Sentences with phrase «poverty schools and school districts»

The option became available to high - poverty schools and school districts in all states in the 2014 - 2015 school year.

Not exact matches

As most would guess, kids with more disadvantages, such as poverty and less educated parents, come to school less prepared, which pulls down average test scores at districts where more kids face these challenges.

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 area represents the highest concentration of poverty in our district and these students typically qualify for a free, nutritious lunch during the school year.

More than half the student population in Joliet School District 86 is at the poverty level and the majority are either Hispanic (47 percent) or African - American (31 percent).

In prior Congressional sessions, House Republicans have tried to make it much harder for districts and schools to take advantage of the CEP by raising the qualifying 40 percent poverty threshold to 60 percent.

More than half of public school districts in the United States are in rural communities where millions of students struggle with poverty and hunger.

* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration & Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education & Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, & Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change

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.

In August 2015, USDA Secretary Tom Vilsack and U.S. Department of Education Secretary Arne Duncan sent a joint letter to the School Superintendents Association announcing that the CEP is expanding to allow all high - poverty school districts to offer free lunch and breakfast to students without requiring their families to submit applicaSchool Superintendents Association announcing that the CEP is expanding to allow all high - poverty school districts to offer free lunch and breakfast to students without requiring their families to submit applicaschool districts to offer free lunch and breakfast to students without requiring their families to submit 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.

Rochester Mayor Lovely Warren echoed Mayor de Blasio's rhetoric of income equality, saying her city has the worst school district in the state and the fifth - highest child poverty rate in the nation.

Syracuse Mayor Stephanie Miner criticized the plan earlier this year, saying the proposed merger neglected school districts and would force the city into «eternal poverty.»

That is unfathomable to most of the residents of district 14, who live below the poverty line, and struggle to pay the rent and send their children to decent schools.

And while he and Rumore agreed that the city's high poverty rate creates particular challenges for schools and that increased funding is necessary for a turnaround, Quinn said the district needs to «get its act together» before asking for any more monAnd while he and Rumore agreed that the city's high poverty rate creates particular challenges for schools and that increased funding is necessary for a turnaround, Quinn said the district needs to «get its act together» before asking for any more monand Rumore agreed that the city's high poverty rate creates particular challenges for schools and that increased funding is necessary for a turnaround, Quinn said the district needs to «get its act together» before asking for any more monand that increased funding is necessary for a turnaround, Quinn said the district needs to «get its act together» before asking for any more money.

Lavine, focusing on education policy, said improved school districts and graduation rates would help prevent crime and reduce the city's high rate of poverty.

Instead, he proposed lowering the levels of poverty and updating Census data used to calculate aid for each school district, changes that he argues would drive more aid to high - needs districts.

In poorer districts, the high concentration of children living in poverty means students come to school with added baggage - hunger, housing instability, exposure to crime and violence - that can affect how well they do in the classroom.

The border between Westhill Central School District and the Syracuse City School District had a 38 percent poverty difference, making it the 15th-most segregated school district border in thSchool District and the Syracuse City School District had a 38 percent poverty difference, making it the 15th-most segregated school district border in District and the Syracuse City School District had a 38 percent poverty difference, making it the 15th-most segregated school district border in thSchool District had a 38 percent poverty difference, making it the 15th-most segregated school district border in District had a 38 percent poverty difference, making it the 15th-most segregated school district border in thschool district border in district border in the U.S.

During his initial primary campaign for District 4's council seat last year, Greene focused on Syracuse's high poverty rate and the city's school dDistrict 4's council seat last year, Greene focused on Syracuse's high poverty rate and the city's school districtdistrict.

It punishes students, teachers, and schools in high - poverty districts simply because the students live in segregated poverty,» Hawkins continued.

«Cuomo's test - punish - privatize - and - segregate policy is using high - stakes testing to label students, teachers, and schools in high - poverty districts as failing.

Utica City School District, with its 45 percent poverty rate, is bordered by New Hartford (8 percent) and Whitesboro (12 percent).

The proportion of students in poverty in the majority - black elementary schools has increased over time, and remains at higher levels (currently at 91 percent poor) than the district's other elementary schools (76.6 percent poor.)

Using census data to sort districts within each state by the federal poverty rate among school - age children, the group identified the poorest and richest districts - those with the highest and lowest poverty rates, respectively, whose enrollments compose 25 percent of the state's total enrollment - and matched that information with education revenues from state and local (but not federal) sources.

In 1994, Congress searched for — and eventually identified — a way to adjust the formula for distributing Title I money to compensate for increases or decreases in school districts» child - poverty rates.

