Sentences with phrase «students out of the public school system»

Not exact matches

It is within the province of public schools not only to see that students are correctly informed about religious matters, but also to provide a setting in which older young people may learn to recognize and sift out irreligious and idolatrous tendencies and perversions in the various religious systems of mankind.

Roland Fryer, a celebrated young professor of economics at Harvard University, has spent the past decade testing out a variety of incentive schemes in experiments with public school students in Houston, New York, Chicago, and other American cities that have school systems with high poverty rates.

Mayor de Blasio doesn't seem to want to have that discussion and just wants a rubber stamp renewal, but when 8 out of 10 students who walk across a stage and receive a New York City high school diploma need remediation in college, how can we say that this public school system is doing its job?»

Former NYU president John Sexton lashed out at the New York City public school system, asserting that the system's teachers have lower SAT scores than some of the students they teach.

A third possible direction goes back to diversity and individualism — through privatization, including such mechanisms as tuition tax credits, vouchers (enabling students to opt out of the public school system), and home schooling.

As Paul Hill, founder of the Center on Reinventing Public Education, has pointed out, we can leapfrog our system of school finance to truly fund education, not institutions; move money as students move; and pay for unconventional forms of instruction.

When Hurricane Maria struck the island Sept. 20, the nearly 1,200 schools in Puerto Rico went dark, leaving about 350,000 students in the public K - 12 system out of school.

The American public school system is in crisis, failing millions of students, producing as many drop - outs as graduates, and threatening our economic future.

The Chicago Public Schools operate a «two - tiered» high - school system that concentrates students with a high probability of dropping out in inner - city schools, according to a recentSchools operate a «two - tiered» high - school system that concentrates students with a high probability of dropping out in inner - city schools, according to a recentschools, according to a recent study.

Fast forward to 2017: President Donald Trump and U.S. Secretary of Education Betsy DeVos have championed a plan to provide federal funding for private school voucher systems nationwide, which would funnel millions of taxpayer dollars out of public schools and into unaccountable private schools — a school reform policy that they say would provide better options for low - income students trapped in failing schools.

Teachers unions across Washington opposed the initiative from day one, saying it diverts money from the traditional schools, the schools lack a consistently high success rate for students and the measure allows out - of - state operators to run schools within the public school system and without traditional oversight.

Disappointed by the lack of rigor in the U.S. public education system but encouraged by the small number of countries that have dramatically improved student performance, investigative journalist Amanda Ripley set out to uncover what is happening in their public schools that we could — and should — be doing in our own classrooms.

North Carolina is in the thick of the school voucher debate, with two bills moving through the General Assembly now that would siphon at least $ 90 million out of the public school system and into voucher programs intended for low - income and disabled students.

Nevertheless, Rep. Paul Stam has introduced a school voucher bill that would move $ 90 million out of the public school system and into private institutions by offering eligible students $ 4,200 tuition reimbursements per year.

A university professor and high school English teacher, Camangian was inspired to work in educational equity after feeling left out as a student of color in the public school system.

Legislators make great sport out of questioning the integrity of public schools, students, teachers and districts to justify setting up the most punitive «Accountability» system in the nation.

The menu of options presented to the public includes out - of - boundary «set - asides» for low - income students and a version of «controlled choice» that would replace neighborhood school assignments with a lottery system to place children in one of a cluster of nearby schools.

The analyses broadly laid out the «system» of schools in the city — including public, charter, and private schools — to delineate where Milwaukee schoolchildren are being educated, student demographics in the various types of schools, and the performance characteristics of those schools.

Last summer, lawmakers authorized a program that would provide 2,400 students with up to $ 4,200 each year to attend private schools, touting it as a «pilot» that would allow low - income students to seek out alternative forms of schooling to what the public education system has to offer.

And, still, as Lecker points out, the ability to do DAMAGE to the public school system and to many of its students is ENORMOUS and, indeed, too costly for the people of this nation and its overall health and vitality.

