Sentences with phrase «rich school districts with»

Not exact matches

Despite these proactive steps, 65 % of responding districts report challenges with the current mandate that all grains offered with school meals be whole grain rich; 22 % of responding districts note a «significant challenge»

Ulster County Legislator Rich Gerentine said he had worked with Skartados on a number of projects, including getting funds to help the Marlboro school district as it faced a property tax crunch.

Hawkins» platform includes a call for a $ 15 hourly minimum wage rate, a ban on hydrofracking, using government money to hire unemployed workers for public projects, a single - payer healthcare program, rejecting the Common Core teaching standards (and the federal money that came with them), refiguring school aid to give more help to poorer districts and raising taxes on the richest New Yorkers.

With nearly 11,000 students in 10 schools, the City School District of New Rochelle, through an active partnership amongst community, parents, staff and students, provides a high - quality and challenging education for every child, in a safe, nurturing environment that embraces rich diversity and drives success.

Marcinek presents a conversation with Rich Kiker, Director of Online Learning at Palisades School District.

Using census data to sort districts within each state by the federal poverty rate among school - age children, the group identified the poorest and richest districts - those with the highest and lowest poverty rates, respectively, whose enrollments compose 25 percent of the state's total enrollment - and matched that information with education revenues from state and local (but not federal) sources.

Below is a conversation I had with Rich Kiker, Director of Online Learning at Palisades School District.

Districts rich or poor and urban or rural, teachers and administrators, equipment suppliers, consultants, building contractors, pension funds — along with the advocacy organizations that everywhere push for more school spending — can detect such opportunities for gain and join forces, at least up to the point at which remedies are specified and the bigger pie begins to be sliced.

While the court's 7 - to - 2 decision to invalidate the system was widely expected across Texas in recent weeks, the justices surprised observers by voting 5 to 4 to allow the legislature to wait until next year's regular session to come up with another solution to the problem of funding disparities between rich and poor school districts.

But perhaps the two initiatives Eisenhower is best known for are its multi-week exchange programs with sister schools in Mexico and France, and the Culture Box Program, a rich collection of artifacts from 46 countries (such as clothing, games, and musical instruments) that are available for use in the Eisenhower curriculum as well as any school in the district (or a non-school group for a $ 15 fee).

On February 14, 2005, State Supreme Court Justice Leland DeGrasse, who had overseen the case from the beginning, awarded the city a staggering $ 5.6 billion more per year for its schools, a 43 percent increase to the city's $ 12.9 billion school budget, an amount that would raise per - pupil spending to more than $ 18,000 per year and make New York City's huge school district (with more than a third of the children in the state) among the richest in the state, if not the country.

Because longer school years require greater resources, comparing a district with a long school year to one with a shorter year historically often amounted to comparing a rich school district to a poor one, thereby introducing many confounding factors.

The upshot, per the article, is that «children in the school districts with the highest concentrations of poverty score an average of more than four grade levels below children in the richest districts.»

Despite the disproportionate concentration of PTA donations in affluent schools, we found that few of the districts with the 50 richest PTAs have policies in place to respond to outsized donations to the wealthiest schools.30 A couple of districts place restrictions on how parent - raised funds can be spent, such as banning their use to pay for school staff.

An evaluation study of the district's equity fund highlighted several implementation challenges.65 Some PTAs simply did not comply with the district's policy to give back some dollars, and the district had difficulty figuring out how to exempt some PTA expenses fairly from redistribution.66 The evaluators did not examine how this policy affected PTA revenues, but there was significant pushback from members of the community, with some parents threatening to reduce donations during initial policy negotiations.67 A group of parents voiced that the approach was punitive, and that instead, parents should be encouraged to donate to a separate equity fund or to other, less affluent schools.68 Other districts that have considered establishing an equity fund have feared similar pushback, worrying that rich parents will threaten to leave the district, disinvest in their schools, or decrease their overall contributions.69

The Naiku platform allows educators to create, share, import and deliver rich standards aligned quizzes and tests in any subject area, using graphics, multimedia clips and hyperlinks to query students with multiple item types.With automated scoring and built - in analysis tools, teachers can inform and differentiate instruction within the classroom, and data can be shared across the school and district to enhance best practices.

