Sentences with phrase «schools of choice improve»

Can small high schools of choice improve educational prospects for disadvantaged students?

Not exact matches

In their new book, Decisive: How to Make Better Choices in Life and Work, brothers and academics Chip (of Stanford Graduate School of Business) and Dan Heath (of Duke) explore how to eliminate biases and improve the quality of our decisions.

The authors show how parental choice of school is not just the best way to improve education but is a parental right.

Because of our work, 18,000 American schools are providing kids with healthy food choices in an effort to eradicate childhood obesity; 21,000 African farmers have improved their crops to feed 30,000 people; 248 million tons of greenhouse gas emissions are being reduced in cities worldwide; more than 5,000 people have been trained in marketable job skills in Colombia; more than 5 million people have benefited from lifesaving HIV / AIDS medications; and members of the Clinton Global Initiative have made nearly 2,300 Commitments to Action to improve more than 400 million lives around the world.

In the context of school cafeterias, Dr. Wansink has found that simple cafeteria fixes — having nothing to do with changing the food itself — can measurably improve the choices students make in selecting food.

This chapter outlines a range of actions that families, communities, businesses, and governments at all levels can take to improve school foods and the school nutrition environment so they support and foster healthier food choices and help reduce childhood obesity.

I also dislike the fact that two choices are offered each day and at least one is invariably the «junk food» item, making it that much harder to achieve student acceptance of anything new and healthier (see, «My Op - Ed in the Houston Chronicle — Improving School Food Is Only Half the Battle «-RRB-.

Although the nutritional quality of meals is said to have improved, it also seems that many students are turned off by the choices and are refusing to eat the food served by the school.

We must provide parents with more information on the performance of schools so that they can make choices for their children, and take action to help schools improve.

School choice was promised to improve all of our schools through competition, but the results have been far from that.

«We're going to do everything we can to support the governor in advancing a bold education reform agenda that improves the quality of traditional public schools and expands choice for families,» the group's executive director, Jenny Sedlis, said in an interview.

The researchers also compared sugary ready - to - eat cereal to oatmeal and found oatmeal's nutritional advantage (more nourishing whole food meal) made it a better choice at improving brain power and encouraging better test scores.1 Additional stats show higher test grades and better school attendance in breakfast eaters than in non-breakfast eaters too.2 Bottom line: to excel in whatever we do, whether it be school, work, play or relationships, we need breakfast to be at the top of our mental game.

Proponents of market - based education reform often argue that introducing charter schools and other school choice policies creates a competitive dynamic that will prompt low - performing districts to improve their practice.

We should accomplish the following four tasks by September 2017 so we can build an equitable, transparent, dynamic, self - improving, choice - driven, citywide system of schools.

Some organizations direct their activities only to district and / or charter school issues, such as improving teacher quality and effectiveness, developing new public charter schools, or closing and transforming failing district schools to create new high - quality schools of choice.

Most activists in the voucher movement are dedicated to improving the public schools, and they see vouchers as a powerful means of effecting improvement through greater choice and competition.

For those interested in private school choice, two political advantages are claimed: 1) High - regulation addresses some objections, winning votes among skeptics to improve the political prospects of passing and sustaining those programs; 2) High - regulation protects private school choice programs from the political damage caused by scandals and embarrassing outcomes.

It was the combination of a new market environment and effective responses from the public schools that simultaneously expanded choices for poor families and improved both choices and performance within the Milwaukee public schools.

Washington — Secretary of Education William J. Bennett last week offered a broad and emphatic defense of tuition tax credits and compensatory - education vouchers, saying that increased parental choice would be «one of the best catalysts» for improving public schools.

Hess succeeds in posing a challenge to those who see choice and competition - the manipulation of incentives, if you will - as a way of improving schools without getting bogged down in the nitty - gritty issues of providing a quality education.

One interpretation of the emphasis on developing the common core curriculum is that these debates provide a convenient diversion from potentially more intractable fights over bigger reform ideas like using improved teacher evaluations for personnel decisions, expanded school choice, or enhanced accountability systems.

They spoke of raising standards, reducing class sizes, encouraging choices, building new schools, improving teacher quality, toughening accountability, and strengthening local control.

The strategies of that era — including high academic standards for all students, measuring academic progress, improving teaching, and introducing school choice to a monopoly system — found reinforcement in federal law with the passage of the No Child Left Behind Act in 2001.

To date, most ed - reform efforts have been aimed at mere structural change — expanding the reach of school choice and charter schools, improving teacher quality, or insisting on test - driven accountability.

Expanding school choice has been shown to improve achievement for minority students by about one - third of a standard deviation after a few years of intervention, according to seven of eight random - assignment evaluations (the eighth showed positive but statistically insignificant effects).

