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.»