Sentences with phrase «on quality charter»

Richmond is frequently cited in local and national press as an authority on quality charter school authorizing.

Not exact matches

Britain's FTSE 100 index is seen opening up 20 points on Wednesday, according to financial bookmakers * STANDARD CHARTERED: Standard Chartered Plc posted a better - than - expected 20 percent rise in pretax profit for the first three months of the year, helped by a surge in loan demand and improvement in asset quality.

May 2 Britain's FTSE 100 index is seen opening up 20 points on Wednesday, according to financial bookmakers * STANDARD CHARTERED: Standard Chartered Plc posted a better - than - expected 20 percent rise in pretax profit for the first three months of the year, helped by a surge in loan demand and improvement in asset quality.

«And beyond that having a presidential charter actually is the beginning of a new chapter for us, we get to move forward with a little bit more confidence in springing our steps in planning the next step for Ashesi and we also take on more control or more responsibility for quality assurance within our operation which is up until now been done by UCC and UMaT.»

«The EFCC establishment in 2004 is inferior in content and quality to the African Charter on Human Rights 2004 and the 1999 Constitution of the Federal Government as amended.

Demand for high - quality charter schools like Girls Prep Bronx is highest in the Bronx, and one in every three families on charter school waitlists are Bronx families.

Attacking new teacher evaluation systems that are, for the first time, enabling district public schools to make decisions based on teacher quality, does violence to the cause of improving the quality of education for the overwhelming majority of students who don't attend charter schools.

It has also reviewed hundreds of thousands of reports to aid in distinguishing the best - quality research from weaker work, including studies on such subjects as the effectiveness of charter schools and merit pay for teachers, which have informed the ongoing debate about these issues.

Even making the payments on a low - interest loan is a heavy burden for many charter schools - a burden that detracts from their ability to offer a high - quality education.

There were plenty of folks feeling frustrated because charters, on the whole, weren't focused on quality from an academic perspective, and in general were somewhat opposed to an increasingly powerful standards movement.

We met with three hundred charter leaders around the state to learn more about what could be done, and then built goals and objectives for the California charter schools movement by first providing insurance, cash - flow financing, and other resources to schools willing to focus on academic quality (measured in many different ways).

We also came to realize that independent charter schools faced almost insurmountable hurdles in delivering high - quality academic instruction while running these small businesses on tight margins.

Our participants did not disappoint; I strongly recommend checking out their ideas on course access, school turnarounds, and charter quality.

On most matters, charters and district schools are equally varied, but we do see greater variation within the charter sector in parents» satisfaction with school location and teacher quality.

If we rely completely on charter authorizers, we have a very long road ahead of us to replace all of our failing schools with high - quality ones and to provide real opportunity for all kids.

The NACSA report on state policies associated with charter school accountability attempts to describe how laws, regulations, and authorizer practices interact to influence charter quality.

The first decade of the 21st century has also had a dominant strategy: incentive - based reforms, such as increasing competition among charter and district schools, merit - pay plans to improve teacher quality, and school - level accountability based on testing.

The state department of education is seeking to establish teacher - preparation schools that are free from state regulations so long as they produce high - quality teachers — a variation on the concept that has led to the creation of more than 3,000 K - 12 charter schools in 41 states since 1992.

To date, most ed - reform efforts have been aimed at mere structural change — expanding the reach of school choice and charter schools, improving teacher quality, or insisting on test - driven accountability.

Those high - quality charter networks arguably have enough on their plates with longer school days, weeks and years, and they need to keep their miraculous scores up.

Research on teacher quality, charter schools, school leadership, class size, and other factors in school quality is likely to be as or more important than research on race - specific policies for reducing gaps in student achievement.

Well - functioning school choice requires a federal role in gathering and disseminating high - quality data on school performance; ensures that civil rights laws are enforced; distributes funds based on enrollment of high - need students in particular schools; and supports a growing supply of school options through an expanded, equitably funded charter sector and through the unfettered growth of digital learning via application of the U.S. Constitution's commerce clause.

Even the high - quality articles on charters in the research section of this issue of Education Next (see pp. 51 - 66) do not find common ground.

The fact that traditional public schools experienced net gains in performance, despite a slight decrease in average student quality, suggests that our estimates of the effects of charter - school competition may understate the true effect of charters on traditional public schools.

We see only slight changes in people's views on the quality of the nation's schools, for instance, or on federally mandated testing, charter schools, tax credits to support private school choice, merit pay for teachers, or the effects of teachers unions.

Charter schools have the potential to have broader effects on student achievement if traditional public schools respond to the threat of losing students to charter schools by improving the quality of their own education prCharter schools have the potential to have broader effects on student achievement if traditional public schools respond to the threat of losing students to charter schools by improving the quality of their own education prcharter schools by improving the quality of their own education programs.

