Sentences with phrase «urban kids education»
Again, Dirty John Flanagan and his buddy Corrupt Carl Marcellino could care about urban kids education...
http://www.nystateofpolitics.com/ Not exact matches
Dissatisfied with the results of most organizations helping the urban poor in the mid-1990s, Canada launched an experiment, an effort to reach all the kids in a 24 - block zone of New York City — he called it the Harlem Children's Zone — and give them education, social, and medical help starting at birth.
Former New York City Board of Education chancellor Rudy Crew, worried that the Internet age was passing by too many kids in his urban districts, provided the B - schoolers with three beta - test schools and agreed to join the duo's previously nonexistent board of advisers.
As part of the larger TFA model, each region believes that one day all kids can receive a great education, but how to reach that is specific to each region, especially given its unique local context, whether in a large urban area or small rural area.
They were less focused on how to intervene in schools, in classes and with individual kids,» says Timothy Knowles, director of the University of Chicago's Urban Education Institute.
www.foreverkidskenya.com Forever Kids Kenya is a registered Swiss non-profit organization with the aim of promoting quality basic education among underprivileged kids in urban slums of KeKids Kenya is a registered Swiss non-profit organization with the aim of promoting quality basic education among underprivileged kids in urban slums of Kekids in urban slums of Kenya.
It exemplifies a successful school turnaround, one of the toughest feats in U.S. education, it exemplifies success in an urban high school attended mainly by poor and minority kids — the other toughest challenge in U.S. education.
Two big changes in American education policy have been good for kids in general, but not particularly good for Catholic schools, especially the urban variety.
Two big changes in American education policy over the past several decades have been good for the country and for kids in general, but not particularly good for Catholic schools, especially the urban variety.
«Urban schools are faced with huge challenges, some of which are simply related to concentrated poverty, and so many kids are coming to school with unmet needs,» said Pedro Noguera, a professor of education at New York University.
However, Ms. Hoxby's research has shown that «creaming» can't explain the academic success of charter schools given that the typical urban charter student is a poor black or Hispanic kid living in a home with adults who possess below - average education credentials.
«Our belief is that Memphis is poised to be either the first or among the first major urban centers to fully and deeply transform public education for all kids — in our case, without having had to suffer a hurricane to get there,» said Barbara Hyde, the president of the Hyde Family Foundations, a philanthropy in Memphis that funds some of the efforts.
Poor and middle - class urban families long ago recognized that education is critical to revitalizing communities and helping their kids be prepared for successful futures in an increasingly knowledge - based economic future — and have long - concluded that traditional public education practices such as zoned schooling and ability tracking no longer work (if they ever did in the first place).
Charter board chairs representing 19,000 of our city's students have also voiced their support of the formula, along with the Urban League of Greater New Orleans, the Orleans Public Education Network, New Schools for New Orleans, VAYLA, the Louisiana Association for Public Charter Schools, STAND for Children, the New Orleans Parents» Guide to Public Schools, and Kids ReThink New Orleans Schools.
In a world where millions of students, especially low - income and urban kids, are getting a poor education, teachers unions and school bureaucracies have been fighting choice programs for more than two decades.
For the last several years, Bobby led one of the largest school improvement collaboratives in the United States for the not - for - profit Battelle for Kids and has done extensive consulting with state departments of education and large urban districts.
These realities should inform both urban and education policy, because public policy — especially the limited access to public funds for kids attending non-public schools — is one reason that Catholic schools are closing.
Many urban areas that want «personalized education» have kids who are below grade level and lots of teacher turnover.
The school's primary research interest, however, is urban education, and through research on this topic the School has launched two world - famous programs: KIDS (Kids Integrated Data System), a data collection system to improve educational services of children; and EPIC (Evidence - based Program for the Integration of Curricula), a comprehensive early childhood program for children from underserved, minority urban populatiKIDS (Kids Integrated Data System), a data collection system to improve educational services of children; and EPIC (Evidence - based Program for the Integration of Curricula), a comprehensive early childhood program for children from underserved, minority urban populatiKids Integrated Data System), a data collection system to improve educational services of children; and EPIC (Evidence - based Program for the Integration of Curricula), a comprehensive early childhood program for children from underserved, minority urban populations.
No surprise, the enrollment patterns suggested a bias towards Vocational High Schools as a terminal education for 1st generation immigrants and at - risk urban minorities and the College Prep High Schools would be skewed towards kids from two - parent, native born families and Caucasians even when the enrollment is based on open choice.
These included characteristics on multiple levels of the child's biopsychosocial context: (1) child factors: race / ethnicity (white, black, Hispanic, and Asian / Pacific Islander / Alaska Native), age, gender, 9 - month Bayley Mental and Motor scores, birth weight (normal, moderately low, or very low), parent - rated child health (fair / poor vs good / very good / excellent), and hours per week in child care; (2) parent factors: maternal age, paternal age, SES (an ECLS - B — derived variable that includes maternal and paternal education, employment status, and income), maternal marital status (married, never married, separated / divorced / widowed), maternal general health (fair / poor versus good / very good / excellent), maternal depression (assessed by the Center for Epidemiologic Studies Depression Scale at 9 months and the World Mental Health Composite International Diagnostic Interview at 2 years), prenatal use of tobacco and alcohol (any vs none), and violence against the mother; (3) household factors: single - parent household, number of siblings (0, 1, 2, or 3 +), language spoken at home (English vs non-English), neighborhood good for raising kids (excellent / very good, good, or fair / poor), household urbanicity (urban city, urban county, or rural), and modified Home Observation for Measurement of the Environment — Short Form (HOME - SF) score.