Sentences with phrase «for school choice policies»

We advocate for school choice policies that empower parents with the ability to determine the best educational setting for their children.

Researchers and policymakers should take them into account when considering what sort of regulatory environment to construct for school choice policies.

The Florida Supreme Court heard oral arguments June 7 in a case that could determine the future of school vouchers in the state and set the pace for school choice policies across the nation.

-- «Lots of the opposition to DeVos centered around school choice — but the U.S. Secretary of Education is not an influential position for school choice policy,» said Nora Gordon, a Georgetown University professor and education expert.

Not exact matches

HB 1224 (2008) encourages school districts to expand their local wellness policies to adopt goals for emphasizing healthy choices and lifestyles, including physical education (PE), nutrition, and mental health counseling.

On the ninth day of the petition USDA changed its policy, for the first time giving school districts the choice of purchasing either pre-formed beef patties containing LFTB or bulk beef without the filler.

«Water maybe has always been insufficiently available, but schools have a unique and special responsibility to create an environment that makes it easy for students to make good choices,» says Sharp of the California Food Policy Advocates.

Nevertheless, Cuomo was successful this year in forming a new teacher evaluation system as well as making it harder for teachers to obtain tenure — a move that state lawmakers felt they had no choice but to accept given the policy's linkage to an increase in school aid.

Because I had such an incredible experience during PPIA, the Woodrow Wilson School was my top choice for graduate studies in public policy.

For example, your elected officials should be focused on things like equal access to essential public services, fair governmental priorities and policies, city hall policies, school district choices, and public health measures.

Using accountability (as well as school choice and other strategies) to improve matters for disadvantaged children has therefore been, and should remain, a policy focus.

Thus, in Denver, for school year 2012 — 13, the data set also includes information about student preferences for schools according to the city's school - choice policy.

To explore the influence of school choice on district policy and practice, we scoured media sources for evidence of urban public - school districts» responses to charter competition.

Today's advocates for better schools are insurgent groups that challenge the establishment by encouraging parents to engage actively in K - 12 reform efforts, demanding major changes in school choice and teacher policies, as well as school governance.

On the school choice front, Nevada has a limited open - enrollment policy, and a charter school law that is deemed weak by the Center for Education Reform, a rating that lowers the state's grade.

Eva Moskowitz, founder and chief executive officer at Success Academy Charter Schools; Gerard Robinson, executive director of the Center for Advancing Opportunity; and Hillary Shelton, director at the Washington Bureau and senior vice president of Advocacy and Policy at the NAACP, will debate different viewpoints on educational equity and school choice.

All you need to know about NEA's position on charter schools is actually contained in the original 2001 policy, which states that charters should not exist «simply to provide a «choice» for parents who may be dissatisfied with the education that their children are receiving in mainstream public schools.»

Through the stories of these two schools he addresses the meaning of community in multicultural America, the pros and cons of school choice, and what this all means for today's big education policy debates.

This week, Paul talks to Charles Barone, the director of policy at Democrats for Education Reform, about the House Appropriation Committee's decision to drop several of Donald Trump's proposals to broaden school choice.

These national ERAOs and their counterparts at the state level are focused on enacting sweeping education policy changes to increase accountability for student achievement, improve teacher quality, turn around failing schools, and expand school choice.

He also offered attractive choices for parents living near the city borders, who could take advantage of an open - enrollment policy to enroll their children in schools run by suburban districts.

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

Because course - choice policies have the potential for an elegant accountability mechanism tied to the financing of outcomes, once students take courses back within the traditional district schools, that accountability mechanism would go away.

Accountability systems have worked well with other reforms — such as effective choice policies, the expansion of early - childhood - education and other school - readiness programs, and efforts to improve the teaching force through evaluation and tenure reform — to improve education for children around the country.

His current research topics include teacher pension policy, fiscal impact of school choice, longitudinal analysis of student achievement, and methodologies for school funding estimation.

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.

A study by Matthew M. Chingos and Paul E. Peterson on the long - term impact of school vouchers on college enrollment and graduation won the 2016 Association for Education Finance and Policy (AEFP) Prize awarded for Best Academic Paper on School Choice and Rschool vouchers on college enrollment and graduation won the 2016 Association for Education Finance and Policy (AEFP) Prize awarded for Best Academic Paper on School Choice and RSchool Choice and Reform.

