Sentences with phrase «on quality school choice»

Mayor Emanuel's 56 % to 44 % margin of victory reflects a strong endorsement of his leadership on quality school choice.

Not exact matches

Special events celebrating the quality and choice of local game will take place all over the UK, including a game and beer tasting on 14 November at the visitor centre in the Hook Norton brewery in Oxfordshire and a game dinner and country clothing fashion show in the 18th century Taunton School on 17 November.

The British Humanist Association (BHA) has welcomed the publication today of a new report by Education For Choice (EFC), examining the quality of education on abortion and contraception in UK schools.

Its executive director, Jenny Sedlis, called de Blasio's proposals «a start» but also said there were «glaring omissions» on teacher quality and school choice.

An analysis of more than 100 million individual searches on the nation's largest school - quality website finds that expanded local choice motivates families to become more informed about their educational options.

The major substantive chapters of the book place Swedish expenditure and achievement in comparative perspective (in both, Sweden rates high); show that the decline in education inputs during the 1990s worsened the teacher - student ratio and teacher quality; review the international research on the effects of school choice; and test for the effects of school choice in Sweden on achievement.

Even parents who placed more value on school choices still didn't take school quality as seriously as other issues.

These national ERAOs and their counterparts at the state level are focused on enacting sweeping education policy changes to increase accountability for student achievement, improve teacher quality, turn around failing schools, and expand school choice.

Drawing on an evaluation of the Montclair model and other research, the report concludes that school - choice plans based on magnet schools «appear most promising in meeting the educational goals of achieving racial balance, providing quality education, and offering diverse educational programs.»

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.

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.

The danger with your argument — that we may have no choice but to rely on test scores — is that it rationalizes ignorant actions by policy makers whose knowledge of school or program quality consists almost entirely of test score results.

For much of the past few years, reflecting general concerns about the quality of public schooling, discussions of magnet schools have centered on their potential for providing intensive instruction in such subjects as science and mathematics, serving as models of effectiveness, and increasing family choice within the public system.

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.

Schneider and his colleagues believe that consumer choice in schooling can have positive effects on education quality, and they support their belief with test score data from New York City.

In an area with so many choices, a town's reputation and real - estate values depend heavily on the quality of its local school district, giving residents added incentive to ensure that their schools compare favorably with those in other towns.

In her interview with Philanthropy Roundtable, she pointed to Florida as the great school - choice success story because of its «strong focus on offering high - quality options as a fundamental part of the choice program.»

This prompted the founding of GLEP, which focuses on academic quality and accountability in Michigan schools, in addition to expanding school choice.

The key points from each strand are highlighted as follows: Early Identification and support • Early identification of need: health and development review at 2/2.5 years • Support in early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tribunal

Dodenhoff clearly believes that far more than 10 percent of parents need to base their school decisions on academic considerations if school choice is going to enhance school quality.

Youll probably see a stepped up effort on the departments part to work with states and — when we can — with local districts to make sure the notification provisions on teacher quality, school choice, and supplemental services are more fully implemented.

The No Child Left Behind Act famously endorses the use of «scientifically based research,» the federal Institute of Education Sciences has elevated the profile of rigorous scholarship, and presidential candidates tout studies on teacher quality, testing, and school choice.

Choice parents were also far more likely to report being «very satisfied» with virtually all aspects of their children's school: its safety, teacher quality, class size, clarity of school goals, teaching moral values, academic quality, teachers» respect for students, and so on (see Figure 2).

These departures cost the district $ 125 million in lost revenues each year and left many school buildings half - empty... The exposé provided an opening for then - Superintendent Michael Bennet and the school board to pursue a more aggressive set of reforms focused on improving school quality and offering families greater choice.»

We would expect any effects of such waivers on the demand for school - quality information to be proportional to the percentage of the population that previously had access to NCLB - based choice.

We find clear evidence that the availability of public school - choice options under NCLB increased demand for information on school quality.

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.

Critics of school choice often claim that parents ignore quality when evaluating schools and draw their conclusions on the basis of the school's racial or ethnic composition.

They are able to focus on abstract goals — like test scores, teacher quality, or school choice — in debates divorced from the challenges of making reforms actually work in situ.

Recent and ongoing projects include a researcher - practitioner partnership focused on familial and school - based relationships that support adolescents» emerging sense of purpose, academic engagement, achievement and post-secondary school transitions; Project Alliance / Projecto Alianzo, a multiethnic study of parental involvement in education during adolescence; and collaboration with a local school district focused on school choice policies to examine equity and access to high quality schools, along with demographic variations in parental priorities and experiences with these policies.

«It speaks to something someone said to me back when I was on the front lines of school voucher policy... we have underestimated just how hard it is to build a quality choice school.»

Universal school choice that provides access to quality educational options, as Paul Hill of the University of Washington observes, will «depend on the supply - side, that is, on the success of arrangements that promote the creation of a wide variety of school options, expose all schools to performance pressures through competition, and permit constant replacement of weak schools by promising new ones.»

