Sentences with phrase «socioeconomic integration in»

Washington, DC — The National Coalition on School Diversity (NCSD) and our partners are disappointed by Secretary of the Department of Education (DOE) Betsy DeVos» decision to eliminate funding for the Opening Doors, Expanding Opportunities (ODEO) grant program — denying parents and students an opportunity to reach a community consensus on the best methods of socioeconomic integration in isolated, struggling schools.

Genesee Community Charter School in Rochester is serving as an example of socioeconomic integration in Rochester schools.

Not exact matches

There are good political and social reasons behind making pre-K available to everyone, including the benefits to all children of socioeconomic integration and the fact that middle - class voters are more likely to be invested in programs that aren't narrowly targeted at the poor.

If they can find a popular echo, it is because supranational evolutions, such as European integration and, to a lesser extent, globalization, have indeed radically undermined national sovereignty in all its dimensions — democratic, socioeconomic, cultural and even coercive.

The study also included data on various individual characteristics (e.g. extraversion and hostility in childhood; physical health in childhood and adulthood) and family and environmental factors (e.g., socioeconomic status in childhood, social integration in adulthood).

Just occasionally are they less equivocal, as when they observe that aggressive integration policies helped black children during the 1970s, that mounting socioeconomic inequality after the late 1980s contributed to the subsequent widening in the test - score gap, and that inequality in the preschool environment plays an important role in determining later educational outcomes.

It should include more (and better) specialized charters created in systematic ways: schools that focus on STEM, career and technical education, high - ability learners, special education, socioeconomic integration, and other realms within the K — 12 universe that cry out for better options than what's there today.

Last semester students from Mehta's class presented a 22 - page wiki site focused on a wide range of hot topics in education policy including desegregation and METCO, teacher preparation, merit pay, and socioeconomic integration of schools.

This indicates that while there are many reasons why school districts and states might want to seek to integrate relatively advantaged and relatively disadvantaged students within the same school, it appears unlikely that a policy goal of reducing the test score gap between students in these groups will be realized through further socioeconomic integration (at least once there gets to be the degree of socioeconomic integration necessary to be part of this study to begin with).

Should Washington, D.C. assign students to schools in a way that provides some socioeconomic integration?

The day after Trump's election, for example, the Charlotte - Mecklenburg, North Carolina, school board voted 9 - 0 to adopt a socioeconomic - integration plan for its magnet schools, a reminder that under the United States system of federalism, changes in Washington don't have to spell the end of education movements.

In late 2014, the state launched a first - of - its - kind desegregation plan — the Socioeconomic Integration Pilot program — using federal School Improvement Grant, or SIG, funds.

After the 2007 U.S. Supreme Court decision in Parents Involved in Community Schools v. Seattle School District No. 1, which limited the voluntary use of race in school assignment plans, 33 the number of schools and districts using socioeconomic integration policies grew rapidly.

Since the launch of school desegregation policies in the 1960s, magnet schools have demonstrated the effect of incentivizing voluntary integration, both in terms of socioeconomic status and race, among families.

Since 2007, the number of districts strongly committed to socioeconomic integration has more than doubled, from 40 to 100 nationwide.75 These districts tend to be large and urban, and today, roughly 4 million students reside in a school district or charter school that considers socioeconomic status in their student assignment system — representing about 8 percent of total public school enrollment.76

As detailed in this report, there are school districts that have proved socioeconomic integration is possible; therefore, creating integrated schools is more so a matter of will, rather than one of viability.

