Sentences with phrase «often than school districts»

City and county governments are more prone to overriding the cap more often than school districts.

Not exact matches

Teachers and other staff in public schools are often moved from school to school when allegations emerge, rather than the school attempting to remove the teacher from the district.»

Maggie — I think the issue is that pizza is served far more often than once a month, at least in some school districts.

Shows like Jamie Oliver's «Food Revolution,» and school districts like Chef Ann Cooper's former district in Berkeley, CA and current district in Boulder, CO, are often held up as examples of what's possible in school food reform, yet it's seldom ever mentioned that in each of these cases, far more money is being spent on those meals than the current federal reimbursement rate — and far more than that rate plus six cents.

This is also not surprising, given that teacher hiring in charter schools is often less tightly regulated than it is in the district sector.

School start times vary considerably, both across the nation and within individual communities, with some schools beginning earlier than 7:30 a.m. and others after 9:00 a.m. Districts often stagger the start times of different schools in order to reduce transportation costs by using fewer buses.

Charters appear to provide fewer extracurricular activities than either private or district schools, perhaps because they are newer and often have less - lavish facilities and limited space for playgrounds and sports activities.

Noting that fewer than 1 percent of the students eligible to transfer under the law did so in the 2003 - 04 school year, the GAO found that districts often do not give parents reliable information about their educational options until after the school year has started.

State laws often bog charter conversions down with excess baggage, such as keeping the school under the district's collective bargaining agreement, or requiring that it have a higher percentage of certified teachers than other charters.

The study, which is scheduled to be published next year, «shows how an often - discussed phenomenon — that schools serving poor children get less qualified teachers than schools in the same district serving more advantaged children — is hard - wired...

As blended learning has grown within district schools, it's often been a bit more ad hoc — a class here, one subject there — than in many charters in which blended learning has become a core part of the school's operations.

The teachers» contract often channels more than half of a school district's operating budget and sets the pattern for much more than that.

School district insolvencies are rare and most often the result of administrative or school board mismanagement and malfeasance, rather than from the consequence of diminished revenues and systematic budgetSchool district insolvencies are rare and most often the result of administrative or school board mismanagement and malfeasance, rather than from the consequence of diminished revenues and systematic budgetschool board mismanagement and malfeasance, rather than from the consequence of diminished revenues and systematic budget cuts.

Such schools are generally perceived to be smaller, safer, friendlier, and, more often than not, a better place to learn than district schools.

Just by cutting one to two hours out of my office day to spend a few minutes in each classroom and hallway of my small school district, I've learned more about the little (but often very important) things going on than I would have learned from email, phone calls or hearsay.

The schools operated by CMOs often receive less overall public funding on a per - pupil basis than comparable district - run public schools, with the deficit ranging from approximately 10 to 30 percent.

For instance, numerous surveys have found that students and parents who transferred from district schools to charter schools thought the charters were safer, friendlier, and more effective, often by margins of more than 50 percent (see Figure 1).

This research does not show that private or charter schools are always more effective than district schools in raising student performance on standardized tests — the indicator that is often put forth as a measure of a school's success.

But today, charter school teachers often have even less voice than teachers in district public schools.

What is not often debated is that charter schools, which are independently run but publicly funded, generally receive less public funding per student than district - run schools.

Because union contracts often allow district teachers to take more than ten days of sick or personal leave — on top of school holidays, summer vacation, and professional - development days.

Public school districts have a high fixed costs, so when funds «follow» the student, districts often lose more in revenue than they can save in costs.

Gary Naeyaert, executive director of the Great Lakes Education Project, said charter schools are often a better academic option for students than the conventional school district they came from.

The project grew out of a practical problem we encountered when studying big city school systems: in many cities, the public school «system» is actually a collection of systems: school districts (often more than one), charter schools, and even state agencies.

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.

The policy report also finds that charter school teachers earn 20 percent less than public district school teachers while their executives (often the charter holders) earn on average 50 percent more than their counterparts in similarly - sized public school districts.

There are many reasons that districts consider contracted transportation, but more often than not the reasons fall into one of the following categories: an aging fleet and limited resources; costs increasing faster than funding; overextended resources and scheduling difficulties; changes challenging the system such as redistricting, addition of inter-district schools and parental choice; or administrative headaches such as dealing with parents, employee absenteeism, drug and alcohol testing, and mandated paperwork.

«Often, the school board and district staff are considered no more than middlemen in the education enterprise, passing federal and state funds on to schools - where the «real work» of education takes place - and keeping track of school compliance with federal and state laws, regulations and policies.»

Although districts and charter schools are more often cast more as adversaries than collaborators, there are a few outposts challenging that dynamic.