The country still has a multi-tiered system, with low - income students frequently shut out of the most elite private and public schools.

Nevada's public school system also ranks among the worst in the nation, graduating three out of four students.

ALBANY — Gov. Andrew M. Cuomo, delivering his State of the State address along with a budget proposal heavy on infrastructure, laid out an ambitious social agenda on Wednesday that focuses on problems not so easily solved with cash: the erosion of confidence in the criminal justice system, public schools and teachers that he said were failing students, and a creeping sense that economic mobility is not what it once was.

But ultimately, what stood out was frustration with the public school system — a system that could ultimately determine the career and higher educational paths of students.

You've warned that «a new form of redlining is emerging» in public education, and called out «a growing number of apartheid schools populated almost entirely by low - income African - American and Latino students in our increasingly race - and class - segregated system.»

I am holding you responsible for the 9 - year - old student who came to school with hardly any sleep after witnessing his mother administer Narcan to save his father's life, only to then take a three - hour test and I am holding you responsible for the autistic child whose parents opted him out of the test but the school counseled him back into... I hold you responsible for not passing legislation that allows for a public - school TEACHER to serve on the Board of EDUCATION, yet the chair of this Board, Paul Sagan can contribute $ 600,000 to a campaign that sought to charterize, segregate, and create a two - tiered system of privilege using high - stake test scores as the ammunition.»

And $ 2.5 million is allocated for each year of the biennium to offset the cost of the state's new virtual charter schools, which are expected to draw 3,000 students out of the public education system each year.

They argue that the tax - credit programs draw needed funds out of the public school system, redirecting money to private schools that aren't accountable for student performance.

New research by the University of Utah underscores the importance of policies in the public education system aimed at helping at - risk students avoid dropping out before they get a high school diploma.

«Charter schools are asking for basic fairness when it comes to educating their public school students and a system that forces schools to take funds out of the classroom to pay rent is clearly one that is broken,» said James Merriman, CEO of the New York City Charter School Cschool students and a system that forces schools to take funds out of the classroom to pay rent is clearly one that is broken,» said James Merriman, CEO of the New York City Charter School CSchool Center.

By investigating the interactions between school choice and special education in New Orleans» RSD and OPSB public schools, the challenges presented by the availability of special education - specific information, nuanced recruitment and marketing methods, the application process, and various post-enrollment «push - out» practices become apparent and demonstrate the shortcomings of the public school system in New Orleans in ensuring that special education students receive equitable opportunities in the school choice process.

To be sure, in addition to an increasing number of public school options, many white students and their parents also also opting out of the public school system altogether.

Results for the dry - run last spring were not made public, but in a survey following the field test, many schools reported technical difficulties: students were unable to log onto the testing site, connections to the internet were spotty and many students were booted out of the system, unable to complete the test.

Despite this message, students with learning disabilities continue to drop out of high school and struggle in the public - school system.

Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and education in China, his father's career in engineering, his mother's background and education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoSchool, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.

Students assigned to special education programs often encounter significant challenges in obtaining an education in the New York City public school system — some parents are sent back and forth between schools and enrollment centers without their problems being resolved; some students are kept out of school because they must wait for proper placements or special education services after the school year starts; and some students with disabilities do not receive the special transportation they need to get toStudents assigned to special education programs often encounter significant challenges in obtaining an education in the New York City public school system — some parents are sent back and forth between schools and enrollment centers without their problems being resolved; some students are kept out of school because they must wait for proper placements or special education services after the school year starts; and some students with disabilities do not receive the special transportation they need to get tostudents are kept out of school because they must wait for proper placements or special education services after the school year starts; and some students with disabilities do not receive the special transportation they need to get tostudents with disabilities do not receive the special transportation they need to get to school.

You do a lot of work on the school - to - prison pipeline, where students, primarily students of color, are funneled out of public schools and into the juvenile justice system and criminal justice system.