Sentences with phrase «from educational failure»

A state guided, bipartisan effort to save Camden, New Jersey, from educational failure is slowly seeing signs of progress.

Not exact matches

He's got a point — extensive evidence shows that involved fatherhood provides real protection from the dangers of educational failure and adolescent disaffection.

But to paraphrase educational philosopher John Dewey, a true thinker learns as much from failures as from successes.

Affirming Rogers» earlier point, the Globe article noted, «Middle schools were conceived in the 1970s and»80s as a nurturing bridge from early elementary grades to high school, but critics say they now more often resemble a swamp, where urban youth sink into educational failure.»

As evidence has mounted showing that failure is often determined by what happens in the toddler years, educators have converted kindergarten and preschool from «playful social experience to a more narrow educational opportunity focused on so - called cognitive and academic skills.»

Two were shut down in midstream — one for health and safety concerns, another for financial shortcomings — while four were denied renewal of their charters, for reasons ranging from failure to meet the 25 - student enrollment threshold to financial weakness to an inability to satisfy the local school board that the school could meet its educational goals.

On the other hand, failure to acquire basic literacy skills in the early years of schooling too often leads to disappointment, disengagement from the educational process, and drastically lower expectations for success beyond school.

The NYS Charter Schools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement results.

If our society is to protect students who have fallen through, dropped out, or been pushed out of the traditional system from the perfect storm of educational and social failure, we must offer viable alternative schools.

From Bill Gates and Eli Broad to Michelle Rhee and now Tony Smith, these self - proclaimed education «reformers» are short on education experience and long on placing the blame for educational failures where it doesn't belong.

We can put an end to our edu - masochism: If researchers spend more effort on assessing our own states» successes and failures in improving student performance and less on trying to draw lessons from countries with very different social and educational contexts, they are sure to spark a much more productive national educational policy debate than we have had in the past decade.

Authors Pedro Noguera, Linda Darling - Hammond, and Diane Friedlaender describe the obstacles that prevent schools from delivering high - quality instruction; examine educational models, structures, and practices that facilitate deeper learning; and take a systemic perspective to consider how policy, practice, and research can be aligned to support the development of pedagogy for deeper learning in schools serving students who have been placed at risk of failure.

From the so - called gifted - and - talented programs that end up doing little to improve student achievement (and actually do more damage to all kids by continuing the rationing of education at the heart of the education crisis), to the evidence that suburban districts are hardly the bastions of high - quality education they proclaim themselves to be (and often, serve middle class white children as badly as those from poor and minority households), it is clear that the educational neglect and malpractice endemic within the nation's super-clusters of failure and mediocrity isn't just a problem for other people's childFrom the so - called gifted - and - talented programs that end up doing little to improve student achievement (and actually do more damage to all kids by continuing the rationing of education at the heart of the education crisis), to the evidence that suburban districts are hardly the bastions of high - quality education they proclaim themselves to be (and often, serve middle class white children as badly as those from poor and minority households), it is clear that the educational neglect and malpractice endemic within the nation's super-clusters of failure and mediocrity isn't just a problem for other people's childfrom poor and minority households), it is clear that the educational neglect and malpractice endemic within the nation's super-clusters of failure and mediocrity isn't just a problem for other people's children.

For the past several years, a lack of fiscal restraint, conflicts of interest and a failure of educational vision banished Peter Cooper and his spirit from the school he founded.

This finding is at odds with the traditional «failure model,» 22,60 which suggests that depression results from the social and educational failures that often follow CD.

Vice-President Dr. Chantal Clot - Grangeat, Chambéry (France), stated, «Our aim is to find solutions for reducing the problems of children known to arise from family breakdown, such as diminished self - esteem, depression, and possible parental alienation, as well as educational failure, substance abuse, and trouble with the law.»

Removing children from early learning environments also stigmatizes young individuals, contributing to numerous adverse social and educational outcomes.4 Research shows that young children who are suspended or expelled are more likely to experience academic failure and hold negative attitudes toward school, which contributes to a greater likelihood of dropping out of school and incarceration.5

Let's face it; when 76 % of OREA's 2015 income was derived from the never - ending stream of failures - in - waiting graduates from the educational turnover mill, it becomes quite evident that the real estate education system exists, and has always existed, for its own benefit.