Sentences with phrase «for public school pupils»

It is wrong that the planned annual state outlay for voucher pupils will be up to $ 8,403 while that for public school pupils will be only $ 6,703.

CCSA is working with Senator Leno and the California Legislature to secure passage of a measure that includes an amendment to ensure access for all public school pupils.

Not exact matches

Average public school expenditures per pupil for the same years were $ 5,900.

«Pupils and students of public schools have been at home for over four weeks due to the strike embarked upon by civil servants and teachers.»

Osinbajo said the Social Investment Programme launched in 2016 — comprising a jobs scheme for unemployed graduates, a feeding programme for public primary school pupils, a micro-credit scheme for small businesses, and a cash transfer scheme for our poorest and most vulnerable households, is a key component of the Economic Recovery and Growth Plan.

Samuel Awoyinfa, Abeokuta The Commissioner for Special Duties in Ogun State, Adeleke Adewolu, has said more than 270,000 pupils in 1,510 public primary schools in the state are currently benefitting from the Federal Government's HomeGrown School feeding programme.

Fourteen (14) pupils of the Delhi Public School (DPS) International Ghana, an international standard educational institute in Tema, have been deemed the favourites among the group selected to represent the Tema Region at the national level of «The Spelling Bee» Competition slated for February 2017 in Accra.

Charters have been calling for increased funding for years, including to up the per - pupil levels to match traditional public schools.

«The truth is that New York dedicates more money per pupil to education than any other state — including over $ 25.8 billion in this year's budget,» Rich Azzopardi, a spokesman for Gov. Andrew M. Cuomo, said in a statement, «and we'll continue to work to strengthen our public schools and provide New York children with the education they deserve.»

«School leaders must be held properly to account for how they use public money and for the education of the pupils entrusted to them.

The manifesto also proposed a large increase in public spending on education, which would allow for the school leaving age to be increased to 18 and reduce average class sizes to 19 pupils.

Republican gubernatorial candidate Scott Milne has unveiled an ambitious plan to cut per - pupil public school spending in Vermont by a third, and use the savings to pay for the state's young people to attend a Vermont college.

The freeze on charters» per - pupil funding won't officially end for another year, but these innovative public schools will get direct state grants to reduce the gap this year — and also get markedly more facilities funding.

«Local authorities should continue to exercise their arm's - length support for all state schools funded wholly or partially with public funds with particular emphasis on their work with disadvantaged pupils.»

Following the recommendation of the Ondo State 2017 Education Summit, the Ondo State Government has resolved to continue with its free education policy for pupils of public primary and secondary schools in the state.

Its budget would bar him from rescinding existing co-location deals, boost per pupil funding for charter students and prohibit school districts from charging rent to charters that co-locate in public school buildings.

The $ 430 - per - pupil aid to charter schools is aimed at keeping pace with increases for traditional public schools, Cuomo said Thursday night in his budget briefing.

Here's the latest news, courtesy of the US Census Bureau and the Empire Center for Public Policy's E.J. McMahon: Per - pupil public - school spending in 2014 - 15 exceeded the national average by a breathtaking 86 pePublic Policy's E.J. McMahon: Per - pupil public - school spending in 2014 - 15 exceeded the national average by a breathtaking 86 pepublic - school spending in 2014 - 15 exceeded the national average by a breathtaking 86 percent.

The Kaduna State government has set January 17, 2016 as kick off date for the free feeding for all public primary school pupils in the state.

The fact that we have a very strong programme, dissemination and outreach, to communicate the results on ocean acidification to policy makers, to the general public and we have a school programme for teachers and pupils.

The latest NCEA data show the mean tuition and per - pupil cost for Catholic elementary schools to be $ 2,607 and $ 4,268, and for high schools, $ 5,870 and $ 7,200, all below average public - school per - pupil expenditures.

If you attend Incline High School in the upscale town of Incline Village, for instance, you in effect «receive» more than $ 13,248 in public funds — that is, the per - pupil expenditure in that community, which is far above the state average of $ 8,274 per pupil.

States also receive lower scores for restrictions on the scholarship sizes below the lower of either $ 10,000 or parity with public school spending per pupil.

A generous and pleasant route direct from the street to pupil entrances, with the route for cars being less easy, suggests that walking and taking public transport are the normal and desirable way to get to your school.

Public Health England recognises that fundings are best spent in the Early Years since preventative interventions reduce behaviour problems, which counteracts towards spendings for high risk pupils in KS2 and high schools.

Specific activities will include 18 two - day, nationwide, school - based events for 460 teachers and 8,000 pupils, opportunities for teachers to observe lessons delivered by outstanding computing teachers, 28 online public seminars and a national conference.

A recent paper published by Public Health England, «The link between pupil health and well ‑ being and attainment: A briefing for head teachers, governors and staff in education settings» (November 2014) presented the following evidence: pupils with better health and well ‑ being are likely to achieve better academically; effective social and emotional competencies are associated with greater health and well ‑ being, and better achievement; the culture, ethos and environment of a school influences the health and well - being of pupils and their readiness to learn; and a positive association exists between academic attainment and physical activity levels of pupils.

