Sentences with phrase «urban public high school in»

I teach science (AP Chemistry, Physics, Chemistry and Biology) at a large, comprehensive, urban public high school in Los Angeles Unified School District.

Not exact matches

The research, conducted by Leah Schinasi, PhD, assistant research professor, and Ghassan Hamra, PhD, assistant professor, both of Drexel's Dornsife School of Public Health, was published in the Journal of Urban Health and used a decade's worth of crime data in Philadelphia (from 2006 until 2015) to find that rates of violent crime and disorderly conduct increased when daily temperatures are higher.

«We know alcohol outlets can be associated with unsafe nuisance activities in urban areas, but this study appears to be the first to suggest U.S. tobacco shops may also impact public health,» said Andrew Subica, Ph.D., an assistant professor of social medicine, population, and public health in the School of Medicine, who led the study that focused on South Los Angeles, Calif. «Our analyses show that in South Los Angeles tobacco shops as well as liquor stores were associated with high levels of violent and property crime around their locations.

Teaching a core tested subject like middle school math in the challenging environment of urban public schools is a high - stakes game.

America's urban public schools are in trouble: Student test scores are low and dropout rates are high.

As the recent comparative studies have shown, these results pale in comparison to Boston's high - performing charter sector but are stronger than those in most other urban public school systems.

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

Another problem is the sheer lack of high - quality public school alternatives within reasonable driving distance of many a failing urban school; given the choice between the low - performing school in their own neighborhood and the mediocre school ten miles away, parents may stick to the path of least resistance.

Green Street Academy is a two - year - old public middle and high school in urban Baltimore, Maryland.

Kristin Kearns - Jordan is the CEO of Urban Assembly, a nonprofit that serves a family of public high schools in New York City.

The highest turnover happens in high poverty urban and rural public schools.

Having flexible plan options can give mobile teachers, especially in urban and rural public schools where turnover is high, more secure retirement benefits.

Her research focuses on leadership development and organizational change, particularly in higher education and urban public schools.

Editor's Note: Since this video was filmed in 2001, the Urban Academy has become a member of the New York Performance Assessment Consortium, a coalition of public schools in New York State that uses a system of performance - based assessment in lieu of high - stakes exit exams.

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.

-- that by offering a viable alternative to the values of contemporary society, the Catholic high school has a unique niche in the educational scheme of things, especially given the lack of consensus about educational goals characteristic of so many public urban schools.

Tim King is founder and CEO of Urban Prep Academies, a network of public charter boys» high - schools in Chicago.

His primary interest when he enrolled in the School Leadership Program (SLP) was — and still is — urban public high schools, but, he says, «I have also widened my scope to begin to think about education in a more economic sense.»

Teaching and Curriculum (TAC) is designed for both recent college graduates in the humanities, math, and science, and experienced professionals in the humanities, who are committed to teaching in public middle and high schools in urban environments.

Mid-Career Math and Science (MCMS) is designed exclusively for mid-career professionals in math - and science - related professions who want to teach math and / or science in public middle and high schools in urban contexts.

Going to college may not seem like the biggest of deals these days, but it remains an all too elusive goal for many public high school students in urban areas.

We present results from a randomized experiment of a summer mathematics program conducted in a large, high - poverty urban public school district.

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adultIn 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aschool, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adultin the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aSchool District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adultIn their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adultin the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adultin a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

Strengthening school districts — Launched in 2009, the Irvine - funded California Linked Learning District Initiative was implemented over seven years within nine California school districts that, together, served 14 percent of the state's public high school students (including a high percentage of low - income youth of color, within rural and urban geographies).

Oakland Unity High School is a four - year (grades 9 - 12) public charter high school located in the tough urban neighborhood of East OaklHigh School is a four - year (grades 9 - 12) public charter high school located in the tough urban neighborhood of East OaSchool is a four - year (grades 9 - 12) public charter high school located in the tough urban neighborhood of East Oaklhigh school located in the tough urban neighborhood of East Oaschool located in the tough urban neighborhood of East Oakland.

On average, charter schools show higher achievement than traditional public schools, especially with traditionally underserved student groups and in urban environments.

In order to examine the opportunities and challenges of integrating makerspaces into schools, this article focuses on how a new urban public high school created a media production lab to put making practices at the center of teaching and learning.

In a study funded by the Gates Foundation, Duckworth and a number of other researchers are trying to understand what predicts college persistence among graduates of several high - performing urban charter school networks: YES Prep Public Schools in Houston, Mastery Charter Schools in Philadelphia, Aspire Public Schools in California and Achievement First Schools in ConnecticuIn a study funded by the Gates Foundation, Duckworth and a number of other researchers are trying to understand what predicts college persistence among graduates of several high - performing urban charter school networks: YES Prep Public Schools in Houston, Mastery Charter Schools in Philadelphia, Aspire Public Schools in California and Achievement First Schools in Connecticuin Houston, Mastery Charter Schools in Philadelphia, Aspire Public Schools in California and Achievement First Schools in Connecticuin Philadelphia, Aspire Public Schools in California and Achievement First Schools in Connecticuin California and Achievement First Schools in Connecticuin Connecticut.