After all, the reasons for promoting choice often rest on the fact that public school systems are strangled by politics, bureaucracy, byzantine contractual rules, and licensing procedures that aggravate a shortage of quality employees.

The present report incorporates seven of those 13 dimensions that are outward facing for students and families and most likely, conceptually, to play a role in their exercise of school choice: Alternatives to traditional schools, e.g., number of seats in charter schools; Assignment Process, i.e., the extent of school choice and its» fairness; Common Application for traditional and charter schools; Accessibility of information on the choice process; Understandability of the information provided to parents on which to compare schools; Transportation to schools of choice; and School Quality in the disschool choice: Alternatives to traditional schools, e.g., number of seats in charter schools; Assignment Process, i.e., the extent of school choice and its» fairness; Common Application for traditional and charter schools; Accessibility of information on the choice process; Understandability of the information provided to parents on which to compare schools; Transportation to schools of choice; and School Quality in the disschool choice and its» fairness; Common Application for traditional and charter schools; Accessibility of information on the choice process; Understandability of the information provided to parents on which to compare schools; Transportation to schools of choice; and School Quality in the disSchool Quality in the district.

The Spring 2016 issue of Education Next features articles by leading scholars that revisit and update Coleman's findings on desegregation, the achievement gap, school choice, teacher quality, the role of the family, and academic games.

On the importance of government, for example, Brian Eschbacher, executive director of Planning and Enrollment Services in Denver Public Schools, described policies and systems in Denver that help make choice work better in the real world: a streamlined enrollment system to make choosing easier for families, more flexible transportation options for families, a common performance framework and accountability system for traditional and charter schools to ensure all areas of a city have quality schools, and a system that gives parents the information they need to choose schools confiSchools, described policies and systems in Denver that help make choice work better in the real world: a streamlined enrollment system to make choosing easier for families, more flexible transportation options for families, a common performance framework and accountability system for traditional and charter schools to ensure all areas of a city have quality schools, and a system that gives parents the information they need to choose schools confischools to ensure all areas of a city have quality schools, and a system that gives parents the information they need to choose schools confischools, and a system that gives parents the information they need to choose schools confischools confidently.

The measure was based on the share of students attending schools of choice, the strength of charter laws in each state (including, of course, the strength of the authorizing and quality control system), and a gauge of parent influence on policy.

Supporters of choice claim that parents look mainly for the best academic opportunity for their children; critics charge that parents will just as often search for a school on the basis of ethnic, religious, or ideological preferences, the quality of the sports program, or how blue the student body's blood is.

Join the movement · Serve on the NBFA board of directors · Advocate for NBFA and other quality schools of choice · Become a force in Connecticut's education reform movement For more information, please contact the Development Office at 203-610-6267 Follow us on Twitter: @NBFACADEMY Like us on Facebook: NBFAcademy

We look forward to strengthening our entire charter law, with an eye on flexibility and a better system for funding schools, so that more children in Connecticut can have access to quality choices, like public charters, in their communities.

«Today's decision is a win for children, especially the more than 7,100 children who rely on the Louisiana Scholarship Program to attend a quality school of their parents» choice,» said Kevin P. Chavous, executive counsel to the American Federation for Children.

Requiring states and districts to provide information on the quality and extent of school choice options — including whether the districts have open enrollment policies and the number of seats actually available to families who are not teachers or school employees — would go a long way.

Moreover, on behalf of Arizona's more than 500 public charter schools, we will remain a champion of policies that ensure parents have quality choices when it comes to the education of their children.

From centrist Democrats who think that choice should only be limited to the expansion of public charter schools (and their senseless opposition to school vouchers, which, provide money to parochial and private schools, which, like charters, are privately - operated), to the libertarian Cato Institute's pursuit of ideological purity through its bashing of charters and vouchers in favor of the voucher - like tax credit plans (which explains the irrelevance of the think tank's education team on education matters outside of higher ed), reformers sometimes seem more - focused on their own preferred version of choice instead of on the more - important goal of expanding opportunities for families to provide our children with high - quality teaching and comprehensive college - preparatory curricula.

On the upside, the private sector offers expertise that many school officials lack, but there are concerns that low - quality, prepackaged systems could proliferate, just as simplistic multiple choice tests did under No Child Left Behind.

We are committed to producing the highest quality reports on CSR models; widely disseminating these reports; and providing technical assistance to help states, districts, and schools translate the reports» findings into informed choices about school improvement.

For nearly a decade, she focused on bringing quality public schools to communities of high need and advocating for school choice.

«Choice for me is either sending my child on a bus ride away because [a school] offers the science program that he loves so much, or the school that's literally five minutes way that he can roll out of bed and walk to because he loves art,» says Zakiyah Ansari, advocacy director for the New York - based Alliance for Quality Education, which opposed school closures.

At EdAllies, Brandie leads the team's work on school choice and quality.

Jamilah spent four years building strong relationships with faith leaders across the state, and led them to action on local and state - level issues related to school choice, teacher quality, and school funding.