Sentences with phrase «much about the school system»

The story says just as much about the school system as it does about an 8 - year - old's sense of humor.

Another positive aspect of the reform movement, Perry said, is that so much about the school system is now being measured and converted into data.

Not exact matches

Talk about freedom does not carry much conviction when school personnel have to work within an autocratic system.

I was so appalled by a system (called the «nutrient standard» method of meal planning) that would lead to this bizarre result that I began to learn as much as I could about the federal school meal program.

There is so much that Americans don't understand about their OWN school systems and local school districts.

Easton talks about the impact of the governor's proposed education budget, accountability in the education system, charter schools and much more.

Since I'm told that middle school scheduling is similar in complexity to programming a NASA flight control system, I'm not optimistic about this changing much in 2016 - 17.

As some observers have noted, student retention policies are not really about the students who are retained as much as they are about the way the rest of the school system operates when it knows that there is no social promotion.

Second, before coming to D.C., I had spent much of my career working with high - performing school systems serving disadvantaged populations; so I thought a lot about enabling excellence.

While it's easy for those focused on the urban agenda to dismiss suburban reform as a distraction or a novelty, it may be more useful to think of high - performing communities as terrific laboratories for bold solutions and as the place where high - functioning systems working in advantageous circumstances may have much to teach about how to help schools go from good to great.

Meanwhile, defenders of the current system view all this talk about the achievement gap with suspicion — asserting, as they do, that schooling is hopelessly intertwined with conditions in the family and community, and thus that we can't expect results to improve much until we alleviate poverty and racism.

It doesn't erase the need for rigorous standards, tough accountability, vastly improved data systems, better teacher evaluations (and training, etc.), stronger school leaders, the right of families to choose schools, and much else that reformers have been struggling to bring about.

For much of the past few years, reflecting general concerns about the quality of public schooling, discussions of magnet schools have centered on their potential for providing intensive instruction in such subjects as science and mathematics, serving as models of effectiveness, and increasing family choice within the public system.

Leading a big school system is as much about politics as management; maybe the next set of cases should be written incollaboration with Harvard's political science department.

While this does not say much about the effectiveness of reducing class sizes in various environments, it does demonstrate that it is possible to have a high - achieving school system with relatively large classes.

Much has been written recently about the differences between education systems around the world, but much less has been said about what excellent schools around the world have in comMuch has been written recently about the differences between education systems around the world, but much less has been said about what excellent schools around the world have in commuch less has been said about what excellent schools around the world have in common.

There will, of course, be much to study about Klein and his legacy over the next several weeks (years)-- just as there will be much speculation about what Klein's successor, Cathleen Black, chairwoman of Hearst Magazines and another non-educator, will do with the reins of Gotham's $ 23 billion school system.

Most school systems operate substantially on autopilot — these things get done in routine ways, without much thought about how they affect the quality of instructional practice in the classroom.

In 2010 or so (I may have the year slightly wrong), John left Edison for a job in international consulting, which put him — astoundingly — in the Middle East much of the time advising leaders there about how to organize their public school systems.

One reason researchers don't have much to say about these questions currently is that the No Child Left Behind Act effectively required all fifty states to adopt a common approach to the design of school accountability systems.

But schools becoming academies is only one chapter of a much bigger story told in the white paper about how we create the infrastructure that allows a self - improving school - led system to flourish: what role government should play in that system, when we should offer you support and when we should get out of the way.

This kind of research has the potential to add much needed nuance to the often ideologically tinged debates about school choice and the consequences for individuals, schools and the educational system.

School systems can and should do much more to draw upon the knowledge and expertise of these staff members, and now that the national conversation about school improvement has begun to expand beyond its narrow fixation on test - score gains in reading and math, policy makers may be ready to take a fresh look at theirSchool systems can and should do much more to draw upon the knowledge and expertise of these staff members, and now that the national conversation about school improvement has begun to expand beyond its narrow fixation on test - score gains in reading and math, policy makers may be ready to take a fresh look at theirschool improvement has begun to expand beyond its narrow fixation on test - score gains in reading and math, policy makers may be ready to take a fresh look at their work.

State accountability systems focus attention and resources on low performance and remediation, but in many school districts across the country district leaders are as much concerned, if not more, about sustaining good performance and about establishing agendas for student learning beyond proficiency scores on standardized tests.

There was clear agreement that policy makers need to respond to complaints from teachers and parents about too much testing, about accountability systems that misidentify schools as being either excellent or in need of intervention, and about state - mandated teacher evaluation systems that have consumed policy attention and controversy for little payoff in student achievement.

Indeed, as per a statement made by Ron Adler, president of the Ohio Coalition for Quality Education, not only is it «disappointing that ODE spends so much time denying that poverty and mobility of students impedes their ability to generate academic performance... they [continue to] remain absolutely silent about the state's broken report card and continually defend their value - added model that offers no transparency and creates wild swings for schools across Ohio» (i.e., the EVAAS system, although in all fairness all VAMs and the SGP yield the «wild swings» noted).

It will require more than a few local efforts like the one in Milwaukee to make the American school system more inclusive and fair; it will require a much larger cultural shift and an about - face from government at all levels.

As the state continues to decrease its support of public schools (the State now only covers about 38 percent of the cost), it's important for communities to know how much bang they are getting for their buck from Texas's school finance system.

That is why Insight is set on helping districts and schools implement evaluation systems that support teachers and strengthen skills — and why you'll hear all of us talking about this idea of growth vs. «gotcha» so much.

In my experience, there are some aspects of KIPP that are truly outstanding, but KIPP can learn much about «systems» from traditional public schools, and where I teach, we do not have a strong special education program because of our belief that «hard work» is all you need and our school leader's philosophy opposing the idea of special education.

Nobody knows how much such a system would cost, or how the state would pay for it; Florida already has a $ 2.5 billion budget - deficit, and Scott is talking about cutting school property taxes almost 20 percent and eliminating the corporate tax, according to the St. Petersburg Times.

I valued growing professionally and knew that our students were always the focus for all we discussed and as a member of our teacher leadership team, I learned so much about the «management» of a school system as well as the inner - workings of school finance.

But there is much yet to be learned about who provides such leadership, how it is productively distributed across the school system (e.g., state, district, school and classroom) and what stimulates its development.

This results in much EEF research into effective approaches to learning being ignored by our government because it does not conform to the ideology of the Global Education Reform movement (GERM) that is the source of the degradation of your school system that Nancy writes about.