Sentences with phrase «on equitable school»

Second, there is an emphasis on equitable schooling that reaches every child rather than in boutique private or quasi-public schools.

Not exact matches

In the commentary in question we commended the USCC for «trenchant statements on protecting the unborn and on the evil of active euthanasia, together with a call for equitable tax support for school choice and support for increased immigration.»

Widely affirmed proposals call for the restructure of low - performing schools, more emphasis on the basics, safer classrooms, more rigorous graduation standards, periodic measurement of progress through some kind of standardized tests, longer days and year - round schooling, decentralization into smaller learning communities and greater freedom for those smaller units, smaller classes, better - qualified teachers and improved salaries, more parental input and more equitable funding.

While my efforts to persuade the Board of Selectmen, the town manager, and the Rec Department director to allocate permits in a more equitable fashion, and to use their power to make sure that the programs using town - owned facilities met minimum standards for inclusiveness and safety, fell on deaf ears (we ended up being forced to use for our home games a dusty field the high school had essentially abandoned), I returned to a discussion of the «power of the venue permit» 10 years later in my 2006 book, Home Team Advantage: The Critical Role of Mothers in Youth Sports, where I suggested that one of the best ways for youth sports parents to improve the safety of privately - run sports programs in their communities was to lobby their elected officials to utilize that power to «reform youth sports by exercising public oversight over the use of taxpayer - funded fields, diamonds, tracks, pools, and courts, [and] deny permits to programs that fail to abide by a [youth sports] charter» covering such topics as background checks, and codes of conduct for coaches, players, and parents.

«When the charter industry begins serving students with special needs and English Language Learners at the same rate as traditional public schools, and cracks down on the fraud, mismanagement and abuse prevalent at so many charters, perhaps its leaders can then join our longstanding fight for the equitable funding that all kids need.»

Nixon said Cuomo is not obeying a 12 - year - old court order in the Campaign for Fiscal Equity case, which says the state needs to spend billions more on schools in order for them to become equitable.

«Our members are very knowledgable about education issues, and while there is great concern about the implementation of the Common Core and the over-reliance on testing, there are many other issues that are front - burner for NYSUT members,» he said, listing concerns over the property tax cap, equitable school funding, the teacher evaluation system and the statewide expansion of pre-kindergarten.

«The NASUWT has always stressed that progress measures are, in general, a more effective and equitable indicator of the contribution schools make to the achievement of pupils than those focused on assessment.

The Moral Mondays movement came to New York State on Jan. 12 as about 1,000 students, parents, advocates and union leaders from New York City and across the state converged on the state Capitol to demand fair and equitable funding for public schools.

Meanwhile, education advocates on Tuesday began their lobbying efforts with a rally calling on more equitable funding for high - needs schools across the state.

The issue of equitable aid was at the heart of the $ 1.11 billion lawsuit brought by the Alliance for Quality Education on behalf of 26 students in eight small city school districts, including Kingston, in 2008.

«There is tremendous progress already on these initiatives, and I look forward to building on that alongside educators and families to ensure an equitable and excellent school system.»

Knowing that all of these schools would benefit from a classroom's worth of hands - on STEM materials, the district took an unusual and equitable approach.

Here are resources and project ideas to foster more equitable, hands - on citizenship education from elementary years through high school.

But a truly integrated school focuses on creating a positive experience for all students of all backgrounds, and supports what we call the «ABCDs» of diverse and equitable schools: strong academics, a strong sense of belonging, a commitment to dismantling racism, and an appreciation of diversity.

Finland is remarkable for not only routinely scoring among the top nations on the PISA exams, but also for being among the most equitable school systems in the world.

Even when students and their families have been successful in school funding litigation based on state constitutions, many state lawmakers have resisted and evaded court mandates to provide equitable or adequate funding.

Allocating funds based on the number and characteristics of students that attend a school, instead of more typical methods of district - based budgeting and funding personnel, has the potential to facilitate public school choice by helping to ensure district schools of choice receive equitable funding.

First, just as the states refused to make good on the «equal» part of «separate but equal» after Plessy, for more than 40 years states have failed to provide equal access to the funding needed to achieve excellent schools for all children, largely because of a lack of federal accountability for equitable school funding.

The state's charter law must support new and high - performing operators; the state's school finance system must provide equitable, student - based funding; facilities must be made available to new and growing schools; educator certification rules must fit the needs of successful schools; and so on.

A «lean» district office will focus on policymaking instead of top - down operational decisions, including a small «strategy group» that will set learning standards and ensure the equitable allocation of resources, but will not mandate teaching methods or control school spending.

By focusing on the lowest - performing students, we want to create a system that truly focuses on students who need the most help and is equitable across all schools.

Eliminating self - nomination would raise the program's costs, requiring program officials to find deserving schools on their own, but it would make the program more equitable.

These students are drawn to TEP for its focus on urban public education and its commitment to creating a more just and equitable society through better teachers and better schools.

