Sentences with phrase «promotes equity in schools»

I believe that through this action, he is demonstrating a commitment that this document promotes equity in schools.

He is interested in promoting equity in schools, supporting effective mathematics teaching and learning, and helping students experience the beauty and power of mathematics and statistics.

Gain a foundation in research, curriculum, and leadership that will assist in promoting equity in schools serving LCD learners.

The mission of the Option in Multilingual and Multicultural Education is to provide advanced level candidates with a foundation in research, curriculum, and leadership in order to promote equity in schools serving linguistically and culturally diverse (LCD) learners.

Not exact matches

Promotes socially responsible teaching in inclusive, safe, and healthy schools by providing money to assist teachers in developing and implementing violence - prevention, antiracist, multicultural, gender - equity, global, environmental, or peace resources, through the Ed May Social Responsibility Fund.

«The Board of Regents and I remain steadfast in our commitment to the goals of promoting school integration and fostering equity and culturally responsive practices in schools across the State,» Board of Regents Chancellor Betty A. Rosa said.

Having partnered with Brian for years when he served in the State Assembly, I know he will a powerful advocate for our community by funding and promoting equity and diversity in our public schools, preserving and expanding affordable housing, and promoting services for seniors and New Yorkers of all ages.»

-LSB-...] discipline has become the subject of one of the most polarizing and entrenched debates in education: Opponents of the Obama guidance argue that it has handicapped schools from ensuring schools are safe and productive learning environments; proponents assert the rules promote equity and prevent educators from resorting to punitive discipline practices that are ineffective at best and pernicious at worst.

And let's also leave aside whether these regulations are even effective in promoting equity of access to participating schools for disadvantaged students.

The only equity of access that is promoted by the heavy - regulation approach is that everyone is equally unable to access schools that refuse to participate in the programs.

«It's vital to understand that promoting educational equity necessitates family engagement, both in school and out of school,» she says.

The equity issue, then, seems to matter a great deal to disadvantaged parents, and they appear to connect it to private - school choice in a way that is entirely consistent with the argument voucher advocates have been making for the past decade: that choice is a way of promoting social equity.

NCLB is in many respects the latest in a long line of efforts in the policy and legal arenas to promote equity and opportunity in the public schools, including desegregation cases, the Civil Rights Act of 1964, the original ESEA, and school finance and adequacy cases in the states.

Choosing Schools «most unique contribution is to evaluate systems of school choice in terms of how they could serve various public interests - namely, the degree to which a system of choice can promote equity, student achievement, and social capital (or social connectedness).

The Launch of the Turning the Tide Report Marks the First Step in Efforts of Coalition to Inspire Concern for Others in High School Students, Reduce Achievement Pressure, and Create Greater Equity for Economically Diverse Students New York, NY — Today, admissions deans and other leaders from the nation's top colleges and universities joined together to announce the launch of Turning the Tide: Inspiring Concern for Others and the Common Good through College Admissions, a report with concrete recommendations to reshape the college admissions process and promote greater ethical engagement among...

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

He concludes by arguing that if policymakers are serious about expanding opportunity and equity, they need to take another look at strategies for nurturing academic talent in middle schools: «Long condemned by political opponents, tracking has been overlooked as a potential tool for promoting equity.»

With these strengths and challenges in mind, the OECD sets out an ambitious reform agenda covering three key areas: promoting equity; building capacity for teaching and learning; and policy steering, accountability and school improvement.

Faculty interests and experiences encompass ensuring equity of access to quality literacy instruction, especially in urban schools, addressing the opportunity gap, promoting effective data - driven school - wide literacy programs, and developing sustainable school - based professional development.

To promote equity within and across schools, communities should think about how to make these kinds of experiences available to all children in high - quality ways — without undue or unrealistic expense to families.

The advocacy of the civil rights community will be essential in at least three significant areas: defining what learning progress means; ensuring equity; and promoting diversity in our schools.

With five comprehensive high schools, more than 13,000 students, an 80 - percent - and - growing Hispanic population, and a large number of economically disadvantaged families, Thorstenson was faced with the challenges of increasing student achievement, making curriculum relevant, and promoting equity of opportunity for students when she first took office in 2000.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

«A bipartisan bill will not have everything that everyone wants, but it must build on our common interests: high standards; flexibility for states, school districts and schools; and a more focused federal role that promotes equity, accountability and reform,» U.S. Secretary of Education Arne Duncan said in a statement about Harkin's bill Tuesday.

In what ways does ESSA, the reauthorization of a 1965 civil rights law, promote (or fall short in promoting) school diversity in pursuit of educational equitIn what ways does ESSA, the reauthorization of a 1965 civil rights law, promote (or fall short in promoting) school diversity in pursuit of educational equitin promoting) school diversity in pursuit of educational equitin pursuit of educational equity?

