Sentences with phrase «student urban school system»

Not exact matches

She contends that educational choice will create a «two - tiered system in urban districts, with charter schools for motivated students and public schools for those left behind.»

The study included 1,205 students at five urban middle schools in the same charter system.

The Urban Superintendents Program is a course of study for doctoral students interested in leading city public school systems.

In 2015, Brazil's school assessment exams, the National Education Evaluation System (SAEB in Portuguese), will provide the first data on how schools in Amazonas have fared since receiving the IDB loan, and while this will be a useful tool for evaluating the performance of rural students compared to their urban counterparts, Perez says the exam may not be an entirely accurate measurement of the success of PADEAM and the Media Center.

I also think that your book doesn't deal sufficiently with how the urban school system of the future will ensure that all students are served equitably.

In many urban areas, however, this was too little, too late: integrating urban schools was becoming increasingly difficult by the late 1960s and early 1970s because there were so few white students left in city school systems.

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

Their urban school systems don't offer (or greatly restrict) gifted - and - talented programs; they mandate «heterogeneous» groupings of students and tell teachers to do their best meeting a panoply of diverse needs using «differentiated instruction.»

Ms. House, the 1999 National Superintendent of the Year and one of the few women to lead a major urban school system, will leave the 112,000 - student district April 3.

Because of the size of city school districts — New York City is the nation's largest school system with 1,189 public schools and 78,100 teachers — urban educators often teach large numbers of at - risk students.

The unique doctorate in education leadership, offered in partnership with faculty from Harvard Business School and Harvard Kennedy School, prepares students to lead large and influential organizations, from urban school districts to charter networks to state sySchool and Harvard Kennedy School, prepares students to lead large and influential organizations, from urban school districts to charter networks to state sySchool, prepares students to lead large and influential organizations, from urban school districts to charter networks to state syschool districts to charter networks to state systems.

Urban public school systems, no matter their structure, will educate the vast majority of students living in cities for generations to come.

At the same time, new populations exist in cities, in urban school systems — primarily African American and Latino students, and large numbers of immigrants.

Given the student demographics and the urban environment, the Boston Public Schools system offers an extraordinary diversity of cultures, ethnicities, class backgrounds, and types of learners.

But a decade ago several trends in American education, and in the Catholic Church, made a Catholic - operated public school seem increasingly possible: 1) the traditional, parish - based Catholic school system, especially in the inner cities, was crumbling; 2) equally troubled urban public - school systems were failing to educate most of their students; and 3) a burgeoning charter school movement, born in the early 1990s, was beginning to turn heads among educators in both the private and public sectors.

79, president of the foundation, «when we developed the conviction that dramatic structural change was going to be necessary in Boston and other urban public school systems in order to generate broad improvement in the academic achievement of the mostly low - income, minority students who populate these districts today.»

At HGSE, I wanted to be a part of a group of students who had some of those same understandings of the many problems that exist in urban school systems and who also wanted to be leaders in the sector to start fixing those problems.»

New Orleans presents the opportunity to study an urban school system where charter schools comprise more than 90 percent of school campuses and total student enrollment.

Robinson, Lloyd and Rowe noted that: «Instructional leadership theory has its empirical origins in studies undertaken during the late 1970's and 80's of schools in poor urban communities where students succeeded despite the odds... these schools typically had strong instructional leadership, including a learning climate free of disruption, a system of clear teaching objectives, and high teacher expectations for students.»

Some of the lowest - performing urban public - school systems are also those that spend the most money per pupil — but despite Catholic schools» record of helping disadvantaged students learn, and despite their desperate need for financial resources, these institutions are denied any direct public support.

In «Beating the Odds,» [a CGCS report that provides a city - by - city analysis of student performance and gaps in achievement] one of the findings is that the average per - pupil expenditure in the nation's largest urban school systems is now below the national average.

As he sees it, urban Catholic - school closures dump students back into a system that is ill - prepared to educate them, a system that in many large U.S. cities awards diplomas to only half its high school students.

To counter the charge that they can not control students and make them learn, urban schools adopt strategies to deceive the public.In one strategy, «suspended» students simply choose another school and must be admitted if that school is under their quota.The school system then claims it has a rate of 100 percent nonsuspension when they simply have a lot of student movement.This is called «the dance of the lemons.»

Urban schools reinforce the student perception that teachers bear final responsibility for what they learn.By allowing passive witnesses, the schools support these student perceptions that all relationships are (indeed rewarding) students for being essentially authoritarian rather than mutual.As youth see the world, they are compelled to go to school while teachers are paid to be there.Therefore, it is the job of the teacher to make them learn.Every school policy and instructional decision which is made without involving students — and this is almost all of them — spreads the virus that principals and teachers rather than students must be the constituency held accountable for learning.In a very real sense students are being logical.In an authoritarian, top - down system with no voice for those at the bottom, why should those «being done to» be held accountable?

Only half of students in large urban school systems graduate from high school, US students lag behind their international counterparts, and racial - ethnic gaps in achievement are large by kindergarten and continue to grow thereafter, she said.

The annual award, announced today, honors large urban school systems that demonstrate the strongest student achievement and improvement while narrowing performance gaps between different groups based on family income and ethnicity.

