Not exact matches
I explore three broad hypotheses
for why African Americans might not have benefited as much as whites from the funding initiatives: 1) kindergarten funding disproportionately drew African Americans out of higher -
quality education settings; 2) instead of raising additional revenue to fund local kindergarten programs fully, school districts offered lower -
quality kindergarten programs to African Americans or moved funds from existing school programs from which African Americans may have disproportionately benefited; and 3) African Americans were more adversely
affected by any subsequent «upgrading» of school curricula as more
students entered elementary grades having attended kindergarten.
Try to think of an
education policy that 1) has been shown, in dozens of studies across multiple decades, to positively
affect student outcomes; 2) has the overwhelming support of parents and voters; 3) reinforces many other policies and facilitates
quality research; and 4) has been used widely at the district, state, and national levels
for decades or more.
This helps account
for at least some of the trauma and disruption caused by the storms, the
quality of schools
students attended in other regions while their local schools were closed, and any changes in the state tests and state
education policies that
affected both groups.
The constant state of flux in our system concerns me as I consider the health and sustainability of my profession, which directly
affects the
quality of every
student's
education in this country, and I feel compelled to address these needs through a call
for advocacy.
We are particularly concerned about the
students and their families which is why we required Rocketship PCS to work with MySchoolDC to help the
affected families find alternate,
quality education for this fall.»
The idea was that the key policies and practices that
affect the success of school leaders — the standards that define high -
quality leadership and provide a basis
for holding leaders accountable; the training that prepares leaders
for their role as catalysts
for learning; and the range of conditions and incentives that help or hinder those leaders — are most likely to be successful and sustained if they are both well - coordinated and aligned to the goal of improved
student learning at all levels of public
education: state, district and school.
Her recent experience includes helping to develop initiatives to improve secondary school literacy, navigating policy issues
affecting students in pre-k through college
for higher
education officials and ensuring that instructional practice in
education is driven by high
quality research.