Sentences with phrase «rural education programs»

Dr. Antonia Neubauer, of READ Global got props for her rural education programs promoting «cross-cultural peace and understanding.»

Under the new Title V, the ESSA enables some funding transferability, a pilot program for weighted student funding, and nearly $ 170 million for rural education programs from 2015 through 2020.

The proposal would expand rural education programs and after - school programs and create a new version of the Investing in Innovation program.

Because rural school communities vary widely, «generic» improvement plans designed for large urban districts usually do not work as well in rural settings, according to the authors of a new book on rural education programs.

The Grow Rural Education program allows eligible farmers to nominate their local public school district for grants to help enhance STEM education.

Scott Rozelle, a Stanford University economist who runs a rural education program in China, is an author of a new study that challenges popular conceptions of Chinese schools.

Not exact matches

Michael Sligh Organization Representative: Rural Advancement Foundation International (RAFI - USA) Michael Sligh has worked for over 30 years as a Program Director for RAFI - USA where he manages policy, research and education for the promotion of organic, agro-biodiversity, organic seed development, and a wide - range of food justice, fair trade and other value - added food labeling, policy and marketing issues.

Through a Rural Utilities Service grant, USDA is also funding and the Food Waste Composting Education Program for Iowa Landfills.

Mr. Speaker, we note that several transition programs run under the various government institutions and agencies including the Ministry of Local Government and Rural Development, the National Vocational and Technical Institute (NVTI), Council for Technical and Vocational Education and Training (COTVET), Youth Enterprises Support and the Youth Employment Authority, have targeted non-tertiary graduates.

In 2006, Rozelle gathered many of his research collaborators into a Rural Education Action Program (REAP).

According to a G.A.O. report, which was done at the request of Representative William H. Natcher of Kentucky, chairman of the appropriations subcommittee on labor, health and human services, and education, two - thirds of rural districts that receive federal drug - free school grants say the money covers more than half of their total drug - education program.

The Satellite & Advanced Multimedia Education (SAME) program offers support to rural and disadvantaged students in their Mathematics, Science and English learning.

Following the introduction of the pre-school education program, student attendance in participating rural areas has reached 95 per cent, parent attendance in the program is 90 per cent and all children accessing ANEER have transitioned to primary school.

And finally, beyond all the quantifiable variables, there is a larger question: If the program is successful, how will access to education transform life in rural Amazonas?

In a decision designed to spark a transformation of New Jersey's school finance formula, the state board of education concluded last week that poor rural districts have been shortchanged in a state known nationally as a leader for providing billions of dollars in extra aid and programs to its poor urban districts.

Australian Country Education Partnership has created and successfully implemented eKids blended program, which «is an accessible, adaptable, contemporary model for rural and remote communities to personalize their students learning, build the capacity of teachers, and improve students learning capacities and outcomes».

As part of his campaign plan for lifting children out of poverty, Democratic presidential candidate Bill Bradley recently proposed spending more on child care and early - childhood education, guaranteeing health care for all children, and creating a new program to recruit teachers for urban and rural districts.

An Indian teacher trainer, and HGSE alum, I heard speak a few months back recounted how after a very successful program on exploratory, student centered education, one of the teachers in his class invited him back to her rural classroom.

Their analysis of 13 federal, state, and local improvement efforts in rural schools suggests that a longstanding «urban bias» in education policymaking has resulted in programs that do not take the variety and special characteristics of rural communities into account — and thus are less effective than they could be.

While some of these programs can be said to be effective in raising awareness on global education, however records shows that most of these programs focus more on literate youths in urban rich communities, leaving many illiterate youths especially in rural and urban slums with little or no access to such programs.

Strategies to increase leadership opportunities and provide mentoring in this area included the New South Wales education department's Rural School Leadership Program targeting early career ATSI teachers and Principals Australia Institute's Dare to Lead program, supported by the Australian Council for Educational ReProgram targeting early career ATSI teachers and Principals Australia Institute's Dare to Lead program, supported by the Australian Council for Educational Reprogram, supported by the Australian Council for Educational Research.

SEDARVP - Ghana is a local N.G.O known as Social Education Development and Rural Volunteer program with its headquarters located in the northern part of Ghana.

Today, 28 states and the District of Columbia (D.C.) operate 54 private - school - choice programs, which include not only government - issued vouchers but also tax - credit scholarships, education savings accounts (ESAs), and town - tuitioning programs for rural families.

