Sentences with phrase «high poverty schools get»

Not exact matches

They largely refused to acknowledge that poverty rather than school quality was the root cause of the educational problems of disadvantaged kids, for fear that saying so would merely reinforce a long - standing belief among public educators that students unlucky enough to live in poverty shouldn't be expected to achieve at high levels — and public educators shouldn't be expected to get them there.

And while he and Rumore agreed that the city's high poverty rate creates particular challenges for schools and that increased funding is necessary for a turnaround, Quinn said the district needs to «get its act together» before asking for any more money.

The critical report is part of the Alliance for Quality Education's multi-year campaign to get billions more in school aid for districts like Utica that suffer from high poverty rates.

African Americans are more likely than whites to believe eating a poor diet in childhood (55 % to 42 %), not getting vaccinations as a child (54 % to 43 %), living in poverty in childhood (47 % to 31 %), not graduating from high school (46 % to 26 %), and being born premature or underweight (34 % to 20 %) are extremely important.

After losing his job in Boise, his only option is to move his family to McFarland, California where he gets a position in a high school beleaguered with poverty, teen pregnancy and gangs.

The current research consensus points to high - poverty schools facing disproportionate challenges: that is, to get the same outcome, they need more resources per student — and per poor student.

These intangible middle class advantages include such things as a computer with internet access at home, a quiet place to study and complete homework, working parent (s) above the poverty line, no pressure to get a low - level job in high school to help pay the rent or support the family, and no fear of the streets upon which they live.

On the one hand, sensible steps to encourage district and union officials to get more effective teachers in high - poverty schools is obviously a good thing.

By 2014 it requires all students in every grade level to get to proficiency in every year — even 3rd graders who are born into poverty, or high - school students who moved to the United States two years prior.

It could move federal funds away from high - poverty schools (which get most Title I dollars today) to low - poverty ones;

As the college counselor at a small, high - poverty high school, she has much to do if she is going to get all these students into college.

-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity CSchools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Cschools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Cschools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Cschools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culture?

Yesterday, I discussed the recent Ed Next forum between Kati Haycock and Rick Hanushek, noting that I agree with Haycock's focus on sensible strategies to get more good teachers into high - poverty schools but that I worry about the casual heavy - handedness with which some advocates tackle the issue.

The greater focus on student growth versus mere proficiency in most states should make it somewhat likelier for high - poverty schools to get decent grades, but it could also result in many schools in affluent suburbs getting mediocre marks.

Given this strong correlation, it's not surprising that almost all high - poverty urban schools in Ohio get failing grades on the performance index.

But its «proficiency index» — which looks at the percentage of students getting to proficient and above — is a lowly C. Or perhaps not so lowly — almost no high - poverty schools in the state broke into the B range, because the proficiency index is almost perfectly correlated to school poverty levels.

They have targeted strategies to get strong teachers and leaders into high - poverty / high - minority schools and can swiftly remove ineffective teachers; they are closing low - performing schools and offering high - quality choices through both traditional and charter schools; and they have adopted demanding graduation standards and assessments so that students leave high school capable of attending college and ready for careers.

At the same time, we are in the midst of a «teaching crisis» that has a critical effect on how prepared our students are to be successful in the sciences and how prepared our teachers are to get them there: Half of all teachers leave the profession within the first five years, and this rate is highest for math and science positions and in high poverty schools [iii].

One concern is that districts receiving the minimum amount, such as KPS, which serves high - poverty neighborhoods, won't get the resources they need for the challenges they face, and that smaller, lower - funded charter and cyber schools will receive more than they need.

This goes for all races, but the trend is that many of the students with families living in poverty drop out of high school, or are just not getting the right education needed and end up on the lowest part of the achievement gap.

This information will help teachers avoid assumptions about what students have in their homes and appreciate the resilience of youth from high - poverty families who get to school each day filled with hope and energy.

Thea Williams - Black, chair of elementary and early childhood education at Jackson State University, said the school is pushing students to get experiences in both high - poverty and low - poverty districts.

One of the issues is how to define «highly qualified» teachers, and activists don't want that definition to include teachers in training, including Teach for America members, who are college graduates who get five weeks of summer training and then put into high - poverty schools to teach on their own.

«When [some high - poverty] kids go home, there isn't much for them to do there, so they find themselves getting into trouble and doing things that aren't school - related,» he said.

«Background characteristics (e.g., race, gender, neighborhood poverty, free lunch eligibility, being old - for - grade, and special education status) are all related to high school grades and test scores, but they do not tell us any more about who will pass, get good grades, or score well on tests in high school, once we take into account students» eighth - grade GPAs, attendance, and test scores,» the authors said.

They never get around to explaining why, in California, 52 percent of students attending charters that serve a majority of high poverty kids are in the top quartile of all public schools statewide as opposed to just 26 percent of similar students attending traditional public schools.

Poverty is getting so concentrated in America that one out of five public schools was classified as as a «high - poverty» school in 2011 by the U.S. Department of EduPoverty is getting so concentrated in America that one out of five public schools was classified as as a «high - poverty» school in 2011 by the U.S. Department of Edupoverty» school in 2011 by the U.S. Department of Education.

Should school districts risk hiding the fact that high - poverty schools tend to get more ineffective teachers, he asked, or risk rating teachers with high numbers of disadvantaged students incorrectly?

«That should be occurring in all places, but sometimes it takes low numbers or high - poverty schools or something to shine a light to say, «This is what we've got to address,»» Killingsworth said.

Unfortunately, adults can not get it right that every child deserves a free high quality education: society has contributed to expanding poverty, deferring dreams, under educating, over policing, over reliance of out - of - school suspensions, push - outs, extremely low graduation for student of color, and arrest and incarceration can be used interchangeable at schools.

To date, charter supporters have strategized that the best way to get any kind of charter schools is to first put them in high - poverty and under - resourced areas.

In addition, the state needs to ensure that students attending high - minority or high - poverty schools do not get left behind.

• IDEA Public Schools: At this Texas - based network, which got its start in the high - poverty Rio Grande Valley, the rate is 35 percent.

Without standardized tests, families at high - poverty schools would have no way of knowing how far behind their children are, even if they're getting high grades.

What policies can get more master teachers into high - poverty schools?

· More Students Get Meals: Gives 115,000 more students access to free and reduced meals programs · Meal Program Process Easier: Cuts the paperwork and administrative hassle that goes along with providing free and reduced meals to students in high poverty areas based on census data · Meals for Foster Kids: Foster children are now automatically eligible in school meal programs · Meals for After School Programs: Expands USDA support of meal programs in at - risk after school prschool meal programs · Meals for After School Programs: Expands USDA support of meal programs in at - risk after school prSchool Programs: Expands USDA support of meal programs in at - risk after school prschool programs

«These proceedings have shown how school districts in Connecticut, particularly high - poverty school districts, have been getting short - changed.

Teachers like me will be watching closely and hoping that Title I funds meant to supplement budgets in high - poverty schools will get what they deserve under law.