Sentences with phrase «support school diversity»
After the organizations reached consensus on a far - reaching agenda to support school diversity, we continued to organize, to write policy briefs and «talking points» and make public presentations.
http://www.onenationindivisible.org/ Not exact matches
After all, school administrators seek diversity in their classrooms because when a student of one race or ethnicity «supports» a student of another — intellectually, academically, or otherwise — it's a transfer that transcends whatever words or gestures are shared.
The school truly embodies its six core values: integrity, opportunity, support, diversity, community and sustainability.
Our financial aid and sibling discount programs support this goal, and the families participating in these programs have contributed significantly to the economic diversity of the school as well as to its spiritual and social growth.
Our program of tuition assistance supports this diversity by making the School more accessible to families of varying economic backgrounds.
«Schools need help and support, as the report highlights, to tackle bullying and to create a climate in which difference and diversity are recognised, respected and celebrated.
«Schools need help and support to create a climate in which difference and diversity is recognised, respected and celebrated.
Students in three studies were randomly assigned to see «warm» promotional statements about their school that suggested the university was committed to supporting socioeconomic diversity.
Your institution can use diversity supplements to support eligible high schoolers, college students, post-baccalaureates, graduate students, postdoctoral fellows, and junior faculty.
SE: Evidence from a variety of fields — education, public health, and economics — supports attaining and maintaining diversity and avoiding racial and economic isolation in schools.
He said: «The diversity of providers gives schools and colleges important choices - choice about what subjects they can offer; choice about content and delivery; and choice about ongoing support and customer service.
But a truly integrated school focuses on creating a positive experience for all students of all backgrounds, and supports what we call the «ABCDs» of diverse and equitable schools: strong academics, a strong sense of belonging, a commitment to dismantling racism, and an appreciation of diversity.
Each school focused on the challenges relevant to its particular context such as GCSE attainment, Key Stage 2 literacy, family support, transition, cultural diversity and community cohesion.
As the diversity of students in our schools continues to grow, the arguments for policies meant to improve representation among teachers have more and more evidence to support them.
Attitudes: support for diversity (racial integration), a perception of inequity (that the public schools provide a lower quality education for low - income and minority kids), support for voluntary prayer in the schools, support for greater parent influence, desire for smaller schools, belief in what I call the «public school ideology» (which measures a normative attachment to public schooling and its ideals), a belief in markets (that choice and competition are likely to make schools more effective), and a concern that moral values are poorly taught in the public schools.
Saying they support «diversity by choice,» members of a task force led by three local mayors are urging the Wake County, N.C., school district to abandon a student - assignment plan that aims for economic integration and adopt a neighborhood - schools approach instead.
This framing tends to fuel what Warikoo calls «the diversity bargain,» in which white students support affirmative action as long as black and Latino students on campus do not form their own organizations and friend groups, and whites do not feel overlooked through «reverse discrimination» when they apply for fellowships, jobs, and graduate school.
The course supports the school - wide focus on equity and diversity.
First, the great triumph of the civil - rights movement was its success in getting whites to support the principle of racial diversity in the schools.
Since 2010, the civil rights office has issued detailed directives on eliminating racial disparities in school discipline; the allocation of school resources among racial groups; schools» responsibility for preventing bullying; the use of race - based assignments to achieve diversity; achieving gender equity in intercollegiate and interscholastic sports, and support for pregnant and parenting students.
The Obama administration has issued new priorities for its charter - school grant program, among them support for schools that «promote diversity in their student bodies, including racial and ethnic diversity, or avoid racial isolation.»
The key objective of the scheme is to support BME teachers to progress into senior leadership positions so the school workforce reflects the diversity of the pupils and staff it represents and so becomes an accepting environment for all cultures and backgrounds, ensuring that BME pupils across the country have strong role models to inspire them.
Studytracks was named Start - up of the Year at the Education Resources Awards on Friday night; the awards honour the quality and diversity of products supporting learning in schools.
In growing the movement for integrated schools, participants at the Harvard conference discussed how various constituencies — civil - rights groups, business leaders, people of faith, students, and teachers unions — might support diversity.
DeVos has raised numerous concerns for her support of school choice and voucher programs that critics say would pull resources from struggling public schools and stifle diversity.
Policies that promote school integration by race and class took a significant hit last week when the U.S. Department of Education announced that it was killing a small but important federal program to support local diversity efforts.
The decision by Donald Trump's education secretary, Betsy DeVos, to kill Opening Doors was a reminder, if any was needed, that proponents of school diversity need to look beyond the federal government for support during Trump's administration.
Talking all the time in support of diversity and much less frequently about school choice is unlikely to win over state Republicans.
The most striking thing we found is that the grantees of these major education reform foundations spend a lot of time Tweeting in support of diversity, especially relative to how often they Tweet in support of school choice.
