Sentences with phrase «urban poverty schools»
National tests for years have indicated that over 50 percent of students in urban poverty schools fail 4th grade reading tests which indicate that these students can not read.
http://voices.washingtonpost.com/ Not exact matches
But some education specialists say that elected school boards in general pose problems for urban school districts with challenges related to poverty.
High - poverty schools in urban areas tend to have the highest rates of teacher turnover.»
In the study, 292 first - generation immigrant children who attended eight high - poverty, urban elementary schools in Boston took part in the intervention, called City Connects, in the early 2000s.
Philanthropies like the Bill & Melinda Gates Foundation and the Broad Foundation, after giving to urban education for years, have realized that the charter sector disproportionately produces high - performing high - poverty schools.
The schools these young men would attend are typically in high - poverty urban neighborhoods, have high rates of violence and school dropout, and struggle to retain effective teachers.
The district consists of high - poverty to middle - class schools, rural, suburban, and demographically diverse urban schools — including one where over 60 languages are spoken.
«An ideal situation in five years may be in a leadership role at a large urban school district, charter school network, or nonprofit organization that serves underrepresented students, especially those living in poverty,» she says.
During two years of doing research, Chenoweth identified 15 schools representing a mixture of grade levels and urban, rural, and suburban settings where students were excelling despite poverty and other obstacles — and where kids were not spending endless hours on reading and math drills.
April 29: Urban Neighborhoods and the Persistence of Racial Inequality with New York University Associate Professor Patrick Sharkey; Senior Fellow Richard Rothstein, University of California - Berkeley School of Law; and Harvard University Professor William Julius Wilson, director of Harvard Kennedy School Joblessness and Urban Poverty Research Program.
Urban school districts spend significantly less per pupil on their high - poverty schools than their low - poverty ones, a fact that is routinely masked by school budgets that use average - salary figures rather than actual ones, a new paper suggests.
For a decade or more, school reform has been an urban tale of superintendents seeking to «turn around» schools in poverty - stricken communities, where vast numbers of children read below grade level and drop out before graduation.
The Sue Duncan Center was attended by kids from elementary to high school age, nearly all of them African Americans struggling with the grind of urban poverty — crime, drugs, gangs, absent parents.
By 2005 Pisces was the biggest single supporter of Teach for America, a nonprofit that has, improbably, made teaching in poverty - ridden urban schools one of the most popular career choices of students at Ivy League colleges.
with University of Pittsburgh Professor H. Richard Milner IV, Helen Faison Endowed Chair of Urban Education and director of the Center for Urban Education; editor of Urban Education; and author of Rac (e) ing to Class: Confronting Poverty and Race in Schools and Classrooms.
The highest turnover happens in high poverty urban and rural public schools.
Almost half of the teachers in Ohio's charter schools quit their schools in the four - year period between 2000 and 2004, in comparison with about 8 percent in conventional public schools and 12 percent in high - poverty, urban public schools, suggesting that new organizations are not a magic formula for school stability.
A research team led by Harvard Graduate School of Education's Susan Moore Johnson at the Project on the Next Generation of Teachers spoke to 95 teachers and administrators in six high - poverty, high - minority schools in a large, urban district.
African American students, students who qualify for free / reduced lunch (i.e. poor students), students living in relatively high - poverty areas, and students attending urban schools are all more likely to be investigated by Child Protective Services for suspected child maltreatment.
The project, which he calls, The Chastened Dream, will look at how publicly - oriented professional schools, including those focused on education, public health, public policy, and urban planning and design, develop knowledge that they hope will be useful for ameliorating poverty, curing disease, improving education, and increasing the quality of life for us all.
Probably the most convincing argument for the fundamental difference between start - ups and turnarounds comes from those actually running high - performing high - poverty urban schools (see sidebar).
While rural and urban schools share certain challenges, including the devastating effects of poverty on school children, there are myriad other problems specific to rural schools, which is why applying an urban model and urban solutions to rural schools simply doesn't work.
