Sentences with phrase «parents with children in school reported»

Third, in the same PDK / Gallup Poll, parents with children in school reported something they have consistently said over decades: they like the schools their children attend.

Not exact matches

Sex and Relationships Education (SRE) could soon be made compulsory in all schools, including «faith» schools, with no right for parents to withdraw their children, it has been reported.

The research, «The association of mothers» and fathers» insomnia symptoms with school - aged children's sleep assessed by parent report and in - home sleep - electroencephalography», is published in Sleep Medicine.

They questioned a total of 357 children and adolescents from two different schools in Spain, along with their parents, and their happiness was assessed using a range of self - reporting measures and ratings.

The analysis showed that children with ADHD who participated in after - school activities had nearly 40 percent lower odds of parents reporting them having a moderate or severe case.

Key recommendations for government in the report that won API support were: for play to be embedded within a Whole Child Strategy under the aegis of a Cabinet Minister for Children responsible for cross ‑ departmental roll out and co-ordination; for government to require local authorities to prepare children and young people's plans including strategies to address overweight and obesity with its physical, mental and emotional consequences; for funding for play to be ring - fenced within local authority budgets; to address barriers to outdoor play for children of all ages and abilities; to extend the Sport England Primary Spaces and Sport Premium programmes to all schools with a broader scope to incorporate a wide variety of physical literacy activities including play; to communicate through public information campaigns to parents and families the value of active outdoor play, including risk or benefit assessment; and to improve public sector procurement practice for public play prChildren responsible for cross ‑ departmental roll out and co-ordination; for government to require local authorities to prepare children and young people's plans including strategies to address overweight and obesity with its physical, mental and emotional consequences; for funding for play to be ring - fenced within local authority budgets; to address barriers to outdoor play for children of all ages and abilities; to extend the Sport England Primary Spaces and Sport Premium programmes to all schools with a broader scope to incorporate a wide variety of physical literacy activities including play; to communicate through public information campaigns to parents and families the value of active outdoor play, including risk or benefit assessment; and to improve public sector procurement practice for public play prchildren and young people's plans including strategies to address overweight and obesity with its physical, mental and emotional consequences; for funding for play to be ring - fenced within local authority budgets; to address barriers to outdoor play for children of all ages and abilities; to extend the Sport England Primary Spaces and Sport Premium programmes to all schools with a broader scope to incorporate a wide variety of physical literacy activities including play; to communicate through public information campaigns to parents and families the value of active outdoor play, including risk or benefit assessment; and to improve public sector procurement practice for public play prchildren of all ages and abilities; to extend the Sport England Primary Spaces and Sport Premium programmes to all schools with a broader scope to incorporate a wide variety of physical literacy activities including play; to communicate through public information campaigns to parents and families the value of active outdoor play, including risk or benefit assessment; and to improve public sector procurement practice for public play provision.

In Washington, D.C., a report by the Inspector General's office has found that the former schools chancellor allowed some well - connected parents with political clout to bypass the lottery and enroll their children in D.C. public schools of their choosing, Peter Jamison and Aaron Davis report in the Washington PosIn Washington, D.C., a report by the Inspector General's office has found that the former schools chancellor allowed some well - connected parents with political clout to bypass the lottery and enroll their children in D.C. public schools of their choosing, Peter Jamison and Aaron Davis report in the Washington Posin D.C. public schools of their choosing, Peter Jamison and Aaron Davis report in the Washington Posin the Washington Post.

The Key's report also shows that the pressure for primary schools doesn't end with the application figures — almost half (45 %) of primary school leaders have had to respond to upset parents whose children didn't get their first - choice placement at the school, compared to one in five (20 %) leaders in secondary schools.

Charter parents report more extensive communications with their children's schools than parents in the other two sectors, but they also express greater concern about a paucity of extracurricular activities.

These reports reveal that private - school parents are generally more satisfied than are those with children in the public sector.

