Sentences with phrase «quality white teachers»

For instance, the results for black students are consistent with the plausible alternative hypothesis that predominantly black schools tend to attract and retain high - quality black teachers but only low - quality white teachers.

Not exact matches

In sum, we observe strong differences between the more - and less - educated white respondents on assessments of school quality, school spending, teacher salaries, immigration policy, teacher tenure, merit pay, and school vouchers.

The white paper, entitled From Quicksand to Solid Ground: Building a Foundation to Support Quality Teaching, and written by Harvard Graduate School of Education associate professor Jal Mehta and his colleagues, argues for the development of a reliable and integrated set of mechanisms — a functioning system — to build teachers» knowledge, skills, and expertise.

Because we know that when low - income children of color have access to high expectations, effective teachers, and quality schools, they can perform equally as well as their wealthy, white peers.

According to a White House background report, the Education Accountability Act is «designed to hold students, teachers and schools to high standards, and to ensure that school districts and states provide students with a high quality education.»

Pretty much the same qualities possessed by my children's best white teachers.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

What «quality» usually ends up being defined as, however — and the White House documents half - slip into this trap — is a bunch of «inputs» related to class size, room size, teacher credentials and such.

Similarly, the results for white students could merely reflect the possibility that the black teachers in predominantly white schools tend to be of lower quality than the white teachers in those schools.

This is consistent with the notion that the apparent achievement gains associated with having a black teacher reflect in part the relatively low quality of white teachers who work in more disadvantaged schools and in schools with large populations of African - American students.

In effect, this technique holds teacher quality constant by comparing the relative performance of white and black students under the same teacher.

These patterns suggest that increasing exposure to black teachers is beneficial at best and neutral at worst for all students in terms of discipline, and that increasing teacher diversity while keeping teacher quality constant would have a modest positive effect on the reading achievement of black students while having an opposite effect on the math achievement of white students.

So the white paper is clear that we will do more to support the provision of high - quality CPD by creating a new «Standard for Teachers» Professional Development».

Meeting the need for high quality teachers: e-Learning solutions [White paper written for the U.S. Department of Education Secretary's No Child Left Behind Leadership Summit.]

The rules requiring waiver states to submit plans for providing poor and minority children with high - quality teachers was unworkable because it doesn't address the supply problem at the heart of the teacher quality issues facing American public education; the fact that state education departments would have to battle with teachers» union affiliates, suburban districts, and the middle - class white families those districts serve made the entire concept a non-starter.

White working - class children need schools with incentives to attract high - quality teachers and longer days to allow pupils to do their homework, says a cross-party committee of MPs.

Further, many of the teachers said they empathize with students» out - of - school experiences differently than do their white colleagues and that this has an effect on the quality of their instruction.

From opposing the expansion of high - quality charter schools and other school choice options, to its opposition to Parent Trigger laws and efforts of Parent Power activists in places such as Connecticut and California, to efforts to eviscerate accountability measures that hold districts and school operators to heel for serving Black and Brown children well, even to their historic disdain for Black families and condoning of Jim Crow discrimination against Black teachers, both unions have proven no better than outright White Supremacists when it comes to addressing the legacies of bigotry in which American public education is the nexus.

In addition, when asked during the hearing if he would intervene as Assistant Secretary if Black students in a school district were receiving lower quality teachers, fewer books, fewer AP classes and fewer educational resources than White students, Mr. Marcus would not commit to addressing this clear violation of civil rights laws that prohibit districts from providing students of color with inferior resources.

He concluded that «The teaching - quality imbalance especially hurts the neediest students because «rather than assign them more effective teachers to help close the gap with white students they're assigned less effective teachers, which results in the gap being slightly wider in the following year.»