Sentences with phrase «schools and districts»

These changes may represent a major shift in the practice and culture of many schools and districts.

«The New England Center for Small Schools will not only support existing small schools, but also provide resources for schools and districts interested in reinventing and reorganizing old systems.»

Indeed, the most important (and uncertain) premise of Reading First was that it could catalyze and support meaningful change in the SEAs — could help them build agile expert systems that gave high - quality support to schools and districts — and thereby improve reading achievement among the poor, not just in isolated schools and districts as in the past but across entire states.

This year, the Technology Counts data section shifts its focus from a state to a district lens, offering a host of charts showing how local schools and districts are using standard and emerging technologies to improve education.

When they're not working with schools and districts around the country, Nancy Gutierrez and Liliana Polo - McKenna sit next to each other in the offices of the NYC Leadership Academy.

Most importantly, the guidance reminded schools and districts that, pursuant to the Civil Rights Act of 1964, (and the corresponding disparate impact regulations established in that era), they have an obligation to eliminate unjustifiable policies associated with excessive and disparate discipline.

By allowing schools and districts to develop their own performance goals aligned with their programs, existing performance, and needs of students, ownership of school improvement will lie with the stakeholders closest to the students.»

California's new accountability system for schools and districts is complicated beyond imagining and does not lend itself to useful interpretation by parents, taxpayers, voters, or policymakers.

A wealth of research demonstrates that in most high - suspending schools and districts, the majority of the offenses and largest share of racial disparities are punishments for minor nonviolent violations of school codes of conduct, not unlawful or dangerous behavior.

Second is the cost of establishing a state - level system for evaluating schools and districts and for intervening in those schools that continuously underperform.

Promising money to states if they come up with sensible ideas seems to work more effectively than punishing schools and districts for low performance.

Or will you read ESSA as requiring a «single accountability system,» meaning one - size - fits - all for all schools and districts in the state?

But by definition, a statewide pension plan that includes all public schools and all public school districts can not provide any special recruitment or retention effect amongst those same schools and districts.

The Gates Foundation has announced awards in an emerging area of its grantmaking: state efforts to turn around low - performing schools and districts.

Another version of this business model generates revenue from other partners in order to keep the product free to schools and districts.

In the first five years of the federal No Child Left Behind Act, much attention has been focused on implementation issues — from how to manage the increasing number of schools and districts «in need of improvement» or in «corrective action,» to problems with testing programs, adequate - yearly - progress reporting, and the law's highly - qualified - teacher requirements.

With PARCC, it developed a «technology readiness tool» that allows schools and districts to track progress.

After its fourth year in practice, the federal No Child Left Behind Act is changing the way schools and districts provide instruction — for better and for worse, concludes a wide - ranging study released today.

A study published in 2005 by the Education Commission of the States (ECS) on state takeovers of schools and districts noted that the takeovers «have yet to produce dramatic consistent increases in student performance,» and that the impact on learning «falls short of expectations.»

But looming in the background is an element that will soon raise the stakes for implementation, one that has received much less public discussion: the requirement that states intervene in schools and districts not meeting AYP requirements.

This practice has confused the public, demoralized teachers, and tied up funds that could have been more precisely targeted on the schools and districts that are most in need of improvement.

There the Education Department Office for Civil Rights (OCR), often teamed up with the Justice Department, has gone wild in pushing schools and districts around, via both formal regulations and menacing «dear colleague» letters, in far - flung realms from student discipline to bathroom access.

I think this challenge is evident even in many of the schools and districts regarded today as exemplary, and especially in those often lauded precisely for their emphasis on achievement - oriented «citizenship.»

So it's worth giving some thought to what, exactly, schools and districts should be held accountable for.

Schools and districts can not afford to face legal action brought by parents or city officials; it wastes time and money.

Some form of triage must be used to identify those schools and districts most in need of help and least able to help themselves.

After decades of reform, we have thankfully seen real improvement among many of our lowest performing schools and districts.

His model seems to suggest that just about anyone with a master's degree, preferably in business administration, can provide leadership to schools and districts.

Learning quickly from these differences is crucial to improved outcomes as more schools and districts create their own Opportunity Cultures.

So far, the vast majority of its funds have served to sustain the status quo, funding the most traditional line items and actually helping schools and districts go about their everyday business.

Resistance to making standards consequential: When Common Core and the aligned assessments were launched in 2010, states were also busy adopting ambitious new teacher evaluation systems and refashioning the ways in which they held local schools and districts accountable.

The commission, appointed by Gov. Bruce G. Sundlun, urged the state department of education, along with schools and districts, to establish statewide standards for student outcomes and to develop performance - based assessments linked to those standards.

The report, conducted by the Center on Education Policy, a Washington - based research organization that tracks implementation of the federal law, found that schools and districts are better aligning instruction and state standards, that test scores are rising, and that the number of schools labeled «in need of improvement» is holding steady.

The statistic not only showed the growing strength of the «opt out» movement against standardized testing, but also put immediate pressure on state and federal officials, who must now decide whether to penalize schools and districts with low participation rates.

The plan highlights various schools and districts where such learning already is taking place and notes that 25 percent of public K - 12 schools offer some form of e-learning or virtual schools right now.

Second, many costs that businesses might view as variable are in essence fixed within schools and districts because of regulations and teacher contracts.

In the piece, headlined «Alternative» Education: Using Charter Schools to Hide Dropouts and Game the System, ProPublica reporter Heather Vogell describes how traditional schools and districts are pushing kids into low - cost, low - quality alternative programs in order to hide dropouts from the public and boost test scores and graduation rates.

Over time the state has moved the bar for schools and districts steadily higher.

Though innovative budgeting may free up funds for some schools and districts, it may be impractical for many to apply, say observers.

And teachers report using books and materials from myriad sources, including those selected by their schools and districts.

The Chromebook was built to meet the needs of schools and districts looking to deploy affordable and comprehensive one - to - one computing initiatives.

I was inspired by Lesaux's clear and straightforward thinking about how schools can better use literacy data to drive decisionmaking, as well as how connected she continues to be to practice in schools and districts today.

Model two would deploy «behavior modification» accountability methods, refined through decades of public sector reform, to force low - performing schools and districts to set goals, assess effectiveness, and do better.

The recommendations come from the Academic Achievement and Accountability Commission, known as the A + Commission, which has spent a year weighing how to hold the state's public schools and districts more accountable for students» academic performance.

In fact, says Sari Factor, CEO of Edgenuity, she consistently hears from schools and districts looking to implement technology — such as the solutions her company creates — more effectively in their classrooms and personalize instruction for their students.

To be recognized, schools and districts demonstrate that their professional development programs result in improved teacher effectiveness and student learning and are consistent with a set of principles for professional development that are based on the best available research and exemplary practice.

We began our analysis by comparing the vote shares of incumbent school board members who ran and faced an opponent with the test - score performance of the schools and districts they represented.

Public and private schools and districts were eligible to participate in the program, and 19 applied.

Organizations such as Accelerating Via Individual Determination (AVID) demonstrate the importance of effective supplemental support programs and efforts in conjunction with schools and districts.

But individual schools and districts around the United States are making changes in the way they use time.