Sentences with phrase «largest elementary school district»

It's the second largest elementary school district in the state and its 22 square miles include Anaheim, Orange County's largest city.

Not exact matches

[21] Similarly, the School Nutrition Association estimated that the cost of providing a school lunch was $ 2.92 for the 2008 - 2009 school year, which is considerably higher than the average per - meal revenue for paid meals the following year in the 20 largest districts ($ 2.07 in elementary schools and $ 2.41 in high schSchool Nutrition Association estimated that the cost of providing a school lunch was $ 2.92 for the 2008 - 2009 school year, which is considerably higher than the average per - meal revenue for paid meals the following year in the 20 largest districts ($ 2.07 in elementary schools and $ 2.41 in high schschool lunch was $ 2.92 for the 2008 - 2009 school year, which is considerably higher than the average per - meal revenue for paid meals the following year in the 20 largest districts ($ 2.07 in elementary schools and $ 2.41 in high schschool year, which is considerably higher than the average per - meal revenue for paid meals the following year in the 20 largest districts ($ 2.07 in elementary schools and $ 2.41 in high schools).

Stated another way, the average revenue for a paid lunch in these largest school districts is only about 77 percent of the federal reimbursement provided for free lunches in elementary schools and 90 percent of the federal reimbursement in high schools.

A group known as The Physicians Committee for Responsible Medicine have published a 2007 school lunch report card, grading 22 elementary schools from the 100 largest educational districts in the United States.

[37] Mahopac is the largest school district in Putnam County, educating more than 5,000 students in four elementary schools, a middle school, and a high school (1600 students).

Stephanie Anzman - Frasca, Ph.D., of ChildObesity180, Tufts University, Boston, and co-authors used data from 446 public elementary schools in a large, urban school district in the United States to look at the impact of BIC on participation in the School Breakfast Program (SBP), school attendance and academic achievschool district in the United States to look at the impact of BIC on participation in the School Breakfast Program (SBP), school attendance and academic achievSchool Breakfast Program (SBP), school attendance and academic achievschool attendance and academic achievement.

Putting one in every elementary school in a large district, where most of them would be empty a lot of the time, makes no economic or professional sense.

Newark, the tenth - largest parochial district in the country, closed nine elementary and two secondary schools in 2005, with a corresponding enrollment decline of 5 percent, from some 47,300 to 44,750 students.

In the fall, for example, New York City's public schools — «the country's largest school district, with 1.1 million students — encouraged teaching cursive to elementary school students.»

If a single - salary schedule for a school district yields a large surplus of qualified applicants for elementary education, social studies, and physical education, but no qualified applicants in physics or speech pathology, is teachers» pay in this district adequate?

The criteria are set up, and students are rewarded district - wide at the trimester in the elementary level and at semester end in high school and middle school, as well as a year - end drawing for larger prizes.»

Recently, our company visited a large district in Ohio because our support team could see from the client's daily data logs that elementary school students were having issues with screens freezing when they used our i - Ready tool.

In its latest «report card» on the subject, the health watchdog group graded the nutritional quality of the elementary school lunches served in 18 of the largest school districts participating in the federally funded National School Lunch Prschool lunches served in 18 of the largest school districts participating in the federally funded National School Lunch Prschool districts participating in the federally funded National School Lunch PrSchool Lunch Program.

She has served as a former Literacy Specialist, Learning Strategist, and elementary classroom teacher throughout the 5th largest school district in the United States.

In order to be included in our analysis, several criteria must be met: we must have school characteristics and outcome data available from the school before and after the adoption, the textbook must be identifiable from the SARC, the adoption must be on - cycle (2008 or 2009), the school must be a uniform adopter in the elementary grades under study (1 - 3 for the main analysis, 1 - 5 for the analysis up through fifth grade), and the school must not be in a district that is so large that finding appropriate comparison schools is impossible.

Among the larger charter networks — those with four or more schools — the Icahn, Kipp and Uncommon charter school networks had the lowest attrition rates in elementary school grades when compared to traditional schools in the same school district for the 2013 - 14 school year.

For an analysis of how district administrators differentiate support for improvement to schools, for example, we focused on medium - to large - sized districts serving multiple schools at all levels, rather than small districts with only an elementary, middle, and high school.

Current superintendent connected to senior administrators from prior position in a larger district, and through the regional education center to network of supts.. One elementary school principal takes advantage of personal network with private reading consultant to support reading initiatives.

School level also is a significant moderator of district effects on school - leader efficacy, with districts having larger effects on elementary than secondary school leSchool level also is a significant moderator of district effects on school - leader efficacy, with districts having larger effects on elementary than secondary school leschool - leader efficacy, with districts having larger effects on elementary than secondary school leschool leaders.

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.

In one large, high - performing suburban district (i.e., 90 % or more of students in most schools achieving at or above state proficiency standards), district leaders noticed demographic changes occurring in several elementary schools.

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, research 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, research 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, research 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, research 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, research 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, research 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, research 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, research 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 school, research memo).

