Sentences with phrase «schools with less resources»

For small schools with less resources and large schools that receive hundreds, if not thousands, of applications, the resources required to read every essay from every applicant may outweigh the benefits of the extra information gained from the admission essay.

Not exact matches

While some school districts already serving better food might appear to be «doing more with less,» they usually have extra funding or costly resources, such as a central kitchen for scratch cooking, which other districts lack.

What a securely attached child - OR ADULT - looks like: competent, self - confident, resilient, cheerful much of the time, anticipating people's needs (not from a co-dependent place), empathic, humorous, playful, tries harder in the face of adversity; not vulnerable to approach by strangers because won't go to strangers (as adult, out - going without being foolhardy), good self - esteem, achieving, able to use all mental, physical, emotional resources fully, responsive, affectionate, able to make deep commitments as appropriate, able to be self - disclosing as appropriate, able to be available emotionally as appropriate, able to interact well with others at school and in jobs / careers, likely to be more physically healthy throughout life, self - responsible, giving from a «good heart» place of compassion, has true autonomy, no co-dependent self, because of well developed internal modulation system, less likely to turn to external «devices» (addictions) to modulate affect

There are many ways to save money, that are quite effective for teaching (like using lots of library books, using free resources on the Internet, etc. - see our «HS Money Saving Tips» page for more on this), but you will still have to spend some money directly on home schooling, and unless you were already planning to have one of you be a stay - at - home parent, it will mean doing with less money.

«And we're hearing that those proposals may end up containing significantly less than the $ 2.2 billion required to fully fund all of New York's public schools and provide our kids with the small class sizes, full curricula, and other resources they need to succeed.»

Children and resources will begin to flow to nonunion schools, and unions will find themselves with fewer members, less money, and a growing number of schools and teachers that are outside the traditional system and difficult to organize.

America's deeply conservative public education system is striking back at this disruptive innovation, which shifts power from producers to consumers; demonstrates that more can be done with less at the school level; and moves control of resources from central bureaucracies to autonomous schools.

Disare goes on to look closely at the pros and cons of a system that sorts students into schools this way, including the concern that it might «widen racial achievement gaps and leave lower - achieving students in less demanding classrooms with fewer resources.»

Chanin could only reply: «There is no evidence that competition improves the lot for the 96 percent of the students who remain in the troubled Cleveland public school system with less resources and even worse problems.»

They are more likely to enroll part - time — balancing substantial work hours with school — and to attend resource - strapped, less - selective institutions.

By allowing kids to leave regular public schools for alternatives and by forcing unionized schools to compete with nonunion schools, choice ensures that the unions will lose members and resources - and thus become smaller and less politically powerful.

Despite the greater exclusivity and resource advantages enjoyed by magnet schools, parental satisfaction with magnet schools and the other district schools of choice is no greater — and may be less — than the level of satisfaction of parents with a child at a charter school.

Budgeting in the Accountability Age Doing more with less has been the challenge for school districts in recent years, but now the demands of the No Child Left Behind Act, coupled with shrinking resources, are making budgeting even harder.

Beginning 40 years ago, a series of court rulings forced states to reallocate money for education, giving more to schools in poor neighborhoods with less in the way of local resources.

• Minority parents are increasingly angry and disenchanted with failing inner - city school systems and are less willing to listen to promises that things will get better if they continue to trust the system and drench it with resources.

Poorer schools struggle with fewer resources and less experienced faculty members than wealthier districts, making it harder for students to keep up, let alone excel.

Penalizes school districts for doing more with less by keeping intact the «maintenance of effort» requirement — which substitutes Congress's priorities over state legislatures» and county councils» when it comes to spending limited state / local resources.

Under this «disparate impact analysis,» once federal officials determine that the distribution of any resource disadvantages a protected minority, schools must not only «demonstrate that the policy or practice is necessary to meet an important educational goal,» but also show that there is no «comparably effective alternative policy or practice that would meet the school district's stated educational goal with less of a discriminatory effect.»

At a minimum, they used this sort of data in compliance with policy requirements for reporting student test results and for allocating students and district resources to categorically prescribed programs, such as Title I. Less frequently, school and district personnel used background information for help in interpreting student and school performance data.