And while teacher - training programs are a staple of many U.S. school districts, and California mandates professional development for each beginning teacher, the Bay Area is particularly rich with these efforts, say education experts.

My family wasn't rich but we were comfortable enough for my parents to exercise the most common form of school choice and move us to a nearby Long Island town with a far better school district.

Because more than 90 percent of school revenues come from state and local sources, lawmakers worried that districts would play a shell game with new Title I funds — transferring a dollar of local resources to rich schools from poor ones for every new federal dollar earmarked for poor schools that arrived.

Children in the school districts with the highest concentrations of poverty score an average of more than four grade levels below children in the richest districts.

While not every dollar a school spends directly improves academic outcomes, a new report from Rutgers school - finance expert Bruce Baker finds certain kinds of money very much do matter: extra funding for higher teacher salaries and more equitable distribution of resources between rich and poor districts, for example, are correlated with higher student achievement, especially for the neediest kids.

Facilitators will receive the following materials: * An implementation guide that includes helpful tips for replicating and sustaining the program year after year * Ready - to - use tools with participant handouts in English and Spanish * Content - rich learning, delivered in a parent - friendly format * Interactive lesson demonstration / modeling * District / school - specific student achievement data * Culturally relevant materials

* An implementation guide that includes helpful tips for replicating and sustaining the program year after year * Ready - to - use tools with participant handouts in English and Spanish * Content - rich learning, delivered in a parent - friendly format * Interactive lesson demonstration / modeling * District / school - specific student achievement data

Some education analysts argue that mixing the student bodies of these two schools may be a vital factor in improving education, and a handful of districts and private schools have begun enacting so - called «economic integration» policies that seek to create income - diverse schools, complete with rich kids, poor kids and everyone in between.

The program principals participated more frequently in district - supported professional development that fostered educationally rich peer observations and visits to other schools, in principals» networks and conferences, and in professional development activities with teachers.

«Building a literacy - rich culture in school starts with district leaders coming together to create a long - term comprehensive literacy plan that is dynamic, flexible, and responsive to the diverse needs of all students,» said Greg Worrell, president of Scholastic Education.

I would argue that if the goal is to provide more instruction that taps into students» individual needs and personal interests, then school and district leaders should focus on doing specific things that might actually move the needle, such as making sure: 1) that teachers know their students well; 2) that they assess student learning carefully; 3) that they provide students with rich and diverse materials in a range of media, and 4) that student and teacher assignments are flexible.

With every passing day, it is becoming increasingly apparent that «education reform» isn't about providing children with the quality education they need and deserve to live more fulfilling lives in the 21st Century, but a way for the individuals and companies associated with the education reform movement to get rich off taxpayers at the national, state and school district leWith every passing day, it is becoming increasingly apparent that «education reform» isn't about providing children with the quality education they need and deserve to live more fulfilling lives in the 21st Century, but a way for the individuals and companies associated with the education reform movement to get rich off taxpayers at the national, state and school district lewith the quality education they need and deserve to live more fulfilling lives in the 21st Century, but a way for the individuals and companies associated with the education reform movement to get rich off taxpayers at the national, state and school district lewith the education reform movement to get rich off taxpayers at the national, state and school district level.

Rich Richards is chief of staff at the South Carolina Public Charter School District, where he works with the superintendent to set and execute the district's strategic agenda and co-manages the New Schools SC Fellowship, the first authorizer - led talent incubator of iDistrict, where he works with the superintendent to set and execute the district's strategic agenda and co-manages the New Schools SC Fellowship, the first authorizer - led talent incubator of idistrict's strategic agenda and co-manages the New Schools SC Fellowship, the first authorizer - led talent incubator of its kind.

It shows that state - level school finance reforms markedly increased the progressivity of school spending, and that this increase was not accomplished by redistributing money from rich to poor districts, but rather by increasing state funding across the board, with larger increases in low - income districts.

That includes, according to Till and other critics, yawning pay gaps between rich and poor counties and uncertainty for school district leaders now tasked with negotiating scores of contracts with essential administration, critics say.

Some suggested that, with districts presumably having to negotiate scores of contracts with school personnel, it would exacerbate pay inequities between rich and poor counties and spur more employment complaints or lawsuits.