Not exact matches
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.
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.
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).
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.
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.
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).
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.
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.