Sentences with phrase «students out of their neighborhood»

In Los Angeles, they have to bus kindergarten students out of their neighborhoods because there is literally no space.

As a current example of ever - larger traditional public schools, the Chicago Board of Education is closing fifty traditional schools at one time and sending their students out of their neighborhoods to ever - larger schools against continuing parent protests.

Those who support continuing to bus students out of the neighborhood say that putting them in Leesburg and Frederick Douglass — built on the same site as a school that served the county's black students during segregation — amounts to segregation that will exacerbate their academic challenges.

Not exact matches

The team out of the University of California, Berkeley and University College London tested how people mentally estimate distance and travel times by having 20 foreign students in London draw, in detail, the neighborhood surrounding their residence.

One only has to stake out the Damen «L» stop on any given weekday morning to see just how cross-pollinated the neighborhood has become; Gypsies, art - students, white - and blue - collar employees of all races stand shoulder to shoulder during the rush hours, submitting themselves to a sort of random casting call, linked only by their roles as commuters... and as neighbors.

Ms. Moskowitz proudly touted the success of Success, noting with real joy how three students at the school in Bed - Stuy had achieved a perfect score on an international math test «out of 30 or 40 worldwide» and taking particular pride in how many of the schools» high achievers are «black and brown» and from neighborhoods that face enormous disadvantages.

Schools in the Los Angeles School District have moved a vast majority of their students out of their special education centers within the last three years and into neighborhood schools where they are fully integrated into elective classes like physical education, gardening and cooking.

Meanwhile, more parents in D.C. neighborhoods west of Rock Creek Park are sending their kids to public schools, resulting in fewer spots for «out of boundary» students in the most sought - after neighborhood schools such as Lafayette, Murch and Eaton elementary schools or Deal Middle School.

Yet neither school faces media charges of poaching the best students, private contributions creating an uneven playing field, screening out low performers, having a demographic that doesn't match the surrounding neighborhood, or creating an obsession with testing.

This would be a neighborhood school, in the heart of impoverished urban America, committed to educating all students, not to weeding out the most challenging.

Camino Nuevo Charter Academy (Camino Nuevo) schools stand out for providing a full range of student and family support services and delivering an education tailored to the specific needs and demands of the neighborhoods they serve.

Many KIPP students move out of their neighborhoods, or decide they do not want to work that hard, and do not complete the four years, but KIPP leaders say they are working on retaining more students and are showing some progress.

The school, located in a recreation center in a low - income neighborhood, offers a year - round education to students who have either dropped out of or were asked to leave other schools.

That is the promise of American public education — that all students will be well - educated — not just those chosen by lottery for a charter school that may not turn out to be better than the regular neighborhood school.

In addition, according to a press release from the coalition formed to fight off the Achievement First attack, «Scores of neighborhood residents, civil rights activists, education advocates, teachers, classroom support personnel, and legislators» joined together last week to «speak out against proposed displacement of Clark School students.»

Because we draw families out of their neighborhood schools, we have forged our own close - knit community of teachers, students, families and friends.

Years ago, a science teacher at Boston's Greater Egleston Community High School, a high school situated in a low - income, mostly Latino and Black neighborhood, told her students that the neighborhood had some of the highest asthma rates in the city and state, and asked them to figure out why.

Lower income families and students get pushed out of neighborhoods they once occupied and pushed directly into schools with lower resources and money, a cycle some parents seem to be fine with just as long as their child is being served.

Charter schools will siphon students and funding out of public neighborhood schools across the district without changing the fixed costs of running those schools, or necessarily reducing the need for staffing and services in those schools.

For most of the 115,000 Mississippi families with students in failing public schools, moving to a neighborhood with better schools is out of the question.

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.

In most neighborhoods, most students who do not choose to attend their in - boundary school attend a public charter school (as opposed to a DCPS school from out - of - boundary).

About 35 percent of school boundary neighborhoods are «majority» charter, meaning that more than half of students living in a school boundary attend a public charter school instead of the DCPS boundary school or a DCPS school from out - of - boundary.

