Sentences with phrase «for urban school reform»

The U.S. Department of Education, which has often highlighted the District's school system as a model for urban school reform, was lukewarm.

«It is an urban school district, and it has undergone various forms of urban school reform: decentralization, recentralization and now, the new prescription for urban school reform, is to become a charter school,» said Marytza Gawlik, who teaches in Wayne State University's Education Leadership & Policy Studies Department, in Detroit.

And Houston, under the former leadership of Bush's Secretary of Education Rod Paige and an enlightened board of trustees, has been a beacon for urban school reform, having achieved well - deserved recognition as the best urban school district in America.

Larson said the new university - school partnership could become a model for urban school reform.

The Cross City Campaign for Urban School Reform — a Chicago - based group that works with schools and communities in nine cities — studied how Chicago, Milwaukee, and Seattle implemented instructional improvement plans between 2000 and 2003.

«Even though the law says a lot about parent involvement, parents are usually on the other end of one - way communication,» said Lauren E. Allen, the senior program director for accountability at the Cross City Campaign for Urban School Reform, based in Chicago...

He has already shown promise of turning the 33,400 - student district into a model for urban school reform.

Still, according to Stephen Tracy, Ed.D.» 84, Edison's chief architect behind the deal, Edison's potential success in Philadelphia could give the for - profit EMO movement its biggest opportunity to date to prove its worth and open up a new channel for urban school reform.

Not exact matches

Also at 10 a.m., state Sen. Tony Avella co-sponsors a forum with the CUNY School of Law and the Center for Urban Environmental Reform on the Climate and Community Protection Act, 2 Court Square W., Queens.

In «Learning from Rudolf Steiner: The Relevance of Waldorf Education for Urban Public School Reform,» a study published in 2008 in the journal Encounter: Education for Meaning and Social Justice, researcher Ida Oberman concluded that the Waldorf approach successfully laid the groundwork for future academics by first engaging students through integrated arts lessons and strong relationships instead of preparing them for standardized tests.

In this edition of the Harvard EdCast, Warren Simmons, executive director of the Annenberg Institute for School Reform at Brown University shares his insights on improving urban schools in America.

The one unambiguous, reform - driven victory of the last two decades has been the successful networks of urban charter schools that we used to call «no excuses» schools before the term, which once meant there's no excuse for adults to fail children, fell into disrepute and it became de rigueur within the movement to criticize those schools» discipline practices instead of applauding them for sending tens of thousands of low - income kids of color to college, which not long ago was nearly the entire point of the movement.

At last week's Askwith Forum, «Transformative Change in American Schools,» Michele Cahill, — vice-president for national program and director of urban education at Carnegie Corporation of New York, — spoke to the importance of transformative change and systemic reform within K — 12 schools across the nation, focusing largely on Common Core StaSchools,» Michele Cahill, — vice-president for national program and director of urban education at Carnegie Corporation of New York, — spoke to the importance of transformative change and systemic reform within K — 12 schools across the nation, focusing largely on Common Core Staschools across the nation, focusing largely on Common Core Standards.

Educators discussed using community organizing as a strategy to build civic participation and power in low - income communities and for change in urban schools at the Thursday, March 9, Askwith Forum, «Community Organizing and School Reform.»

As long as the elites hold onto the belief that their own school districts are excellent, they have little desire to push for the kind of significant systemic reforms that might improve their districts as well as the large urban districts.

It is particularly urgent that urban high schools be reformed, and in 2000, the Carnegie Corporation of New York launched a national initiative, Schools for a New Society, to help urban communities redesign their high sschools be reformed, and in 2000, the Carnegie Corporation of New York launched a national initiative, Schools for a New Society, to help urban communities redesign their high sSchools for a New Society, to help urban communities redesign their high schoolsschools.

«It is a city with a tremendous amount of troubles and struggles, but it is such a metaphor for what has happened to urban America and why,» says Russakoff, who tells the story of Newark school reform in her new book, The Prize.

The President's budget contains support for urban and rural school districts undertaking tough reforms including ending social promotion and fixing failing schools.

