Sentences with phrase «making choices in public education»

We're still challenged to work with stakeholders — really parents, people who are making choices in public education — to fully understand how this is all working.

Not exact matches

There he says, one, that the shift from the concept of «the State's role as providers of equal opportunities to every citizen» to that of providing education, health and other social services «to those who can afford to pay» is a U-turn in public policy which «has been made surreptitiously by administrative action without public discussion and legislative sanction»; two, that the total commercialization of social sectors is «alien even to free market societies»; and three, that «the ready acceptance of self - financing concept in social sectors alien even to free - market societies is the end result of gradual disenchantment with the Kerala Model of Development», which has been emphasizing the social dimension rather than the economic, but that it is quite false to present the situation as calling for a choice between social development and economic growth.

The Parental Choice in Education Act would provide tax credits for those who donate to private and parochial schools for purposes of scholarships, tax credits to parents who pay tuition to private and parochial schools and tax credits to teachers - in both public and private schools - who make personal purchases of school supplies and food to support their underprivileged students.

In his «100 - day action plan to Make America Great Again,» Trump announced the School Choice and Education Opportunity Act, which, among other proposals, would redirect education dollars to give parents the right to send their child to the public, private, charter, magnet, religious or home school of their cChoice and Education Opportunity Act, which, among other proposals, would redirect education dollars to give parents the right to send their child to the public, private, charter, magnet, religious or home school of theiEducation Opportunity Act, which, among other proposals, would redirect education dollars to give parents the right to send their child to the public, private, charter, magnet, religious or home school of theieducation dollars to give parents the right to send their child to the public, private, charter, magnet, religious or home school of their choicechoice.

Scholars focused on higher education generally post low scores, and seem to be quoted much less frequently than K - 12 scholars — though it's not clear whether that's because there's less interest in and opportunity for public discussion of higher education, or a choice that these scholars are making.

Attitudes: support for diversity (racial integration), a perception of inequity (that the public schools provide a lower quality education for low - income and minority kids), support for voluntary prayer in the schools, support for greater parent influence, desire for smaller schools, belief in what I call the «public school ideology» (which measures a normative attachment to public schooling and its ideals), a belief in markets (that choice and competition are likely to make schools more effective), and a concern that moral values are poorly taught in the public schools.

The news from the Education Next poll had become so bad we were accused of asking an unfriendly voucher question (it referenced the «use» of «government funds to pay the tuition»), so we agreed to split our respondents into two equivalent groups and ask the second group a «friendly» voucher question instead: «A proposal has been made that would give low - income families with children in public schools a wider choice, by allowing them to enroll their children in private schools instead, with government helping to pay the tuition.»

In a Show - Me Institute poll released in May 2007, 67 percent of Missouri voters and 77 percent of African Americans said they favored a law that would «give individuals and businesses a credit on either their property or state income taxes for contributions they make to education scholarships that help parents send their children to a school of their choice, including public, private, and religious schools.&raquIn a Show - Me Institute poll released in May 2007, 67 percent of Missouri voters and 77 percent of African Americans said they favored a law that would «give individuals and businesses a credit on either their property or state income taxes for contributions they make to education scholarships that help parents send their children to a school of their choice, including public, private, and religious schools.&raquin May 2007, 67 percent of Missouri voters and 77 percent of African Americans said they favored a law that would «give individuals and businesses a credit on either their property or state income taxes for contributions they make to education scholarships that help parents send their children to a school of their choice, including public, private, and religious schools.»

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London.

«I can tell you this — if you gave the American people a choice today between using federal dollars to renovate and build new public schools or using public tax dollars to pay for private school vouchers, there would be no question how the American people would vote,» asserted U.S. Secretary of Education Richard W. Riley in a speech made when the report was released.

The authors hypothesize that if state and local governments empower parents to choose the schools of their choice, a «spontaneous education order» — a state in which parents seek information about schools and in which schools make available the necessary information without public officials» intentional intervention — will arise.

All of which makes one thing obvious: The only system of learning compatible with a truly free society is not one of government domination, but one rooted in educational choice — public education, not schooling — in which the public assures that all people can access education, but parents are free to choose their children's schools and educators are free to educate how they wish.

