Sentences with phrase «urban school districts finds»

Its study of more than 90,000 teachers in four urban school districts finds that most schools retain their highest - and lowest - performing teachers at strikingly similar rates.

Recent data from a study we are doing here at Wellesley Centers for Women with a large, racially diverse sample of low - income students in a large urban school district found that 95 percent of students, both boys and girls, aspired to attend college when asked in 9th and 10th grade.

Last year, a report that looked at various urban school districts found that DCPS students spent less time than average on testing.

Not exact matches

Researchers collected data on plate waste in four urban, low - income school districts both before and after the new standards were implemented, and found that under the new standards:

An analysis by AQE found Cuomo's proposed cuts in operating aid average $ 773 per pupil in the 30 urban and suburban school districts classified as «high - need» by the State Education Department that have the greatest concentration of black and Hispanic students.

So I have recently started adulting after a long run with school and internships... I have Summer's off as I am a guidance counselor in an urban school district... I am finding my middle ground of going to shows and also...

It is in the less desirable and more troubled systems, the nation's urban and rural school districts, that administrators currently have tremendous difficulty finding sufficient numbers of certified teachers.

The forthcoming second edition of Education Week's 50 - state report card on public education finds huge gaps between the performance of students in urban and nonurban school districts.

In previous work, one of us found that Washington State's 2004 compensatory allocation formula ensured that affluent Bellevue School District, in which only 18 percent of students qualify for free or reduced - price lunch, receives $ 1,371 per poor student in state compensatory funds, while large urban districts received less than half of that for each of their impoverished students (see Figure 2).

We removed the state's four largest urban districts from the sample and found between - school inequities were still much higher than inequities between districts.

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

In a book that Smerdon and Borman would curate for the Urban Institute in 2009, Saving America's High Schools, many of the members of the research team expanded on the findings from the Gates report, offering a wealth of specific findings for many of the larger districts receiving Gates funds.

James J. Kemple, the executive director of the Research Alliance for New York City Schools, who conducted a study comparing the city's school reform efforts to a «virtual» control group modeled from other urban districts in the state, including Buffalo, Yonkers, Syracuse, and Rochester, «found New York City students improved significantly faster than the control group on both the New York state assessments and the National Assessment of Educational Progress during the reform period, from 2002 to 2010.»

A number of years ago, I studied 57 urban school districts across the U.S. and found that they had launched an average of 13 major reforms in a three - year period — or three to four every year.

In a 2011 report for the Providence, Rhode Island, school board, researchers at Brown University's Urban Education and Policy program found that the district's 1,321 teachers took off an average of 21 days each per school year.

The survey's findings were based on the responses of 1,337 school districts chosen from rural, suburban, and urban districts nationwide.

This will lead to legal action, as urban districts and charter schools find room for common cause.

In our new study, published today in Education Next, my colleagues and I found that only 22 percent of teachers were evaluated based on test score gains in the four urban school districts we studied.

The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

And to turn back to school choice for a moment, Imberman finds that charters in an unnamed urban district had no effect on student tests scores — but had large positive effects on discipline and attendance.

And far too many school systems, especially urban districts with the most urgent need for dynamic competence in this crucial role, haven't yet figured out the best way to find the strongest candidates in the land and induce them to move into the principal's office.

On reflection, the finding was not too surprising: Shuttering schools nearly always sets off a torrent of political backlash, as authorities in Chicago, Philadelphia, and other urban districts have learned in recent years.

Because we use data from an urban school district, our findings may not reflect how automatic admission guarantees affect students in rural or suburban schools.

Two recent studies, one by Joshua Angrist and colleagues and another by Matthew Johnson and colleagues, found that attendance at urban charter middle schools with high behavioral expectations is associated with a higher number of days suspended relative to attendance at traditional schools in the same districts.

For eight years, he directed the School Leadership master's program; prior to that he was the founding director and then faculty senior associate of the Executive Leadership Program for Educators, a five - year collaboration of Harvard Graduate School of Education, Business School, and Kennedy School of Government that focused on bringing high quality teaching and learning to scale in urban and high need districts.

