Sentences with phrase «improve equity in school»

Participants will learn where they can focus their efforts to improve equity in their school districts, and leave with tools to engage their communities in this challenging but vitally important work.

As a member of the Miami - Dade County Board of Education, Gallon has worked to increase support for underperforming schools, improve equity in school discipline practices, and expand magnet schools to underserved communities.

Not exact matches

More specifically, the school agreed to «ensure that its Title IX coordinator is trained concerning gender equity in athletics,» to «spend at least $ 5 million to improve the permanent athletic facilities used by its women's varsity sports teams... so that they are comparable to the facilities provided to men's varsity sports teams in the same tier,» and are obligated to «elevate two... women's teams to tier one.»

«The state's rapidly improving economic picture means there's a real opportunity for the state to more fully invest in its public schools, including dedicating new money to Foundation Aid as a way of increasing equity and further helping students to thrive,» said NYSUT President Andy Pallotta.

Turning rhetoric into reality will be a tough call — public spending cuts show no sign of letting up and the combination of rising demand for school places, lack of accountability and cuts to education budgets in real terms will need careful consideration if we are to improve standards and equity in education within the next administration.

«Improving our schools, putting New Yorkers back to work, advocating for our city's veterans, fighting for tax equity for co-op and condo owners and preserving our quality of life are the issues that made me want to run for City Council from the very beginning,» Silverstein said in a statement.

However, real reform and significant progress in improving the quality and equity of Australian schooling depend on tackling our deepest and most stubborn educational challenges.

Provides comprehensive data for individual states in the following categories: summary of grades, student achievement, standards and accountability, efforts to improve teacher quality, school climate, resources: equity and spending.

Over the past 35 years, reforms adopted in most states have dramatically improved the equity of funding from one school district to another.

Real reform and significant progress in improving the quality and equity of Australian schooling depend on tackling our deepest and most stubborn educational challenges, writes Professor Geoff Masters AO.

In support of local educators, Professional Education at the Harvard Graduate School of Education is offering a special tuition rate for educators working in Massachusetts, Maine, Vermont, New Hampshire, Connecticut, and Rhode Island for three upcoming leadership programs within The Principals» Center portfolio — Race, Equity, and Leadership in Schools; Improving Schools: The Art of Leadership; and Leadership: An Evolving VisioIn support of local educators, Professional Education at the Harvard Graduate School of Education is offering a special tuition rate for educators working in Massachusetts, Maine, Vermont, New Hampshire, Connecticut, and Rhode Island for three upcoming leadership programs within The Principals» Center portfolio — Race, Equity, and Leadership in Schools; Improving Schools: The Art of Leadership; and Leadership: An Evolving Visioin Massachusetts, Maine, Vermont, New Hampshire, Connecticut, and Rhode Island for three upcoming leadership programs within The Principals» Center portfolio — Race, Equity, and Leadership in Schools; Improving Schools: The Art of Leadership; and Leadership: An Evolving Visioin Schools; Improving Schools: The Art of Leadership; and Leadership: An Evolving Vision.

The deputy chief of equity for Oakland Unified School District in Oakland, Calif., discusses improving school ecosystems for underserved stuSchool District in Oakland, Calif., discusses improving school ecosystems for underserved stuschool ecosystems for underserved students.

«States are at the forefront of efforts to improve accountability, equity, and transparency in K - 12 schools through ESSA state plans,» said Washington Gov. Jay Inslee, Chair of the NGA Education and Workforce Committee.

«New approaches in education — including setting higher state standards, measuring students» progress, and requiring schools to improve — haven't fully addressed issues of equity for all students,» that report said.

It is up to states to lead the improvement of teacher evaluation systems in order to improve schools and support educational equity for historically underserved students.

SFTR aims to improve academic achievement and social - emotional development for historically underserved students in San Francisco's public schools by recruiting, preparing, and supporting highly effective and equity - centered teachers.

Morningside Center received a federal Investing in Innovation (i3) grant to increase racial equity in schools and improve outcomes for students.

In these roles, she leads and grows a national network of charter school attorneys known as «The Alliance of Public Charter School Attorneys»; provides technical assistance and training to charter school operators, authorizers, attorneys and advocates seeking to improve school - level civil rights policies and practices; addresses fiscal equity and labor issues confronting charter schools; provides litigation and strategic assistance to state partners considering litigation; and supports charter school advocates and operators seeking to improve their regulatory and authorizing environschool attorneys known as «The Alliance of Public Charter School Attorneys»; provides technical assistance and training to charter school operators, authorizers, attorneys and advocates seeking to improve school - level civil rights policies and practices; addresses fiscal equity and labor issues confronting charter schools; provides litigation and strategic assistance to state partners considering litigation; and supports charter school advocates and operators seeking to improve their regulatory and authorizing environSchool Attorneys»; provides technical assistance and training to charter school operators, authorizers, attorneys and advocates seeking to improve school - level civil rights policies and practices; addresses fiscal equity and labor issues confronting charter schools; provides litigation and strategic assistance to state partners considering litigation; and supports charter school advocates and operators seeking to improve their regulatory and authorizing environschool operators, authorizers, attorneys and advocates seeking to improve school - level civil rights policies and practices; addresses fiscal equity and labor issues confronting charter schools; provides litigation and strategic assistance to state partners considering litigation; and supports charter school advocates and operators seeking to improve their regulatory and authorizing environschool - level civil rights policies and practices; addresses fiscal equity and labor issues confronting charter schools; provides litigation and strategic assistance to state partners considering litigation; and supports charter school advocates and operators seeking to improve their regulatory and authorizing environschool advocates and operators seeking to improve their regulatory and authorizing environments.

