Sentences with phrase «failure by the public schools»

Not exact matches

By that measure, charter schools are a complete failure, since nothing has ever come out of a charter school and been incorporated into a public school — nothing has even been tried.

The system by which New York would amend its constitution is «cumbersome, lengthy and probably doomed to failure,» said Doug Muzzio, a professor of political science at Baruch College's Marxe School of Public and International Affairs.

We have made a major breakthrough to end this cycle of failure by partnering with Catholic Charities, Buffalo Public Schools and the Say Yes program.

She is also working on a book about school turnaround driven by her personal experiences through her brother, Maurice, who was functionally illiterate as a result of failures in the public school system and died at a young age.

She is more determined than ever to work on behalf of the children that she feels are affected most by the failures of the current system: those educated in inner - city, lower - income, ethnic - minority majority public school districts.

Portland, Ore. — State school chiefs, viewed as major beneficiaries of Reagan Administration actions to date, are increasingly troubled by the President's failure to define his position on public schooling.

As Lamb, Teese and Polesel have shown, with the increasing residualisation of public schools caused by the flight of cultural capital — itself a result of years of federal and state neglect and artificial choice programs promoting private schools — public schools have a larger proportion of problematic learners, disadvantaged and refugee families, and students at risk of school failure, but have larger class sizes than ever before in comparison with most private schools.

Washington — The Environmental Protection Agency, by failing to place a high priority on the problem of asbestos in schools, is to blame for the low level of public awareness of the hazards of the substance and the consequent failure of many local school officials to act promptly upon identifying problems, an agency management team has concluded.

A successful school - accountability system contains three basic elements: It gauges education quality and progress by measuring data that accurately reflect student achievement; it disseminates the results to parents and the public in a simple and transparent manner; and it rewards and incentivizes success and provides interventions to support low - performing schools and reverse failure.

Even public policy — notoriously glacial — responded to the decades of urban - district failure by creating chartering, recovery school districts, mayoral takeovers, and much more.

Blaming the failure of teachers on policies that allow charter schools to syphon off resources that they need to be better teachers was met with the response by DeVos that «traditional public schools and charter schools should be thought of as parts of the same public school system,» an accurate and valid response!

«On Shaky Ground» by California Watch is a California «investigation uncovering the systemic failures by the state's chief regulator of construction standards for public schools.»

ECOT executives downplay their failures in part by blaming public schools for «sending» low - achieving students to charter schools.

The failure of many traditional attempts by schools to engage students as partners in education leadership or «democratic education» lies in the mixed messages of many communities» agendas for public education.

The NYS Charter Schools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement rSchools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement rschools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement rschools established under this article accountable for meeting measurable student achievement results.

Create separate standards for education by exclusion, and continue the drumbeat of «public school failure».

In a recent commentary piece written for the Stamford Advocate and other Connecticut newspapers owned by Hearst Media, Wendy Lecker, the outspoken school advocate wrote about our nation and state's failure to truly deal with racial isolation in our public schools.

She left the Bush administration before his second term ended and has since researched and written about the goals of «reform» that parents and teachers and societies may disagree with — get rid of or render toothless any unions, punish teachers for any failure of a student or a school, close as many public schools as possible in order to open private, for - profit schools run by foundations whose motives and agendas are not fully visible.

In «Still left behind,» the CEOs of Chicago's largest corporations claimed that all — ALL — Chicago public schools were «failures» and had to be replaced by charters and other privatization schemes.

«The schools» failure to receive the January payment may ultimately result in the schools» bankruptcy and closure and the relocation of over 16,000 students in the middle of the school year,» according to the document filed by attorneys for BESE, the state Department of Education, the Louisiana Association of Public Charter Schools and several individual charter sschools» failure to receive the January payment may ultimately result in the schools» bankruptcy and closure and the relocation of over 16,000 students in the middle of the school year,» according to the document filed by attorneys for BESE, the state Department of Education, the Louisiana Association of Public Charter Schools and several individual charter sschools» bankruptcy and closure and the relocation of over 16,000 students in the middle of the school year,» according to the document filed by attorneys for BESE, the state Department of Education, the Louisiana Association of Public Charter Schools and several individual charter sSchools and several individual charter schoolsschools.

The report describes how the incredibly successful campaign behind charters — that relied on branding public schools as «failures» and pitched the private sector as the only source for solutions — was supported by «a powerful political, legal, and marketing infrastructure.»

The No Child Left Behind Act, which allowed states to set their own public school standards for «proficiency,» is opposed and considered a failure by all factions in the education world.

One need only look at Trenton Public Schools which, while showing some signs of improvement, have long been plagued by the same infractions as IAT: failure to provide a strong education program and failure to show sustained organizational stability.

After months of silence and despite the overwhelming fact that there is no federal or state law that allows the government or school districts to punish children (or parents) who opt their children out of the Common Core Testing Scam, Malloy's interim Commissioner of Education incredibly instructed school superintendents to continue their unethical and immoral harassment of parents who are seeking to protect their children by opting them out of the Common Core SBAC Tests — A test that is rigged to ensure that as many as 7 in 10 Connecticut public school students are deemed failures and that more than 90 percent of special education students and English Language Learners have «fail» attached to their academic records.

This battle isn't about Clark School's failure... it is about closing a Hartford public school so that Achievement First, Inc. the large charter school management company co-founded by Malloy's Commissioner of Education, Stefan Pryor, can get a second Hartford school — and a free school building atSchool's failure... it is about closing a Hartford public school so that Achievement First, Inc. the large charter school management company co-founded by Malloy's Commissioner of Education, Stefan Pryor, can get a second Hartford school — and a free school building atschool so that Achievement First, Inc. the large charter school management company co-founded by Malloy's Commissioner of Education, Stefan Pryor, can get a second Hartford school — and a free school building atschool management company co-founded by Malloy's Commissioner of Education, Stefan Pryor, can get a second Hartford school — and a free school building atschool — and a free school building atschool building at that.

But in a sadly predictable move, Governor Dannel Malloy's political appointees on the State Board of Education continued their incredible record of failure by refusing to step at today's State Board of Education meeting to protect Connecticut's public school parents and children.

Although the observations that follow are based mainly on UK experience, similar trends appear to be emerging across global education systems: increased public accountability in tandem with greater autonomy for schools; an urgent imperative to close the opportunity gap between affluent and poorer communities; national, public or state authority over schools being replaced by stakeholder communities or not - for - profit mission - driven organisations impatient with endemic failures of the status quo.

To me it looked like an attempt to reinforce the advancement of charter schools, vouchers and privatization by making all public schools look like «failures» by 2014.

A flawed report released in the spring by In the Public Interest, a far left policy outfit, was named «The Failure of Policy Planning in California's Charter School Facility Funding.»

Advances in prevention in public health2 provide a model for prevention of adolescent health - risk behaviors by focusing on risk and protective factors predictive of these behaviors.3, 4 Research on the predictors of school failure, delinquency, drug abuse, teen pregnancy, and violence indicates that many of the same factors predict these different outcomes.5, 6 Recent research has shown that bonding to school and family protects against a broad range of health - risk behaviors in adoles cence.6 Yet, prevention studies typically have focused narrowly on a specific outcome, such as preventing substance abuse, and on attitudes and social influences that predict that outcome.7, 8 Previous studies on prevention have not sought to address the shared risk and protective factors for diverse health - risk behaviors that are the main threats to adolescent health.