Sentences with phrase «public charter school students as»

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Any public school or private school student who has been unable to maintain academic eligibility for participation in interscholastic extracurricular activities is ineligible to participate in such activities as a charter school student until the student has successfully completed one grading period in a charter school pursuant to subparagraph 2.

«When the charter industry begins serving students with special needs and English Language Learners at the same rate as traditional public schools, and cracks down on the fraud, mismanagement and abuse prevalent at so many charters, perhaps its leaders can then join our longstanding fight for the equitable funding that all kids need.»

After all, charters are public schools too — and their students have as strong a moral claim on the public fisc as conventional pupils.

«Thanks to Mayor de Blasio and his friends at the UFT, there are now roughly an equal number of students in community schools as there are in public charter schools,» said Families for Excellent Schools CEO Jeremiah Kitschools as there are in public charter schools,» said Families for Excellent Schools CEO Jeremiah Kitschools,» said Families for Excellent Schools CEO Jeremiah KitSchools CEO Jeremiah Kittredge.

The UFT is calling on the state Legislature to enact legislation that will require taxpayer - funded charters and charter chains to accept and keep comparable numbers of high - needs students as traditional public schools.

The new version would leave the state with the same result as did its predecessor: Charter school students would find themselves in classes taught by teachers whose training was far less rigorous than that demanded of regular public school teachers.

Despite dramatic growth in enrollment in online charter schools in Ohio, students are not achieving the same academic success as those in brick - and - mortar charter and public schools, finds a study by NYU's Steinhardt School of Culture, Education, and Human Development and RAND Corporation.

Students were from local public, private, charter and MESA program schools, and as described by CSNE Co-director of Education at SDSU, Sweta Sarkar, these students were motivated, sharp and eager tStudents were from local public, private, charter and MESA program schools, and as described by CSNE Co-director of Education at SDSU, Sweta Sarkar, these students were motivated, sharp and eager tstudents were motivated, sharp and eager to learn.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadCharter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadschools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadcharter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

As the number of students entering charters has grown steadily year by year, comprising in 2012 approximately 4.2 percent of public school students nationwide, the case for rethinking the capital requirements of the charter sector has become overwhelming.

Using a metropolitan area as point of comparison allowed us to consider segregation within a smaller geographical area — compared to our state - level analysis — where students can conceivably choose to attend either traditional public or charter schools.

In the end, as RAND tells us, students who move into charter schools generally choose schools with racial compositions similar to those of the traditional public schools they exited.

As public schools, charter schools are legally required to educate all students regardless of the difficulties they bring with them into the classroom.

Indeed, it was King Charles I, in 1645, who gave the Rev. John Eliot a charter to start a school in Boston to, as Eliot said, «fit [students] for public service both in church and commonwealth in succeeding ages.»

Charter critics point to reports showing differences in the demographic characteristics of charter school students and their counterparts in traditional public schools as evidence that choice leads to segreCharter critics point to reports showing differences in the demographic characteristics of charter school students and their counterparts in traditional public schools as evidence that choice leads to segrecharter school students and their counterparts in traditional public schools as evidence that choice leads to segregation.

So he exhorted lawmakers to consider «chartering,» as a way to allow entities other than school districts to establish new public schools that would be open to students regardless of where they lived, thereby beginning to withdraw the monopoly school districts held over the provision of public education.

Using the best available unit of comparison, we find that 63 percent of charter students in these central cities attend school in intensely segregated minority schools, as do 53 percent of traditional public school students (see Figure 1).

As a educator and leader at The Preuss School UCSD — a public charter school serving low - income students in School UCSD — a public charter school serving low - income students in school serving low - income students in San...

Importantly, the schools attended by students in our sample include both open - enrollment public schools operated by the local school district and five over-subscribed charter schools that have been shown to have large, positive impacts on student achievement as measured by state math and English language arts tests.

In 2013, more than 80 percent of New Orleans public school students attend charter schools, including 12 charters that are authorized by the Orleans Parish School Board, which still operates six of its own schools asschool students attend charter schools, including 12 charters that are authorized by the Orleans Parish School Board, which still operates six of its own schools asSchool Board, which still operates six of its own schools as well.

More than 20 public school districts across the country, including the large urban districts of Boston, Chicago, Los Angeles, and Philadelphia, have quietly entered into «compacts» with charters and thereby declared their intent to collaborate with their charter neighbors on such efforts as professional development for teachers and measuring student success.

