The Department of Education goes on to say that the purpose of a magnet school is «to reduce, eliminate or prevent the racial, ethnic or economic
isolation of public school students while offering a high - quality curriculum that supports educational improvement.»
In Connecticut, interdistrict magnet schools receive special funding BECAUSE they are supposed to «reduce, eliminate or prevent the racial, ethnic or economic
isolation of public school students while offering a high - quality curriculum that supports educational improvement.»
Not exact matches
It alleges that a review
of the research on charter
schools leads to the conclusions that, overall, charter
schools: 1) fail to raise
student achievement more than traditional district
schools do; 2) aren't innovative and don't pass innovations along to district
schools; 3) exacerbate the racial and ethnic
isolation of students; 4) provide a worse environment for teachers than district
schools; and 5) spend more on administration and less on instruction than
public schools.
This report quantifies the extent
of ELL concentration in low - achieving
public schools and the degree to which this
isolation is associated with the large achievement gap in mathematics between ELL
students and other major
student groups.
Stamford
Public Schools scored a zero on the
Isolation of Poverty Index and a zero on the
Isolation of Wealth Index, meaning not a single
student attends a
school where 75 percent
of their peers are
of similar income background.
For example, Stamford
Public Schools in Connecticut — which scored a zero on the Isolation of Poverty Index and a zero on the Isolation of Wealth Index — has created a requirement that all schools be within 10 percentage points of the district's average share of «educationally disadvantaged» st
Schools in Connecticut — which scored a zero on the
Isolation of Poverty Index and a zero on the
Isolation of Wealth Index — has created a requirement that all
schools be within 10 percentage points of the district's average share of «educationally disadvantaged» st
schools be within 10 percentage points
of the district's average share
of «educationally disadvantaged»
students.
In fact, Cambridge
Public Schools received a zero on both the
Isolation of Poverty Index and the
Isolation of Wealth Index, meaning none
of the district's
students attend a school where at least 75 percent of their peers have the same economic status as they do.100 Students in Cambridge also outperform their peers in neighboring districts on standardized assessm
students attend a
school where at least 75 percent
of their peers have the same economic status as they do.100
Students in Cambridge also outperform their peers in neighboring districts on standardized assessm
Students in Cambridge also outperform their peers in neighboring districts on standardized assessments.101
First,
public school choice programs (such as charter and interdistrict magnet
schools) in Connecticut are all required by Connecticut law to provide children with an equal educational opportunity and to reduce racial, ethnic, and economic
isolation of students (except technical
schools).
«Connecticut law... is clear that
public school choice programs (with the exception
of technical
schools) have an obligation to reduce racial, ethnic, and economic
isolation of students,» Voices reports.
«Out
of the Loop,» a new report from the National
School Boards Association's (NSBA), Center for
Public Education (CPE), finds that poverty,
isolation and inequities are exacerbated for rural
students by the lack
of attention to the unique needs
of this considerable
student population.
Governor Malloy's tenure has been characterized by denigrating teachers, vigorously opposing adequate funding
of public schools and vastly increasing financial support for privately run charter
schools which fail to serve the state's neediest children, including English Language Learners and
students with disabilities, have disturbingly harsh disciplinary policies, increase racial
isolation, drain
public money from needy
public schools and have even been implicated in fraud and theft.
Specifically, the GAO has been asked to examine changes in
student racial
isolation or integration over time, including shifts caused by
school closures or consolidations; state and local policies that affect attendance areas or admissions, including open enrollment in
public charter
schools; voluntary policies intended to increase integration; and the impact
of racial and socioeconomic
isolation in
public education.