Sentences with phrase «of money per student»

Should Texas fund public schools based on their academic performance rather than just giving them a certain amount of money per student?

The plaintiffs said that when they negotiated their current contracts with the School Board in 2011, they were guaranteed a certain amount of money per student.

In any case, the higher costs put a major kink in the business side of the Madison Prep proposal and also made it less palatable to the district, which wants to limit the amount of money per student it puts into Madison Prep beyond what it spends per student in the rest of the district.

If half the kids leave a public school system and half the money leaves too (actually, voucher money never equals the actual cost per student), there is still the same amount of money per student left in the public schools.

«A disproportionate share of money per student is going to charter schools, and, as the state economy struggles, there's a lot of attention being paid to that,» he said.

Not exact matches

Although there are few statistics on average annual costs for books and supplies, some sources place it as high as $ 1,200 per term, according to an NBC News report.Understandingly, the high cost of textbooks has students wondering if they can apply their student loan money toward the cost of supplies.

«The governor is fighting to reform a system that spends more money per student than any other state in the nation while condemning hundreds of thousands of children to failing schools over the last decade,» said Cuomo spokesman Rich Azzopardi.

Without any of those funds, it would still have far more money to spend per student than West Genesee or any other Central New York district.

«The governor is fighting to reform a system that spends more money per student than any other state in the nation while condemning hundreds of thousands of children to failing schools over the last decade,» Azzopardi said.

Starting in 2012, money is likely to become an even more important concern for students as universities in England are allowed to charge undergraduates up to # 9000 per year ($ 14,200 or $ 10,300) in tuition fees as a way of dealing with government funding cuts.

Since cost per student (not price, which is passed on as tuition) is roughly the same at public and private colleges, she also proposes that a greater proportion of state money for higher education should go directly to students, giving them more flexibility.9

This financial burden has helped to shape our current «factory» model of healthcare, in which physicians must see a certain number of patients per day in order to earn sufficient money to pay off student debt.

That difference was the result of some $ 5,500 per student in local tax dollars going to district schools that charters such as Omega did not receive — all this in addition to money for facilities and other outlays that were also denied to Ohio charters.

But then one would recall that other public functions exist, such as health, transportation, and higher education, that make large and urgent claims on the budgets of state governments; that problems other than a lack of money afflict the schools, such as students who arrive unprepared for learning or life in a classroom; and that evidence for the efficacy of money per se is at best mixed.

The amount of money that colleges spend per student has increased significantly.

«The bonus money came out to $ 254 per student, so it was not a huge amount of money.

The big news out of the latest is official confirmation that school districts spent less money per student in 2010 - 11 than they had the year before, the first one - year decline in nearly four decades.

A study of 49 states by The Education Trust found that school districts with high numbers of low - income and minority students receive substantially less state and local money per pupil than school districts with few poor and minority children.

The school system has increased the amount of money it spends per pupil and offers incentives to experienced teachers to encourage them to teach in schools with lower - performing students.

Few jurisdictions have passed significant voucher and tax - credit legislation, and most have hedged charter laws with one or another of a multiplicity of provisos — that charters are limited in number, can only be authorized by school districts (their natural enemies), can not enroll more than a fixed number of students, get less money per pupil than district - run schools, and so on.

Given that Florida public schools spend close to $ 17,000 per disabled student and that the McKay program contains a roughly representative distribution of disability types, taxpayers are actually saving quite a bit of money with special education vouchers, and public school districts are certainly not being «financially punished.»

There will be a growing substitution of technology for labor and thus a steep decline in the number of teachers (and union members) per student; a dispersion of the teaching labor force, which will no longer be so geographically concentrated in districts (because online teachers can be anywhere); and a proliferation of new online providers and choice options, attracting away students, money, and jobs.

Still, while complaining about the lack of money, Reading school officials have seen the district's federal aid increased from $ 513 per student to $ 1,022 per student from 1998 through 2002, a boost of 99 percent.

