Sentences with phrase «high school reform strategy»

The chief researcher, Dr. James Kemple, said that «our results offer support for the strategic use of school closures as part of a multi-dimensional high school reform strategy.»

The trip was designed to provide participants with an understanding of the state's overall high school reform strategy, the key players at the state - level involved in its creation and evolution, and an appreciation for the lessons learned as the state has progressed.

The San Diego City Schools (SDCS) high school renewal team provided an overview of the district's high school reform strategy for the past five years as well as its challenges.

Not exact matches

But the bulk of the city's school reforms over the past decade have focused elsewhere, on building a pre-kindergarten system, creating new curriculum materials and instructional strategies and, above all, improving teacher quality — work that's largely unrelated to high school attendance.

New American High Schools Make the Grade Whether a comprehensive high school, a magnet school, a small pilot school, or a restructured vocational - technical school — the Department of Education's 30 «New American High Schools» have been transformed by research - based reform strategHigh Schools Make the Grade Whether a comprehensive high school, a magnet school, a small pilot school, or a restructured vocational - technical school — the Department of Education's 30 «New American High Schools» have been transformed by research - based reform strateghigh school, a magnet school, a small pilot school, or a restructured vocational - technical school — the Department of Education's 30 «New American High Schools» have been transformed by research - based reform strategHigh Schools» have been transformed by research - based reform strategies.

Within the exploration of school reform, participants considered topics including high quality teachers, national education reform, public / private partnerships, and implementation strategies.

Considering all the impediments to wholesale high - school reform and the absence of true consensus as to the nature and urgency of the problem, I conclude that diversity and experimentation are a reasonable way to proceed in mid-decade, rather than pressing for elusive agreement about a single national strategy.

A number of forward looking cities have set aside contentious debates about charter schools, and have instead chosen to embrace high - quality charter schools in their reform strategies.

Here and there, a few school - reform advocates began to realize that diverse charter schools might be a way to engage middle - class parents, and that focusing exclusively on high - poverty minority communities was an understandable but flawed strategy.

provide staff ongoing, high - quality, job - embedded professional development that is aligned with the school's comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies;

In May 2011, the National Charter School Resource Center and the U.S. Department of Education hosted a full - day conference to explore emerging city - based movements that embrace high - quality charter schools as an integral component of their reform strategies.

provide staff ongoing, high - quality job - embedded professional development (e.g., regarding subject - specific pedagogy, instruction that reflects a deeper understanding of the community served by the school or differentiated instruction) that is aligned with the school's comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies;

May 2011, the National Charter School Resource Center and the U.S. Department of Education hosted a full - day conference to explore emerging city - based movements that embrace high - quality charter schools as an integral component of their reform strategies.

As the first large urban school district to introduce a comprehensive accountability system, Chicago provides an exceptional case study of the effects of high - stakes testing - a reform strategy that will become omnipresent as the No Child Left Behind Act is implemented nationwide.

The Obama administration, as part of a strategy to promote school reform, has promised to double funding for new charter schools with high academic standards, which many believe are key to improving the nation's K - 12 system through competition with traditional public schools.

The review concluded that the evidence is indeed sufficient to support investing in the model, especially as a strategy for reforming high - poverty schools.

Under that strategy they tried to achieve reform by paying school districts to break - up larger high schools into smaller ones.

The design concept comes from Rosenstock's experience as a former teacher and headmaster in Boston as well as from his experience as director of the federal New Urban High Schools project, which studied urban high schools that were using school - to - work strategies as a lever for whole school refHigh Schools project, which studied urban high schools that were using school - to - work strategies as a lever for whole school Schools project, which studied urban high schools that were using school - to - work strategies as a lever for whole school refhigh schools that were using school - to - work strategies as a lever for whole school schools that were using school - to - work strategies as a lever for whole school reform.

Talent Development Secondary, a comprehensive school reform effort, has emerged after over 20 years of research, applications and practices, well equipped to respond effectively to the needs of schools and districts seeking the strategies, tools, materials, supports and personnel needed to dramatically improve middle and high schools marked by low achievement and low graduation rates.

Portfolio Strategy identifies the entire city as the unit of change with respect to school reform, and tasks education and civic leaders with developing a citywide system of high - quality, diverse, autonomous public schools.

To provide context to the high school reform work in San Diego, Sue Stickel, Deputy Superintendent of Curriculum & Instruction, California Department of Education, described some of the state strategies and policies related to high school reform.