Schools are responsible for their premises under Health and Safety at Work etc Act 1974 (sections 2, 3, 4 & 6), Control of Substances Hazardous to Health (COSHH) Regulations 2002 (Regulations 6,7,8,9 & 12) and Management of Health and Safety at Work Regulations 1999 to protect the health and safety of not only their pupils and staff, but for all those who are at risk including members of public.

While we find only small effects for children from nonpoor families, for low - income children, a 10 percent increase in per - pupil spending each year for all 12 years of public school is associated with roughly 0.5 additional years of completed education, 9.6 percent higher wages, and a 6.1 - percentage - point reduction in the annual incidence of adult poverty.

The BLS series discussed below allows us to calculate employer contributions for retirement as a percent of wages and salaries in public K - 12 schools and the NCES Digest of Education Statistics allows us to calculate total salaries per pupil.

New York State's highest court has ruled that a school district does not have to provide separate special - education services for handicapped private - school children who refuse on religious grounds to mix with public - school pupils.

In eighth grade, for example, in both reading and math, as recently as 2015, pupils in Catholic schools outperformed their public - school peers by a solid margin — more so in reading than in math.

Public schools in Cleveland actually have more money per pupil as a result of school vouchers, because they keep money not used to pay for the voucher.

Sacramento — Bill Honig, California's state superintendent of public instruction, last week proposed a three - year program that would reward the state's schools on a per - pupil basis for improving their performance in several measurable categories.

Public revenue for charter schools is typically 10 to 20 percent below per - pupil funding levels at neighboring district - run schools.

July 14, 2016 — Under former superintendent Cami Anderson, Newark Public Schools spent more per - pupil than any other district in the nation — a whopping $ 25,000 — but failed to improve achievement for its predominately minority student population.

Speaking about the findings, Fergal Roche, CEO of The Key, said: «Inaccurate or offensive comments are not only upsetting for those individuals involved, but at a time when schools are increasingly having to market themselves to attract pupils and staff, such public and negative remarks can have a detrimental impact on their reputation.»

The organization claims that what charter schools receive, typically 60 to 75 percent of what traditional public schools receive per pupil and no funding for facilities, deprives the children of their right to a «sound basic education» under the state constitution.

Whether measured on a per - pupil basis or as a percentage of Gross Domestic Product, support for public schools is stronger in the United States than in most other nations.

Parents would have received — and public schools whose enrollment declined would have lost — payments equal to the state's per - pupil contribution for those children.

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.

, the Hoosier State has an «annual performance - accountability rating system» for participating private schools that is based on the results of state assessments — the same tests that public school pupils take.

Once the District's authorizer, the D.C. Public Charter School Board, approves a charter school to offer pre-k, the school receives per - pupil funding through the school funding formula for each 3 - and 4 - year - old it enSchool Board, approves a charter school to offer pre-k, the school receives per - pupil funding through the school funding formula for each 3 - and 4 - year - old it enschool to offer pre-k, the school receives per - pupil funding through the school funding formula for each 3 - and 4 - year - old it enschool receives per - pupil funding through the school funding formula for each 3 - and 4 - year - old it enschool funding formula for each 3 - and 4 - year - old it enrolls.

In Ohio alone, some 250,000 current pupils — about 15 percent of all children in public education there — have been identified by their school districts as «gifted» (using the several metrics that the Buckeye State employs for this purpose, including superior «visual or performing arts ability»).

Stating that allowing parents to use their 529 savings for K - 12 tuition «will erode the tax base that funds public schools» when it will benefit many middle class New Yorkers already taking a 2018 hit with lost state and local deduction opportunities; when the real world state budget impact is demonstrably negligible; and in a state that already spends more per public school pupil than any other — is simply poor public education.

We learned that 37 percent of their pupils qualify for the federal subsidized lunch program, almost the same as the 39 percent in the national public high school population.

Success Academy operates under perhaps the toughest set of norms and expectations for all participants — pupils, parents, teachers, and principals — of any New York City public schools, whether district - operated or charter.

«Inaccurate or offensive comments are not only upsetting for those individuals involved, but at a time when schools are increasingly having to market themselves to attract pupils and staff, such public and negative remarks can have a detrimental impact on their reputation.»

There is one focused course of study (history, language - English and Spanish - and the arts; mathematics, science, and technology; and health); everyone is enrolled in it; an appropriate path for each student is developed (every child has a «personal learning plan»); most teachers have responsibility for no more than 50 students (this on a per - pupil budget that is the same or less than in nearby public secondary schools).

As for the latter, states must to find ways to get charter schools to a decent level of per - pupil funding, plus facilities funding, if not in comparison to traditional public schools then at least in terms of real dollars.