In pursuit of advancing educational equity for all students under ESSA, acting U.S. Secretary of Education John King has recently called for supporting «innovative, voluntary locally - driven efforts to promote socioeconomic diversity in schools.&raquIn pursuit of advancing educational equity for all students under ESSA, acting U.S. Secretary of Education John King has recently called for supporting «innovative, voluntary locally - driven efforts to promote socioeconomic diversity in schools.&raquin schools.»

Magnet Teacher of the Year (TOY) Award annually recognizes an outstanding, dedicated full - time teacher who exemplifies excellence in academic achievement and executes innovative programs that promote equity and diversity for students in magnet schools.

We promote practices that seek to achieve social justice and equity in public schools.

In my work promoting equity for English learners, I always carry my students» stories with me, knowing that each one is a treasure, some like icebergs that has so much below the surface we must try to get to know, to honor and to incorporate at school.

1992 — The Association for Equity in Funding (AEF) is formed to promote financial equity among public school districts on behalf of all pupils and property taxpEquity in Funding (AEF) is formed to promote financial equity among public school districts on behalf of all pupils and property taxpequity among public school districts on behalf of all pupils and property taxpayers.

The principal is the school's leader and promotes equity and excellence in education for each student.

How does your school or district ensure equity in access to rigorous coursework, while simultaneously promoting these courses with groups of students who are traditionally underrepresented?

Promoting Equity — Support equitable funding so that children in both rural and urban schools are fully supported and are able to meet expectations of the state's performance standards.

The Urban League, Project GRAD, Centro Hispano and Knox County Schools worked to promote advocacy and engagement efforts generating deeper support for educational equity, opportunity and excellence to improve educational outcomes for underserved students of color in Knox County.

Promoting Excellence Through Equity in California Schools with Presenter Pedro A. Noguera, Ph.D..

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. PageIn the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

Leading sophisticated campaigns, they are compiling signature petitions, picketing school boards, holding teach - ins, and doing more to insist schools pay attention to social justice, promote equity among students, deconstruct the school - to - prison pipeline, and more.

First, TCSA is promoting important improvements in facility funding equity that will allow the more than 130,000 Texas students on a waiting list the opportunity to attend a charter school.

By hosting a Developmental Designs Institute, you will establish your school as a leader in promoting social - emotional learning and equity for education.

«District and school administrators overwhelmingly agree with ISBE that every high school junior should have access to a college entrance exam, a policy that promotes equity and access and that provides each and every student with greater opportunities in higher education,» state Superintendent of Education Tony Smith said in a written statement.

Jenna Tomasello is the co-founder of Learn Together, Live Together, a diverse, bipartisan coalition of education stakeholders striving to promote diversity, equity, and inclusion in schools.

Magnet Schools of America's Magnet Principal of - the - Year (POY) Award annually recognizes an outstanding school leader who has succeeded in providing «innovative programs that promote equity, diversity, and academic excellence for students in magnet schools.Schools of America's Magnet Principal of - the - Year (POY) Award annually recognizes an outstanding school leader who has succeeded in providing «innovative programs that promote equity, diversity, and academic excellence for students in magnet schools.schools.»

Gates foundation grants to promote this work: The Center on the Future of American — think tank at the McCourt School of Public Policy at Georgetown University, claims to focus on excellence, equity, and efficiency in K - 12 and higher education.

TPI undertakes research and action promoting equity and opportunity for all students in Connecticut public schools.

I have come to understand that our power as a group of educators is undeniable and that by promoting equity and social justice in our schools and professional networks, we may be able to support other teachers who are grappling with these issues.

CES worked with school districts and other entities to shape the policy conditions that support and promote schools characterized by personalization, democracy and equity, intellectual vitality and excellence, and graduates who experience success in all aspects of their lives: educational, professional, civic, and personal.

In this role, Holly directed a wide range of state and local policy initiatives focused on improving educational outcomes for children through promoting autonomy, accountability, and equity in New Orleans charter schoolIn this role, Holly directed a wide range of state and local policy initiatives focused on improving educational outcomes for children through promoting autonomy, accountability, and equity in New Orleans charter schoolin New Orleans charter schools.

The POY award recognizes outstanding school leaders who have succeeded in providing innovative programs that promote equity, diversity, and academic excellence for students in magnet schools.

We recognize our role in developing equitable schools and have partnered with Overcoming Racism, an organization committed to helping schools and organizations disrupt oppressive practices and promote equity.

WHEREAS, the over-reliance on high - stakes standardized testing in state and federal accountability systems is undermining educational quality and equity in U.S. public schools by hampering educators» efforts to focus on the broad range of learning experiences that promote the innovation, creativity, problem solving, collaboration, communication, critical thinking and deep subject - matter knowledge that will allow students to contribute and thrive in a democracy and an increasingly global society and economy; and