Sentences with phrase «most other schools in the district»

At Milner and Simpson - Waverly, the proportions of Black and Latino teachers are much higher than most other schools in the district.

Not exact matches

The state's «education tax» supports schools (as do local school district taxes in most other states) and is the largest single source of property taxes in Vermont.

But most of all, I wondered why no one seemed to be talking about taking the more moderate step — as some school districts already have — of getting dairies to lower the sugar content in the milk (and get rid of other objectionable ingredients like high fructose corn syrup and artificial flavors and colors) before we decide to ban flavored milk altogether.

This team, made up of representatives of the Legislature, local government, education and private industry, will conduct a rigorous and comprehensive review of mandates imposed on school districts and other local taxing districts to identify mandates that are ineffective, unnecessary, outdated and duplicative in order to develop the best and most cost - effective ways to deliver mandated programs and services.

The district's 10 - year - old student - publications policy is considered to be among the most liberal in the nation in recognizing the rights and responsibilities of students to control school newspapers and other publications.

In other words, middle school start times are somewhat earlier in Wake County than in most districts nationwidIn other words, middle school start times are somewhat earlier in Wake County than in most districts nationwidin Wake County than in most districts nationwidin most districts nationwide.

As in most other school districts, the teachers in higher - poverty schools in our sample have fewer years of experience than their counterparts in lower - poverty schools (11.8 years vs. 14.0 years).

«Most of the school - based technology coordinators who are already in position don't have specialized training other than the training offered by the district,» Rensel pointed out.

Instead of takeovers, closures, and other dire options mentioned in press coverage of the law, most states and school districts have chosen less aggressive interventions.

Most enroll in other districts through the state's School of Choice program, which allows parents to send kids to other schools either within their district or outside their district if space is open.

School districts, including most charter schools, have no choice but to pay the rates set by the state legislature, even if they'd prefer to spend precious resources on higher teacher salaries, hiring more teachers, or making other critical investments in school serSchool districts, including most charter schools, have no choice but to pay the rates set by the state legislature, even if they'd prefer to spend precious resources on higher teacher salaries, hiring more teachers, or making other critical investments in school serschool services.

Joined by similar teams from seven other large districts, they camped out in dorm - like quarters while engaging in the kind of deep thinking about organizational change that, while common among captains of industry, is rare for most school administrators.

A settlement between the state and New York City would be difficult enough by itself, sources in the state capital have said, but the lingering possibility that most other school districts outside the city would be able to use the case as a precedent for their own adequacy lawsuits made it impossible for the legislature to cough up the money without a fight.

Most public schools in New Orleans are administered by the RSD, but among other public schools are those run directly by the traditional school district (the Orleans Parish School Board, or OPSB), OPSB - authorized charter schools, and charter schools authorized by the state's Board of Elementary and Secondary Education (school district (the Orleans Parish School Board, or OPSB), OPSB - authorized charter schools, and charter schools authorized by the state's Board of Elementary and Secondary Education (School Board, or OPSB), OPSB - authorized charter schools, and charter schools authorized by the state's Board of Elementary and Secondary Education (BESE).

The Washoe County school district in Reno, Nev., has been way ahead of most other districts in its approach to social - emotional learning, especially in measuring students» SEL skills.

Four other districts in the ECCI could not be matched with data in the school racial imbalance dataset because their organizational structure no longer lends itself to a district characterization, e.g., neither Detroit nor New Orleans has a district identifier in the most recent federal common core of data from which the SRI dataset draws.

Given the evidence that students from disadvantaged backgrounds lose ground academically over the summer while other students do not, districts that serve large populations of low - income students should be most interested in trading class size for school days as a strategy to improve student achievement.

For instance, although most of the studies cited above do include statistical controls for peer effects (the mean characteristics of other student in a class or school), very few states or districts do so when generating value - added estimates.

In other words, most students in the district attend schools with students of similar income backgrounds, or most of the district's schools look very different from the district as a whole in terms of poverty levelIn other words, most students in the district attend schools with students of similar income backgrounds, or most of the district's schools look very different from the district as a whole in terms of poverty levelin the district attend schools with students of similar income backgrounds, or most of the district's schools look very different from the district as a whole in terms of poverty levelin terms of poverty levels.

With its state - run Recovery School District in place since 2005 to intervene in low - performing schools, Louisiana also has more experience at intervening in large numbers of schools than most other states.

