Sentences with phrase «great public schools where»

EL Education creates great public schools where they are needed most.

For 25 years, we have been collaborating with educators to create great public schools where they are needed most.

When the idea of charter schools came along — public schools that would 1) run themselves independently of the bureaucracies that were / are a huge part of the problem, 2) would get to hire their own staff members ensuring «fit» with the school, AND 3) would be held accountable for results in educating students — many amazing people stood up and said they would create and run great public schools where they were needed the most.

«But none of it will be enough until we ensure that every child in America, of every description and in every zip code, is able to attend a great public school where they live.

Not exact matches

It never says anything of public school districts, where reports say children are at far greater risk of abuse.

Like Malcolm X, DuBois did extremely well in the public schools of the town of Great Barrington, Massachusetts, where he grew up.

Polk County Public Schools have lot of great programming, including breakfast - in - the - classroom (Polk County received Partners for Breakfast in the Classroom grant back in SY 2012 - 13) and a «What's That Wednesday» program where students learn about new foods; additionally, Polk has implemented CEP at 109 sites which has had a positive impact on participation.

I know of a jewish atheist who started homeschooling her children when she moved to an area where the public schools weren't great.

Q&A topics include: why the mayor and Governor Cuomo appear friendly and cooperative on pre-K when together but express different views when apart, will the city fund a single year of full day pre-K if the state does not, how many of the prospective new pre-K seats are in traditional public schools v. charter schools, what is the greatest challenge in converting existing 1/2 day pre-K sites into full day sites, how can the mayor assure that proceeds of his proposed income tax surcharge would remain dedicated solely to the pre - K / middle school program, regulatory issues around pre-K operators, how there can be space available in neighborhoods where schools are overcrowded, how many of the prospective new sites are in schools v. other locations, why the mayor is so opposed to co-locations of charter schools while seeking to co-locate new pre-K programs, the newly - announced ad campaign by charter school supporters, his views on academically screened high schools, his view on the school bus contracts, why he refused off - topic questions Friday evening despite saying on Friday morning that he would take such questions, the status of 28 charter schools expecting to open in fall 2014 in locations approved by the Bloomberg administration, his upcoming appearance on the TV series The Good Wife and his view on city employees marching in the Manhattan St. Patrick's Day Parade in uniform / with banners.

Mr. Rodriguez, the representative of the district where the rally took place, argued that the Assembly had given a great deal to teachers unions and public education advocates by proposing a $ 1.8 billion outlay for schools in the budget.

Personal Info Birthplace: Staten Island, NY High School: Brooklyn Tech High School (public - requires entrance exam) Higher Education: SUNY New Paltz, University of Buffalo Law School NY19 Connection: Attended SUNY New Paltz, 1970 - 1974; Returned to live in Kingston in 1981 and thereafter moved to Woodstock where he has resided through today Length of Residency in NY19: Kingston, NY and Woodstock, NY since 1983; greater than 34 years Prior Job History: Served as a Volunteers in Service to America (VISTA) Volunteer working with Native American tribes in Nebraska, Western Nebraska Legal Services attorney between 1977 - 1980; Ulster County Public Defender's Office in the 1980s and early 1990s, Law Offices of Dave Clegg practicing predominantly personal injury law and elder abuse cases until prpublic - requires entrance exam) Higher Education: SUNY New Paltz, University of Buffalo Law School NY19 Connection: Attended SUNY New Paltz, 1970 - 1974; Returned to live in Kingston in 1981 and thereafter moved to Woodstock where he has resided through today Length of Residency in NY19: Kingston, NY and Woodstock, NY since 1983; greater than 34 years Prior Job History: Served as a Volunteers in Service to America (VISTA) Volunteer working with Native American tribes in Nebraska, Western Nebraska Legal Services attorney between 1977 - 1980; Ulster County Public Defender's Office in the 1980s and early 1990s, Law Offices of Dave Clegg practicing predominantly personal injury law and elder abuse cases until prPublic Defender's Office in the 1980s and early 1990s, Law Offices of Dave Clegg practicing predominantly personal injury law and elder abuse cases until present.

She also called for a greater focus on the district's cramped public schools, which have some of the largest class sizes in the city, and where students often work in trailers.

The focal measures in this table are shown in the last two columns, where the authors present the percentage of charter school students (from the entire metropolitan area) in schools with greater than 90 percent minority students alongside the similar figure for traditional public schools.

The landscape of school choice options may be important in that demand for public charters could be greater where parents have fewer schooling options.

Taking greater cognizance of income would not only direct the benefits of ESAs to where they are truly needed, but would also reduce the risks of overburdening existing private schools and of encouraging charlatans to open new ones simply to collect public monies.

