Sentences with phrase «of high poverty school districts»

51 % of all school districts and 90 % of high poverty school districts report difficulty attracting highly qualified special education teachers

Not exact matches

The area represents the highest concentration of poverty in our district and these students typically qualify for a free, nutritious lunch during the school year.

The Community Eligibility Program (CEP) is a meal service option for schools and school districts in low - income areas — allowing the nation's highest poverty schools and districts to serve breakfast and lunch at no cost to all enrolled students without the burden of collecting household applications.

In August 2015, USDA Secretary Tom Vilsack and U.S. Department of Education Secretary Arne Duncan sent a joint letter to the School Superintendents Association announcing that the CEP is expanding to allow all high - poverty school districts to offer free lunch and breakfast to students without requiring their families to submit applicaSchool Superintendents Association announcing that the CEP is expanding to allow all high - poverty school districts to offer free lunch and breakfast to students without requiring their families to submit applicaschool districts to offer free lunch and breakfast to students without requiring their families to submit applications.

Rochester Mayor Lovely Warren echoed Mayor de Blasio's rhetoric of income equality, saying her city has the worst school district in the state and the fifth - highest child poverty rate in the nation.

Lavine, focusing on education policy, said improved school districts and graduation rates would help prevent crime and reduce the city's high rate of poverty.

Instead, he proposed lowering the levels of poverty and updating Census data used to calculate aid for each school district, changes that he argues would drive more aid to high - needs districts.

The critical report is part of the Alliance for Quality Education's multi-year campaign to get billions more in school aid for districts like Utica that suffer from high poverty rates.

In poorer districts, the high concentration of children living in poverty means students come to school with added baggage - hunger, housing instability, exposure to crime and violence - that can affect how well they do in the classroom.

The proportion of students in poverty in the majority - black elementary schools has increased over time, and remains at higher levels (currently at 91 percent poor) than the district's other elementary schools (76.6 percent poor.)

Using census data to sort districts within each state by the federal poverty rate among school - age children, the group identified the poorest and richest districts - those with the highest and lowest poverty rates, respectively, whose enrollments compose 25 percent of the state's total enrollment - and matched that information with education revenues from state and local (but not federal) sources.

Our version of PBL did work to improve achievement as compared to business - as - usual instruction in high - poverty, low - performing school districts.

«More remarkable,» writes Davis, «those growth rates include test scores from 2004 — 05, when 300 high - poverty children from failing District of Columbia public schools entered consortium schools through the new D.C. voucher program.»

The district consists of high - poverty to middle - class schools, rural, suburban, and demographically diverse urban schools — including one where over 60 languages are spoken.

Living below the poverty line, Brittany is six times more likely to drop out of high school than her counterparts in suburban and wealthy districts.

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).

Few of these schools and their districts are accustomed to being highly selective when it comes to hiring teachers for their high - poverty schools.

This may reflect the fact that it is challenging in high - poverty schools to separate the effects of school circumstances from the quality of the principal, leading district administrators to give principals from high - poverty schools a chance at a different school.

Since last year, the U.S. Department of Education has awarded nearly $ 75 million in grants to schools and school districts interested in developing systems that reward good teaching and compensate teachers for taking jobs in hard - to - staff schools (low - performing and typically high - poverty schools).

A research team led by Harvard Graduate School of Education's Susan Moore Johnson at the Project on the Next Generation of Teachers spoke to 95 teachers and administrators in six high - poverty, high - minority schools in a large, urban district.

In fact, many of these districts even «bill» their high - poverty schools for the average teacher salary instead of the actual (and usually much lower) salaries they are paying to their often brand - new, less - qualified teachers.

That's how he frames his role as superintendent of the Enlarged City School District of Middletown, New York, delegating much of the day - to - day work of running a high - poverty turnaround district of 6,800 students to look ahead and concentrate on the big District of Middletown, New York, delegating much of the day - to - day work of running a high - poverty turnaround district of 6,800 students to look ahead and concentrate on the big district of 6,800 students to look ahead and concentrate on the big picture.

Indeed, it would be remarkable if, all other things being equal, low - income students did not perform better in high - poverty charter schools than in high - poverty district schools given the self - selected nature of the classmates and parental community in charter schools.

Evidence from Arkansas and elsewhere indicates that the discipline disparities found at the district level are often driven by sky - high suspension rates in a handful of high - poverty schools.

A study by the University of Pennsylvania's Matthew Steinberg and Mathematica's Johanna Lacoe, and published by the Thomas B. Fordham Institute, also found a differential response to school discipline reforms in Philadelphia, with high - poverty schools mostly ignoring the district's new policy and / or suspending even more students for serious infractions.

