Sentences with phrase «of different charter school»

Despite years of evidence to the contrary, a small number of charter school advocates still support having dozens of different charter school authorizing organizations in a state.

While the anti-charter squad uses Success Academy as their favorite whipping boy, Black and Latino families know that there are a variety of different charter school models — especially neighborhood charters that serve their children's needs on a daily basis.

Not exact matches

As I mentioned, today I have a completely different take on charter schools - what they are, the different types of charter schools, how they can be helpful or not, and how they might fit into the lives of homeschooling families.

You could argue that public and charter schools are not that different, but that is dependent upon the locality and how rigidly and thoroughly the school board mandates every aspect of the school.

Q&A topics include: why the mayor and Governor Cuomo appear friendly and cooperative on pre-K when together but express different views when apart, will the city fund a single year of full day pre-K if the state does not, how many of the prospective new pre-K seats are in traditional public schools v. charter schools, what is the greatest challenge in converting existing 1/2 day pre-K sites into full day sites, how can the mayor assure that proceeds of his proposed income tax surcharge would remain dedicated solely to the pre - K / middle school program, regulatory issues around pre-K operators, how there can be space available in neighborhoods where schools are overcrowded, how many of the prospective new sites are in schools v. other locations, why the mayor is so opposed to co-locations of charter schools while seeking to co-locate new pre-K programs, the newly - announced ad campaign by charter school supporters, his views on academically screened high schools, his view on the school bus contracts, why he refused off - topic questions Friday evening despite saying on Friday morning that he would take such questions, the status of 28 charter schools expecting to open in fall 2014 in locations approved by the Bloomberg administration, his upcoming appearance on the TV series The Good Wife and his view on city employees marching in the Manhattan St. Patrick's Day Parade in uniform / with banners.

And with the Assembly passing a bill to extend both mayoral control and local sales taxes, and the Senate tying mayoral control to various charter school provisions, Cuomo was betting lawmakers would return toward the end of the year to meet a different deadline — the one to re-authorize local taxes before they expire.

Gov. Andrew M. Cuomo, standing shoulder to shoulder in Albany with thousands of parents and students who rallied in support of charter schools, vowed on Tuesday to defend the movement and offered a sharply different vision for their place in the educational system than Mayor Bill de Blasio's.

The money can be used, they say, to enact needed education reforms — different reforms than Cuomo has proposed, which include state takeovers of chronically failing schools and an expansion of charter schools.

«That's the rule, clearly spelled out, for all of the schools that participated in this process, and there's no reason for one charter school to be held to a different standard.

In other words, trends in the racial makeup of charter schools were examined at different levels of geography.

When we investigated whether each year of attendance at a charter school had a different effect, we found no evidence to support the idea of different effects in different years.

As she struggled to master the different technologies of the charter school, she reminded herself that integrating Web 2.0 technologies, like those that follow, would help her students succeed in the 21st century:

There were two major differences among the studies: they used different evaluation methodologies, and they analyzed different sets of charter schools.

Research that painstakingly tries to separate out the actual effects of schools clearly has value, but it is important to bear in mind that, in the absence of random assignment of students to schools (such as occurs via charter school lotteries), families that choose for their children to be educated in their home (through virtual schools) are likely to be very different from other families.

Over the past few years, several studies of charter school performance in Boston have been conducted by a variety of researchers using different methodologies.

To understand the decline in growth, Lake, et al., interviewed the operators of 74 different Bay Area charter schools; examined data on school openings, closings, authorizations, and enrollment; and reviewed media coverage, public polling data, demographic data, and facilities leasing and purchasing information.

Our analysis compares the performance of students who win the lottery and attend one of the G&T magnet programs to those who lose the lottery and either attend a neighborhood G&T program in the district, a magnet school based on a different specialty, or a charter school.

Eva Moskowitz, founder and chief executive officer at Success Academy Charter Schools; Gerard Robinson, executive director of the Center for Advancing Opportunity; and Hillary Shelton, director at the Washington Bureau and senior vice president of Advocacy and Policy at the NAACP, will debate different viewpoints on educational equity and school choice.

April 7, 2016 — To better meet the unique needs of different students, urban districts are increasingly expanding the options available to families by providing a variety of public schools: traditional, magnet, charter, and hybrid models.

Colorado and Florida both recently increased the share of local tax dollars that charter schools can access, though they used different strategies to achieve their goals.

Such students make different choices not because of unmeasured characteristics, but because of a factor out of their control: the distance from home to the nearest charter school.

Moreover, some kinds of school reform have no fixed protocol, and it is possible to imagine implementing vouchers, charter schools, or programs like Comer's or Total Quality Management schools in many different ways.

Detroit parents still have very few high - quality options, despite a number of different reform interventions, including putting a state - appointed emergency manager in charge of the district, pulling the lowest - performing schools into a statewide turnaround district, and allowing a significant number of charter schools to operate.

Public school teachers who teach in their areas of certification earn a substantial wage premium, 9 percent, compared with a premium that is not meaningfully different from zero for charter teachers and a 2 percent premium for private school teachers.

There are different flavors of private - school - choice advocacy, just like there are different flavors of charter - school advocacy, but they are broadly unified by this goal: more choices, more opportunities.

The solution isn't an improved traditional district; it's an entirely different delivery system for public education: systems of chartered schools.

