Sentences with phrase «through public school choice»

All together now: Creating middle - class schools through public school choice.

Richard D. Kahlenberg, a senior fellow at The Century Foundation, is author of All Together Now: Creating Middle - Class Schools through Public School Choice; and Tough Liberal: Albert Shanker and the Battles Over Schools, Unions, Race, and Democracy.

There are two ways to integrate schools: through public school choice that overcomes neighborhood segregation by race and class; and through housing integration that makes neighborhood schools integrated institutions.

In February, the Chamber of Commerce proposed a plan that would continue integration through public school choice, an idea which has become a blueprint for the school district.

Mohammed spearheads the district's strategic work to redesign existing campuses and launch new school models to expand school choice options for students district wide through its Public School Choice initiative.

All Together Now: Creating Middle - Class Schools Through Public School Choice.

His most recent book is All Together Now: Creating Middle - Class Schools through Public School Choice (Brookings, 2001).

Even before Villaraigosa pushed through public school choice, the district watched over 15 magnet schools with long waiting lists, and Cortines's pilot campuses were showing promising results, at least in terms of decentralizing school management.

For years, reformers of left and right have dueled over whether the best way to shake up poorly performing public schools is to provide parents with the opportunity to switch to private schools (through vouchers) or to allow parents to move their children to better public schools (through public school choice).

He is the author of four books: Tough Liberal: Albert Shanker and the Battles Over Schools, Unions, Race and Democracy (Columbia University Press, 2007); All Together Now: Creating Middle Class Schools through Public School Choice (Brookings Institution Press, 2001); The Remedy: Class, Race, and Affirmative Action (Basic Books, 1996); and Broken Contract: A Memoir of Harvard Law School (Hill & Wang / Farrar, Straus & Giroux, 1992.)

Not exact matches

Seventy - two percent of all families with incomes over $ 50,000 have their children in private schools, public schools they specifically chose (e.g., magnet schools) or schools selected through a conscious choice about where to live.

Regardless of the educational options available or schooling choices made for their own children, Christians can serve and strengthen public schools through volunteering as tutors or reading partners.

We recently sat down with Kern Halls, Area Manager of Orange County Public School Food & Nutrition Services, to discuss ways the OCPS district has engaged students in their food choices through creative initiatives like My Food Face — a sort of «internal Facebook» for students and their families — and the use of a food truck for school events and field School Food & Nutrition Services, to discuss ways the OCPS district has engaged students in their food choices through creative initiatives like My Food Face — a sort of «internal Facebook» for students and their families — and the use of a food truck for school events and field school events and field trips.

I mocked him rather incessantly about his warped vowel sounds, a rather adorable mix of public school English with choice Americanised vowels, and he suggested various blognames for himself, including the rather amusing «Perfect Physical Specimen» — on account of the in - depth medical examinations he had gone through before becoming an Apache pilot.

Most activists in the voucher movement are dedicated to improving the public schools, and they see vouchers as a powerful means of effecting improvement through greater choice and competition.

The poor, so this logic goes, need government assistance if they are to get a good education, which helps explain why, in the United States, many school choice enthusiasts believe that the only way the poor can get the education they deserve is through vouchers or charter schools, proxies for those better private or independent schools, paid for with public funds.

But just as educators were mistaken in thinking that the only way to deal with plural values in public schools was through value neutrality, so Mr. Arons is mistaken in suggesting that the only solution is parental choice.

They also believe — and the research shows — that competition can drive improvement in public schools through the pressure generated by parental choice.

Best known for his and John Chubb's seminal work on school choice, Politics, Markets, and America's Schools, Moe here seeks to discover where Americans stand on the voucher issue through public opinion surveys.

To get a broader picture of how choice affects teachers, I used data both from traditional forms of school choice (choice among public schools through choice of residence and choice among private schools) and from charter schools.

EdNext: Observers have noted that many states appear to be complying with NCLB's highly qualified teacher (HQT) provision mostly through creative bookkeeping, and are doing no more than they must when it comes to public - school choice or supplemental services.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

This report also supports desegregation but it recognizes that desegregation is best achieved through a fully developed system of choice and competition that includes charter schools, school vouchers, and a well developed system of choice among traditional public schools.

