Sentences with phrase «traditional public schools make»

While only 14 percent of students in traditional public schools made nonstructural transfers, the same is true of more than one - quarter of students in fifth - year charter schools and of an even larger share of students in newer charter schools.

A recent study by a team of highly acclaimed researchers used a «gold standard» experimental design and found that students who attended non-unionized charter schools in Boston rather than traditional public schools made dramatic academic improvements.

Not exact matches

Whether you're thinking about enrolling your child in a traditional public or private school, a DoDEA school or you're currently homeschooling your child (or considering the possibility), there are many resources available to help you make informed decisions about your child's education.

Cuomo and Flanagan also want to make it even easier for charter schools to reject, and even kick out, students who don't do well academically and might tarnish the pretty statistics charter schools often paint to suggest they present a much better alternative to traditional public schools.

But this is obviously not the case: Tisch yesterday blasted the Senate bill for neither limiting the number of charters allowed in a certain neighborhood nor making it harder for them to share space with underpopulated traditional public schools.

Cox hopes to attract those voters who have been unsatisfied or in some cases hurt by traditional public schools — a slice of the electorate he hopes could make a difference in 2017 when Republicans hope to run a competitive campaign against Mayor Bill de Blasio.

Bill Gates» philanthropic organization, the Bill & Melinda Gates Foundation, is making an about - face on its education priorities to focus on networks of traditional public schools aimed at improving student achievement.

President Donald Trump on March 16 took the first step to make good on his campaign promise to shift federal tax dollars from traditional public schools to a «choice» program that promotes charters, private and religious schools.

As a candidate, Mr. de Blasio made clear his ambivalence about the schools, saying they were being favored at the expense of traditional public schools.

For every move de Blasio has made to treat charters less favorably relative to traditional public schools than they were treated by the previous administration, Cuomo has countered with promises of more charter funding and benefits.

President - Elect Donald Trump's pro-life platform against abortion, along with his support for traditional family values, marriage as stated in the Bible as one man and one woman instead of same - sex marriage, in favor of prayer and the reading of sacred scripture in our public schools, and his promise to appoint conservative judges to the United States Supreme Court made Evangelicals and even Democrats who espouse those positions to support Donald Trump.

I do think, though, that if we try to make rules so that nothing ever goes wrong, we're going to look a lot like the traditional public school system.

Traditional public schools have an enormous number of people «making money.»

In a new report, Smith explores policy initiatives that some states and cities have taken to make taxpayer - funded facilities available to serve all public school students, whether they are enrolled in traditional or charter public schools.

A reanalysis of the data used in the UCLA report found much smaller differences between charter and traditional public schools once more appropriate comparisons were made between the two groups of schools.

The CSD schools operated with a severe funding disadvantage from the outset, receiving little more than the Base Student Cost (BSE) allocation, with no support that would make up for their lack of municipal tax revenue that is the largest source of funds for South Carolina's traditional public schools.

It means that traditional public schools are really capable of making significant progress if only they become more open to learning from successful charter schools.

To answer this question we examine whether the annual changes in performance made by traditional public schools during this period were more positive in schools with charter schools nearby than in schools not facing charter school competition.

It is possible that parents whose children are at risk of dropping out are more likely to choose charter high schools in a belief that the traditional public school environment would make it more likely that their child leaves school early.

And, finally, do students who attend traditional public schools subject to competition from charter schools make larger achievement gains than they would have in the absence of charter schools?

Thus we use a method that in effect compares the test - score gains of individual students in charter schools with the test - score gains made by the same students when they were in traditional public schools.

We first compare the average gains made by all students in charter schools with the gains made by students in traditional public schools, taking into account differences in gender, ethnicity, and the highest level of education completed by their parents.

We address three main questions: Do students attending charter schools in these grades make larger or smaller gains in achievement than they would have made in traditional public schools?

If charter schools were primarily established in response to dissatisfaction with traditional public schools, they would tend to be located in areas with low - quality traditional public schools where students would tend to make below - average test - score gains.

Students in these grades make considerably smaller achievement gains in charter schools than they would have in traditional public schools, and the negative effects are not limited to schools in their first year of operation.

Our results suggest that traditional public schools did not respond to competition from charter schools by becoming more effective, at least as measured by the learning gains made by individual students in the years immediately following establishment of charter schools.

As explained above, we address the problem of self - selection by comparing the gains made by students the years they were in charter schools with the gains made by the same students the years they were in traditional public schools.

Unfortunately, some still argue for traditional public schools on the grounds that black families are too ill - informed to make wise choices.

Second, students who choose to remain in charter schools do not continue to make smaller gains than students in traditional public schools after their initial year in a charter school.

This is reassuring, in that it justifies the decision of many parents to keep their children in charter schools once they are there; the disruptive effects of moving between schools would make the return to a traditional public school counterproductive.