Rather theatrically, the head of curriculum for elementary schools in one of the larger school districts told us: «Our core problem is developing our teaching staff.

One specific county, Broward County, the 6th largest school district in the US, has several elementary schools that have been accessing Science4Us.com for over 2 years.

Begun as a log schoolhouse in 1853, TTSD is now the ninth largest district in Oregon and the fifth largest in the Portland metropolitan area, serving approximately 13,000 students in 10 elementary schools, three middle schools, two high schools, and an alternative school program.

For the most part, public district elementary schools are large and similarly structured.

, the 6th largest school district in the US, has several elementary schools that have been accessing

With lawmakers duking it out over whether or not to eliminate a large number of teacher aides in elementary classrooms, it's hard to imagine that the state and local school districts will be able to keep school turnaround efforts going into the future.

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 this randomized evaluation of the Safe & Civil Schools PBIS (positive behavioral interventions and supports) Model, 32 elementary schools in a large urban school district were randomly assigned to either an initial training cohort or a wait - list controlSchools PBIS (positive behavioral interventions and supports) Model, 32 elementary schools in a large urban school district were randomly assigned to either an initial training cohort or a wait - list controlschools in a large urban school district were randomly assigned to either an initial training cohort or a wait - list control group.

We examine the effect of air pollution on school absences using administrative data for elementary and middle school children in 39 of the largest school districts in Texas merged with air quality

A year after concentrating her focus on the district's elementary schools, Newark Superintendent Cami Anderson is focusing attention this coming year on improving the district's large comprehensive high schools.

Late last year, Stanford released research which showed that elementary Chicago Public School students were achieving faster learning gains than almost any other large public school district in the coSchool students were achieving faster learning gains than almost any other large public school district in the coschool district in the country.

After the two sides came close to a weekend deal, the contentious Chicago teachers strike headed into its second week, compelling 350,000 elementary, middle, and high school students in the nation's third - largest school district to go yet another day without classes.

An educator I'll call Cathy assumed the principalship of a large, chaotic, low - performing elementary school in the urban district where she'd spent her career.

Academic achievement at all levels increased markedly during this time — including 70 % of elementary schools, 100 % of middle schools, and at the high school level national recognition for achieving the highest ACT scores of any large district in the country.

Clark County School District, the state's largest district and the 5th largest district in the country, has recently partnered with BloomBoard to prepare teachers with the tools and resources needed for the state's financial literacy standards in elementary, middle and high sSchool District, the state's largest district and the 5th largest district in the country, has recently partnered with BloomBoard to prepare teachers with the tools and resources needed for the state's financial literacy standards in elementary, middle and highDistrict, the state's largest district and the 5th largest district in the country, has recently partnered with BloomBoard to prepare teachers with the tools and resources needed for the state's financial literacy standards in elementary, middle and highdistrict and the 5th largest district in the country, has recently partnered with BloomBoard to prepare teachers with the tools and resources needed for the state's financial literacy standards in elementary, middle and highdistrict in the country, has recently partnered with BloomBoard to prepare teachers with the tools and resources needed for the state's financial literacy standards in elementary, middle and high schoolschool.

«And while urban areas and high schools typically have the largest percentage of students missing school, the problem also exists in rural, town and suburban districts as well as in elementary and middle schools.»

According to a Center for American Progress report examining the largest school districts in the country, schools are closed for an average of 29 days each school year — not including summer recess — which is 13 days longer than the average private sector worker has in paid leave.58 Not only do days off increase the cost of child care, but the short length of the school day also decreases economic productivity when parents have to take time off from work or when parents with elementary school - age children opt out of full - time employment in order to accommodate their children's schedules.59

Another major study on Los Angeles charter schools from the University of California, Berkeley, found that between 2007 and 2011, charter elementary and middle schools were producing larger achievement gains than district schools.

By the end of elementary school, the large initial achievement gap between children in public housing who attended the district's most advantaged schools and their non-poor peers in the district was cut by half for math and one - third for reading.

Board member Scott Schmerelson's District 3 has the largest number of affiliated charters — 31, and most are elementary schools — because his predecessor, Tamar Galatzan, pushed for district schools there to become affiliated cDistrict 3 has the largest number of affiliated charters — 31, and most are elementary schools — because his predecessor, Tamar Galatzan, pushed for district schools there to become affiliated cdistrict schools there to become affiliated charters.

We were about to tour the district elementary schools where she has been working to create large, permanent tile wall mosaics...

School District of Philadelphia, Philadelphia • PA 2003 — 2011 Certified School Nurse Accountable as a full time nurse in the largest elementary school in the state with more than 1300 stuSchool District of Philadelphia, Philadelphia • PA 2003 — 2011 Certified School Nurse Accountable as a full time nurse in the largest elementary school in the state with more than 1300 stuSchool Nurse Accountable as a full time nurse in the largest elementary school in the state with more than 1300 stuschool in the state with more than 1300 students.

No significant differences in high schools attended were found between the 2 groups, again suggesting that Seattle's mandatory busing program overcame the separation of students from different neighborhoods and elementary schools sometimes found in large urban school districts.