Sentences with phrase «on failing school districts»

Not exact matches

Close on the heels of Sodexo's $ 21 million settlement with the state of New York for failing to properly pass on rebates and volume discounts to the school districts it serves, two assembly members in New Jersey have petitioned that state's attorney... [Continue reading]

As the city school district grapples with failing schools, a powerful Buffalo stakeholder will lead a discussion on «The State of Public Education in Buffalo» Wednesday evening.

Shortly after F.E.S. released its «forgotten fourth» report, StudentsFirstNY released its own study showing zero percent pass rates on math and English exams in 75 of the city's district schools, along with a call to de Blasio to «fix» the failing schools.

Other expenses include a few thousand on school supplies, which he handed out in his district a few weeks ago, $ 14,000 in contributions to other political campaigns, and $ 3,243 to the State Board of Elections for violation fees (Espada has a history of failing to file his campaign disclosure reports.)

In school districts where the budget failed to pass, a second vote may be held on June 15 or school boards may forgo a second vote and adopt a contingency budget.

Off topic questions included: the ISIS in Iraq and potential threats to New York, his hair color in a World Cup themed picture, the City's negotiations with CW Capital concerning Stuyvesant Town, whether he concerned that religion - affiliated CBO's pre-K programs will involve some religious instruction or indoctrination, the Rent Guidelines Board and a possible rent increase, rating his administration on it's FOIL responsiveness, whether subway dancers are a «sign of urban decay», whether he is contemplating a special district for failing schools and whether there is symbolism is seeking to bring the Democratic National Convention to Brooklyn rather than Manhattan and whether he has coordinated that effort with Hillary Clinton.

An October 2014 rally in Manhattan focused on failing district schools as an indirect means to advocate for more charters, but the «Don't Steal Possible» slogan revealed little about the group's specific policy goals to improve struggling schools.

Heastie did not offer details on his negotiations with Cuomo over the controversial education proposals, including a plan to overhaul teacher evaluations and one to provide the state with the power to take over failing schools and districts.

Included among the proposed reforms is a teacher evaluation system based half on student test scores, an increase in the length of time before a teacher is eligible for tenure and allowing the state to take over failing schools and districts.

Meanwhile you appeared in your own ads on television outfitted in sartorial splendor, perfectly coiffed, while seemingly inferring to the parents of East Ramapo that the best solution to their problem is to have a teacher like you, or perhaps your girlfriend, take over what the East Ramapo School District is increasingly failing to do.

The Oysterponds school district in Orient, one of the smallest schools in the state, is the only district on Long Island that failed to have its teacher evaluation plan approved by Thursday's deadline and is expected to lose some state aid as a result of not having an approved - plan in place.

When the local classroom fails to meet the young girl's special needs, Jamie rallies all the support she can find and takes on the school district and the ailing educational system.

One disappointing element of the task force's report vis - á - vis accountability is its weak endorsement of the No Child Left Behind Act - such as its dissatisfaction over the act's «relatively slow timelines,» Washington's «scant leverage over states and districts,» and the «few real consequences on educators whose schools fail.»

A charter approved as part of the district's small - schools reform plan, Carver took over a failing high school in a poor neighborhood on the edge of the city.

In fact, the multiplicity of high - spending / low - achievement districts would seem to indicate that money is decidedly not the measure of a good school, that the approach fails on fundamental grounds of science.

The investigation by the school district's Office of Professional Responsibility (OPR) found that Moten and other faculty members «knew of the practice, allowed it to go on for a time, and failed to report it.»

The elementary school in Oregon's Willamina district set out last year to pick apart a complicated problem that would ultimately require an equally complicated solution: Many of its Native American students failed to show up on a regular basis.

In a new article for Education Next, Boston College professor Shep Melnick says OCR is on shaky legal ground, since its «Letter» fails to take into account the landmark Rodriguez v. San Antonio Board of Education (1973), which ruled that neither the Constitution nor the Civil Rights Act of 1964 require equal distribution of school resources across school districts.

U.S. Education Secretary Margaret Spellings announced on Aug. 4 that Alabama, Arkansas, Tennessee, and Utah will be allowed to let districts provide supplemental educational services, or SES, to eligible students whose Title I schools fail to make adequate yearly progress for two years.

Likewise, no students have moved in Dayton, Ohio, though 10 of the district's 25 schools were on the state's list of failing schools.

In October 2001, even before the federal bill had passed, the district sent letters to parents of students in three high schools it expected to land on the failing list, notifying them that the transfer option might be available for the next fall.

Despite a recent wave of reform, the vast majority of school districts nationwide continue to pay teachers based on salary schedules that fail to differentiate among teachers based on their subject - area expertise.

Proponents of such top - down management argue that many schools would simply fail if they were left to sink or swim on their own, with no assistance from the district.

Try after try, the group failed to draft a system that would ensure that districts and schools wouldn't return to judging schools principally or totally on the basis of aggregated results.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

Many districts simply fail to define their theories of reform - in some cases because superintendents and school - board members can not agree on what should be done; in other cases because officials don't wish to make specific promises about actions and results.

Meanwhile, two - thirds of CPS schools failed to meet state proficiency standards under Illinois's accountability system, and Chicago remained among the nation's lowest - performing urban districts on the National Assessment of Educational Progress.

