Sentences with phrase «urban school»

Most questions about schooling defy a single answer, but most urban school districts create standardization.

National Institute for Urban School Improvement The National Institute for Urban School Improvement is dedicated to supporting urban educational communities that are implementing mainstream inclusion programs for students with disabilities.

Moreover, and most importantly, continuing to pursue turnarounds actually inhibits our ability to build healthy urban school systems.

Those top charters have also demonstrated an ability to team up with troubled traditional urban school districts — a role that probably represents the best shot for providing better schools for all.

Smarick tackles this issue and more in his new book, The Urban School System of the Future.

Test scores in many of America's urban school districts are inching upward at rates that often outpace those of their states as a whole, according to a report released here last week by a national advocacy group for city schools.

The time we spent in Detroit left us with the view that the city has the potential to be the next great example of urban school system renewal, as soon as civic and state leaders are ready to step up.

The typical urban school district's personnel and budgeting systems leave principals without much say in hiring teachers or allocating resources.

Specifically, I pointed out that gains on the National Assessment of Educational Progress under Rhee's tenure were much larger than average gains for the other ten urban school districts participating in the assessment in 8th grade math and in 4th grade reading and math.

In 2005 and 2006, the department gave several urban school districts (Anchorage, Boston, Chicago, Hillsborough County [Florida], and Memphis) permission to serve as tutoring providers, even though they were themselves «in need of improvement» under the law.

One superintendent of a large, urban school district said that low - income high - school students in his district were beginning to take MOOCs in greater numbers than students from more privileged backgrounds.

Their urban school systems don't offer (or greatly restrict) gifted - and - talented programs; they mandate «heterogeneous» groupings of students and tell teachers to do their best meeting a panoply of diverse needs using «differentiated instruction.»

Advocating at school meetings several days per week at one of the largest urban school districts in the country, invariably I see tremendously frustrated teachers, mind - numbing paperwork and by definition dissatisfied parents.

I am interested in becoming a superintendent for urban school districts.

But what made Levy's ascension so highly symbolic was its unique combination of all the elements of urban school drama: a mayor whose desire to wrest control from the city's elected school board was long voiced; a city fed up with failure on a grand scale and in the long term; a competition between city hall and school leadership to pass the blame; and the realization, finally, that a system the size of a Fortune 500 company might be better led by someone with the skills of a Fortune 500 executive.

In fact, only nine of the superintendents in the nation's largest urban school systems have ever been superintendents in another major city (which is less than the number of nontraditional superintendents now running major school systems, of which there are 11).

The report's authors, Matthew Kraft of Brown University and Allison Gilmour of Vanderbilt, studied teacher ratings in roughly half of the more than three dozen states with new evaluation systems and found that a median of 2.7 percent of teachers were rated unsatisfactory, even though principals they surveyed in one large urban school system suggested that there were more low performing teachers than that in their schools.

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.

Thus, I am cheered by evidence of progress in some urban school districts and continue to support reforms that result in their better academic performance.

While 15 of the 25 students will work in an urban school district or state department of education, others will be at a range of well - established and startup education organizations.

He has already shown promise of turning the 33,400 - student district into a model for urban school reform.

Perhaps no event represented the trend in urban school politics better than Harold Levy's becoming chancellor of the nation's largest school district, New York City, in May 2000.

The urban school might have stronger leadership and a more dedicated teaching staff, yet still score substantially lower than the suburban school.

This is the first step toward building healthy urban school systems — systems that are dynamic, responsive, and self - improving.

Inside School Turnarounds by Laura Pappano is a no - nonsense book delineating, sometimes in excruciating detail, the circumstances that surround genuine and courageous attempts at urban school reform.

In a total of 156 issues over the years, the «Oakes Newsletter» — researched, written, edited, and published by Ms. Oakes — earned a solid reputation as a source of information and insight into the workings of a major urban school system.

Still, according to Stephen Tracy, Ed.D.» 84, Edison's chief architect behind the deal, Edison's potential success in Philadelphia could give the for - profit EMO movement its biggest opportunity to date to prove its worth and open up a new channel for urban school reform.

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.

As is common for large urban school districts, the student body of Baltimore city's schools is predominantly minority and poor.

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.

It used to be that when people talked about urban school success stories, Catholic schools were at the center of the discussion.

«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.

She embodies the values of courage and commitment that are required to meet the daunting challenge that confronts urban school districts, making good teaching happen for every child, every day, in every classroom, to enable all children to learn and achieve at high levels,» said Professor Robert Peterkin, director of the Urban Superintendents Program.

At the same time, participating faculty will conduct research aimed at measuring the effectiveness of the program, identifying the key underlying forces that are shaping educational leadership in urban school systems, and developing a set of powerful ideas to enable district leadership teams to create high performing systems.

American education has problems, almost everyone is willing to concede, but many think those problems are mostly concentrated in our large urban school districts.

We already have an impressive joint project with the Business School, the Public Education Leadership Project (PELP), which is an executive education program that unites the faculty resources of both schools to address the specific challenges faced by nine urban school districts from across the country.

The Milwaukee voucher program is the largest and longest - running urban school choice program in the U.S., established in 1990 and now serving over 22,000 low - income students who attend 107 private schools using $ 6,000 vouchers toward tuition.

As one of the program's 1,169 recipients, Steele fell into the greater category of those who would have chosen an underperforming urban school regardless of the $ 20,000 awarded to those in a teacher licensure program.

The authors of the study, Lindsay Daugherty, Paco Martorell, and Isaac McFarlin Jr., focus their analysis on 17,057 graduates from the 2002 through 2008 graduating classes in a large urban school district in Texas that historically has sent few students to college.

«The Gap Between Influence and Efficacy: College Readiness Training, Urban School Counselors, and the Promotion of Equity» in Counselor Education & Supervision, 2012.

This focus is not entirely without reason, since large, urban school districts serving low - income students are clearly dysfunctional.

Boston is now widely recognized as among the best urban school districts in America.

Dr. Moody earned a Bachelor's Degree from Marquette University, a Master's degree in education with an emphasis in teaching and curriculum from the Harvard Graduate School of Education and a Doctorate in Urban School Leadership from the University of Southern California.

In addition, as a result of its reputation within the educational consulting sector, the organization has also developed a relationship with the prestigious Broad Prize, which annually awards one million dollars to the top performing urban school districts in the United States.

Study finds promise of non-merit-based academic college scholarship significantly decreases school - wide suspensions in urban school district.

Two years ago, PELP, a collaborative project between faculty at Harvard Business School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty judges.

This is wishful thinking, particularly in urban school districts, where tough fiscal choices are decided every day.

We're seeing strong, transformation - minded leaders who have a talent mindset at a number of urban school districts, like our mutual friend Kaya Henderson at D.C. Public Schools.

Our research begins to fill this gap with two studies of the G&T programs available to high - achieving middle - school students in a large urban school district in the southwestern United States which, to preserve anonymity we shall refer to as LUSD.

Professor Thomas Payzant, M.A.T.» 63, C.A.S.» 66, Ed.D.» 68, former superintendent of Boston Public Schools from 1995 to 2006 and author of Urban School Leadership, learned this the hard way.