Of course, some teachers really do buy school supplies with their own money (which should make people wonder what kind of education system would make that necessary after spending an average of more than $ 12,000 per student each yearOf course, some teachers really do buy school supplies with their own money (which should make people wonder what kind of education system would make that necessary after spending an average of more than $ 12,000 per student each yearof education system would make that necessary after spending an average of more than $ 12,000 per student each yearof more than $ 12,000 per student each year).

They can either share 95 percent of the money with charter schools on a per - pupil basis or they can develop a plan by July 1, 2018, for equitably distributing the MLO dollars across schools based on student or program needs but without regard to the type of school receiving the funds.

When asked to justify their job choice, 32.4 per cent of students said it was related to something they like or love, 16.4 per cent thought they would be good at it or were interested in that kind of work, 14.2 per cent said it involved helping others, 13.1 per cent thought it would be fun, enjoyable or exciting, and 7.7 per cent said it would earn them lots of money.

Some of the lowest - performing urban public - school systems are also those that spend the most money per pupil — but despite Catholic schools» record of helping disadvantaged students learn, and despite their desperate need for financial resources, these institutions are denied any direct public support.

Money would then be available to bring needy schools up to 95 per cent of the government's schooling resource standard (SRS), which is calculated by taking a base cost for educating each student and adding money for disadvantage (such as coming from a low socio - economic background, being indigenous, or living in a remote aMoney would then be available to bring needy schools up to 95 per cent of the government's schooling resource standard (SRS), which is calculated by taking a base cost for educating each student and adding money for disadvantage (such as coming from a low socio - economic background, being indigenous, or living in a remote amoney for disadvantage (such as coming from a low socio - economic background, being indigenous, or living in a remote area).

On top of basic per - pupil money, the new formula provides extra dollars for poor districts based on how many disadvantaged students they have, and encourages local decision - making and experimentation on how to reach and teach kids.

Your version of a «tipped» playing field is that charters don't get nearly as much money per student as do neighboring district schools.

If the size of our teacher force had merely kept pace with student growth and we spent the extra money attracting more - accomplished individuals to the field, today's average teacher salary would be close to $ 100,000 per year.

Osborne then shows that the charter sector accomplishes this with less money per student than the district and in spite of the fact that the charter sector has a higher percentage of low - income and non-white students.

Critics of charter schools — which include many teachers who feel charter schools take money away from traditional schools — point out that the schools have generally not fared well in education ratings and have a higher cost per student than traditional schools.

[6] Based on their evidence, it is clear that finance reforms re-allocate significant amounts of money — on average, reforms increased spending by $ 1,225 per student a year in the lowest 20 percent of districts ranked by income, while increasing spending by $ 527 in the highest 20 percent of districts ranked by income.

If the Legislature does not act to put more money into schools, there will be a $ 150 per student decrease in funding in the first year of the biennium.

By comparison, Milwaukee Public Schools receive about twice the amount of state money per student.

Contrary to the arguments of those opposed to school choice, the result of students departing is generally an increased sum of money (per capita) for those students remaining in the public school.

While serving at - risk students in one of the nation's highest - cost cities, charters get, on average, only two - thirds as much per - pupil money as district schools get.

In 2014, parents of students at Horace Mann Elementary School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families.6

The charter schools model offers a community a way to create a school that often has lower operating costs than traditional schools — particularly for employee compensation — and greater flexibility in class offerings, all funded with federal start - up money and a large portion of the annual per - pupil payment from the state for public school students.

