Sentences with phrase «of college educations for the children»

Not exact matches

In fact, on average, 4 out of every 5 families will create savings plans to help pay for their children's college education.

A 529 plan allows a parent to contribute up to $ 14,000 a year — $ 28,000 for a couple — for each of their children's college educations.

For Moerdler and Datskovsky, who are ready to move to the second tier of their investment pyramid, short - term activities will center on funding a retirement plan, saving more aggressively for their children's college education, and boosting their emergency cash reservFor Moerdler and Datskovsky, who are ready to move to the second tier of their investment pyramid, short - term activities will center on funding a retirement plan, saving more aggressively for their children's college education, and boosting their emergency cash reservfor their children's college education, and boosting their emergency cash reserves.

Boxed also pays up to $ 20,000 for any full - time employee's wedding, funds the college education of Boxed workers» children, and offers unlimited paid maternity and paternity leave.

But this growing segment of the population has aspirations not dissimilar to the «American Dream,» with a nice home, car and college education for their children.

Where to Invest Your College Money The basics of investing for college Investing in a 529 plan Locking in tuition with a prepaid plan Other tax - favored ways to save Tax credits for higher education Save in your child'College Money The basics of investing for college Investing in a 529 plan Locking in tuition with a prepaid plan Other tax - favored ways to save Tax credits for higher education Save in your child'college Investing in a 529 plan Locking in tuition with a prepaid plan Other tax - favored ways to save Tax credits for higher education Save in your child's name?

In a well - diversified investment portfolio, highly - rated corporate bonds of short - term, mid-term and long - term maturity (when the principal loan amount is scheduled for repayment) can help investors accumulate money for retirement, save for a college education for children, or to establish a cash reserve for emergencies, vacations or for other expenses.

Investing is also a way of attaining the things that you want, such as a new home, a college education for your children, or expensive «toys.»

Each year, millions of parents take out private loans for their children's college education or cosign a student loan with their children.

When asked to describe the impact of financing a college education on retirement planning, only 6 % of those with children in the household in Franklin Templeton's 2015 College Savings Trends Survey said it has / had no impact.1 So for the other 94 %, what is the college education on retirement planning, only 6 % of those with children in the household in Franklin Templeton's 2015 College Savings Trends Survey said it has / had no impact.1 So for the other 94 %, what is the College Savings Trends Survey said it has / had no impact.1 So for the other 94 %, what is the impact?

This is the same type of pathetic commentary women on my college campus had to endure whenever the «SWAT Team for Christ» arrived to remind all the women that we were going to Hell for 1) daring to get an education and 2) because we weren't actively trying to find husband and bear children.

I first heard of homeschooling as a child growing up in a college town in New England, when the only people who homeschooled their children were hippies living on communes in the country or academics and political activists protesting against the regimented and regimenting education «the system» provided for its own repressive purposes.

By the time W finished his second term, I had graduated from college, come to terms with the fact that the criminalization of abortion is highly unlikely no matter the party in power, expanded my definition of «pro-life» to include Iraqi children and prisoners of war, and experienced first - hand some of the major problems with America's healthcare system, which along with poverty and education issues, contributes to the troubling abortion rate in the U.S. I remained pro-life idealistically, but for the first time, voted for a pro-choice president, hoping that the reforms I wanted to see in the healthcare, the economy, immigration, education, and for the socioeconomically disadvantaged would function pragmatically to reduce abortions.

How, he wonders, will he pay off educational debts, finance his child's college education, save for retirement and buy a home at the end of a ministerial career?

67 percent of ministers face serious problems in providing college educations for their children.

About three thousand students are already benefiting from the latest wrinkle in five states, «education savings accounts,» which provide even more flexibility to families by allowing those who withdraw their children from public schools to receive a deposit of public funds into government - authorized savings accounts that can be used to pay for private school tuition, online learning programs, private tutoring, educational therapies, or college costs.

In New York City, it is generously estimated that one out of ten poor children beginning first grade will graduate from high school prepared for a real college education --» real» meaning not majoring in «black studies» or some other pseudo-discipline, and not dropping out in the first or second year.

