Sentences with phrase «equity in schools serving»

The mission of the Option in Multilingual and Multicultural Education is to provide advanced level candidates with a foundation in research, curriculum, and leadership in order to promote equity in schools serving linguistically and culturally diverse (LCD) learners.

Gain a foundation in research, curriculum, and leadership that will assist in promoting equity in schools serving LCD learners.

Not exact matches

He is currently an Entrepreneur in Residence at UNC — Chapel Hill, and teaches in the Minor in Entrepreneurship as well as serving as the instructor for two private equity classes at Kenan - Flagler Business School.

After business school, Charles served as an Associate with NationsBank Capital Investors (subsequently Bank of America Capital Investors, recently spun off as Ridgemont Equity Partners), an investor in small and mid-market buyouts.

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.»

The chancellor said it was important to have an «equity lens» to serve disadvantaged students and vowed «we're going to have resources» to serve them when they're integrated in schools with higher - performing students.

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 Washington, D.C.

Choosing Schools «most unique contribution is to evaluate systems of school choice in terms of how they could serve various public interests - namely, the degree to which a system of choice can promote equity, student achievement, and social capital (or social connectedness).

It is adequate to conclude, from international perspective, that the most disadvantaged schools, especially those serving large proportions of aboriginal children and other children with special needs, should be much better resourced if equity is to be enhanced in Australia.

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.

Here's an example of how NCTQ mis - reads the research: Standard 13 is «Equity» and judges teacher prep programs based on whether «The program ensures that teacher candidates experience schools that are successful in serving students who have been traditionally underserved.»

We have alumni who work in public policy organizations, serve on local school boards, practice education law, and fight for equity in school finance or, as physicians in low - income communities, provide quality health care for children.

Private schools can serve whomever they want, but if they take public dollars, equity regulations will kick in.

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.

With a focus on equity, innovation, and quality, Dr. William R. Hite, Jr. serves as Superintendent of the School District of Philadelphia, the largest public school system in the Commonwealth of PennsylSchool District of Philadelphia, the largest public school system in the Commonwealth of Pennsylschool system in the Commonwealth of Pennsylvania.

Last year's equity DCL was signed by the assistant secretary for civil rights, Catherine E. Lhamon, who prior to joining OCR had served as lead attorney for the American Civil Liberties Union in a major California school - finance case.

Residents learn about and through culturally relevant, anti-racist teaching practices, and are prepared — in the words of former SFUSD Superintendent Richard Carranza — to serve as «equity crusaders» in SF public schools.

With roots in community organizing and a deep level of passion towards the pursuit of academic equity for historically underserved communities, Dr. Lyons - Moore is dedicated to ensuring that schooling experiences are accessible, responsive, and relevant to students, families, and the communities they serve.

She was a 2012 - 13 Leadership for Educational Equity Emerging Political Leaders fellow, and in 2011, she served as the executive director of one of Detroit's only two Children's Defense Fund Freedom Schools.

Today, Chicago Public Schools — the third largest school district in the nation serving over 400,000 students — will stand with its sister cities in adopting a policy and programming blueprint that increases the access to, equity in, and quality of arts education.

Throughout California, school district leaders are using their newfound flexibility under LCFF to put summer to work in ways that serve equity goals.

If we care about equity in our public schools, we need to stop looking at which bureaucracy is administering and instead look at who the school is serving and how well those kids are doing.

She serves as a consultant to school districts on a variety of educational equity solutions; from developing stakeholder engagement strategies to strategic planning to meet the equity and diversity challenges that prevail in workplaces.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. PageIn the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

She received an MBA and Masters in Education at Stanford University, and her Bachelor of Science degree in Agricultural Economics at Cornell University.Gloria teaches a class on education entrepreneurship at Stanford Graduate School of Business, and serves as on the Board of Directors for Great Oakland Public Schools Leadership Center and the National Equity Project.

Overview This opportunity for learning and dialogue, developed in partnership with the Campaign for High School Equity, will include a small group of national education and youth - serving organizations representing the broad range of actors in the civil rights and education

As a result of this change to the tax code, banks and equity funds that invest in charter schools in under - served areas can take advantage of a very generous tax credit.

The Regional Equity Assistance Centers — Fifty Years and Counting: Forging Civil - Rights - Based Technical Assistance to Serve All Students by Building Equity - Centered Capacity in Public Schools, Bradley Scott, Essential Approaches for Excellence & Sustainable School System Transformation, April 2016

If constituents are willing to accept less - than - perfectly - integrated schools in the interest of better serving different constituencies and drawing on teacher strengths, it will be crucial to monitor those schools for resource equity and academic quality and to provide students with frequent opportunities to interact meaningfully with students from the other learning communities.

The IDRA South Central Collaborative for Equity provides technical assistance and training in many forms to serve public schools in its service region, including charter and magnet schools.

The O'Farrell Charter School provides a multi-cultural, linguistically and racially diverse learning environment in which students experience educational equity and are encouraged to serve their community.

To understand how well this school... More serves all its students, review the information below in the Equity section.