Students answer one question per strand daily with Lesson 1 introducing: Whole number addition Whole number subtraction Number facts Place value Number patterns Building on these base strands the following lessons introduce: Lesson 21 Money Lesson 31 Measurement Lesson 41 Fraction Lesson 51 Time Lesson 61 Chance and data https://shop.acer.edu.au/acer-shop/product/5136BK Elementary Math Mastery (EMM) Author: Rhonda Farkota McGraw - Hill Australia 2003 Ideally suited for upper primary, first year secondary and secondary school remedial students Requires daily 15 — 20 minutes to implement, plus 5 — 10 minutes for instant feedback EMM features 160 lessons, each composed of 20 Students answer one question per strand daily with Lesson 1 introducing: Whole number addition Whole number subtraction Number facts Place value Number patterns Building on these base strands the following lessons introduce: Lesson 21 Money Lesson 31 Measurement Lesson 41 Fraction Lesson 51 Time Lesson 61 Chance and data https://shop.acer.edu.au/acer-shop/product/5136BK Elementary Math Mastery (EMM) Author: Rhonda Farkota McGraw - Hill Australia 2003 Ideally suited for upper primary, first year secondary and secondary school remedial students Requires daily 15 — 20 minutes to implement, plus 5 — 10 minutes for instant feedback EMM features 160 lessons, each composed of 20 students Requires daily 15 — 20 minutes to implement, plus 5 — 10 minutes for instant feedback EMM features 160 lessons, each composed of 20 strands.

For example, if a school in Mississippi spends $ 9,000 per student on educational expenses then only $ 4,500 of that money, on average, is coming from state appropriations.

EDUCATION A new report by the National Center for Education Statistics found that 94 % of teachers spend an average of $ 479 for classroom supplies per year, with teachers who work at schools with a large population of low - income students spending the most money.

Zimmer identified three factors pushing the district toward the financial abyss: the federal government's reneging on promises of more money for special education students, creating a $ 200 million shortfall for the district; the state's «extremely low» per - pupil funding level and the district's steady decline in enrollment.

Similar districts serving similar students currently get widely varying amounts of money per pupil.

Based on original research in four districts, we show that teacher cost averaging drives significant amounts of money (several hundred dollars per pupil in many cases) out of schools serving poorer students and toward better - off schools.

The U.S. Department of Education is giving states and districts an extra year to comply with new financial transparency requirements within ESSA to show the amount of money spent per student.

What's near - bottom are California kids» achievement in reading and math, the amount of money spent annually per student and our too - huge class size.)

Governor Walker vetoed a provision that would have increased the amount of money school districts that spend less per student than the state average can raise in property taxes.

INCLUDES: 36 Student Activity Books (1 copy of each of the six titles per grade level, 32 - pages each) 4 Answer Cases 1 Teacher Guide FEATURES: Flexibility for task centers, independent or partner work, or one - on - one tutoring / remediation Clearly stated objective for each activity that allows you to differentiate Focus on foundational skills and concepts Engaging puzzle format for a fun challenge Immediate feedback for self - checking Titles: Grade 1: Number and Operations: Counting and Place Value Addition and Subtraction: Properties and Situations Addition and Subtraction: Strategies and Equations Addition and Subtraction: Beyond 20 Measurement and Data: Length, Time, and Analysis Geometry: Shapes and Attributes Grade 2: Addition and Subtraction: To 20 and Beyond Foundations of Multiplication: Equal Groups and Arrays Addition and Subtraction: Properties and Place Value Measurement and Data: Length, Time, and Analysis Measurement and Data: Time, Money, and Analysis Geometry: Shapes and Attributes Grade 3: Number and Operations: Multiply and Divide Multiply and Divide: Problem Solving Fractions: Fractions as Numbers Measurement and Data: Use and Interpret Data Geometric Measurement: Perimeter and Area Geometry: Shapes and Attributes Grade 4: Number and Operations: Whole Numbers Number and Operations Multi-Digit and Fractions Fractions: Equivalence and Ordering Fractions: Operations Measurement and Data: Convert and Solve Problems Geometry: Angles and Plane Figures Grade 5: Operations and Algebraic Thinking: Expressions and Patterns Number and Operations: Whole Numbers and Decimals Fractions: Add and Subtract Measurement and Data: Convert and Interpret Geometric Measurement: Volume Geometry: Graphing and 2 - D Figures Grade 6: Ratio and Proportions: Ratios and Problem Solving The Number System: Rational Numbers The Number System: Factors and Multiples Expressions and Equations: Write, Solve, and Analyze Geometry: Problem Solving Statistics and Probability: Variability and Displays