All our schools should be great, safe places where kids learn and thrive, and there are many more such schools out there than most public education critics are willing to admit.

And since charter schools enroll far fewer students than district - run public schools, the positive impact on charters should be greater than the negative effect on district schools, where the loss of income will be more broadly distributed.

And we fulfill that responsibility through a system of great neighborhood public schools, where educators have the tools and resources to meet the needs of each and every child.

Issued in the spring of 1972, the panel's final report predicted that, unless steps were taken, alternatives to public schools would all but disappear; the greatest impact, the report noted, would be felt in «large urban centers, with especially grievous consequences for poor and lower middle - class families in racially changing neighborhoods where the nearby nonpublic school is an indispensable stabilizing factor.»

Where disabilities are severe, private schools may not have the necessary facilities, and even in less severe instances, parents may prefer the legal entitlements and the greater range of funded services in the public sector.

Map of 10 neighborhoods where Great Public Schools Now will focus its efforts.

While the two massive victories mean a great deal to the education justice community who've been demanding the legislature fully fund public schools, the state education funding formula bill will now have to be passed in the House where it faces a serious uphill battle.

WHO: Public charter school students from Great Oaks Charter School — Bridgeport WHAT: Student volunteer work at a local farm WHEN: Saturday, May 21, 10 a.m. — 2 p.m. WHERE: Reservoir Community Farm, 1469 Reservoir Avenue, Bridgeport, CTschool students from Great Oaks Charter School — Bridgeport WHAT: Student volunteer work at a local farm WHEN: Saturday, May 21, 10 a.m. — 2 p.m. WHERE: Reservoir Community Farm, 1469 Reservoir Avenue, Bridgeport, CTSchool — Bridgeport WHAT: Student volunteer work at a local farm WHEN: Saturday, May 21, 10 a.m. — 2 p.m. WHERE: Reservoir Community Farm, 1469 Reservoir Avenue, Bridgeport, CT 06606

A plan unveiled today by Great Public Schools Now identifies 10 low - income neighborhoods where the nonprofit will focus its efforts on expanding access to high - performing schools for kids close to where theSchools Now identifies 10 low - income neighborhoods where the nonprofit will focus its efforts on expanding access to high - performing schools for kids close to where theschools for kids close to where they live.

The movement toward boarding schools for low - income students has made some of its greatest strides in the District, where both Maya Angelou and the SEED Public Charter School receive an extra $ 14,000 in federal tax dollars each year for every student who lives on their premises.

We work at schools where there's the greatest need and strive to eliminate the opportunity gaps that mar public education and harm students» futures.

Reign of Error begins where The Death and Life of the Great American School System left off, providing a deeper argument against privatization and for public education, and in a chapter - by - chapter breakdown, putting forth a plan for what can be done to preserve and improve it.

We're calling these schools, «priority schools,» and our goal is make sure all students have access to great public schools, regardless of where they live,» added Simmons.

«The governor really recognizes all our public schools as part of the solution toward making sure that every student in the state has access to a great education, and their parents have options of where they can send their student,» spokesman Daniel Scarpinato said.

Dedicated to giving every child the chance to attend a great school, Civic Builders partners with the nation's best educators to create public charter school buildings in communities where the need is greatest.

Moving forward, we want to make sure that any new school expansion we support or encourage (be it district, charter public or private) are in areas where the need is greatest, and that the schools are actually providing programs and opportunities that meet the needs of their unique student population.

But Nebraska is also a place where great respect is accorded public school.

I'm never one to doubt that local school boards and public safety officials will find a way to hire even amid bad budget news, but the pressure on state and local budgets is so great and shows so little sign of abating that I couldn't help wondering where the money might come from.

The study found the greatest impact of charters was on Durham, where 15 percent of the county's public school students attend charter schools.

With 90 % of funds remaining at the discretion of our local school board, our school is afforded greater flexibility and control of our resources, in comparison to traditional public schools where school - based budgets are set at the district level.

