Sentences with phrase «making traditional district schools»

Not exact matches

This covers such representations made on product packaging, school controlled - traditional and digital media, and on any property or facility owned or leased by the school district or school (such as school buildings, athletic fields, transportation vehicles, parking lots, or other facilities).

«It is unfortunate that DOE is trying to stifle the autonomy of charter schools when their time would be better spent on evaluating what great teachers and leaders in the very best charter schools, traditional district schools and nonprofit providers are doing to make pre-kindergarten an investment that pays off in increased student achievement,» Merriman said.

-- the percentage of those giving the schools an «A» or a «B» on the traditional A to F grading scale drops 11 percentage points, from 49 % to 38 %; — support for a proposal to make vouchers available to all families regardless of income jumps 13 percentage points, increasing from 43 % to 56 %, while opposition to the proposal declines from 37 % to 25 %; — support for charter schools shifts upward from 51 % to 58 % when respondents learn the national rank of the local district, while opposition to charters declines from 26 % to 23 %; — opposition to teacher tenure climbs 8 percentage points, from 47 % to 55 %, while support for tenure drops 8 points to 25 %.

Without mincing words, Osborne criticizes the traditional district - based system and makes it clear that charter - like schools underperform true charters.

Split Decision: Two Incumbents Losing in Denver School Board Elections, Two Supporters of District Policies Prevail (Chalkbeat) Quotes Martin West: «There are signs in the national election results this week that Democrats may make significant headway at the state and local level next year when many more seats are in play, and that typically makes it harder to pursue the traditional reform agenda.

Looking beyond the traditional notion of the PTA bake sale, Warren wants to see parent and community groups become involved in leadership positions and decision - making within schools and in district policy.

From the traditional sector, the city should take the idea that Washington D.C. residents value neighborhood schools and expanded pre-k; two areas where the district has made great strides.

Such efforts share a single set of beliefs: Low - income kids are capable of achieving at the highest levels; great schools can make a world of difference; the traditional urban school district is not the only path to great schools.

The authors examined the student achievement data of each school included in the turnaround initiatives — and in LPS, each traditional public school in the district — to select schools that have made notable academic gains since implementing these practices.

Regulations can also preserve important autonomy (and contractual accountability) for charter schools in the event a traditional LEA wants to make an assessment change that, as a result, all non-LEA charter schools in its district would be required to use.

Even for middle - class households with the wherewithal to relocate, the reality that districts often arbitrarily change their zoning policies — especially based on the clout of the families who live in a particular area — means that simply moving residences doesn't guarantee that those families will get into one of the few high - quality traditional schools for which you made such a move.

Middle schools facing the 225 - minute requirement probably would have to add an additional PE teacher and make complex scheduling decisions that would eat into traditional classes, says Irene Holtzman, the executive director of FOCUS, the principal advocate for charter schools in the District.

If you want to get a better sense of the shoddiness of the arguments of opponents of school discipline reform, especially when it comes to the Department of Education's guidance on reducing the overuse of harsh school discipline, simply look at the traditional districts represented in Congress by Rep. Andy Harris of Maryland, who this morning, complained that the four - year - old Dear Colleague letter made school leaders «afraid» to discipline children in their care.

Sheninger and Murray make the case that professional learning is an embedded part of a school or district's culture, and they outline key evidence of both a traditional model and one that is more personal and relevant.

My perspective is how is it that we use these various options, and I happen to be a person who supports traditional school districts, and I do agree that we should be trying to fight to make sure all of our children are fully funded.

Across the state, both traditional district and public charter schools made improvements in both English language arts (ELA) and mathematics.

This fall portends a crossroads for DPS: will the district make more progress towards portfolio management or will it fall back to more traditional management of schools.

When a traditional school district, for example, loses a handful of students to the voucher program, those dollars that follow those children aren't easy to make up in savings.

CCSA released three new accountability tools that provide a variety of school level data for every traditional district school and charter public school across the state, online in one location for families, teachers, charter school authorizers and school communities for critical decision - making purposes.

But given the union's longstanding support of policies and practices that have harmed kids, especially those from poor and minority backgrounds attending traditional district schools the union's locals have long dominated, neither it nor Weingarten can claim to be working to reclaim a promise it never made.