Nevertheless, diversity of membership on site councils is fostered by district support for community participation and we found high - poverty schools are more often diverse in site - council membership than other schools are.
In these analyses we used site council diversity, district support, and principals» openness to community involvement as independent variables; again, we used poverty and school level as control variables.
At the federal level, former U.S. Secretary of Education John B. King Jr. prioritized school diversity through a number of federal grant programs, including the Investing in Innovation Fund, or I3, Magnet School Assistance Program, and Charter School Program grant competitions.11 Additionally, in December 2016, the U.S. Department of Education announced the Opening Doors, Expanding Opportunities grant competition, which will use funds from the 2016 fiscal year to support school districts in increasing socioeconomic diversity in their schoschool diversity through a number of federal grant programs, including the Investing in Innovation Fund, or I3, Magnet School Assistance Program, and Charter School Program grant competitions.11 Additionally, in December 2016, the U.S. Department of Education announced the Opening Doors, Expanding Opportunities grant competition, which will use funds from the 2016 fiscal year to support school districts in increasing socioeconomic diversity in their schoSchool Assistance Program, and Charter School Program grant competitions.11 Additionally, in December 2016, the U.S. Department of Education announced the Opening Doors, Expanding Opportunities grant competition, which will use funds from the 2016 fiscal year to support school districts in increasing socioeconomic diversity in their schoSchool Program grant competitions.11 Additionally, in December 2016, the U.S. Department of Education announced the Opening Doors, Expanding Opportunities grant competition, which will use funds from the 2016 fiscal year to support school districts in increasing socioeconomic diversity in their schoschool districts in increasing socioeconomic diversity in their schools.12
Once it has this information for each state, the federal government could both support states in their efforts to diversify their schools and also penalize states that do not make progress toward school diversity.
Results show that poverty level and district support for community involvement explain only 9 % of the variance in the diversity of membership on school - site councils.
In fact, Trump's Education Department has reversed federal action on this issue by ending the Opening Doors, Expanding Opportunities grant program.16 For her part, U.S. Education Secretary Betsy DeVos recently stated that she would support diversity under the Magnet School Assistance Program; only time will tell if this is a true priority or rhetoric.17
CAP's hope is that this report will provide clear data and next steps that support an increase in school diversity and, ultimately, educational equity.
Looking at teacher ratings of school climate, school openness to parents, and district support (from Round Two of the teacher survey), we find once again that as poverty and diversity increase, teachers «ratings of climate, openness to parents, and district support decrease (see Table 1.6.1 below, and Appendix C1.6.1).141
Removing the funding from MSAP would significantly limit federal support for school diversity.
Since ESSA requires states to adopt evidence - based interventions for the lowest performing bottom 5 percent of schools, and school diversity is a research - supported strategy linked to improved student outcomes, (when appropriate) states could use this mandate as an opportunity to invest in these schools by turning them into high - quality racially and socioeconomically diverse magnets.
The bill would amend the Elementary and Secondary Education Act of 1965 (ESEA) and create a $ 120 million competitive grant program to support new and existing voluntary efforts that promote racial and socioeconomic diversity in schools.
This policy brief details why increasing diversity in K - 12 school leadership can improve overall diversity in the teacher workforce and work to support empowered schools.
Hillsborough instituted initiatives to increase educator diversity, foster community partnerships, and support a college - going culture in all its school sites.
In pursuit of advancing educational equity for all students under ESSA, acting U.S. Secretary of Education John King has recently called for supporting «innovative, voluntary locally - driven efforts to promote socioeconomic diversity in schools.»
Relationships (school connectedness / engagement, respect for diversity, social support, and teacher and administrator leadership).
Far from being anathema to progressive values, high - quality charter schools demonstrate how to translate these educational values into practice by committing to college success, increasing teacher diversity, rethinking school discipline, and supporting vulnerable populations.
Previously, Erica was a Senior Director at Achievement First Charter School Network, where she started the Human Capital team and was responsible for supporting Achievement First's activities around Human Resources systems, talent strategy, employment policies, benefits, performance improvement, compensation, and Diversity & Inclusiveness strategy.
Additionally, the Alliance provides a variety of support programs and acts as a resource to member schools on issues of diversity and multiculturalism.
Historically, schools have not been spaces that support diversity in children.
When I was at the Department helping to craft this grant, we took the necessary time and energy to meet with districts who wanted and needed federal support to pursue diversity strategies in their schools as part of their effort to close the achievement gap and uplift ALL students.
The mission of the Seattle Teacher Residency (STR) is to accelerate student achievement through the preparation, support, and retention of exceptional teachers who reflect the rich diversity in the student population of Seattle Public Schools and are committed to teaching in the district's Title I sSchools and are committed to teaching in the district's Title I schoolsschools.