Sentences with phrase «in urban poverty schools»

National tests for years have indicated that over 50 percent of students in urban poverty schools fail 4th grade reading tests which indicate that these students can not read.

Not exact matches

But some education specialists say that elected school boards in general pose problems for urban school districts with challenges related to poverty.

High - poverty schools in urban areas tend to have the highest rates of teacher turnover.»

In the study, 292 first - generation immigrant children who attended eight high - poverty, urban elementary schools in Boston took part in the intervention, called City Connects, in the early 2000In the study, 292 first - generation immigrant children who attended eight high - poverty, urban elementary schools in Boston took part in the intervention, called City Connects, in the early 2000in Boston took part in the intervention, called City Connects, in the early 2000in the intervention, called City Connects, in the early 2000in the early 2000s.

The schools these young men would attend are typically in high - poverty urban neighborhoods, have high rates of violence and school dropout, and struggle to retain effective teachers.

«An ideal situation in five years may be in a leadership role at a large urban school district, charter school network, or nonprofit organization that serves underrepresented students, especially those living in poverty,» she says.

For a decade or more, school reform has been an urban tale of superintendents seeking to «turn around» schools in poverty - stricken communities, where vast numbers of children read below grade level and drop out before graduation.

By 2005 Pisces was the biggest single supporter of Teach for America, a nonprofit that has, improbably, made teaching in poverty - ridden urban schools one of the most popular career choices of students at Ivy League colleges.

with University of Pittsburgh Professor H. Richard Milner IV, Helen Faison Endowed Chair of Urban Education and director of the Center for Urban Education; editor of Urban Education; and author of Rac (e) ing to Class: Confronting Poverty and Race in Schools and Classrooms.

The highest turnover happens in high poverty urban and rural public schools.

Almost half of the teachers in Ohio's charter schools quit their schools in the four - year period between 2000 and 2004, in comparison with about 8 percent in conventional public schools and 12 percent in high - poverty, urban public schools, suggesting that new organizations are not a magic formula for school stability.

A research team led by Harvard Graduate School of Education's Susan Moore Johnson at the Project on the Next Generation of Teachers spoke to 95 teachers and administrators in six high - poverty, high - minority schools in a large, urban district.

African American students, students who qualify for free / reduced lunch (i.e. poor students), students living in relatively high - poverty areas, and students attending urban schools are all more likely to be investigated by Child Protective Services for suspected child maltreatment.

Gold notes, for example, how the demand that urban schools intervene directly to overcome the effects of poverty on achievement results in a proliferation of site - based social - service programs — clinics, counseling, rehab centers, family interventions — whose maintenance can overwhelm the instructional mission of the school.

The expectation is that the resulting intervention, titled «SECURe for Parents and Children (SECURe PAC)» is feasible to implement within existing school - and community - based services in urban areas with a high concentration of families and children living in poverty.

In my years teaching in urban public schools, I saw many students experience extreme stress from living in poverty and also in gang - affiliated neighborhoodIn my years teaching in urban public schools, I saw many students experience extreme stress from living in poverty and also in gang - affiliated neighborhoodin urban public schools, I saw many students experience extreme stress from living in poverty and also in gang - affiliated neighborhoodin poverty and also in gang - affiliated neighborhoodin gang - affiliated neighborhoods.

A high - poverty urban district with 28 percent English language learners and more than 50 home languages spoken throughout the district, Oakland Unified School District (OUSD) in California was looking for new ways to reach these diverse families.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

We present results from a randomized experiment of a summer mathematics program conducted in a large, high - poverty urban public school district.

For a high - poverty urban district like LAUSD, where declining birth rates, reduced immigration, gentrification and the expansion of charters have left neighborhood schools scrambling for resources, education researchers believe that community schooling offers the first meaningful bang for its buck in delivering equity for its highest - needs students.

In the United States, the problem is most obvious in high poverty urban schools, where boys are losing sight of the girlIn the United States, the problem is most obvious in high poverty urban schools, where boys are losing sight of the girlin high poverty urban schools, where boys are losing sight of the girls.

With increasing teacher - turnover rates in high - poverty and urban districts, school and district leaders need to make sure that the job is satisfying and rewarding — and quality collaboration time can help lower turnover rates.

Last week, I had the privilege of visiting several high - poverty urban schools in Cleveland.

And although charters enroll only 5 percent of America's K - 12 students, to the cash - strapped, high - poverty urban districts that have been targeted for charter expansions, that number represents a shift of roughly $ 38.7 billion per year in lost tax dollars and mass closings of neighborhood schools.

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

In the two previous years, 46 and 39 percent of urban schools were rated D or F. To be sure, fewer high - poverty schools will flunk under value - added as under a proficiency measure.

The figures quoted above about the availability of computers in schools do not provide details about the types and quality of computer technology available to students and teachers in high - poverty urban school settings as opposed to those in more affluent suburban schools.

While many whole - school reform models geared to urban and high - poverty contexts provide excellent professional development for teachers, few provide anything that directly address the needs and experiences for principals in high poverty settings.