This tends to be the rationale behind state efforts rather than district reforms, and it is often part of a larger reform agenda that claims to trade school autonomy for accountability to the state.

And, as with most school districts in the country, the elections to fill these seats often have less to do with education than with politics.

Yet we exist in an educational environment of some paranoia about the real and perceived dangers of the web, where school districts filter Internet content, have rules against using social software, and where instruction about the Internet often focuses on the negative rather than harnessing the positive.

Principals often participate in district professional development designed for teachers rather than trainings or supports designed specifically for school leaders.

Poor - performing urban districts, more than suburban and rural schools, often are targeted for takeover by their respective states, as documented in some recent cases:

Unlike other players in the school reform movement, Parent Power activists are grassroots - oriented players, often coming from backgrounds outside of education and policymaking circles, and have actually have dealt day - to - day with traditional districts which have treated them as little more than nuisances and pests.

At the same time, parents in those same cities often hear claims by many charter schools that their students score two or three times higher than their district school counterparts.

The best policy is likely to push these decisions about teacher compensation downward below the district level to the school level, as the teachers» present management will likely be better positioned to judge the value and relevance of teachers» (often commendable) efforts to improve their subject knowledge than is the personnel office of a huge, wasteful district like LAUSD, while making these decisions at the state level is even less likely to prove efficient.

Instead, the lawsuit says, districts across the state suspend and expel special - education students at more than twice the rate of their peers — and further, school officials often send the children to «time - out» rooms or have their parents pick them up early, which results in their exclusion from an educational setting.

Principal leadership in successful schools often set the bar on expectations for student achievement, and schools with effective district leadership received far more services, such as onsite support, professional development, and district - provided benchmark assessments, than unsuccessful schools received.

«It was an example of the kind of contract that existed in some school districts where the limitations placed on teachers» time and the specificity of what administrators had to do [for] an evaluation [to] hold weight was so rigid that more often than not, teachers could not be evaluated out of the school system.»

Questions to Ask About School Services Privatization, discusses, school districts often don't save money when they outsource support positions rather than keep them in - School Services Privatization, discusses, school districts often don't save money when they outsource support positions rather than keep them in - school districts often don't save money when they outsource support positions rather than keep them in - house.

First - year teachers often feel underprepared when they first enter the classroom, and are less likely than more experienced teachers to report being well prepared to implement state or district curriculum.45 As a result, nearly one in seven new teachers leaves the classroom before completing their third year, with most citing classroom management, the burden of curriculum freedom, and unsupportive school environments as their greatest stressors.46 Too often, teachers begin their careers in a sink - or - swim situation, with little to no formal induction or support system and inadequate professional learning.47 By providing new teachers with evidence - based professional learning — including through comprehensive, high - quality induction programs — schools and districts can create a more supportive pathway to success in the classroom.

The first year of teaching is often a blur of lessons learned in the hot seat while students fail to learn all that they could.13 Nearly 1 in 7 new teachers leave the classroom before completing their third year, with most citing classroom management, the burden of curriculum freedom, and unsupportive school environments as their greatest challenges.14 According to the National Center for Education Statistics, teachers with three or fewer years of teaching experience are less likely than more experienced teachers to report being very well - prepared to maintain order and discipline in the classroom.15 Additionally, new teachers were less likely than more experienced teachers to report being well - prepared to implement state or district curricula.16 Residency and induction programs can provide essential practical training in classroom management, assessment and data literacy, and differentiation or special education techniques.17

On most statistical measures, the schools in the network perform as well as and often better than district schools in similar neighborhoods.

For the first time, public attention was drawn to the fact that some local schools were more effective and more productive than others — a fact often downplayed by school district leaders.

There is a weighty and still growing body of evidence that Charter Schools do no better — and often worse — than local education districts in improving student achievement at «low performing schools.Schools do no better — and often worse — than local education districts in improving student achievement at «low performing schools.schools.»

In my report with Kenny Feder, «Choice Watch,» over at CT Voices for Children, we reported that charter schools in CT tend to have smaller proportions of emerging bilingual children and children with disabilities when compared to local school districts, and are often more racially segregated than local school districts.

Each charter school is governed by its own local school community, which often includes parents and teachers — rather than a district.

I suspect that one of the key reasons why Denver is an outlier is that there has been more emphasis in Denver on schools as the unit of change (which is often framed, for political reasons, as «the classroom») rather than the district.

Rather than an afterthought, parent input is sought early and often and at all levels in this urban district in northeastern Ohio — whether it's for systemwide school improvement plans or implementation of new statewide reading benchmarks.