Sentences with phrase «middle class school community»

Not exact matches

Public schools serve all students in a community: rich, poor, middle class, of various ethnicities, ability levels, health concerns, family backgrounds and more.

«Working collaboratively with the Broome County Promise Zone, those interested in serving as mentors will be matched with children in schools that are part of CCPA's University - assisted community school effort, which aims to level the playing field for students from low - income families who lack some of the supports for academic success from which children from middle - class families benefit,» Bronstein said.

We're cutting taxes for the middle class, making record investments in education with $ 1.4 billion in new funding, turning failing schools into community schools, and ending the GEA in New York once and for all because we believe that our tomorrows can be better than our yesterdays.

Santa Cuomo bounded down the Capitol chimney with a sackful of relief — tax relief for middle - class New Yorkers and (with reductions in the downstate MTA payroll levy) small businesses and nonpublic schools and help for upstate communities hit by this year's floods.

Middle School Students Suggest School Improvements What kinds of classes, activities, resources, or facilities (etc.) would middle school students like their community to provide for them in school or after sMiddle School Students Suggest School Improvements What kinds of classes, activities, resources, or facilities (etc.) would middle school students like their community to provide for them in school or after sSchool Students Suggest School Improvements What kinds of classes, activities, resources, or facilities (etc.) would middle school students like their community to provide for them in school or after sSchool Improvements What kinds of classes, activities, resources, or facilities (etc.) would middle school students like their community to provide for them in school or after smiddle school students like their community to provide for them in school or after sschool students like their community to provide for them in school or after sschool or after schoolschool?

In the middle of the last decade, in urban communities across America, middle - class and upper - middle - class parents started sending their children to public schools again — schools that for decades had overwhelmingly served poor and (and overwhelmingly minority) populations.

This past school year, students from four Oakland middle schools had an opportunity to learn more about the their neighborhood as part of our community action class — a class that was designed to engage our students with the community in a meaningful way.

The paternalistic presumption implicit in the schools is that the poor lack the family and community support, cultural capital, and personal follow - through to live according to the middle - class values that they, too, espouse.

How to Raise More Grateful Children (Wall Street Journal) «In some communities, specifically among the white middle and upper - middle class, there's good reason to believe that kids are less grateful than in the past,» says psychologist Richard Weissbourd, faculty director of the Making Caring Common initiative at Harvard's Graduate School of Education.

Finally, viewed as a community asset, having an entire school of this sort to show parents, colleges, employers, firms looking to relocate, real estate agents, and others can bring a kind of élan or appeal to a place that may also help with economic development, the retention of middle - class families, and more.

In short, might there be a benefit to underserved communities of having middle - class parents drive demand for charter schools?

Here and there, a few school - reform advocates began to realize that diverse charter schools might be a way to engage middle - class parents, and that focusing exclusively on high - poverty minority communities was an understandable but flawed strategy.

Brooklyn's Community Roots has been approved to expand into middle school this fall and considers its new lottery priority a success: roughly 600 families applied for a kindergarten class of 50.

The activity can be used in a variety of social studies lessons — from an exploration of the local community to a class on international studies — and in both the upper elementary grades and middle school.

Doing so can help address a common concern, which is that middle - class and affluent communities often feel like school reform isn't about them and their kids.

Universalizing access to public preschool, besides being very expensive for taxpayers, amounts to a huge windfall for public schools (and their teacher unions), as well as for middle class families and communities that have already found ways of obtaining it for their kids.

Middle class families — place - bound; not highly mobile — wall themselves off within the educational equivalent of gated communities through attendance zones, selective schools, and district lines.

Doesn't faze the rich communities any, but for the rest of us, it's killing the middle class and still not generating enough funding for teachers and schools to keep pace with rising standards, a reform agenda gone awry, unfunded state and federal mandates, and ever increasing student poverty.

Too many schools serving middle class communities will continue to evade scrutiny, and to be held accountable, for coasting.

Neither middle class or poor parents should have fewer or no choices in the array of schools whose teaching and curricula are critical to the futures of their children and communities, than in restaurants to which they should never have to go.

School - and community - based teams — including school leaders, teachers, middle and high school students, counselors, parent leaders or coordinators, and nonprofit partners — will practice useful and transferable strategies that strengthen cross-sector school - community leadership and engage in conversations on race, class, and eSchool - and community - based teams — including school leaders, teachers, middle and high school students, counselors, parent leaders or coordinators, and nonprofit partners — will practice useful and transferable strategies that strengthen cross-sector school - community leadership and engage in conversations on race, class, and eschool leaders, teachers, middle and high school students, counselors, parent leaders or coordinators, and nonprofit partners — will practice useful and transferable strategies that strengthen cross-sector school - community leadership and engage in conversations on race, class, and eschool students, counselors, parent leaders or coordinators, and nonprofit partners — will practice useful and transferable strategies that strengthen cross-sector school - community leadership and engage in conversations on race, class, and eschool - community leadership and engage in conversations on race, class, and equity.