Allegheny Intermediate Unit (aiu3) Alliance for Excellent Education (AEE) American Alliance of Museums (AAM) American Association of Classified School Employees (AACSE) American Association of Colleges for Teacher Education (AACTE) American Association of Community Colleges (AACC) American Association of School Administrators (AASA) American Association of State Colleges & Universities (AASCU) American Council on Education (ACE) American Counseling Association (ACA) American Educational Research Association (AERA) American Federation of School Administrators (AFSA) American Federation of State, County, and Municipal Employees (AFSCME) American Federation of Teachers (AFT) American Institutes for Research (AIR) American Library Association (ALA) American Medical Student Association (AMSA) American Occupational Therapy Association (AOTA) American School Counselor Association (ASCA) American Speech - Language - Hearing Association (ASHA) American Student Association of Community Colleges (ASACC) Apollo Education Group ASCD Association for Career & Technical Education (ACTE) Association of American Publishers (AAP) Association of American Universities (AAU) Association of Community College Trustees (ACCT) Association of Jesuit Colleges & Universities (AJCU) Association of Public and Land - grant Universities (APLU) Association of Public Television Stations (APTS) Association of School Business Officials International (ASBO) Boston University (BU) California Department of Education (CDE) California State University Office of Federal Relations (CSU) Center on Law and Social Policy (CLASP) Citizen Schools Coalition for Higher Education Assistance Organizations (COHEAO) Consortium for School Networking (COSN) Cornerstone Government Affairs (CGA) Council for a Strong America (CSA) Council for Exceptional Children (CEC) Council for Opportunity in Education (COE) Council of Chief State School Officers (CCSSO) Council of the Great City Schools (CGCS) DeVry Education Group Easter Seals Education Industry Association (EIA) FED ED Federal Management Strategies First Focus Campaign for Children George Washington University (GWU) Georgetown University Office of Federal Relations Harvard University Office of Federal Relations Higher Education Consortium for Special Education (HESCE) indiCo International Society for Technology in Education (ISTE) Johns Hopkins University, Center for Research & Reform in Education (JHU - CRRE) Kent State University Knowledge Alliance Los Angeles Unified School District (LAUSD) Magnet Schools of America, Inc. (MSA) Military Impacted Schools Association (MISA) National Alliance of Black School Educators (NABSE) National Association for College Admission Counseling (NACAC) National Association for Music Education (NAFME) National Association of Elementary School Principals (NAESP) National Association of Federally Impacted Schools (NAFIS) National Association of Graduate - Professional Students, Inc. (NAGPS) National Association of Independent Colleges and Universities (NAICU) National Association of Private Special Education Centers (NAPSEC) National Association of School Psychologists (NASP) National Association of Secondary School Principals (NASSP) National Association of State Directors of Career Technical Education Consortium (NASDCTEc) National Association of State Directors of Special Education (NASDSE) National Association of State Student Grant & Aid Programs (NASSGAP) National Association of Student Financial Aid Administrators (NASFAA) National Center for Learning Disabilities (NCLD) National Center on Time & Learning (NCTL) National Coalition for Literacy (NCL) National Coalition of Classified Education Support Employee Unions (NCCESEU) National Council for Community and Education Partnerships (NCCEP) National Council of Higher Education Resources (NCHER) National Council of State Directors of Adult Education (NCSDAE) National Education Association (NEA) National HEP / CAMP Association National Parent Teacher Association (NPTA) National Rural Education Association (NREA) National School Boards Association (NSBA) National Student Speech Language Hearing Association (NSSLHA) National Superintendents Roundtable (NSR) National Title I Association (NASTID) Northwestern University Penn Hill Group Rutgers, The State University of New Jersey School Social Work Association of America (SSWAA) Service Employees International Union (SEIU) State University of New York (SUNY) Teach For America (TFA) Texas A&M University (TAMU) The College Board The Ohio State University (OSU) The Pell Alliance The Sheridan Group The Y (YMCA) UNCF United States Student Association (USSA) University of California (UC) University of Chicago University of Maryland (UMD) University of Maryland University College (UMUC) University of Southern California (USC) University of Wisconsin System (UWS) US Public Interest Research Group (US PIRG) Washington Partners, LLC WestEd

The presenters pointed to the Learn and Earn high schools as an example of a reform strategy facilitated by legislative change, but executed through partnerships between statewide education agencies.

It said: «The pace of reform has been high and lacks a long - term vision, an adequate school improvement infrastructure and a clear implementation strategy all stakeholders share.»

RFA examined the planning and early implementation of the School District of Philadelphia small schools strategy for high school reform, focusing especially on the significant role of public / private sector collaboration in developing and carrying School District of Philadelphia small schools strategy for high school reform, focusing especially on the significant role of public / private sector collaboration in developing and carrying school reform, focusing especially on the significant role of public / private sector collaboration in developing and carrying out...

However, additional research is needed to further establish the efficacy of dual enrollment as a promising high school and CTE reform strategy, including analyses using randomized or quasi-experimental designs to eliminate some of the shortcomings of our regression analyses and further examining sub-group differences in outcomes in order to better understand which groups of students may benefit most from dual enrollment participation.

Response Most school reform programs, such as Success for All, Comer School Development Program, Knowledge is Power Program and High Schools That Work, have their own strategies and their own proschool reform programs, such as Success for All, Comer School Development Program, Knowledge is Power Program and High Schools That Work, have their own strategies and their own proSchool Development Program, Knowledge is Power Program and High Schools That Work, have their own strategies and their own profiles.

Kerri Briggs, Director of Education Reform at the George W. Bush Institute and Cynthia G. Brown, Vice President of Education Policy at the Center for American Progress, said of Change Agents: «Our two organizations applaud the release of this timely report that will help states to ensure that a high - caliber principal leads every school in the nation... This report and the accompanying companion guide build on New Leaders» experience in the field and give states tools and strategies to reframe policies to bolster the principal talent pipeline.»

You, your neighbors, the teachers in your town or city — you are the people who can best design school reform strategies that work for your children, and create, nurture, and support high quality schools across the country.

Breaking ranks II: Strategies for leading high school reform.

Dr. Stone's research has focused on strategies that improve the capacity of CTE programs to improve the engagement, achievement, and transition of secondary and postsecondary CTE participants, including longitudinal studies on the effects of work - based learning and the effect of whole - school, CTE - based school reforms on educational outcomes of youth in high - poverty communities.