Sentences with phrase «families more school choices»

Choudhury, 34, can be found juggling what he calls «design for diversity» as he focuses on providing students and their families more school choices in San Antonio, and a new enrollment system that will make those choices easier to access in a district where many families who could afford to leave did so, or who sent their children to private schools or charter schools, said Superintendent Pedro Martinez.

Not exact matches

Of course, I was a public school kid, who had a crazy family life, and here I am, a decent human being:) This is an important decision, although your child won't necessarily be «ruined» whichever choice you make:) That was more like a dollar's worth of advice!

After - school care may be a good child care choice for a work - at - home parent's family, even if one of the reasons to work at home is spending more time with family.

is about putting children on the path to a healthy future during their earliest months and years; giving parents helpful information and fostering environments that support healthy choices; providing healthier foods in our schools; ensuring that every family has access to healthy, affordable food; and helping children become more physically active.

The School Choice movement imagines a possible future where the social impulse of Waldorf education and its accessibility to more families of all economic levels might be realized.

Commitments outlined in Standing up for families include more choice over nursery education, help for families to access childcare and support for school buses.

«They are popular with parents, ensuring thousands more families have the choice of a good local school.

Other announcements expected include reform of the system for diagnosing and helping children with special educational needs to give parents more choice in how they are schooled; reforms to the family justice system to speed up care proceedings so no cases take more than six months; and promised changes to the adoption system to make sure parents and children are matched more quickly.

The deal they secured in the New York Budget reduces student testing, puts the best teachers in our classrooms while removing ineffective ones, and gives schools more resources and families more choices.

Providing schools with more resources and families more choices.

In the most recent election, Mr. Cuomo raised more than $ 2 million from supporters of charter schools and school choice, from their companies or from their families.

A study reported in the Archives of Family Medicine found that kids who regularly sit down with their families for an evening meal make wiser food choices, eat more vegetables, and get more nutrients than those who do not.2 For older children, the American Psychological Association found that family mealtime plays an important role in helping teens deal with the pressures of adolescence, such as motivation for school, peer relationships, depression, and making better choices with drugs and alFamily Medicine found that kids who regularly sit down with their families for an evening meal make wiser food choices, eat more vegetables, and get more nutrients than those who do not.2 For older children, the American Psychological Association found that family mealtime plays an important role in helping teens deal with the pressures of adolescence, such as motivation for school, peer relationships, depression, and making better choices with drugs and alfamily mealtime plays an important role in helping teens deal with the pressures of adolescence, such as motivation for school, peer relationships, depression, and making better choices with drugs and alcohol.

The Catholic schools in this city have provided genuine choice for children from low - income and working - class families for more than 150 years.

Several school leaders said if a private school choice program with strong funding existed in their states, more families who already desire their school would be able to afford tuition — increasing enrollment and resources to serve them while maintaining their Catholic identity.

They are popular with parents, ensuring thousands more families have the choice of a good local school.

An analysis of more than 100 million individual searches on the nation's largest school - quality website finds that expanded local choice motivates families to become more informed about their educational options.

On the contrary, the evidence seems to suggest that the families that are most in need of school choice — minorities, low - income households, and students with lower prior academic achievement — are more likely to apply.

Rather, the racial patterns we observe in charter schools are the result of the choices students and families make as they seek more attractive schooling options.

Many more families are taking advantage of many more forms of school choice.

And families at a choice school are more concentrated physically so that they can be better informed and organized for political action.

And the beauty of expanding school choice is that it generates its own advocates as families that benefit from these programs lobby to protect and expand their choices.We are almost at the point where ed reform organizations don't have to do very much other than to coordinate choice families pushing for more choices.

The key points from each strand are highlighted as follows: Early Identification and support • Early identification of need: health and development review at 2/2.5 years • Support in early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tribunal

At least 60 percent of rural families are within ten miles of intradistrict choice, interdistrict choice, and private schools, but urban families are more likely to have these choices close by.

Big - city public schools are in big - time trouble, and many families send their children to their local school more out of necessity than choice.

School choice is definitely good, empowering families by upending a system in which education providers are more powerfully incentivized to influence politicians than to satisfy parents.

We estimate that private school choice and intradistrict choice (allowing families to choose any traditional public school in their district) have the largest potential to expand the sets of schools to which families have access, with more than 80 percent of families having at least one of these «choice» schools within five miles of home.

