Sentences with phrase «failing urban districts»

In an effort toward conciliation, the Christie Administration appears to have signaled that it's prepared to limit charter school expansion to chronically failing urban districts.

I strongly oppose permitting districts — especially failing urban districts — to authorize charters.

The RSD is infinitely superior to the failed urban district and, though the ASD is still the understudy, thanks to Barbic's tutelage, we may soon see its name in lights.

You see, I'm in a lopsided fight with the failed urban district and its reactionary defenders.

The use of equity claims to protect the failed urban district may not be in the best interest of low - income kids.

The Recovery School District is infinitely superior to the failed urban district and, though the Achievement School District is still the understudy, we may soon see its name in lights.

Not exact matches

The Times article also notes that a price increase could drive more parents to simply fail to pay for the lunches their children take, which creates a significant financial burden for large urban districts in particular.

Off topic questions included: the ISIS in Iraq and potential threats to New York, his hair color in a World Cup themed picture, the City's negotiations with CW Capital concerning Stuyvesant Town, whether he concerned that religion - affiliated CBO's pre-K programs will involve some religious instruction or indoctrination, the Rent Guidelines Board and a possible rent increase, rating his administration on it's FOIL responsiveness, whether subway dancers are a «sign of urban decay», whether he is contemplating a special district for failing schools and whether there is symbolism is seeking to bring the Democratic National Convention to Brooklyn rather than Manhattan and whether he has coordinated that effort with Hillary Clinton.

The President's budget contains support for urban and rural school districts undertaking tough reforms including ending social promotion and fixing failing schools.

But for large, dysfunctional urban districts with political boards and dismal performance, especially those now actively losing enrollment and facing the downward spiral described above, there is rarely a viable path for improvement and competition with charters that does not involve a partial or complete restructuring of what really is a failed delivery model.

Plaintiffs in these lawsuits say they favor high standards and accountability and then point to data showing that large numbers of students in urban districts fail to meet heightened standards.

Andy Smarick makes a compelling argument that we would be better off closing failing schools, but he doesn't take into account the stark reality that often urban districts simply have too many «failing schools» to close them all.

Throughout the duration of the urban district's failed career, we've focused incessantly on the classroom — giving its teachers more money, reducing the number of kids sitting inside its four walls, adjusting what's taught, how it's taught, how we assess what's taught, and on and on and on.

Houston and other urban districts must also increase their use of chartering to create new options in neighborhoods where schools consistently fail to educate students to state standards.

Meanwhile, two - thirds of CPS schools failed to meet state proficiency standards under Illinois's accountability system, and Chicago remained among the nation's lowest - performing urban districts on the National Assessment of Educational Progress.

But over the years, as urban districts have failed to produce the results desired, state governments have sought to recapture this authority.

That is, urban districts have failed for fifty years; their failure preceded charters; and D.C. has shown that the district can progress while chartering grows to 50 percent.

Like Chicago, these urban districts — such as Los Angeles, Philadelphia, Miami, St. Louis and Cleveland — are struggling to figure out the role of failing neighborhood high schools that have been on life support for decades.

My study eventually led me to conclude that we actually had a system - level problem: The existence of long - failing schools was a symptom of the urban school district.

In one high - performing midwestern urban district, for example, two schools became a focus for district intervention during the final year of our study because they failed to meet AYP targets (the first two schools to be designated in that status).

While it would be easy to focus our work on the largest and most proximal urban districts, we realized that we would be failing to truly serve our community's needs if we limited our focus to these sites.

With behind - the - scenes reporting, observations in classrooms and conversations with teachers, parents, reformers, funders and others with a stake in Newark schools, Russakoff tells the tale of how moneyed outsiders failed in the end to turnaround a failing urban school district.

The public school system has mostly failed to provide those urban minority communities with the same quality of educational opportunities as their white peers, and in the early 90s policy leaders of both parties said enough was enough and began to support the charter school concept: public schools that would be independent from school district bureaucracies, free to innovate and more accountable for results.

«If students knew when they woke up in the morning that what they had to say really mattered in what changes were made in the school - they would really come,» says RaShawn, 17, who attends an overcrowded urban high school his district has labeled as failing.

Charter schools did not cause urban school districts to fail; urban school districts failed and caused parents to demand better options, like charter schools.

Some of the most dramatic gains in urban education have come from school districts using a «portfolio strategy»: negotiating performance agreements with some mix of traditional, charter and hybrid public schools, allowing them great autonomy, letting them handcraft their schools to fit the needs of their students, giving parents their choice of schools, replicating successful schools and replacing failing schools.

A recent attempt by the 11,000 - student urban district to pass a $ 49.8 million bond issue for school construction and repair - its first since the 1960s - failed earlier this year.

The sheer number of failing and non-failing schools in urban districts increases the likelihood closing a school will happen in a black neighborhood.

Unfortunately, even if most CT districts do well, even excellently, 40 % of school children are in the failing or low performing districts (there are fewer urban districts but they are very large).

Muhammed Akil, Parent Coalition for Excellent Education (PC2E) Executive Director added: «Today's so - called protest held by supporters of the troubled educational status quo was yet another example critics from predominantly suburban communities with excellent educational options for their children trying to limit high quality choices for parents in urban communities whose districts have too often failed to provide them adequate options.

It has always been a project of an uneasy, left - right political alliance: moderate Democrats who feel traditional urban districts are failing poor, minority kids, and conservatives who emphasize the idea that free markets can be counted on more than government and unions to produce results.

Reformers say its successes as an almost all - charter, state - controlled district make it a model for other failing urban school systems.

«As a nation and a state, we have clearly failed to address the inequalities that disproportionally impact many urban school districts where kids are poor and segregated.

He added that other urban districts around the country have made strides in assuring that teachers from one failing school do not end up in another failing school.

For many years, I have been part of creating positive change in Connecticut's schools, both in suburban and urban districts, in schools with high standardized test scores and those labeled as «failing schools» due to their standardized test scores.

When large percentages of minority children do not complete high school and almost half of those in urban districts can not read at grade level, the lucky few who fit into the «diversity» quotas for higher education are insignificant in number compared to those condemned to permanent second class status by failing schools.

In many districts, especially large urban districts, the psychologists carry such huge case loads that the special educator may be expected to write the report — a report that is often returned multiple times because the special educator has failed to read the mind of the psychologist.

Most studies, however, fail to pull out administrative costs as a separate entity in cost functions, as the cost of running schools are a combination of many factors such as student: teacher ratio, number of students from impoverished backgrounds, number of special education students, rural v. urban locations, labor costs, school size, and district size.