Sentences with phrase «supports high poverty schools»

DeVos will have problems if her department makes cuts to fund the voucher program, especially if cuts come from Title I funding, which supports high poverty schools.

Not exact matches

One significant victory in that battle was last year's passage of the Healthy, Hunger - Free Kids Act which, among other things, uses Medicaid data to directly certify children for free and reduced price meals; helps states improve the certification process for school meal aid; allows universal free meals for students in high poverty communities; and expands USDA authority to support meals served to at - risk children in after school programs.

Southern Hospitality, for example, supports projects from high - poverty schools in the South.

Without the financial support of students» parents, many teachers from high - poverty schools think that crowdfunding pages are out of the question.

These intangible middle class advantages include such things as a computer with internet access at home, a quiet place to study and complete homework, working parent (s) above the poverty line, no pressure to get a low - level job in high school to help pay the rent or support the family, and no fear of the streets upon which they live.

«Incentives to work in low - performing schools are not the sole answer — too often, it's large class sizes, poor working conditions, and a lack of support from administrators that drives teachers away from high - poverty rural and inner - city schools,» she said.

In addition, the variance of our value - added measure is significantly higher within higher - poverty schools than in lower - poverty schools, even after we control for the experience level and other observable characteristics of teachers within each school, which supports the second prediction.

In high - poverty schools, it's critical to establish caring relationships, supporting students through advisory programs, create smaller learning environments, and encourage participation in extracurricular activities.

Perhaps it is possible for large, high - poverty schools to reduce suspensions without increasing disorder or violence — but it would take strong leadership, engaging teaching, ample mental health supports, and much else.

High - performing, high - poverty schools have long been systematically providing targeted support for students within and outside the traditional school day, week, or yHigh - performing, high - poverty schools have long been systematically providing targeted support for students within and outside the traditional school day, week, or yhigh - poverty schools have long been systematically providing targeted support for students within and outside the traditional school day, week, or year.

With more highly effective teachers clustered in high - poverty schools, these districts could close the comparability gap through supporting highly effective teachers in these schools rather than forcing teachers to move to high - poverty schools.

-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity CSchools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Cschools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Cschools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Cschools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culture?

Supporting high - quality standards and research - based, culturally and linguistically relevant instruction with the belief that every student can learn including students of poverty, students with disabilities, English learners, and students from all ethnicities evident in the school and district cultures.

Left - wing policy supports neighborhood - based public schools, opposes any methods to measure or differentiate the performance of teachers or schools, and argues instead for alternatives to school reform like increased anti-poverty spending or urging middle - class parents to enroll their children in high - poverty schools.

Turning Title I into a voucher directly conflicts with the original intent of Title I, which was first enacted in 1965 and has continued to be reauthorized with bipartisan support in Congress to target and support schools with high concentrations of poverty.

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.

For example, Maine recommends that districts adopt «longevity pay incentives» and create teacher leader programs in high - poverty schools.54 The plan also states that the Maine Department of Education will work with teacher preparation programs to assess the type and level of preparation afforded to aspiring teachers wishing to teach in high - poverty schools, isolated schools, and high - risk school settings with the goal of offering more supports, including housing, loan forgiveness, and housing for teachers in these types of schools.55

School leaders are again having to make tough decisions around personnel, extracurricular and after school programs, academic support in classes, and SEL services, such as Wellness Centers and counseling critical to populations that suffer from high rates of trauma and poSchool leaders are again having to make tough decisions around personnel, extracurricular and after school programs, academic support in classes, and SEL services, such as Wellness Centers and counseling critical to populations that suffer from high rates of trauma and poschool programs, academic support in classes, and SEL services, such as Wellness Centers and counseling critical to populations that suffer from high rates of trauma and poverty.

The 21st Century Community Learning Centers (Title IV, Part B) program supports the creation of opportunities for academic enrichment during non-school hours for children, particularly students who attend high - poverty and low - performing schools.

Filed Under: Featured Tagged With: class size, Common Core, Corporate School Reforms, high - stakes testing, Manufactured Teacher Shortage, poverty, Professional Development, Retaining Teachers, School Administrators, School Conditions, school libraries, School Support Staff, Teach for America, the arts, Veteran TeSchool Reforms, high - stakes testing, Manufactured Teacher Shortage, poverty, Professional Development, Retaining Teachers, School Administrators, School Conditions, school libraries, School Support Staff, Teach for America, the arts, Veteran TeSchool Administrators, School Conditions, school libraries, School Support Staff, Teach for America, the arts, Veteran TeSchool Conditions, school libraries, School Support Staff, Teach for America, the arts, Veteran Teschool libraries, School Support Staff, Teach for America, the arts, Veteran TeSchool Support Staff, Teach for America, the arts, Veteran Teachers

We heard similar criticisms about the effectiveness of state support - system interventions for low - performing schools in one of our large, high - poverty, low - performing urban school districts — where (again) the district developed no plan for systematic intervention to ameliorate the problem.

However, demonstrating compliance with these federal fiscal requirements — for example, comparability, in which districts must show that they provide «comparable services» in high and low poverty schools through state and local dollars — as well as the specific rules that govern each federal program, can introduce unnecessary burdens that distract from the overall goal of providing additional support to low - income schools and disadvantaged students.

