Sentences with phrase «large rural district»

I am committed to ensuring that education and health care are at the forefront of my large rural district, and this includes accessible reproductive health and services.

Not exact matches

Of course, large numbers, particularly in the South and in the rural districts, had never accepted such a point of view.

Flanagan did not return calls for this story, but Scott Reif, a spokesman for the Senate Republican majority, argued that both Long Island and rural Upstate districts would be shortchanged under Cuomo's budget, with New York City taking home a larger share than usual.

The district includes a pair of hard - hit Rust Belt cities - Utica and Binghamton - as well as large swaths of rural farmland and bite - size villages and towns.

Yes, South Cambridgeshire voted heavily remain, but on the doorstep big issues of the county and district failures in terms of potholes, housing, rural services, deeply flawed infrastructure planning and bitterly opposed busways were writ large.

Democratic victories in Alabama, Virginia and New Jersey hinged in large measure on suburban and minority voters, which are be less of a factor in the mostly rural 19th and 21st congressional districts.

Republicans, who enjoy a large advantage in registered voters in the mixed urban and rural district, will also hold a runoff.

And most of the 13 traditional districts remaining are in rural communities rather than in a large suburban «refuge» from urban education ills.

Problems exist in large urban districts and in low - income rural areas, elites often concede, but they have convinced themselves that at least their own children are receiving an excellent education in their affluent suburban districts.

Large districts (74 %), towns (67 %), rural districts (59 %), and those in the southeast (78 %) were much more likely to report enrollments.

Access and Credit Recovery are Main Drivers for Districts: Districts with distance education enrollments say that providing courses not otherwise available (64 % of all districts, 73 % of rural) and credit recovery (57 % of all districts, 81 % of large) are very important reasons for offering these opporDistricts: Districts with distance education enrollments say that providing courses not otherwise available (64 % of all districts, 73 % of rural) and credit recovery (57 % of all districts, 81 % of large) are very important reasons for offering these opporDistricts with distance education enrollments say that providing courses not otherwise available (64 % of all districts, 73 % of rural) and credit recovery (57 % of all districts, 81 % of large) are very important reasons for offering these oppordistricts, 73 % of rural) and credit recovery (57 % of all districts, 81 % of large) are very important reasons for offering these oppordistricts, 81 % of large) are very important reasons for offering these opportunities.

School districts in the state of Vermont range from small (4,000 students in the district) to smaller (15 students in the most rural of schools), but one thing that looms large in each community is its schools.

Because rural school communities vary widely, «generic» improvement plans designed for large urban districts usually do not work as well in rural settings, according to the authors of a new book on rural education programs.

During our work with district, charter, and private schools — large, small, urban, rural, as well as progressive and traditional — the master scheduling process tends to be more alike than different.

These districts — ABC Unified School District, Cerritos, California; Hillsborough, Florida; Norfolk, Virginia; Plattsburgh, New York; St. Francis, Minnesota; and Toledo, Ohio — come from across the country, are both urban and rural, large and small.

NISL has worked in districts large and small, urban and rural across the country.

In fact, in the United States almost 9 million students attend rural schools which is more than the enrollments of New York City, Los Angeles, Chicago, and the next 75 largest school districts combined.

But more rural districts were taking the Senate budget proposal more seriously and considering larger reductions to their teacher assistants in anticipation of a budget scenario that forces large - scale layoffs of TAs.

Our partner school districts range from one - school rural communities to giant urban districts; our partner Fresno Unified is the fourth largest district in the state.

Inattention to small, rural districts no doubt reflects the fact that most students in the United States attend schools in larger districts, although smaller districts the vast majority of districts across the country..

In several of the higher - performing districts in our sample (including large urban / suburban as well as rural districts), for example, district leaders and school personnel described recent and ongoing district - wide efforts to support teacher implementation of differentiated instruction.

And again, we're talking about a whole range of school districts: rural, small town - yes, large city school systems that may have more resources.

Eight years ago, after 21 years of serving as principal of a small, rural elementary school that housed preschool through third grade, I accepted a position as principal of a startup public school preschool in a large urban district.

Learn how school districts, including large urban and small rural schools, have paired on - demand video - based training with on - site coaching to increase the knowledge, skills, and effectiveness of paraprofessionals supporting children with ASD and other developmental disabilities.

Two of the typical schools were in large urban districts and one was in a rural area.

Schools in the study ranged from 28 - 92 % poverty, and included four rural, four small town, and one suburban school, as well as five inner - city schools from three large metropolitan districts.

