Sentences with phrase «reducing racial isolation»

Despite all the evidence the reveals the importance and benefits of reducing racial isolation...

In her latest piece, education advocate and columnist Wendy Lecker dissects the utter failure of Connecticut's charter schools to be part of the solution when it comes to reducing racial isolation.

Finally, many of those who have supported the creation of charter schools, including Connecticut's new Education Commissioner, have claimed that charter schools would be an important mechanism for reducing racial isolation in Connecticut.

The study offers several recommendations for restoring equity provisions and integration in charter schools, including establishing new guidance and reporting requirements by the Federal government; federal funding opportunities for magnet schools, which have a documented legacy of reducing racial isolation and improving student outcomes; and incorporating some features of magnet schools into charter schools.

With an approach like that, the proponents of reducing racial isolation and protecting civil rights should simply say to Governor Malloy: «If you aren't going to be serious about your Constitutional and moral duty to Connecticut's minority students, then we'll see you in court!»

Although Stamford has made great strides in improving their academic performance and reducing racial isolation in its schools, the Bronx Charter School for Excellence, Inc. sees an opportunity to cash in on Connecticut's charter school expansion program.

The notion that Capital Preparatory Magnet School and its Principal Steve Perry should be associated with reducing racial isolation is absurd.

Addressing a crowded room of magnet school educators and supporters last week, Acting U.S. Secretary of Education John King explained his personal commitment to school diversity and the importance of reducing racial isolation in schools.

As Harvard professor Paul E. Peterson notes, one «attraction of inner - city school choice is the possibility that a choice - based system could reduce the racial isolation within the central city.»

We often get asked, «How can we better integrate our schools, promote a healthy diversity, and reduce racial isolation?

Murphy explained that the state's goal is to improve city schools as well as provide programs to reduce racial isolation.

And, equally important, Connecticut's effort to reduce racial isolation in our urban schools deserves better too.

See our literature review and new resources K - 12 integration strategies that are being implemented and what we know about the design and implementation of such policies that might create more diverse schools and reduce racial isolation.

Last week the State Board of Education announced its new initiative to reduce racial isolation.

Among other changes, the legislative committees also removed a proposal that would have paid for an additional 275 slots in public charter schools, reduced proposed funding to comply with the Sheff vs. O'Neill court order to reduce racial isolation in Hartford schools and sharply cut back a plan for various teacher training and leadership programs.

When one of the attorneys in the famous Sheff desegregation case said, «the state has an obligation to provide great, racially diverse schools,» Connecticut's Supreme Court agreed and ordered the legislature to take definitive action to reduce racial isolation in the state's urban public schools.

How can we better integrate our schools, promote a healthy diversity, and reduce racial isolation?

What makes this issue particularly troubling is that Connecticut's new State Commissioner of Education has repeatedly said he will work to expand charter schools in Connecticut even though it is clear from the evidence that most charter schools are unwilling or unable to be a part of the overall effort to reduce racial isolation in our state.

However, virtually every one of Connecticut's major charter schools, all of whom receive major state subsidies, are not only failing to reduce racial isolation but are, in fact, significantly less racially diverse than the public schools in the same communities.

Yet, there are charter schools that are proving that you can reduce racial isolation.

While proponents of charter schools promised they would help reduce racial isolation, Jumoke Academy, like every other urban charter school was actually more racially isolated than the surrounding community.

Forget that as a result of the Sheff v. O'Neill case, Connecticut taxpayers are spending hundreds of millions of dollars every year to reduce racial isolation in public schools.

This literature review, developed by Dr. Erica Frankenberg for the IDRA EAC - South, surveys the landscape of K - 12 integration strategies to understand what is being implemented and what we know about the design and implementation of such policies that might create more diverse schools and reduce racial isolation.

While the State of Connecticut spends hundreds of millions of dollars every year to reduce racial isolation in our urban school districts, as required by Connecticut's Constitution and Courts, Governor Dannel Malloy is pumping more than $ 100 million a year into Connecticut Charter Schools despite the fact that they have become a primary vehicle for the segregation of our public school system.

