Sentences with phrase «more public school choices»

Last week the organization released the results of a poll finding that 78 percent of parents support a charter school opening in their neighborhood and an equal number of parents favor more public school choices, regardless of where they live.

To solve our state's graduation crisis, we must turn around our persistently low - performing schools, attract, retain and reward effective teachers, dismiss ineffective teachers, and create more public school choices so that no child is forced to attend a school that doesn't meet his or her individual needs and learning style.

This is much needed relief for charter schools in California, which continue to grow every year due to parent demand for more public school choices.»

Not exact matches

While pledging allegiance to the flag (with a more subdued physical salute) continues to this day to be routine in America's public schools, for the seventy years since Barnette it has been unlawful to compel any student to participate, and no student who elects not to participate is obliged to give any reason for that choice.

Of course, I was a public school kid, who had a crazy family life, and here I am, a decent human being:) This is an important decision, although your child won't necessarily be «ruined» whichever choice you make:) That was more like a dollar's worth of advice!

Taking more choices away from public school parents is not the way we should be going, be it with food, curriculum or otherwise.

I think city councils could do more good for kids by considering other food and kid scenarios like banning soda served to kids in public schools, or requiring food with nutritive value to always be served when refreshments are offered at a school, or requiring restaurants to offer kids real food choices on the kids menu.

The majority of New Orleans children attend charter schools — 9 out of 10 — which leaves more room for choice than areas where public schools are most popular.

The Greens have called for Foundation Aid to be fully funded immediately, for the school aid formula to be reformed so it is more need - based, and for the state to support school desegregation programs such as intra - and inter-district public school choice, consolidation, and incentives (such as magnet schools).

We heard today from parents in public housing, in middle school deserts, from parents who are upset about the ATR pool and those who want more school choices.

«School choice is enhanced when voucher schools or other alternatives supported on the public dime report more rather than less information,» said Cowen, associate professor of education policy and teacher education.

«Allowing health plans the flexibility to voluntarily cover more services outside the deductible would enhance consumer choice,» says Fendrick, a professor in the U-M Medical School and School of Public Health who heads the Center for Value - Based Insurance Design (V - BID).

Much as weak signals from the outer realms of the universe are both hard to detect and even more difficult to interpret, so, too, preliminary findings about the ways in which new forms of school choice will shape the public schools are hardly definitive.

Of course, they now face a Republican presidential administration more favorable to school choice and an education secretary who, at least according to the National Education Association (NEA), has «made a career trying to destroy neighborhood public schools.»

Patrick Wolf explained that «private - school - choice programs disproportionately attract students from disadvantaged backgrounds,» noting that the choice participants are «considerably more likely to be low - income, lower - achieving, and African American, and much less likely to be white, as compared to the average public - school student in their area.»

The 2017 EdNext Poll on School Reform Public thinking on school choice, Common Core, higher ed, and more By Martin R. West, Michael B. Henderson, Paul E. Peterson, and Samuel BSchool Reform Public thinking on school choice, Common Core, higher ed, and more By Martin R. West, Michael B. Henderson, Paul E. Peterson, and Samuel Bschool choice, Common Core, higher ed, and more By Martin R. West, Michael B. Henderson, Paul E. Peterson, and Samuel Barrows

Results from the 2017 Education Next poll Winter 2018 • Accompanies The 2017 EdNext Poll on School Reform Public thinking on school choice, Common Core, higher ed, and more By Martin R. West, Michael B. Henderson, Paul E. Peterson and Samuel BSchool Reform Public thinking on school choice, Common Core, higher ed, and more By Martin R. West, Michael B. Henderson, Paul E. Peterson and Samuel Bschool choice, Common Core, higher ed, and more By Martin R. West, Michael B. Henderson, Paul E. Peterson and Samuel Barrows

Allocating funds based on the number and characteristics of students that attend a school, instead of more typical methods of district - based budgeting and funding personnel, has the potential to facilitate public school choice by helping to ensure district schools of choice receive equitable funding.

«The school district monopoly over public education facilities is an accident of history,» writes Nelson Smith, one that would not have happened «if there had been more than one choice of provider when the laws were being written.»

Superintendent Michael Bennet (2005 - 2008) spearheaded Denver Public Schools» improvement by embracing charter school expansion, giving principals more decision - making power, and using student - based funding, in which dollars followed children to their schools of choice, to spur compeSchools» improvement by embracing charter school expansion, giving principals more decision - making power, and using student - based funding, in which dollars followed children to their schools of choice, to spur compeschools of choice, to spur competition.