State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcDistrict site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcDistrict size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcDistrict poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcDistrict diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcDistrict location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcdistrict (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcdistrict, school, research memo).

To obtain a Wyoming teacher license means to work in mostly rural school districts, although some areas, like Cheyenne, will have larger schools.

E3 creates the best of both worlds: With a total student enrollment 28,196, E3 provides districts — many of whom are also rural — the advantages of larger districts with a larger community of educators and opportunities for professional development while at the same time allowing educators to maintain and grow their professional connections in their local communities.

She has worked closely with large urban districts, suburban districts, small rural districts, regional offices of education, and association leaders.

Also ASCD faculty in the differentiated instruction cadre, and a Solution Tree consultant and author on two books in press, Nanci has provided professional development in small, large, urban, rural, and suburban districts in 47 states, as well as the Netherlands, Singapore, and Japan.

Sen. Bob Hall, R - Edgewood, noted that while a program like the one introduced in Richardson may work for larger, urban school districts, it would put small, rural districts at even more of a disadvantage in staffing classrooms with high quality teachers.

Rural school districts and states with large, rural populations are poised to lose a disproportionate amount of funding and opportunities to innovate under a bill proposed by House Republicans, accordiRural school districts and states with large, rural populations are poised to lose a disproportionate amount of funding and opportunities to innovate under a bill proposed by House Republicans, accordirural populations are poised to lose a disproportionate amount of funding and opportunities to innovate under a bill proposed by House Republicans, according...

In Mississippi, where more than 56 percent of students attend rural schools, Title I funding could be cut by $ 7 million, with the largest cuts taking place in five high - poverty Mississippi Delta districts.

Many are small, rural districts struggling to keep enrollments stable, but several are urban districts, including one of the state's largest, 50,000 - student Riverside Unified.

Rural school districts and states with large, rural populations are poised to lose a disproportionate amount of funding and opportunities to innovate under a bill proposed by House Republicans, according to a report by the Obama administraRural school districts and states with large, rural populations are poised to lose a disproportionate amount of funding and opportunities to innovate under a bill proposed by House Republicans, according to a report by the Obama administrarural populations are poised to lose a disproportionate amount of funding and opportunities to innovate under a bill proposed by House Republicans, according to a report by the Obama administration.

Whether you are in a small rural district with a handful of ELLs or a large urban district with a primary population of ELLs, you know that meeting the diverse needs of these learners is essential to the work we do as educators every day.

With informed consent 430 students in Grades 2 through 6 from two elementary schools in a large, suburban - rural school district were pretested and post-tested on the Children's Attitudes Toward

In many of the country's largest urban school districts, such as Detroit, Cleveland, and Indianapolis, the dropout rate is as high as 60 percent, and rates are similarly high in many rural areas.

But as the 2017 RSCT report «Rural Matters» points out, the 9 million rural students in the United States exceed the enrollments of New York City, Los Angeles, Chicago, and the next 75 largest school districts combRural Matters» points out, the 9 million rural students in the United States exceed the enrollments of New York City, Los Angeles, Chicago, and the next 75 largest school districts combrural students in the United States exceed the enrollments of New York City, Los Angeles, Chicago, and the next 75 largest school districts combined.

From large urban districts to rural communities, Agile Mind programs have had a dramatic impact on student engagement and achievement.

Any cut to central office is really difficult, especially for your more rural, smaller districts that don't have a large tax base for counties to supplement.»

Rural districts are at a distinct disadvantage in this climate as many funders seek to reach large numbers of students by concentrating their resources in urban settings.

To fulfill our promise of a quality public education, every school district, whether rural or urban, small or large, must have adequate resources to fully meet the learning needs of all students.

The Learning Policy Institute surveyed 25 California school districts, including the largest suburban and urban districts in the state and a sampling of rural districts, representing every region in California.We surveyed 31 districts in total, choosing districts based on size and geographic representation.

Districts in large urban and suburban communities, as well as those in rural communities, both report shortages (83 % and 71 %, respectively).

For five of the CCSESA regions, we received at least one response from a large district and a rural district; for four regions, we received responses from large districts only; and for two regions, we received responses from rural districts only.

Large rural / suburban districts like Philipsburg Osceola (PO) are in danger of «being the child left behind» unless they embrace the digital changes that can transform a district and give it a chance to compete.

These data include teachers from a large urban district and an entire state in the Western United States, allowing for an investigation of the dynamics of turnover in both high cost - of - living urban areas and rural school districts over the past fifteen years.

As a smaller rural district, Karns City is under pressure to provide similar technology and professional development seen in larger districts.