Sentences with phrase «such color school»

Not exact matches

Private schools, charter schools, voucher programs and other school choice options have been championed by reform - minded conservatives such as Jeb Bush for years now, partly because of their success for countless children of color living in poor communities with even poorer - performing public schools.

The group, a nonprofit advocacy organization formed in 2001 and historically funded by teachers unions, has long offered itself as a voice for parents and communities of color and, as such, has also been a thorn in the side of successive state and city governments, consistently pushing for more funding in the state budget to meet the needs of underserved schools and fighting against school closures and charter schools.

With such rapid progress, the field has likely raced well beyond the high school biology textbook your class used to study alleles, fruit flies and eye color inheritance.

Accessorize: Love adding pops of color and other elements such as a lamp or even an old school clock.

The First School WS website has a great ibis coloring page that would be suitable for such applications.

The 1080p 2.35 X 1 digital High Definition image was shot in Super 35 mm by Director of Photography Mark Irwin, C.S.C. / A.S.C., giving it the same lame school look emphasizing the same color schemes typical of such films shot in California.

Charlize Theron, meanwhile, presented Allen Daviau — an Oscar nominee for films like E.T., The Color Purple, The Empire of the Sun and Bugsy — with the Lifetime Achievement Award, while the ASC John Alonzo Heritage Award — named in honor of the cinematographer of such classics as Harold and Maude, Norma Rae and Scarface — was presented to a pair of student filmmakers, Brian Melton from the North Carolina School of the Arts and Lyle Vincent from the NYU Tisch School of the Arts.

This activity helps your kiddos to practice their personal information such as they will be able to: Know their gender Write their own name Write their parents name Write their teacher name Write their home address Write their school name Write their phone number Write their birthday Write their age Write their city name Write their favorite color, food and hobby

The disproportionality literature consistently notes that children's outcomes are causally affected by out - of - school factors such as poor nutrition, stress, and exposure to environmental toxins, and that exposure to these influences unduly affects poor children and children of color.

These digital stamp cliparts are very useful for teachers and educators for creating their school and classroom projects such as for coloring page, games, and other learning sheets.

This digistamp is useful for teachers and educators for creating their school and classroom projects such as for coloring page, games, and other learning sheets.

(b) «Desegregation» means the assignment of students to public schools and within such schools without regard to their race, color, religion, or national origin, but «desegregation» shall not mean the assignment of students to public schools in order to overcome racial imbalance.

And they might merit a public policy response, such as extra funding for schools with a large proportion of male students, or even affirmative action for boys at schools like Banneker (something that's being contemplated by Muriel Bowser and Kaya Henderson's Empowering Males of Color initiative).

Rausch noted that certain localities, such as Indianapolis, have had many charter - school leaders of color, but the movement, particularly on the coasts, is mainly the province of white school leaders and organizational heads who tend to hold homogeneous views on test scores, school structure, and «what works.»

We also can combat other forces that lower the confidence of children of color in their academic ability and their worth, such as the pervasive belief in this country in the bell curve of ability, school practices for tracking, disproportionate placement in special education, biased application of discipline procedures, and unequal access to Advanced Placement classes.

School leaders wanting to reduce gaps in student achievement and success can't proclaim «I don't see a child's color» and advance such efforts.

Myers - Wilkins is the district's only such school, designated by the state for having more students of color than white students.

In addition to programmatic areas such as membership, operations, and CCSA's annual conference, Daniel focuses on data - inspired efforts to drive growth and increase the organization performance, and on a new diversity, equity and inclusion undertaking to increase the number of school leaders of color in California.

We did the same thing at the school level, to be certain that we ruled out school - level factors that might have impacted instruction and hence, achievement, such as proportion students of color, school size, poverty level, and how well students had done on the assessments the prior year.

Too many schools employ overly punitive discipline methods — such as detentions and suspensions — which are ineffective, unjust and disproportionately affect young people of color.

The lack of diversity in the teaching profession, combined with these differing interpretations of student ability and behavior, may partially explain why students of color are suspended or expelled from all levels of school at disproportionate rates.23 Such harsh discipline practices place them at higher risk of subsequent academic disengagement and increase the probability that they will later drop out.24 While these mindsets may be unintentional, their prevalence greatly affects students» performance and behavior.

The study points out important facts about the fallout of school closings, such as how students of color and low - income students are disproportionately affected and how less than half of displaced students end up in better performing schools following school closure.

And because teacher salaries make up about 60 percent or so of the typical district's budget, these data demonstrate some fairly hefty gaps in spending between schools that serve more students of color and those that serve fewer such students.

A summative rating might be a number or a letter, or it could be a categorization of a school based on a color (green, yellow or red), or an assessment, such as low, improving, quality or excellent, Litt said.

[4] These factors are complicated, so the state should install a system that translates them into something more easily understood, such as a color - coded matrix indicating a high or low score for a school.

As I wrote a few years ago, the Hartford Public Schools» decade - long decline in teachers of color could be the result of factors such as NCLB certification requirements, school closures and reconstitution, expansion of choice programs, and teacher temp programs like Teach for America.

Revise policies that further marginalize students, such as those that result in the under - enrollment of students of color in high - level classes or assign students to schools in ways that result in racial and economic segregation.

Students of National Board Certified Teachers learn up to two months more than their peers, with an even greater impact for students of color and low - income children.54 A career continuum supported by a system of meaningful professional learning would put teaching more on par with other modernized professions such as medicine, engineering, and architecture.55 Such a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching studesuch as medicine, engineering, and architecture.55 Such a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching studeSuch a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching students.

