Sentences with phrase «making school choice work»

Yet there is far more to making school choice work for all families — and it goes beyond expanding, promoting, and defending options.

Making school choice work.

Most recently he co-authored two CRPE reports on the challenges of public oversight in cities with large charter school sectors — «Making School Choice Work: It Still Takes a City» and «How Parents Experience Public School Choice» — and «Measuring Up,» a look at educational improvement and opportunity in 50 cities.

Making school choice work requires bureaucratic policy solutions, often technical ones, to make the market for schooling more fair and responsive.

But making school choice work also requires engaged and mobilized families who can help address the human side of choice and competition in schools.

Making school choice work requires engaged and mobilized families who can help address the human side of choice and competition in schools.

In early December, as part of our Making School Choice Work project, CRPE will release the results of a parent survey illustrating how families experience school choice in eight cities, including Detroit.

Lake also recently coauthored a terrific report (note the pragmatism baked into the title) called Making School Choice Work.

Professor Richard Murnane, the student - selected faculty speaker, reflected on five decades of education and the five challenges currently facing all educators around the world: make equality a reality for all children; use money so it affects students» daily experience; create schools that prepare children for the future; make school choice work for the most disadvantaged; and create school accountability systems that improve education for all our children.

Detroit hasn't set the conditions to make school choice work for families and kids.»

It's about how to make school choice work.

Efforts are underway in many major cities to make school choice work for families through district - charter partnerships.

Michael DeArmond explains how city leaders can make school choice work for all families, in this essay prepared for the PIE Network 2014 Policy Summit.

Not exact matches

In their new book, Decisive: How to Make Better Choices in Life and Work, brothers and academics Chip (of Stanford Graduate School of Business) and Dan Heath (of Duke) explore how to eliminate biases and improve the quality of our decisions.

Fitneff ™ is dedicated to creating active solutions for productive lives, making it easier for busy people to make healthy choices by integrating movement into their daily lives — at home, at work, at school, and on the go.

Because of our work, 18,000 American schools are providing kids with healthy food choices in an effort to eradicate childhood obesity; 21,000 African farmers have improved their crops to feed 30,000 people; 248 million tons of greenhouse gas emissions are being reduced in cities worldwide; more than 5,000 people have been trained in marketable job skills in Colombia; more than 5 million people have benefited from lifesaving HIV / AIDS medications; and members of the Clinton Global Initiative have made nearly 2,300 Commitments to Action to improve more than 400 million lives around the world.

We love ice cream and treats — but I prefer to have our family choose the ingredients that work best for us, and not have another parent or school make that choice for us.

The Kid Collection covers topics for littler students like being nervous for the first day of school to praising hard work as well as subjects for tweens and teens like peer pressure and making good friend choices.

I love that we can make that choice and I also love that we have a formal school system (one which I work in) that is there and available for everyone who can't make the choice you have be it financial, lack of interest or knowledge or whatever.

I also help them make the right choices, I have enjoyed working with students, parents, and school staff, developing friendships that will last forever.»

It is my understanding that BPI is working on a voluntary label so that people can make a decision on the product while shopping in the grocery store; and, as you pointed out, school districts now have the choice as to whether or not to buy hamburger that includes LFTB.

Every single day Klein makes the choice to NOT protect reproductive rights for the women of New York, to NOT give working families access to great healthcare they can actually afford, and to NOT give our children desperately needed school funding, which by the way, they are owed by law.

Senior author Francine Laden, ScD, Professor in the Departments of Environmental Health and Epidemiology at Harvard Chan School, added, «We are currently working to determine if individuals who make healthier lifestyle choices are less susceptible to the adverse impacts of air pollution, and to determine if similar patterns of susceptibility are seen in men.»

UF / IFAS assistant professor of food and resource economics Jaclyn Kropp — along with economists at Georgia State University, Clemson University and the U.S. Food and Drug Administration — worked with a county school food services director to develop a novel research model to study school lunch choices children make, combining lunch sales data collected at the cafeteria register with data on student absences.

«Scholarships give our students the gift of freedom: to make career choices based on purpose and passion, rather than the price of education; to use time to study, explore science, and volunteer to help others, rather than working to make ends meet; and to succeed because someone who never met them saw enough potential to invest in their dreams,» said Catherine Lucey, MD, vice dean for education at UCSF's School of Medicine.