In 2012, the legislature seemingly weakened its oversight of the charter sector by eliminating a requirement that the state education agency report on charter school quality each year.

One strategy is for a group of charter authorizers, district leaders, and school and school association leaders to come together to take a stand for quality to build on the existing success stories in Detroit.

The Broad plan, recast as Great Public Schools Now, «re-launched» in June with a changed emphasis on adding high - quality school seats wherever they are found, charter or district, a clear shift that resulted from the aggressive pushback against the original plan.

However, not long ago, a study by the Brookings Institution's Russ Whitehurst demonstrated that curriculum has an even greater effect on student outcomes than most popular policy levers, including charter schools, teacher quality, preschool programs, and even standards themselves.

For example, a state with a relatively new charter sector may want to focus on supporting the creation and growth of high - quality charters, whereas one with a more mature charter sector may want to focus on increasing the involvement of an existing private sector that is significant in size and geographic reach but has not historically served large numbers of disadvantaged students.

And though charters have taken to putting a good face on things by comparing themselves to their local district schools, which is fair, the truth about quality is uncomfortable.

Similarly, systematic efforts to cultivate and develop quality ideas and organizations focused on elementary, secondary, and possibly even postsecondary education, perhaps modeled on the Charter School Growth Fund or NewSchools Venture Fund, must be created.

Until I see results that show that SIG worked, I won't change my prior belief that SIG funds would have been better spent on high - quality charter growth.

There are talented people pushing hard on the quality - versus - quantity issue, including Nina Rees from the National Alliance for Public Charter Schools.

It was thought early on that public charter schools would serve as «laboratories of education,» where independence, flexibility, and innovation would produce high - quality learning environments that could be replicated across the country.

More specifically, I concur that some charter applications seem to equate length with rigor, ask for information with limited bearing on school quality, and pose major obstacles to first - time operators.

I am not suggesting that the Arnold Foundation (or the charter movement in general) abandon all quality control efforts, but I think quality is best promoted by relying heavily on parent judgement and otherwise relying on a decentralized system of authorizers with the most contextual information to make decisions about opening and closing schools if parents seem to have difficulty assessing quality on their own.

According to longtime education writer Maureen Kelleher, now at the Education Post, the ProPublica story is misleading and ahistorical in focusing on charter schools and claiming that No Child Left Behind is the culprit behind the growth in low - quality alternative school programs.

The analysts then focused on charter and district students who landed in higher - quality schools after closure, and there they found even larger cumulative learning gains.

Public programs must also adhere to «quality» standards that impose cumbersome input or process requirements that infringe on charter autonomy.

When it came to state data systems, charter school laws, and teacher policy, winning states like Ohio, Hawaii, Maryland, and New York finished well back in the pack on rankings compiled by the Data Quality Campaign, the National Alliance for Public Charter Schools, and the National Council on Teacher Qcharter school laws, and teacher policy, winning states like Ohio, Hawaii, Maryland, and New York finished well back in the pack on rankings compiled by the Data Quality Campaign, the National Alliance for Public Charter Schools, and the National Council on Teacher QCharter Schools, and the National Council on Teacher Quality.

A new Fordham Institute study, Charter School Boards in the Nation's Capital, asks a simple but largely uninvestigated question: Do the characteristics, views, and practices of charter boards have any bearing on charter school qCharter School Boards in the Nation's Capital, asks a simple but largely uninvestigated question: Do the characteristics, views, and practices of charter boards have any bearing on charter school qcharter boards have any bearing on charter school qcharter school quality?

The causes of today's political malaise are too complex to be laid only on the schools, whether charter - or district - run, though there is reason to question the quality of civics and history teaching.

[5] At the beginning of the study period in 2001, there was substantial variation in quality across charter schools and, on average, charter schools in Texas were less effective than traditional public schools.

With tens of thousands of students on charter waiting lists and multiple high - quality operators poised to expand, opponents and proponents of Question 2 agree that the stakes are high.

On the third «cost,» it is clear that many districts have struggled for decades to maintain school quality in the face of enrollment losses, and that charter schools are a real (albeit fairly recent) factor.

Finally, the authors provide some intriguing suggestive evidence that the improvement in charter school quality is associated with the growing prevalence of charter schools that adhere to a «No Excuses» approach that focuses on strict discipline, high expectations, and increased learning time.

But this result provides suggestive evidence that charter school entry induces parents to obtain school - quality information and that the effect of choice on demand for information may not be limited to NCLB.

Based at the Harvard Graduate School of Education, SDP partners with school districts, charter networks, state agencies, and nonprofits to bring high - quality research methods and data analysis to bear on strategic management and policy decisions.