In my view, the federal government should have a limited role in advancing school choice through policy (military choice, the D.C. scholarship program, and choice for children attending BIE schools being among the few exceptions).

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.

Trump, by contrast, appointed a secretary of education who had spent decades working to advance education choice for families, and his administration has attempted to advance school choice through federal policy as appropriate.

A few major areas I hope will receive attention during reauthorization are college / workplace readiness, including the promotion of more rigorous standards; greater accountability at the secondary level; more sophisticated policy and greater accountability for improving teacher effectiveness, particularly at the late elementary and secondary levels; a broadening of attention to math and science as well as to history; and refinements in AYP to focus greater attention and improvement on the persistently failing schools by offering real choices to parents of students stuck in such schools.

But as we've learned from roughly a quarter - century of experience with state - level school choice programs and federal higher education policy, any connection to the federal government can have unintended consequences for choice, including incentivizing government control of the schools to which public money flows.

90, director of education policy studies at the American Enterprise Institute, believes in school choice — but worries what will happen if Trump pushes for it.

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.

The real culprit of the school systems» troubles, Weingarten says, has been state governments» support for expanding charter schools, voucher plans and other school choice policies, which she argues has eaten into the budget for traditional public schools.

School choice options include a statewide open - enrollment policy and a charter school law that is rated weak by the Center for Education RSchool choice options include a statewide open - enrollment policy and a charter school law that is rated weak by the Center for Education Rschool law that is rated weak by the Center for Education Reform.

But in contrast to the patterns observed among elected officials, ordinary Democrats are somewhat more supportive than Republicans of these policies, in part due to the strong support for private school choice within the heavily Democratic minority community.

The authors use case studies of schools involved in such structural reforms as site - based management and choice to buttress their policy recommendations for achieving greater efficiency with limited school funding.

There are too many other factors affecting educational performance outside of school choice policy for the results of a single program to be conclusive.

As part of his proposed budget for fiscal 1992, President Bush includes $ 690 million in education initiatives, including plans to reward school districts that establish choice policies including private schools.

Some of these are the same people who have made once - esoteric educational questions — like school discipline, collegiate Title IX policies governing due process, school choice, teacher evaluation, and determination of testing subgroups — into hero's journeys defined by bitter battles between those fighting «for the kids» (their side) and the forces of malice (the other side).

Finally, charters and other public school choice policies — strengthened in 35 states — continue to empower parents to seek out the best educational opportunities for their children.

Yes, districts developed policies for NCLB public school choice and supplemental education services, but they cleverly thwarted the full implementation of these programs, evidenced by the shockingly low student participation rates.

«Surely this question was settled eight years ago in a decision that was the seventh consecutive defeat for the disgustingly determined people who are implacably opposed to any policies that enable parents who are not affluent to exercise the right of school choice that is routinely exercised by more fortunate Americans,» writes George Will.

School Wellness Policies Are Making a Difference Thanks to new wellness policies, carrot sticks and fruit slices replaced cupcakes and brownies as the snack of choice for recent Valentine's Policies Are Making a Difference Thanks to new wellness policies, carrot sticks and fruit slices replaced cupcakes and brownies as the snack of choice for recent Valentine's policies, carrot sticks and fruit slices replaced cupcakes and brownies as the snack of choice for recent Valentine's parties.

In their work at the Project for Policy Innovation in Education, Kane and his colleagues have been working with school districts around the country, using data to evaluate hiring and certification policies for teachers, public school choice systems, and the effect of charter and pilot schools on student outcomes.

Publicly funded school choice has increased considerably in recent years, helped by a variety of initiatives, including public charter schools, transfer options for students under the No Child Left Behind Act (NCLB), inter-district enrollment programs, and a variety of policies to subsidize private - school tuition.

Cushman: Large high schools; schools organized in such a way that teachers must be responsible for more than 80 students; and a policy environment that reduces students to what can be known about them through a single multiple - choice test.

Much of what's good about today's policy regimen of common standards but independently - operated schools of choice is the enhanced capability of school innovators to strike out in potentially promising directions that may work well for different kids.

These policies are 1) raising education spending (with several possible routes for allocating those funds); 2) accountability for teachers and schools; 3) enhanced choice among public school options, especially charter schools; and 4) early childhood education.