Not exact matches
Those
programs include early - childhood
programs for the state's 16 largest and neediest cities,
school library improvements, 16
urban charter
schools, and additional funding for
magnet schools to attract students from surrounding
school districts.
Percentage of
schools that had students enrolled who received Title I services by
School has a magnet program, School has special requirements when admitting students, Percentage of students who went to a 4 - yr college, Charter school identifier, Four - category level of school based on grade levels offered, and Collapsed urban - centric school locale
School has a
magnet program,
School has special requirements when admitting students, Percentage of students who went to a 4 - yr college, Charter school identifier, Four - category level of school based on grade levels offered, and Collapsed urban - centric school locale
School has special requirements when admitting students, Percentage of students who went to a 4 - yr college, Charter
school identifier, Four - category level of school based on grade levels offered, and Collapsed urban - centric school locale
school identifier, Four - category level of
school based on grade levels offered, and Collapsed urban - centric school locale
school based on grade levels offered, and Collapsed
urban - centric
school locale
school locale code.
The report compares student achievement in non-
urban schools,
urban schools, and the choice
programs of public charter
schools,
magnet schools operated by districts, regional
magnet schools such as those operated by CREC, and Open Choice
programs in which inner - city students attend suburban
schools.
A report commissioned by the Connecticut State Department of Education entitled Evaluating the Academic Performance of Choice
Programs in Connecticut compared student achievement in public
schools, charter
schools,
magnet schools, and among those students bussed from
urban areas to the suburbs and did not find evidence that students in charter
schools had greater achievement than other students, even with their more select student body.
An ambitious next step after inter-district
programs and
magnet schools — indeed, what some see as the logical endpoint of these
programs — is, in essence, doing what the NAACP wanted when it sued Minnesota 15 years ago: the combination of
urban and suburban
school districts into the «mega-district.»