Opting out of state tests has made waves for the last couple of years as mostly White parents in mostly upper - middle class neighborhoods rallied students to opt - out of state tests.

Many who have seen charters replace traditional public schools report the same problems that New Orleans residents describe: closures of public schools that held neighborhoods together, younger and less experienced teachers, the loss of union jobs, experimental teaching practics that can be rigid or harsh, cherrypicking of students and rapid teacher burn - out.

Because almost all plans require students to travel to out - of - neighborhood schools, they are restricted in their ability to shift poor students to more affluent settings, which limits the degree of class mixing achieved.

For example, Terrasi and de Galarce (2017) describe a case of PTSD in a 2nd - grade student who previously got along well with his friends and was succeeding in school but who, after witnessing his mother being hit in the arm by a stray bullet while they were walking together in their neighborhood, became «defiant with his teachers... often hiding under a desk, knocking things down, hitting other children, and running out of the classroom» (p. 35).

The board is weighing a proposal that would send all but 186 of those students to the two nearby elementaries, shifting them out of schools that serve some of Loudoun's wealthiest neighborhoods.

Students are encouraged to visit their local neighborhood branch of Milwaukee Public Library to upgrade to a full access card which allows them to check out materials.

And the majority feared that even allowing some charters to adopt a voluntary neighborhood preference could shut disadvantaged students out of high - performing schools.

I'm sure there are a number of reasons why this solution may not be feasible, but it sure would provide a disincentive to charters to NOT cull the cream of the crop from public schools then push the more challenging cases out of their schools and into neighborhood public schools, at least not midway through the academic year when the negative consequences of such outcomes are compounded because of the disruption this transience evidently brings to the student and her new schoolmates.

And graduation rates of students who take remedial courses in college are dismal, somewhere in the neighborhood of 1 out of 4.

Yet a front - page story in the New York Times last week dealt with how Success Academy, a high - performing charter school network in New York City's low - income and minority neighborhoods, has been accused of «weeding out weak or difficult students.»

Although one can find heroic exceptions here and there (generally in schools led by extraordinary, beat - the - odds and damn - the - torpedoes principals), far too many public schools in tough neighborhoods and poor communities fail to get beyond the challenges of discipline, truancy, turnover of both students and staff, the ever - present risk of drop - outs, students» lack of basic skills, and such fundamental human needs as feeding breakfast to kids who come to school with empty stomachs.

Still, in the 2015 - 16 school year, 51 % of CPS students (students enrolled in Chicago public schools) opted out of their assigned neighborhood schools; among high school students specifically, this number jumps to 73 % (Hing and Richards, 2016).

They're employing a small team of students to scout out the neighborhood

Whether you are a student at Quincy College or a resident living in one of Quincy's many neighborhoods, if you get into a bicycle accident find out your rights and call the law offices of Altman & Altman.

Google's Project Loon, which seems straight out of a steampunk aficionado's fever dream by wanting to provide wi - fi via balloon, seems less crazy than having to park a school bus in the middle of a neighborhood overnight because that's the only way students can turn in class projects.

This obliging prearrangement for carrying out a clinical project is provided (by the online school) by offering a catalog of official clinics in a student's neighborhood.

Dropping out is rarely the result of one quick or impulsive decision; it is usually the result of compounding pressures that lead students to gradually disengage from school and eventually drop out: home and neighborhood violence, absent parents, negative peer influences, caretaking responsibilities, and a lack of a sense of relevance to their own lives.

• Post the Colorado early learning and development guideline videos to your social media channels earlylearningco.org • Raise awareness of child safety issues and helpful childproofing information • Organize a moms» or dads» night out • Put children's books in your lobby and waiting areas • Schedule family events at different times of the day and on different days of the week so that more families can participate • Add information about family - friendly resources on neighborhood websites like Nextdoor • Remind people it's okay to ask for help • Host a play group at a local recreation or community center • Collaborate with childcare centers and schools by joining PTOs, volunteering in classrooms, participating in fundraising and more • Recognize a child or family in distress and offer assistance • Provide parenting education classes for parents and for students before they become parents • Connect parents to one another and to important resources for support