Sentences with phrase «more choice in public education»

Broadly speaking, do parents need more choice in public education?

Not exact matches

On a number of specific policies, notably parental choice in education, and, more important, on principles regarding the right ordering of religion and public life, JCS is usually and sometimes harshly opposed to the position of the Catholic Church.

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.

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.

In response to widespread demands for better public education and for more choice among public schools, a number of state legislatures in the early 1990s permitted educators and local communities to develop charter schoolIn response to widespread demands for better public education and for more choice among public schools, a number of state legislatures in the early 1990s permitted educators and local communities to develop charter schoolin the early 1990s permitted educators and local communities to develop charter schools.

The growth of for - profit online schools, one of the more overtly commercial segments of the school choice movement, is rooted in the theory that corporate efficiencies combined with the Internet can revolutionize public education, offering high quality at reduced cost.

Potter, who like many education reformers supports public school choice in the form of charter schools but opposes vouchers, argues Nevada's private schools will be exempt from requirements to teach the more challenging students, including those with disabilities or those from poor families.

Tom Luna, Idaho Supt. of Public Instruction: «Fortunately for Idaho the kinds of things that they're looking for are the kinds of things we've been working on for a number of years: pay - for - performance for teachers, expanding choice in public education through more charter schools, more accountability down to the student level.&Public Instruction: «Fortunately for Idaho the kinds of things that they're looking for are the kinds of things we've been working on for a number of years: pay - for - performance for teachers, expanding choice in public education through more charter schools, more accountability down to the student level.&public education through more charter schools, more accountability down to the student level.»

Critics were disappointed in her emphasis on school choice, rather than the need for more resources dedicated to special education in public schools.

«If Dan Patrick and his followers wanted to give all students and their parents a meaningful educational choice, they would more adequately fund public education, so that children of all economic backgrounds would have a full menu of academic offerings and electives in their neighborhood public schools,» said Texas State Teachers Association President Noel Candelaria.

From centrist Democrats who think that choice should only be limited to the expansion of public charter schools (and their senseless opposition to school vouchers, which, provide money to parochial and private schools, which, like charters, are privately - operated), to the libertarian Cato Institute's pursuit of ideological purity through its bashing of charters and vouchers in favor of the voucher - like tax credit plans (which explains the irrelevance of the think tank's education team on education matters outside of higher ed), reformers sometimes seem more - focused on their own preferred version of choice instead of on the more - important goal of expanding opportunities for families to provide our children with high - quality teaching and comprehensive college - preparatory curricula.

This annual survey — developed and reported by EdChoice and interviews conducted by our partner, Braun Research, Inc. — measures public opinion and awareness on a range of K — 12 education topics, including parents» schooling preferences, educational choice policies, the federal government's role in education and more.

For more than 40 years, Miami - Dade County Public Schools has been at the forefront of the choice movement in education.

The plan promoted by Trump and Education Secretary Betsy DeVos widened a divide in the school - choice movement and brought swift condemnation from people who support more competition for public schools in the form of charter schools but oppose sending tax money to private institutions.

But commissioners could not reach a policy consensus on two other divisive issues in state public education — Michigan's expansive charter school landscape, and the state's generous schools - of - choice law, under which more than 120,000 students attend a public school outside of district boundaries.

With National School Choice Week behind us, the battle — and it is a battle — to free our children from a monopoly by zip - code public education system is being fought on fronts all over the country, and in red and blue states alike, more and more Democrats are breaking ranks and joining Republicans in the fight.

Our antiquated education delivery system should be allowed to evolve from a «school system» to a «system of schools», with comprehensive traditional public school choice, expanded charter school capability, access to more choices for special needs children, and a fully paid exit option for students in failing schools.

Public charter schools were authorized by the Texas Legislature in 1995 to provide more choice and options in public educPublic charter schools were authorized by the Texas Legislature in 1995 to provide more choice and options in public educpublic education.

Her supporters say those measures offer parents more choices, but her critics say they drain resources from the public education system, the most important civic institution in the United States.

In fact, one can advocate for a much more expansive definition of public education: one that offers greater parental choice in a system that is responsive to local community and parental demand, while absolutely shunning for - profit elementary and secondary schoolIn fact, one can advocate for a much more expansive definition of public education: one that offers greater parental choice in a system that is responsive to local community and parental demand, while absolutely shunning for - profit elementary and secondary schoolin a system that is responsive to local community and parental demand, while absolutely shunning for - profit elementary and secondary schools.

School choice is an increasingly popular issue in state legislatures nationwide as more and more states consider expanding educational options to help children get a better education, spur public school improvement, and save taxpayer dollars.

«The growth of for - profit online schools, one of the more overtly commercial segments of the school choice movement, is rooted in the theory that corporate efficiencies combined with the Internet can revolutionize public education, offering high quality at reduced cost,» the article notes.

Bruce, the «hype and hoopla» Caroline usually refers to are some high profile charter schools that have touted successes not necessarily deserved, though other pro-reform issues are also part of her agenda to impugn any efforts to create more parental choice in public education.

A report commissioned by the Connecticut State Department of Education entitled Evaluating the Academic Performance of Choice Programs in Connecticut compared student achievement in public schools, charter schools, magnet schools, and among those students bussed from urban areas to the suburbs and did not find evidence that students in charter schools had greater achievement than other students, even with their more select student body.

For example, a family that takes the time and effort to apply to a charter school, might be more involved in their student's education than a family that just sends their student to the neighborhood school, and that might be why we see choice school students performing better than the traditional public school students.

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.

They offer quality and choice in the public education system and have the freedom to be more innovative while being held accountable for helping students learn and achieve.

In addition to garnering public opinion on standardized testing, the poll explores an array of education «hot topics,» including Common Core, school choice, school performance, school funding, vaccinations, and more.

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.

Backers of vouchers, who tend to be Republicans, argue that they give more educational choices, allowing children the opportunity to receive a better education than they might in public schools.

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.