Even where urban and high - poverty school districts emphasize public engagement, the policies and preferences tend to «trickle down» to schools only in the form of mandated representation on school councils — a weak strategy for distributing leadership.

We heard similar criticisms about the effectiveness of state support - system interventions for low - performing schools in one of our large, high - poverty, low - performing urban school districts — where (again) the district developed no plan for systematic intervention to ameliorate the problem.

Today, 50 years after the report was issued, that prediction characterizes most of our large urban areas, where intensifying segregation and concentrated poverty have collided with disparities in school funding to reinforce educational inequality (see Figure 1).

The success of these programs provides a clue to the root problem of low achievement in so many urban areas: Poverty didn't keep these children from performing better, failing schools did.

But our recent study of teachers» working conditions in six successful high - poverty urban schools suggests otherwise.

The Council of Urban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create obstacles to learUrban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create obstacles to learurban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create obstacles to learning.

«Our urban schools are in trouble because of concentrated poverty and racial segregation,» which make for a toxic mix.

It may also be difficult to translate work done in this small school, where in any given year a quarter to 40 percent of students are eligible for free or reduced - price lunch, a federal measure of poverty, to larger, urban schools with higher concentrations of low - income students.

For fifty years, the Council of Urban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create serious obstacles to learUrban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create serious obstacles to learurban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create serious obstacles to learning.

This report examines the extent to which teachers who are not fully certified are disproportionately assigned to teach in high - poverty schools, schools with high proportions of students of color, English learners, or students with disabilities, and schools located in rural or urban areas.

URBAN NAEP COVERAGE EdWeek: NAEP: Urban School Districts Improving Faster Than the Nation Baltimore Sun: Baltimore students score near bottom in reading, math on key national assessment Cleveland Plain Dealer: Vast poverty differences create unfair comparisons on Nation's Report Card Miami Herald: Miami and Florida students outperform peers on nationalURBAN NAEP COVERAGE EdWeek: NAEP: Urban School Districts Improving Faster Than the Nation Baltimore Sun: Baltimore students score near bottom in reading, math on key national assessment Cleveland Plain Dealer: Vast poverty differences create unfair comparisons on Nation's Report Card Miami Herald: Miami and Florida students outperform peers on nationalUrban School Districts Improving Faster Than the Nation Baltimore Sun: Baltimore students score near bottom in reading, math on key national assessment Cleveland Plain Dealer: Vast poverty differences create unfair comparisons on Nation's Report Card Miami Herald: Miami and Florida students outperform peers on national test

In large urban districts, like the Los Angeles Unified School District or Chicago Public Schools, poverty, violence and trauma can be barriers to learning for thousands of students.

Educators in Detroit's public school system face a tough reality: Detroit Public School students are last in the nation among urban students proficient on the National Assessment of Educational Progress (NAEP) and fifty - seven percent of Detroit children under the age of 17 live in poschool system face a tough reality: Detroit Public School students are last in the nation among urban students proficient on the National Assessment of Educational Progress (NAEP) and fifty - seven percent of Detroit children under the age of 17 live in poSchool students are last in the nation among urban students proficient on the National Assessment of Educational Progress (NAEP) and fifty - seven percent of Detroit children under the age of 17 live in poverty.

This course addresses the many issues facing educators in high - poverty urban schools.

One specific study, which examined five low - performing, high - poverty urban high schools in three districts and their use of data to inform school improvement, concluded that the more school staff worked collaboratively to discuss and analyze student performance the more likely staff members were to use data to inform curriculum decisions (Lachat & Smith, 2005).

It bothers him deeply that urban public schools in high - poverty neighborhoods don't have that.

Higher needs children in primarily high poverty rural and urban school districts are seeing greater disparity increasing over time.

According to a new report, most teachers in urban, high - poverty schools are remarkably motivated to meet the challenges at hand, but they need and want schoolwide, principal - led supports in order to succeed in the face of the uncertainties that economic privation brings.

In a high - poverty, urban middle school in Mississippi, the principal has partnered with local businesses to develop a community garden that students work in to grow fresh vegetables they can take home — and good deeds can earn them credit for supplies at the school storIn a high - poverty, urban middle school in Mississippi, the principal has partnered with local businesses to develop a community garden that students work in to grow fresh vegetables they can take home — and good deeds can earn them credit for supplies at the school storin Mississippi, the principal has partnered with local businesses to develop a community garden that students work in to grow fresh vegetables they can take home — and good deeds can earn them credit for supplies at the school storin to grow fresh vegetables they can take home — and good deeds can earn them credit for supplies at the school store.

It is also important to note that these challenges are more prevalent in urban, high - poverty schools and among African American and Latino students and students with disabilities.

There is a sense, especially in urban areas where the poverty levels affect students» emotional health, that school should be a safe haven where students can feel accepted and therefore successful.

Unacknowledged by the NAACP is that access to charter schools gives blacks and other minorities a great opportunity to escape lives of poverty and / or crime in many urban areas.