Sentences with phrase «urban districts do»

Students in urban districts don't deserve coal for Christmas, but maybe adults do for letting this happen.

However, even when urban districts do get the money to build and repair schools, it does not mean improvements will be implemented and made - at least not in a timely fashion.

Students in large urban districts don't stack up to their peers nationwide on the National Assessment of Educational Progress in science.

Not exact matches

«I do believe that urban innovation districts are a way to catalyze and focus entrepreneurial energy within cities,» says Lower.

The state's largest and most urban school districts are expected to do just that.

The piece doesn't offer much in the way of solutions, but I thought it did a great job of capturing the current, entrenched problems in school food, at least in large, urban districts like L.A. and Houston.

You've told us that Carpinteria is «an example of what other schools can do,» so how can I get my huge urban school district to serve food just like that?»

Like many large, urban school districts, Houston ISD does almost all of its cooking at a huge central kitchen, with the food then trucked to our 300 individual schools for reheating and other final preparation.

Interestingly enough, the large, urban, higher f / r districts seem to be doing well with the new regulations while the small, affluent districts are really hurting.

«The most important thing the state could do is recognize the increased need in urban districts,» Mulvey said.

Understanding students in the Syracuse City School District is easier said than done, especially if a teacher didn't attend an urban school as a kid, Scott said.

New York City students did better on the tests than their upstate counterparts in large urban districts.

A 2005 study by the New Teacher Project, the national nonprofit organization that works with school districts to recruit high - quality teachers, examined five urban districts and concluded that seniority - based transfer privileges written into contracts often force principals «to hire large numbers of teachers they do not want and who may not be a good fit for the job and their school.»

As one former school - board member from a large urban district noted, «Too often school boards and superintendents complain that they can not do something because of the teachers union contract.

The Fordham Institute released a study of open enrollment in Ohio, documenting that all of the state's urban centers are surrounded by suburban districts that do not accept open - enrollment students.

The fact that 72.6 percent of Ohio's charter schools operate in urban areas likely has something to do with the fact that the state's suburbs continue to opt out of enrolling students from other districts.

Urban districts were doing the «beating the odds» thing before NCLB.

State accountability testing shows suburban districts doing better than the rest of the state, which consists largely of big urban districts.

So why do I advocate for this kind of SEA transformation while advocating against it for urban districts?

For decades, discussion of education reform always began with a question along the lines of, «How do we improve the urban district?»

Not only did the district, the largest in the country, take on a student population that had come to symbolize the impossibility of educating a certain kind of child — the urban poor who entered high school two and three grades behind — but it succeeded in getting those students to graduation.

«We were all interested in district - level reforms and thought why not form a team and see how we could do in a high pressure, interesting situation with people who know a lot about urban school districts,» Spears explains.

But for large, dysfunctional urban districts with political boards and dismal performance, especially those now actively losing enrollment and facing the downward spiral described above, there is rarely a viable path for improvement and competition with charters that does not involve a partial or complete restructuring of what really is a failed delivery model.

Partly as a result of federal pressure, many large urban districts have also embraced the idea that they should slash student suspensions and expulsions, on the grounds that doing so will interrupt the «school - to - prison pipeline.»

The NAEP scores they focus on do not correspond in most of the cases to the relevant years in which the court orders were actually implemented; they ignore the fact that, as in Kentucky, initial increases in funding are sometimes followed by substantial decreases in later years; and their use of NAEP scores makes no sense in a state like New Jersey, where the court orders covered only a subset of the state's students (i.e., students in 31 poor urban school districts) and not the full statewide populations represented by NAEP scores.

Andy Smarick makes a compelling argument that we would be better off closing failing schools, but he doesn't take into account the stark reality that often urban districts simply have too many «failing schools» to close them all.

So how do we transform today's urban district systems into chartered systems?

In Arizona, a state that has always had charter schools that draw middle - class students, there is evidence that, on average at least, charters are not doing any better at raising student achievement than district schools; outside of urban areas, they appear to do a bit worse.

Because rural school communities vary widely, «generic» improvement plans designed for large urban districts usually do not work as well in rural settings, according to the authors of a new book on rural education programs.