Moreover, advocates should keep in mind that school districts in participating states access Medicaid dollars directly to pay for medically necessary services for students with disabilities.70 The Individuals with Disabilities Education Act requires that districts provide all necessary services and resources to afford every child a «free appropriate public education,» and some medically related supports qualify for Medicaid reimbursement.71 With less Medicaid funding statewide to meet that guarantee, states and districts would have to siphon money from other education funding streams to afford necessary medical services that support the learning of students with disabilitwith disabilities.70 The Individuals with Disabilities Education Act requires that districts provide all necessary services and resources to afford every child a «free appropriate public education,» and some medically related supports qualify for Medicaid reimbursement.71 With less Medicaid funding statewide to meet that guarantee, states and districts would have to siphon money from other education funding streams to afford necessary medical services that support the learning of students with disabilitwith Disabilities Education Act requires that districts provide all necessary services and resources to afford every child a «free appropriate public education,» and some medically related supports qualify for Medicaid reimbursement.71 With less Medicaid funding statewide to meet that guarantee, states and districts would have to siphon money from other education funding streams to afford necessary medical services that support the learning of students with disabilitWith less Medicaid funding statewide to meet that guarantee, states and districts would have to siphon money from other education funding streams to afford necessary medical services that support the learning of students with disabilitwith disabilities.

Some of this revenue comes from fee - for - service after - school programs.34 * Meanwhile, in the district's highest - poverty schools — mostly located in Southeast Washington — schools had to pay for some of these same programs with public dollars, leaving less funding for other resources, staffing, or education or enrichment activities.

As a result, schools with minimal donations — usually less affluent schools — have fewer resources to supplement clubs, sports, or equipment.

As with the simple matrix approach, the screening idea has the disadvantage of added complexity, but this is offset by lower costs; schools could achieve similar levels of validity while devoting less time and fewer resources to data collection.

Portfolio management guided solely by test scores would seriously harm students by unwittingly closing a bunch of successful schools, like those Booker, et al studied in Florida, while expanding and pouring more resources into ones with less impressive long - term results, like those studied by Angirst, et al, Dobbie and Fryer, and Tuttle, et al..

As public schools are increasingly threatened by a view of education that supports privatization, zero - tolerance discipline policies, less funding, and high - stakes standardized tests, AROS is fighting back with a broad vision of American public education that prioritizes racial justice, equity and well - resourced, world - class, public community schools.

1 Establish a charter school with selective admissions process and access to more resources inside an existing large school building that you covet — remember that it's easier to target people - of - color communities, which have less political power.

But finance experts say if schools become increasingly reliant on their own resources for funding, those with less attractive buildings or less experienced business managers could fall behind.

If constituents are willing to accept less - than - perfectly - integrated schools in the interest of better serving different constituencies and drawing on teacher strengths, it will be crucial to monitor those schools for resource equity and academic quality and to provide students with frequent opportunities to interact meaningfully with students from the other learning communities.

The national group, Alliance to Reclaim Our Schools, issued a statement explaining: «As public schools are increasingly threatened by a view of education that supports privatization, zero - tolerance discipline policies, less funding, and high - stakes standardized tests, AROS is fighting back with a broad vision of American public education that prioritizes racial justice, equity and well - resourced, world - class, public community schools.Schools, issued a statement explaining: «As public schools are increasingly threatened by a view of education that supports privatization, zero - tolerance discipline policies, less funding, and high - stakes standardized tests, AROS is fighting back with a broad vision of American public education that prioritizes racial justice, equity and well - resourced, world - class, public community schools.schools are increasingly threatened by a view of education that supports privatization, zero - tolerance discipline policies, less funding, and high - stakes standardized tests, AROS is fighting back with a broad vision of American public education that prioritizes racial justice, equity and well - resourced, world - class, public community schools.schools.»

Children from low - income families begin kindergarten with less preparation for school than the children of the affluent, they attend schools which face greater challenges with fewer resources, and they score lower on standardized tests.

This followed an earlier study from the department finding that «many high - poverty schools receive less than their fair share of state and local funding... leav (ing) students in high - poverty schools with fewer resources than schools attended by their wealthier peers.»

According to the State of the Sector report, the funding deficit for public charter schools can be large, and the resources spent on facilities that traditional public schools automatically get diverts much needed funding from the classroom, forcing public charter schools to do more with less.

The recent board and superintendent shift has focused more resources towards schools of choice and noticeably less collaboration with the district's teacher union.

• Mandate charter takeovers or other forms of outsourcing school management that take resources from the schools attended by most students and put them into private hands, with less oversight.

Parent trigger» laws, vouchers, charter takeovers or other forms of school privatization that take resources from the schools attended by most students and put them into private hands, with less oversight.

Those kids that don't attend private schools tend overwhelmingly to be from families with less political power and resources than Emanuel's: 87 % of them are from low - income families, and 86 % are black or hispanic.

Resource disparities typically are not caused by intentional decisions to allocate less to schools serving higher proportions of students from poverty or with special needs.

