Sentences with phrase «schools of choice between»

With the support of the Gates Foundation, New York City created 150 small schools of choice between 2002 and 2008.

Not exact matches

For instance, a new study led by a professor of marketing at Stanford University's Graduate School of Business finds that when hiring managers are given a choice between proven ability and apparent potential, they often opt for the excitement of the untested but promising candidate.

Part - time professionals are the real MVPs — whether part - time because of schooling, parenting, transitioning between jobs, or simply by choice, part - timers know how to wear multiple hats with style.

TO choose between him or Mitt Romney a man who is evil I have no choice but to vote for President Obama, To cut a child's hair off and commit the crime he did in school is a lot different than a little boy pushing a little girl because of embarassment.

Study after study over the last twenty years has demonstrated the dramatic disparity between government - run education and schools of choice.

This week, at a televised debate between the 2013 Democratic mayoral candidates, the issue of parental school choices came up again.

Mr. Cupoli, the Assembly's choice, is a former Chief economist at SEMATECH and Professor of NanoEconomics at SUNY Albany's College of Nanoscale Science and Engineering, a school that Mr. Cuomo and state officials have touted as an example of a successful partnership between a public university and private business.

A choice between Mayor I - Know - What's - Good - For - You and an egomaniac with the maturity of a middle schooler.

Charters will now be able to switch authorizers between the state Board of Regents and the SUNY Charter Schools Institute; SUNY is particularly friendly to charters and considered the authorizer of choice for charter networks.

Since the majority of schools have remained public, school choice — which allows parents to choose between schools in the state sector — appears to have contributed to the decline in achievement rather than privatisation.

Faced with a choice between the allure of Silicon Valley and long years of school followed by a series of low - paying postdocs, many would - be physicists, engineers, and mathematicians chose to postpone or forego graduate studies.

This, of course, means that you have to apply to schools before knowing if you have a place on your first - choice course — something to bear in mind if you have to travel between school and university each day.

However to top it off, these visuals are not forced which means the game gives you the choice to switch between either the remastered visuals or the old school sprites, which evoke nostalgic memories of playing the game in arcades.

If Deck Nine can further expand upon the new Backtalk gameplay mechanic and continue to expertly explore the whirlwind dynamic of Chloe Price and Rachel Amber (along with those tantalising high school dramas in - between) and provide tangible choice and consequence in the remaining two episodes, they'll be delivering fans another winner.

With the distance between schools and small classroom size, we face many of the same challenges that affect rural schools all over the world when it comes to the provision and breadth of curricular choices.

This vacuum stems not only from the difficulty of the endeavor but also from a persistent national clash between an obsession to train students solely for high scores on multiple - choice tests and an angry disenchantment with measuring progress of public schools, educators, or education schools.

These enrollment patterns highlight the fact that the effects of voucher use reported above do not amount to a comparison between «school choice» and «no school choice.»

With the choices available, students increasingly don't need to make the tradeoff between attending a large school with lots of choices but perhaps lots of anonymity or a small school with limited choices but a deeply developed personal support structure.

Another problem is the sheer lack of high - quality public school alternatives within reasonable driving distance of many a failing urban school; given the choice between the low - performing school in their own neighborhood and the mediocre school ten miles away, parents may stick to the path of least resistance.

«Pre-K 101» (features, Summer 2007) sets up a false choice between schools and community child - care centers as the providers of pre-K.

Reading these two books in sequence, I came across a passage in Charles Glenn's foreword to class Between Memory and Vision that threw a sharp and revealing light on the subtle and often mind - numbing distinctions elaborated in Does God Belong in Public Schools Glenn writes: «The effect of Supreme Court decisions over the past forty years was to treat religion as the only forbidden motivation for school choice.»

Importantly, Moe finds that «the effect of choice... is to reduce the social differences between public and private» in terms of the educational background, income, race, and religiosity of parents who would place their children in private schools.

Whether it is the role of money in politics and the so - called «donor class,» the emergence of Republican majorities in formerly blue states like her native Michigan, or the still - rocky relationship between accountability and school choice, DeVos has become a convenient proxy for these larger issues.

Peterson also points to research by Harvard University's Martin West and German economist Ludger Woessmann, who examined the impact of school choice on the performance of 15 - year - old students in 29 industrialized countries and «discovered that the greater the competition between the public and private sector, the better all students do in math, science and reading.»

International evidence suggests that adoption of market - based education policies that rely on school choice and competition between schools over enrollment often leads to segregation of children into different schools according to their socio - economic background, race or parents» awareness of educational opportunities.

«I can tell you this — if you gave the American people a choice today between using federal dollars to renovate and build new public schools or using public tax dollars to pay for private school vouchers, there would be no question how the American people would vote,» asserted U.S. Secretary of Education Richard W. Riley in a speech made when the report was released.