New York state's Socioeconomic Integration Pilot Program, for example, provides grants of up to $ 1.25 million to schools that use socioeconomic integration to increase student performance in the state's lowest performing schools.118 Also, states can incentivize charter school diversity through competitive grant programs such as the Charter Schools Program State Educational Agencies coSocioeconomic Integration Pilot Program, for example, provides grants of up to $ 1.25 million to schools that use socioeconomic integration to increase student performance in the state's lowest performing schools.118 Also, states can incentivize charter school diversity through competitive grant programs such as the Charter Schools Program State Educational Agencies compIntegration Pilot Program, for example, provides grants of up to $ 1.25 million to schools that use socioeconomic integration to increase student performance in the state's lowest performing schools.118 Also, states can incentivize charter school diversity through competitive grant programs such as the Charter Schools Program State Educational Agencies cosocioeconomic integration to increase student performance in the state's lowest performing schools.118 Also, states can incentivize charter school diversity through competitive grant programs such as the Charter Schools Program State Educational Agencies compintegration to increase student performance in the state's lowest performing schools.118 Also, states can incentivize charter school diversity through competitive grant programs such as the Charter Schools Program State Educational Agencies competition.119

In addition to federal policy, school districts and charter networks across the country are doing their part to promote racial and socioeconomic integration by considering socioeconomic factors in student assignment policieIn addition to federal policy, school districts and charter networks across the country are doing their part to promote racial and socioeconomic integration by considering socioeconomic factors in student assignment policiein student assignment policies.

The new law calls for replicating magnet school programs that demonstrate «success in increasing student academic achievement and reducing isolation of minority groups» and «increase racial integration by taking into account socioeconomic diversity.»

The Century Foundation Report, Louisville, Kentucky: A Reflection on School Integration, recognized that the city's «adoption of stronger socioeconomic measures, as well as its regional approach to desegregation, careful timing, and continued emphasis on school quality represent critical lessons that could be adopted by other regions and school districts willing to put in the work.»

While the report suggests the numbers of racial minorities in charters should be higher, it's more important for charter schools to support socioeconomic integration and for students to be exposed to other students from all racial and ethnic backgrounds.

3 Moreover, in their book, Kahlenberg and Potter emphasize the importance of maintaining a focus on integration in education form; they quote Albert Shanker, founder of the charter school movement, saying, «children from socioeconomically deprived families do better academically when they are integrated with children of higher socioeconomic status and better - educated families,» and «when children converse, they learn from each other.

* For more about the importance of school integration by socioeconomic status, see «From All Walks of Life» in the Winter 2012 — 2013 issue of American Educator.

After decades of improvement, efforts to improve integration on racial and socioeconomic measures have stagnated or moved backward in public schools.

According to a 2016 Century Foundation report, 91 districts and charter networks across the country have voluntarily adopted socioeconomics as a factor in the student assignment.30 The Growth of Socioeconomic School Integration.

Earlier this year, the President proposed a $ 120 million program called «Stronger Together» that awards grants to school districts for efforts to integrate their student populations voluntarily by socioeconomic levels, which often results in racial integration as well.

A New Wave of School Integration Districts and Charters Pursuing Socioeconomic Diversity shows responses to greater segregation today by race than in 1970s, despite decades of research showing academic, cognitive, and social benefits of integrated schools.

Specifically, the GAO has been asked to examine changes in student racial isolation or integration over time, including shifts caused by school closures or consolidations; state and local policies that affect attendance areas or admissions, including open enrollment in public charter schools; voluntary policies intended to increase integration; and the impact of racial and socioeconomic isolation in public education.

In Wake County, North Carolina, frequent student reassignments created controversy over the school district's long - standing socioeconomic integration plan.

This variation may disproportionately affect New Haven residents and act as a deterrent in the city's wider push to facilitate racial and socioeconomic integration.

Suburban residents can also join the lottery for places in the interdistrict magnet schools, which reserve a certain number of seats for suburban residents to help facilitate racial and socioeconomic integration [12].

In coordination with the National Coalition on School Diversity, Magnet Schools of America has promoted this action and also recommends that states include racial and socioeconomic integration goals in their accountability systemIn coordination with the National Coalition on School Diversity, Magnet Schools of America has promoted this action and also recommends that states include racial and socioeconomic integration goals in their accountability systemin their accountability systems.

This improvement in test scores is attributed to the fact that racial and socioeconomic integration creates more equitable access to experienced teachers, good facilities, more challenging curriculum, and more funding for students (Wells et al. 2016).