New Jersey's school - finance system should be discarded because it shortchanges property - poor urban districts and the disadvantaged students they serve, a state administrative - law judge has ruled.

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

We believe this could be an opportunity for positive change as long as adequacy and equity are central tenets to address the chronic and growing divide between urban / rural, wealthy and poorer school systems and their related student achievement gaps.

The unfortunate answer is that too many urban school systems preemptively declare underperforming students to be failures, a practice that fosters dysfunctional classrooms that fail to motivate, engage, and inspire students to succeed.

Educators in Detroit's public school system face a tough reality: Detroit Public School students are last in the nation among urban students proficient on the National Assessment of Educational Progress (NAEP) and fifty - seven percent of Detroit children under the age of 17 live in poschool system face a tough reality: Detroit Public School students are last in the nation among urban students proficient on the National Assessment of Educational Progress (NAEP) and fifty - seven percent of Detroit children under the age of 17 live in poSchool students are last in the nation among urban students proficient on the National Assessment of Educational Progress (NAEP) and fifty - seven percent of Detroit children under the age of 17 live in poverty.

New York City's public school system, the largest in the country, yesterday won the Broad Prize, given each year to an urban school district that has made great improvements in student achievement, particularly in closing gaps between white and minority students.

As head of the Partnership for Los Angeles Schools, he led a system of 17 urban public schools, serving over 15,000 students — and worked with parents and educators to raise graduation rates by 60 % and improve student achievement at a faster rate than any other school system in California with more than 10,000 stuSchools, he led a system of 17 urban public schools, serving over 15,000 students — and worked with parents and educators to raise graduation rates by 60 % and improve student achievement at a faster rate than any other school system in California with more than 10,000 stuschools, serving over 15,000 students — and worked with parents and educators to raise graduation rates by 60 % and improve student achievement at a faster rate than any other school system in California with more than 10,000 students..

Previously, Sarah was a director at The Broad Center, the mission of which is to raise student achievement by recruiting and supporting leadership talent to transform urban school systems across the country.

There were about 400 test titles being used in the nation's largest urban school systems in the 2014 - 15 school year, and students sat over 6,500 times for tests across the 66 school systems studied, the research found.

Throughout her undergrad she tutored young minority students from urban public schools, served as president of the Sociology club at City College and researched racial / ethnic inequalities within the education system.

Boston University enjoys longstanding relationships with many urban and suburban school systems in greater Boston that offer our students rewarding field experiences under the guidance of expert teachers and faculty.

Aspire is also one of the highest - performing public school systems in California, operating public charter schools across the state with one specific goal - preparing urban students for college - encapsulated by its motto of «College for Certain.»

The following year, the urban Title I school began using the Kickboard school culture system to make it easy for teachers and administrators to collect, analyze, share, and act on student behavior data in real - time.

You might not have heard about it, but urban school systems across the country are posting gains in student achievement that deserve our attention.

Fourth - grade students recorded the highest gain — four points — among 21 urban school systems since 2011; fourth - graders also scored higher in math, and eighth - graders scored higher in reading.

For reasons of confidentiality, we refer to this district as the Studyville School District, a medium - sized school system in a northeastern urban center with roughly 20,000 students and 1,600 teaSchool District, a medium - sized school system in a northeastern urban center with roughly 20,000 students and 1,600 teaschool system in a northeastern urban center with roughly 20,000 students and 1,600 teachers.

However, AUSL recognized that transforming teacher talent alone wouldn't suffice in improving educational outcomes for these students, so it expanded its scope and became the first non-profit organization in the country to contract with a large urban school district to transform the lowest - performing schools from inside the public school system.

The Broad Center for the Management of School Systems is an independent nonprofit organization that prepares talented and visionary K - 12 public school system leaders to support students in our nation's urban communities in reaching new levels of achievSchool Systems is an independent nonprofit organization that prepares talented and visionary K - 12 public school system leaders to support students in our nation's urban communities in reaching new levels of achievschool system leaders to support students in our nation's urban communities in reaching new levels of achievement.

The California Collaborative on District Reform joins researchers, practitioners, policymakers, and funders in ongoing, evidence - based dialogue and collective action to improve outcomes for all students in California's urban school systems, with particular attention to equity and access for traditionally under - served students in the state.

There are also urban districts that have not done that: that have, like San Francisco, put more money into the schools serving high - need kids with a weighted student formula; that have really worked to have a better, stronger hiring process; that have put in place induction [mentoring], and stronger feedback, and teacher evaluation systems.

In addition, YES Prep's students are outperforming their higher income and white peers statewide in most cases — something very few, if any, other large urban school systems nationwide to date have achieved.

The Broad (rhymes with «road») Prize for Public Charter Schools is a new annual award to honor the urban public charter school system that has demonstrated the most outstanding overall student performance and improvement in the nation in recent years while reducing achievement gaps for poor and minority students.

A 14 - member review board of prominent education researchers, policy leaders, practitioners and executives from around the country evaluated publicly available student achievement data on 20 large established urban charter school systems and found that YES Prep Public Schools had the best overall student academic performance between 2007 and 2011.

The Illinois Center for School Improvement (Illinois CSI) is an organization created by the Illinois State Board of Education (ISBE) and American Institutes for Research to help district leaders from urban, rural, and suburban schools transform their systems to ultimately drive higher student achievement.