Sentences with phrase «teachers serve poor»

Overall, 85 percent of ACE teachers serve poor students.

But I have not seen concerted attention to the schools and teachers serving poor kids to make sure they get the extra resources they need to implement the Common Core as effectively as it will be in affluent districts.

Not exact matches

From the parable of the Good Samritan, to the several quotations attributed to the Teacher wherein he emphasizes that it is our treatment of our fellow man, and especially the poor, needy, downtrodden, sick, young, old, sinner & believer alike that will serve as the primary basis for our individual judgment come the Day we face our God.

45 participants attended, 23 of whom were fully funded by grant funding from Cape Classics in order to serve teachers coming from communities serving the poorest of the poor.

She worked as a bilingual teacher and served as principal of IS 218 in Washington Heights, and was later named superintendent of School District 8 in the Bronx, which includes some of the city's poorest neighborhoods.

Because test scores will be used to penalize low - scoring schools, they will act as high - stakes tests for teachers and administrators especially in schools serving high proportions of poor and minority students.

After graduation from high school, I joined the Franciscan Handmaids of Mary in Staten Island, New York, a community of teachers dedicated to serving Harlem's poor.

The study, which is scheduled to be published next year, «shows how an often - discussed phenomenon — that schools serving poor children get less qualified teachers than schools in the same district serving more advantaged children — is hard - wired...

Typically, urban and rural schools serving poor and minority students have the highest turnover rates, and as a result they have the highest percentages of first - year teachers, the highest percentages of teachers with fewer than five years of teaching experience, the lowest paid teachers, and the lowest percentages of accomplished teachers.

American schools, and particularly schools serving our poorest kids, should be far better, freer of stupid bureaucracies and self - serving teacher unions, staffed by better people, and supported by systems that encourage quality instead of fighting it.

This is so senior teachers can choose the schools they believe are the best workplaces — most often schools in nicer neighborhoods with students from higher - income families — while newer teachers with no seniority rights and fewer choices tend to work in more disadvantaged schools serving poorer students.

«The challenged statutes do not inevitably lead to the assignment of more inexperienced teachers to schools serving poor and minority children,» said Boren, who received his judicial appointments from Republican Govs. George Deukmejian and Pete Wilson.

«The challenged statutes do not inevitably lead to the assignment of more inexperienced teachers to schools serving poor and minority children,» Presiding Justice Roger Boren said in the 3 - 0 ruling.

Here is something big - city school, superintendents, school boards, and teachers» unions know but don't tell: districts spend less money per pupil in the schools» serving the poorest children.

But overturning the tenure and seniority laws, he said, «would not prevent administrators from assigning the worst teachers to schools serving poor and minority students.»

Teachers of color also can serve as powerful role models for minority students, who are more likely to live in poor neighborhoods than white students and less likely to know other adults who are college graduates.

Under the proposed rules, teacher colleges will be motivated to steer their graduates away from school districts and schools that report low student achievement test scores, i.e., those serving poor and minority children and new learners of English.

Some of the biggest axes would fall on a $ 2.3 billion program for teacher training and class - size reduction, and a $ 1.2 billion after - school program, which serves nearly 2 million children, many of them poor.

Gone, for example, would be $ 1.2 billion for after school programs that serve 1.6 million children, most of whom are poor, and $ 2.1 billion for teacher training and class - size reduction.

Average district per - pupil spending does not always capture staffing and funding inequities.14 Many districts do not consider actual teacher salaries when budgeting for and reporting each school's expenditures, and the highest - poverty schools are often staffed by less - experienced teachers who typically earn lower salaries.15 Because educator salaries are, by far, schools» largest budget item, schools serving the poorest children end up spending much less on what matters most for their students» learning.

The pockets of what Green, citing David Cohen, refers to as «coherent» teacher preparation initiatives are small and scattered, serving a small fraction of U.S. schools and teachers, and operating largely outside of the traditional public schooling system built to serve the urban poor and their suburban and rural neighbors.

Support networks of teachers and administrators are critical for rethinking our curriculum and our role in larger community issues, to best serve the needs of poor, inner - city second language learners.

Schools that primarily serve low - income students of color often have poor curricular offerings, few extracurricular and enrichment activities, and too many inexperienced teachers.

Based on original research in four districts, we show that teacher cost averaging drives significant amounts of money (several hundred dollars per pupil in many cases) out of schools serving poorer students and toward better - off schools.

