Sentences with phrase «individual school charters»
To prepare for the opening of a high school, Excel's individual school charters are officially consolidated into one charter with four individual campuses: three middle schools and one high school.
http://www.excelacademy.org/ Not exact matches
The justices voted, 6 to 3, that charter schools — which are publicly funded but privately run — are not «common schools» because their governing boards are not elected but are appointed by the founders of the individual schools.
This is why it is a great option for a stand - alone school, such as a direct - funded California charter school, or a private school, but not necessarily for an individual public school.
He and predecessor David Paterson remain the only state or local politicians in New York who've received donations from individual members of the family, though they have also made some sizable checks to charter school groups that support Senate Republicans.
New Yorkers For Independent Action, the PAC paying for the mailers, is advocating for the education tax credit that would see the state give tax rebates to individuals and companies who donate to private, religious, and charter schools.
«These regulations significantly undercut the quality of teaching in SUNY authorized charter schools by permitting insufficiently prepared individuals to educate large numbers of high needs students beyond that which is already allowed for by law,» the lawsuit states.
McInerney is also a supporter of the charter schools movement and has donated $ 575,000 to New Yorkers for Independent Action, an education reform group pushing for a state tax credit for individuals who donate to charter or religious schools.
The Fund for Great Public Schools, a teachers union backed SuperPAC has weigh in support of Senator Rivera, while New Yorkers for Independent Action have sided with CM Cabrera because of his strong support for charter schools and education tax credits for individuals and corporations that donate to public, private and parochial sSchools, a teachers union backed SuperPAC has weigh in support of Senator Rivera, while New Yorkers for Independent Action have sided with CM Cabrera because of his strong support for charter schools and education tax credits for individuals and corporations that donate to public, private and parochial sschools and education tax credits for individuals and corporations that donate to public, private and parochial schoolsschools.
Charters are indeed good for individual families looking for a stricter disciplinary setting, but when you move all the motivated kids in a neighborhood into a charter school, the public schools experience brain drain.
Another independent expenditure (or IE) group, New Yorkers for Independent Action weighed in on behalf of CM Cabrera who is a staunch supporter of school choice, charter schools and education tax credits for individuals and corporations that donate to public, private and parochial schools.
The PAC is using a pollster and political consultant, Doug Schoen and Bradley Tusk, connected to former New York City mayor Michael Bloomberg, once the Senate Republicans» biggest individual donor and a charter school champion when he was in office.
In his State of the State address on Jan. 21, Governor Andrew Cuomo tied $ 1.1 billion in additional state education aid to the passage of his «reform» proposals in the state budget: individual merit pay, more charter schools, punishing struggling schools, and making teacher evaluation hinge on state test scores.
Many of those companies and individuals have business before the Cuomo administration — and they aren't just interests like those of charter school supporters that have a clear policy alignment.
We also offered the schools outside evaluations by a Massachusetts - based team of charter experts that provided school leaders and Fordham with thorough analyses of the strengths and weaknesses of individual schools and assisted in developing plans for bettering their performance.
In New York City, students apply to each individual charter school directly.
By serving an entire region or market's group of charter schools, the real - estate trust would look familiar to state officials and to lenders: a single entity that grasps the intricacies of real - estate finances and serves the individual needs of multiple schools, as school districts do.
Such challenges, we were coming to discover, plagued many one - off charter schools that depended too much on the vision and leadership of a single dynamic individual.
Third, the choice movement, including charter schools, magnet schools, vouchers, and outsourced school management, has shown us what it means to devolve authority from bureaucratic systems to individual schools and families.
With micro-chartering, one or more classrooms or individual teachers could receive a charter to provide course access to students beyond the walls of a particular school — or to incubate new charter school models on a small scale before growing them.
Micro-charters are schools where individuals or an organization receive a charter to open a very small school to test out new ideas on a smaller, less risky scale.
Charter schools are important intermediaries between individuals (parents who select schools on behalf of their children) and the government (which funds education for the public good).
All institutions, whether they are school districts, individual charter schools, charter management organizations, or state agencies, can serve students well or badly.
One individual involved with the campaign explained, «Until the charter movement began to develop its own political operation and build a counterweight to the teachers» union, it could never be successful in Albany, regardless of the results the schools produced.»
Minnesota reviews and authorizes in - state districts and charter school providers on a three - year cycle, but does not review individual courses.
States are right to be concerned about how to best regulate virtual charter schools — they ought to measure their results based on the growth of individual students and shut down poorly performing ones.
Winters notes that the special education gap in kindergarten is much smaller in Denver than in New York City, possibly because Denver uses a universal enrollment system in which charter schools participate, while in New York City families must apply to individual charter schools.