In other words, the contributions of both LSE and LCE to most of the relationships with which they were associated were muted by increased district size and in secondary as compared with elementary schoolIn other words, the contributions of both LSE and LCE to most of the relationships with which they were associated were muted by increased district size and in secondary as compared with elementary schoolin secondary as compared with elementary schools.

Their plan comes just a few weeks after a proposal from Assembly Republicans that focused on assisting school districts that spend less than most others in the state.

«Principals and district leaders have the most influence on decisions in all schools; however, they do not lose influence as others gain influence,» the authors write.19 Indeed, although «higher - performing schools awarded greater influence to most stakeholders... little changed in these schools» overall hierarchical structure.

Instead of going back to an accountability approach that was supposedly «demoralizing» teachers and school leaders charged with helping poor and minority kids succeed, Petrilli and others prefer the new approaches, which attempt to focus on the growth schools and districts make in helping our most - vulnerable.

In a detailed 2010 survey, school and district administrators, policymakers and others declared principal leadership among the most pressing matters on a list of issues in public school educatioIn a detailed 2010 survey, school and district administrators, policymakers and others declared principal leadership among the most pressing matters on a list of issues in public school educatioin public school education.

The union is the most persistent force in district elections, but it doesn't always win, and other groups also hope to shape the outcome, including the California Charter Schools Assn. and a coalition of business and civic leaders that, in recent elections, rallied together under the banner of Mayor Antonio Villaraigosa.

I live in Texas, where most school districts group secondary gifted students into AP and Pre-AP classes with other non-gifted students; the state education agency allows that to pass as providing gifted services.

I attended a Faculty Focus Meeting with Oakland Unified School District Superintendent Antwan Wilson where he expressed a desire to make Oakland the best and most desirable school district in the Bay Area for both teachers and students, but right now, as one veteran OUSD teacher told me, «Oakland does a great job of training teachers for other districts.&School District Superintendent Antwan Wilson where he expressed a desire to make Oakland the best and most desirable school district in the Bay Area for both teachers and students, but right now, as one veteran OUSD teacher told me, «Oakland does a great job of training teachers for other districtsDistrict Superintendent Antwan Wilson where he expressed a desire to make Oakland the best and most desirable school district in the Bay Area for both teachers and students, but right now, as one veteran OUSD teacher told me, «Oakland does a great job of training teachers for other districts.&school district in the Bay Area for both teachers and students, but right now, as one veteran OUSD teacher told me, «Oakland does a great job of training teachers for other districtsdistrict in the Bay Area for both teachers and students, but right now, as one veteran OUSD teacher told me, «Oakland does a great job of training teachers for other districts.»

These included a strong vision of and value for public education in which almost Finnish children participate as the creator of Finland's future society; resulting high status for the country's teaching profession whose members are stringently selected through rigorous university - based teacher education programs that confer Masters degrees on all of them; a widespread culture of collaboration in curriculum development among teachers in each school district; an equally robust culture of collaboration among all partners in strong local municipalities where most curriculum and other policy decisions are made; and a system of widespread cooperation and trust instead of US - style test - based accountability.

The meeting offers collaboration with other leading school districts tackling similar challenges; an opportunity to build relationships with peers in similar roles across the country and Truenorthlogic leadership; and, training to help get the most value from using Truenorthlogic's solutions.

The fact that the AFT affiliate, like its counterparts in other districts, have the advantage of bodies on the ground — and in the case of race between Zimmer and Anderson, used it to their advantage — is another reminder that the school reform movement must do a better job of building grassroots support, especially among the 11.7 million single - parent families for whose children the failures of big - city districts such as L.A. Unified prove to weigh most - heavily.

Her most recent experience was as a principal in Marquardt School District 15 for eleven years at two schools where she created a culture of collaboration and continuous improvement while working with other principals and district leaders to support the district initDistrict 15 for eleven years at two schools where she created a culture of collaboration and continuous improvement while working with other principals and district leaders to support the district initdistrict leaders to support the district initdistrict initiatives.

Most rural schools, including districts participating in the Idaho Leads initiative, the Idaho P - TECH network, Khan Academy in Idaho and other efforts, are already forging ahead with integrating technology into their work.