While it's easy for those focused on the urban agenda to dismiss suburban reform as a distraction or a novelty, it may be more useful to think of high - performing communities as terrific laboratories for bold solutions and as the place where high - functioning systems working in advantageous circumstances may have much to teach about how to help schools go from good to great.

«These results indicate important possibilities for urban small schools reform,» said Pathak.

Thus it's no surprise that professionals and suburbanites tend to regard «reforms» — from merit pay to charter schooling — as measures that they'll tolerate as long as they're reserved for urban schools, but that they won't stand for in their own communities.

Core courses and electives are taught by recognized leaders from across Harvard's graduate programs in fields like data - based education reform, organizational change and innovation, and effective leadership strategies for urban schools.

For a decade or more, school reform has been an urban tale of superintendents seeking to «turn around» schools in poverty - stricken communities, where vast numbers of children read below grade level and drop out before graduation.

Not only has he held the top post in Pittsburgh for 12 years, he has also helped the Pittsburgh school district earn a reputation as one of the most innovative, reform - oriented urban districts in the country.

James J. Kemple, the executive director of the Research Alliance for New York City Schools, who conducted a study comparing the city's school reform efforts to a «virtual» control group modeled from other urban districts in the state, including Buffalo, Yonkers, Syracuse, and Rochester, «found New York City students improved significantly faster than the control group on both the New York state assessments and the National Assessment of Educational Progress during the reform period, from 2002 to 2010.»

The National Institute for Urban School Improvement, funded by the U.S. Department of Education Office of Special Education Programs, was created to facilitate and unify reform efforts in general and special education in the nation's urban school distrUrban School Improvement, funded by the U.S. Department of Education Office of Special Education Programs, was created to facilitate and unify reform efforts in general and special education in the nation's urban school distSchool Improvement, funded by the U.S. Department of Education Office of Special Education Programs, was created to facilitate and unify reform efforts in general and special education in the nation's urban school distrurban school distschool districts.

Her research focuses on educational policy and politics, and urban school reform, including the development and implementation of education policy and the impact of policy on the educational opportunities for at - risk students.

While Baltimore provides a cautionary tale for urban district leaders implementing the portfolio strategy, it should not be seen as the death knell for reform within a traditional school system.

A behavioral argument could also be made: that the state's reform policies, its public shaming and sanctions for low - performing schools, would most strongly influence the behavior of urban districts, which tend to have a history of low performance and mismanagement.

From the Gates Foundation high school initiative to the Annenberg Challenge, from the Children's Scholarship Fund to the Broad Prize for Urban Education, philanthropic efforts are playing a catalytic role in contemporary school reform.

«It was an opportunity to broaden the debate, but we continue to only see urban schools,» West said, noting that there are reform issues in all schools and that there is a need for change.

- Donald R. McAdams is executive director of the Houston - based Center for Reform of School Systems and the author of Fighting to Save Our Urban Schools... and Winning!

Houston is one of the few urban school districts to have pursued a sharply defined, consistent set of goals and reform initiatives for a sustained period.

With a background that includes teaching in independent schools, management consulting, and urban school reform, Holleran — who also spent four years as executive director of Bay Area for New Leaders, a division of New Leaders for New Schools — jumped at the chaschools, management consulting, and urban school reform, Holleran — who also spent four years as executive director of Bay Area for New Leaders, a division of New Leaders for New Schools — jumped at the chaSchools — jumped at the challenge.

