Sentences with phrase «status of gender equity»

Gains, stalls, and setbacks August 25, 2017, Austin, TX: Since 1973, August 26th has been designated as Women's Equality Day, offering a chance to assess the current status of gender equity.

Not exact matches

â $ œFamily friendlyâ $ is a euphemism for feminist - friendly, a preoccupation of Rachel Notleyâ $ ™ s gender - equity focussed govâ $ ™ t, with its vaunted 50 % female cabinet, its â $ œstand - aloneâ $ Status of W...

PRE-SCHOOL THROUGH HIGH SCHOOL Almaden Country School, San Jose, CA The Berkeley School, Berkeley, CA The Blake School, Minneapolis, MN Canadian Teachers Federation, National Status of Women Conference, Ottowa, Ontario Catlin Gabel School Family Montessori School, El Cerrito, CA Gender Equity Council, Dade County, FL Georgetown Day School, Washington, DC Greater Edmonton Teachers Convention Association, Edmonton, Alberta The Laurel School for Girls, Cleveland, OH Head Royce School, Oakland, CA Educational Leadership Association, Toledo OH Epiphany School, Seattle, WA The Julia Morgan School for Girls, Oakland, CA Katherine Delmar Burke School, San Francisco, CA Lexington Community Education, Lexington, MA.

Author's note: This piece was prepared for the DAWN (Democratic Activists for Women Now) May newsletter and the Santa Clara County Democratic Party Committee on Gender Equity and Status of Women quarterly report.

The Committee on Gender Equity and Status of Women was formed to achieve the party and director's goals.

Together with the unique Finnish language, this underpins their national character and has driven the social democratic welfare state that has since developed, which foregrounds equity and equality of opportunity for all Finns regardless of gender, socioeconomic, or regional status.

And while a new report by Scholastic on principals and teachers» views on education equity describes that overwhelmingly, educators agree that equity in education for all children should be a national priority, it is also evident that such leadership requires clarity around the nuances of what it means to provide students a well - rounded education — regardless of race, national origin, immigration status, gender identity, disability, or religion.

No matter a teaching staff's racial, ethnic, gender, or socioeconomic status, culturally responsive teacher training is crucial for schools addressing disproportionality, says David Kirkland, executive director of the NYU Metropolitan Center for Research on Equity and the Transformation of Schools.

Based on Partners in Education: A Dual Capacity - Building Framework for Family — School Partnerships, a publication of the American Institutes for Research's Southwest Educational Development Laboratory in collaboration with the U.S. Department of Education, this session will help you to build and enhance the capacity of school staff and teachers use equity to engage all families, regardless of their racial or ethnic identity, educational background, gender, disability, or socioeconomic status.

In presenting this definition of equity, we recognize and acknowledge that significant disparities in educational opportunities and outcomes exist among students based on socioeconomic status, race, ethnicity, gender, special needs, English language proficiency, sexual orientation, and geography, which result from a history of systemic, economic, political, and moral inequity.

The FEAs have taken many forms, including: sheltered instruction observation protocol (SIOP) implementation in Texas; community - based equity assessment in Texas; IDRA's Focusing on Language and Academic Instructional Renewal (FLAIR) program implementation in reading in Louisiana; gender equity also in Louisiana; implementation of a multicultural framework in staff development to support student success in New Mexico; parent leadership in New Mexico; unitary status planning in Arkansas; English as a second language (ESL) classroom strategies in Arkansas; service learning in Oklahoma; and meeting civil rights requirements under the law in Oklahoma.

Multicultural education is interpreted as advocating for equity across, and at the intersections of, race, ethnicity, class, gender, sexuality, spirituality, exceptionality, nationality, immigrant / refugee status, and language.

As an organization deeply committed to diversity, equity and inclusion, it is the policy and commitment of North Star College Preparatory Academy for Boys PCS not to discriminate based on race, color, ethnicity, religion, sex, gender, sexual orientation, disability, age or any other personal or professional status.

According to the district's draft of the policy, «equity is attained when there is sufficient evidence that each student has a high - quality education experience, and outcomes are not predicted by race, gender, socioeconomic status, [individualized education program] status, or learning English as a second language.»

The Fair Housing Act is a Federal law that prohibits discrimination based on a borrower's race, color, religion, gender, handicap, familial status (families with children) or national origin and applies to all aspects of mortgage and home equity lending.

Therefore, the Act is much broader than just advocating gender pay equity, instead, the Act expands equal pay on the basis of membership in the protected class which includes, among others, race, creed, color, national origin, ancestry, age, marital status, civil union status, domestic partnership status, affectional or sexual orientation, genetic information, pregnancy or breastfeeding, sex, gender identity or expression, disability or atypical hereditary cellular or blood trait of any individual, or liability for service in the armed forces.