Sentences with phrase «poorest urban districts»

Governor Malloy and Commissioner of Education Stephan Pryor have announced a plan to give charter schools more public funds including money that will be shifted from helping Connecticut's poorest urban districts.

According to a published report in the Connecticut Post, the «Education Reform Plan» that Governor Malloy will announce later this week will include Commissioner of Education Stephan Pryor's plan to give charter schools more public funds including money that will be shifted from helping Connecticut's poorest urban districts.

Many of the nation's teachers, especially in the poorest urban districts and in the 5,000 school districts classified as rural, had fallen short of that standard.

For instance, despite large court - ordered funding hikes to poor urban districts, the districts that were the focus of Abbott, New Jersey still received a grade of only C in equity (a ranking of 33rd in the nation) from Education Week.

In a decision designed to spark a transformation of New Jersey's school finance formula, the state board of education concluded last week that poor rural districts have been shortchanged in a state known nationally as a leader for providing billions of dollars in extra aid and programs to its poor urban districts.

Fagen implemented an aggressive mix of reforms typically associated with low - performing, poor urban districts in this high - performing, affluent Denver suburb.

New Jersey's school - finance system should be discarded because it shortchanges property - poor urban districts and the disadvantaged students they serve, a state administrative - law judge has ruled.

There are studies that show that kids in poor urban districts make as much progress as others during the academic year, but they slip back during the summer.

The report is the Governor will «increase per - pupil funding for charter schools from $ 9,400 to $ 12,000» and that at least $ 1,000 per - pupil would be a transferred directly for the resource poor urban districts to the big - time donor supported charter schools that have recruited students from their area.

That shift of students from mainly poorer urban districts to better - off suburban schools has created big financial challenges for the urban districts.

Not exact matches

Saying that the state constitution guarantees a «thorough and efficient» education to all New Jersey children, the New Jersey Supreme Court ruled that the state must provide more funding to its 31 poorest urban school districts.

Houston's schools, which are equally minority and poor, perform well relative to other urban school districts.

Most of the 12 municipalities and school districts that last month filed a lawsuit challenging the Ocean State's school finance system are neither among the state's poorest nor its most urban.

It was certainly unusual for an affluent, high - performing suburban district like Douglas County to aggressively pursue a mix of policies mix primarily designed for poor, low - performing urban districts.

State officials have begun auditing 25 districts, most of which are in poor urban areas.

Districts rich or poor and urban or rural, teachers and administrators, equipment suppliers, consultants, building contractors, pension funds — along with the advocacy organizations that everywhere push for more school spending — can detect such opportunities for gain and join forces, at least up to the point at which remedies are specified and the bigger pie begins to be sliced.

In previous work, one of us found that Washington State's 2004 compensatory allocation formula ensured that affluent Bellevue School District, in which only 18 percent of students qualify for free or reduced - price lunch, receives $ 1,371 per poor student in state compensatory funds, while large urban districts received less than half of that for each of their impoverished students (see Figure 2).

Not only did the district, the largest in the country, take on a student population that had come to symbolize the impossibility of educating a certain kind of child — the urban poor who entered high school two and three grades behind — but it succeeded in getting those students to graduation.

As is common for large urban school districts, the student body of Baltimore city's schools is predominantly minority and poor.

The NAEP scores they focus on do not correspond in most of the cases to the relevant years in which the court orders were actually implemented; they ignore the fact that, as in Kentucky, initial increases in funding are sometimes followed by substantial decreases in later years; and their use of NAEP scores makes no sense in a state like New Jersey, where the court orders covered only a subset of the state's students (i.e., students in 31 poor urban school districts) and not the full statewide populations represented by NAEP scores.

Should an urban district pander to white, middle - class families — at the expense of poor, minority families — in order to boost the achievement of all schools?

On the other hand, Denver's steady improvement has widened the achievement gap, something that happens in many urban districts that improve, as white and middle - class students raise their scores faster than poor and minority students.

One would limit the share of state money earmarked for the state's «special needs» school districts in poor, urban areas, while the other would bar the executive...

The Aldine Independent School District in Texas won the 2009 Broad Prize for Urban Education last week for its progress in educating an overwhelmingly poor student population.

