Sentences with phrase «urban school conditions»

Not exact matches

«Some people know that the conditions on the ground are so harsh that their families are not going to be able to stay,» said Edwin Meléndez, a professor of urban affairs and planning at Hunter College in New York City and director of the school's Center for Puerto Rican Studies.

In their study, the researchers randomized 22 urban elementary schools serving low - income families to either the INSIGHTS intervention or a supplemental reading program, which served as a control condition.

Based on our findings of what causes teachers to leave their schools, we calculated the salary increases that would be necessary to offset the effects of difficult working conditions in large urban versus suburban schools.

In addition, the working conditions in urban schools serving low - income children are likely to be rigid, rule - bound, and unpleasant, none of which facilitates enthusiasm among teachers or fosters academic learning.

Urban school leaders are on the front line of this work, and research points to the important role they play in creating the conditions to improve student achievement.

If choice through vouchers can create conditions that promote academic achievement, and if it can put political pressure on what are often intractable urban school systems, it merits serious consideration.

Over the long haul, the dire condition of disadvantaged kids in failing urban schools will prompt more and more of today's liberal opponents of choice - notably the civil - rights groups and many urban Democrats - to begin representing their own constituents on this issue, leaving the teacher unions to fight their battles alone.

Additionally, Higgins is studying the conditions that enhance the effectiveness of senior leadership teams and organizational learning in large urban school districts across the United States.

In education, she studies the effectiveness of senior leadership teams in large urban school districts across the United States and the conditions that enhance organizational learning in public school systems.

From observing conditions there and in other cities, we believe that bargaining and related union activity have not only hampered urban public schools with such things as cumbersome contracts, but have introduced practices into the education system that are counterproductive, fomenting a demoralizing pattern of acrimony between teachers and administrators that is fundamentally at odds with effective education.

This should all sound familiar to education reformers because these are the market conditions faced by the administrators running urban schools today.

Because these challenges are the result of long - term shifts in city demographics, societal conditions, and urban K 12 public policies, it would seem that there is little that Catholic - school leaders can do to stem the tide.

High - needs urban and rural schools, on the other hand, offer their teachers extremely challenging students, unusually poor working conditions, and compensation unresponsive to market conditions even within the teaching profession.

But our recent study of teachers» working conditions in six successful high - poverty urban schools suggests otherwise.

Especially in urban and rural school districts, low salaries and poor working conditions often contribute to the difficulties of recruiting and keeping teachers, as can the challenges of the work itself.

The index measures innovation activities and conditions of urban schools along 42 indicators in nine categories: Innovation Culture Need for Academic Improvement Collaboration and Coordination Read more about The U.S. Education Innovation Index: Prototype and Report -LSB-...]

Some teachers in urban systems expressed the view that advocacy by parents is a key to changing these conditions: Parents can put pressure on the system without being fired and can get the attention of the school board or mayor.

Dr. Noguera has published over 200 research and scholarly articles, monographs, research reports, and editorials on topics such as urban school reform, education policy, conditions that promote student achievement, the role of education in community development, youth violence, and race and ethnic relations in American society as well as the author of several books.

Although the poor condition of school buildings is not unique to urban districts, the magnitude and severity of the problem typically is.

In it, the author vividly describes the horrid conditions and blatant funding inequities present in many of the nation's urban schools.

David Sciarra, executive director of the Education Law Center, a Newark - based school advocacy group, noted that many traditional urban public schools are older and in worse condition, and have to wait for the state Schools Development Authority to take any action on facischools are older and in worse condition, and have to wait for the state Schools Development Authority to take any action on faciSchools Development Authority to take any action on facilities.

We provide networking opportunities and applied development support as Residency alumni and Academy fellows progress in their careers, working with colleagues and communities to create the conditions in our urban public schools that allow all students to thrive.

The Consortium on School Research at the University of Chicago's Urban Education Institute wanted to know why and, more precisely, under what conditions, schools improve.

The importance of teacher working conditions is magnified by the teacher attrition problems plaguing schools — especially in the United States» chronically hard - to - staff urban and rural schools.

Ingersoll, one of the most extensive examiners of working conditions data, has found that leadership, empowerment, and time have striking connections to teachers» dissatisfaction — especially in high - poverty urban schools.

Urban districts like mine are often training grounds for talented, beginning educators who leave urban schools for jobs in the suburbs, where resources and learning conditions are more conductive to school sucUrban districts like mine are often training grounds for talented, beginning educators who leave urban schools for jobs in the suburbs, where resources and learning conditions are more conductive to school sucurban schools for jobs in the suburbs, where resources and learning conditions are more conductive to school success.

Our educational design was developed to address the most critical needs of schools challenged by socioeconomic conditions: closing the achievement gap, improving the quality of teaching, increasing graduation and college acceptance rates, creating inclusive and vibrant learning environments, and developing outstanding urban school leaders.

Moreover, because of the class and race differences between school professionals and parents in most urban areas, conditions can be ripe for misunderstanding and distrust.

An average urban school superintendent of 3.2 years suggests the need for some important discourse and development around the conditions necessary to hire and retain those entrusted with the responsibility.

Many conditions can prevent low - income urban parents from becoming involved in their children's schools.

Also successful rural extension and training methodologies (e.g. the farmer to farmer approach, farmer field schools, participatory technology development) need to be adapted to the urban conditions.

From a total of 19 schools, the three or four most similar schools were identified within each of the five urban areas and randomly assigned to one of three conditions were 1) GBG, 2) the Mastery Learning (ML) program (designed to improve poor reading achievement), and 3) an external control condition with no experimental intervention.