It may be that SAT scores, as a very public measure of school performance, lead to agitation for charter laws, but that charters themselves are more likely to target students at risk of dropping out, and therefore participation is more closely associated with dropout rates.

For example, a 2010 report by UCLA's Civil Rights Project found that black charter school students were twice as likely to attend schools that enrolled fewer than 10 percent non-minority students as their counterparts in traditional public schools.

For example, under the CRP method, 91.2 percent of the charter students in the DC CBSA are in hypersegregated minority schools, as compared to just 20.9 percent of the students in traditional public schools.

Could «former President» Obama use his platform to effect the change so many of our minority students need by embracing educational opportunity, and access to quality public, private and charter schools, over the politics - as - usual of the education establishment?

As in most states, students in North Carolina can leave a traditional public school and enroll in a charter, at will and for no monetary cost.

For its part, the traditional public - school establishment, including district boards and superintendents, are hostile to charters, which they see both as competitors for students and resources and as possible threats to their reputations.

For example, dissatisfaction with performance in a charter middle school that is not captured by test scores (such as discipline issues or a poor fit between the student's interests or ability and the curriculum being offered) could lead parents to choose to send their child to a traditional public high school.

Charter schools have become a popular alternative to traditional public schools, with some 5,000 schools now serving more than 1.5 million students, and they have received considerable attention among researchers as a result.

Granted, the fabulous standardized test scores of those high - performing charter networks who take on this special ed challenge may not be as uniformly high — at least in the short term, but when one in every twenty public school students now attends a charter, the movement is mature and entrenched enough to move to the next stage of reform for both moral and political reasons.

Our results suggest that traditional public schools did not respond to competition from charter schools by becoming more effective, at least as measured by the learning gains made by individual students in the years immediately following establishment of charter schools.

As explained above, we address the problem of self - selection by comparing the gains made by students the years they were in charter schools with the gains made by the same students the years they were in traditional public schools.

The authors concede that a number of national and city - level studies show relatively strong performance for disadvantaged youth in charters, but come to rest on the familiar refrain that charter students do about the same as those in other public schools.

Why are there large gaps between the percentages of students classified as disabled in charter and traditional public schools?

• As many as twenty states are considering «parent trigger» legislation, which closes failing schools upon a majority vote of parents and replaces the staff, charters the school for private management, or allows the students to attend private or other public schoolAs many as twenty states are considering «parent trigger» legislation, which closes failing schools upon a majority vote of parents and replaces the staff, charters the school for private management, or allows the students to attend private or other public schoolas twenty states are considering «parent trigger» legislation, which closes failing schools upon a majority vote of parents and replaces the staff, charters the school for private management, or allows the students to attend private or other public schools.

As our survey did two years ago, we asked respondents a variety of factual questions: whether charter schools can hold religious services, charge tuition, receive more or less per - pupil funding than traditional public schools, and are legally obligated to admit students randomly when oversubscribed.

In our site - based work, which included in - depth interviews and ethnographic fieldwork, we examined 24 high schools with varying legal environments situated across three states (New York, North Carolina, and California), stratified by school type (traditional public, charter, and Catholic) as well as by student socioeconomic composition.

The charter school students are about as likely to be eligible for special education and for the free or reduced - price lunch program as are students in the regular Chicago public schools.

As to charters, there is a funding gap of 28.4 percent (or $ 3,814 per student) between charter schools and traditional public schools.

All students who enrolled in a charter school were matched to a Chicago Public Schools record, as were 73 percent of the charter school applicants who applied but did not enroll.

Our results should therefore be interpreted as the effect of attending a CCSF charter school on students who would otherwise be attending a regular public school, not the effect on students who would otherwise be attending a private school.

In the District of Columbia, for example, where nearly 100 charter campuses are educating more than one - third of the public school students, charters are increasingly accepted as an integral part of the public education delivery system: Sixty - three percent of D.C. residents know they are public schools.

Smith, who has taught for more than a decade in both D.C.'s public charter and traditional district schools, immediately saw the benefit for students, but says she was most captivated by the opportunity to elevate teaching practice and the profession as a whole.

Designing an effective charter school policy therefore requires attention to details about accountability and other features, such as whether enrollment in charters is unified with traditional public school enrollment processes and whether charter schools provide transportation for students.

