Sentences with phrase «quality charter schools with»

The law grants priority to applicants that «plan to operate or manage high - quality charter schools with racially and socioeconomically diverse student bodies.»

The Obama administration also championed high - quality charter schools with its Race to the Top initiative, emphasizing support for charter schools as a major factor in whether states would receive part of the $ 4.35 billion fund.

Not exact matches

Taking Success's argument «to its logical conclusion,» Ms. Elia wrote, «would mean that D.O.E. would be required to provide charter schools» prekindergarten programs with public funding without any mechanism to ensure» that they were meeting quality requirements, and that «public funds are being spent in accordance with the requirements.»

The city said that the contract was necessary to ensure a consistent level of quality and noted that the 13 other charter school organizations with prekindergarten had signed it.

The state Senate has taken a welcome step toward bolstering quality education in New York with a bill that would authorize creation of hundreds of new charter schools across the state.

With this irresponsible action, the SUNY Charter Schools Committee has eroded the quality of teachers in New York State and negatively impacted student achievement.»

At a preemptive news conference with education advocates, The Alliance for Quality Education's Billy Easton says wealthy supporters of expanding charter schools have spent nearly twice that amount, and have contributed large sums to the governor's campaign.

The council also asked the DOE, together with SUNY, which approves charter schools, to perform a full quality review of Success Academy in Fort Greene, and if necessary, revoke its charter to operate.

We met with three hundred charter leaders around the state to learn more about what could be done, and then built goals and objectives for the California charter schools movement by first providing insurance, cash - flow financing, and other resources to schools willing to focus on academic quality (measured in many different ways).

But over time, what we thought of as quality authorizing has morphed into a sort of technocratic risk management for the sector — a process whose own bias, one could argue, accelerated not the growth of charter schools but the replication of one kind of charter school with one specific sort of leader.

The United Neighborhood Organization (UNO), the community group that I lead in Chicago, and its network of charter schools provide Hispanic immigrant families with access to a high - quality education, thereby challenging them to fulfill their great potential while promoting American values, ideals, and our collective successes.

Both the District of Columbia's and Denver's charter schools have strong community support, which coupled with demand for high - quality charter schools, continues to spur growth.

The first step to gaining back and building support for charter schools is to combine our first principle — holding them accountable for providing a quality education — with our second principle — ensuring that they are accessible to all families.

It is difficult to pin down the relative quality of charter and district schools with confidence without studies that use admissions lotteries to compare the achievement of students who win charter - school admission to those who don't.

Charter parents also vary more in their satisfaction with teacher quality than do district - school parents.

On most matters, charters and district schools are equally varied, but we do see greater variation within the charter sector in parents» satisfaction with school location and teacher quality.

If we rely completely on charter authorizers, we have a very long road ahead of us to replace all of our failing schools with high - quality ones and to provide real opportunity for all kids.

The NACSA report on state policies associated with charter school accountability attempts to describe how laws, regulations, and authorizer practices interact to influence charter quality.

Our main goal, in collaboration with the district schools, is to expand students» access to high - quality schools, whether they're district schools or public charter schools.

In my view, the available choices should include private, charter, and virtual schools, and just about anything else with the potential to deliver a quality education to kids.

The statement includes a list of these developments: the US Supreme Court ruled scholarships constitutional; numerous studies showed these programs benefit needy kids; families empowered with this choice express great satisfaction; urban districts continue to struggle despite great effort; chartering hasn't created enough high - quality seats; and smart accountability systems can ensure only high - quality private schools participate in these programs.

But I'm convinced that, at this point in time, the way to create lots more «high - quality seats» for lots more kids is to make sure that charter schools and private school scholarships receive funding parity with «the system.»

• Manage the actions of the dozen charter authorizers, the Detroit Public Schools, and the Educational Achievement Agency to make sure schools that don't meet a quality bar are closed and replaced with something Schools, and the Educational Achievement Agency to make sure schools that don't meet a quality bar are closed and replaced with something schools that don't meet a quality bar are closed and replaced with something better.

Those high - quality charter networks arguably have enough on their plates with longer school days, weeks and years, and they need to keep their miraculous scores up.