Risks Seen for Children of Illegal Immigrants The New York Times, September 20, 2011 «The Harvard study reports that «fear and vigilance» guide the home lives of young children whose parents are illegal immigrants, making the parents significantly less likely to engage with teachers or be active in schoolsChildren of Illegal Immigrants The New York Times, September 20, 2011 «The Harvard study reports that «fear and vigilance» guide the home lives of young children whose parents are illegal immigrants, making the parents significantly less likely to engage with teachers or be active in schoolschildren whose parents are illegal immigrants, making the parents significantly less likely to engage with teachers or be active in schools.»

However, aggregate school performance is the focus of state accountability systems, is reported in the media, and presumably is used by parents, along with their own observations of their child's progress, to evaluate the quality of their child's school.

In addition, parent satisfaction at McKay schools is high: 90 percent of McKay respondents reported being satisfied or very satisfied with the school their child attends compared to 71 percent of public school respondents.

In a phone survey, only one - third of parents who participated in the McKay program reported that they were satisfied with their child's previous public schooIn a phone survey, only one - third of parents who participated in the McKay program reported that they were satisfied with their child's previous public schooin the McKay program reported that they were satisfied with their child's previous public school.

Theknowledgeacademy.com has considered official Ofsted reports, released at the end of September, to determine which regions in England have the most highly rated schools, and where parents are happiest with the schools their children go to.

The new report also suggests that parents are worried about the increasing costs of schooling with 72 per cent of parents claiming that the cost of putting their child in a state school is rising.

Report Seeks Help for Low - Income Student Parents (Inside Higher Ed) A new report authored by Bridget Terry Long proposes expanding the Child Care Access Means Parents in School program, which supports low - income parents by providing them with access to campus - based child - care serReport Seeks Help for Low - Income Student Parents (Inside Higher Ed) A new report authored by Bridget Terry Long proposes expanding the Child Care Access Means Parents in School program, which supports low - income parents by providing them with access to campus - based child - care seParents (Inside Higher Ed) A new report authored by Bridget Terry Long proposes expanding the Child Care Access Means Parents in School program, which supports low - income parents by providing them with access to campus - based child - care serreport authored by Bridget Terry Long proposes expanding the Child Care Access Means Parents in School program, which supports low - income parents by providing them with access to campus - based child - care servChild Care Access Means Parents in School program, which supports low - income parents by providing them with access to campus - based child - care seParents in School program, which supports low - income parents by providing them with access to campus - based child - care separents by providing them with access to campus - based child - care servchild - care services.

Assessment and reporting In terms of assessment and reporting we have been met with the demise of «levels», meaning that schools will have to report internally and to parents on each child's progress through their own assessment framework.

In a landmark report to the Australian Federal Government (2000), based on data from interviews with over 500 parents, the authors reported that «Parents place a higher priority on receiving information about their children's progress than any other type of information they receive from schools.parents, the authors reported that «Parents place a higher priority on receiving information about their children's progress than any other type of information they receive from schools.Parents place a higher priority on receiving information about their children's progress than any other type of information they receive from schools.»

However, for ease of presentation in the text and figures that follow, we simply report the percentage of parents in each sector who say they are «very satisfied» with a particular aspect of their child's school.

It is very important that parents can also help in a crisis if, and when, something goes wrong for their child online, taking some of the burden from schools who are inundated with reports from parents of upsetting incidents that happen to students online.

In a survey of parents of students with special needs participating in Arizona's ESA program, 100 percent of respondents reported being satisfied with the education they purchased with their ESA while only 43 percent were satisfied with the district school their child previously attendeIn a survey of parents of students with special needs participating in Arizona's ESA program, 100 percent of respondents reported being satisfied with the education they purchased with their ESA while only 43 percent were satisfied with the district school their child previously attendein Arizona's ESA program, 100 percent of respondents reported being satisfied with the education they purchased with their ESA while only 43 percent were satisfied with the district school their child previously attended.

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.