At Helix High School, a charter school in La Mesa, CAPI ties in with the school's Advancement Via Individual Determination (AVID) program, designed to prepare students to apply to colSchool, a charter school in La Mesa, CAPI ties in with the school's Advancement Via Individual Determination (AVID) program, designed to prepare students to apply to colschool in La Mesa, CAPI ties in with the school's Advancement Via Individual Determination (AVID) program, designed to prepare students to apply to colschool's Advancement Via Individual Determination (AVID) program, designed to prepare students to apply to colleges.
While individual school performance varies, charter schools generally outperform district schools in the Bay Area.
Although there is plenty of data to understand the growth of charter schools or the numbers of students in districts, because blended learning is a phenomenon that doesn't occur at the school level — it instead occurs at the level of individual classrooms and teachers — capturing what's happening is difficult.
Its impressive «Schools That Work» series, in which Edutopia throws all of its multimedia resources into detailed coverage of an individual school, recently featured YES Prep, an urban charter - school network often mentioned in the same breath with KIPP, Achievement First, and other «no excuses» schools championed by advocates of test - driven education Schools That Work» series, in which Edutopia throws all of its multimedia resources into detailed coverage of an individual school, recently featured YES Prep, an urban charter - school network often mentioned in the same breath with KIPP, Achievement First, and other «no excuses» schools championed by advocates of test - driven education schools championed by advocates of test - driven education reform.
NewSchools Venture Fund, the Charter School Growth Fund, and other individual foundations are focusing a great deal of attention on large states.
Since the charter school movement began in 1991 in Minnesota, these schools have filled a need in American society, giving individuals, communities, and local associations a chance to create their own schools — with tax dollars paying the basic costs.
The 99 KIPP schools around the country are legally and operationally distinct from the foundation and, up until recently, each KIPP school stood on its own as an individual charter school.
One must have data on school type (charter or public) and test scores of individual students prior to high school, individual - level high school attendance records and exit information, and college attendance after high school.
According to the most recent data, 75 of the state's 82 charter schools had lists totaling more than 37,000 individual students — more than actually attend the schools today.
Everything else should be left to groups of parents, teachers, community leaders, or contractors who hold charters to run individual schools.
Indeed, it seems that many of the major foundations involved in education are backing charter schools in one way or another, either by supporting individual sites or by financing research or advocacy designed to promote policies friendly to charters.
Thus we use a method that in effect compares the test - score gains of individual students in charter schools with the test - score gains made by the same students when they were in traditional public schools.
Last fall, the conflict between charter and district schools intensified after someone leaked a plan from the Eli and Edythe Broad Foundation to raise up to $ 490 million from foundations and wealthy individuals to double the number of charter schools in the city, with the goal of enrolling about half the students in the district within eight years.
Our results suggest that traditional public schools did not respond to competition from charter schools by becoming more effective, at least as measured by the learning gains made by individual students in the years immediately following establishment of charter schools.
Given that the growth in for - profit schools has been mainly in contracting with public schools or charter schools to operate individual public schools as EMOs, how much they diverge often depends on state laws and school district contracts.
The database contains individual - level information on test scores and background characteristics for all students in grades 3 through 8 in the state's public schools, charter and traditional.
Nevertheless, most recent book - length treatments of chartering have focused on individual charter schools and the leaders who founded them.
iNACOL has five criteria that it recommends policymakers judge full - time virtual charter schools by: individual student growth, proficiency, graduation rates, college and career readiness, and closing the achievement gap.
After all, when charters first entered the scene in the pre-No Child Left Behind era, the notion was that their «charters» would identify student outcomes to be achieved that would match the mission and character of each individual school.
Long - term teacher recruitment and retention challenges are too big for individual schools or charter networks to solve alone.
The consensus appears to be that these higher levels of performance have less to do with policy than with everything else: the «ecosystem» of reform in a given place (usually a city) and its network of «human - capital providers,» expert charter - management organizations, leadership - development programs, school - incubator efforts, local funders and civic leaders, etc. — in other words, what conservatives like to call «civil society»: the space between the government and the individual (in this case, between government and individual schools).
has aimed to train individuals who would not only run schools and school systems, but lead transformative change through a variety of roles and organizations, from charter networks to education nonprofits to state agencies.
Most didn't have reliable data on vacancies beyond individual schools or networks, and even in cities where charter schools accounted for half of student enrollment or more, nobody was able to provide a sector - wide view of teacher or leadership needs.
None of the authors cite the most definitive study, in which RAND researchers followed individual students from traditional public schools into charter schools.