Legislators should support the replication of charters that have created an exemplary school climate without relying on punishment of exclusion, in particular those that also provide a diverse learning environment and help reduce racial isolation.

Excellent point — and now Charters are not required by law or policy to reduce racial isolation in fact, nearly every single charter school in CT is more racial isolated than the community they draw from and consistently discriminate against Latino Students, students who aren't fluent in the English Language and students who require special education services.

Not exact matches

In addition, the Senate GOP plan would flat - fund charter schools and the Open Choice Program, which aims to improve academic achievement and reduce racial, ethnic and economic isolation.

The schools were intended to reduce racial and ethnic isolation in the 24,500 - student Hartford district.

The pitch for greater judicial involvement comes as a state superior court judge must decide whether Connecticut's integration efforts have been adequate, or if more needs to be done to reduce the racial and ethnic isolation that persists among the schools in the Hartford region.

They believe it is faster, simpler, and less expensive to privatize the public schools than do anything substantive to reduce poverty and racial isolation or to provide the nurturing environments and well - rounded education that children from prosperous families receive.

The new law calls for replicating magnet school programs that demonstrate «success in increasing student academic achievement and reducing isolation of minority groups» and «increase racial integration by taking into account socioeconomic diversity.»

After up to three years of funding as a lighthouse school, the school must open as an interdistrict magnet school whose purpose is to reduce racial, ethnic, and economic isolation.

Thanks in large part to Secretary King, the Obama administration has now made a meaningful commitment to reducing racial and socioeconomic isolation in our nation's schools, by proposing a $ 120 million request in the 2017 budget to fund the «Stronger Together» initiative.

One of the most significant problems associated with the overall racial isolation issue is that the State of Connecticut has been diverting more and more money away from the effort to reduce isolation and, instead, spending it on charter schools.

The State created these schools to reduce racial, ethnic, and economic isolation.

First, public school choice programs (such as charter and interdistrict magnet schools) in Connecticut are all required by Connecticut law to provide children with an equal educational opportunity and to reduce racial, ethnic, and economic isolation of students (except technical schools).

The third is, «what impact have inter-district magnet schools had on reducing the racial, ethnic, and economic isolation of students within the magnet school itself?»

The second is, «what impact have inter-district magnet schools had on reducing the racial, ethnic, and economic isolation of Connecticut students?»

A statement by the state chapter of the Northeast Charter Schools Network (NECSN) called the Voices report «puzzling» because charter schools are «Bringing educational opportunity to every child, particularly Connecticut's growing Hispanic population» and are «Providing the kind of education that leads to college and career and reduces racial and economic isolation.»

«Connecticut law... is clear that public school choice programs (with the exception of technical schools) have an obligation to reduce racial, ethnic, and economic isolation of students,» Voices reports.

All charter schools articulate in their applications how they will reduce economic and racial isolation for their student populations, as required by state law.

(A) adequately demonstrate student progress, as determined by the commissioner, (B) comply with the terms of its charter or with applicable laws and regulations, (C) achieve measurable progress in reducing racial, ethnic and economic isolation, (continued...)

Open Choice helps to reduce racial, ethnic and economic isolation.

In Connecticut, interdistrict magnet schools receive special funding BECAUSE they are supposed to «reduce, eliminate or prevent the racial, ethnic or economic isolation of public school students while offering a high - quality curriculum that supports educational improvement.»

The goals of Open Choice are to reduce racial, ethnic and economic isolation and to increase academic achievement.

The report observes that the education commissioner could require changes in a charter if that school does not make measurable progress in reducing racial, ethnic and economic isolation.

The Department of Education goes on to say that the purpose of a magnet school is «to reduce, eliminate or prevent the racial, ethnic or economic isolation of public school students while offering a high - quality curriculum that supports educational improvement.»