Sentences with phrase «less special education needs»

The data is very clear, AF students are less poor than students in the district schools, they have less English as a second language needs, they go home to schools where English is usually the primary language and they have less special education needs.

Not exact matches

No less important are the main factors that generate the gap: students entering charters may differ from those entering district schools (with respect to their special education needs), and students leaving charters may differ from those leaving district schools.

«A lot of people in special education have a mindset that it's all about compliance, but if you take a step back and understand the purposes of the law, I think you'll see this is less about complying and filling out IEPs left and right, and more thinking about, «Well, how do I problem solve to ensure my school is better meeting the needs of kids with disabilities?»»

A lot of people in special education have a mindset that it's all about compliance, but if you take a step back and understand the purposes of the law, I think you'll see this less as compliance and filling out IEPs left and right, and more thinking about, «Well, how do I problem solve to ensure my school is better meeting the needs of kids with disabilities?»

Parents whose children have special needs are much less likely than parents of students in regular education to say their child is in a school that was their first or second choice (58 percent versus 74 percent).

A large part (80 percent) of the growth in this gap over time is that charter schools are less likely than district schools to classify students as in need of special education services and more likely to declassify them....

In the private sector, special education tends to be handled much less formally, inasmuch as schools are ordinarily not required to follow formal procedures in diagnosing or serving students with special educational needs.

I've also be clear that I believe the reason the test scores are higher is that not only are classrooms sizes small etc. etc. but that AF and other charters are pulling those students that are less poor, speak primarily English, do not go home to households that don't have English as their primary language and have fewer special education needs.

«For every dollar invested in high - quality, comprehensive programs supporting children... there is a $ 7 - $ 10 return to society in decreased need for special education services, higher graduation and employment rates, less crime, less use of the public welfare system, and better health.»

Research shows that children who attend high - quality prekindergarten programs are less likely to drop out of school, repeat grades, need special education, and have greater opportunity to succeed in life.

Of particular interest, the CRPE team found that «parents with less education, minority parents, and parents of special - needs children are more likely to report challenges navigating choice.»

With early childhood education, 39 percent more children in poverty would be ready for school at age 5, 19 percent less students would need special education interventions, and 21 percent more impoverished students would graduate high school on time.

For years, most in education circles have been acutely aware of a «boy crisis» in education — though around the world, girls are less likely to enter school, boys are significantly more likely to be held back, suspended, fail or drop out than their female counterparts and are more likely to be labeled as special needs — a truth that has remained for decades.

In virtually every situation, Achievement First educates students that are less poor and they fail to take on their fair share of students who face English language barriers or need special education services.

This is particularly true for black and Hispanic parents, parents with less education, and parents of students with special needs.

State funds for special education are inequitably distributed, so sometimes the districts with the highest needs are getting less money per student than districts with lower needs.

Prior to the adoption of the special needs scholarship, Georgia already offered no less than 11 scholarship, grant or voucher programs related to the care and education of its young people.

In exchange for a parent's agreement not to enroll their special needs student in a public or charter school, the state agrees to make quarterly deposits into an educational savings account in an amount slightly less than the public school would have received to educate the child.14 Parents are required to «provide an education for the qualified student in at least the subjects of reading, grammar, mathematics, social studies and science.»

State funds for special education are also inequitably distributed, so sometimes the districts with the highest needs are getting less money per student than districts with lower needs.

Poorer students, non-English speaking students, students who go home to a household where English is not the primary language and students with special education needs show up far less often in charter schools.

As districts attempt to meet the need for special education teachers, sometimes filling positions with less qualified candidates, the question takes on more urgency.

Over half of the state's unfilled teacher positions are in bilingual and Special Education, meaning English learners and students with special needs are less likely to have the supports they need, especially if they live in under - resourced districts with more low - income students or more students ofSpecial Education, meaning English learners and students with special needs are less likely to have the supports they need, especially if they live in under - resourced districts with more low - income students or more students ofspecial needs are less likely to have the supports they need, especially if they live in under - resourced districts with more low - income students or more students of color.

If Charter schools educate children who are less poor, have fewer language barriers and few special education needs, they will, by default, end up with high standardized test scores.

And when it comes to needing special education services, while 12.5 percent of Hartford students need special education help, at Steven Perry's Capital Prep, the number is less than half that amount... a paltry 5.7 percent.

We also know that in case after case after case after case, Connecticut's charter school educate children that are less poor, have far less language barriers and need fewer special education services.

When speaking of charter schools» enrollment of a «comparable share of special education students,» Rubin / Weber say that these special needs students who attend charters are «likely to have less expensive disabilities» than those who stay in the traditional district.

They are better prepared to enter elementary school, experience less grade retention, and have less need for special education and other remedial coursework.

The «improved test results» that they education reforms tout are simply the result of policy changes that allowed these schools to skim off students that are less poor, have fewer language barriers, need fewer special education services or display fewer behavioral problems.

The gap grows significantly between kindergarten and fifth grade: 46 % of the growth occurs because charter schools are less likely to classify students as special education, and more likely to declassify them; 54 % is due to the number of new general education students enrolling in charter schools, not from the number of students with special needs going down.

● In your resume for special education assistant position — while you have less or no experience in hand — provide sufficient proof that you can communicate effectively with special needs students.

The positive effects of high - quality early childhood programs on specific, short - and long - term outcomes for children, families, and communities, have been quantified by numerous research studies.8 In the short - to medium - term, children enrolled in high - quality early learning programs are less likely to need special education services during their K - 12 years; are less likely to commit juvenile offenses; and more likely to graduate from high school.

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«For every one dollar invested in high - quality, comprehensive programs supporting children and families from birth,» the platform says, «there is a $ 7 - $ 10 return to society in decreased need for special education services, higher graduation and employment rates, less crime, less use of the public welfare system and better health.»

A recent study of the Chicago Child - Parent Centers, for instance, showed that children who enrolled at age three and stayed for two years were less likely to need special education services and less likely to commit crimes later in life compared with children who started preschool at age four.Irma Arteaga et al., «One Year of Preschool or Two: Is It Important for Adult Outcomes?»

Pre-Kindergarten Fight Crime: Invest in Kids continues to fight for increases in high - quality pre-k programs because the preponderance of scientific research (and the experience of law enforcement leaders) shows that at - risk young children who participate are significantly less likely to commit juvenile and adult crime, need special education, and repeat an early grade and are more likely to graduate from high school and be productive members of society.