In fact, when dollars are not attached to the students and schools are given staffing positions with average salaries instead of dollars, low - income students often receive less funding than non-disadvantaged students despite the government intent to support at - risk students with extra resources.»

A district budgeting system that allocates actual dollars and provides principals with autonomy to make tradeoffs with scarce resources would help ensure that all schools get a fair shot at hiring talented teachers without forcing those with less expensive staffs to subsidize the others.

Teachers with three or fewer years of teaching experience also report feeling less prepared to maintain order and discipline in the classroom or to implement state or district curricula.52 As a result, 10 percent of new teachers leave the classroom after their first year — with most citing classroom management, a lack of time and resources for lesson planning, and unsupportive school environments as their greatest stressors.53

Presently, incarceration disproportionately impacts people of color, and students of color disproportionately attend schools with fewer resources and less experienced teachers.

Table 1 Charters with Highest Administrative Costs Per pupil Charter School Enrollment October 1, 2014 Report Administration / Pupil Kaizen Tempe 25 $ 7,554 Pinnacle Education - Tempe, Inc. 57 $ 7,283 SRPMIC COMMUNITY SCHOOLS 240 $ 7,102 Edkey, Inc. 64 $ 5,993 Deer Valley Charter School 29 $ 5,692 PS Charter School Inc. 71 $ 5,382 Lifelong Learning Research Institute Inc. 34 $ 5,378 SC Jensen Corporation 67 $ 5,060 Kaizen Skyview 51 $ 4,936 Eastpointe High School, Inc. 143 $ 4,874 Arizona Call - A-Teen Youth Resources, Inc. 78 $ 4,681 Intelli - School Charter High School 105 $ 4,348 StrengthBuilding Partners 42 $ 4,301 PAS Charter, Inc. 229 $ 4,139 Park View School, Inc. 228 $ 3,977 Institute for Transformatived Education, Inc. 62 $ 3,946 Madison Highland Prep 101 $ 3,646 Skyline Gila River Schools, LLC 106 $ 3,626 Kaizen EL Dorado 185 $ 3,604 Imagine Superst Elem 179 $ 3,568 Ha: San Educational Services 137 $ 3,454 Kaizen Ad U 49 $ 3,255 Edkey, Inc. 574 $ 3,165 Imagine Superst Mid 93 $ 3,081 Graysmark Schools Corporation 46 $ 3,077 Florence Crittenton Services of AZ 141 $ 3,050 Rising School 66 $ 3,041 Arizona Autism Charter Schools Inc. 87 $ 3,012 Victory High School, Inc. 20 $ 2,908 Foothill College Preparatory Academy 336 $ 2,833 Carpe Diem Collegiate High School 118 $ 2,811 Eagle South Mountain Charter, Inc. 106 $ 2,788 Concordia Charter School Inc 146 $ 2,786 Imagine Prep Surprise 248 $ 2,784 BASIS Phoenix 725 $ 2,747 E-Institute Charter Schools, Inc 800 $ 2,715 Pima County 106 $ 2,704 Genesis Academy 151 $ 2,692 BASIS Chandler 731 $ 2,681 The FARM at Mission Montessori 32 $ 2,680 Imagine Tempe 280 $ 2,659 Pace Preparatory Academy, Inc. 95 $ 2,607 Daisy Sonoran Davis Moth 193 $ 2,604 American Virtual Academy 3488 $ 2,595 Paramount Education Studies Inc 338 $ 2,586 Eagle South Mountain Charter, Inc. 127 $ 2,578 StarShine Academy 325 $ 2,576 Keystone Montessori Charter School, Inc. 228 $ 2,558 BASIS Peoria 746 $ 2,549 BASIS Prescott 369 $ 2,537 Many small charters have low administrative costs Sixteen of the 30 charters with the lowest administrative have less than 400 SCHOOLS 240 $ 7,102 Edkey, Inc. 64 $ 5,993 Deer Valley Charter School 29 $ 5,692 PS Charter School Inc. 71 $ 5,382 Lifelong Learning Research Institute Inc. 34 $ 5,378 SC Jensen Corporation 67 $ 5,060 Kaizen Skyview 51 $ 4,936 Eastpointe High School, Inc. 143 $ 4,874 Arizona Call - A-Teen Youth Resources, Inc. 78 $ 4,681 Intelli - School Charter High School 105 $ 4,348 StrengthBuilding Partners 42 $ 4,301 PAS Charter, Inc. 229 $ 4,139 Park View School, Inc. 228 $ 3,977 Institute for Transformatived Education, Inc. 62 $ 3,946 Madison Highland Prep 101 $ 3,646 Skyline Gila River Schools, LLC 106 $ 3,626 Kaizen EL Dorado 185 $ 3,604 Imagine Superst Elem 179 $ 3,568 Ha: San Educational Services 137 $ 3,454 Kaizen Ad U 49 $ 3,255 Edkey, Inc. 574 $ 3,165 Imagine Superst Mid 93 $ 3,081 Graysmark Schools Corporation 46 $ 3,077 Florence Crittenton Services of AZ 141 $ 3,050 Rising School 66 $ 3,041 Arizona Autism Charter Schools Inc. 87 $ 3,012 Victory High School, Inc. 20 $ 2,908 Foothill College Preparatory Academy 336 $ 2,833 Carpe Diem Collegiate High School 118 $ 2,811 Eagle South Mountain Charter, Inc. 106 $ 2,788 Concordia Charter School Inc 146 $ 2,786 Imagine Prep Surprise 248 $ 2,784 BASIS Phoenix 725 $ 2,747 E-Institute Charter Schools, Inc 800 $ 2,715 Pima County 106 $ 2,704 