Sentences with phrase «poverty urban high schools»

One specific study, which examined five low - performing, high - poverty urban high schools in three districts and their use of data to inform school improvement, concluded that the more school staff worked collaboratively to discuss and analyze student performance the more likely staff members were to use data to inform curriculum decisions (Lachat & Smith, 2005).

Not exact matches

High - poverty schools in urban areas tend to have the highest rates of teacher turnover.»

In the study, 292 first - generation immigrant children who attended eight high - poverty, urban elementary schools in Boston took part in the intervention, called City Connects, in the early 2000s.

Philanthropies like the Bill & Melinda Gates Foundation and the Broad Foundation, after giving to urban education for years, have realized that the charter sector disproportionately produces high - performing high - poverty schools.

The schools these young men would attend are typically in high - poverty urban neighborhoods, have high rates of violence and school dropout, and struggle to retain effective teachers.

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.

Urban school districts spend significantly less per pupil on their high - poverty schools than their low - poverty ones, a fact that is routinely masked by school budgets that use average - salary figures rather than actual ones, a new paper suggests.

The Sue Duncan Center was attended by kids from elementary to high school age, nearly all of them African Americans struggling with the grind of urban poverty — crime, drugs, gangs, absent parents.

The highest turnover happens in high poverty urban and rural public schools.

Almost half of the teachers in Ohio's charter schools quit their schools in the four - year period between 2000 and 2004, in comparison with about 8 percent in conventional public schools and 12 percent in high - poverty, urban public schools, suggesting that new organizations are not a magic formula for school stability.

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.

African American students, students who qualify for free / reduced lunch (i.e. poor students), students living in relatively high - poverty areas, and students attending urban schools are all more likely to be investigated by Child Protective Services for suspected child maltreatment.

Probably the most convincing argument for the fundamental difference between start - ups and turnarounds comes from those actually running high - performing high - poverty urban schools (see sidebar).

The expectation is that the resulting intervention, titled «SECURe for Parents and Children (SECURe PAC)» is feasible to implement within existing school - and community - based services in urban areas with a high concentration of families and children living in poverty.

A high - poverty urban district with 28 percent English language learners and more than 50 home languages spoken throughout the district, Oakland Unified School District (OUSD) in California was looking for new ways to reach these diverse families.

We present results from a randomized experiment of a summer mathematics program conducted in a large, high - poverty urban public school district.

Really it is certain types of public schools are failing such as high poverty rural and urban schools.

For a high - poverty urban district like LAUSD, where declining birth rates, reduced immigration, gentrification and the expansion of charters have left neighborhood schools scrambling for resources, education researchers believe that community schooling offers the first meaningful bang for its buck in delivering equity for its highest - needs students.

In the United States, the problem is most obvious in high poverty urban schools, where boys are losing sight of the girls.

With increasing teacher - turnover rates in high - poverty and urban districts, school and district leaders need to make sure that the job is satisfying and rewarding — and quality collaboration time can help lower turnover rates.

Last week, I had the privilege of visiting several high - poverty urban schools in Cleveland.

And although charters enroll only 5 percent of America's K - 12 students, to the cash - strapped, high - poverty urban districts that have been targeted for charter expansions, that number represents a shift of roughly $ 38.7 billion per year in lost tax dollars and mass closings of neighborhood schools.

Given this strong correlation, it's not surprising that almost all high - poverty urban schools in Ohio get failing grades on the performance index.

The study also compared charter performance to average statewide performance — admittedly, a higher bar, as schools statewide had significantly lower levels of poverty than the charters (and their urban districts).

In the two previous years, 46 and 39 percent of urban schools were rated D or F. To be sure, fewer high - poverty schools will flunk under value - added as under a proficiency measure.

On average, respondents estimated that a little more than half — or 52 percent — of all low - income students attend high - poverty schools.67 This estimate is slightly larger than the Urban Institute figure showing that 40 percent of all low - income students attend a high - poverty school.68

«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.

The figures quoted above about the availability of computers in schools do not provide details about the types and quality of computer technology available to students and teachers in high - poverty urban school settings as opposed to those in more affluent suburban schools.

While many whole - school reform models geared to urban and high - poverty contexts provide excellent professional development for teachers, few provide anything that directly address the needs and experiences for principals in high poverty settings.

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).

Even where urban and high - poverty school districts emphasize public engagement, the policies and preferences tend to «trickle down» to schools only in the form of mandated representation on school councils — a weak strategy for distributing leadership.

We heard similar criticisms about the effectiveness of state support - system interventions for low - performing schools in one of our large, high - poverty, low - performing urban school districts — where (again) the district developed no plan for systematic intervention to ameliorate the problem.

But our recent study of teachers» working conditions in six successful high - poverty urban schools suggests otherwise.

The Council of Urban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create obstacles to learUrban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create obstacles to learurban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create obstacles to learning.

It may also be difficult to translate work done in this small school, where in any given year a quarter to 40 percent of students are eligible for free or reduced - price lunch, a federal measure of poverty, to larger, urban schools with higher concentrations of low - income students.

For fifty years, the Council of Urban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create serious obstacles to learUrban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create serious obstacles to learurban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create serious obstacles to learning.

We operate high - performing urban public charter schools, a unique graduate school of education that trains teachers for high - poverty schools, and a hybrid college and jobs program that seeks unprecedented degree completion rates and employment outcomes.

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.

This course addresses the many issues facing educators in high - poverty urban schools.

Looking down the 2012 - 13 list of America's most charter - school - heavy districts, the top five look familiar — high - poverty urban districts such as New Orleans, Detroit, the District of Columbia, Flint, Michigan and Kansas City, Missouri.

It bothers him deeply that urban public schools in high - poverty neighborhoods don't have that.

Higher needs children in primarily high poverty rural and urban school districts are seeing greater disparity increasing over time.

According to a new report, most teachers in urban, high - poverty schools are remarkably motivated to meet the challenges at hand, but they need and want schoolwide, principal - led supports in order to succeed in the face of the uncertainties that economic privation brings.

In a high - poverty, urban middle school in Mississippi, the principal has partnered with local businesses to develop a community garden that students work in to grow fresh vegetables they can take home — and good deeds can earn them credit for supplies at the school store.

It is also important to note that these challenges are more prevalent in urban, high - poverty schools and among African American and Latino students and students with disabilities.

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.

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 turnoHigh - poverty, high - minority, urban, and rural schools have the highest rates of turnohigh - minority, urban, and rural schools have the highest rates of turnover.

In urban centers and areas where poverty is high, public schools have taken a larger role in educating pre-k students thanks to a mix of local, state, and federal funding.