Leaders in high - performing, high - poverty schools hold a view similar to this one expressed by a superintendent in a Northwest school district: «There is a bright red thread running from every student - learning problem to a problem of practice for teachers, and finally to a problem of practice for leaders.»

The program is a hybrid: it gives formula grants to states, but to receive their share of funds (fixed amounts calculated by a formula tied to the states» levels of need) states had to submit applications specifying in detail how they would set up competitive grant programs for their districts aimed at helping low - performing, high - poverty schools improve reading instruction in grades K — 3.

We present results from a randomized experiment of a summer mathematics program conducted in a large, high - poverty urban public school district.

A major class - action settlement that gives LAUSD teachers layoff protection at several dozen schools in high - poverty areas has been invalidated by the California 2nd District Court of Appeal.

The bottom line, however, was the same: The gap in teacher qualifications at high - and low - poverty schools in both districts has narrowed since the beginning of this decade.

For a high - poverty urban district like LAUSD, where declining birth rates, reduced immigration, gentrification and the expansion of charters have left neighborhood schools scrambling for resources, education researchers believe that community schooling offers the first meaningful bang for its buck in delivering equity for its highest - needs students.

Supporting high - quality standards and research - based, culturally and linguistically relevant instruction with the belief that every student can learn including students of poverty, students with disabilities, English learners, and students from all ethnicities evident in the school and district cultures.

SJHA is just one of a handful of community schools that have been dramatically closing opportunity and achievement gaps in some of Los Angeles Unified School District's (LAUSD) toughest and most reform - resistant, high - poverty neighborhoods.

Today, high - poverty school districts enroll half of America's schoolchildren.

Some have argued that the only way for districts to close the comparability gap is to force experienced teachers to transfer to high - poverty schools, which typically employ teachers with fewer years of experience and lower salaries.

In fact, states and districts could provide a host of additional resources to the high - poverty schools and leave the staffing distribution as is.

And although charters enroll only 5 percent of America's K - 12 students, to the cash - strapped, high - poverty urban districts that have been targeted for charter expansions, that number represents a shift of roughly $ 38.7 billion per year in lost tax dollars and mass closings of neighborhood schools.

Most of these schools and districts have two features in common: poverty and high concentrations of racial minorities.

It requires school districts to provide «comparable» educational services in high - poverty and low - poverty, or non-Title I, schools as a condition of receiving Title I dollars.

Requiring districts to equalize their state / local spending in each Title I school with the average spending in non-Title I schools can create incentives for districts to adjust which schools they designate as Title I. For example, if a district's lower - poverty Title I schools (which could still be high poverty schools), have new, less - expensive teachers, kicking those schools out of Title I would lower average spending in non-Title I schools.

Going back to at least the 1970s «effective schools» literature we have examples of really successful schools in high poverty areas, but we still have no examples of similarly successful districts.

Kirp sees the beating - the - odds story of Union City, New Jersey — a high - poverty school district that turns out high test scores and graduation rates — as a challenge to the agenda of «education reformers.»

The upshot, per the article, is that «children in the school districts with the highest concentrations of poverty score an average of more than four grade levels below children in the richest districts.»

The study also compared charter performance to average statewide performance — admittedly, a higher bar, as schools statewide had significantly lower levels of poverty than the charters (and their urban districts).

• A substantial share of the ineffective principals in high - poverty schools tends to move on to take principal positions in other schools and districts, rather than leave the profession.

Nevertheless, diversity of membership on site councils is fostered by district support for community participation and we found high - poverty schools are more often diverse in site - council membership than other schools are.

For example, Maine recommends that districts adopt «longevity pay incentives» and create teacher leader programs in high - poverty schools.54 The plan also states that the Maine Department of Education will work with teacher preparation programs to assess the type and level of preparation afforded to aspiring teachers wishing to teach in high - poverty schools, isolated schools, and high - risk school settings with the goal of offering more supports, including housing, loan forgiveness, and housing for teachers in these types of schools.55

Only a few have made sustained efforts at capacity building (such as Missouri «s 1993 Outstanding Schools Act provided funding for a state - wide teacher professional development system, or New Jersey «s provision of significant additional resources to high poverty «Abbott» school districts).

The district schools still enroll a majority of Newark children, including a higher percentage of those living in extreme poverty or with learning disabilities, but now they're less equipped to serve them.

Instead, the district plans to create full - service community schools in its highest - poverty neighborhoods, offer key services in all schools, and turn a former elementary school into a central hub that will provide a full range of services.