Sentences with phrase «more equity in education»

Isabel began her career working for more equity in education as a legislative intern for the Texas House Committee on Higher Education in Austin, and as a researcher at the University of Texas Charles A. Dana Center.

Not exact matches

So if you need a way to finance your child's college education or your own retirement, using the equity in your house to get a home equity loan could be a better alternative in the long run to taking on more credit card debt.

«We're going to demand that Governor Cuomo provide the funding that was afforded to us in a court decision for our schools,» she said as she joined advocates to push for more funding under the Campaign for Fiscal Equity, which in 2007 won a lawsuit against the state to provide increased education funding to the city.

Farley, a partner at the equity firm Mistral Capital, launched her effort with a video that borrowed an argument recently deployed by Democratic Gov. Andrew Cuomo: New York State pays roughly more in federal taxes ($ 40 billion in 2016, she noted) than it gets back in federal aid — money, Farley said, that could be used to rebuild state infrastructure and boost education, among other things.

The schools were supposed to get around 5.5 billion more dollars in education aid, after the Court of Appeals ruled in 2006 in the Campaign for Fiscal Equity case.

Ultimately, however, his plan falls short by allocating less than $ 1 billion in new education money this year at a time when public schools are still owed more than $ 4.4 billion in Campaign for Fiscal Equity (CFE) funding.

«The way to show he supports educational equity with more than fine words in a long speech is to fund Foundation Aid,» said Jasmine Gripper, legislative director of the Alliance for Quality Education, a group that fights for school funding.

«That's why I've decided to join the Independent Democratic Conference, where I can best affect progressive change on issues like affordable housing, higher education, school funding equity, homelessness reforms, economic development, infrastructure upgrades, affordable healthcare, senior citizen protections and so much more,» Peralta said in the statement.

There are unfunded mandates and lack of aid from the state, and while he has provided more money for education, it is less than the Campaign for Fiscal Equity settlement [the 2006 court ruling requiring the state to pay billions in backpay to shortchanged school districts]... When [Assembly Speaker Carl] Heastie proposed a slightly progressive income tax, he just rejected it.

In «The Long Haul,» Patricia Graham, former dean of Harvard's education school, sees the problem as rooted more in society than in its schools and calls for as much emphasis on equity as on excellencIn «The Long Haul,» Patricia Graham, former dean of Harvard's education school, sees the problem as rooted more in society than in its schools and calls for as much emphasis on equity as on excellencin society than in its schools and calls for as much emphasis on equity as on excellencin its schools and calls for as much emphasis on equity as on excellence.

Today more than 9,000 Teach For America corps members are in the midst of two - year teaching commitments in 43 regions across the country, reaching over 600,000 students, and nearly 24,000 alumni are working inside and outside the field of education to continue the effort to ensure educational excellence and equity.

«I have learned how to assess and evaluate commitment to diversity, equity, and inclusion in higher education, and have gained a more exhaustive understanding of the challenges and opportunities in the profession.»

White children are much more likely than otherwise similar racial and ethnic minority children to receive special education services in the U.S. Ensuring equity in the Individuals with Disabilities Education Act (IDEA) means making sure all children with disabilities are able to access the services to which they have a civeducation services in the U.S. Ensuring equity in the Individuals with Disabilities Education Act (IDEA) means making sure all children with disabilities are able to access the services to which they have a civEducation Act (IDEA) means making sure all children with disabilities are able to access the services to which they have a civil right.

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.

Though the distinction between equity and adequacy would become more significant in later years, in 1993 few education observers would dispute CFE's list of the education crimes perpetrated on New York City's schoolchildren or the incoherency of the system that delivered them.

As the recent decision in Campaign for Fiscal Equity v. State of New York shows, even state constitutional guarantees of «a sound basic education» may mean no more than a «minimally adequate» education that enables a person only to hold some job, and to not «be a charge on the public fisc.»

«The question I keep returning to, as firm believer in education equity, is a simple one: Are you comfortable allowing more affluent families to choose their schools while denying poorer families similar opportunities?»

