issue in terms of equity for all students in all public schoolin terms of equity for all students in all public schoolin all public schools.

Performance increases have not been achieved by ignoring equity; rather, New Orleans has become one of the most equitable urban school districts in the country.

Driven by a deep commitment to equity, DK recognizes the pressing need to recruit and retain educators who share the rich and diverse backgrounds of the students in Denver Public Schools (DPS).

Advocates in Colorado also helped achieve a major funding equity win last year by sticking to a main message: all public school students deserve equal access to public resources.

Failing Our Children, How «No Child Left Behind» Undermines Quality and Equity in Education and An Accountability Model that Supports School Improvement by Monty Neill, EdD., Lisa Guisbond and Bob Schaeffer with James Madison and Life Legeros (FairTest, May 2004: 176pp)... $ 30: Summary Report (28pp) $ 10.

«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.»

According to California's educator equity plan, in 2013 — 14, twice as many students in high - minority as in low - minority schools were being taught by a teacher on a waiver or permit (a teacher not yet even enrolled in a preparation program).