As the first noneducator to take the helm of a large urban district, Vallas inspired a trend in
urban school reform across the nation.
Not exact matches
At last week's Askwith Forum, «Transformative Change in American
Schools,» Michele Cahill, — vice-president for national program and director of urban education at Carnegie Corporation of New York, — spoke to the importance of transformative change and systemic reform within K — 12 schools across the nation, focusing largely on Common Core Sta
Schools,» Michele Cahill, — vice-president for national program and director of
urban education at Carnegie Corporation of New York, — spoke to the importance of transformative change and systemic
reform within K — 12
schools across the nation, focusing largely on Common Core Sta
schools across the nation, focusing largely on Common Core Standards.
Core courses and electives are taught by recognized leaders from
across Harvard's graduate programs in fields like data - based education
reform, organizational change and innovation, and effective leadership strategies for
urban schools.
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.
The fact is that
reforming urban schools is an issue of social justice: there are too many children in cities
across the U.S. who are denied the opportunity to have a high - quality education, and these inequities run strongly along lines of race and class.
The guidebook of the mass
school closings movement is a 2009 «School Closure Guide» written by the controversial Broad Foundation, which boasts of training and placing non-educator superintendents and high - level school leaders in urban districts across the country to enact a brand of education reform that focuses on competition and privatiz
school closings movement is a 2009 «
School Closure Guide» written by the controversial Broad Foundation, which boasts of training and placing non-educator superintendents and high - level school leaders in urban districts across the country to enact a brand of education reform that focuses on competition and privatiz
School Closure Guide» written by the controversial Broad Foundation, which boasts of training and placing non-educator superintendents and high - level
school leaders in urban districts across the country to enact a brand of education reform that focuses on competition and privatiz
school leaders in
urban districts
across the country to enact a brand of education
reform that focuses on competition and privatization.
Insight in action As part of collaborative
reform efforts to improve K - 6 science education
across multiple
urban school districts, a teacher leader was selected from each participating elementary
school based on his / her knowledge of science.
A new study based on the Annenberg Institute on
School Reform's (AISR) work with the Transatlantic
School Innovation Alliance (TISA) adds to the emerging literature supporting the idea that peer networks among educational practitioners, both within and
across schools, can improve teaching and learning.In England, there has been a focus over the past decade on developing formal peer networks, especially in
urban settings that have traditionally underperformed relative to other areas of the country.
What Secretary of Education Arne Duncan and governors
across the country want to show the voting public is that corporate
reform and privatization of our
schools is the answer to the achievement gap between children living in
urban and suburban districts, as well as between the US and the rest of the world.
Co-hosted by the Indianapolis
Urban League, 100 Black Men,
School Choice Indiana, Stand for Children, La Plaza, Education
Reform Now, Lacy Leadership Association and UNCF, the event attracted stakeholders from
across the community to hear Dr. Fuller's ideas and observations about public education in the U.S.
Key examples include Cawelti and Protheroe's (2001) study of change in six
school districts in four states; Snipes, Dolittle and Herlihy's (2002) case studies of improvement in four
urban school systems and states; Massell and Goertz's (2002) investigation of standards - based
reform in 23
school districts
across eight states; McLaughlin and Talbert's (2002) analysis of three
urban or metropolitan area California districts; Togneri and Anderson's (2003) investigation of five high poverty districts (four
urban, one rural) from five states; and several single - site case studies of district success (e.g., Hightower, 2002; Snyder, 2002).
There is a hot debate raging in New York City and
across the nation about how to effectively bring about
urban school reform.
These results are highlighted in CCSA's Chartering and Choice as an Achievement Gap - Closing
Reform: The Success of California Charter
Schools in Promoting African American Achievement, which shows that, overall, charter schools in California are effectively accelerating the performance of African American public school students, and are earning higher Academic Performance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional public s
Schools in Promoting African American Achievement, which shows that, overall, charter
schools in California are effectively accelerating the performance of African American public school students, and are earning higher Academic Performance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional public s
schools in California are effectively accelerating the performance of African American public
school students, and are earning higher Academic Performance Index (API) scores and proficiency rates statewide, in many
urban districts and
across all subjects when compared with traditional public
schoolsschools.