Common Core, teacher - evaluation reform, new CBAs, technology, schools within schools — the list goes on endlessly — all of these do nothing to alter the urban district's role as dominant - default school operator.

Even those who don't like my left - right combination — bring it to an end and replace it with a true system of schools — never counterpunch with, «The urban district is doing great!»

Urban school districts are making «steady progress» in raising student - achievement levels and meeting a vast assortment of special needs, but they «can not do it all alone,» a report to be released this week contends.

«We actually do think that urban school districts should create smaller schools because it's doing so much for the students,» Wasley explained.

Our papers in Educational Policy show that CBAs in larger districts tend to regulate far more elements of district decision - making, and CBAs in urban areas are more restrictive with respect to what administrators can and can not do than in smaller or non-urban areas.

Recent data from a study we are doing here at Wellesley Centers for Women with a large, racially diverse sample of low - income students in a large urban school district found that 95 percent of students, both boys and girls, aspired to attend college when asked in 9th and 10th grade.

In a new paper, «Stress in Boom Times: Understanding Teachers» Economic Anxiety in a High Cost Urban District,» [3] authors Elise Dizon - Ross, Emily Penner, Jane Rochmes and I, build on an economic survey of Americans conducted by Marketplace Edison Research to better understand the economic anxiety of teachers in San Francisco, as a case for better understanding the impact of fast economic growth on professionals in fields in which salaries do not keep pace.

In so doing, it followed in the footsteps of urban school districts such as Baltimore, Milwaukee, Philadelphia, and New York City, all of which have in the past decade expanded their reliance on the once ubiquitous K — 8 model.

Building Principal Pipelines: A Job That Urban Districts Can Do www.wallacefoundation.org/knowledge-center/pages/perspective-building-principal-pipelines-update.aspx In the quest to ensure that all schools have leaders who focus on improving instruction, this guide sheds light on how school districts can build a pipeline of effective school prDistricts Can Do www.wallacefoundation.org/knowledge-center/pages/perspective-building-principal-pipelines-update.aspx In the quest to ensure that all schools have leaders who focus on improving instruction, this guide sheds light on how school districts can build a pipeline of effective school prdistricts can build a pipeline of effective school principals.

Two weeks ago, American children in large urban school districts did not produce the higher test...

In contrast, the state's reading policy did not figure prominently in the reading program developed in the urban district.

More than half of participating large urban districts said they didn't have enough time to hire qualified staff, according to the urban schools group survey.

We know from other studies that larger, urban districts tend to be less effective, particularly for lower - income students; but we do not know to what extent, or how, leadership effects might explain that pattern of outcomes.

It does not compare with the high rigor and creativity of the programs offered by the teachers in the school district where I work, which is urban and poor.

Mr. Weast, whose district is a finalist this year for the Broad Prize in Urban Education, has said he does not want to change the district's decade - old «peer assistance and review» system of evaluation, which the teachers» unions strongly support.

Last time I checked, the highest performing charters were doing better than their district counterparts in urban districts, but very few of these schools have come close to closing the achievement gap when it comes to college and career - readiness.

The participation rate is even higher in urban districts where 65 percent of the largest 100 districts participate, covering 40 percent of all urban high school graduates.The National Student Clearinghouse didn't reveal which districts are or are not participating and so it is unclear how the missing high schools might be skewing the data.

The three California districts «did consistently better at a time when many urban districts that were tested showed declines,» said Linda Darling Hammond, president of the Learning Policy Institute, a research and policy organization in Palo Alto.

At CCE, we are doing our small part with our Massachusetts Personalized Learning Network, comprised of urban public in - district schools that are designed around 21st - century innovative principles such as competency - based progression, anytime / anywhere and engaged learning, personal learning pathways, and robust performance assessments.

Charter schools did not cause urban school districts to fail; urban school districts failed and caused parents to demand better options, like charter schools.

The state's Department of Education also doesn't have a system for identifying whether districts are rural, urban or suburban, at least in part because more often than not, a district doesn't fit neatly into one of those categories.