Interestingly, today's extraordinarily high - performing urban charter schools — arguably the greatest story in public education in a generation — bear a curious resemblance to the Catholic schools of Baby Boomer memory.

Particularly in urban communities that have few, if any, high - quality public school options, the demand for charters can be significantly higher than there are seats available.

A high proportion of minority students taking part in school - choice programs isn't a surprise, given that many are located in urban districts with stressed public schools.

The CREDO study released earlier this year showed that, in the aggregate, urban charter schools provide «significantly higher levels of annual growth in both math and reading» when compared to traditional public schools in the same regions.

For example, last year over 90 urban public high school students in New Orleans took advantage of Louisiana's new Supplemental Course Academy (SCA) to complete credits for their first year of college through Bard Early College Campus, a satellite campus of Bard College in New York.

NBFA is a tuition - free, public charter school, proudly distinguished by: • A progressive educational model that weaves trauma - sensitive, emotionally responsive practice into every classroom • Social emotional learning steeped in child development best practices • Parental involvement, in and outside of the classroom • Consistent, competitive high - school placement at such schools as Kolbe Cathedral, Hopkins and Fairfield Prep NBFA is located on an «urban campus» at 184 Garden Street, Bridgeport, CT (within a mile of the University of Bridgeport and the beach at Seaside Park).

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.

He has 37 years of experience in urban and suburban public schools settings and has held the positions of deputy superintendent for curriculum and instruction, high school principal, and middle school principal.

A New York Times story looks at Houston public schools experimenting to see if «techniques proven successful in high - performing urban charters can also help raise achievement in regular public schools.

In the past few years, charter public schools in Colorado have outperformed comparable public schools in nearly every area, while serving high percentages of minority students in urban areaIn the past few years, charter public schools in Colorado have outperformed comparable public schools in nearly every area, while serving high percentages of minority students in urban areain Colorado have outperformed comparable public schools in nearly every area, while serving high percentages of minority students in urban areain nearly every area, while serving high percentages of minority students in urban areain urban areas.

In order to enable public non-charter high schools to compare their own outcomes with those of similar high schools, the outcomes in this report are presented on the basis of school - level characteristics: low income and higher income, high minority and low minority, urban and ruraIn order to enable public non-charter high schools to compare their own outcomes with those of similar high schools, the outcomes in this report are presented on the basis of school - level characteristics: low income and higher income, high minority and low minority, urban and rurain this report are presented on the basis of school - level characteristics: low income and higher income, high minority and low minority, urban and rural.

Paedagogica Historica: International Journal of the History of Education Parenting for High Potential PASAA: Journal of Language Teaching and Learning in Thailand Pastoral Care in Education Peabody Journal of Education Pedagogical Research Pedagogies: An International Journal Pedagogy, Culture and Society Penn GSE Perspectives on Urban Education Perspectives in Education Perspectives in Peer Programs Perspectives: Policy and Practice in Higher Education Phi Delta Kappan Philosophical Inquiry in Education Philosophical Studies in Education Philosophy of Music Education Review Physical Disabilities: Education and Related Services Physical Education and Sport Pedagogy Physical Educator Physical Review Physics Education Research Physics Education Physics Teacher Planning and Changing Policy Futures in Education portal: Libraries and the Academy Practical Assessment, Research & Evaluation Practice and Theory in Systems of Education Practitioner Research in Higher Education Preventing School Failure Primary Science PRIMUS Professional Counselor Professional Development in Education Professional Educator Professional School Counseling PROFILE: Issues in Teachers» Professional Development Prospects: Quarterly Review of Comparative Education Psicol gica: International Journal of Methodology and Experimental Psychology Psychology in the Schools Psychology Learning and Teaching Psychology Teaching Review Public Services Quarterly

Most choose to take teaching jobs in the Greater Boston area, but some others teach in high - performing urban public schools elsewhere in the country, e.g. New York, Washington D.C., Chicago, Los Angeles.

The program is mapped backwards from the demands of working in the highest performing urban public schools in America.

To help New Orleans become the first high - quality urban education system in the country, NSNO invests in great public schools, helps schools become more effective, and coordinates solutions to citywide challenges.

It bothers him deeply that urban public schools in high - poverty neighborhoods don't have that.

For example, charter public schools in Colorado have outperformed other public schools in nearly every area while serving high percentages of minority students in traditionally urban areas.

In a high - needs urban public school district, the focus and resources are often directed toward lower - performing students.

Prior to working in higher education, Goings was a music education and special education teacher in several urban school districts including Baltimore City Public Schools.

Summary: This article reports on in - depth case studies of three urban, socioeconomically and racially diverse small public high schools, a student survey, and a comparison of student survey results to a national sample of students, Hamedani et al. investigate the ways in which school - wide social emotional learning can be implemented and how these efforts shape students» educational experiences.

Aspire is also one of the highest - performing public school systems in California, operating public charter schools across the state with one specific goal - preparing urban students for college - encapsulated by its motto of «College for Certain.»

They are also graduating students from high school and enrolling them in college at much higher rates than traditional urban public schools.