As the controversy raged in the late 1990s, a group of philanthropists created the New York School Choice Scholarships Foundation (SCSF), which offered three - year vouchers worth up to $ 1,400 annually to as many as 1,000 low - income families with children who were either entering 1st grade or were public school students about to enter grades two throughSchool Choice Scholarships Foundation (SCSF), which offered three - year vouchers worth up to $ 1,400 annually to as many as 1,000 low - income families with children who were either entering 1st grade or were public school students about to enter grades two throughschool students about to enter grades two through five.

Our survey asked parents to assign their child's school a letter grade, A through F. Nearly twice as many choice parents gave their child's school an A (53 percent) as did public - school parents (26 percent).

Through efforts such as the «Newark Enrolls» universal enrollment system and the New Jersey Special Education Collaborative, Newark Public Schools and most of the charter schools that operate within its borders are working to make sure that all students have an equal opportunity to exercise choice when it comes to selecting their sSchools and most of the charter schools that operate within its borders are working to make sure that all students have an equal opportunity to exercise choice when it comes to selecting their sschools that operate within its borders are working to make sure that all students have an equal opportunity to exercise choice when it comes to selecting their schoolsschools.

School choice reforms, which comprise a broad category of policies aimed at improving public education through the introduction of market forces that may stimulate customer choice and competition between schools, have grown particularly popular since the 1990s.

Her research explores the relationship between education, policy, and equality of opportunity through three policy strands: 1) the racial politics of public education, 2) the politics of school choice, marketization, and privatization, and, 3) the role of elite and community - based advocacy in shaping public education policies and research evidence utilization.

At the heart of these reforms lie 123 new «small schools of choice» (SSCs)-- small, academically nonselective, four - year public high schools for students in grades 9 through 12.

As Politico noted when the program was announced in 2013, the options available through Course Choice are impressive in their diversity:» [Students] might, for instance, take algebra from a math tutoring firm, ACT prep from Princeton Review, pipefitting from a construction trade association, French from an online public school... or all of the above.»

The traditional arguments in favor of school choice - that it will allow children to escape failing schools; that it will improve public education through competition - are well known.

The article's author, James A. Peyser, explains that even though Boston Public Schools and the Boston Alliance for Charter Schools affirmed their commitment in September 2011 to «[provide] all Boston students and families with improved schools and broader choice, [through] a new culture of collaboration between the district and charter schools,» charter school growth is stymied by the state cap, which limits students who attend charter schools to 9 percent of the total public student population statewide, and to 18 percent of students in the lowest - performing districts, which includes BPublic Schools and the Boston Alliance for Charter Schools affirmed their commitment in September 2011 to «[provide] all Boston students and families with improved schools and broader choice, [through] a new culture of collaboration between the district and charter schools,» charter school growth is stymied by the state cap, which limits students who attend charter schools to 9 percent of the total public student population statewide, and to 18 percent of students in the lowest - performing districts, which includes Schools and the Boston Alliance for Charter Schools affirmed their commitment in September 2011 to «[provide] all Boston students and families with improved schools and broader choice, [through] a new culture of collaboration between the district and charter schools,» charter school growth is stymied by the state cap, which limits students who attend charter schools to 9 percent of the total public student population statewide, and to 18 percent of students in the lowest - performing districts, which includes Schools affirmed their commitment in September 2011 to «[provide] all Boston students and families with improved schools and broader choice, [through] a new culture of collaboration between the district and charter schools,» charter school growth is stymied by the state cap, which limits students who attend charter schools to 9 percent of the total public student population statewide, and to 18 percent of students in the lowest - performing districts, which includes schools and broader choice, [through] a new culture of collaboration between the district and charter schools,» charter school growth is stymied by the state cap, which limits students who attend charter schools to 9 percent of the total public student population statewide, and to 18 percent of students in the lowest - performing districts, which includes schools,» charter school growth is stymied by the state cap, which limits students who attend charter schools to 9 percent of the total public student population statewide, and to 18 percent of students in the lowest - performing districts, which includes schools to 9 percent of the total public student population statewide, and to 18 percent of students in the lowest - performing districts, which includes Bpublic student population statewide, and to 18 percent of students in the lowest - performing districts, which includes Boston.

