Sentences with phrase «likely than public school teachers»

Especially in the areas of setting discipline policy and establishing curriculum, private school teachers in 1993 - 94 were more likely than public school teachers to report that they had a great deal of influence.

Not exact matches

, teachers in private schools were more than three times as likely as public school teachers to say they are «highly satisfied» with their jobs.

When a student in a Syracuse or Rochester public school walks into a classroom, they are more likely than not to have a white teacher.

At the time, the idea of setting public expectations for what schools ought to accomplish rather than regulating the practices of schools and teachers seemed a goal worth fighting for, but not one that was likely to be achieved very quickly.

And recent evidence demonstrates that teachers are far more likely to vote in school board elections than is the general public.

Boston — Public - school teachers are far more likely to perceive student absenteeism, use of alcohol, and tardiness as serious problems at their schools than are their private - school peers.

But this claim needs to be tested, for there is clearly a plausible alternative: that teachers are not only better educated and more middle class than the average citizen, but also more public spirited, more committed to public education, and thus more likely to vote in school - board elections regardless of their personal stakes.

If the new information surprises respondents by indicating the district is doing less well than previously thought, the public, upon learning the truth of the matter, is likely to 1) lower its evaluation of local schools; 2) become more supportive of educational alternatives for families; 3) alter thinking about current policies affecting teacher compensation and retention; and 4) reassess its thinking about school and student accountability policies.

It finds that teachers in traditional public schools are three times as likely to be «chronically absent» from school as charter teachers, meaning they are absent more than ten days per year.

Teachers are more than twice as likely to assign their public schools a D or an F as they are to give this rating to the post offices or police in their communities (Q. 3, 4).

In 1981, the average American public - school teacher was older, had spent more time in college, was relatively less well paid, and was far less likely to choose teaching as a career if given a second chance than was the case in 1976.

It is no coincidence then that research has shown students who spend their full K — 12 education career in public schools in states that require collective bargaining with teachers unions earn less money, work fewer hours, are more likely to be unemployed, and are more likely to be employed in lower - skilled jobs than are their peers in states without collective bargaining laws.

District school records show that charters also have better attendance and graduation rates than the regular public schools and that their teachers are more likely to fit the city's definition of «highly qualified,» meaning that they have expertise in what they are teaching.

Compared to Chicago Public Schools» district - wide 1 - point improvement in the same period, these two schools improved by 8 and 10 points, respectively, on the student - teacher trust measure of the 5Essentials Survey — a school climate survey based on more than 20 years of research that found schools strong on three or more of the 5Essential components were ten times more likely to improve student learningSchools» district - wide 1 - point improvement in the same period, these two schools improved by 8 and 10 points, respectively, on the student - teacher trust measure of the 5Essentials Survey — a school climate survey based on more than 20 years of research that found schools strong on three or more of the 5Essential components were ten times more likely to improve student learningschools improved by 8 and 10 points, respectively, on the student - teacher trust measure of the 5Essentials Survey — a school climate survey based on more than 20 years of research that found schools strong on three or more of the 5Essential components were ten times more likely to improve student learningschools strong on three or more of the 5Essential components were ten times more likely to improve student learning gains.

Graduates are more racially diverse than other new teachers in Boston Public Schools; they are also more likely to teach in STEM fields and to remain teaching in the district through their fifth year, which is when data show that teachers tend to be at or close to their peak effectiveness.27 Like the Boston Teacher Residency, the Relay Teaching Residency, founded in 2007 and supported by Relay Graduate School of Education, is a two - year program that provides residents with a structured, gradual on - ramp into the profession, along with a master's degree.28 Ninety - two percent of employing school leaders affirmed their satisfaction with the performance of their teachers who were enrolled at ReSchool of Education, is a two - year program that provides residents with a structured, gradual on - ramp into the profession, along with a master's degree.28 Ninety - two percent of employing school leaders affirmed their satisfaction with the performance of their teachers who were enrolled at Reschool leaders affirmed their satisfaction with the performance of their teachers who were enrolled at Relay.29

The combination of not completing courses and getting a failing grade in courses they do complete means that K12 INC students are much less likely to graduate from high school than students who attend real public schools in real classes with real teachers.

The TABS study also shows that boarding school students are more likely to report having high - quality teachers than private or public schools.

BTR graduates are more racially diverse than other new teachers in Boston Public Schools; they are also more likely to teach in science, technology, engineering, and math fields and to remain teaching in the district through their fifth year — when data show teachers tend to be at or close to their peak effectiveness.72 Eighty - seven percent of all BTR graduates are still teaching, and 90 percent are still working in the field of education.73