Holyoke Public Schools is the lowest performing school and highest poverty district in Massachusetts.

Addressing that chronic absenteeism was like untangling a rope, loosening knotted - up, long - established habits, cultural issues, and the persistent barriers of poverty that can keep children out of school, leaders in the district of 835 students said.

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.

The district also repurposed an old golf cart — adding coolers, heaters, and ice bags — to bring dinner to students at high poverty schools who participate in after - school activities that may be spread out over a large campus.

Living below the poverty line, Brittany is six times more likely to drop out of high school than her counterparts in suburban and wealthy districts.

A former school principal and deputy superintendent in Boston, Riley has made the nearly 30 - mile trek north for the past three years as the district's first receiver, overseeing a high - poverty school system that had suffered from chronic underperformance.

The federal allocations to the district level based on child poverty and population rely on Census / ACS data that are not available at the school level.

In the real world, that means districts have to either practice stricter discipline than educators deem necessary in their low - poverty schools, and / or more lax discipline than educators deem necessary in their high poverty schools.

On the one hand, sensible steps to encourage district and union officials to get more effective teachers in high - poverty schools is obviously a good thing.

Few of these schools and their districts are accustomed to being highly selective when it comes to hiring teachers for their high - poverty schools.

Since last year, the U.S. Department of Education has awarded nearly $ 75 million in grants to schools and school districts interested in developing systems that reward good teaching and compensate teachers for taking jobs in hard - to - staff schools (low - performing and typically high - poverty schools).

A research team led by Harvard Graduate School of Education's Susan Moore Johnson at the Project on the Next Generation of Teachers spoke to 95 teachers and administrators in six high - poverty, high - minority schools in a large, urban district.

In fact, many of these districts even «bill» their high - poverty schools for the average teacher salary instead of the actual (and usually much lower) salaries they are paying to their often brand - new, less - qualified teachers.

State policymakers should also examine policies that allow school districts to exclude teacher salaries from the calculations they must make to show that they provide an «equal» education to students at high - and low - poverty schools.

That's how he frames his role as superintendent of the Enlarged City School District of Middletown, New York, delegating much of the day - to - day work of running a high - poverty turnaround district of 6,800 students to look ahead and concentrate on the big District of Middletown, New York, delegating much of the day - to - day work of running a high - poverty turnaround district of 6,800 students to look ahead and concentrate on the big district of 6,800 students to look ahead and concentrate on the big picture.

The study, Resegregation in American Schools, analyzes the latest data from the National Center of Education Statistics» Common Core of Education Statistics, and examines changes in racial composition in American schools, national patterns of segregation, the relationship between segregation by race and schools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial sSchools, analyzes the latest data from the National Center of Education Statistics» Common Core of Education Statistics, and examines changes in racial composition in American schools, national patterns of segregation, the relationship between segregation by race and schools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial sschools, national patterns of segregation, the relationship between segregation by race and schools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial sschools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial schoolsschools.

The lawsuit, filed by the nonprofit Public Interest Law Office of Rochester in September 1998, claims that the state has deprived the plaintiffs — all low - income black and Hispanic students — of their rights under the state constitution to a sound basic education by failing to alleviate concentrations of poverty in the 37,000 - student Rochester school district.

Additional district demographic information, including the proportion of the population aged 5 to 17 and the proportion of school - aged children living in poverty, comes from the U.S. Census Small Area Income and Poverty Estimates for mostpoverty, comes from the U.S. Census Small Area Income and Poverty Estimates for mostPoverty Estimates for most years.

Indeed, it would be remarkable if, all other things being equal, low - income students did not perform better in high - poverty charter schools than in high - poverty district schools given the self - selected nature of the classmates and parental community in charter schools.

Evidence from Arkansas and elsewhere indicates that the discipline disparities found at the district level are often driven by sky - high suspension rates in a handful of high - poverty schools.

A study by the University of Pennsylvania's Matthew Steinberg and Mathematica's Johanna Lacoe, and published by the Thomas B. Fordham Institute, also found a differential response to school discipline reforms in Philadelphia, with high - poverty schools mostly ignoring the district's new policy and / or suspending even more students for serious infractions.

Leaders in high - performing, high - poverty schools hold a view similar to this one expressed by a superintendent in a Northwest school district: «There is a bright red thread running from every student - learning problem to a problem of practice for teachers, and finally to a problem of practice for leaders.»

You can draw a straight line... between unfair funding, serious resource deficiencies, particularly in high - poverty schools and districts across the country and low outcomes,» said David Sciarra, executive director at Education Law Center.

In your district, African American students are three times more likely to live in poverty than white students and more than twice as likely to get into fights at school.