Likewise, in «Finishing Touches,» Robert Maranto states, «The animating theory of school choice has always been that it will not only serve as an escape hatch from dysfunctional public schools but also will spark public schools to improve.

Nevertheless, there is still a story to be told, and the essential part of it is that the program that education reformers have tried to promote now for decades — introduce more choices of schools for students, enable competition among schools, open up paths for preparing teachers and administrators outside schools of education, improve measures of student achievement and teacher competence, enable administrators to act on the basis of such measures, and limit the power of teachers unions — has been advanced under the Obama administration, in the judgment of authors Maranto and McShane.

In «A Strong Start on Advancing Reform,» Burke argues that the administration has already made some positive strides in improving K — 12 and higher education through policy changes, rescissions of Obama - era regulations, and rhetorical support of school choice.

Professor Richard Murnane, the student - selected faculty speaker, reflected on five decades of education and the five challenges currently facing all educators around the world: make equality a reality for all children; use money so it affects students» daily experience; create schools that prepare children for the future; make school choice work for the most disadvantaged; and create school accountability systems that improve education for all our children.

The U.S. Supreme Court's landmark ruling upholding the Cleveland voucher program has rejuvenated the school choice movement and, to a surprising degree, reinvigorated the debate over how best to improve the education of all the nation's schoolchildren.

The idea of «relinquishment» today is another example: we assume that if we deregulate and give parents choice, schools will magically improve - again, possibly, but it is all dependent on who is running those schools, what they know, what faculty they can recruit, and so forth.

The key points from each strand are highlighted as follows: Early Identification and support • Early identification of need: health and development review at 2/2.5 years • Support in early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tribunal

When they insist that ideas like school choice, performance pay, and teacher evaluations based on value - added measures will themselves boost student achievement, would - be reformers stifle creativity, encourage their allies to lock elbows and march forward rather than engage in useful debate and reflection, turn every reform proposal into an us - against - them steel - cage match, and push researchers into the awkward position of studying whether reforms «work» rather than when, why, and how they make it easier to improve schooling.

The most frustrating thing about Diane Ravitch's new book, Reign of Error, isn't the way she twists the evidence on school choice or testing, or her condescending tone toward leaders trying to improve educational outcomes, or her clever but disingenuous rhetorical arguments.

While Curry said she believes Cambridge's school selection model helps improve equity, she was surprised by how time - consuming the process of making informed choices was.

Accountability systems have worked well with other reforms — such as effective choice policies, the expansion of early - childhood - education and other school - readiness programs, and efforts to improve the teaching force through evaluation and tenure reform — to improve education for children around the country.

A few major areas I hope will receive attention during reauthorization are college / workplace readiness, including the promotion of more rigorous standards; greater accountability at the secondary level; more sophisticated policy and greater accountability for improving teacher effectiveness, particularly at the late elementary and secondary levels; a broadening of attention to math and science as well as to history; and refinements in AYP to focus greater attention and improvement on the persistently failing schools by offering real choices to parents of students stuck in such schools.

This can be a purely economic decision, before you start to consider the additional benefits of eco ‑ choices; things like improved reputation for the school or enhancing a culture of caring.

Evidence indicates that school choice programs can improve the educational and life outcomes of low - income students, but not all programs are equally effective.

This week, a dozen civil rights groups issued a statement in support of testing, noting that when parents opt out, even over legitimate concerns, «they're not only making a choice for their own child, they're inadvertently making a choice to undermine efforts to improve schools for every child.»

Further, in the case of schools that do not improve, special tutoring and public school choice would no longer be required.

For four decades, Americans have vigorously debated school choice, vouchers and the capacity of educational markets to improve schooling.

Last fall, the Carnegie Foundation for the Advancement of Teaching released an influential report on school choice that questioned its efficacy and importance as a way to improve schools.

Even more controversial among teachers than Shanker's advocacy of high standards and public school choice was his embrace of a series of reforms intended to improve the quality of the teaching profession.

Second, magnet schools have been incorporated into the school choice movement as a means of improving achievement and into No Child Left Behind as a way of increasing the opportunities available to children in low - performing schools.

Contracting enables a school district to introduce new and improved choices for families who might be thinking of switching to a charter or private school - and to do so quickly.

This superb short report by Lake and Schnaiberg on special education in NOLA shows how a system of choice and autonomous schools can, if wisely organized, offer improved services to high - need kids.

Other possible approaches to improving student achievement — school accountability, school choice, reform of the teaching profession — are misguided, counterproductive, and even dangerous.

If there's one clear lesson from the last 25 years of charter school implementation, it's that choice and competition are necessary but by no means sufficient to dramatically improve outcomes for students.

In the absence of a low - stakes check, I'm highly skeptical of whether choice schools suddenly improved in quality when they were required to administer the high - stakes tests that the study subjects had been taking all along with lower results.