Cooling Down Yourh Classroom Carla Tantillo, Founder, Mindful Practices - Cooling Down the Classroom Community Schools 101: The who, what, when, where, and WHY of community schools Anya Tanyavutti, Manager, Metropolitan Family Services Kevin Curtin, Principal, Peoria School District 150 - PowerPoint Presentation - Garfield Elementary - Garfield Elementary School Partners Meeting Parents Where They Are: One community's unique approach to ensuring parents have access to the information and services they need Julie Lonteen, Peoria School District 150 Tranforming the High School Culture to Breed Success for All Students Tony Majors, Assistant Superintendent of Student Services, Metro Nashville Public Schools Gini Pupo - Walker, Director of Family Involvement and Community Services, Metro Nashville Public Schools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools 101: The who, what, when, where, and WHY of community schools Anya Tanyavutti, Manager, Metropolitan Family Services Kevin Curtin, Principal, Peoria School District 150 - PowerPoint Presentation - Garfield Elementary - Garfield Elementary School Partners Meeting Parents Where They Are: One community's unique approach to ensuring parents have access to the information and services they need Julie Lonteen, Peoria School District 150 Tranforming the High School Culture to Breed Success for All Students Tony Majors, Assistant Superintendent of Student Services, Metro Nashville Public Schools Gini Pupo - Walker, Director of Family Involvement and Community Services, Metro Nashville Public Schools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They Will where, and WHY of community schools Anya Tanyavutti, Manager, Metropolitan Family Services Kevin Curtin, Principal, Peoria School District 150 - PowerPoint Presentation - Garfield Elementary - Garfield Elementary School Partners Meeting Parents Where They Are: One community's unique approach to ensuring parents have access to the information and services they need Julie Lonteen, Peoria School District 150 Tranforming the High School Culture to Breed Success for All Students Tony Majors, Assistant Superintendent of Student Services, Metro Nashville Public Schools Gini Pupo - Walker, Director of Family Involvement and Community Services, Metro Nashville Public Schools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They Wilschools Anya Tanyavutti, Manager, Metropolitan Family Services Kevin Curtin, Principal, Peoria School District 150 - PowerPoint Presentation - Garfield Elementary - Garfield Elementary School Partners Meeting Parents Where They Are: One community's unique approach to ensuring parents have access to the information and services they need Julie Lonteen, Peoria School District 150 Tranforming the High School Culture to Breed Success for All Students Tony Majors, Assistant Superintendent of Student Services, Metro Nashville Public Schools Gini Pupo - Walker, Director of Family Involvement and Community Services, Metro Nashville Public Schools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They Will Where They Are: One community's unique approach to ensuring parents have access to the information and services they need Julie Lonteen, Peoria School District 150 Tranforming the High School Culture to Breed Success for All Students Tony Majors, Assistant Superintendent of Student Services, Metro Nashville Public Schools Gini Pupo - Walker, Director of Family Involvement and Community Services, Metro Nashville Public Schools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools Gini Pupo - Walker, Director of Family Involvement and Community Services, Metro Nashville Public Schools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They Wilschools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They Will Come?

In the hysterically titled «GOP War On Learning Continues In Senate Tax Plan, State Funding Cuts,» he writes, «As the Republican - controlled Congress continues to advance tax plans that slash funding from public education, a new report reveals how state and local government officials, especially where GOP leadership dominates, have continued a decade - long campaign to keep school funding below levels that preceded the Great Recession.»

Great Public Schools Now Releases Benchmark Data Aimed at Guiding Decisions of Where to Allocate Philanthropic Resources

If the Board received more than 12 applications in a single year from qualified applicants, then the proposed law would require it to give priority to proposed charter schools or enrollment expansions in districts where student performance on statewide assessments is in the bottom 25 % of all districts in the previous two years and where demonstrated parent demand for additional public school options is greatest.

Charter public schools still face underfunding challenges within the new Local Control Funding Formula, where at risk students stand to lose out on their share of concentration funding if their charter school has a greater percentage of at risk students than the local district.

A representative from the Thurgood Marshall Academy discussed interest in working with families to help students persist at the college where they originally enroll, while school staff from Capital City Public Charter School brainstormed ways they could build upon their existing family engagement strategies to deeply reach the greatest number of families at their sschool staff from Capital City Public Charter School brainstormed ways they could build upon their existing family engagement strategies to deeply reach the greatest number of families at their sSchool brainstormed ways they could build upon their existing family engagement strategies to deeply reach the greatest number of families at their schoolschool.

Most of them we want to pull into the charter school movement where they can see what a great public school is that doesn't have the chaos inflicted by the rapid turnover of a local school board.»

In California — one of the wealthiest places in the world — where our public schools rank 46th out of 50 in per - pupil funding, we need greater engagement and investment in our children's education.

At that time, OHLS was not at York University in the northern portion of the Greater Toronto Area (the GTA), but instead in downtown Toronto — it was the law society's law school (the Law Society of Upper Canada (the LSUC), which, in the public interest of people finding it and its website, should change its name to the Law Society of Ontario, given that half the people in Toronto weren't born in Canada, and therefore are likely to think the LSUC is a law society for lawyers whose offices are north of the 60th parallel of latitude where Canada's territories area, rather than know that «Upper Canada» was Ontario's name when it was a British Colony, prior to Confederation in 1867).