Telia Kapteyn Learning and Teaching Hometown: Atlanta Experience: Taught kindergarten as a Teach For America corps member in Brooklyn, New York; high school English teacher in a rural fishing village in Malaysia on a Fulbright Scholarship; elementary school teacher at a KIPP school in the Arkansas Delta Future plans: First - grade teacher at Brooke Charter School in Roslindale, Massachusetts; cohort leader in Teach For America's Education 4 Justice pilot program, which seeks to prepare teachers to incorporate social justice pedagogy into their classrooms

ROCI brings together some of the best thinkers in education to research the challenges of rural education and propose innovations, models, and programs to address them.

Grow - your - own programs could be delivered in rural areas using distance - learning options provided by higher education institutions and district - provided coaching and mentoring — giving prospective teachers greater access to high - quality training while remaining in their local community.

Federal (ESEA) Programs for Schools & Districts Title Programs Title I, A Programs and services for struggling learners Title I, C Migrant Education Title I, D Institutional Education Title I, G Advanced Placement Title II, A Teacher & Principal Quality Title III English Learners & Immigrant Students — Language Instruction Title IV, A Student Support & Academic Enrichment Title IV, B 21st Century Community Learning Centers Title VI Rural Education Achievement Program Title VII Indian, Native Hawaiian, Alaska Native Education Title X Homeless Education (McKinney - Vento Education for Homeless Children & Youth Program)

Edward Kissam is an applied researcher who has worked on policy, program planning and evaluation issues in adult education, community radio and immigrant settlement in the rural United States for more than 30 years.

The leaders of SHINE (Schools and Homes in Education) Afterschool Program recently resolved to improve the school - day attendance for the students at their 21st Century Community Learning Centers in rural Pennsylvania.

JENSEN LEARNING («Teaching and Engaging with Poverty in Mind» 3 Days) • Reading First State Grants (Title I, Part B1) • Improving Teacher Quality (Title II, Part A) • Improving the Academic Achievement of the Disadvantaged (Title I, Part A) • Rural and Low - Income Schools Program (Title VI, Part B2) • Alaska Native Education (Title VII, Part C) • Individuals with Disabilities Education Act (IDEA) / Special Education State Grants

NSBA looks forward to working with Congress and the Administration in addressing the flexibility states and local school districts need to ensure equity and excellence in public education; such as the development of innovative programs that address the unique needs of each school district and respective community, programmatic flexibility and compliance for rural districts, and recruitment and retention of highly effective teachers and leaders.

In tapping Alaska Gov. Sarah Palin as his running mate, presumed Republican presidential nominee John McCain has selected an elected official who has supported increased funding for education across her rural, frontier state and voiced support for school - choice programs that appeal to many conservatives.

The Mississippi Department of Education is planning to launch a program that will create a «sustainable pipeline of educators who are members of the community in which they teach, particularly in urban and isolated rural districts.»

If enrollment for rural schools declines further, it will only increase the challenge of providing federally mandated programs for students in special education, English - language instruction, and ensuring students have access to school personnel and curriculum.

Other Bennet amendments include plans to create a rural education office at the Department of Education and start a competitive state - based principal trainingeducation office at the Department of Education and start a competitive state - based principal trainingEducation and start a competitive state - based principal training program.

Federal law in postsecondary education must also be a robust source of support for local innovation, research, and implementation of strategies designed to improve teacher and principal effectiveness and include: Evidence - based preparation and professional development; Evidence - based evaluation systems that include, in part, student performance; Alternative certification programs that meet workforce needs; State and school district flexibility regarding credentials for small and / or rural schools, special education programs, English learners and specialized programs such as science, technology, engineering, arts, and mathematics; and Locally - determined compensation and teacher and principal assignment policies.

The Rural Education Achievement Program (REAP) is designed to help small, rural districts use federal resources more effectiRural Education Achievement Program (REAP) is designed to help small, rural districts use federal resources more effectirural districts use federal resources more effectively.

For example, with funding from the U.S. Department of Education Investing in Education (USED i3) program, middle school and high school Algebra I teachers in 18 rural school systems in Virginia are working in a virtual networked improvement community to innovate solutions to their problems of practice.

The E-Rate program is a vital source of assistance in maintaining Internet connectivity, bringing new learning opportunities to special education students, and enhancing distance learning in rural areas.