It alleges that a review of the research on charter schools leads to the conclusions that, overall, charter schools: 1) fail to raise student achievement more than traditional district schools do; 2) aren't innovative and don't pass innovations along to district schools; 3) exacerbate the racial and ethnic isolation of students; 4) provide a worse environment for teachers than district schools; and 5) spend more on administration and less on instruction than public schools.

In Minnesota, failing to reach a contract agreement with teachers on time can cost a school district — and not just in terms of labor - management reputation.

Meanwhile, charter leaders mobilize their parents based on the unlikely premise that failing school districts will send their children back to awful district schools.

It is indeed a good thing that we have those other measures because it's true that the Common Core era has failed to deliver on what many of us saw as one of its most valuable and important features: a platinum meter stick to be used to measure, monitor, and compare student achievement, not just between states but also among districts, individual schools, even individual classrooms and children.

Between fall 2002 and fall 2008, the school district closed 23 large failing high schools (with graduation rates below 45 percent), opened 216 new small high schools (with different missions, structures, and student selection criteria), and implemented a centralized high school admissions process that assigns over 90 percent of the roughly 80,000 incoming ninth - graders each year based on their school preferences.

Hess and Finn, in hard - hitting chapters that bookend the volume, call on Congress to set realistic expectations for student performance based on national standards, to provide districts with initial flexibility when intervening in failing schools, but to establish tough consequences for superintendents and principals if those efforts are unsuccessful.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

The biggest oversight of CER's reform comes in its failure to rank states on how they have passed and implemented Parent Trigger laws that allow families to take over failing schools as well as gives them the ability to negotiate with districts on how those schools will be overhauled.

As The Wichita Eagle explains, the suit was filed by four school districts but the ruling applies to all of Kansas» public schools: «The districts claimed the state had failed in its constitutional duty to provide «suitable» funding for public education on two counts: Ensuring adequate state funding overall, and equitably distributing it among districts.»

Like Chicago, these urban districts — such as Los Angeles, Philadelphia, Miami, St. Louis and Cleveland — are struggling to figure out the role of failing neighborhood high schools that have been on life support for decades.

Washington was among the 43 states and the District of Columbia that the Department of Education freed since 2011 from sanctions placed on schools and districts that fail to meet the law's timeline for improving student test scores.

The sector's less sober members beat up on traditional schools and districts for «failing our children» and encourage them to emulate charters that are effective with the «same children.»

During his eight years in Tallahassee, the governor established a far - reaching accountability system, including limits on social promotion in elementary school; introduced a plethora of school choice initiatives (vouchers for the disabled, vouchers for those in failing schools, tax - credit funded scholarships for the needy, virtual education, and a growing number of charter schools); asked school districts to pay teachers according to merit; promoted a «Just Read» initiative; ensured parental choice among providers of preschool services; and created a highly regarded system for tracking student achievement.

This mindset is particularly convenient in a time of budget crunches, when districts feel pressured enough focusing on low - achieving kids at failing schools.

He is author of Why Boys Fail: Saving Our Sons from an Education System That's Leaving Them Behind (Amacom, 2010); The Bee Eater: Michelle Rhee Takes on the Nation's Worst School District (Jossey - Bass, 2011); and The Achievable Dream: College Board Lessons on Creating Great Schools with Gaston Caperton (The College Board, 2012).

However, an insistence on the secular control of public funds meant that Catholic and other church - based schools could not receive publicly funded vouchers, even in academically failing school districts where other private schools are unavailable to poor students.

So my compromise position would be to acknowledge parents» right to choose their children's schools (which, for low income parents, effectively means allowing them to take public dollars with them), while at the same time being vigorous in shutting off public dollars to schools (whether they be district, private or charter schools) that are failing to prepare students to succeed on measurable academic outcomes.

The Indian Creek Local School District, which serves Mingo Junction and Wintersville in eastern Ohio, fell on hard times this year when its largest corporate taxpayer, the Wheeling - Pittsburgh Steel Company, filed for bankruptcy and failed to pay its property taxes, said Joseph Aguiar, the district superinDistrict, which serves Mingo Junction and Wintersville in eastern Ohio, fell on hard times this year when its largest corporate taxpayer, the Wheeling - Pittsburgh Steel Company, filed for bankruptcy and failed to pay its property taxes, said Joseph Aguiar, the district superindistrict superintendent.

The No Child Left Behind Act prescribed sanctions for schools and districts failing to make «Adequate Yearly Progress,» and even under the waivers that most states have now obtained from NCLB's accountability provisions they must still show how they will take action on their lowest - performing schools.

Two, they put existing districts on notice that the revered notion of «local control» must give way if it fails to deliver results for students stuck in lousy schools.

This year, Baltimore City Public Schools asked Commodore to give hands - on guidance to three failing elementary schools in the diSchools asked Commodore to give hands - on guidance to three failing elementary schools in the dischools in the district.

Should charters be held to enrollment standards that other schools can not meet, while districts continue to practice questionable policies such as the warehousing of special need students in select placements (while often failing to follow - though on their obligations for services, we might add)?

In contrast, a middle school in a small, high - poverty district in one of our southern states also failed to meet AYP targets (the district had a history of adequate, albeit not high performance, across its schools on state proficiency tests).