Either because of public opposition, lawsuits, or the modest scope of voucher and tax - credit scholarship laws, only some 200,000 students nationwide attend private schools through choice systems, a paltry figure compared to the 50 million students in public schools across the United States.

We know very little empirically about the degree to which public school choice writ large is associated with changes in the racial balance of schools, and if an association exists, through what mechanisms it might operate.

«As you may know, school choice allows parents to use their child's K through twelve education tax dollars to send their child to the public, charter, or private school that best serves their needs.

Tom Luna, Idaho Supt. of Public Instruction: «Fortunately for Idaho the kinds of things that they're looking for are the kinds of things we've been working on for a number of years: pay - for - performance for teachers, expanding choice in public education through more charter schools, more accountability down to the student level.&Public Instruction: «Fortunately for Idaho the kinds of things that they're looking for are the kinds of things we've been working on for a number of years: pay - for - performance for teachers, expanding choice in public education through more charter schools, more accountability down to the student level.&public education through more charter schools, more accountability down to the student level.»

The most effective way to address this economic segregation in today's public school system is through school choice.

We oppose diverting public funds to private and parochial schools through vouchers or similar efforts such as school choice.

That's why I think it's a shame that the LWV «opposes the diversion of public funds to non-public schools through vouchers, tuition tax credits, tax deductions or choice scholarships.»

One - hundred - thirty - five private nonsectarian and religious schools and school systems registered with the Department of Public Instruction by the January 10 deadline to accept students for the 2016 - 17 school year through the Wisconsin Parental Choice Program (WPCP).

2004 — CEI - PEA launched an initiative to develop public school choice programs in five major cities across the United States through a multi-year grant from the United States Department of Education.

In the event that the complaint pertains to services received through Title I, such as but not limited to homeless students, private schools, public school choice or Supplemental Education Services, the complainant will be referred to Michael Puntschenko, Director of Special Programs at [phone].

From centrist Democrats who think that choice should only be limited to the expansion of public charter schools (and their senseless opposition to school vouchers, which, provide money to parochial and private schools, which, like charters, are privately - operated), to the libertarian Cato Institute's pursuit of ideological purity through its bashing of charters and vouchers in favor of the voucher - like tax credit plans (which explains the irrelevance of the think tank's education team on education matters outside of higher ed), reformers sometimes seem more - focused on their own preferred version of choice instead of on the more - important goal of expanding opportunities for families to provide our children with high - quality teaching and comprehensive college - preparatory curricula.

In school choice programs that enable parents (through Education Scholarship Accounts or Tax Credit Scholarships) to withdraw their children from the public school and enroll in a private school, it is generally only the funding appropriated by the state that follows a student who departs a public school.

Ms. Ravitch devotes a devastating chapter to New York City, where the administration of Mayor Michael R. Bloomberg has made claims, soberly dismantled in Ms. Ravitch's book, that under his care public administration has continued to make steady improvement, largely through the creation of charter schools that give parents and students ever more choice.

Chartering Quality is a blog devoted to improving public education and expanding opportunity through smart authorizing of charter schools — autonomous, accountable, public schools of choice.

This campaign, it says, is really «a proxy for a broader assault on public education itself» and is coming at a time when public schools have been weakened by funding cuts, «vitriolic political attacks on teachers and their unions, and state programs to privatize schools through vouchers, charter schools and other «school choice» measures.»

«Through Pathway to Financial Success in Schools, Discovery Education and Discover Financial Services are providing students nationwide with engaging tools that make it simple to understand how to make smart financial choices in every aspect of their lives,» said Jacqueline Prester, Business and Technology Teacher, Mansfield Public Schools, Massachusetts.

The Trump administration is focusing on privatizing education by expanding school voucher programs that transfer public funds to private schools through bills such as the «Choices in Education Act» (HR610).

May 28, 2014: Letter to Full House Regarding School Choice Legislation NSBA letter opposes the CHOICE (Creating Hope and Opportunities for Individuals and Communities through Education) Act and urges Congress to maximize resources for our public scChoice Legislation NSBA letter opposes the CHOICE (Creating Hope and Opportunities for Individuals and Communities through Education) Act and urges Congress to maximize resources for our public scCHOICE (Creating Hope and Opportunities for Individuals and Communities through Education) Act and urges Congress to maximize resources for our public schools.