The winner of The Broad Prize for Public Charter Schools receives $ 250,000 for college - readiness efforts for low - income students and students of color, such as scholarships or campus visits.

Increasing racial, ethnic, linguistic, socio - economic, and gender diversity in the teacher workforce can have a positive effect for all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.24

The state would then sum the subtotals for each indicator to determine a school's total score, which can be translated into a letter grade; color; symbol, such as star ratings; or kept as a number score.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

They do not claim that all charters are bad, as some commentators have suggested, but declare that the unchecked proliferation of such schools represents a real danger to communities of color.

The CEA could highlight these issues, along with some of the real problems our schools and students face, such as how our schools are underfunded by the state, or that our «underperforming schools» are predominantly in poorer, working class neighborhoods, and neighborhoods of color.

It promoted common academic standards across schools and required «remedies» for «failing» schools — concentrated in impoverished communities of color — such as converting them to charter schools or having them run by private firms.

«Under the Board of Education's new accreditation system that goes into effect this fall, schools will be rated on whether groups of students — such as students of color and students in poverty — are meeting expectations or making progress, as well as on overall achievement and growth,» Constantino said.

(a) Whenever the Attorney General receives a complaint in writing signed by an individual to the effect that he is being deprived of or threatened with the loss of his right to the equal protection of the laws, on account of his race, color, religion, or national origin, by being denied equal utilization of any public facility which is owned, operated, or managed by or on behalf of any State or subdivision thereof, other than a public school or public college as defined in section 401 of title IV hereof, and the Attorney General believes the complaint is meritorious and certifies that the signer or signers of such complaint are unable, in his judgment, to initiate and maintain appropriate legal proceedings for relief and that the institution of an action will materially further the orderly progress of desegregation in public facilities, the Attorney General is authorized to institute for or in the name of the United States a civil action in any appropriate district court of the United States against such parties and for such relief as may be appropriate, and such court shall have and shall exercise jurisdiction of proceedings instituted pursuant to this section.

(2) signed by an individual, or his parent, to the effect that he has been denied admission to or not permitted to continue in attendance at a public college by reason of race, color, religion, or national origin, and the Attorney General believes the complaint is meritorious and certifies that the signer or signers of such complaint are unable, in his judgment, to initiate and maintain appropriate legal proceedings for relief and that the institution of an action will materially further the orderly achievement of desegregation in public education, the Attorney General is authorized, after giving notice of such complaint to the appropriate school board or college authority and after certifying that he is satisfied that such board or authority has had a reasonable time to adjust the conditions alleged in such complaint, to institute for or in the name of the United States a civil action in any appropriate district court of the United States against such parties and for such relief as may be appropriate, and such court shall have and shall exercise jurisdiction of proceedings instituted pursuant to this section, provided that nothing herein shall empower any official or court of the United States to issue any order seeking to achieve a racial balance in any school by requiring the transportation of pupils or students from one school to another or one school district to another in order to achieve such racial balance, or otherwise enlarge the existing power of the court to insure compliance with constitutional standards.

Karma dogs use coloring books in school to teach children important lessons about dogs such as: how to approach a dog, not to bother them while eating, and not to climb on a dog while playing.

Works in the exhibition include works by Washington Color School notables such as Gene Davis, Howard Mehring and Alma Thomas; alongside newer acquisitions from artists such as Michael Craig - Martin, Robin Rose and Susan Roth.

Educated at Howard University and Columbia University, Alma Thomas was associated with the Washington Color School, which also included her contemporaries such as Morris Louis and Sam Gilliam.

Such twists don't revolutionize the Color School style, but they do endow it with welcome energy.

Works such as Red, Green, Blue, Glitter Landscape (2015) seem to wear the legacies of the New York School of the 1950s and 1960s lightly, as though the color field had been taken on a mystic detour into the cosmic.

This Center became a cultural catalyst in the city, bringing together leaders in both the performing and visual arts, including painters such as Morris Louis, Kenneth Noland, and Gene Davis, who would later become well - known founders of the Washington Color School group.

For Greenberg they possess a radicalism that comes more from Impressionism than Cubism, while his later dissatisfaction with increased mannerism of the Abstract Expressionist paintings led him to coin the term Post-painterly Abstraction under which he included the novel tendencies in abstraction such as color field painting, hard - edge abstraction, and the Washington Color Sccolor field painting, hard - edge abstraction, and the Washington Color ScColor School.

Drawing from various postwar art movements and developments: Op Art, Washington Color School, Monochrome Painting, as well as European modes of art making, such as Support / Surface and Radical Painting, Mark has created a diffuse, yet particularly American body of work.

Not only were the great collections that changed hands in the 19th and 20th centuries lost by the Corcoran to institutions in other cities and later to the National Gallery and the Smithsonian, but seminal movements in American art, such as the emergence in the 1950s and»60s of abstract expressionism, pop art and even the Washington Color School (which started in its own back yard!)

He's celebrated as one of the leading lights among the artists associated with the Washington Color School (a grouping that took its name from a 1965 exhibition of painting at the Washington Gallery of Modern Art, in DC, and included artists such as Kenneth Noland and Gene Davis) and as a pioneer of American colour field painting.

Considered to be one of the most prominent Washington D.C. artists of the last century, Green led art in the city away from the prevalent trend of painters in the Washington Color School (such as Morris Louis and Kenneth Noland), while working for 35 years as an instructor at the Corcoran College of Art and Design.

«Nevelson is one of these people who had such a preoccupation with the color going back to the 1940s, before the New York school, before all of the guys I talked about in reference to Rosenthal's «Black Paintings» show.