Duncan's policies, which have often relied on competitive grant programs, but he disagrees with Duncan's prescriptive turnaround plans — currently in effect in districts that have
taken federal School Improvement Grants.
Not exact matches
Their analysis of 13
federal, state, and local
improvement efforts in rural
schools suggests that a longstanding «urban bias» in education policymaking has resulted in programs that do not
take the variety and special characteristics of rural communities into account — and thus are less effective than they could be.
In creating its name, the Legislature indicated that the new agency should
take a less dictatorial and punitive approach to
school improvement than the
federal government prescribed during the past decade under the
federal No Child Left Behind Act.
New Jersey's 250 priority and focus
schools can have up to 30 percent of their
federal Title I funds re-directed by the New Jersey Department of Education (NJDOE) for specific «interventions,» but even these funds are supposed to be used for
school improvement, not
taken away.
Related story: NCLB co-author says he never anticipated
federal law would force testing obsession It's a sad outcome because the parents who could
take advantage of this data the most, where
school improvement is most needed, tend to be from the most disadvantaged and disenfranchised communities.
This won't come as a surprise to anyone who has worked in one of these agencies or tracked their struggles to improve failing
schools under NCLB, turn around the troubled districts that they've
taken over, ensure that new educator evaluation systems end the «widget effect,» complete Race to the Top deliverables on time, or successfully administer
federal School Improvement Grants.
In keeping with the shift to local control, the collaborative is intended to diverge from the top - down approach that Washington and Sacramento
took under the
federal No Child Left Behind law and previous state
school improvement programs.
While subcommittee Chairman Duncan Hunter (R - CA) and his Republican colleagues believe a decentralized approach that empowers parents to spearhead
school improvement is best, Democrats hold steadfast to the idea that the
federal government must continue to play a role in ensuring equity for at - risk students, particularly those whose parents may not be well - equipped to
take action on their own.
The national policy landscape surrounding academic standards, assessments, accountability, and
school improvement is in many respects more chaotic than ever as states transition away from strong
federal systems and requirements under NCLB and once again
take the lead role in defining and enforcing accountability measures for public
schools.
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