Sentences with phrase «income children succeed»

Despite the rhetoric, this is not about helping low - income children succeed academically or about «failing» schools.

Reimers» work focuses on the role of educational innovation in fostering global competency and other 21st century skills and in identifying options that support teachers in helping low - income children succeed academically.

Helping Low - Income Children Succeed New York Times, 3/24/14 «Diverging incomes among families lead to diverging destinies among children, undermining the promise of equal opportunity.

Not exact matches

CHICAGO — In his new book, «Helping Children Succeed: What Works and Why,» journalist Paul Tough investigates the challenge of educating low - income children, who now account for more than half of all public school sChildren Succeed: What Works and Why,» journalist Paul Tough investigates the challenge of educating low - income children, who now account for more than half of all public school schildren, who now account for more than half of all public school students.

Challenge number two is — this is something that I became more aware of working on Helping Children Succeed — that even going beyond the challenges that low - income kids face and the gaps in our academic outcomes, there are significant problems with some of the basic approaches to teaching and education that we have in our schools: The basic principles of American pedagogy, how we teach math, how we teach anything.

In other words, even when home visitation programs succeed in their goal of changing parent behaviour, these changes do not appear to produce significantly better child outcomes.21, 22 One recent exception, however, was a study of the Home Instruction Program for Preschool Youngsters (HIPPY) model with low - income Latino families showing changes in home parenting and better third - grade math achievement.23 Earlier evaluations of HIPPY found mixed results regarding program effectiveness.

Going forward, policy makers who care about their low - income high achievers should take full advantage of their newfound authority under the Every Student Succeeds Act (ESSA) to ensure that their schools have ample incentives to educate those children, and all children, to the max.

Charters that succeed with low - income children go full bore: all - out culture building in the classroom, students and staffers willing to endure longer school hours, bright teachers willing to adapt to precise training regimens and relinquish a fair amount of privacy (giving out their cell - phone number for afterschool homework questions, for example).

Probably the most thought - provoking portion of Professor Wax's essay is her discussion of how both models — no - excuses and income mixing — «assume that, to succeed in school and in life, poor children need to be taught bourgeois, middle - class values — and socialized away from their culture of birth.»

Initiated in 1965, as part of President Lyndon Johnson's «War on Poverty,» Head Start was created out of concern for the well - being of children in low - income families based on evidence that they were less likely to succeed in school than their more advantaged peers.

«Every child, regardless of income, race, background, or disability can succeed if provided the opportunity to learn,» U.S. Secretary of Education Arne Duncan said.

So my compromise position would be to acknowledge parents» right to choose their children's schools (which, for low income parents, effectively means allowing them to take public dollars with them), while at the same time being vigorous in shutting off public dollars to schools (whether they be district, private or charter schools) that are failing to prepare students to succeed on measurable academic outcomes.

In her speech, Secretary DeVos argued that it is never just to restrict parents» choices, especially low - income parents with few options and whose children face the most dire consequences if they do not succeed in school.

We must give low - income and working - class parents the power to choose schools — public or private, nonsectarian or religious — where their children will succeed.

If all three efforts succeed, one outcome is clear: the state and school districts would have new responsibilities aimed at providing students a better learning environment through changes that could hold important benefits for low - income and minority children.

Woven into this highly personal narrative about a boy's journey from silent sidekick to hero are themes that translate to public education: the challenges of finding the right school or instructional method to meet a student's individual needs; the impact of social stigmas on expectations and performance, particularly for «discarded students» in low - income neighborhoods, and the need for a culture of high expectations to counter those negative societal assumptions; the importance of tireless, focused, caring teachers who do whatever it takes to help students succeed; and the ability for all children — regardless of learning challenges or race or income level — to learn.

And, with the passage of the Every Student Succeeds Act, there is at least implicit acknowledgment that standardized testing and the No Child Left Behind Act have failed at closing stubbornly wide equity gaps by race, income, language, and special education status.

Many children of color and children from low - income families enter kindergarten without the academic skills they need to succeed.

«Every child, regardless of income, race, background, or disability, can succeed if provided the opportunity to learn,» Duncan told reporters.

Janet's article highlights that the benefits to low - income and affordable housing must include strategic steps towards community engagement that are then implemented to ensure that children and families have the ability to succeed.

They suggest the possibility that strong schools could help children from low - income families succeed.

The foundation recommends six strategies to help move low - income families onto the path to prosperity and ensure the nation's next generation is able to compete in our global economy, including preserving and strengthening programs that supplement poverty - level wages, offset the high cost of child care, and provide health insurance coverage for parents and children; promoting responsible parenthood and ensuring that mothers - to - be receive prenatal care; ensuring that children are developmentally ready to succeed in school; and promoting reading proficiency by the end of 3rd grade.

PowerMyLearning provides low - income families with the computers, software, and technology training that they need to help their children succeed academically and to become good digital citizens.

As noted, both income mixing and no - excuses schools assume that, to succeed in school and in life, poor children need to be taught bourgeois, middle - class values — and socialized away from their culture of birth.