«As a governor of a maintained school in a deprived community... we were always at a disadvantage to the school on the other side of town with lots of middle - class parents who raised lots of extra cash for their school.»

Middle - class families can move to a community with good, well - funded schools.

Poor and middle - class urban families long ago recognized that education is critical to revitalizing communities and helping their kids be prepared for successful futures in an increasingly knowledge - based economic future — and have long - concluded that traditional public education practices such as zoned schooling and ability tracking no longer work (if they ever did in the first place).

But glaring inequities can be found in some middle - class school districts where quirks in the funding formula cause communities with similar needs to receive widely different levels of aid.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

Wilkinsburg, which lies just east of Pittsburgh, was once a predominantly white, middle - class community with well - regarded public schools.

Essentially the school community placed greater value on the predominately white, middle class parent as provider over the minority parent, who commonly acted as a protector.

In support of the academic mission, the schools work constantly to inculcate decorum and refinement, according to the unspoken rules of deportment that characterize middle - and upper - class families, schools, and communities.

The other solution to integrating our schools is much more difficult, in that the backlash from white middle class communities could end political careers within and beyond our school system.

Making the situation even more unfair, Malloy has provided no meaningful additional support for public schools in Connecticut's middle - income communities meaning that the burden of local property taxes has become even more unfair for middle - class families.

Hughes Middle School Environmental Sciences Class and Andrea Testa, neighborhood Keller Williams Realtor, will host a FREE Community Event on Saturday, January 28th from 9 am to 1 pm at Hughes Middle School, 3846 California Ave, Long Beach, CA 90807.

The greatest gains in reducing gaps in achievement and opportunity have been made during periods when concentrated poverty has been dispersed through efforts at integration, or during economic growth for the black middle class and other communities, or where significant new investments in school funding have occurred.

«The data suggests that — despite what is arguably the most remarkable decade of academic progress of any school system in history — we haven't really seen much change in demand from middle class community to enroll their children in public schools,» Kleban said.

In our middle schools, the special education supports and structures are continually evolving so we cater more effectively to our diverse communities and the specific needs of each incoming class.

They don't have contract schools, they don't have charter schools in middle class White communities.

Universalizing access to public preschool, besides being very expensive for taxpayers, amounts to a huge windfall for public schools (and their teacher unions) as well as for middle - class families and communities that have already found ways of obtaining it for their kids.

Brinig: As we discuss in our book, the loss of Catholic schools is a «triple whammy» for our cities: When Catholic schools close, (1) poor kids lose schools with a track record of educating disadvantaged children at a time when they need them more desperately than ever; (2) poor neighborhoods that are already overwhelmed by disorder and crime lose critical and stabilizing community institutions — institutions that our research suggests suppress crime and disorder; and, (3) middle - class families must look elsewhere for educational options for their kids, leading many to migrate to suburbs with high - performing public schools.

As with black and Latino families from the middle class, poor families of all backgrounds move into suburbia thinking that traditional district schools in those communities will do better in providing their kids with high - quality teaching and curricula than the big city districts they fled.

E. L. Haynes, for example, receives many applications from middle - class families who proactively seek information because of the school's reputation, and it therefore directs all its recruitment efforts — from distributing information outside grocery stores to speaking at neighborhood association meetings — to low - income communities.

Danbury Prospect Charter School will bring a world class middle and high school program to a community that has been vocal about the need for additional school opSchool will bring a world class middle and high school program to a community that has been vocal about the need for additional school opschool program to a community that has been vocal about the need for additional school opschool options.

Because public school teaching, leadership, and governance tend to reflect white middle - class norms, educators may not be aware of the variety of child - rearing practices that exist in their school communities.

It's hard to imagine public authorities closing down 50 schools largely populated by middle class Euro - Americans; but this policy was enacted in the largely black and Latino district of Chicago, and it was done in the face of strong protests by the community.

I really am interested in how a former undersecretary of education has come to the point that he is so determined to attack teacher tenure, teacher unions and «restrictive work rules» for teachers — especially during a time when public schools have been systematically defunded, forced to jump through hoops (Race to the Top) in order to get what remains of federal funding for education, like some kind of bizarre Hunger Games ritual for kids and teachers, and as curriculums have been narrowed to the point where only middle class and wealthier communities have schools that offer subjects like music, art, and physical education — much less recess time, school nurses or psychologists, or guidance counselors.

Put together a curriculum that you can use to teach classes in your community — this may be at elementary, middle or high schools, community colleges or through community programs.

The data were collected from 506 (50 % female) middle school students from a predominately white, upper middle class community.

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