In December 2015, Congress passed the Every Student Succeeds Act (ESSA), [1] which requires states and districts to determine whether low - income students and students of color in Title I schools are served at disproportionate rates by ineffective, out - of - field, or inexperienced teachers, and take steps to address any identified disproportionalities (i.e., gaps in equityIn December 2015, Congress passed the Every Student Succeeds Act (ESSA), [1] which requires states and districts to determine whether low - income students and students of color in Title I schools are served at disproportionate rates by ineffective, out - of - field, or inexperienced teachers, and take steps to address any identified disproportionalities (i.e., gaps in equityin Title I schools are served at disproportionate rates by ineffective, out - of - field, or inexperienced teachers, and take steps to address any identified disproportionalities (i.e., gaps in equityin equity).

The California Collaborative on District Reform joins researchers, practitioners, policymakers, and funders in ongoing, evidence - based dialogue and collective action to improve outcomes for all students in California's urban school systems, with particular attention to equity and access for traditionally under - served students in the state.

He is passionate about educational equity and reform, and serves as a Board member for River Charter Schools in Yolo County, Ca.

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.

Tracie Noriega is currently in her 20th year in Education and currently serves the students of New Haven Unified School District, as the Director of Assessment and Evaluation, and as one of the chairs of the district's Equity Council.

The report also addresses equity and funding issues that exacerbate distrust between districts and charter schools, and examines ways in which the two sectors may work together to improve opportunities for all students to attend charter schools and to increase charter schools» access to district resources that would enhance their ability to serve all types of students.

He frequently serves in an advisory capacity to organizations committed to teaching quality, equity, and social justice in America's schools.

«Although the approach is appropriate for students of all backgrounds, many community schools serve neighborhoods where poverty and racism erect barriers to learning, and where families have few resources to supplement what typical schools provide,» said Jeannie Oakes, who is an LPI scholar in residence and Presidential Professor Emeritus in Educational Equity at the University of California, Los Angeles.

Economic Hardship Waiver Firstline Schools seeks to balance fairness (i.e., all participating students should pay the same fee) with equity and an acknowledgment of economic hardship facing many families in the communities that we serve.

In district - level analysis, the Education Trust finds that nationally districts serving high concentrations of low - income students receive on average $ 1,200 less in state and local funding than districts that serve low concentrations of low - income students, and that gap widens to $ 2,000 when comparing high - minority and low - minority districts.17 These findings are further reflected by national funding equity measures reported by Education Week, which indicate that wealthy school districts spend more per student than poorer school districts do on average.In district - level analysis, the Education Trust finds that nationally districts serving high concentrations of low - income students receive on average $ 1,200 less in state and local funding than districts that serve low concentrations of low - income students, and that gap widens to $ 2,000 when comparing high - minority and low - minority districts.17 These findings are further reflected by national funding equity measures reported by Education Week, which indicate that wealthy school districts spend more per student than poorer school districts do on average.in state and local funding than districts that serve low concentrations of low - income students, and that gap widens to $ 2,000 when comparing high - minority and low - minority districts.17 These findings are further reflected by national funding equity measures reported by Education Week, which indicate that wealthy school districts spend more per student than poorer school districts do on average.18

• Is able to articulate a philosophy of education grounded in equity and social justice • Has a strong content background • Shows evidence of working collaboratively • Expresses an interest in serving the community • Has a grasp of data - based inquiry • Has an asset - based orientation to family and community • Possesses effective communication skills • Will commit to three years of teaching in a partnering school district upon certification

Since its inception in 2010, LAUTR has trained seven cohorts of equity - minded teachers who are now serving as teachers of record in high - need schools in Los Angeles.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

Madeline Pérez echoes this comment in her dissertation proclaiming a school will only «fulfill its espoused theory of ensuring choice and equity when educational administrators cease to operate a process that serves a majority of low - income people of color based solely on white middle - class assumptions and redesign appropriately.»

A major collector of African American art, Cafritz spent decades serving on the boards of government and cultural institutions — the D.C. Commission on the Arts and Humanities, American Film Institute, Smithsonian Cultural Equity Committee, and D.C. School Board — working to bring about diversity in mainstream organizations and opportunities for underserved populations.

He also serves as the Artist - in - Residence at New Roots Public Charter School, focusing on social equity and environmental justice, and is a trained facilitator for Talking Circles On Race and Racism, at the Multicultural Resource Center, both in Ithaca, NY.

He also served as co-investigator with OSLC scientist Dr. Charles R. Martinez, Jr. (now director of the Center for Equity Promotion in the College of Education at the University of Oregon) on a variety of projects through the Oregon Social Learning Center Latino Research Team, including the Latino Youth and Family Empowerment Project I and II, which developed and tested a culturally specific parent training intervention for Latino families with youngsters at risk for substance use and related problems; the Adolescent Latino Acculturation Study, which was designed to learn more about how Latino families and their middle school youth who have immigrated to the U.S. adapt to life in this country; and PREVENIR, which developed and refined a culturally specific parent and teacher training program in four countries in Central America.