Sentences with phrase «leaving for other public school»

Not exact matches

On the other hand, options for disabled students to leave and take resources with them might motivate public schools to attend to the needs of their students more closely and serve them better.

Here's the core proposition: If all U.S. public schools embraced the same rigorous standards (for their curricular core), were assessed on the same tests, and had their results made public via a transparent system, then everybody would know how their own schools are doing and could decide for themselves whether to (a) leave things be, (b) demand a makeover, or (c) move their kids to other schools.

Washington plays a role here, too, since the focus of the No Child Left Behind Act on low achievers and troubled schools, coupled with state and federal funding streams for special education, means that schools serving high achievers don't receive money that other public schools often do.

Their mission is to protect the jobs of teachers in the regular public schools, and real technological change — which outsources work to distant locations, allows students and money to leave, substitutes capital for labor, and in other ways disrupts the existing job structure — is a threat to the security and stability that the unions seek.

But for at least a subset of charter schools, researchers can come fairly close to running a clinical trial where some applicants are enrolled at charters and others are left in the public system purely by chance.

For example, Victorian public schools have power over most of their own budget — including staff hiring - while other states, such as New South Wales, make large budget and staffing decisions centrally, leaving schools with minimal autonomy.

Some of this revenue comes from fee - for - service after - school programs.34 * Meanwhile, in the district's highest - poverty schools — mostly located in Southeast Washington — schools had to pay for some of these same programs with public dollars, leaving less funding for other resources, staffing, or education or enrichment activities.

Example projects: Ms. Hassel co-authored, among others, numerous practical tools to redesign schools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Workschools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What WorkSchools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Workschools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What WorkSchools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Works When?

Just two weeks into the school year, Kinston Charter Academy's 230 students were left to scramble for a new school — at either one of the local public schools or at the other local public charter school, which is also having financial problems.

They are the re-democratization of the public school, returning education to its roots in the family and the community, where schools that abuse their charter or fail to perform can be shut down or will simply wither away as parents leave them for other options.

By fully funding QBE and many other previous strong moves supporting charter schools and other public schools, Governor Deal is leaving Georgia with the legacy as the «Education Governor» among many other richly deserved accolades for our state.

Politicians and pundits, some misguided, others malicious, have called for reforming public schools, but leave educators out of the reform plans.

Eighty - five percent of Colorado teachers and other school employees will leave public employment with insufficient retirement savings and no Social Security benefit for that work.

There were objections to money leaving public schools when students left for other options, fears that the established, successful curriculum would disintegrate, and concerns that students would not receive certain specialized services.

I mean, why else would a former METCO kid, whose parents decided to CHOOSE a different educational path for him because the Boston Public Schools were an UNDERPERFORMING HOT MESS and enter him into a LOTTERY to get the chance to leave the district and eventually graduate from Brookline High School suddenly hate the idea of giving other families the chance to opt - out.

They are calling for fair funding and an end to the inequality that leaves Rochester charter school children with only 68 cents on the dollar compared to other public school children in the city.