The former — e.g. great teaching — is a hard nut to crack and Nocera is right to suggest, as does Brill, that there perhaps aren't enough great teachers in the pipeline (or in charter schools) to educate all 50 million public school students.

If these steps do not turn around the schools and improve student achievement in two years, Clinton's plan would require states to take additional corrective actions, such as permitting students to attend other public schools, or reconstituting the school by evaluating the staff and making any necessary staff changes, or closing the school and reopening it as a charter with an entirely new staff.

Smith, who used to be president of the National Alliance of Public Charter Schools and is now a senior advisor to the National Association of Charter School Authorizers, provides and fair and accurate description of our book's thesis: that we should return to Albert Shanker's original vision of charter schools as institutions that provide flexibility to experiment with new approaches, that enhance the role of teachers in running schools, and that integrate students of different racial and economic backgCharter Schools and is now a senior advisor to the National Association of Charter School Authorizers, provides and fair and accurate description of our book's thesis: that we should return to Albert Shanker's original vision of charter schools as institutions that provide flexibility to experiment with new approaches, that enhance the role of teachers in running schools, and that integrate students of different racial and economic backgSchools and is now a senior advisor to the National Association of Charter School Authorizers, provides and fair and accurate description of our book's thesis: that we should return to Albert Shanker's original vision of charter schools as institutions that provide flexibility to experiment with new approaches, that enhance the role of teachers in running schools, and that integrate students of different racial and economic backgCharter School Authorizers, provides and fair and accurate description of our book's thesis: that we should return to Albert Shanker's original vision of charter schools as institutions that provide flexibility to experiment with new approaches, that enhance the role of teachers in running schools, and that integrate students of different racial and economic backgcharter schools as institutions that provide flexibility to experiment with new approaches, that enhance the role of teachers in running schools, and that integrate students of different racial and economic backgschools as institutions that provide flexibility to experiment with new approaches, that enhance the role of teachers in running schools, and that integrate students of different racial and economic backgschools, and that integrate students of different racial and economic backgrounds.

Apart from giving new start - ups an initial period of time to establish themselves, it is appropriate to hold the average charter school, serving similar students, to the same standards as other public schools in that community.

AppleTree Early Learning Public Charter School, a pre-K — only charter school that serves more than 800 students on eight campuses, has used its flexibility — as well as a federal Investing in Innovation grant — to develop an integrated model that combines evidence - based curriculum, early childhood assessments, and aligned professional development to help teachers deliver effective instruction focused on improving children's language and social - emotional Charter School, a pre-K — only charter school that serves more than 800 students on eight campuses, has used its flexibility — as well as a federal Investing in Innovation grant — to develop an integrated model that combines evidence - based curriculum, early childhood assessments, and aligned professional development to help teachers deliver effective instruction focused on improving children's language and social - emotional sSchool, a pre-K — only charter school that serves more than 800 students on eight campuses, has used its flexibility — as well as a federal Investing in Innovation grant — to develop an integrated model that combines evidence - based curriculum, early childhood assessments, and aligned professional development to help teachers deliver effective instruction focused on improving children's language and social - emotional charter school that serves more than 800 students on eight campuses, has used its flexibility — as well as a federal Investing in Innovation grant — to develop an integrated model that combines evidence - based curriculum, early childhood assessments, and aligned professional development to help teachers deliver effective instruction focused on improving children's language and social - emotional sschool that serves more than 800 students on eight campuses, has used its flexibility — as well as a federal Investing in Innovation grant — to develop an integrated model that combines evidence - based curriculum, early childhood assessments, and aligned professional development to help teachers deliver effective instruction focused on improving children's language and social - emotional skills.

As the University of Wisconsin - Milwaukee (UWM) considered authorizing charter schools for the first time in 1999, the local teachers union and top administrators in the Milwaukee Public Schools threatened to ban the college's student teachers from obtaining required classroom experience if UWM approved any charter schools that would be managed by the for - profit firm Edison Sschools for the first time in 1999, the local teachers union and top administrators in the Milwaukee Public Schools threatened to ban the college's student teachers from obtaining required classroom experience if UWM approved any charter schools that would be managed by the for - profit firm Edison SSchools threatened to ban the college's student teachers from obtaining required classroom experience if UWM approved any charter schools that would be managed by the for - profit firm Edison Sschools that would be managed by the for - profit firm Edison SchoolsSchools.