Embracing these reflective habits of mind will allow me to look at the complex challenges associated with my practice and drive me to continually formulate and reformulate strategies to better teach all students, lead for short - term and long - term change, and more effectively promote democracy and equity in education.

For now, I hope that more parents will begin to recognize that standardized tests provide invaluable information that can help us move toward equity in public education and improve the system for everyone.

«If we want to match standards in some of the world - leading nations and secure greater equity in our education system, more must be done to raise the attainment of our lowest, and often most vulnerable, pupils.»

Lecturer in Literacies Education at the University of Southern Queensland, Stewart Riddle, told The Conversation the review has been little more than a political distraction from addressing serious concerns about equity in our schools.

The Education Trust came on the scene in the early «90's and has worked in partnership with many civil rights organizations to ensure that the equity agenda would command more headlines in the future.

Widespread attention to the standards increases equity of access to a high - quality education for every student, not just for those lucky enough to attend schools in more advantaged communities.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

Equity Literacy: More than Celebrating Diversity (2016): a feature article for Diversity in Education magazine

«A bipartisan bill will not have everything that everyone wants, but it must build on our common interests: high standards; flexibility for states, school districts and schools; and a more focused federal role that promotes equity, accountability and reform,» U.S. Secretary of Education Arne Duncan said in a statement about Harkin's bill Tuesday.

Island Childress will apply her wide - ranging expertise from more than two decades of teaching and leading to continuing the development of UChicago Charter as a model for fostering greater equity and excellence in urban education.

Learn more about a NEW angle for creating equity in the world of education.

The volume contains chapters by widely respected education researchers that address topics such as accountability, school choice, segregated schools, equity in school reform, and more.

At the time, I also was earning my Masters in Curriculum and Instruction with an emphasis on Social Justice in Urban Education that raised my awareness of equity issues and made me want to be even more of an advocate for others whose voices may not always be heard.

Equity investors held conferences to discuss the expanded opportunities for making a profit in the public education sector.5 The tennis star Andre Agassi formed a partnership with an equity investing firm to raise $ 750 million in capital to build at least seventy - five charter schools for forty thousand or more stuEquity investors held conferences to discuss the expanded opportunities for making a profit in the public education sector.5 The tennis star Andre Agassi formed a partnership with an equity investing firm to raise $ 750 million in capital to build at least seventy - five charter schools for forty thousand or more stuequity investing firm to raise $ 750 million in capital to build at least seventy - five charter schools for forty thousand or more students.

On May 10, 2017, ASCD live - streamed the fifth Whole Child Symposium live from American University in Washington, D.C., for a conversation about equity in education that covered issues of race, economics, culture, gender, and more.

Learn more about our priorities and how you can help inform the ongoing national dialogue in support of equity and excellence in education here.

Educators care deeply about all students getting the education they deserve, but they often find themselves stuck in the same unsatisfying conversations about race where people speak in generalities, point to deficits Read more about Getting Real About Equity -LSB-...]

NCLB has brought needed attention to equity in education and more scrutiny to failing public schools.

She is steadfast in her belief that education is one of the most important civil rights issues of our time and educational equity is the key to a more equitable and just world.

At the third annual Excellence Through Equity Conference, held on September 15 — 16, 2016, in Indian Wells, we welcomed more than 600 community and education leaders, all focused on the mission of providing equitable learning for all students.

Read more about race and equity in education.

This June, in an effort to give more students access to excellent teachers, the United States Department of Education required states to submit «educator equity plans,» meant to identify the root causes of why poor and minority kids receive more inexperienced teachers and fix the problem.

While the United States has been fiddling with the implementation of poorly designed accountability systems constructed in anger at our teachers, a large and swiftly growing number of other countries have succeeded in redesigning their education systems to greatly improve student achievement, provide much more equity for vulnerable students and do all this at much lower cost.

