Sentences with phrase «poverty rural school»
They explore complex contemporary issues and problems facing education and society — including issues of community - focused leadership development for high - poverty rural schools, college access and student success, sexual violence, cross cultural counseling, community college leadership, and state and institutional policies that affect children and adult learning — with a view toward solutions that will make a real, positive difference for students, teachers, counselors, administrators, policy makers, and communities.
https://ced.ncsu.edu/ Not exact matches
More than half of public school districts in the United States are in rural communities where millions of students struggle with poverty and hunger.
While thousands of students have left rural public districts, poverty rates in these schools have increased, according to the analysis by the New York State Association of School Business Officials.
The most recent poverty rate for non-rural schools is about 21 percent, while the rate in rural schools increased to around 23 percent.
Rural schools in Upstate New York are struggling with rapid declines in enrollment and increasing poverty, according to a report released today.
Rural schools in Upstate New York are struggling with rapid declines in enrollment and increasing poverty, according to a report released by the state Association of School Business Officials.
«An investment in quality preschool for at - risk children, including all those rural children in poverty, will help them start school ready to learn and stay on track for success.»
Students from rural areas and high - poverty schools, as well as minority students, typically show gains that are two to three times larger than those of the total sample.
The critical - thinking gap between field trip students from rural and high - poverty schools and similar students who didn't go on the trip was significantly larger than the gap between affluent students who went and affluent students who didn't go.
The district consists of high - poverty to middle - class schools, rural, suburban, and demographically diverse urban schools — including one where over 60 languages are spoken.
During two years of doing research, Chenoweth identified 15 schools representing a mixture of grade levels and urban, rural, and suburban settings where students were excelling despite poverty and other obstacles — and where kids were not spending endless hours on reading and math drills.
Benefits are particularly large for students from rural areas and from high - poverty schools.
«Incentives to work in low - performing schools are not the sole answer — too often, it's large class sizes, poor working conditions, and a lack of support from administrators that drives teachers away from high - poverty rural and inner - city schools,» she said.
«Rural poverty continues to be an enormous deterrent to student success in school,» said Tompkins.
The highest turnover happens in high poverty urban and rural public schools.
There are 11 million students in rural public schools, and kids in rural America are more likely than their peers in any other geography to live in poverty.
While rural and urban schools share certain challenges, including the devastating effects of poverty on school children, there are myriad other problems specific to rural schools, which is why applying an urban model and urban solutions to rural schools simply doesn't work.
Kathleen Budge is an associate professor at Boise State University, where her research and scholarly activity focuses on educational leadership, leadership development, rural education, school improvement, and poverty.
More recently, the Rural School and Community Trust, a national nonprofit organization, asked Bickel and Howley to study School Size, Poverty, and Student Achievement in Montana, Ohio, Georgia, and Texas.
Really it is certain types of public schools are failing such as high poverty rural and urban schools.
Appalachia has some of the worst rural poverty in our nation, but schools are creating new strategies to improve access to mentors, tackling summer learning loss and increase high school graduation rates.
JENSEN LEARNING («Teaching and Engaging with Poverty in Mind» 3 Days) • Reading First State Grants (Title I, Part B1) • Improving Teacher Quality (Title II, Part A) • Improving the Academic Achievement of the Disadvantaged (Title I, Part A) • Rural and Low - Income Schools Program (Title VI, Part B2) • Alaska Native Education (Title VII, Part C) • Individuals with Disabilities Education Act (IDEA) / Special Education State Grants
Across the country, states and school districts experience a critical shortage of teachers, especially in hard - to - staff subjects, such as science, technology, and math, and in hard - to - staff schools, such as those in high - poverty and rural areas.
«Rural schools face many of the same challenges as their urban counterparts — high poverty and inadequate resources among them,» said Patte Barth, Director of the Center for Public Education.
Schools in the study ranged from 28 - 92 % poverty, and included four rural, four small town, and one suburban school, as well as five inner - city schools from three large metropolitan disSchools in the study ranged from 28 - 92 % poverty, and included four rural, four small town, and one suburban school, as well as five inner - city schools from three large metropolitan disschools from three large metropolitan districts.
State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, research memo).