High quality preschool can play a key role in helping low - income children enter kindergarten with foundational skills that will help them succeed.

Starting early in school, children in low - income communities are less likely to succeed academically.

They know that their children's schools get less funding and that when low - income students of color succeed, it is largely due to two things: their own hard work in the classroom and support from family at home.

MarylandCAN's attention is not really about our children but about using our children to sell the idea that schools can succeed regardless of the impacts of poverty and income inequality — especially if the right «organizations» are in charge.

The Campaign for Grade - Level Reading is a collaborative effort by foundations, nonprofit partners, business leaders, government agencies, states, and communities across the nation to ensure that more children in low - income families succeed in school and graduate prepared for college, a career, and active citizenship.

In a matter of days, he has gone from talking about «Opportunity Schools» in Baltimore to claiming that «there are organizations in other parts of the country that are operating schools that are succeeding in leading children from low - income families — especially children of color — to reach much higher levels of academic success than the norm for their communities.»

The Campaign is a collaborative effort by foundations, nonprofit partners, business leaders, government agencies, states and communities across the nation to ensure that more children in low - income families succeed in school and graduate prepared for college, a career, and active citizenship.

The $ 500 million competition, which is jointly run by the education and health and human services departments, is intended to help more high - need children — including those from low - income families — enter kindergarten ready to succeed.

«All children in Chicago deserve access to high quality schools and the preparation needed to succeed in college, career, and life — no matter their zip code, ethnicity, income level, or family background,» said Jelani McEwen, Director of External Affairs for INCS Action.

I think some of their motivation was less self - serving; they wanted to fulfill Dr. Hall's vision that low - income children from single parent homes and tough neighborhoods could and would succeed at levels comparable to suburban Atlanta peers.

In 2012 the foundation launched the Broad Prize for Public Charter Schools, a $ 250,000 award for college readiness to a charter network helping low - income students and children of color succeed.

«Wisconsin's groundbreaking school choice programs have proven that when you give low - income families the opportunity to choose better schools for their children, those children are much more likely to succeed and break the cycle of poverty,» said Senator Johnson in press release.

The idea that school quality would be an important element for intergenerational mobility - essentially a child's likelihood that they will one day outearn their parents - seems intuitive: Leaders regularly stress that the best way to rise up the income ladder is to go to school, where one can learn the skills they need to succeed in a competitive, global economy.

Accountability, Al Franken, Betsy DeVos, Crossposts, Department of Education, English language learners, Every Student Succeeds Act, ESSA, IDEA, Jeff Sessions, Laura Waters, low - income, NJ Left Behind, No Child Left Behind, Secretary of Education, Special Education, special needs, Students of Color, Trump Administration

Prenatal exposure to pesticides — common in agricultural areas as well as low - income urban neighborhoods, where the chemicals are used to control cockroaches and other insects — can significantly affect a child's ability to succeed in school, a trio of new studies finds.

For first marriages, for example, marriages are less likely to break up, and more likely to succeed, if the wife grew up in a two - parent home, is Asian, was 20 years of age or over at marriage, did not have any children when she got married, is college - educated, has more income, or has any religious affiliation.»

Decades of research show that when children attend a high - quality early learning program, they arrive at kindergarten ready to learn and are more likely to succeed in school, graduate high school and college, and earn higher incomes as adults.

It indicated that those born into large or single parent families with low incomes and poor housing were much less likely to succeed in school, were likely to be on average three and a half years behind other children in reading skills and were more likely to exhibit behavioural problems in class.

Welfare reforms that support work, and thus succeed in increasing income as well as employment, have positive effects on younger children.

Early Head Start provides low - income infants and toddlers with opportunities for learning and healthy development that all children need to succeed in school, in the workforce, and in life.

In an effort to ensure that all young children have the same opportunities to succeed in school and life, the federal Early Head Start program was created to support the healthy development of low - income infants, toddlers, and pregnant women.

The Campaign for Grade - Level Reading, launched in May 2010, is a collaborative effort of funders, nonprofit partners, states and more than 140 communities across the nation to ensure that many more children from low - income families succeed in school and graduate prepared for college, a career and active citizenship.

Speakers at the summit, which will be held at the Omni Shoreham Hotel, include keynote speaker John E. Pepper, Jr., retired Chairman and CEO of The Procter & Gamble Company and current chairman of the board of the Walt Disney Company; Judith Van Ginkel, Every Child Succeeds; Libby Doggett, Pew Center on the States; Frank Putnam, Cincinnati Children's Hospital Medical Center; David Olds, University of Colorado Health Sciences Center; and Deborah Daro, Chapin Hall at the University of Chicago; Federal officials scheduled to speak include: Martha Coven, Special Assistant to the President, White House Domestic Policy Council; Joan Lombardi, Deputy Assistant Secretary, Administration for Children and Families, U.S. Dept. of Health and Human Services; and Robert Gordon, Associate Director for Education, Income Maintenance and Labor, Office of Management and Budget.

He is also more likely to be older, and have more income and education.147 But if it is precisely these dads who are succeeding with their children, we need to support and encourage them to do so, in addition to their traditional role as breadwinners.