Sentences with phrase «from other public school students»

The increase in state funding would not take money away from other public school students, he said, because it would not come out of the $ 9 billion state education budget dictated by the school funding formula.

Not exact matches

These students, and others from 14 local public high schools, were competing in Cooking Up Change, a healthy cooking contest in which teams were challenged to create nutritious school lunches on a tight budget — $ 1 per meal — and limited ingredients and prep work.

The Post's interviews with parents and staffers at JHS / MS 80, as well as public documents, painted a picture of a school where students are allowed to shirk their studies, hurt each other and play on computers in rat - infested buildings, while administrators turned a blind eye and even discouraged staffers from reporting violence.

@SBoss a private school where tuition for some (or even all) students is paid by government funds is not identical to a public school - public and private schools in the US can be quite radically different from each other.

Buffalo Public Schools, always strapped for cash, missed out on hundreds of thousands of dollars when it underbilled for providing special education services to students from other school districts, a new state audit found.

Many public and private schools, like Martin's, are still years away from full implementation, and others are grappling with the nuts and bolts of how to implement dramatically new systems for student learning and assessment.

Although some progress had been made since the horrors of unhealthy school lunches had been made public by folks like celebrity chef Jamie Oliver, interest in hot lunch had plummeted to a dismal 43 percent of students, with schools losing money and making up costs from other parts of the budget.

Our analysis of these data reveals that teachers transfer from one school to another — or exit the Texas public school system altogether — more as a reaction to the characteristics of their students than in response to better salaries in other schools.

Sean Waters is a student at Harmony Public Schools, and in this great claymation video he gives some advice to other students who want to make their own comics, which he gleaned from his own school project on making comics.

Differ from other neighborhood public schools in that students are not assigned to them based on address.

Supporters and critics, in their various approaches to discerning NCLB's impact, share a significant problem: because NCLB applies to all public school students, researchers lack a suitable comparison group and so have been unable to distinguish the law's effects from the myriad other factors at work over the past eight years.

To find out, we at the Harvard Program on Education Policy and Governance have asked nationally representative cross-sections of parents, teachers, and the general public (as part of the ninth annual Education Next survey, conducted in May and June of this year) whether they support or oppose «federal policies that prevent schools from expelling or suspending black and Hispanic students at higher rates than other students.»

Many students receive services from other public and private agencies besides schools.

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

In the fall of 1980, when a group of senior education scholars was coming to NORC to critique the first drafts of «Public and Private Schools» and the other reports emanating from the «High School and Beyond» baseline data, Coleman told his graduate students that we were expected to attend the sessions and the associated luncheon.

However, simple tests we conducted, based on changes in the average previous - year test scores of students in schools affected and unaffected by charter - school competition, suggest that, if anything, the opposite phenomenon occurred: students switching from traditional public to charter schools appear to have been above - average performers compared with the other students in their school.

Critics of ESAs and other school choice efforts like to allege that the programs will «siphon» resources from public schools or harm students in some way.

Jewish Day school alumni attend their first - choice college at about the same rate as Jewish students who graduated from a public or other private school, says a report by the Partnership for Excellence in Jewish Education, a Boston - based organization that seeks to strengthen the Jewish day school movement.

The exhibit, in which 15 teachers demonstrated their work through posters, attracted an audience of graduate students, administrators, and educators from other communities, as well as representatives from Project Zero and the Center for Collaborative Education, an organization that partners with public schools and districts «to create and sustain effective and equitable schools.»

Still other researchers with national credentials report that low - income voucher students in Milwaukee graduate from high schools at higher rates than do public school students.

Alex Hernandez of the Charter School Growth Fund celebrated: «[CREDO] reports that the 107,000 students whose schools receive support from the Charter School Growth Fund gain, on average, the equivalent of four additional months of learning in math and three additional months of learning in reading each year when compared to peers in other public schools.»

So, to review: Hunter is not accountable to the DOE, has its own admissions process that it declines to reveal or justify, doesn't backfill, can not objectively prove it adds value to a given student's education, regularly expels those who can't keep up academically, is not ethnically or economically diverse, diverts resources from the needy to the already advantaged, and culls the top students from the city's other public elementary and high schools.

It was, according to the paper's summary, an «article on school - choice movement; competition from charter schools, publicly - financed free schools, is forcing other public schools to sell selves aggressively and forcing parents to evaluate claims; competition for Jersey City, NJ, students between public schools and new charter school planned by for - profit Advantage Schools Inc described.schools, publicly - financed free schools, is forcing other public schools to sell selves aggressively and forcing parents to evaluate claims; competition for Jersey City, NJ, students between public schools and new charter school planned by for - profit Advantage Schools Inc described.schools, is forcing other public schools to sell selves aggressively and forcing parents to evaluate claims; competition for Jersey City, NJ, students between public schools and new charter school planned by for - profit Advantage Schools Inc described.schools to sell selves aggressively and forcing parents to evaluate claims; competition for Jersey City, NJ, students between public schools and new charter school planned by for - profit Advantage Schools Inc described.schools and new charter school planned by for - profit Advantage Schools Inc described.Schools Inc described.»