Last week, I argued that Hitt, McShane, and Wolf erred in including programs in their review of «school choice» studies that were only incidentally related to school choice or that have idiosyncratic designs that would lead one to expect a mismatch between test score gains and long - term impacts (early college high schools, selective enrollment high schools, and career and technical education initiatives).

This November, the choice between two philosophically opposed slates in a deeply divisive election could determine the constitutional future of private school choice.

Finally, I have a recommendation for proponents of school choice: Educate policymakers, the media, and the general public on the longstanding regulatory relationship between state governments and private schools.

He imagines an urban school system organized around five pillars: first, that great schools from all sectors are expanded and replicated; second, that persistently failing schools are closed; third, that new schools are continuously started; fourth, that there is a wide variety of schools and entities to authorize and oversee them; and finally, that families have choice between these schools.

After interviewing more than 50 of these gentrifiers about their school - choice process, I concluded that it is the substantive differences in parenting styles between the white, upper - middle - class parents and the nonwhite, less - affluent parents that are hindering school integration, as these parenting styles directly affect school culture and expectations.

But the advantages of self - definition and reciprocal choice (between family and school and teacher and school) are inherently available to private schools, while district - run schools find them very hard to get and keep.

Some of these are the same people who have made once - esoteric educational questions — like school discipline, collegiate Title IX policies governing due process, school choice, teacher evaluation, and determination of testing subgroups — into hero's journeys defined by bitter battles between those fighting «for the kids» (their side) and the forces of malice (the other side).

As O'Brien notes, a system of school choice would sever the ties between housing and education, which is a policy that could keep «many people from becoming cash - poor and wealthy — a precarious thing — in the first place.»

The «hybridization» of home schooling has, along with other choice mechanisms and recent Establishment Clause interpretation, blurred the line between government and private educational spheres.

A sum of between 14 - 19 would indicate that a limited number of mobile laptop carts and handheld kits would be a choice to consider as an entry - level solution, for the school might not be ready for a large - scale solution in terms of either cost or commitment.

These changes hardly represent polarization, but the authors want to attribute the difference between the rise in school segregation and the decline in residential segregation to the segregating effects of school choice.

Simply examining the association between choice policies and school searches would be misleading, because areas that have more school choice may have more search behavior for any number of reasons, including perhaps that their residents had higher demand for choice options in the first place.

To the extent that better information improves the match between families and schools or leads to pressure on schools to increase measured achievement, this effect can augment the impacts of school - choice policies.

If the results are largely inconsistent with the hypothesis, as in the case of our study, one retains a healthy amount of doubt regarding the association between achievement and attainment results of school choice evaluations.

Private schools generate similarly higher levels of satisfaction than choice and district schools in all three types of communities, but significant differences between charters and chosen district schools are not observed in any of the three areas.

As a result of our findings of no consistent statistical association between the achievement and attainment effects in school choice studies we urged commentators and policymakers «to be more humble» in judging school choice programs or schools of choice based solely or primarily on initial test score effects.

If we focus only on the true school choice programs — private school choice, open enrollment, charter schools, STEM schools, and small schools of choice — and we look at the direction of the impacts (positive or negative) regardless of their statistical significance, we find a high degree of alignment between achievement and attainment outcomes.

It works with schools and places of further education to forge stronger links between education and industry helping to give students the widest choice when deciding upon their future career.

Over the decade, we have witnessed — perhaps contributed to — the advance of school reform: the proliferation of school choice from vouchers to tax credits, charters, and online learning; the evolution of accountability's focus from schools to teachers; renewed attention to national standards; and a more realistic understanding of the uncertain connection between educational expenditures and school quality.

Last week, Mike Petrilli, President of the Thomas B. Fordham Institute, published a series of blog posts at the Education Gadfly and Education Next critiquing an AEI study by Dr. Collin Hitt, Dr. Michael McShane, and myself discussing the surprising disconnect between the achievement and attainment effects from school choice programs in the US.

Due to this general disconnect between achievement and attainment effects of choice programs and, in a few cases in our sample, individual choice schools, we caution commentators and regulators to be more humble and circumspect in judging school choice programs and schools of choice based solely on their test score effects.

School choice reforms, which comprise a broad category of policies aimed at improving public education through the introduction of market forces that may stimulate customer choice and competition between schools, have grown particularly popular since the 1990s.

Recent years have also brought a principled critique by influential scholars — E.D. Hirsch, Grover Whitehurst, and Diane Ravitch come immediately to mind — of both standards - based reform and school choice, on the grounds that these changes neglect crucial issues of curriculum and instruction (and so neglect what actually goes on in classrooms between teachers and students).

Her research explores the relationship between education, policy, and equality of opportunity through three policy strands: 1) the racial politics of public education, 2) the politics of school choice, marketization, and privatization, and, 3) the role of elite and community - based advocacy in shaping public education policies and research evidence utilization.