Sentences with phrase «for area charter schools»

INDIANAPOLIS, Ind. (August 25, 2014)-- As parents find new schools for kids displaced by an Indianapolis school closing, Fox 59 looked into the past checkered years for area charter schools.

Not exact matches

I taught for a while at a Muslim charter school in the Bay Area.

«This is a deliberate attack on the Chaldean Catholic Assyrian community of Detroit,» said Wisam Naoum, a community activist helping coordinate legal assistance for detainees and their families at a Chaldean - focused charter school in the area.

So we are trying a new charter school in the area for next year for my oldest while my next child will stay at the neighborhood school.

The majority of New Orleans children attend charter schools — 9 out of 10 — which leaves more room for choice than areas where public schools are most popular.

LIBERTYVILLE — The area served by Libertyville School District 70 and High School District 128 is prime territory for one of the suburbs» first charter schools, members of the A.P.P.L.E. Community Group said Wednesday night.

The area served by Libertyville School District 70 and High School District 128 is prime territory for one of the suburbs» first charter schools, members of the A.P.P.L.E. Community Group said Wednesday night.

The Syracuse area currently has two charter schools and a third will be opening for the 2017 - 18 school year.

In the 25 years since Minnesota passed the first charter school law, these publicly funded but privately operated schools have become a highly sought - after alternative to traditional public education, particularly for underserved students in urban areas.

«SUNY will propose and adopt regulations in accordance with The New York State Administrative Procedure Act... SUNY's first area of focus will be teacher requirements in SUNY authorized charter schools,» Jody Perry, a spokeswoman for SUNY, said in a statement on Thursday.

For instance, charter schools in rural areas are eligible for loan guarantees under a U.S. Department of Agriculture progrFor instance, charter schools in rural areas are eligible for loan guarantees under a U.S. Department of Agriculture progrfor loan guarantees under a U.S. Department of Agriculture program.

Traditional public schools and charter schools located in areas with significant Hispanic populations provide the same level of Spanish - language translation for school materials.

The expansion of charter and magnet schools, along with private school options, does provide some opportunities for children in high - poverty areas to attend schools that are more mixed in terms of class and income.

The National Alliance for Public Charter Schools reports that, nationwide, 55.6 percent of charter schools operate in urban areas, as compared to only 24.5 percent of district sCharter Schools reports that, nationwide, 55.6 percent of charter schools operate in urban areas, as compared to only 24.5 percent of district sSchools reports that, nationwide, 55.6 percent of charter schools operate in urban areas, as compared to only 24.5 percent of district scharter schools operate in urban areas, as compared to only 24.5 percent of district sschools operate in urban areas, as compared to only 24.5 percent of district schoolsschools.

New institutions will need to arise — both to meet needs that are unique to charter schools and to design service packages in older service areas that make sense for charter schools.

Spell out flexibility for state educational agencies (SEAs) to contemplate accountability that looks different in urban areas with many charter schools.

Because magnet and charter schools draw more heavily from urban areas that have distinct demographics, it is important to account for these geographic differences.

But even within the large Census Bureau — defined Core - Based Statistical Areas (CBSAs) used as proxies for metropolitan areas, charters are still disproportionately located in low - SES (socioeconomic status) urban areas, while traditional public schools are dispersed throughout the entire Areas (CBSAs) used as proxies for metropolitan areas, charters are still disproportionately located in low - SES (socioeconomic status) urban areas, while traditional public schools are dispersed throughout the entire areas, charters are still disproportionately located in low - SES (socioeconomic status) urban areas, while traditional public schools are dispersed throughout the entire areas, while traditional public schools are dispersed throughout the entire CBSA.

The focal measures in this table are shown in the last two columns, where the authors present the percentage of charter school students (from the entire metropolitan area) in schools with greater than 90 percent minority students alongside the similar figure for traditional public schools.

On June 16, 2007, Envision Schools, a nonprofit organization that manages charter schools in the San Francisco Bay Area, held its first commencement for its flagship school, the Marin School of Arts and TechSchools, a nonprofit organization that manages charter schools in the San Francisco Bay Area, held its first commencement for its flagship school, the Marin School of Arts and Techschools in the San Francisco Bay Area, held its first commencement for its flagship school, the Marin School of Arts and Technschool, the Marin School of Arts and TechnSchool of Arts and Technology.

In addition, a 2016 analysis by Innovate Public Schools found the majority of Bay Area public schools achieving above - average results for low - income Latino and African American students were charter sSchools found the majority of Bay Area public schools achieving above - average results for low - income Latino and African American students were charter sschools achieving above - average results for low - income Latino and African American students were charter schoolsschools.

An item in the Report Roundup in the March 22, 2006, issue of Education Week («KIPP Charter Schools») gave an incorrect title for an evaluation of the Bay Area KIPP Schools.

Charter schools, and philanthropies that support them, should also consider targeting new, less politically fraught, areas for growth and cultivating a more diverse supply of charter school Charter schools, and philanthropies that support them, should also consider targeting new, less politically fraught, areas for growth and cultivating a more diverse supply of charter school charter school models.

New charters in the Bay Area — particularly in Oakland — are spending a lot of time and energy competing with other charter schools for facilities and resources.

For example, the authors note that in the Washington, D.C., CBSA, 91 percent of students in charter schools attend hypersegregated schools, while only 20 percent of students in that same area attend hypersegregated traditional public schools.