Now compare this to CREDO's urban charter school study, which found that urban students enrolled in charter schools gained.07 standard deviations relative to their peers in district schools in one year.

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 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 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 adults.

In this presentation given at the 39th annual conference of the Association for Education Finance and Policy Cory Edmonds shared the findings of an Edunomics Lab study exploring seven urban school districts utilizing a student based allocation formula to...

CRPE researchers discover distinct school differences in three cities and offer innovative, evidence - based solutions to help urban U.S. districts increase options so that families can find the right fit for their child.

This article by researchers at Stanford's Center for Education Policy Analysis finds that principal turnover in one large urban school district is detrimental to student performance and teacher retention.

Located in medium - and large - sized school districts, the schools confront many of the educational challenges found in low - income urban settings.

[viii] Focusing specifically on one urban school district because of the richness of available data, the study finds positive effects of the program, similar to those for the broader state.

And a still - newer 2015 CREDO analysis, examining charter schools in 41 urban communities, found them, on average, achieving 40 additional days of learning growth in math and 28 days in reading compared to matched peers in district schools.

Hoxby also finds that urban areas with a large number of school districts, and therefore many options for families choosing where to reside, tend to have higher test scores than cities like Miami, where one school district covers anyone living close enough to work in the city.

But if the spillover effects of urban charter schools on district schools are confined to relatively small neighborhoods, then findings from prior analyses may well be underestimates.

The researchers found that «displaced students from district schools that closed in urban areas gained, on average, forty - nine extra days of learning in reading» and «thirty - four days of learning» in math by their third year in a new school.

One recent example of research about the link between the principal and teachers «professional development is provided by the study of IFL (Institute for Learning) implementation strategies in three urban school districts.127 That study found that teachers reported varying amounts of instructional support provided by their principals.

Findings are based on interviews with state education officials in all states and surveys of nationally - representative samples of districts, principals, and teachers conducted in 2004 - 05 and 2006 - 07, as well as surveys of parents in eight large urban school districts in those same years.

This educational, fact - finding opportunity focused on how a large, urban school district developed career pathways that create opportunities for all students to be successful in high school, postsecondary education, and the workforce.

The findings were also based on interviews with school leaders from eight districts across Montana, representing both urban and rural districts and varying in size.

The program began with 16 founding teachers from urban district and charter schools in the Greater Boston area.

Back in August, Urban Milwaukee did a story documenting the growing teacher shortage in Wisconsin, which found many school districts were having trouble attracting teacher applicants and many universities were seeing a decline in education majors, led by UW - Milwaukee, with a 23 percent decline.

Through secondary analysis, CPE found that mayoral takeovers are «a rare, and largely urban phenomenon,» and out of more than 13,000 school districts in the U.S., only about 20 have come under formal mayoral control in the last 20 years.

A 2016 US News & World Report story found that only about half of big urban districts track students after graduating high school, or know which colleges and universities do best and provide that information to counselors and colleges.

An NJ.com analysis finds while school districts in poor, urban communities have the worst graduation rates, vocational schools have some of the highest.

This report provides findings based on a study conducted in one northeastern, urban, and medium - sized school district, which we will call Studyville to maintain confidentiality.

The choice movement has to this point largely aimed to help students in urban areas find alternatives to troubled school districts.

The Academy for Urban School Leadership (AUSL) is founded and becomes the pioneering in - district innovation zone.

A 2007 study by the Council of the Great City Schools, a coalition of the nation's largest urban districts, found that from 2001 to 2006, more of Oakland's public school children were excelling each year, at about every grade level, in reading and math (the math analysis didn't include high scSchools, a coalition of the nation's largest urban districts, found that from 2001 to 2006, more of Oakland's public school children were excelling each year, at about every grade level, in reading and math (the math analysis didn't include high schoolsschools).

The Academy for Urban School Leadership (AUSL) has become the pioneering in - district innovation zone since its founding in 2001.