This pattern provides strong evidence that the smaller gains made by these charter school students are indeed due to the quality of the schools they attend rather than to any unobserved differences between charter school students and students in traditional public schools.

Ravitch sees Winnetka as one of a few public school systems that made intelligent adaptations of progressive methods — individualizing instruction, motivating children by tapping into their interests, developing cooperative group projects — in order to achieve the traditional aims of producing knowledgeable and skilled students.

«We make the same guarantee to children in traditional public schools,» he says.

«The extraordinary demands of educating disadvantaged students to higher standards, the challenges of attracting the talent required to do that work, the burden of finding and financing facilities, and often aggressive opposition from the traditional public education system have made the trifecta of scale, quality, and financial sustainability hard to hit,» concludes the report, «Growing Pains: Scaling Up the Nation's Best Charter Schools.»

And the second half makes the case that until a wide variety of social ills are addressed, it is unreasonable to expect much improvement from the traditional public - school system.

Rigorous research on charter school performance (studies that make true apples - to - apples comparisons) shows that there is tremendous variation nationally; charter schools often outperform traditional public schools, though not the majority of the time.

Such studies, which compare the annual gains made by students in charter schools with the gains made by the same student while attending a traditional public school, draw only on the experiences of students who were tested for at least two years in the regular public schools before attending a charter school.

If we believe that all parents — particularly those struggling to make ends meet — deserve authentic choice among diverse school options that include charter, Catholic, and traditional public schools, we can and must do better.

And on the specific claim the article makes that «half the charters perform only as well, or worse than, Detroit's traditional public schools» this is what the Stanford study has to say: «In reading, 47 percent of charter schools perform significantly better than their traditional public school market, which is more positive than the 35 % for Michigan charter schools as a whole.

In opposing choice, traditional public schools have often argued that regulation makes competition unfair.

But a decade ago several trends in American education, and in the Catholic Church, made a Catholic - operated public school seem increasingly possible: 1) the traditional, parish - based Catholic school system, especially in the inner cities, was crumbling; 2) equally troubled urban public - school systems were failing to educate most of their students; and 3) a burgeoning charter school movement, born in the early 1990s, was beginning to turn heads among educators in both the private and public sectors.

But I can't help but notice that all of these strategies are making deeper, faster inroads in the charter schools sector than in the old traditional public school system.

«The chancellor is committed to the traditional public school system and making change from within,» Jeffries told The Post.

To establish that the school was a «state actor,» he made five arguments: that Arizona law defines a charter school as a public school; that a charter school is a state actor for all purposes, including employment; that a charter school provides a public education, a function that is traditionally and exclusively the prerogative of the state; that a charter school is a state actor in Arizona because the state regulates the personnel matters of such schools; and that it is a state actor because charter schools, unlike traditional private schools, are permitted to participate in the state's retirement system.

The supporters of the charter school moratorium made two arguments: the charter schools are not as good as people say they are, and if the charters schools expanded they would hurt the education of students in the traditional public schools.

On the importance of government, for example, Brian Eschbacher, executive director of Planning and Enrollment Services in Denver Public Schools, described policies and systems in Denver that help make choice work better in the real world: a streamlined enrollment system to make choosing easier for families, more flexible transportation options for families, a common performance framework and accountability system for traditional and charter schools to ensure all areas of a city have quality schools, and a system that gives parents the information they need to choose schools confiSchools, described policies and systems in Denver that help make choice work better in the real world: a streamlined enrollment system to make choosing easier for families, more flexible transportation options for families, a common performance framework and accountability system for traditional and charter schools to ensure all areas of a city have quality schools, and a system that gives parents the information they need to choose schools confischools to ensure all areas of a city have quality schools, and a system that gives parents the information they need to choose schools confischools, and a system that gives parents the information they need to choose schools confischools confidently.

For example, in the case of Washington D.C., if the entire CBSA were an appropriate point of comparison, charter students would be crossing state lines (since the Washington D.C. CBSA also includes Virginia, Maryland, and West Virginia) and city boundaries in the 5,000 square mile region in an effort to travel to charter schools in the heart of inner city D.C. Of course, it doesn't make sense to compare, for instance, the charter schools in Washington D.C. (where 93 % of the charter schools in the metro region are located) to the traditional public schools in Front Royal, VA, which is 63 miles away!

Not only did Kentucky finally pass a charter school law — and a good one at that — several major states made huge strides in bringing charter funding closer to parity with traditional public schools.

The authors examined the student achievement data of each school included in the turnaround initiatives — and in LPS, each traditional public school in the district — to select schools that have made notable academic gains since implementing these practices.

Education policy changes made this decade by state lawmakers have helped create a trend in which enrollment in traditional public schools has declined while more students are enrolling in charter schools, private schools and homeschools.