Although it has by far the most total charter students of any district in the nation, LA Unified is behind 33 other districts in regard to the percentage of students enrolled at charter schools, the report found.

By looking at the achievement level that most closely corresponds to the level of their child, i.e., 25 th, 50 th, or 75 th percentile, they can see whether students in a given school tend to increase, decrease, or maintain their level of achievement (relative to other students within the school district) over their several years of schooling.

We have provided briefings, informational forums and other information and support for the goals of the New Jersey Opportunity Scholarship Act, which would help students in our most disadvantaged districts with scholarships to choose superior schools, and have supported inter-district school choice, charter and virtual schools, online supplemental courses, education savings accounts and other options

The two most common choices are to compare teachers across all schools in a district, or to compare teachers only to other teachers in the same school.

In a «competitive marketplace» of schooling within a geographic space, under this incentive structure, the goal is to be that school which most effectively cream skims — without regard for who you are leaving behind for district schools or other charters to serve — while best concealing the cream - skimming — and while ensuring lack of financial transparency for making legitimate resource comparisons.»

More specifically, the district and its teachers are not coming to an agreement about how they should be evaluated, rightfully because teachers understand better than most (even some VAM researchers) that these models are grossly imperfect, largely biased by the types of students non-randomly assigned to their classrooms and schools, highly unstable (i.e., grossly fluctuating from one year to the next when they should remain more or less consistent over time, if reliable), invalid (i.e., they do not have face validity in that they often contradict other valid measures of teacher effectiveness), and the like.

In his willful distortion of the facts, Mr. Grace states that when a child leaves the public schools to enroll in a charter school, the district gets to keep that child's state Education Cost Sharing allocation and «distribute most of that surplus among their other schools.&raquIn his willful distortion of the facts, Mr. Grace states that when a child leaves the public schools to enroll in a charter school, the district gets to keep that child's state Education Cost Sharing allocation and «distribute most of that surplus among their other schools.&raquin a charter school, the district gets to keep that child's state Education Cost Sharing allocation and «distribute most of that surplus among their other schools.»

Most districts operate in the middle ground where the central office makes some decisions, schools make others and some are negotiated.

He said his success in boosting achievement, with his school outperforming most of the district's other schools, caught the attention of district leadership, and he was promoted to a chief of schools position.

In 2010, the 51,000 - student Columbus, Ohio, school district considered cutting busing of high school students as a money - saving measure, just as most of the other large districts in the state had donIn 2010, the 51,000 - student Columbus, Ohio, school district considered cutting busing of high school students as a money - saving measure, just as most of the other large districts in the state had donin the state had done.

Join other school district leaders who share your area of interest and expertise for a deep conversation on some of the most important topics in K - 12 leadership.

A number of other Broad - trained superintendents have received votes of «no confidence» from the teachers in their districts, including Rochester's Jean - Claude Brizard (class of 2008), Seattle's Maria Goodloe - Johnson (class of 2003); Deborah Sims (class of 2005) while Superintendent of the Antioch Unified School District (CA); Matthew Malone (class of 2003) while Superintendent of the Swampscott School District (MA); and most recently, Melinda J. Boone (class of 2004) Superintendent of the Worcester Public Schools (MA).

Unfortunately, most other practices of high - achieving countries are not being implemented broadly and consistently in the U.S. Grossly unequal funding between school districts is tolerated in far too many states.

Rather than claim that «Most charters, however, are outperforming other schools in their districts,» the Hartford Courant should have demanded that Connecticut state government place a moratorium on any additional charter schools until the state's existing charters stop trying to game the system and provide open and accessible education opportunities to all of their community's students and families.

Principals and district leaders have the most influence on decisions in all schools; however, they do not lose influence as others gain influence.

Teachers in the United States spend far more time engaged in active instruction than teachers in other high - performing countries.1 Based on self - reported data, teachers in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworin the United States spend far more time engaged in active instruction than teachers in other high - performing countries.1 Based on self - reported data, teachers in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworin active instruction than teachers in other high - performing countries.1 Based on self - reported data, teachers in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworin other high - performing countries.1 Based on self - reported data, teachers in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworin the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworin Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworin Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworin these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworIn another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworIn this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperwork.

Cutbacks in the Los Angeles Unified School District erased most summer school and other nonacademic programs thisSchool District erased most summer school and other nonacademic programs thisschool and other nonacademic programs this year.