Gold notes, for example, how the demand that urban schools intervene directly to overcome the effects of poverty on achievement results in a proliferation of site - based social - service programs — clinics, counseling, rehab centers, family interventions — whose maintenance can overwhelm the instructional mission of the school.
But, contrary to many leading reform voices, progress on the important issues of poverty and talent will not be enough to reverse the dysfunction of urban school districts.
The expectation is that the resulting intervention, titled «SECURe for Parents and Children (SECURe PAC)» is feasible to implement within existing school - and community - based services in urban areas with a high concentration of families and children living in poverty.
In my years teaching in urban public schools, I saw many students experience extreme stress from living in poverty and also in gang - affiliated neighborhoods.
A high - poverty urban district with 28 percent English language learners and more than 50 home languages spoken throughout the district, Oakland Unified School District (OUSD) in California was looking for new ways to reach these diverse families.
The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»
We present results from a randomized experiment of a summer mathematics program conducted in a large, high - poverty urban public school district.
«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.
Really it is certain types of public schools are failing such as high poverty rural and urban schools.
For a high - poverty urban district like LAUSD, where declining birth rates, reduced immigration, gentrification and the expansion of charters have left neighborhood schools scrambling for resources, education researchers believe that community schooling offers the first meaningful bang for its buck in delivering equity for its highest - needs students.
In the United States, the problem is most obvious in high poverty urban schools, where boys are losing sight of the girls.
With increasing teacher - turnover rates in high - poverty and urban districts, school and district leaders need to make sure that the job is satisfying and rewarding — and quality collaboration time can help lower turnover rates.
Last week, I had the privilege of visiting several high - poverty urban schools in Cleveland.
And although charters enroll only 5 percent of America's K - 12 students, to the cash - strapped, high - poverty urban districts that have been targeted for charter expansions, that number represents a shift of roughly $ 38.7 billion per year in lost tax dollars and mass closings of neighborhood schools.
Given this strong correlation, it's not surprising that almost all high - poverty urban schools in Ohio get failing grades on the performance index.
The study also compared charter performance to average statewide performance — admittedly, a higher bar, as schools statewide had significantly lower levels of poverty than the charters (and their urban districts).
In the two previous years, 46 and 39 percent of urban schools were rated D or F. To be sure, fewer high - poverty schools will flunk under value - added as under a proficiency measure.
On average, respondents estimated that a little more than half — or 52 percent — of all low - income students attend high - poverty schools.67 This estimate is slightly larger than the Urban Institute figure showing that 40 percent of all low - income students attend a high - poverty school.68
«Rural schools face many of the same challenges as their urban counterparts — high poverty and inadequate resources among them,» said Patte Barth, Director of the Center for Public Education.
The figures quoted above about the availability of computers in schools do not provide details about the types and quality of computer technology available to students and teachers in high - poverty urban school settings as opposed to those in more affluent suburban schools.
While many whole - school reform models geared to urban and high - poverty contexts provide excellent professional development for teachers, few provide anything that directly address the needs and experiences for principals in high poverty settings.
State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, research memo).
Even where urban and high - poverty school districts emphasize public engagement, the policies and preferences tend to «trickle down» to schools only in the form of mandated representation on school councils — a weak strategy for distributing leadership.
We heard similar criticisms about the effectiveness of state support - system interventions for low - performing schools in one of our large, high - poverty, low - performing urban school districts — where (again) the district developed no plan for systematic intervention to ameliorate the problem.
Today, 50 years after the report was issued, that prediction characterizes most of our large urban areas, where intensifying segregation and concentrated poverty have collided with disparities in school funding to reinforce educational inequality (see Figure 1).
The success of these programs provides a clue to the root problem of low achievement in so many urban areas: Poverty didn't keep these children from performing better, failing schools did.
But our recent study of teachers» working conditions in six successful high - poverty urban schools suggests otherwise.
The Council of Urban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create obstacles to learUrban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create obstacles to learurban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create obstacles to learning.