Sentences with phrase «state schools generally»

They identified 26 chains out of 48, more than half, where disadvantaged pupils with lower grades at the end of primary schools made more progress than in state schools generally.

The Free Schools Network points out that «the results compare favourably with the achievements of state schools generally, with Free Schools more than twice as likely to be awarded an Outstanding judgement under the new tougher Ofsted inspection framework».

Not exact matches

A penchant for holding onto everything that might come in handy in the future, plus a generally nomadic existence (home to the midwest for the summers, back to New York for school semesters), meant that I lived in a semi-permanent state of bare - boned survival and clutter.

[1] The state was committed to the destruction of religion, [2][3] and destroyed churches, mosques and temples, ridiculed, hara ssed and executed religious leaders, flooded the schools and media with atheistic propaganda, and generally promoted «scientific atheism» as the truth that society should accept.

[1] The state was committed to the destruction of religion, [2][3] and destroyed churches, mosques and temples, ridiculed, harassed and executed religious leaders, flooded the schools and media with atheistic propaganda, and generally promoted «scientific atheism» as the truth that society should accept.

Zionists of the bi-nationalist school generally accepted the fact of the new state and went on from there to work for justice to the Arab minority, a decent solution of the Arab refugee problem, and peaceful relations with the surrounding Arab states.

Annually he generally has between 3 to 5 of the top 20 high school pitchers in ERA and strikeouts in the state of California and does so by consistently developing many of the region's top pitchers.

Adonis also encouraged state schools to adopt practices of the private sector and generally believed in giving individual schools more independence and autonomy from central government and the local education authorities.

Senate Republicans have generally been supportive of expanding and strengthening charter schools in New York state with measures opposed by the state's teachers unions.

It was generally expected heading into the final phase of the 2015 legislative session that much of the late - session political deal - making would involve renewing the state law that empowers Mayor Bill de Blasio to lead the nation's largest public school district.

Generally, the authority falls to the state education commissioner, but there have been instances when local school boards have voted to oust one of their members.

Legal loopholes Each US state sets its own vaccination policies, and most will not generally allow children to attend public school unless they have been vaccinated against diphtheria, tetanus and pertussis (whooping cough); hepatitis B; the Haemophilus influenzae bacterium; measles, mumps and rubella; polio; and varicella (chicken pox).

Participating students were not generally required to take exams — certainly not state exams — and even if they were, the results were not released by schools in ways that would inform parental choices or lead to administrative actions for chronically low performing schools.

Since students in the early grades generally have a limited attention span and suffer from learning fatigue in a more demonstrative way than older students, elementary school teachers are constantly forced to manage the learning state more acutely than teachers of middle school and high school.

In a generally well - meaning effort to impose «accountability,» some policymakers have attempted to regulate school choice programs as they regulate district schools, including by mandating state tests.

State funding of district schools is generally tied to enrollment.

As we have touched upon earlier, some schools, generally those based in more rural areas, lag behind in the strength of their Wi - Fi connectivity and broadband provision (Information and Communication Technology in UK State Schools, BESA,schools, generally those based in more rural areas, lag behind in the strength of their Wi - Fi connectivity and broadband provision (Information and Communication Technology in UK State Schools, BESA,Schools, BESA, 2014).

In my home state of Colorado there have been issues with lack of state policies that take into account virtual schools around issues such as funding, and the result is negative publicity aimed at online learning generally where in this case (in CO) it's really a state funding problem.

Already, some cities are finding political advantage in creating «hybrid» or «partnership» schools that have the full autonomy of a charter school but operate on contract with districts within district - provided buildings, generally created by state legislation.

Third, charter operators have generally chosen to offer relatively attractive defined benefit plans, though these appear less costly and more flexible (for both educator and school) than the established state system.

«We are hoping that these important state leaders will be intellectually stimulated, exposed to some new tools and perspectives, refreshed by a chance to reflect in the company of experienced, knowledgeable peers and faculty, and generally reinvigorated as they approach a new school year,» Reville says, adding that it is also an opportunity for participants to form continuing relationships with HGSE and its faculty.