TFA, suitably representative of the liberal education reform more generally, underwrites, intentionally or not, the conservative assumptions of the education reform movement: that teacher's unions serve as barriers to quality education; that testing is the best way to assess quality education; that educating poor children is best done by institutionalizing them; that meritocracy is an end - in - itself; that social class is an unimportant variable in education reform; that education policy is best made by evading politics proper; and that faith in public school teachers is misplaced.

The rules requiring waiver states to submit plans for providing poor and minority children with high - quality teachers was unworkable because it doesn't address the supply problem at the heart of the teacher quality issues facing American public education; the fact that state education departments would have to battle with teachers» union affiliates, suburban districts, and the middle - class white families those districts serve made the entire concept a non-starter.

Our leaders seek to solve the problem of the poor by blaming the teachers and schools that seek to serve them, calling the deepening levels of poverty an «excuse,» rewarding schools that keep out and push out the highest need students, and threatening those who work with new immigrant students still learning English and the growing number of those who are homeless, without health care and without food.

Finally, Dr. Jeff Duncan - Andrade, professor of Raza Studies at San Francisco State University and a high school teacher in East Oakland, California, closed the day with a moving talk on critical pedagogy in urban settings in which he shared his own experiences and strategies for effective teaching in schools serving poor and working - class children.

The findings also acknowledged that schools in poorer communities face unique academic challenges that result in an achievement gap and need to be addressed; a desire to learn more about serving special needs students and funding those services; and the necessity for policies to recruit and retain highly effective teachers.

The adults who work there often have a long record of poor performance, having bounced around from school to school until, finally, the teachers union and the district human resources department make a deal to assign them to an alternative setting, which serves as a kind of professional exile from the rest of the system.

It stated that «it is vital that serving teachers have access to on - going, high - quality opportunities to update and refresh their skills and knowledge» and that «evidence - driven, career - long learning is the hallmark of top professions»; also identifying that «teachers report that far too much professional development is currently of poor quality and has little or no impact on improving the quality of their teaching» (Department for Education, 2014: 10).

Currently, given that NEA and AFT affiliates are more - concerned with serving members and perpetuating its existence, and the concerns among poor and minority families that they are shunted aside in education decision - making, better working relationships between parents and teachers will remain a struggle.

The problem, Ingersoll says, is poor working conditions — particularly at schools serving impoverished populations — that cause teachers to leave long before retirement age.

At the heart of the matter are teacher evaluation systems, which in theory should serve as the primary mechanism for assessing such variations, but in practice tell us little about how one teacher differs from any other, except teachers whose performance is so egregiously poor as to warrant dismissal.

These bureaucratic hurdles are particularly absurd when some states have shortages so severe that they have to recruit teachers from other countries, such as the Philippines, to find qualified candidates.26 Though teacher shortages are the product of several shortcomings in the teacher pipeline, including low teacher salaries and poor working conditions, licensure can serve as a meaningful lever to begin to address teacher vacancies.

In a post featured on the Huffington Post's Education page, NEA President Dennis Van Roekel explains how «local teachers unions are stepping up to the challenge of raising academic performance» in schools serving high populations of poor students.

Due to the requirement under the federal No Child Left Behind Act that each state's Title I plan must describe «the specific steps that the state education agency will take to ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified, or out - of - field teachers and the measures that the state education agency will use to evaluate and publicly report the progress,» TEA formed a stakeholder group, upon which TCTA served, to develop its State Educator Equity Plan.

Schools that serve both poor and affluent students tend to have an enormous range in student achievement levels, which makes it hard for teachers to instruct all students together.

Ohio's «2011 - 12 value - added results show that districts, schools and teachers with large numbers of poor students tend to have lower value - added results than those that serve more - affluent ones.»

When given the opportunity, many teachers choose to leave schools serving poor, low - performing, and minority students.

In particular, teachers in schools serving more poor, minority, and previously low - scoring students have less persistence than other teachers with the same value - added scores.

The incidence of teacher absences is regressive: when schools are ranked by the fraction of students receiving free or reduced - price lunch, schools in the poorest quartile averaged almost one extra sick day per teacher than schools in the highest income quartile, and schools with persistently high rates of teacher absence were much more likely to serve low - income than high - income students.

The average low - performing teacher in math in a Florida school serving mostly - middle class kids is just two - hundredths of a standard deviation better than an equally laggard peer in school serving poor kids, according to a 2010 study from the National Center for Analysis of Longitudinal Data in Education Research.

It also means that teachers who are improving the quality of education for poor and minority children will also end up being deported, harming the futures of the children they serve.