Our analysis focuses on new school options — traditional public, charter, and private — that families might gain access to under different kinds of choice policies.

The influence of the regulations on public / charter schools may be different than on private / voucher schools, but the pattern here is noteworthy.

Jason Pater, a real estate manager for National Heritage Academies, which operates a network of charter schools in five states, noted that charters have more flexibility to use different construction methods.

To exacerbate the issue, pre-k funding in California comes from a different funding stream than K — 12, so the state bureaucracy does not consider pre-K a part of the charter school, but a separate program.

Across the country in Washington, D.C., Andrea Smith, a 6th - grade math teacher at E. L. Haynes, a high - performing public charter school, shares Bergmann's enthusiasm, but focuses on a different aspect of the flipped classroom.

In my research I have identified 34 different examples of charter school innovation, including small size; untenured teachers; contracts with parents; real parent and teacher involvement in school governance; outcome -(rather than input --RRB- based accreditation; service learning fully integrated into the curricula; unusual grade configurations; split sessions and extended school days and years to accommodate working students; and computer - assisted instruction for at - risk and other frequently absent students.

The basic flaw in the CRP study is that it compares the racial composition of charter schools, which tend to be located in inner cities, with that of traditional public schools, which are located in all different kinds of environments.

Blackstone is an ideal school for answering a key question: do charters that serve a socioeconomic mix of students look and feel different from charters that target only low - income students?

That path is a limited replication of No Excuses schools that rely on a very unusual labor pool (young, often work 60 + hours per week, often from top universities); the creation of many more charters that, on average, aren't different in performance from district schools; districts adopting «lite» versions of No Excuses models while pruning small numbers of very low performing teachers; and some amount of shift to online learning.

David Osborne, senior fellow at the Progressive Policy Institute, completed an analysis of D.C.'s two sectors, documenting how competition led the district sector to emulate charters in many ways, including more diverse curriculum offerings; new choices of different school models; and reconstituting schools to operate with building level autonomy, especially giving principals freedom to hire all or mostly new staff.

The no - excuses model ought to remain a sturdy pillar of the charter sector, but bona fide school choice means plenty of different options,

That said, I've long believed that charter schools have a subtle advantage because they are schools of choice; by definition, there's something different about the families who choose them for their children and those who don't.

Of the many arguments for charter schools, one is crucial: that charters should be deliberately, thoughtfully, boldly different from existing mainline public middle and high schools.

Smith, who used to be president of the National Alliance of Public Charter Schools and is now a senior advisor to the National Association of Charter School Authorizers, provides and fair and accurate description of our book's thesis: that we should return to Albert Shanker's original vision of charter schools as institutions that provide flexibility to experiment with new approaches, that enhance the role of teachers in running schools, and that integrate students of different racial and economic backgCharter Schools and is now a senior advisor to the National Association of Charter School Authorizers, provides and fair and accurate description of our book's thesis: that we should return to Albert Shanker's original vision of charter schools as institutions that provide flexibility to experiment with new approaches, that enhance the role of teachers in running schools, and that integrate students of different racial and economic backgSchools and is now a senior advisor to the National Association of Charter School Authorizers, provides and fair and accurate description of our book's thesis: that we should return to Albert Shanker's original vision of charter schools as institutions that provide flexibility to experiment with new approaches, that enhance the role of teachers in running schools, and that integrate students of different racial and economic backgCharter School Authorizers, provides and fair and accurate description of our book's thesis: that we should return to Albert Shanker's original vision of charter schools as institutions that provide flexibility to experiment with new approaches, that enhance the role of teachers in running schools, and that integrate students of different racial and economic backgcharter schools as institutions that provide flexibility to experiment with new approaches, that enhance the role of teachers in running schools, and that integrate students of different racial and economic backgschools as institutions that provide flexibility to experiment with new approaches, that enhance the role of teachers in running schools, and that integrate students of different racial and economic backgschools, and that integrate students of different racial and economic backgrounds.

Because pre-K funding in California comes from a different funding stream than that of K — 12, the state bureaucracy does not consider pre-K a part of the charter school, but a separate program.

More charter schools might allow for more innovation — including longer school days and different styles of teaching — because charters are exempt from many regulations.

That finding corroborates the disappointing results from Stanford University's Center for Research on Education Outcomes (CREDO) 2015 analysis of virtual charter schools nationwide, which used a slightly different analytical approach.

«Basically, the problems with a network strategy are distance, the differing charter laws in each state, different political environments, and different theories of action [for running a school],» Rosenstock says today.

But it's impossible to look at the best charter networks up close and not see that their DNA is dramatically different from that of a traditional school system.

At the Askwith Debates on Thursday, March 29, guests will share their different perspectives on the equity of charter schools and discuss how the charter school system impacts the overall education system in the United States.

Different types of charter schools had distinctive motivations.

The political skirmishes in Florida, including court fights over vouchers and charter schools, and ongoing struggles over a parade of different merit pay plans for teachers, give credence to the standard portrayal.

However, in combination the various chapters confirm what most observers of charter schools already know: that charter schools serve different demographic groups depending on where they are located, are disproportionately located in low - income and minority areas in big cities and in those places serve mostly low - income and African American families — but, in some states, also exist in suburban areas where they serve predominantly white populations.

New Zealand's teacher unions are different, it has fewer charter and private schools, it lacks the three - layered federalism of the United States, and it has no cities comparable to New York or Los Angeles.