Sentences with phrase «help poor school districts»

Foundation aid funding is typically seen as helping poorer school districts around the state that can not rely as heavily on revenue from property taxes.

Not exact matches

In a news conference outside of the Senate chamber, school organizations called for a bump in state aid for districts of $ 2.2 billion in the coming 2016 - 17 budget year, along with a complete elimination of the so - called Gap Elimination Adjustment while also pledging to fully fund Foundation Aid that helps poorer districts.

Andrea Vecchio, an East Islip taxpayer activist, said she has a solution to help poorer districts: spread the wealth from commercial properties by equally distributing those tax revenues to all school districts.

Hawkins» platform includes a call for a $ 15 hourly minimum wage rate, a ban on hydrofracking, using government money to hire unemployed workers for public projects, a single - payer healthcare program, rejecting the Common Core teaching standards (and the federal money that came with them), refiguring school aid to give more help to poorer districts and raising taxes on the richest New Yorkers.

At the same time, public schools in poorer districts are being asked to do more and more to help address the broader social and economic problems manifesting themselves among school populations.

New York state Gov. Andrew Cuomo said there's a need to tackle funding inequities in poorer school districts in his State of the State Address earlier this month, and Syracuse City School District administrators said they agree: The local district needs moreschool districts in his State of the State Address earlier this month, and Syracuse City School District administrators said they agree: The local district needs moreSchool District administrators said they agree: The local district needs moDistrict administrators said they agree: The local district needs modistrict needs more help.

While a conscientious individual like him seems inherently disdainful of commercial onslaught, he also comes across rather sympathetic to a poor Florida school district that is desperate for budget help but limited in the advertisement they can purchase.

They include Jim Barksdale, the former chief operating officer of Netscape, who gave $ 100 million to establish an institute to improve reading instruction in Mississippi; Eli Broad, the home builder and retirement investment titan, whose foundation works on a range of management, governance, and leadership issues; Michael Dell, the founder of Dell Computers, whose family foundation is valued at $ 1.2 billion and is a major supporter of a program that boosts college going among students of potential but middling accomplishment; financier and buyout specialist Theodore J. Forstmann, who gave $ 50 million of his own money to help poor kids attend private schools; David Packard, a former classics professor who also is a scion of one of the founders of Hewlett - Packard and has given $ 75 million to help California school districts improve reading instruction; and the Walton Family Foundation, which benefits from the fortune of the founder of Wal - Mart, and which is the nation's largest supporter of charter schools and private school scholarships (see «A Tribute to John Walton,»).

Part of a broader assessment - and - accountability plan, the proposal would help poor schools and save money for districts, state leaders say.

Taking a new tack toward resolving Michigan's long - running dispute over school - finance equity, Gov. John M. Engler has announced a plan to help close the gap between rich and poor districts by making better - off systems bear more of the burden of school - employee retirement costs.

Indeed, the most important (and uncertain) premise of Reading First was that it could catalyze and support meaningful change in the SEAs — could help them build agile expert systems that gave high - quality support to schools and districts — and thereby improve reading achievement among the poor, not just in isolated schools and districts as in the past but across entire states.

But to really understand the disparities in how schools help teachers learn to integrate classroom technology, it helps to compare a district like South Fayette, where 80 percent of students are white and just 13 percent are poor, to a district like nearby Sto - Rox, which is 33 percent white and 77 percent poor.

She also stressed, as did many other witnesses, that school districts with effective mentoring and evaluation programs have successfully identified and helped poor - performing teachers.

Like equalization formulas in other states, the one in Kansas was designed to help poor, primarily urban districts, not the sprawling, land - rich agricultural areas of the state, like Beloit, where Mr. Bottom serves as superintendent of schools.

The plans of both candidates offer a smorgasbord of remedies to close the achievement gap between poor and affluent school districts, including approaches to help schools close the digital divide.

Many of these revisions will help close the equity gap of over $ 1,000 per student between the wealthiest and poorest school districts that is inherent in Texas's continuing over-reliance on disparate property tax values across the state, as noted in the chart below.

The only light at the end of the tunnel is the fact that the MassInsight contract ends in just over four months, but watch for Pryor to try and sneak through a contract extension despite Malloy's ongoing promise that he is actually committed to helping Connecticut's thirty poorest school districts.

Gone were the three retired superintendents, all with extensive experience helping larger, poorer school districts.

Over at the State Department of Education, Stefan Pryor got rid of Connecticut's experienced Leaders in Residence and the team of experts who were dedicated to helping Connecticut's Priority School Districts improve educational opportunities in the state's poorest dDistricts improve educational opportunities in the state's poorest districtsdistricts.