His choices widened when he looked at the work of his graduate school mentor, who had made important contributions to society by founding a Cord Blood Bank, and of a professor at a local 2 - year college, who advanced student training in scientific research by involving them in the lab production of monoclonal antibodies.

But whatever our work or schooling choices, I imagine we all struggle with the underlying idea that we need a lot of «stuff» to make our kids happy.

It will control your blood sugar levels to stop you craving sweet stuff later on, it'll help you to focus at work or school and it will help you to make healthier choices for the rest of the day.

The researchers also compared sugary ready - to - eat cereal to oatmeal and found oatmeal's nutritional advantage (more nourishing whole food meal) made it a better choice at improving brain power and encouraging better test scores.1 Additional stats show higher test grades and better school attendance in breakfast eaters than in non-breakfast eaters too.2 Bottom line: to excel in whatever we do, whether it be school, work, play or relationships, we need breakfast to be at the top of our mental game.

As the months stretch on, Phil (Wilson) attends a grief support group and works with his fellow cops on the case, but Sarah (Wilde) disintegrates, becoming obsessed with neglected kids at the school where she teaches, and making increasingly dangerous choices.

However, Gruwell's ailing marriage, disapproving father (Glenn, Training Day), and a jaded school administration prove to be daunting adversaries to her plans, and she must make a choice to continue to work overtime to provide an adequate education to her young minds, at the expense of her personal life and possibly her future career.

The pairing of student - based funding with school choice seems crucial to making decentralization work.

«Local councils have been working hard to not only fulfil their duty to ensure every child has a school place, but to make sure as many as possible get their first choice — it isn't just about a place for a child, but the right place.

In the context of our summer melt work, these are students who have applied to college, been accepted, and made an active choice at the end of high school about where they want to enroll.

When we look to test - based evidence — and look no further — to decide whether choice «works,» we are making two rather extraordinary, unquestioned assumptions: that the sole purpose of schooling is to raise test scores, and that district schools have a place of privilege against which all other models must justify themselves.

The school choice movement has to remember that choice is what makes this reform work, not the regulation.

We should graduate kids with skills to make the choices about what they want to do, whether they want to go to college, vocational school, the military, or work.

It is the job of schools and parents, working together, to give students the courage and ability to fly away from the crowd and make the right choices.

Reality: While it's true that younger students, whether they be elementary school students or freshmen at your high school, need a more fundamental set of skills for both academics and behavior, students of all ages can work to know themselves better, relate better to others, and make responsible choices.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

Choice makes it unnecessary for parents who dislike a school's instructional program to fight the parents and teachers for whom the program works.

School choice and supplemental educational services were not high on the political priority list under the first Bush administration, but it does not follow that these two vital provisions for parents can not be made to work.

Regardless of the reform strategy — whether new standards, or accountability, or small schools, or parental choice, or teacher effectiveness — there is an underlying weakness in the U.S. education system which has hampered every effort up to now: most consequential decisions are made by district and state leaders, yet these leaders lack the infrastructure to learn quickly what's working and what's not.

«Schools and families can and should successfully work together to, in turn, educate children and then motivate them in their endeavours to make healthier choices.

Cleveland's leaders understood that when school choice breaks down in the real world, government and its partners have a role to play to make it work better for families and cities.

In addition to rescinding regulations on K - 12 school accountability and teacher preparation programs, as well as guidance that jeopardized due process for alleged sexual assault perpetrators, Trump worked with Congress to advance school choice in the Tax Cuts and Jobs Act, which made private - school tuition eligible for 529 savings plans.

As a business we are very passionate about supporting the local community and if we give an opportunity to just one student or even guide them to make a more decisive career choice then the work that we do with the school has served a purpose.

When they insist that ideas like school choice, performance pay, and teacher evaluations based on value - added measures will themselves boost student achievement, would - be reformers stifle creativity, encourage their allies to lock elbows and march forward rather than engage in useful debate and reflection, turn every reform proposal into an us - against - them steel - cage match, and push researchers into the awkward position of studying whether reforms «work» rather than when, why, and how they make it easier to improve schooling.

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 of Lschool 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 of LSchool 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 of Lschool 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 of Lschool 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 of Lschool: 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 of London.

What has made the school choice movement successful is not allowing peripheral issues — however important they are — to interfere with our work to help as many families and children as possible access more and better educational options.