In the context of the school curriculum, an equitable approach is one focused on establishing the stages individuals have reached in their learning; using this information to identify starting points and ambitious targets for each student's further learning; and expecting every student to make excellent progress, regardless of their age, year level or starting point.

The fact that overall funding progressivity remains low despite two decades of reforms suggests a troubling lack of progress on equitable funding of public schools.

The individual school option provides equitable services funding to a private school based on enrollment of eligible children.

We work with education leaders to measure the effectiveness of teachers, principals, and schools; to examine the equitable distribution of effective teaching; and to understand the factors that help educators have a greater impact on the students they serve.

The equitable - services provision for private schools, within - district funding allocations, and within - state allocations all rely on measures of poverty to distribute funding through Title I, and as such, could be impacted by the Community Eligibility Provision.

This faith - based charter compromise could lead to a renewed urban school system — one based on equitable funding, more diverse options, parental choice, and comprehensive transparency and accountability.

While ensuring equitable geographic distribution to the extent practicable, ED shall give priority to eligible entities that concentrate proposed grant activities on teachers and school leaders in high - need schools.

Whatever the inadequacies of the engagement efforts, shouldn't we focus our criticism first and foremost on those elected officials, union leaders, and activists who were pursuing a strategy of deception and vitriol — who woke up every day seeking to thwart positive change for kids, seeking to prevent the expansion of schools that were getting outsized success for children, seeking to undermine policies designed to increase equitable access to the district's better schools, seeking to gum up efforts to empower parents with choice, and seeking to thwart all efforts aimed at fostering an honest conversation about which educators were truly superlative and which were badly underserving children?

The organization now focuses on «prejudice reduction, intergroup relations, and promoting equitable experiences in our nation's schools,» Costello says.

They do so today for countless purposes, typically to claim a right to free and edgy speech on T - shirts or banners under the First Amendment, to assert rights to education of the handicapped under the federal Individuals with Disabilities Education Act, and to ask for more school spending under state constitutional provisions that are said to guarantee an equitable or an adequate education.

Gov. Linda Lingle, a charter - school advocate, will ask lawmakers to lift the cap on startups next session and urge that charter schools receive a more equitable share of education money.

State leaders must find a way to distribute what education funding we do have based on student need, rather than the type of public school, so that every Connecticut child receives equitable support for their public education.»

As the fight for economic and educational justice continues, an important lawsuit on equitable funding for charter - school students is moving through New York's courts and faces a critical moment.

In Phase One, we will introduce our RP / SEL model to three schools and work intensively with them to improve the model, identify best practices, and create tools to support schools in using these best practices to create equitable school cultures based on restorative approaches rather than punitive ones.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

«The path of our public schools are on right now is absolutely not sustainable and certainly not equitable for students, teachers, parents or our community,» said Joy Harrell the parent of three DPS high school students.

The Caucus of Rank and File Educators (CORE) is a group of dedicated teachers, retirees, Paraprofessional School Related Personnel (PSRPs), parents, community members and other champions of public education who fight for equitable public education and hope to improve the Chicago Teacher's Union (CTU) so that it fights both on behalf of its members and on behalf of Chicago's students.

What could we do to shine a spotlight on what is going on in the classrooms, what great work these schools are doing, and the fight for equitable funding for all students?

While North Carolina continues on a path of disinvestment in public education, equitable and adequate school funding is perhaps more critical than ever now that children from low - income families make up the majority in the United States» public schools, according to a report released by the Southern Education Foundation earlier this year.

New Haven clergy came together to call on state lawmakers to come up with a solution for equitable school funding.

Many school systems have gotten the message that they need to be more data driven, and they are now awash in data - not just yearly student test scores, but figures on how different groups of students are doing in particular subjects or grade levels, how successful a school is at attracting and retaining teachers or closing the achievement gap among disadvantaged students, or how equitable funding is from school to school.

Her study examines principals in diversifying suburban schools as well as their transformative leadership practices used to advocate the elimination of deficit thinking through the promotion of cultural competence and social justice so that all students have equitable educational opportunities in classrooms and on standardized assessments.

Breathing Joy and Justice into School and Community Leadership is an interactive, four - day institute utilizing the latest research on achieving collective impact for equitable and excellent schools.

Findings were based on a two - year study of four districts pursuing more equitable funding practices to address their achievement gaps: Atlanta Public Schools; New York City Department of Education / Empowerment Schools; Portland, Ore., Public Schools; and Lane County District Number 4J in Eugene, Ore..

The Los Angeles New Administrator's Program (LANALP) recruits, selects and trains new administrators to have a focus on creating equitable schools and highlights moral courage as a key attribute of an urban administrator.

«We have an education stakeholder community that is uniquely engaged, informed, and excited about our ESSA plan, and we are moving forward on this important work: providing pathways for all students so they can access real opportunities after high school, improving schools that have consistently underperformed, and supporting a well - rounded, equitable education that can serve the whole child.»