Charter advocates in the Bay Area seem to subscribe to a «survival of the fittest» ethic, which holds that because running a successful charter school requires so much capacity, if potential operators are scared off from pursuing an application without a lot of handholding, it's probably for thCharter advocates in the Bay Area seem to subscribe to a «survival of the fittest» ethic, which holds that because running a successful charter school requires so much capacity, if potential operators are scared off from pursuing an application without a lot of handholding, it's probably for thcharter school requires so much capacity, if potential operators are scared off from pursuing an application without a lot of handholding, it's probably for the best.

«There are very few good options in school nutrition, and most schools serve their kids lousy food that is unappealing,» says Bob Nardo, managing director of operations for KIPP TEAM Charter Schools in Newark, N.J. «This is a problem everywhere, but particularly in low - income areas that are considered food deserts, where you can't get adequate, nutritious food schools serve their kids lousy food that is unappealing,» says Bob Nardo, managing director of operations for KIPP TEAM Charter Schools in Newark, N.J. «This is a problem everywhere, but particularly in low - income areas that are considered food deserts, where you can't get adequate, nutritious food Schools in Newark, N.J. «This is a problem everywhere, but particularly in low - income areas that are considered food deserts, where you can't get adequate, nutritious food nearby.

In a 2015 report, Stanford University's Center for Research on Education Outcomes (CREDO) found that the average charter - school student in the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter school.

This comparison is likely to generate misleading conclusions for one simple reason, as the authors themselves point out on the first page of the executive summary and then again on page 57 of the full report: «the concentration of charter schools in urban areas skews the charter school enrollment towards having higher percentages of poor and minority students.»

For example, while these five urban charter schools offer an existence proof that high standardized test scores are possible and within the grasp of every student in this country, it is equally true that the several practices of successful traditional schools in areas such as special education, the arts, or second language proficiency, offer insights for the charter worFor example, while these five urban charter schools offer an existence proof that high standardized test scores are possible and within the grasp of every student in this country, it is equally true that the several practices of successful traditional schools in areas such as special education, the arts, or second language proficiency, offer insights for the charter worfor the charter world.

An interactive map shows the charter deserts in each area of the country, as well as pinpoints for where charter elementary schools are located.

Here you must control for the fact that the existence of a charter school may reflect factors in an area that also determine the area's demand for certain teacher characteristics.

Public school teachers who teach in their areas of certification earn a substantial wage premium, 9 percent, compared with a premium that is not meaningfully different from zero for charter teachers and a 2 percent premium for private school teachers.

This is unlikely, given that a charter school has little incentive to move into an area where schools are already doing what it plans to do, but I tested for it anyway.

Additionally, the case could easily be made for charter schools in areas that are neither Charter Deserts nor Opportunitycharter schools in areas that are neither Charter Deserts nor OpportunityCharter Deserts nor Opportunity Zones.

In contrast to progressive charters in suburban areas, central - city charters typically embrace the «no - excuses» model of teaching and learning, emphasizing strict dress codes, rigorous discipline, extended school days and school years, and high expectations for performance on standardized tests.

Similar to our analysis of charter schools, access to private schools is much higher for families from urban areas relative to families from rural areas (although the difference is not as large).

For example, the Civil Rights Project reports that, in the metropolitan area surrounding the District of Columbia, 91.2 percent of charter students are in segregated schools, compared with just 20.9 percent of students in traditional public schools.

The authors of the new study modified the analysis conducted by the CRP so that the percentage of students in segregated charter schools in just the central city would be compared to the percentage of students in segregated traditional public schools within the same central city for 8 large metropolitan areas.

Tuition scholarships for poor families are heavily oversubscribed as are charter schools in areas where officials restrict the size and number of charter schools despite the many families that desire to enroll their children.

One area under particular scrutiny is education, where funding for programs such as charter and pilot schools, mainstays in the effort to bring innovative teaching...

In California, especially in rural areas, charters offer parents their only options for specialty schools such as Montessori and Waldorf.

Candidate Beyond Minimally Adequate: Building Public Support for High - Quality, Accessible Charter Schools in South Carolina Tuesday, April 11, 4:00 - 5:00 p.m., Gutman Conference Center, Area 1

However, our data do not tell us whether the charter presence is causing opinion to change or whether charters took root in these areas because of underlying public support for charter schools.

Despite the challenges faced in most areas of the country, some charter schools offer high - quality pre-K programs that adapt the best assets of their distinctive models and cultures to meet the unique needs of young children and prepare them well for kindergarten.

In nonurban areas, where many students achieve at reasonably high levels even without a charter school option, parents may not be looking for this approach.

At a time when charter schools account for 10, 25, even 45 percent of public school enrollment in urban areas, this represents thousands of students across the country who won't start the school year with the teachers they need.

In contrast to charters in suburban areas, which tend toward a progressive pedagogy, central - city charters typically embrace the «no - excuses» model of teaching and learning, emphasizing strict dress codes, rigorous discipline, extended school days and school years, and high expectations for performance on standardized tests.

The push for rural consolidation is all the stranger given the movement in urban areas toward smaller schools, including charter schools, so that classroom sizes are smaller and there is more accountability among students, parents, and administrators.

An instructional development director from a charter schools network in the San Francisco area shares his plan for acquiring 300 donated digital reading devices for students.