11 - Year Trends in Public Opinion Winter 2018 • Accompanies The 2017 EdNext Poll on School Reform Public thinking on school choice, Common Core, higher ed, and more By Martin R. West, Michael B. Henderson, Paul E. Peterson and Samuel BSchool Reform Public thinking on school choice, Common Core, higher ed, and more By Martin R. West, Michael B. Henderson, Paul E. Peterson and Samuel Bschool choice, Common Core, higher ed, and more By Martin R. West, Michael B. Henderson, Paul E. Peterson and Samuel Barrows

Even voucher advocates would agree that, because private school choice is costly under the current system, parents who go private are likely to be more socially advantaged than parents who remain in the public schools.

The coming debate will be over whether the solution is to create a more sweeping form of public school choice or to revive private school vouchers to create the alternative the public system has so far squelched.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

«There has never been more powerful evidence about the need for private school choice than the data that are coming out about public school choice,» says Clint Bolick, vice president of the Institute for Justice, a conservative legal group.

Controlling for key student characteristics (including demographics, prior test scores, and the prior choice to enroll in a charter middle school), students who attend a charter high school are 7 to 15 percentage points more likely to earn a standard diploma than students who attend a traditional public high school.

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.

• Of all the influences on parental choice, by far the most powerful is school performance: The less satisfied parents are with the performance of the public schools, the more likely they are to go private.

Charters are important for stimulating improvement in all public schools — and providing even more quality choices — as research has clearly shown that they do.

More intriguing, however, is news that the report will discuss «how to expand school choice to increase equity and create a market within the public sector for school quality.»

On the other hand, parental choice of schools supported with public dollars would provide a more promising framework.

After controlling for all these factors, I compared teachers in areas where parents have more choices among public schools with teachers in areas where they have fewer.

The administration has yet to release a proposal for how the federal government might foster more school choice in states and localities around the country, although its initial budget proposal included additional funding for charters and other forms of public school choice, as well as funding for a new private school choice program.

Big - city public schools are in big - time trouble, and many families send their children to their local school more out of necessity than choice.

EdNext: Observers have noted that many states appear to be complying with NCLB's highly qualified teacher (HQT) provision mostly through creative bookkeeping, and are doing no more than they must when it comes to public - school choice or supplemental services.

We estimate that private school choice and intradistrict choice (allowing families to choose any traditional public school in their district) have the largest potential to expand the sets of schools to which families have access, with more than 80 percent of families having at least one of these «choice» schools within five miles of home.

The Republican leaders in the executive and legislative branches, which once championed accountability, have turned to school choice as the primary strategy to produce reform (even as public opinion on choice, especially more extreme forms such as vouchers, has begun to sour).

Others may want to focus on expanding their charter or private school sectors, or on fostering more choice within the traditional public sector.

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 of Lschool 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 of LSchool 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 of Lschool 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 of Lschool 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 of Lschool: 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.

For example, expanding distance from one mile to five more than doubles the number of families who could gain access to a choice of at least two public schools under an intradistrict choice policy.

After studying six years of data from Milwaukee, Warren concludes, in a new study reported here, «Students in the Milwaukee choice program are more likely to graduate from high school than» students in the Milwaukee Public Schools (MPS).

Despite the numbers, the school choice programs are not large enough to have had more than a limited statewide impact on the millions of students attending Florida's public schools.

The authors of the CRP study, «Choice without Equity,» concluded that charter schools are much more segregated than traditional public schools.

The Department of Education has added six more states to a list of 17 already selected for intensive monitoring of their supplemental - education - services and public - school - choice programs under the No Child Left Behind Act.

Even more controversial among teachers than Shanker's advocacy of high standards and public school choice was his embrace of a series of reforms intended to improve the quality of the teaching profession.

Public school choice has exploded to include more than five million students, a number that will surely rise under the requirements of the federal No Child Left Behind Act.

Big - city public schools are in big - time trouble, and many families send their children to their local schools more out of necessity than choice.

In the end, it is a proposal about giving our neediest students more choice among public schools.

That suite includes «public and private school choice,» which would be «a catalyst to improve the system»; better teacher training and evaluation; school evaluations based on student performance; and more digital learning.

Rick's first point — essentially, that I am being hypocritical in opposing testing for choice schools but not for traditional public schools — requires a more complicated response.