Sentences with phrase «more educational opportunities for children»

«And at our recent town hall in the Northeast San Fernando Valley, three out of four attendees wanted more high - quality elementary and middle schools in the area and 71 % said they wanted more educational opportunities for their children.»

CSDC is committed to creating school choice and more educational opportunities for children by developing and financing optimal yet affordable educational facilities for charter school organizations demonstrating good governance and strong accountability for academic and educational results.

Not exact matches

Waukegan, Ill. (July 15, 2015)-- With more than 40 percent of kids bringing food to school (U.S. Department of Agriculture's Food and Nutrition Service), preparing a pa - per - bagged lunch is an opportunity for parents to cook with their children and add in an educational lesson along the way.

If you try writing down what you and your children do in any one day, including all questions they ask, any time you read to them, cooking, laundry, going for walks etc, you'll probably find many educational opportunities that are not related to text - books or school «subjects», but are all the more valuable for that.

«We are very proud of the work we've done to help thousands of families stand up for educational opportunity in their communities, and believe our vision of a world where every child has access to an excellent school has never been more important.»

«As we work to transform our city, creating safer more vibrant neighborhoods, more jobs and better educational opportunities for our children, we are here to listen to what residents and business owners have to say about opportunities in their neighborhood,» Warren said in a news release.

«Because our findings strongly suggest that attending public pre-K helps to promote information access and test taking for gifted and talented programs, with the advent of universal pre-K, the New York City Department of Education has an even greater chance to provide information about public educational opportunities to many more children across all demographic subgroups,» said Weinberg.

A South Carolina judge's ruling that the state must provide more educational opportunities for young children in poor and rural areas is setting the stage for an extensive legislative and policy debate on K - 12 schools in the Palmetto State.

Key Measures Special educational needs key measures include a single assessment process (0 - 25) which is more streamlined, better involves children, young people and families and is completed quickly; An Education Health and Care Plan (replacing the statement) which brings services together and is focused on improving outcomes; An offer of a personal budget for families with an Education, Health and Care Plan; A requirement for local authorities and health services to jointly plan and commission services that children, young people and their families need; A requirement on local authorities to publish a local offer indicating the support available to those with special educational needs and disabilities and their families, and; The introduction of mediation opportunities for disputes and a trial giving children the right to appeal if they are unhappy with their support.

It also, the Court wrote, builds support for public schools, enables those communities that wish «to devote more money to the education» of their children to do so, and provides «opportunity for experimentation, innovation, and a healthy competition for educational excellence.»

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 ofchildren'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 ofChildren'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 London.

«With today's concerns about growing educational disparities, we carry an even greater responsibility as educators to make decisions and take actions that contribute to more equitable educational opportunities for children and families in and out of school.»

As a movement, knowledge - rich schooling has the potential to promote excellence, inspire passion, and enhance educational equity — particularly for children from homes with limited access to books and fewer opportunities than their more affluent peers to travel or visit museums.

We believe an education tax credit that would inspire charitable giving to state non-profits who provide scholarships to eligible children is the best way to immediately expand opportunity for children in need of more and better educational options.

Regardless of whether they are Special Education IAs (providing vital services to one, two, three, four or more special education students) or Traditional IAs (helping teachers prepare and run classrooms so that all the students have the opportunity to learn), IAs are truly on the front line of enhancing educational opportunities for our children.

«Because of Lt. Gov. Reeves» leadership, more parents than ever will have the opportunity to choose the best educational setting for their children, and I'm proud to recognize him with our 2016 «Education Reformer of the Year» award.»

This should be an important goal for maintaining the economic vitality of our cities while helping to provide more equitable educational opportunities for all children.

The recommendations provide a pathway for strengthening and using CDM as a more effective vehicle for improving educational opportunities for children.

When empowered with more educational opportunities, parents are more likely to be happy with the learning environment they chose for their children.

By expanding school choice and providing more educational opportunities for every American family, we can help make sure that every child has an equal shot at achieving the American Dream.

While doing away with such a controversial department might seem prudent, the truth is, educational opportunity for poor children would be even more limited without it.

Only about 46 percent of children aged three through six in families below the federal poverty line are enrolled in center - based early childhood programming, compared to 72 percent of children in families above the federal poverty line.1 Poor children are about 25 percent less likely to be ready for school at age five than children who are not poor.2 Once in school, these children lag behind their better - off peers in reading and math, are less likely to be enrolled in college preparatory coursework, less likely to graduate, and over 10 percent more likely to require remediation if they attend a four - year post-secondary institution.3 All of these issues compound one another to create a cycle of low opportunity: children in poverty are less likely to achieve high educational attainment, and low educational attainment leads to lower median weekly earnings and higher rates of unemployment.

They were created to be an opportunity for children — especially those who are traditionally underserved and historically haven't had more than one option — to choose a public school that's different from the traditional educational model — something that offers an environment that fits their needs and learning style.

Maureen Downey blames Gov. Deal and the Republican members of the General Assembly for denying Georgia's children real educational opportunities, claiming that more money, not an Opportunity School District, is needed.

Parents from long term oriented cultures are more likely to secure better educational opportunities for their children.

More than 50 years after the U.S. Supreme Court outlawed school segregation in Brown v. Board of Education, the nation's schools are still plagued by inequalities, yet the High Court today declines to intervene on behalf of equal educational opportunity for all children.

To politicians like de Blasio, I — an educator of poor and minority children — am public enemy number one, but to thousands of families across New York, Success Academy schools are proof of what children can achieve and they have raised their voices to demand educational opportunity for more students.

The clear social gradient associated with children's vocabulary, emerging literacy, well - being and behaviour is evident from birth to school entry.1 These trajectories track into adolescence and correspond to poorer educational attainment, income and health across the life course.2 — 10 Neuroimaging research extends the evidence for these suboptimal trajectories, showing that children raised in poverty from infancy are more likely to have delayed brain growth with smaller volumetric size of the regions particularly responsible for executive functioning and language.11 This evidence supports the need for further effort to redress inequities that arise from the impact of adversity during the potential developmental window of opportunity in early childhood.

In addition, early childhood services represent much more than a drop - off location for working parents, but play an important role in child development by giving children an opportunity to engage in a range of educational and social activities.

Parenting skills and a variety of family risk factors are influenced by the effects of disadvantage, meaning that Indigenous children are more likely to miss out on the crucial early childhood development opportunities that are required for positive social, educational, health and employment outcomes later in life.

Education: Seeking a broadened range of strategies to meet educational requirements of Indigenous children with more Indigenous teachers» cross-culturally trained and increasing higher education participation via strategies that provide opportunities and alternative pathways in sports and scholastic academies while applying a holistic approach to reviews of conditions, roles, responsibilities for strategic direction and culturally appropriate, engaging environments for Indigenous people.