Sentences with phrase «from dysfunctional schools»

The battle is furious and your support is needed now so students can quickly transfer from dysfunctional schools to ones that will put them on track to a successful future in college and the world of work.

Not exact matches

I come from «shameless» caretakers, abandonment, ridicule, abuse, neglect — perfectionistic systems I am empowered by the shocking intensity of a parent's rage The cruel remarks of siblings The jeering humiliation of other children The awkward reflection in the mirrors The touch that feels icky and frightening The slap, the pinch, the jerk that ruptures trust I am intensified by A racist, sexist culture The righteous condemnation of religious bigots The fears and pressures of schooling The hypocrisy of politicians The multigenerational shame of dysfunctional family systems MY NAME IS TOXIC SHAME

[19] Since 1984, New York State has only passed a budget on time once, in 2005, leading Paterson to call for an «end to the dysfunction in Albany» in his speech, echoing a 56 - page study from the nonpartisan New York University School of Law's Brennan Center for Justice, which referred to the legislature as «the least deliberative and most dysfunctional in the nation.»

The bill prompted swift criticism from both Democratic members of the Assembly and the Partnership for New York City, a business group, which warned that it would return the schools to a chaotic and dysfunctional form of governance.

By the way, over the next several years, I predict we'll learn these lessons about dysfunctional measurement all over again from the craze over testing in our public schools.

Fun Size is a teen comedy centered on a sarcastic high school senior, Wren, who is eager to distance herself from her dysfunctional family by going off to college.

The term is most often used to describe kids who have emotional problems that interfere with school performance, come from dysfunctional home environments, have had some problem with the law, and / or have been frequent behavioral challenges in school.

Likewise, in «Finishing Touches,» Robert Maranto states, «The animating theory of school choice has always been that it will not only serve as an escape hatch from dysfunctional public schools but also will spark public schools to improve.

It's enormously tough for schools to engage disaffected youth, especially those from poor and dysfunctional families.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

For the animating theory of school choice has always been that it will not only serve as an escape hatch from dysfunctional public schools but also will spark public schools to improve.

Johnson sees the portrayal by Patrick and others of a dysfunctional public school system as a rhetorical ploy to advance narrow private interests, and he hopes that the Senate can keep the bill from coming to a vote where legislators can be pressured into a «for us or against us» position on school choice.

FROM THE HIGHEST reaches of the Obama administration to the parents of children in dysfunctional classrooms in Boston and elsewhere, there is a clamor to shake up underperforming schools.

Results from the School Improvement Grants have shored up previous research showing that pouring money into dysfunctional schools and systems does not work, Smarick said: «I can imagine Betsy DeVos and Donald Trump saying this is exactly why kids need school choice.&School Improvement Grants have shored up previous research showing that pouring money into dysfunctional schools and systems does not work, Smarick said: «I can imagine Betsy DeVos and Donald Trump saying this is exactly why kids need school choice.&school choice.»

The mentees who participated in the program demonstrated lagging performance in reading, dysfunctional family structures, low socioeconomic status, and a lack of a print - rich home environment, based on the input from the school counselor, social worker, and classroom teacher.

Today NYC Schools Chancellor Carmen Fariña has an editorial in the Daily News in which she defends «public education» — and, more specifically, the City's traditional school system — from alleged accusations that «they are violent, dysfunctional and that their students leave school without any knowledge.»

For school reformers and defenders of traditional public education these days, the Atlanta metropolitan area is better - known for the testing scandal that has engulfed Atlanta Public Schools, revealed the district's dysfunctional school governance, and led to Superintendent Beverly Hall's fall from grace.

The attorneys cite three categories of laws that are being challenged: the state has put a moratorium on new magnet schools, «arcane and dysfunctional» laws that govern public charter schools and the state's inter-district open choice enrollment program that penalizes school districts that accept students from inner - city school districts.

Some see Wilkinsburg's plight as evidence of a broken school funding system that shortchanges children from poor families, while others see it as an argument for investing in charter schools instead of trying to turn around dysfunctional school systems.

If you are the Charter School Movement when they say these children can not learn because they come from dysfunctional families, you will say that may be true in your school but notSchool Movement when they say these children can not learn because they come from dysfunctional families, you will say that may be true in your school but notschool but not ours.

You will: (1) assess your school's readiness to move away from groups and toward teams; (2) learn how to avoid the potholes that cause teams to become dysfunctional; and (3) uncover strategies that support trust builders and boosters rather than trust busters.

THE STORYLINE has all the ingredients of a soap opera: a teenager from a dysfunctional family drops out of school and descends into promiscuity after being raped in an alley.

Children from poor communities need social policy that involves schools and enrichment programs, but also need programs to address the conditions that devastate students» lives: poor nutrition and healthcare, inadequate housing, parental unemployment, violent streets, and a dysfunctional immigration system.

Additionally, family of origin factors such as toxic or healthy cognitive, emotional, or behavioral patterns, mental illness, how effectively parents and friends express themselves while communicating their approval of dating and potential marriage partners, enmeshment with or autonomy from the family, school / work stress and related spillover, debt, health, and functional and dysfunctional interactions with family members, can each exert an influence on dating relationships and future marital quality, stability, and satisfaction (Larson and Holman 1994; Holman 2001; Larson 2003).