Harper, Provost Professor in Education and Business at USC, listed 10 ideas during the first segment of the session «Big Ideas on Equity, Race and Inclusion in Education,» which focused on issues education journalists were urged to cover in moEducation and Business at USC, listed 10 ideas during the first segment of the session «Big Ideas on Equity, Race and Inclusion in Education,» which focused on issues education journalists were urged to cover in moEducation,» which focused on issues education journalists were urged to cover in moeducation journalists were urged to cover in more depth:

On March 28th, 2016 the first - ever Educator Equity Lab was held at Jackson State University in Mississippi, where more than one hundred education stakeholders made commitments to ensuring equal access to excellent teachers for the state's students of color and students from low income backgrounds.

Promise54, in partnership with the Kauffman Foundation, launched the Diversity, Equity, and Inclusion (DEI) Accelerator to enable education organizations to move farther and more intentionally on their equity journeys while building community with others who share this commiEquity, and Inclusion (DEI) Accelerator to enable education organizations to move farther and more intentionally on their equity journeys while building community with others who share this commiequity journeys while building community with others who share this commitment.

Michelle Molitor is the founder and CEO of The Equity Lab, formerly Fellowship for Race & Equity in Education (FREE), an organization with the mission to support individuals and institutions as they take on our most intractable race, equity, diversity, and inclusion (REDI) problems, accelerating our transition toward a more liberatory, community - centered society that values the gifts and potential of all of its meEquity Lab, formerly Fellowship for Race & Equity in Education (FREE), an organization with the mission to support individuals and institutions as they take on our most intractable race, equity, diversity, and inclusion (REDI) problems, accelerating our transition toward a more liberatory, community - centered society that values the gifts and potential of all of its meEquity in Education (FREE), an organization with the mission to support individuals and institutions as they take on our most intractable race, equity, diversity, and inclusion (REDI) problems, accelerating our transition toward a more liberatory, community - centered society that values the gifts and potential of all of its meequity, diversity, and inclusion (REDI) problems, accelerating our transition toward a more liberatory, community - centered society that values the gifts and potential of all of its members.

The yearlong process involved more than 175 education, government and business leaders from across the state focused on three key topics related to expanding educational opportunity in North Carolina: addressing the impact of childhood trauma on learning; increasing racial equity; and supporting low - performing schools.

The National School Boards Association (NSBA), working with and through our state associations to represent more than 90,000 local school board members, advocates for equity and excellence in public education through school board governance.

In district - level analysis, the Education Trust finds that nationally districts serving high concentrations of low - income students receive on average $ 1,200 less in state and local funding than districts that serve low concentrations of low - income students, and that gap widens to $ 2,000 when comparing high - minority and low - minority districts.17 These findings are further reflected by national funding equity measures reported by Education Week, which indicate that wealthy school districts spend more per student than poorer school districts do on average.In district - level analysis, the Education Trust finds that nationally districts serving high concentrations of low - income students receive on average $ 1,200 less in state and local funding than districts that serve low concentrations of low - income students, and that gap widens to $ 2,000 when comparing high - minority and low - minority districts.17 These findings are further reflected by national funding equity measures reported by Education Week, which indicate that wealthy school districts spend more per student than poorer school districts do on average.in state and local funding than districts that serve low concentrations of low - income students, and that gap widens to $ 2,000 when comparing high - minority and low - minority districts.17 These findings are further reflected by national funding equity measures reported by Education Week, which indicate that wealthy school districts spend more per student than poorer school districts do on average.18

The Department of Education plays a critical role in safeguarding educational equity for... Read More

Au contraire, it has led education policy makers to come up with ever - more - costly and damaging changes in educational practices to what is ultimately a non-educational problem — a problem that can not be solved by the schools no matter how much money Congress or state legislatures vote to give local school districts in the name of equity or compensation for the low - income students they happen to enroll.

This article from VUE (Voices in Urban Education) discusses the More and Better Learning Time initiative which moves toward education equity by... Read MoEducation) discusses the More and Better Learning Time initiative which moves toward education equity by... Read Moeducation equity by... Read More»