In Washington, D.C., a report by the Inspector General's office has found that the former schools chancellor allowed some well - connected parents with political clout to bypass the lottery and enroll their children in popular D.C. public schoolIn Washington, D.C., a report by the Inspector General's office has found that the former schools chancellor allowed some well - connected parents with political clout to bypass the lottery and enroll their children in popular D.C. public schoolin popular D.C. public schools.

Indeed, a recent Friedman Foundation report showed that parents actively seek out relevant information before choosing a school and are less likely to enroll their children in schools that will not provide them with the information they seek.

Moreover, all ESA parents in Arizona I surveyed with Jonathan Butcher for Schooling Satisfaction: Arizona Parents» Opinions on Using Education Savings Accounts reported being more satisfied with their children's current education compared with their previous public parents in Arizona I surveyed with Jonathan Butcher for Schooling Satisfaction: Arizona Parents» Opinions on Using Education Savings Accounts reported being more satisfied with their children's current education compared with their previous public Parents» Opinions on Using Education Savings Accounts reported being more satisfied with their children's current education compared with their previous public school.

Parents report that one of the primary reasons for choosing our school district to partner with them in educating their children is because of the culture that exists in our schools.

Ball also reported that officials with the N.C. School Boards Association have identified private schools across the state that openly discriminate against students and families despite receiving public funding, putting gay parents in the position of having their tax dollars paying for schools that have a policy of refusing admission to their children.

As Wagner reports, Republicans, who took control of the state legislature in 2010 and the governorship in 2012, are intent on expanding education options in the state by providing some parents with school vouchers to transfer their children to private schools and by increasing the number of charter schools in the state.

Mr Balls also promised more frequent reporting to parents of children in the first three years of secondary school, with a stronger focus on one - to - one tuition and catch up support for struggling pupils.

«Based on the preponderance of evidence, as well as the fraud and mismanagement associated with cyber charter schools, we strongly recommend that parents not enroll their children in virtual schools,» the report stated.

article, Incredulous: Watching CT Department of Education officials lecture school administrators on how to mislead parents, reported on the incredible meeting in which public officials from Governor Dannel Malloy's State Department of Education lectured a group of school administrators about how to STOP parents from opting their children out of the unfair, inappropriate and discriminatory Common Core SBAC testing scheme and then quickly shut down the meeting when a parent stood up to explain why many people feel so strongly about the significant problems associated with the SBAC testing craze,

With the Common Core testing frenzy about to begin in public schools across Connecticut [SBAC testing takes place between March 15 — June 10, 2016], parents are once again reporting that some school districts are informing them that if their child is opted out of the unfair, inappropriate and discriminatory Common Core tests they will be required to stay in the testing room and «sit and stare» during the entire testing period.

The state board resolved that any school district that assigned students to a particular level based on assessed or perceived readiness had to disclose this fact to parents and report to the state the research proving that this separate placement was necessary, the length of time it planned to deny children in lower levels access to learning with higher - achieving peers, and the demographic characteristics of those children denied access to higher - achieving peers.»

With the state - sponsored Common Core SBAC testing scheme now in full - swing throughout the state, parents and guardians in numerous schools districts are reporting that Connecticut public school children continue to be abused by local school administrators, who are following orders from Governor Dannel Malloy, Lt. Governor Nancy Wyman, Education Commissioner Wentzell and the State Department of Education.

In their latest School Report Card, 89 percent of the parents said they «felt welcome to participate» at the school, but only 39 percent communicated regularly with their teachers about their children's homSchool Report Card, 89 percent of the parents said they «felt welcome to participate» at the school, but only 39 percent communicated regularly with their teachers about their children's homschool, but only 39 percent communicated regularly with their teachers about their children's homework.

To ensure that parents can make an informed choice of school for their children, charter and non-charter schools should publicly report their disaggregated discipline data annually, in keeping with ESSA's required annual state and district report cards.