According to the National Rural Education Association's 2016 — 2021 research agenda, the effects of poverty, parent / family engagement, and school leadership are among the top 10 research priorities in rural educaRural Education Association's 2016 — 2021 research agenda, the effects of poverty, parent / family engagement, and school leadership are among the top 10 research priorities in rural educarural education.
If you're working with a regional or national partner, how does your students» feedback compare to feedback from other students in a comparable group — like state or national benchmarks, or other schools with similar characteristics such as rural or high - poverty schools?
This is particularly evident where tutorial networks have been able to positively transform rural, high - poverty, low - performing schools.
This report examines the extent to which teachers who are not fully certified are disproportionately assigned to teach in high - poverty schools, schools with high proportions of students of color, English learners, or students with disabilities, and schools located in rural or urban areas.
Highly Qualified Teachers Enrolled in Programs Providing Alternative Routes to Teacher Certification or Licensure (2015) summarizes state - and district - level data on the numbers of full - time equivalent (FTE) highly qualified teachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school districts.
Budge also serves as an associate professor in the Curriculum, Instruction, and Foundational Studies Department, where her research and scholarly activity focuses on educational leadership, leadership development, rural education, school improvement, and poverty.
March / April 2018: Urban, Suburban, Rural, and Frontier — This issue will shine a light on various types of school communities, providing strategies for universal challenges such as parent engagement, afterschool and summer learning, technology and broadband connectivity, teacher recruiting and retention, poverty, and wrap - around services.
In Mississippi, where more than 56 percent of students attend rural schools, Title I funding could be cut by $ 7 million, with the largest cuts taking place in five high - poverty Mississippi Delta districts.
Higher needs children in primarily high poverty rural and urban school districts are seeing greater disparity increasing over time.
The report also calls on Congress to extend funding for the Children's Health Insurance Program, increase funding for career and technical education programs, expand the Community Eligibility Provision so more students in high - poverty schools can receive free meals, improve schools» access to Medicaid funding for health and mental health services provided to students, and adjust the Title I funding formula so that it's «accurately and more meaningfully» allocated to rural school districts.
The law encourages local districts to submit teacher pay proposals for the pilot that could look like one of two distinct models: either pitch a plan that would reward teachers on the basis of how well their students do on tests, or present an idea for paying teachers who work in hard to staff subject areas or rural / high poverty schools and / or taking on additional leadership roles to improve student success.
Try it: Use Public Impact's free Opportunity Culture scenarios to see if you could design a rural or urban, high - poverty school that
According to the Education Commission of the States, urban, rural, high - poverty, high - minority, and low - achieving schools face the most persistent staffing challenges.
The bill specifically requires a portion of the grants to go to rural schools, high - poverty schools and to transform low - performing schools.
The challenges facing rural schools are staggering — concentrated poverty, inadequate access to health care services, early childhood education and after - school programs, ballooning class size, high transportation costs, teacher shortages, and lack of broadband access.
Struggling schools — whether they be urban or rural, high - poverty or not — must improve.
High - poverty, high - minority, urban, and rural schools have the highest rates of turnover.
She is an associate professor of Educational Leadership and chair of the Curriculum, Instruction, and Foundational Studies Department at Boise State University, where her research focus on poverty, rural education, school improvement, and leadership development.
According to «Out of the Loop,» a recent report by the National School Boards Association, «Poverty, isolation, and inequities are exacerbated for rural students by the lack of attention to the unique needs of this considerable population.»
Diverse student teachings experiences including at least two of the following: rural setting, urban setting, ELL students, schools with high - poverty, students with disabilities, instruction on social and emotional learning practices.
While the federal government has offered student loan forgiveness and stipends to incentivize teachers to teach in these areas, researchers have found that nationwide, inexperienced teachers are still more common in rural, high - poverty schools.
School districts and their local partners in inner cities and rural communities are overcoming poverty and family breakdown to create high - performing schools, including charters and traditional public schools.
I've spent so many years reporting in Mississippi, which went for Trump, but more than 50 percent of kids in Mississippi attend rural schools and the state has one of the highest child poverty rates.
School districts that serve high - poverty students, and rural districts would be given priority for the grants.