We present results from a randomized experiment of a summer mathematics program conducted in a large, high -
poverty urban public school district.
Not exact matches
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.
In large
urban districts, like the Los Angeles Unified
School District or Chicago
Public Schools,
poverty, violence and trauma can be barriers to learning for thousands of students.
After three decades of competition, Milwaukee
schools —
public district, voucher, and charter collectively — perform about as well as similar high -
poverty voucher - free
urban districts like Detroit, Memphis and Buffalo.
Yet many suburban
districts now rival
urban districts in the challenges they face, having experienced dramatic population changes in just the past decade, with fast growing numbers of English Language Learners and students living in
poverty attending Read more about Suburban
Schools: The Unrecognized Frontier in
Public Education -LSB-...]
Atlanta
Public Schools Chief Financial Officer Lisa Bracken said the school district has higher costs for several reasons: The expense of city living drives up teacher pay; the district has «low population» schools that lack economies of scale but are kept open «due to urban traffic constraints and community needs;» many students need extra services because they have learning problems or disabilities, don't speak English fluently or come from poverty; and the district has a large unfunded pension liability with growing oblig
Schools Chief Financial Officer Lisa Bracken said the
school district has higher costs for several reasons: The expense of city living drives up teacher pay; the
district has «low population»
schools that lack economies of scale but are kept open «due to urban traffic constraints and community needs;» many students need extra services because they have learning problems or disabilities, don't speak English fluently or come from poverty; and the district has a large unfunded pension liability with growing oblig
schools that lack economies of scale but are kept open «due to
urban traffic constraints and community needs;» many students need extra services because they have learning problems or disabilities, don't speak English fluently or come from
poverty; and the
district has a large unfunded pension liability with growing obligations.
For the four
school years from 2009 to 2013, even as
poverty rates increased in the city, Cincinnati remained the state's highest - ranked
urban school district (Cincinnati
Public Schools, 2014).