As charter schools across the country struggle to keep up with demand, a new federal tax incentive could hold the key to spurring billions of dollars in investment in low - income areas with limited access to quality public charter school options.

Yet, there are still millions of children with limited access to a high quality public charter school.

Go to «Technology Workshops for Teachers Make Computer Connections» and «A Charter School Charts Success with a Quality - Control Initiative.»

If charter schools were primarily established in response to dissatisfaction with traditional public schools, they would tend to be located in areas with low - quality traditional public schools where students would tend to make below - average test - score gains.

Last time around, we argued that America's charter marketplace has done a mediocre job of matching supply with demand and ensuring solid school quality.

(See the Edutopia.org article «A Charter School Charts Success with a Quality - Control Initiative.»)

Develop a strong core of high - quality schools in the charter sector by working with the best charter authorizers to develop quality benchmarks and close low - performing charters in a targeted set of neighborhoods.

«Why would the NAACP agree to sue the very charter schools that were providing so many black kids with a high quality education?»

Families Empowered will readily match children with high - quality district, charter, and private schools.

The Broad plan, recast as Great Public Schools Now, «re-launched» in June with a changed emphasis on adding high - quality school seats wherever they are found, charter or district, a clear shift that resulted from the aggressive pushback against the original plan.

But what happens if we marry high - performing charter schools with high - quality pre-k?

And AppleTree Early Learning, a pre-k-only charter school, works with preschool providers in the area to implement its evidence - based instructional model, increasing the supply of high - quality seats in the District.

I agree with Bradford that single - site schools and small, locally grown and community - based networks are crucial assets for the charter movement and important contributors to expanding access to quality schools in communities that demand them.

Camino Nuevo, a charter school in Los Angeles, previously supplemented state funds with local dollars through the Los Angeles Universal Preschool (LAUP) program, but LAUP recently stopped funding preschool slots — so this year Camino Nuevo will have to raise an additional $ 150,000 from private sources to maintain its current pre-k enrollment and quality.

And by pairing these schools with high - quality charter operators, they inject the capacity — better staff, better curriculum, new resources — that had been missing.

If we in the charter community respond with robust growth of high - quality schools, we will surely see greater public understanding from all quarters.

More specifically, I concur that some charter applications seem to equate length with rigor, ask for information with limited bearing on school quality, and pose major obstacles to first - time operators.

I am not suggesting that the Arnold Foundation (or the charter movement in general) abandon all quality control efforts, but I think quality is best promoted by relying heavily on parent judgement and otherwise relying on a decentralized system of authorizers with the most contextual information to make decisions about opening and closing schools if parents seem to have difficulty assessing quality on their own.

These efforts aim to produce more consistent quality among both charter and private schools and to equip parents with information to make sound decisions regarding their child's schooling.

This point raises an intriguing question: What happens if we combine high - performing charter schools with high - quality pre-K education?

they point out that in some states, authorizers operate virtually unchecked, with dire consequences for students, and that the National Alliance for Public Charter Schools approves the quality controls of only two states (Hawaii and Louisiana) and the District of Columbia.

Finally, the authors provide some intriguing suggestive evidence that the improvement in charter school quality is associated with the growing prevalence of charter schools that adhere to a «No Excuses» approach that focuses on strict discipline, high expectations, and increased learning time.

Based at the Harvard Graduate School of Education, SDP partners with school districts, charter networks, state agencies, and nonprofits to bring high - quality research methods and data analysis to bear on strategic management and policy deciSchool of Education, SDP partners with school districts, charter networks, state agencies, and nonprofits to bring high - quality research methods and data analysis to bear on strategic management and policy decischool districts, charter networks, state agencies, and nonprofits to bring high - quality research methods and data analysis to bear on strategic management and policy decisions.

The Strategic Data Project partners with school districts, charter school networks, and state education agencies to bring high quality research methods and data analysis to bear on strategic management and policy decisions.

Part of the Center for Education Policy Research (CEPR) at Harvard University, SDP partners with school districts, charter school networks, state education agencies, and nonprofit organizations to bring high - quality research methods and data analysis to bear on strategic management and policy decisions.

A new federal tax incentive could hold the key to spurring billions of dollars in investment in low - income areas with limited access to quality public charter school options.