Title IV, Part B supports centers that provide academic enrichment programs during non-school hours, especially those that target high - poverty families and students who attend low - performing schools.

The review concluded that the evidence is indeed sufficient to support investing in the model, especially as a strategy for reforming high - poverty schools.

The Council of Urban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create obstacles to learning.

For fifty years, the Council of Urban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create serious obstacles to learning.

The report examines progress in the performance of students in high - poverty schools, the development of state standards and assessment systems, accountability systems and school improvement efforts, the targeting of Title I funds, Title I services at the school level, support for family involvement, services for students in private schools, and services provided under the Even Start, Migrant Education, and Neglected and Delinquent programs.

It is discouraging that our elected officials, including our Governor supported legislation that so glaringly fails to recognize the inherent challenges faced by high poverty schools.

These programs subsidize meals for more than 30 million low - income children, provide supplemental funding to 56,000 high - poverty schools, and support special education programs for nearly 7 million students.

As a result of this type of support from Congress, state legislatures, and philanthropic organizations, a steadily increasing number of principals will be affected by compensation systems that offer additional compensation based on student achievement, professional knowledge and skills, and service in high - poverty and other hard - to - staff schools.

Although research has begun to provide needed insight into the district's role in supporting high performance systemwide (Knapp et al., 2003; McFadden, 2009), the vast majority of our information regarding what works for educating students who live in poverty continues to originate from the school level.

In these schools, the crisis has been overcome, because the educators sought to control what they could, held high expectations for student learning, and supported their students in surmounting the debilitating effects of poverty on learning.

According to a new report, most teachers in urban, high - poverty schools are remarkably motivated to meet the challenges at hand, but they need and want schoolwide, principal - led supports in order to succeed in the face of the uncertainties that economic privation brings.

Whether surviving budget cuts, carefully targeting new stimulus funding, or both, leaders in all schools may benefit from reflecting on the questions leaders ask in high - performing / high - poverty schools to support and sustain student success.

Maryland's plan includes a strong focus on personalized professional learning for new and veteran teachers as well as a strong school system - focused approach to supporting all low performing and high poverty schools, with specific emphasis on turnaround leadership, talent development, instructional transformation, and culture shifts.

We strongly support your proposed regulations for «supplementing, not supplanting» funds intended for high poverty schools.

Over half of teachers in high - poverty schools, «agreed that the «lack of resources or access to digital technologies among students» is a challenge in their classrooms» and that its «results are strongest when the uses of technology... are combined with strategic teacher support...» (Darling - Hammond et al. 2014).

This program supports the creation of community learning centers that provide academic enrichment opportunities for children, particularly students who attend high - poverty and low performing schools.

The 21st CCLC program supports the creation of community learning centers to provide academic enrichment opportunities during non-school hours for children, particularly students who attend high - poverty and low - performing schools.

Section 1003 (a) of Title I, Part A, allocations are awarded to assist Title I schools in Improvement in coordinating the delivery of research - based federal, state and local school reform initiatives that support teaching and learning in high poverty, low - achieving schools.

In 2005, the state legislature created the Massachusetts Expanded Learning Time Initiative and approved major funding to support high - poverty schools that lengthened the school year.

And even the nation's very best high - poverty charter school chain, KIPP, which enjoys all the advantages of self - selection, high attrition, and unparalleled philanthropic support, fails to produce college graduates two - thirds of the time.

Starting in the 2012 - 13 school year, Project LIFT operates as a semi-autonomous Learning Community within CMS, providing the initiative with CMS infrastructural support and access to an initial $ 55 Million investment of private resources to drive a multifaceted reform effort in Charlotte's highest poverty schools.

In this informative webinar based on their recent book, Disrupting Poverty: Five Powerful Classroom Practices, the authors will discuss the five classroom practices that permeate the culture of successful high - poverty schools: (1) caring relationships and advocacy, (2) high expectations and support, (3) commitment to equity, (4) professional accountability for learning, and (5) the courage and will Poverty: Five Powerful Classroom Practices, the authors will discuss the five classroom practices that permeate the culture of successful high - poverty schools: (1) caring relationships and advocacy, (2) high expectations and support, (3) commitment to equity, (4) professional accountability for learning, and (5) the courage and will poverty schools: (1) caring relationships and advocacy, (2) high expectations and support, (3) commitment to equity, (4) professional accountability for learning, and (5) the courage and will to act.

We are proud to recognize the following institutional funders whose generosity further our work to support teachers, students, and families in high - poverty school communities.

It speaks directly to the issue of food insecurity and how low - income families in high poverty schools are either supported with breakfast after the bell programs or denied this opportunity.

At stake is whether California's highest income earners will continue to pay a particular stream of taxes to support the State's schools and social programs, or whether they will be given a tax break amidst growing poverty and inequality.

Grants support afterschool programs that provide the following services to students attending high - poverty, low - performing schools:

That may be true, but at high - poverty schools even those students probably need a good deal of support to do well.

In a national survey of teachers regarding reasons for teacher dissatisfaction, Ingersoll (2001b) found that poor administrative support (60.1 percent) and lack of faculty influence (42.6 percent) were the leading factors for dissatisfaction in high - poverty urban schools.