The key purposes of accountability are to inform the public — to give an accounting — of the status of the school or system; to provide information that can be used to improve teaching and learning; to ensure equity within the system; to strengthen democratic participation in governing schools; and to ensure that participants in the system carry out their responsibilities well.

Technology alone will not improve academic achievement, but when used as a part of a comprehensive school improvement approach it will empower students to take a greater role in their own learning and will provide equity in access to quality instructional resources.

For years, the Center for American Progress has called on Congress to improve fiscal equity by closing the «comparability loophole,» which allows local school districts to underinvest in their low - income schools.

After graduating, I taught high school in Baltimore because I wanted to focus on improving educational equity here in the U.S.

While it may not be perfect, Gonski 2.0 greatly improves equity in the way we fund Australian schools.

This April 2013 article in Principal Leadership, written by Rob Larson and Rhonda Barton, looks at lessons for school leaders on improving educational equity.

It will pilot curriculum to engage and empower teen students; provide diversity, equity, and inclusion professional development to staff in its partner schools; and work to link its work to improved academic achievement.

«I am honored and humbled in receiving the inaugural IDRA José A. Cárdenas School Finance Fellowship award to conduct research to improve the funding for the most vulnerable populations while striving toward equity and excellence,» Dr. Jimenez - Castellanos said.

She is a passionate advocate for educational equity, and is fiercely committed to inspiring and equipping school leadership teams to craft and execute ambitious visions and goals to improve outcomes in K - 12 education.

The Fellowship is a two - year, cohort - based program that identifies innovative leaders in the educational equity movement, facilitates their dynamic growth, and strengthens their collective efforts to dramatically improve public schools for low - income children and communities.

The Urban League, Project GRAD, Centro Hispano and Knox County Schools worked to promote advocacy and engagement efforts generating deeper support for educational equity, opportunity and excellence to improve educational outcomes for underserved students of color in Knox County.

To that end, we hope that Dr. Johnson - Trammell will be the leader who brings our community together with a renewed focus on improving quality, equity, and sustainability within and across all public schools in service of all students.

Historically, magnet schools have been an important part of school districts» efforts to improve equity and quality in our nation's schools.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. PageIn the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

Disproportionality isn't a word that regularly pops up in casual conversation, but for school leaders invested in the work of improving urban education, it's an essential part of the dialogue and the mission of equity.

Launched in October 2017, this application system has dramatically simplified the high school application process while improving access and equity for all CPS high school students.

The push to boost funding to Mississippi's schools follows efforts in an array of states; lawsuits have been filed in 46 states seeking improved school funding, according to Michael A. Rebell, executive director of the Campaign for Educational Equity.

The SIOP Model was included in Tiffany Park's school improvement plan as an instructional approach for improving the reading and mathematics achievement of all students, and also as an equity and access strategy for low - income students and English learners.

PowerMyLearning in Greater Atlanta improves educational equity in underserved schools by leveraging technology and STEM learning.

The Community Schools model has been implemented across the country, showing that authentic engagement and shared leadership, combined with coordinated community partnerships focused on equity, can improve educational outcomes, school climate, and investment in local neighborhoods.

Kristin Grayson, Ph.D., provides training and technical assistance to school districts, teachers and parents to improve student achievement particularly in the area of gender equity, race relations and English learners.

The California Collaborative on District Reform joins researchers, practitioners, policymakers, and funders in ongoing, evidence - based dialogue and collective action to improve outcomes for all students in California's urban school systems, with particular attention to equity and access for traditionally under - served students in the state.

At IDRA, Dr. Grayson provides training and technical assistance to school districts, teachers and parents to improve student achievement particularly in the area of gender equity, race relations and English learners.

The UF Lastinger Center's Equity Coaching program provides a cadre of school - based administrators, instructional coaches, and teacher leaders with the will and skill to support teachers to adapt teaching and learning in ways that improve the educational experiences and performance of students of color.

These supports are designed to improve access and equity for those students whose proficiency in English might prevent them from fully demonstrating the skills and knowledge they have learned in school.

The study offers several recommendations for restoring equity provisions and integration in charter schools, including establishing new guidance and reporting requirements by the Federal government; federal funding opportunities for magnet schools, which have a documented legacy of reducing racial isolation and improving student outcomes; and incorporating some features of magnet schools into charter schools.

State policymakers are in an ideal position to address disproportionate discipline policies and practices in order to improve school equity and climate.

From February 20th through April 25, 2014, the PAC reached out to hear from SFUSD families about their experiences with racial equity to learn what is working, name the challenges school communities face and identify solutions to improve outcomes in this regard.

The report also addresses equity and funding issues that exacerbate distrust between districts and charter schools, and examines ways in which the two sectors may work together to improve opportunities for all students to attend charter schools and to increase charter schools» access to district resources that would enhance their ability to serve all types of students.

In this role, Holly directed a wide range of state and local policy initiatives focused on improving educational outcomes for children through promoting autonomy, accountability, and equity in New Orleans charter schoolIn this role, Holly directed a wide range of state and local policy initiatives focused on improving educational outcomes for children through promoting autonomy, accountability, and equity in New Orleans charter schoolin New Orleans charter schools.

Berkeley Principals Leadership Institute — The mission of the Principal Leadership Institute at Berkeley is to prepare, induct, and support a diverse community of equity focused school leaders who will improve education for vulnerable and historically underserved students in California's public schools in support of social justice.

The Connecticut Center for School Change (the Center) is a statewide, non-profit organization with a mission to improve teaching and learning, to reduce achievement gaps, and to promote equity in Connecticut schools.