Volume XIV, Number 2 The Social Mission of Waldorf School Communities — Christopher Schaefer Identity and Governance — Jon McAlice Changing Old Habits: Exploring New Models for Professional Development — Thomas Patteson and Laura Birdsall Developing Coherence: Meditative Practice in Waldorf School College of Teacher — Kevin Avison Teachers» Self - Development as a Mirror of Children's Incarnation: Part II — Renate Long - Breipohl Social - Emotional Education and Waldorf Education — David S. Mitchell Television in, and the World's of, Today's Children — Richard House Russia's History, Culture, and the Thrust Toward High - Stakes Testing: Reflections on a Recent Visit — David S. Mitchell Da Valdorvuskii!

In the end, it all comes back to education: In the ideal world, a parent's decision about whether to allow a child to start playing or continue playing collision sports before high school under current rules of play (which are evolving in the direction of safety, fortunately, as seen, for instance, in USA Hockey's ban on body checking at the Pee Wee hockey level and below, and limits on full - contact practices instituted at every level of football, from Pop Warner, to high school, college, and the NFL), will be a conscious one; a decision in which the risks of participating in a particular sport - provided it is based on the most up - to - date information about those risks and a consideration of other risk factors that might come into play for their child, such as pre-existing learning disabilities (e.g. ADHD), chronic health conditions (e.g., a history of history of multiple concussions or seizures, history of migraines), or a reckless and overly aggressive style of play - are balanced against the benefits to the child of participating.

Attendees included David Lammy MP and representatives from Action for Children, Barnardo's, Cardiff University, Centre for Social Justice, Child Accident Prevention Trust, Department for Education, DVIP, Family Rights Group, Focus Consultancy, Frontline, Local Authorities, London Probation, Morning Lane Associates, NSPCC, Open University, Respect, Royal College of Midwifery, Safeground, University of Bristol, as well as from the FI itself.

The mission of New Legacy Charter School is to offer young parents a rigorous, relevant, and engaging education so they are empowered with the skills needed to raise healthy children and graduate prepared for success in college and careers.

While teaching at the Bishop Otter Teaching Training College, she also saw a use for parent education in child rearing, which she presented as a series of lectures that were later published with the name Home Eeducation in child rearing, which she presented as a series of lectures that were later published with the name Home EducationEducation.

Keeping great records, for me, is not just for college admission, or for myself, but it is also for my child who deserves to preserve good memories of her home education.

Emeritus Professor Peter Moss Thomas Coram Research Unit, Institute of Education, University of London Professor Margaret O'Brien Co-director, Centre for Research on the Child and Family, University of East Anglia Professor Michael Lamb Professor of psychology, fellow and director of studies, Sidney Sussex College, Cambridge University Professor Tina Miller Professor of sociology, Oxford Brookes University Adrienne Burgess Joint chief executive, Fatherhood Institute Susanna Abse Chief executive, Tavistock Centre for Couple Relationships Rebecca Asher Author, Shattered Duncan Fisher Author, Baby's Here: Who Does What?

In 1991 Lord Ashcroft founded ADT City Technology College, now Ashcroft Technology Academy (ATA), in south - west London to provide a free education for more than 1,000 inner city children of all abilities and backgrounds.

Democratic Assembly Speaker Carl Heastie said earlier Monday that «it's not looking good» for getting the DREAM Act, which would provide college tuition assistance to the children of undocumented immigrants, and the tax credit, which would incentivize donations to groups that boost public and private education, in the final budget.

This commitment to improving SUNY Cortland's academic spaces resulted in state funding for the College's three - story education building and Child Care Center, the development of the Professional Studies Building and the renovation and expansion of the Bowers Hall science complex.

«Thousands upon thousands of New Yorkers are working long hours, cutting back on expenses, and saving every penny to be able to afford a college education for themselves or their children.

Sponsored by Assemblymember Carmen De La Rosa of Manhattan, the measure would allow students brought into the country as children to seek state financial aid for higher education, including the Excelsior Scholarship program that makes tuition at state colleges free for low - income and middle - class students.

According to the governor, more than 200,000 families will be eligible for the additional child care tax credit, while 85 percent of New York families would qualify for tuition - free public college education.

Women without college educations are dramatically less economically dependent upon their husbands than they used to be, while the economic dependence of women with college educations on their husbands remains high because although both men and women with college degrees have seen surging incomes since the 1970s, most women with college degrees experience large income penalties for leaving the work force for a while to raise children, while women without college degrees don't face those kinds of income penalties in their far less skilled jobs.