The Rural Educator Support and Training Act (REST Act S. 457), and the Native Education Support and Training Act (NEST Act S. 458), provide financial and instructional support via a scholarship - for - service program component for teachers in training who will serve in rural and Indian country districts; a loan repayment component for teachers currently serving in rural and Indian country districts; and a professional development / advanced credentialing compoRural Educator Support and Training Act (REST Act S. 457), and the Native Education Support and Training Act (NEST Act S. 458), provide financial and instructional support via a scholarship - for - service program component for teachers in training who will serve in rural and Indian country districts; a loan repayment component for teachers currently serving in rural and Indian country districts; and a professional development / advanced credentialing comporural and Indian country districts; a loan repayment component for teachers currently serving in rural and Indian country districts; and a professional development / advanced credentialing comporural and Indian country districts; and a professional development / advanced credentialing component.

(September 1, 2015, Columbia, MD) Charter Schools Development Corporation (CSDC) is pleased to announce that it has received a $ 5 million grant under the U.S. Department of Education's (ED) Credit Enhancement for Charter Schools Facilities Program that will enable the organization to expand its lending and development capacity to multiple charter schools over a broad geographic area, with a new emphasis on serving schools located in rural communities.

Study of Experiences and Needs of Rural Education Achievement Program Grantees (2016).

This 6 - page brochure summarizes evaluation data from six place - based education programs representing more than 100 schools (rural, suburban, and urban) covering twelve states.The body of evidence reflects more than 1,000 adult interviews or focus group participants; more than 250 student interviews; more than 900 educator surveys; more than 2,700 student surveys; extensive document review; and dozens of on - site observations.

Highly Qualified Teachers Enrolled in Programs Providing Alternative Routes to Teacher Certification or Licensure (2015) summarizes state - and district - level data on the numbers of full - time equivalent (FTE) highly qualified teachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diPrograms Providing Alternative Routes to Teacher Certification or Licensure (2015) summarizes state - and district - level data on the numbers of full - time equivalent (FTE) highly qualified teachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diprograms for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school deducation teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diprograms for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school dEducation Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school districts.

Allocations CFPA Champions of Change Committee of Practitioners Compliance and Monitoring Complaint Policy Conferences & Training Presentations ESEA Flexibility Waiver Evidence - Based Programs Federal Award Notifications Parent and Family Engagement Private Schools Title I, Part A Basic Title I, Part C Migrant Title I, Part D Neglected and Delinquent Title II, Part A, Supporting Effective Instruction Title III, English Learners (EL) Title IV, 21st Century Community Learning Centers Title V, Rural Education Achievement Program Title IX, Part A Homeless Children and Youth

This report examines state and district practices and perspectives regarding the Rural Education Achievement Program (REAP) in 2014 - 15.

There are two programs under the Rural Education Achievement Program (REAP) that an eligible LEA may be able to receive funds:

The Rural Education Initiative is designed to address the unique needs of small, rural local education agencies (LEAs) that frequently lack the personnel and resources needed to compete effectively for Federal competitive grants and receive formula grant allocations under other programs in amounts too small to be effective in meeting their intended purpRural Education Initiative is designed to address the unique needs of small, rural local education agencies (LEAs) that frequently lack the personnel and resources needed to compete effectively for Federal competitive grants and receive formula grant allocations under other programs in amounts too small to be effective in meeting their intended Education Initiative is designed to address the unique needs of small, rural local education agencies (LEAs) that frequently lack the personnel and resources needed to compete effectively for Federal competitive grants and receive formula grant allocations under other programs in amounts too small to be effective in meeting their intended purprural local education agencies (LEAs) that frequently lack the personnel and resources needed to compete effectively for Federal competitive grants and receive formula grant allocations under other programs in amounts too small to be effective in meeting their intended education agencies (LEAs) that frequently lack the personnel and resources needed to compete effectively for Federal competitive grants and receive formula grant allocations under other programs in amounts too small to be effective in meeting their intended purposes.

The report also calls on Congress to extend funding for the Children's Health Insurance Program, increase funding for career and technical education programs, expand the Community Eligibility Provision so more students in high - poverty schools can receive free meals, improve schools» access to Medicaid funding for health and mental health services provided to students, and adjust the Title I funding formula so that it's «accurately and more meaningfully» allocated to rural school districts.

During an education committee hearing on the bill, Mike Motheral, executive director of the Texas Small Rural School Finance Coalition, said 14 of the districts he represents could lose up as much as 53 percent of their state revenue with the end of the state aid program.