According to a Center for American Progress report examining the largest school districts in the country, schools are closed for an average of 29 days each school year — not including summer recess — which is 13 days longer than the average private sector worker has in paid leave.58 Not only do days off increase the cost of child care, but the short length of the school day also decreases economic productivity when parents have to take time off from work or when parents with elementary school - age children opt out of full - time employment in order to accommodate their children's schedules.59

In a published report today in the CTMirror, the Executive Director of the Connecticut Association of Public School Superintendents, Joeseph Cirasuolo, has announced that superintendents in Connecticut will now recognize the right of parents to opt their children out of the unfair, inappropriate and discriminatory Smarter Balanced Assessment Consortium SBAC Testing AND that students who opt out will be provided with an alternative location where they can read a book, do homework or engage in some other educational activity for the eight to eight and a half hours of the SBAC testinIn a published report today in the CTMirror, the Executive Director of the Connecticut Association of Public School Superintendents, Joeseph Cirasuolo, has announced that superintendents in Connecticut will now recognize the right of parents to opt their children out of the unfair, inappropriate and discriminatory Smarter Balanced Assessment Consortium SBAC Testing AND that students who opt out will be provided with an alternative location where they can read a book, do homework or engage in some other educational activity for the eight to eight and a half hours of the SBAC testinin the CTMirror, the Executive Director of the Connecticut Association of Public School Superintendents, Joeseph Cirasuolo, has announced that superintendents in Connecticut will now recognize the right of parents to opt their children out of the unfair, inappropriate and discriminatory Smarter Balanced Assessment Consortium SBAC Testing AND that students who opt out will be provided with an alternative location where they can read a book, do homework or engage in some other educational activity for the eight to eight and a half hours of the SBAC testinin Connecticut will now recognize the right of parents to opt their children out of the unfair, inappropriate and discriminatory Smarter Balanced Assessment Consortium SBAC Testing AND that students who opt out will be provided with an alternative location where they can read a book, do homework or engage in some other educational activity for the eight to eight and a half hours of the SBAC testinin some other educational activity for the eight to eight and a half hours of the SBAC testing.

THE NEW SCHOOL, Huntington, WV May 2005 — July 2008 Teacher • Created and implemented core curriculum according to the procedures and protocols set by the school and the state • Imparted lessons to students and assisted them in grasping new concepts • Designed, developed and used resources to teach difficult concepts • Monitored and observed students to ensure that they are at par with what is being taught in class • Assessed each student according to his or her individual capabilities and provided individual assistance where required • Marked assignments and exams and made reports • Met parents to provide them with insight into their children's achievements or issues and provided solutions for the SCHOOL, Huntington, WV May 2005 — July 2008 Teacher • Created and implemented core curriculum according to the procedures and protocols set by the school and the state • Imparted lessons to students and assisted them in grasping new concepts • Designed, developed and used resources to teach difficult concepts • Monitored and observed students to ensure that they are at par with what is being taught in class • Assessed each student according to his or her individual capabilities and provided individual assistance where required • Marked assignments and exams and made reports • Met parents to provide them with insight into their children's achievements or issues and provided solutions for the school and the state • Imparted lessons to students and assisted them in grasping new concepts • Designed, developed and used resources to teach difficult concepts • Monitored and observed students to ensure that they are at par with what is being taught in class • Assessed each student according to his or her individual capabilities and provided individual assistance where required • Marked assignments and exams and made reports • Met parents to provide them with insight into their children's achievements or issues and provided solutions for the latter

When a child is the identified patient, parents report that their child's behavior improved in 73.7 % of the cases, their ability to get along with other children significantly improved and there was improved performance in school.

Again and again, Brunton shows, the Report fails to distinguish between forcible removal, sending away of children with consent of their parents, total removal and partial (eg, returning to family at weekends) removal, detention imposed for repeated delinquency preceding any removal, spells in hospitals and schools, and the saving of children from physical and sexual abuse within their own family and by others.