The budget will not include a number of items that Governor Cuomo had desired, including a minimum wage increase, the Dream Act, which would provide college aid for children of immigrants who came into the country illegally, and an education tax credit sought by, among others, the Catholic Church.

During his initial proposal in 2014, Cuomo said the college programs for 10 state prisons would be publicly funded, with an estimated cost of $ 1 million a year, drawing the ire of Republicans who argued that the funds could be better spent on education for children.

What is left for the legislature to address is a number of items that Gov. Andrew Cuomo initially tied to passage of the budget but were dropped, including raising the minimum wage; the Dream Act, which would provide college aid to children of undocumented immigrants; and an education tax credit sought by the Catholic Church, among others.

Ms. Nixon laid out her biography: the child of a single mother with whom she had lived in a fifth - floor walk - up, a graduate of New York City public schools who sends her own children to them, a young woman who paid for her college education herself.

Universal child care that starts as early as age one improves language skills for young children, especially those from low - income families, according to a study of Norway's child care system by a team of researchers led by Boston College Lynch School of Education Professor Eric Dearing.

The Fund for the Education of the Children of Providence, which provides financial support to underrepresented college - bound seniors from the city that is the University's home, celebrates its fifth anniversary this year.

Yazzie - Mintz, currently a senior program officer for early childhood education initiatives and co-director of the Office of Research and Sponsored Programs with the American Indian College Fund, has devoted her professional career to improving access to early education for Native children.

Many gifted children experience these feelings on a regular basis due to what Dr. Tracy Cross, executive director for the Center of Gifted Education at the College of William and Mary, terms «educational malnourishment.»

Some observers fear, however, that a shift toward career preparation would ease the pressure on schools to provide top - notch academics for every child, reproducing a dynamic that has harmed generations of students: Those perceived to be «college material» are immersed in challenging courses, while those sized up as less capable or motivated get a watered - down education.

People have been fleeing urban areas for years to find «good» public schools in the suburbs, but families of MSAT students are willing to have their children travel to San Francisco for a first - rate, college - prep, twenty - first - century public school education.

How First - Generation College Students Carve Their Paths After Graduating (HuffPost) Mention of a recent alum, Jessica Li, and how she seeks to improve education for underprivileged children.

While our education system alone can not solve the stubborn, tragic problem of persistent poverty and the growing gaps between working - class and college - educated Americans, there's much it can do for the children entrusted to it.

He is the co-founder of Educar y Crecer (EyC), an initiative that offers remedial education in math and reading to children in slums in Buenos Aires, Argentina, and of Enseñá por Argentina (EpA), an effort to recruit the country's best and brightest college graduates to teach in schools serving the poor for at least two years.

According to the report by the Education Commission of the States, 12 states — Colorado, Connecticut, Delaware, Illinois, Iowa, Kentucky, Missouri, North Carolina, North Dakota, Rhode Island, Virginia, and Washington — have authorized the sale of such bonds as a way of helping parents save for their children's college eEducation Commission of the States, 12 states — Colorado, Connecticut, Delaware, Illinois, Iowa, Kentucky, Missouri, North Carolina, North Dakota, Rhode Island, Virginia, and Washington — have authorized the sale of such bonds as a way of helping parents save for their children's college educationeducation.

But college - for - all is another example of the kind of unrealistic, aspirational moon shot (like every child reading on grade level by 2014) that education reform seems powerless to resist.

In his final State of the State Address before the 2006 elections, Gov. Rod R. Blagojevich pointed to his record on education and proposed a new tax credit for families seeking to send their children to college.

The Harlem Children's Zone Project targets a 97 - blockarea of Central Harlem with an interlocking network of education, social service, and community - building programs for children, from birth through college, and the adults arouChildren's Zone Project targets a 97 - blockarea of Central Harlem with an interlocking network of education, social service, and community - building programs for children, from birth through college, and the adults arouchildren, from birth through college, and the adults around them.

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 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 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 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 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.

The studies, one by the Carnegie Foundation for the Advancement of Teaching and the other by the Bank Street College of Education and the Wellesley College Center for Research on Women, reflect the growing interest in the effects of the early years of children's schooling and care on their later development.