Are state, district, and school - level policymakers and educators generally avoiding the hard steps needed to improve chronically low - performing schools?

• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.

«If local people can get together and state what their expectations are for their students and have a conversation with the schools about how they are going to be successful and accountable, the expectations are generally very high.»

By providing a more direct benefit to families, tax - relief programs add a level of separation between the state and the school and are generally deemed to be less vulnerable to legal challenge.

Louis Wool (@louisnwool), Superintendent of Schools of the Harrison Central School District stated that «We, as a society, tend to always look for quick fixes, and whatever they are, they generally fail in the long - term.»

Truancy laws generally target parents because, the reasoning goes, they have violated the state's attendance laws by not getting their kids to school.

Generally speaking, schools which are state run do get extra support from the local Council and these Councils have been working with schools for years and have built up a very good understanding of how they run and what is required when looking after a site.

Longtime Chicago mayor Richard M. Daley had won control over the school system in 1995 and generally received accolades for rising scores on state tests; hard - charging superintendents, including Paul Vallas and Arne Duncan; tough accountability measures such as reduced social promotion; and a slew of new schools and shiny buildings.

We're generally averse to «tracking» (deciding early in secondary education who's right for college and who's right for work), so our state policies generally view CTE as an «add on» to, not a replacement for, a traditional high school education.

However, all the states had some successful charter schools, and underperforming charter schools generally made achievement gains over time.

Generally, the states did little to explain how they intend «to help increase student achievement, increase options for students, or intervene in chronically low - performing schools.»

Surveys show that while many Americans are discouraged about the state of education generally, most parents support their own child's public school.

Our Commonwealth and state or territory politicians and political parties generally lack the policies needed to deal successfully with this issue: policies that place teacher quality at the centre of school reform in this country.

Focusing specifically on those who both lived in one of the 43 adopting states and who said it had been adopted in their community, we asked whether the implementation had a generally positive or negative impact on the schools.

For decades, conservatives have generally followed two principles when it comes to federal K — 12 education policy: Respect state and local control of schools, and demand improved academic achievement in exchange for federal funds.

Compared to school vouchers and tuition tax credits, state legislatures have generally found charter schools to be more politically palatable.

Generally, though, states use a combination of income taxes, corporate taxes, sales taxes, and fees to provide about 48 percent of the budget for elementary and secondary schools.

Because it is very difficult for a charter school to opt out of a state plan once it has enrolled teachers, whether a school is currently participating generally reflects a decision it made before it opened its doors.

School choice is a term for K — 12 public education options in the United States, describing a wide array of programs offering students and their families alternatives to publicly provided schools, to which students are generally assigned by the location of their family residence.

Even though charter schools and district schools receive equal funding from the state, charters generally receive less funding per student.

In cities across the country — Baltimore, Chicago, New Orleans, New York, Los Angeles, and Washington — and many states, parents and parent groups are forming coalitions, lobbying lawmakers, creating new schools, and generally bringing about school change.

Because schools rely so heavily on state aid, cuts to state funding (especially formula funding) generally force local school districts to scale back educational services, raise more revenue to cover the gap, or both.

For the past three decades, public school accountability had generally been heading in one direction: toward common standards, standardized tests, and a bigger role for the federal government in shaping how states gauge student performance and improve schools.

In a generally well - meaning effort to impose «accountability,» some policymakers have attempted to regulate school - choice programs as they regulate district schools, including by mandating state tests.

Massachusetts» urban charter school students are drawn from a population in which middle school students generally score below the average on state - wide math and English tests.

Letting states do what they want, of course, is exactly what the NEA would prefer; indeed, Van Roekel has said the NEA «generally supports local control of public schools.»

Deep cuts in state K - 12 spending can limit or stymie those reforms by limiting the funds generally available to improve schools and by terminating or undercutting specific reform initiatives.

Unlike other industries that often offer higher pay to compensate for less desirable working conditions or to attract more desired applicants in high - need areas (like STEM fields), public school systems are generally limited by collective bargaining agreements or state law in their ability to offer differential compensation (see Goldhaber et al., 2015).

The term is often used in school website URLs, generally appearing before the country code top - level domain (or in the United States, the state top - level domain).