This is particularly true in stressed poorer districts and schools, the schools, districts, and students that education reform was designed to help.

If anything, the District's flourishing charter movement will help Ms. Rhee by offering choice and competition while refuting some of the excuses used to justify the poor performance of urban schools.

Instead of going back to an accountability approach that was supposedly «demoralizing» teachers and school leaders charged with helping poor and minority kids succeed, Petrilli and others prefer the new approaches, which attempt to focus on the growth schools and districts make in helping our most - vulnerable.

The Obama Administration's decision to allow states to implement supposedly «ambitious» yet «achievable» proficiency targets — usually with lower proficiency rates for poor and minority kids than for middle - class and white counterparts — allow districts and schools to do little to help those kids succeed.

It is incredibly telling that Stefan Pryor, the co-founder of Achievement First, couldn't find anyone more capable of managing the Malloy administration's ongoing effort to «help» the state's thirty poorest school districts than someone whose only experience was at Achievement First, Inc..

As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve success.

The Massachusetts Comprehensive Assessment System is being dropped by half of Massachusetts school districts in favour of a new test (PARCC) which the Commissioner of the state's Department of Elementary and Secondary Education said would «help the state reduce the stubborn achievement gaps between rich and poor, white and minority, by giving teachers better information about which kids need extra support».

As Dropout Nation has reported over the past year, the Obama waiver gambit is already allowing 37 states and the District of Columbia to ignore poor and minority kids, rendering them invisible altogether, through such subterfuges as lumping all of subgroups into a so - called super subgroup category that obscures data on the performance of districts and schools in helping each and all kids.

It's a debate that includes disputes over whether charter schools — untied to neighborhood boundaries — should be leveraged to help integrate public schools racially and socioeconomically, whether poor students benefit more from diverse classrooms, and whether charters are indeed less integrated than their district school counterparts.

According to a published report in the Connecticut Post, the «Education Reform Plan» that Governor Malloy will announce later this week will include Commissioner of Education Stephan Pryor's plan to give charter schools more public funds including money that will be shifted from helping Connecticut's poorest urban districts.

Since school districts are dependent primarily on local property taxes and often have a depressed economic base, this investment helped the Institute demonstrate how important it is for the legislature to increase funding to poor, rural schools in the state.

Title 1 is a federal grant that provides state governments with extra funds to give to local school districts to help pay for programs targeted at helping poor children do better in school.

Governor Malloy and Commissioner of Education Stephan Pryor have announced a plan to give charter schools more public funds including money that will be shifted from helping Connecticut's poorest urban districts.

Also, 15 of our poorest public school districts will lose $ 3.6 million slated to extend the school day and offer summer academic programs and lose $ 1.6 million to help public schools transport students.

The four Leaders in Residence and the three retired superintendents of schools, all of whom at had been successfully working with these priority school districts to enhance their local education programs were gone and Pryor replaced them with a $ 1 million contract with a well - connected, out - of - state company called MassInsight that proceeded to send in a series of inexperienced consultants to help Connecticut's poorest school districts.

Then there's question four: How can a state help poor and minority kids get high - quality education when the elimination of AYP and subgroup accountability as the levers for holding districts and schools responsible have been replaced with new systems that render those kids invisible?

Until now, the Malloy administration's primary mechanism to try and force parents to have their children participate in the SBAC / NEW SAT testing was to mislead and lie to parents about their rights, while at the same time, threatening that the state would withhold Title 1 federal funding that is supposed to be used to help poor children if a school district's opt out rate was greater than 5 percent.

It has been clear long ago that the Obama waiver gambit allows states to ignore poor and minority kids, rendering them invisible altogether, through such subterfuges as lumping all of subgroups into a so - called super subgroup category that obscures data on the performance of districts and schools in helping each and all kids.

At issue is how thousands of school districts prove that they are using $ 15 billion in federal Title I dollars to provide extra help for poor children in tens of thousands of schools nationwide.

Federal law says that school districts must spend the money in a way that provides extra help to poor children — that it not be used to provide basic educational services — and requires that Title I schools have comparable services to those in wealthier schools in the same district.

The Trump Administration's proposed $ 250 million increase in funding for the federal Charter School Fund (as well as another $ 1 billion in Title I funds devoted to expanding intra-district choice for low - income children) is offset by the elimination of $ 2.2 billion in funding for Americorps, the program that helps districts provide poor and minority children with Teach for America recruits proven to improve their academic achievement.

They go to professional development for school librarians, and to help provide equity between poor and rich districts» book budgets.