That amounts to $ 6,439 per student this year, or about $ 2,000 less, on average, than at other Nevada public schools, which receive money from federal poverty and special - education programs.

Proponents of vouchers and other measures that expand access to private schooling often claim that competition from privately operated schools will spur student achievement — and, perhaps, lower costs — in public schools.

Apart from giving new start - ups an initial period of time to establish themselves, it is appropriate to hold the average charter school, serving similar students, to the same standards as other public schools in that community.

Some critics allege that they force the most - selective public colleges to admit underprepared students from low - performing schools and to deny admission to better - prepared students; others complain that they don't do enough to promote diversity.

Do they differ from students in other public schools?

Or, looking at that from the other side, well over 90 percent of the Black students in the Milwaukee public schools are not taught to read proficiently and of those, 96 percent of the male Black students in Milwaukee are not taught to read proficiently.

Hillary for America senior policy adviser Maya Harris said the «proposal could strip funding from up to 56,000 public schools serving more than 21 million children» and it «might only serve 1.4 million students, while stripping funding from the other 10.5 million low - income students in America.»

While they're funded with public money, they generally operate outside of collective bargaining agreements (only about one - tenth of charter schools are unionized) and other constraints that often prevent principals in public schools from innovating for the good of their students (so the argument goes).

Controlling for individual fixedeffects, I compare the test scores of students selected to attend a participating private school with those of unsuccessful applicants and other students from the Milwaukee public schools.

And of students who graduated from college in 1993 and 1994, data from the Baccalaureate and Beyond survey show that those who entered the public school teaching profession averaged a 923 on the SATs; the average SAT of those entering other professions was about 80 points higher.

Critics of charter schools say, among other complaints, that they drain money from regular public schools, skim talented students and nudge out disruptive ones.

As governor of Arkansas from 1996 to 2007, Mr. Huckabee supported a proposal that would have given undocumented children who had lived in Arkansas for a certain amount of time and graduated from a public high school in the state the same chance at an academic scholarship to state institutions as other students.

Our analysis suggests that from 2004 05 to 2011 12, the same years covered by our achievement analysis, total public schooling expenditures per student increased by $ 1,000 in New Orleans relative to other districts in the state.

Far from an existential threat to their district - school neighbors, public charter schools can benefit not only their own students but also those in other programs down the street — or hallway.

The current push for mass school closings comes from business and political interests, not parents, educators, students or other stakeholders who are part of the public school community.

While there is no indication of racial motivation among the Indiana lawmakers who created the voucher program, the effects are clear: Indiana's voucher program increasingly benefits higher - income white students, many of whom are already in private schools, and diverts funding from all other students who remain in the public school system.

The trend of increasing racial and economic segregation is a nationwide trend — not just in Alabama and other Southern states.55 The South, however, was the only region in the country to see a net increase in private school enrollment between 1960 and 2000, and where private school enrollment is higher, support for spending in public schools tends to be lower.56 A growing body of rigorous research shows that money absolutely matters for public schools, especially for the students from low - income families who attend them.57 What's more, private schools in the South tend to have the largest overrepresentation of white students.58 In fact, research has shown that the strongest predictor of white private school enrollment is the proportion of black students in the local public schools.59

After five years of PICCS implementation, PICCS students outperformed their same - aged peers from other New York City charter schools and New York State public schools.

We hosted a one - time math quiz bowl in Philadelphia for teams of students from eight other public high schools.

Moreover, advocates should keep in mind that school districts in participating states access Medicaid dollars directly to pay for medically necessary services for students with disabilities.70 The Individuals with Disabilities Education Act requires that districts provide all necessary services and resources to afford every child a «free appropriate public education,» and some medically related supports qualify for Medicaid reimbursement.71 With less Medicaid funding statewide to meet that guarantee, states and districts would have to siphon money from other education funding streams to afford necessary medical services that support the learning of students with disabilities.

Many voucher students in DC do not come from a public school labelled as being «in need of improvement» but come from other public or even private schools.

How nice it was to read American Federation of Teachers President Randi Weingarten gushing the other day about some innovative public schools in New York City that are using their flexibility from bureaucratic rules to better serve their students.

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 rSchools 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 rschools 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 rschools established under this article accountable for meeting measurable student achievement results.

The findings from Linder and Rhodenbaugh are summed up thusly: «This school should be considered a model for other public schools in the areas of finance, shared leadership, and student growth.»

Choice has been the rallying cry for defenders of charter schools, voucher systems and other contrivances that purport to free students from oppressive public school structures.

Example projects: Ms. Hassel co-authored, among others, numerous practical tools to redesign schools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Workschools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What WorkSchools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Workschools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What WorkSchools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Works When?

While charter school advocates say the practice often reflects no more than smart budgeting, some educators and others question whether the schools receive the proper oversight to ensure that religious groups are not benefiting from taxpayer dollars intended for public school students — or that faith - based instruction is not entering those classrooms.