As autonomous public schools, charter school leaders make many decisions that would be up to district leadership in a traditional school setting.

But the AFT will never make that argument because it opens up the door for expanding choice, voucherizing school funding, and putting traditional districts from which the union draws its very existence out of business.

To the extent charter schools allow principals and administrators to engage in flexible decision making — including flexible decision making in human resources policy forbidden by union contracts — they are an improvement on traditional district schools.

For real gains to be made, charter schools need the advantages in flexibility and competition they have over traditional district schools — advantages opposed by teachers unions.

Whether in a traditional district or a charter school, tainted people always make systems look bad.

CCSA released two new accountability tools that provide a variety of school level data for every traditional district school and charter public school across the state to help school leaders, teachers, families, charter school authorizers and school communities make critical decisions.

The 74, a noted DPE oriented publication started by Campbell Brown, said that when first appointed he looked like a strange choice then continued, «But since he stepped into the role of superintendent in 2013, Ferebee has developed stronger relationships between traditional district and charter schools, grown the city's network of innovation schools, and worked toward giving principals more decision - making power.»

While the funding increase to make expenditures at schools of choice more aligned with traditional school district expenditures is laudable, these changes do not address the fundamental issue of funding inequity: that public schools of choice are not included in ECS and their students are therefore at risk of being treated differently under challenging funding conditions.

DeArmond, Jochim, and Lake (2014) looked at how the issue of governance affects both charters and traditional public schools in high - choice cities and found nearly eight agencies — including school districts, charter authorizers, and other state and local entities — responsible for oversight in the typical municipality, «making patchwork governance the norm, rather than the exception» (p. 15).

He acknowledges that leaving districts to handle those costs alone as charters expand might make things more difficult for traditional school districts.

That collaboration has made it possible for the school district and school's administration to work with SKEA to tweak and adjust the traditional contract, helping to benefit students with the greatest needs.

Charter schools are accountable for the same academic results as traditional district schools, and for upholding the promises made in their charters.

Unlike many traditional school systems where school leaders must follow a specific instructional program and adhere to district mandates, operators in the portfolio model have a great deal of autonomy in their decision making.

That many in the school reform movement have either been reluctant or outright hostile about working with Black Lives Matter and criminal justice reform activists on addressing issues that are tied to schools (including overuse of harsh school discipline and the penchant of traditional districts to refer children to juvenile courts), has also made it easy for NEA and AFT to win over some activists.

His new attacks on public education include taking $ 17.1 million out of traditional public schools, which will curtail extended day and summer programs in needy school districts, make universal preschool impossible, not fund priority districts as promised and at less than last year, and limit aid for transportation of students.

Some districts are more rigorous in their charter applications and other districts like Denver are very open, so the growth in Denver, especially in looking at the turnaround and transformation are strongly suggested that they turn into charter schools rather than in other districts that we looked at in Pueblo and in Center and in Sheridan where they're really putting all their efforts into making the traditional school successful rather than turning it into another model..

The effect is to force the traditional district to cut programs, lay off teachers, increase class sizes and close schools to make ends meet.

Although district officials have started to let the principals at traditional schools make their own hiring decisions, they are often far less flexible when it comes to curriculum, budgets and schedules.

This is less of a concern at traditional district schools, although district policies can make this a factor.

His former school — a traditional district school — made sure to write us a letter and tell us how he was never able to meet their «high standards,» but perhaps he could meet ours.

The report, published Jan. 6, found that traditional public schools and public charter schools in the District have made little progress in closing racial disparities in discipline.

Such naivete explains why the Obama Administration has continually promoted case studies of reform - minded school leaders working closely with NEA and AFT locals, why Class Struggle author Steve Brill floated the laughable idea of Weingarten becoming chancellor of New York City's traditional district three years ago, and why organizations such as Educators4Excellence and Teach Plus — which represent younger, reform - minded teachers who now make up the majority of NEA and AFT rank - and - filers (and are staffed by teachers who are themselves centrist and progressive Democrats)-- work so hard to aim to lead reform from within union ranks.

Although critics frequently claim that charters aren't held to the same standards as traditional public schools, the opposite appears to be true in Washington D.C. OSSE's report makes clear that several of the city's traditional high schools have chosen to ignore the district's graduation requirements, while charters only hand out diplomas to students who earn them.