Fueled by a confluence of interests among urban parents, progressive educators, and school reform refugees, a small but growing handful of diverse charter schools like Capital City has sprouted up in big cities over the past decade: others are High Tech High in San Diego; E. L. Haynes in Washington, D.C.; Larchmont Charter School and Citizens of the World Prep in Los Angeles; Summit in Northern California; the five - school Denver School of Science and Technology (DSST) network; Community Roots, Brooklyn Prospect Charter School, and Upper West Success Academy in New York City; and Bricolage Academy, planned for New Orleans (see sidebar, pagschool reform refugees, a small but growing handful of diverse charter schools like Capital City has sprouted up in big cities over the past decade: others are High Tech High in San Diego; E. L. Haynes in Washington, D.C.; Larchmont Charter School and Citizens of the World Prep in Los Angeles; Summit in Northern California; the five - school Denver School of Science and Technology (DSST) network; Community Roots, Brooklyn Prospect Charter School, and Upper West Success Academy in New York City; and Bricolage Academy, planned for New Orleans (see sidebar, pagSchool and Citizens of the World Prep in Los Angeles; Summit in Northern California; the five - school Denver School of Science and Technology (DSST) network; Community Roots, Brooklyn Prospect Charter School, and Upper West Success Academy in New York City; and Bricolage Academy, planned for New Orleans (see sidebar, pagschool Denver School of Science and Technology (DSST) network; Community Roots, Brooklyn Prospect Charter School, and Upper West Success Academy in New York City; and Bricolage Academy, planned for New Orleans (see sidebar, pagSchool of Science and Technology (DSST) network; Community Roots, Brooklyn Prospect Charter School, and Upper West Success Academy in New York City; and Bricolage Academy, planned for New Orleans (see sidebar, pagSchool, and Upper West Success Academy in New York City; and Bricolage Academy, planned for New Orleans (see sidebar, page 33).

The most important education reform, in Kozol's view, is for urban schools to have as much money as the richest suburban ones.

The problem is that often the forest gets lost because the leaves aren't counted: the authors describe a CREDO report's conclusions on the cumulative advantage of urban charter schools for poor African American students but give the reader no sense of how trustworthy they deem the report to be nor how significant the purported charter - school impact is — compared, for example, to results of any other major school - reform strategy.

Klein is coauthor of «Blended Learning in Practice: Four District School Journeys,» a case study of the Oakland project written with Carrie McPherson Douglass, who's now with the Cities for Education Entrepreneurship Trust, an umbrella organization for urban reform groups nationwide.

Phillip Lovell, vice president of federal advocacy at the nonprofit Alliance for Excellent Education, which focuses on high school reform, says that there are simply not enough good charter school providers to take the place of all the low - performing, large urban high schools.

It was launched in 2004 as part of a three - sector strategy for urban education reform that also included increased funding for public charter - school facilities and added funds for educational improvements in District of Columbia public schools.

``... an engaging testimony to the possibility for positive youth - adult partnership in challenged urban schools... The book offers valuable insights for practitioners, researchers, and community members interested in positive youth development, youth - adult partnerships, or urban school reform... Thoughtful and engaging, a recommended read.»

A 2003 survey of urban public - school superintendents that one of us (Fuller) conducted for the University of Washington found that more than two - thirds of the administrators in states with collective bargaining said union contracts impede reform.

The author of this paper investigates the relevance of Waldorf education for public urban school reform.

A mayor's capacity for leadership addresses a significant problem that has plagued urban education for decades - namely, shifting and rival coalitions backing school reform, weak and unstable school boards, and frequent changes of superintendents.

By focusing their efforts primarily on improving schools for black and Latino students living in urban communities, has the education reform movement missed another group facing economic challenges and in need of better educational opportunity?

That capacity for leadership addresses a significant problem that has plagued urban education for decades - namely, shifting and rival coalitions backing school reform, weak and unstable school boards, and frequent changes of superintendents.

Yet its own experience in Memphis raises questions about whether the commitment to whole - school reform is the best strategy for improving educational outcomes in troubled urban schools.

This has been particularly helpful for evaluating the effectiveness of charter schools, a controversial education reform with a mixed record overall but one that shows remarkably large gains for disadvantaged students in urban areas.

For our analysis of the relationship between district improvement efforts and state influences (see also section 3.3), we focused mainly on the small - to medium - sized districts, given that more than 90 % of school districts in the United States serve less than 25,000 students, and given our impression that much research on the district role in educational reform is concentrated on the experiences of large, urban districts.

Several urban school chiefs are winning applause for carrying out important reforms with more collaborative approaches: in Baltimore, Tampa and Miami, for instance.