Sentences with phrase «into neighborhood public schools»

I'm sure there are a number of reasons why this solution may not be feasible, but it sure would provide a disincentive to charters to NOT cull the cream of the crop from public schools then push the more challenging cases out of their schools and into neighborhood public schools, at least not midway through the academic year when the negative consequences of such outcomes are compounded because of the disruption this transience evidently brings to the student and her new schoolmates.

If they put just some of that private tuition money into their neighborhood public schools, these places could go from good to great.»

Not exact matches

If Amazon is concerned about retaining employees as they move into their 30s, settle down and have families, Montgomery's bucolic neighborhoods and strong public schools might be the answer.

A second - grade teacher and an assistant principal have been removed from student contact at Jordan Elementary Community School in the Rogers Park neighborhood while Chicago Public Schools conducts an investigation into their conduct.

I have gone into my own kids» public school lunch room, in a relatively affluent neighborhood in central Houston, btw, and have seen (and photographed) poorly prepared food — items that are still frozen, items like green vegetables that are grossly overcooked, to the point of almost being brown, etc..

Q&A topics include: why the mayor and Governor Cuomo appear friendly and cooperative on pre-K when together but express different views when apart, will the city fund a single year of full day pre-K if the state does not, how many of the prospective new pre-K seats are in traditional public schools v. charter schools, what is the greatest challenge in converting existing 1/2 day pre-K sites into full day sites, how can the mayor assure that proceeds of his proposed income tax surcharge would remain dedicated solely to the pre - K / middle school program, regulatory issues around pre-K operators, how there can be space available in neighborhoods where schools are overcrowded, how many of the prospective new sites are in schools v. other locations, why the mayor is so opposed to co-locations of charter schools while seeking to co-locate new pre-K programs, the newly - announced ad campaign by charter school supporters, his views on academically screened high schools, his view on the school bus contracts, why he refused off - topic questions Friday evening despite saying on Friday morning that he would take such questions, the status of 28 charter schools expecting to open in fall 2014 in locations approved by the Bloomberg administration, his upcoming appearance on the TV series The Good Wife and his view on city employees marching in the Manhattan St. Patrick's Day Parade in uniform / with banners.

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.

According to the governor, the doorman told him, «in my neighborhood the public schools are failing, and if I don't get my son into a charter school I have no options.»

So you use all kinds of connections and networks to get your kid into a good school, as opposed to what should be the case in public education; you go to the school in your neighborhood and its a good school.

«By diverting money away from public schools into private hands, it weakens our neighborhood public schools.»

Traditional public schools have their own built - in barriers to admission, starting with zip code: You don't have to write an essay to get into a high - performing suburban school, but you do have to belong to a household with the means to buy or rent in that neighborhood.

Thus, taking travel distance and local neighborhood demographics into account, a public school of choice that over represents white middle - class students based on the results of unconstrained lotteries might, instead, dispense offers of admission based on lotteries in which students from low - income families or families from neighborhoods in which blacks predominate have higher odds of selection.

If students moved into the neighborhood, KIPP would have to take them in, like regular public schools do.

It was a mother, Virginia Walden Ford, whose activism forced the reforms that are slowly improving D.C.'s traditional public school system and bringing high - quality options into the poorest neighborhoods.

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.

At the beginning of that school year, we felt so fortunate to have found a way to get our children out of our failing neighborhood public school and into a Blue Ribbon Sschool year, we felt so fortunate to have found a way to get our children out of our failing neighborhood public school and into a Blue Ribbon Sschool and into a Blue Ribbon SchoolSchool.

«A recent bipartisan poll commissioned by TSTA showed that Texans overwhelmingly oppose diverting tax dollars to vouchers and instead favor tapping into the Rainy Day Fund to increase spending for under - funded neighborhood public schools.»

Mother of 3, desperate to get her children out of the neighborhood public school and into a private school where they will be challenged and encouraged to succeed.

Chicago Public Schools divides areas of the city into one of four socio - economic tiers by looking at each area's median income, education level, home - ownership rates, single - parent family rates, rates of English - speaking, and neighborhood school performance.

As Dr Hite implements the district's plan to close Strawberry Mansion as a comprehensive neighborhood public high school we ask: how can the SRC consider taking more money out of district classrooms and putting it into the hands of a charter operator with this kind of record?

In the coverage of the new case, The Connecticut Mirror's Jacqueline Rabe Thomas highlights lead Plaintiff Jessica Martinez struggle to get her son Jose into a better public school: «Quality schools exist in our neighborhoods, too, but their doors are open only to just a few lucky few... Enough is enough... We are not buying the excuses any more, whatever they are, for why the students get the golden ticket to success and others get the wait list.»

Center City PCS transformed seven inner city parochial schools into public charter schools, and thus extended access to high quality programs in some of the most disadvantaged neighborhoods in the city.

Charter growth in Denver meant increased options for families, but it also meant a new charter could become a zoned neighborhood's «default» and admission into a traditional public school was no longer guaranteed.

By 1991, both gang membership and gang warfare had escalated dramatically, moving off the street corners of the poorer neighborhoods into the schools and major public spaces of Belize City.

Examples include Patio Taller, a performance space and grass - roots educational center in the industrial zone of San Antón that organizes a «theater of the oppressed» to address issues affecting their community; the collective transformation of the hillside town of El Cerro, Naranjito into a living mural that is socially and artistically charged; intergenerational workshops known as Escuelas Oficios (Trade Schools) that are recuperating artisanal traditions threatened by modernization and colonialism, such as weaving, lace making, and basketry; the revitalization of blighted properties and neighborhoods through participatory urban design of community centers, public parks, urban gardens, and food cooperatives; and the aesthetic and physical reclaiming of public space through movement by artist Noemí Segarra.