Sentences with phrase «largest suburban school district»

The Lakeland Federation of Teachers is a union representing the teachers, nurses, and therapist in Westchester County's largest suburban school district

Williamsville, the Buffalo area's largest suburban school district, is tied for the second - highest number of candidates running for School Board out of the 37 districts in Erie and Niagara counties.

We are one of the largest suburban school districts in the country located approximately 35 miles east of Atlanta.

As a technology coach for a large suburban school district, she was learning that in order to motivate and inspire others to accomplish the results expected in today's classroom, a coach is well served to remember both the SCARF and TARP concepts.

For example, Kamil and Rausher (1990) conducted a study in which they compared whole class reading instruction with small group teaching in a large suburban school district.

Not exact matches

From 56 - student New Harmony High in the utopian settlement of the same name, to sprawling Ben Davis High in suburban Indianapolis, with its largest - in - the - state enrollment of 2,798; from schools with picturesque handles like Turkey Run (enrollment 164) and Rising Sun (252), to consolidated districts that go by neologisms like Tri-West Hendricks (301) and Jac - Cen - Del (228), the eyes of March are on the tournament.

The superintendent of northwest suburban Township High School District 214 — one of the largest in the state — will be deeply involved with AASA, the national school superintendents associSchool District 214 — one of the largest in the state — will be deeply involved with AASA, the national school superintendents associschool superintendents association.

School desegregation reduced the impact of a geographic catchment area within a larger school district, but it also led to «white flight» to suburban schools and parochial schools (i.e. church run schools, often Catholic in Northern cities and historically white Evangelical protestant in the SSchool desegregation reduced the impact of a geographic catchment area within a larger school district, but it also led to «white flight» to suburban schools and parochial schools (i.e. church run schools, often Catholic in Northern cities and historically white Evangelical protestant in the Sschool district, but it also led to «white flight» to suburban schools and parochial schools (i.e. church run schools, often Catholic in Northern cities and historically white Evangelical protestant in the South).

«They had door - to - door transportation,» Mary «Neva» Helms, recalls of the free bus service provided at the time by the Jefferson Parish, La., school district to private school children in this large suburban area outside New Orleans.

The elites, the wealthy families that have a disproportionate influence on politics, clearly recognize the dysfunction of large urban school districts and have sought refuge in affluent suburban districts for their own children.

This is a transcript from a student focus group conducted by Education Week on March 6, 2003 with high school seniors in a large, diverse high school in a mid-Atlantic state in an approximately 11,000 student urban / suburban fringe school district.

The problem is also reaching outside urban areas and into suburban school districts, where large increases of minority immigration are occurring, said Gerald N. Tirozzi, executive director of the National Association for Secondary School Princschool districts, where large increases of minority immigration are occurring, said Gerald N. Tirozzi, executive director of the National Association for Secondary School PrincSchool Principals.

Due in large part to an «enormous» concentration of special - needs pupils, students in District of Columbia public schools are receiving an education far inferior to that of their counterparts in two neighboring suburban districts, according to a recent report by a coalition of parents and business leaders.

Dr. Dale is active in a number of professional associations, including the Washington Area School Superintendent's Study Council, American Association of School Administrators (AASA), the National School Board Association, and AASA's Large Countrywide and Suburban District Consortium.

Previously she has worked as a School Social Worker both in a large suburban district and at a small public charter school, and as a child and family therSchool Social Worker both in a large suburban district and at a small public charter school, and as a child and family therschool, and as a child and family therapist.

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.

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 disSchools 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 disschools from three large metropolitan districts.

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).

Even as a commission spent the past two years planning for the largest school district merger in the nation's history — the former Memphis city district and an adjacent suburban system became the unified 140,000 - student, 222 - school Shelby County district on July 1 — the landscape of governance within the legacy city school system was changing rapidly to favor parental choice and more autonomous schools.

Here we have an example of a school district with a serious achievement gap, large numbers of low - performing schools, and municipal top - up money in the tens of millions, and they still lose the well - educated teacher candidates that they so badly need to «nicer» suburban districts.

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

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.

Some opponents went to court to fight the bussing that combined inner city and suburban schools into one large district integration plan.

As you know, a few years ago Memphis City Schools underwent major surgery as several suburban districts seceded from the large urban district to establish their own school systems.

We sought input from teachers who are currently or have recently been involved in either formal or informal teacher leadership programs at state, district or school levels — and coincidentally, three of the four work in Jefferson County (Kentucky) Public Schools, the largest district in Kentucky with more than 150 schools and representing both urban and suburban seSchools, the largest district in Kentucky with more than 150 schools and representing both urban and suburban seschools and representing both urban and suburban settings.

Douglas County covers a fast - growing area of suburban Denver and is the state's third - largest, and the nation's 66th - largest, school district with more than 60,000 students enrolled.

The day after I retired as superintendent of a large suburban New York school district, I drove north to Montreal, instead of south to Miami.

Let's bring back common sense in managing this large, affluent suburban school district.

«On the other hand, large scale gains in Chicago and suburban Chicagoland, and more isolated gains in individual districts across the State, offer good evidence that school effectiveness is making a difference and that demographics are not the only important influence on student learning outcomes.»

Spence is a member of the leadership team for the Consortium of Large Countywide and Suburban School Districts, which works in partnership with AASA to provide a forum for member school divisions to collaborate on issues of practice, benchmark key data points against other districts, and collectively focus on federal advSchool Districts, which works in partnership with AASA to provide a forum for member school divisions to collaborate on issues of practice, benchmark key data points against other districts, and collectively focus on federal Districts, which works in partnership with AASA to provide a forum for member school divisions to collaborate on issues of practice, benchmark key data points against other districts, and collectively focus on federal advschool divisions to collaborate on issues of practice, benchmark key data points against other districts, and collectively focus on federal districts, and collectively focus on federal advocacy.

«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.»

The study finds that in states with larger proportions of rural SIG schools (in comparison to states with more urban and suburban districts), significantly fewer school leaders reported that replacing principals to meet SIG requirements helped improve student achievement.

Dr. Fink's work has spanned large urban, suburban and rural school districts and charter management organizations across the country.

Global About Blog From interactive digital textbooks to learning communities, we are transforming classrooms, empowering teachers and captivating students by leading the way in providing high quality, dynamic, digital content to school districts large and small, rural and suburban and everything in between.

In addition to reaching thousands of children in rural, suburban, and urban districts across Georgia, SEL has had a transformative effect in one of Georgia's largest school districts.