Since most parents in urban districts are poor, we need a plentiful supply of well - funded vouchers, education tax credits, and tuition - free charter schools.

Thus it might not matter how much urban districts spend, because as long as they spend less than other districts they will get the same poor - quality teachers.

Plaintiffs claimed that this particular diversion of funds deprives school districts, poor urban ones especially, of the ability to provide a «thorough and efficient educational system.»

Poor educational opportunities will remain the norm unless we tackle one remaining issue: the structure of urban school districts.

Partnership Schools (PNYC) is a network of six urban Catholic schools in Harlem and the South Bronx, serving over 2,000 students from two of the poorest congressional districts in the country, in the heart of one of the richest cities in the world.

The issue has raised arguments about equity for urban and «property - poor» school districts, about Missouri's ability to compete for business with neighboring states, and about the entire system of distributing state aid to education.

Like equalization formulas in other states, the one in Kansas was designed to help poor, primarily urban districts, not the sprawling, land - rich agricultural areas of the state, like Beloit, where Mr. Bottom serves as superintendent of schools.

But in some urban districts, all racial groups are poor and tragically low - performing.

The superintendent said she's aware of the challenges faced in urban districts like Rochester: poor attendance, low graduation rates, and students who can't afford a school lunch, for starters.

It does not compare with the high rigor and creativity of the programs offered by the teachers in the school district where I work, which is urban and poor.

If anything, the District's flourishing charter movement will help Ms. Rhee by offering choice and competition while refuting some of the excuses used to justify the poor performance of urban schools.

In the process, Obama and Duncan are retreating from the very commitment of federal education policy, articulated through No Child, to set clear goals for improving student achievement in reading and mathematics, to declare to urban, suburban, and rural districts that they could no longer continue to commit educational malpractice against poor and minority children, and to end policies that damn children to low expectations.

This provision is a direct result of the marriage between big money, i.e., Gates Foundation, Broad folks, Walton Family, etc. and TFA who supplies urban and poor districts with inexperienced teachers.

Especially in urban and rural school districts, low salaries and poor working conditions often contribute to the difficulties of recruiting and keeping teachers, as can the challenges of the work itself.

In fact, according to an analysis by Urban Institute, students in Colorado's poorest districts receive only an additional $ 401 per student relative to more affluent districts, a ratio that has remained relatively unchanged for the past 20 years even as we get smarter about the impacts of income inequality and stratification across society.

The National Coalition for Public Education — which includes 50 organizations, including the Children's Defense Fund and the National Urban League — has also written that portability would expand the amount of students served through Title I and result in the poorest districts getting less of overall Title I dollars.

Poor - performing urban districts, more than suburban and rural schools, often are targeted for takeover by their respective states, as documented in some recent cases:

A strain on tight budgets In general, city school districts suffer disproportionately from a rapidly eroding tax base and an overreliance on local property taxes to finance education, which virtually guarantees poor and urban areas will lag behind non-urban districts.

Although the poor condition of school buildings is not unique to urban districts, the magnitude and severity of the problem typically is.

What is annoying, to say the least, is that despite these difficult economic times, and while we're making a special effort to invest in our poorest, most challenged urban school districts, we've got school administrators like Paul Vallas and Steven Adamowski who begin by hiring consultants and laying off the very Connecticut residents who have been working so hard to make a difference.

Hispanic, Asian and poor students surpassed the gains of all other urban districts in reading.

An NJ.com analysis finds while school districts in poor, urban communities have the worst graduation rates, vocational schools have some of the highest.

In addition, urban districts with students most likely to benefit from class integration serve predominantly poor and minority students, with middle - and upper - class families in short supply or opting for private education.

It has always been a project of an uneasy, left - right political alliance: moderate Democrats who feel traditional urban districts are failing poor, minority kids, and conservatives who emphasize the idea that free markets can be counted on more than government and unions to produce results.

«As a nation and a state, we have clearly failed to address the inequalities that disproportionally impact many urban school districts where kids are poor and segregated.

The ECS Formula — which was originally designed to be fair — is $ 800,000,000 million underfunded meaning urban and poorer districts get far less than they are supposed to get.