It remains to be seen what these methods will be, but it is a possibility that the uncertainty caused by Brexit and the additional hurdles — like more stringent visa entry regimes - needed to be overcome could lead families to look elsewhere for private schooling, seeking countries that appear to be the easier and more reliable choice.

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.

For example, expanding distance from one mile to five more than doubles the number of families who could gain access to a choice of at least two public schools under an intradistrict choice policy.

However, families in rural areas are much more likely to have to travel 5 to 10 miles to reach the choice school.

For example, by increasing «as the crow flies» travel distance from one mile to five miles, we more than double the number of families who could potentially take advantage of a private school or an intradistrict choice policy.

At a time when American education is striving to customize its offerings to students» interests and needs, and to afford families more choices among schools and education programs, the market is pointing to the skimpy supply of schools of this kind.

The district had been freed from mayoral control after more than a century, and a high - energy superintendent was leading bold moves to de-emphasize central administration, give schools greater autonomy, and engage families in a revitalized portfolio of educational choice.

What has made the school choice movement successful is not allowing peripheral issues — however important they are — to interfere with our work to help as many families and children as possible access more and better educational options.

Big - city public schools are in big - time trouble, and many families send their children to their local schools more out of necessity than choice.

Families that make more choices, on average, receive a place at schools with higher GCSE results, it says.

I say this as one of the few government administrators openly interested in the rights of low - income families to access non-governmental schools: Absent better systemic answers than those offered by ideologues, publicly funded private school choice for all children will continue to be more of a factor in legislative debates and scholarly conferences than in the homes and neighborhoods of America's youth.

In a symbiotic and mutually reinforcing way, a robust public school choice system can help to attract young families to an urban area while an influx of young families can also create political momentum around more robust systems of public school choice.

These departures cost the district $ 125 million in lost revenues each year and left many school buildings half - empty... The exposé provided an opening for then - Superintendent Michael Bennet and the school board to pursue a more aggressive set of reforms focused on improving school quality and offering families greater choice.»

These families are more likely to engage in online school research and to use GreatSchools.org in the absence of school choice.

Third, our results suggest that online search tools such as GreatSchools can be powerful mechanisms through which to provide families with the information they need to take advantage of choice programs and about local schooling options more broadly.

«The state of Connecticut has done a number of things and committed hundreds of millions of dollars to improving the quality of schools and education as well as providing more choices for Hartford students and their families,» Murphy said.

By tapping philanthropist and school - choice advocate Betsy DeVos for education secretary, Trump has signaled that he intends to make good on his pledge to use $ 20 billion in federal funds to give students from poor families more options.

This is so senior teachers can choose the schools they believe are the best workplaces — most often schools in nicer neighborhoods with students from higher - income families — while newer teachers with no seniority rights and fewer choices tend to work in more disadvantaged schools serving poorer students.

It raises the odds that charter schools can retain the freedoms and flexibilities that underpin their success, and it provides families with more choice as they select among charters, a local neighborhood school, and other specialized DCPS options.

Check out our Types of School Choice page to learn more about how different educational choice options are funded and how they work for famChoice page to learn more about how different educational choice options are funded and how they work for famchoice options are funded and how they work for families.

Potter, who like many education reformers supports public school choice in the form of charter schools but opposes vouchers, argues Nevada's private schools will be exempt from requirements to teach the more challenging students, including those with disabilities or those from poor families.

Later, as associate superintendent for the Ohio Department of Education's Center for School Options and Finance, he supervised the distribution of more than $ 7 billion annually to Ohio K - 12 school districts and developed policies and legislative recommendations on school finance and educational choices for famSchool Options and Finance, he supervised the distribution of more than $ 7 billion annually to Ohio K - 12 school districts and developed policies and legislative recommendations on school finance and educational choices for famschool districts and developed policies and legislative recommendations on school finance and educational choices for famschool finance and educational choices for families.

In one sense, the upshot of charter laws has been much like that of private - school choice programs: They gave families more K - 12 options from which to choose.

While intra / inter-district transfer programs and magnet schools present more choices to families, it is important to consider the following key features adopted from a recent research brief by Kara S. Finnigan and Jennifer Jellison Holme to ensure equal access and equity of participation.