Genesis Academy 151 $ 2,692 BASIS Chandler 731 $ 2,681 The FARM at Mission Montessori 32 $ 2,680 Imagine Tempe 280 $ 2,659 Pace Preparatory Academy, Inc. 95 $ 2,607 Daisy Sonoran Davis Moth 193 $ 2,604 American Virtual Academy 3488 $ 2,595 Paramount Education Studies Inc 338 $ 2,586 Eagle South Mountain Charter, Inc. 127 $ 2,578 StarShine Academy 325 $ 2,576 Keystone Montessori Charter School, Inc. 228 $ 2,558 BASIS Peoria 746 $ 2,549 BASIS Prescott 369 $ 2,537 Many small charters have low administrative costs Sixteen of the 30 charters with the lowest administrative have less than 400 Schools, LLC 106 $ 3,626 Kaizen EL Dorado 185 $ 3,604 Imagine Superst Elem 179 $ 3,568 Ha: San Educational Services 137 $ 3,454 Kaizen Ad U 49 $ 3,255 Edkey, Inc. 574 $ 3,165 Imagine Superst Mid 93 $ 3,081 Graysmark Schools Corporation 46 $ 3,077 Florence Crittenton Services of AZ 141 $ 3,050 Rising School 66 $ 3,041 Arizona Autism Charter Schools Inc. 87 $ 3,012 Victory High School, Inc. 20 $ 2,908 Foothill College Preparatory Academy 336 $ 2,833 Carpe Diem Collegiate High School 118 $ 2,811 Eagle South Mountain Charter, Inc. 106 $ 2,788 Concordia Charter School Inc 146 $ 2,786 Imagine Prep Surprise 248 $ 2,784 BASIS Phoenix 725 $ 2,747 E-Institute Charter Schools, Inc 800 $ 2,715 Pima County 106 $ 2,704 Genesis Academy 151 $ 2,692 BASIS Chandler 731 $ 2,681 The FARM at Mission Montessori 32 $ 2,680 Imagine Tempe 280 $ 2,659 Pace Preparatory Academy, Inc. 95 $ 2,607 Daisy Sonoran Davis Moth 193 $ 2,604 American Virtual Academy 3488 $ 2,595 Paramount Education Studies Inc 338 $ 2,586 Eagle South Mountain Charter, Inc. 127 $ 2,578 StarShine Academy 325 $ 2,576 Keystone Montessori Charter School, Inc. 228 $ 2,558 BASIS Peoria 746 $ 2,549 BASIS Prescott 369 $ 2,537 Many small charters have low administrative costs Sixteen of the 30 charters with the lowest administrative have less than 400 Schools Corporation 46 $ 3,077 Florence Crittenton Services of AZ 141 $ 3,050 Rising School 66 $ 3,041 Arizona Autism Charter Schools Inc. 87 $ 3,012 Victory High School, Inc. 20 $ 2,908 Foothill College Preparatory Academy 336 $ 2,833 Carpe Diem Collegiate High School 118 $ 2,811 Eagle South Mountain Charter, Inc. 106 $ 2,788 Concordia Charter School Inc 146 $ 2,786 Imagine Prep Surprise 248 $ 2,784 BASIS Phoenix 725 $ 2,747 E-Institute Charter Schools, Inc 800 $ 2,715 Pima County 106 $ 2,704 Genesis Academy 151 $ 2,692 BASIS Chandler 731 $ 2,681 The FARM at Mission Montessori 32 $ 2,680 Imagine Tempe 280 $ 2,659 Pace Preparatory Academy, Inc. 95 $ 2,607 Daisy Sonoran Davis Moth 193 $ 2,604 American Virtual Academy 3488 $ 2,595 Paramount Education Studies Inc 338 $ 2,586 Eagle South Mountain Charter, Inc. 127 $ 2,578 StarShine Academy 325 $ 2,576 Keystone Montessori Charter School, Inc. 228 $ 2,558 BASIS Peoria 746 $ 2,549 BASIS Prescott 369 $ 2,537 Many small charters have low administrative costs Sixteen of the 30 charters with the lowest administrative have less than 400 Schools Inc. 87 $ 3,012 Victory High School, Inc. 20 $ 2,908 Foothill College Preparatory Academy 336 $ 2,833 Carpe Diem Collegiate High School 118 $ 2,811 Eagle South Mountain Charter, Inc. 106 $ 2,788 Concordia Charter School Inc 146 $ 2,786 Imagine Prep Surprise 248 $ 2,784 BASIS Phoenix 725 $ 2,747 E-Institute Charter Schools, Inc 800 $ 2,715 Pima County 106 $ 2,704 Genesis Academy 151 $ 2,692 BASIS Chandler 731 $ 2,681 The FARM at Mission Montessori 32 $ 2,680 Imagine Tempe 280 $ 2,659 Pace Preparatory Academy, Inc. 95 $ 2,607 Daisy Sonoran Davis Moth 193 $ 2,604 American Virtual Academy 3488 $ 2,595 Paramount Education Studies Inc 338 $ 2,586 Eagle South Mountain Charter, Inc. 127 $ 2,578 StarShine Academy 325 $ 2,576 Keystone Montessori Charter School, Inc. 228 $ 2,558 BASIS Peoria 746 $ 2,549 BASIS Prescott 369 $ 2,537 Many small charters have low administrative costs Sixteen of the 30 charters with the lowest administrative have less than 400 Schools, Inc 800 $ 2,715 Pima County 106 $ 2,704 Genesis Academy 151 $ 2,692 BASIS Chandler 731 $ 2,681 The FARM at Mission Montessori 32 $ 2,680 Imagine Tempe 280 $ 2,659 Pace Preparatory Academy, Inc. 95 $ 2,607 Daisy Sonoran Davis Moth 193 $ 2,604 American Virtual Academy 3488 $ 2,595 Paramount Education Studies Inc 338 $ 2,586 Eagle South Mountain Charter, Inc. 127 $ 2,578 StarShine Academy 325 $ 2,576 Keystone Montessori Charter School, Inc. 228 $ 2,558 BASIS Peoria 746 $ 2,549 BASIS Prescott 369 $ 2,537 Many small charters have low administrative costs Sixteen of the 30 charters with the lowest administrative have less than 400 pupils.