Specifically, compared with children who grow up in stable, two - parent families, children born outside marriage reach adulthood with less education, earn less income, have lower occupational status, are more likely to be idle (that is, not employed and not in school), are more likely to have a nonmarital birth (among daughters), have more troubled marriages, experience higher rates of divorce, and report more symptoms of depression.8

For example, in a survey of parents who are targets of alienation, Baker and Darnell4 found that targeted parents reported that alienators interfered with parenting time (e.g., scheduled appointments or frequently called during the other parent's parenting time), interfered with contact with the children (e.g., intercepted phone messages or email), interfered with symbolic contact like gift giving (e.g., threw away gifts or sent them back), did not inform them about important information (e.g., school activities, doctor appointments), threatened to take children away from the them, and formed unhealthy alliances with the children such as having had their children spy and report back information to the alienating parent, or sending cell phones with children to call the alienating parent from the target parent's home.

Children at Risk in the Child Welfare System: Collaborations to Promote School Readiness: Final Report (PDF - 1188 KB) Catherine E. Cutler Institute for Child and Family Policy & Oldham Innovative Research (2009) Provides an analysis of data from the National Survey of Child and Adolescent Well - being as well as a case study in Colorado involving interviews with key stakeholders and statewide surveys of caseworkers and foster parents to examine how collaborations between the child welfare, early intervention / preschool special education and early care and education services meet the developmental needs of children ages 0 to 5 who are involved in the child welfareChildren at Risk in the Child Welfare System: Collaborations to Promote School Readiness: Final Report (PDF - 1188 KB) Catherine E. Cutler Institute for Child and Family Policy & Oldham Innovative Research (2009) Provides an analysis of data from the National Survey of Child and Adolescent Well - being as well as a case study in Colorado involving interviews with key stakeholders and statewide surveys of caseworkers and foster parents to examine how collaborations between the child welfare, early intervention / preschool special education and early care and education services meet the developmental needs of children ages 0 to 5 who are involved in the child welfare syChild Welfare System: Collaborations to Promote School Readiness: Final Report (PDF - 1188 KB) Catherine E. Cutler Institute for Child and Family Policy & Oldham Innovative Research (2009) Provides an analysis of data from the National Survey of Child and Adolescent Well - being as well as a case study in Colorado involving interviews with key stakeholders and statewide surveys of caseworkers and foster parents to examine how collaborations between the child welfare, early intervention / preschool special education and early care and education services meet the developmental needs of children ages 0 to 5 who are involved in the child welfare syChild and Family Policy & Oldham Innovative Research (2009) Provides an analysis of data from the National Survey of Child and Adolescent Well - being as well as a case study in Colorado involving interviews with key stakeholders and statewide surveys of caseworkers and foster parents to examine how collaborations between the child welfare, early intervention / preschool special education and early care and education services meet the developmental needs of children ages 0 to 5 who are involved in the child welfare syChild and Adolescent Well - being as well as a case study in Colorado involving interviews with key stakeholders and statewide surveys of caseworkers and foster parents to examine how collaborations between the child welfare, early intervention / preschool special education and early care and education services meet the developmental needs of children ages 0 to 5 who are involved in the child welfare sychild welfare, early intervention / preschool special education and early care and education services meet the developmental needs of children ages 0 to 5 who are involved in the child welfarechildren ages 0 to 5 who are involved in the child welfare sychild welfare system.

The depth of information obtained was constrained by the time available within schools for survey administration, lack of accompanying parent and / or teacher reports and sensitivities associated with assessing psychosocial and behavioural constructs in children by self - report.

To validate the children's and parents» reports of undesirable behavior, we compared the rates of school suspensions derived from the school records with the parents» and children's reports of suspensions and found no treatment differences in accuracy.

In multivariate analyses that included Brief Infant - Toddler Social and Emotional Assessment status and parental worry, Brief Infant - Toddler Social and Emotional Assessment scores significantly predicted all school - age problems, whereas worry predicted only parent reports with the Child Behavior Checklist.

The MDI, a self - report survey, asked children about five supports in their lives: physical health habits, school experiences, how they spend their time after - school, friendships and relationships with parents, school and neighbourhood adults.

In 2007, over 5 million, or 9.5 %, of US school - aged children were reported by their parents to have ever been diagnosed with ADHD.