Sentences with phrase «poverty school district serving»

In the Youngstown City Schools, a high - poverty school district serving about 5,000 students in northeastern Ohio, our students face significant challenges.

Not exact matches

Paid meals: Meals that meet the nutritional requirements of the National School Lunch or School Breakfast Program and are served to children with household income above 185 percent of the poverty line at a price set by the school district or school food pSchool Lunch or School Breakfast Program and are served to children with household income above 185 percent of the poverty line at a price set by the school district or school food pSchool Breakfast Program and are served to children with household income above 185 percent of the poverty line at a price set by the school district or school food pschool district or school food pschool food program

The Community Eligibility Program (CEP) is a meal service option for schools and school districts in low - income areas — allowing the nation's highest poverty schools and districts to serve breakfast and lunch at no cost to all enrolled students without the burden of collecting household applications.

The state should adopt the Executive Budget's formula improvements that better address poverty and district need, while also taking steps to ensure that students receive additional resources — especially in schools that serve low - income students and students of color.

«An ideal situation in five years may be in a leadership role at a large urban school district, charter school network, or nonprofit organization that serves underrepresented students, especially those living in poverty,» she says.

These objectives are particularly important for schools and districts serving large concentrations of students living in poverty.

JOHN B. KING JR: Unfortunately, the history here is that in many school districts, we see that there are schools serving high - needs students where even the entire student population is in poverty, and they're actually spending 25 to 30 percent less than a school 10 blocks away that serves largely affluent students.

Congress adopted Title I in 1965 to ensure that districts and schools serving large concentrations of students in poverty received a greater portion of federal funds to address the compounded impact of poverty on student learning.

The district schools still enroll a majority of Newark children, including a higher percentage of those living in extreme poverty or with learning disabilities, but now they're less equipped to serve them.

Many high - poverty districts are unable to meaningfully integrate their schools because the students they serve are either entirely low - income or entirely high - income.

For one, there is a case to be made that districts, particularly those serving a lot of students living in concentrated poverty, need additional funds to encourage effective teachers to work in more challenging schools.

Had the board voted to surrender control over the schools, all of which serve predominately black and Hispanic student populations in high - poverty neighborhoods, the district could have received a two - year reprieve from state sanctions.

Mark recently served three years as president of the city - wide PTA in Albany, which is a small district with a high poverty rate, and more charter schools per capita than any other district in the state.

The Anne Arundel County school district serves half as many students as Montgomery County — around 80,000 in total — but has similar levels of poverty.

Average district per - pupil spending does not always capture staffing and funding inequities.14 Many districts do not consider actual teacher salaries when budgeting for and reporting each school's expenditures, and the highest - poverty schools are often staffed by less - experienced teachers who typically earn lower salaries.15 Because educator salaries are, by far, schools» largest budget item, schools serving the poorest children end up spending much less on what matters most for their students» learning.

In both districts, schools serving the most affluent students received tens of thousands of dollars in additional funding each year from parents, while the highest - poverty schools received very little, if anything, from their PTAs.

One concern is that districts receiving the minimum amount, such as KPS, which serves high - poverty neighborhoods, won't get the resources they need for the challenges they face, and that smaller, lower - funded charter and cyber schools will receive more than they need.

On average, the federal government contributes about 10 percent to the total amount spent on public education, but these dollars account for a larger portion of many high - poverty districts» budgets.11 For example, Los Angeles Unified School District and Chicago Public Schools — both high - poverty districts — receive about 15 percent of their budgets from the Education Department.12 These dollars serve essential purposes, such as supplementing services for low - income students, defraying the cost of individualized education programs for students with disabilities, and compensating for a loss of property tax due to federally owned land.

Great Public Schools Now, the outside group seeking to expand the number of LA Unified schools serving students in high - poverty neighborhoods, has released a list of district schools — most of them charters — that represents «the kinds of schools» the organization intends to replicate in the yearsSchools Now, the outside group seeking to expand the number of LA Unified schools serving students in high - poverty neighborhoods, has released a list of district schools — most of them charters — that represents «the kinds of schools» the organization intends to replicate in the yearsschools serving students in high - poverty neighborhoods, has released a list of district schools — most of them charters — that represents «the kinds of schools» the organization intends to replicate in the yearsschools — most of them charters — that represents «the kinds of schools» the organization intends to replicate in the yearsschools» the organization intends to replicate in the years ahead.

He has published numerous articles, chapters, and books on these topics, for example serving as lead author of Transforming Teaching in Math and Science: How Schools and Districts Can Support Change (Teachers College Press, 2003) and as editor of Standards - Based Reform and the Poverty Gap: Lessons for No Child Left Behind (Brookings Institution Press, 2007).

School districts that serve high - poverty students, and rural districts would be given priority for the grants.

Our high school serves approximately 300 students from all Wards in Washington D.C., but with a high population (85 %) of students from Wards 7 and 8, traditionally underserved and high poverty communities in the District.

The Southern Poverty Law Center accused some of the schools of shunning or kicking out the hardest to serve students and filed a lawsuit against the district, which eventually resulted in a consent decree requiring stepped - up oversight.

While serving as middle school principal, his school received visitors from all over the state to learn how one of the lowest funded districts in Ohio was also one of the highest performing, despite poverty and limited resources.

Also, the link is punitive to teachers who work in schools that serve high - poverty communities, and would provoke an exodus of minority and experienced teachers from urban districts.

In terms of achievement, charter schools do not serve similar proportions of students living in poverty, bilingual children, and children with disabilities when compared to the local districts where they are located.

Finally, if, as in many districts, novice teachers are concentrated in schools serving low - achieving students and students in poverty, then a seniority - based layoff approach will disproportionately affect the students in those schools.