@Warren Terra: The problem with Charter schools is that they are doing harm: they are pulling valuable resources away from the public schools, forcing the schools to do more with less.

However, while the most common forms of family engagement (such as encouraging parents to attend school events, serve as classroom volunteers, and participate on fund - raising committees) tend to line up well with middle - class child - rearing practices and family resources (Lareau, 2003), they can be less accessible to families who have recently arrived in the United States, or whose child - rearing practices differ from those of school leaders.

More than half a century after Brown v. Board of Education, many minority students continue to attend schools with inferior resources, including less qualified teachers (Yun & Moreno, 2006).

In addition to socioeconomic realities that may deprive students of valuable resources, high - achieving black students may be exposed to less rigorous curriculums, attend schools with fewer resources, and have teachers who expect less of them academically than they expect of similarly high - achieving white students.

At the end of the day, public schools are going to be teaching the majority, 1.5 million students, and we're going to be doing it with less resources.»

It's also important to remember that less than 7 % of the differences in student learning are attributable to in - school factors, such as teacher quality — with more than 90 % of the difference being a function of out - of - school factors, like test prep tutors, private music lessons and the resources to purchase instruments, after school sports, and access to travel, concerts, books, and movies.

Often justified largely on the basis of junk science they have come up with such wonderful policy prescriptions as using only unreliable sources of energy because they are «sustainable,» keeping natural resources in the ground rather than using them to meet human needs, having government tell manufacturers what requirements their products must meet to use less energy rather than encouraging manufacturers to meet the needs of their customers, all in the name of «energy efficiency,» substituting government dictates for market solutions on any issue related to energy use, and teaching school children junk science that happens to meet «environmentalists» ideological beliefs in hopes of perpetuating these beliefs to future generations even though they do not conform to the scientific method, the basis of science.

The school must make an individual application for resource teaching hours for children with low incidence or less commonly occurring, more severe special needs.