«Through Pathway to Financial Success in Schools, Discovery Education and Discover Financial Services are providing students nationwide with engaging tools that make it simple to understand how to make smart financial choices in every aspect of their lives,» said Jacqueline Prester, Business and Technology Teacher, Mansfield Public Schools, Massachusetts.

The event, titled «Stronger Together, A Celebration of School Choice» marks the end of National School Choice Week, a public campaign to make K - 12 students and their parents aware of options in education.

A year later, Education Next asked, «A proposal has been made that would give all families with children in public schools a wider choice, by allowing them to enroll their children in private schools instead, with government helping to pay the tuition,» the general public was evenly split, 45 percent in favor and 44 percent against.

She has tirelessly fought to make sure parents have a voice in public schools and has boldly worked to transform public education in Los Angeles through revolutionary programs like the LAUSD Public School Choice initipublic schools and has boldly worked to transform public education in Los Angeles through revolutionary programs like the LAUSD Public School Choice initipublic education in Los Angeles through revolutionary programs like the LAUSD Public School Choice initiPublic School Choice initiative.

«The PDK poll also asked respondents to make a difficult choice between three important goals ---- preparing students academically, for work, or to be good citizens ---- in determining what the main goal of public education should be.

In a prepared statement, a spokeswoman for the state's education commissioner said, «The state is committed to making sure that all children have access to a quality education, regardless of their zip code... Public schools of choice have created high - quality options for thousands of Connecticut families.

And with all due respect to Jeff Sessions, there's good reason for the backlash: The billionaire Amway heiress from Michigan, who long ago made «school choice» her passion project, is the first education secretary in history to be hostile to the very idea of public education.

As Commissioner of Education, Dianna Wentzell commented, «In some cases, students in choice programs made greater academic gains than their peers not enrolled in these programs (students in traditional public schools), thereby closing the achievement gap, while in other cases they did not.&raquIn some cases, students in choice programs made greater academic gains than their peers not enrolled in these programs (students in traditional public schools), thereby closing the achievement gap, while in other cases they did not.&raquin choice programs made greater academic gains than their peers not enrolled in these programs (students in traditional public schools), thereby closing the achievement gap, while in other cases they did not.&raquin these programs (students in traditional public schools), thereby closing the achievement gap, while in other cases they did not.&raquin traditional public schools), thereby closing the achievement gap, while in other cases they did not.&raquin other cases they did not.»

The Florida public - school establishment is suing to repeal the Sunshine State's 13 - year - old school - choice tax credit and its new education savings accounts under the state's Blaine Amendment and its «uniformity clause,» which mandates that «Adequate provision shall be made by law for a uniform, efficient, safe, secure, and high quality system of free public schools...» The Florida Supreme Court previously struck down the state's voucher program under this provision in Bush v. Holmes (2006), on the grounds that the vouchers «divert [ed] public dollars» from «the sole means set out in the Constitution for the state to provide for the education of Florida's children.»

You're inspired, you're passionate, you've just received your invitation for an in - depth interview and you're ready to sell your experience about why you're going to make an exceptional Fellow, but... BUT you're not really sure why Betsy DeVos was a controversial choice for Secretary of Education, the argument between charter school vs traditional public school vs school vouchers alludes you, and you once thought Common Core was a pilates ab workout.

Improved financial oversight as outlined in this report and improved financial transparency for the public, including parents, would enable parents to make more informed choices regarding their child's education and make charters more accountable to taxpayers.

Recommendations: Improved financial oversight as outlined in this report and improved financial transparency for the public, including parents, would enable parents to make more informed choices regarding their child's education and make charters more accountable to taxpayers.

My time as a teacher in the public school system, educational consultant, and mother of three children who attend a Denver area charter school has taught me that charter schools and the autonomy, choice, and diverse models of education they represent play an important role in making sure that each student and family has access to a high - quality school that is most suitable for them.

A) Critics make personal attacks against me because they can't refute the data and documentation in my book about the harm done by testing and choice to our nation's public education system.

Gainful employment data would help prospective students make more informed choices regarding legal education, and in the process help law schools regain the public trust.

Concrete actions by policy makers, already practised in many counties, are: matching paid parental leave to the rate and duration observed in Scandinavian countries; providing adequate public funding and developing tax policies that allow parents to make appropriate child - rearing choices, paying greater attention to children from poor or diverse backgrounds; integrating child care and early education under one ministry or agency and thereby enhancing quality, qualification requirements, accessibility and affordability.