Sentences with phrase «urban school system reforms»

Robin J. Lake has studied public charter schools and urban school system reforms since 1993.

Not exact matches

Little surprise that in 2013, Harvard University tapped him to teach about system - reform in urban schools...

Our faculty is studying the most pressing issues facing our educational system today — the achievement gap, language and literacy, urban school reform, new leadership models, testing and accountability, to name just a few.

While it's easy for those focused on the urban agenda to dismiss suburban reform as a distraction or a novelty, it may be more useful to think of high - performing communities as terrific laboratories for bold solutions and as the place where high - functioning systems working in advantageous circumstances may have much to teach about how to help schools go from good to great.

While Baltimore provides a cautionary tale for urban district leaders implementing the portfolio strategy, it should not be seen as the death knell for reform within a traditional school system.

- Donald R. McAdams is executive director of the Houston - based Center for Reform of School Systems and the author of Fighting to Save Our Urban Schools... and Winning!

A unique blend of education - savvy business leaders, a superintendent with stamina, and a mature accountability system has made Houston into the darling of urban school reform.

D.C. has recently undertaken two invaluable reforms that, when combined with the city's other systemic features, place D.C. on the brink of becoming the urban school system of the future.

In Free Schools, Kozol wrote that urban parents should exit the public school system because reforms within the system, «no matter how inventive or how passionate or how immediately provocative,» are simply an «extension of the ideology of public school.»

, Kozol wrote that urban parents should exit the public school system because reforms within the system, «no matter how inventive or how passionate or how immediately provocative,» are simply an «extension of the ideology of public school.»

Changing governance arrangements clearly can make a difference in the way urban public school systems function, but such a strategy requires the right combination of ingredients - committed and skilled leadership by the mayor, willingness to use scarce resources, a stable coalition of supporters, appropriate education policies, and a cadre of competent, committed professionals to implement the reforms.

As the first large urban school district to introduce a comprehensive accountability system, Chicago provides an exceptional case study of the effects of high - stakes testing - a reform strategy that will become omnipresent as the No Child Left Behind Act is implemented nationwide.

Any doubt about the progress being made by the public school system — and the efficacy of its hard - won reforms — was erased last week by new data showing D.C. Public School (DCPS) to be the system with the greatest improvement of any urban district in the nschool system — and the efficacy of its hard - won reforms — was erased last week by new data showing D.C. Public School (DCPS) to be the system with the greatest improvement of any urban district in the nSchool (DCPS) to be the system with the greatest improvement of any urban district in the nation.

Providing embedded professional development within curriculum materials is a necessary and transformative educational mechanism to counter professional development constraints that challenge teachers who adopt and implement reform - based science curriculum in urban school systems (Fishman, Marx, Best, & Tal, 2003).

«I think many of the reforms that Rhee and, in particular, Klein put in place will stand the test of time and hold up pretty well moving forward,» said Michael Casserly, executive director of the Council of the Great City Schools, a coalition of 66 of the country's largest urban school systems.

Part of my fellowship was to look at how a big urban school system tries to make sense of reform.

The California Collaborative on District Reform joins researchers, practitioners, policymakers, and funders in ongoing, evidence - based dialogue and collective action to improve outcomes for all students in California's urban school systems, with particular attention to equity and access for traditionally under - served students in the state.

This report takes a look at whether the underperforming Camden Public School System can set an example for effective urban school reform for the coSchool System can set an example for effective urban school reform for the coschool reform for the country.

Ten urban districts in California — including the Los Angeles Unified School District, the nation's second largest — collectively called CORE (California Office to Reform Education) districts, have designed a system to make schools answerable for improving students» social and emotional skills by using data from student, parent, and teacher surveys, among other factors, to assess whether students are improving in these areas.

Urban school districts are increasingly considering this model as a way to reform their school systems, believing that it can ensure equity in school choice and better hold schools accountable for performance.

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).

«College Readiness Indicator Systems — Building Effective Supports for Students,» Voices in Urban Education (Providence, RI: Annenberg Institute for School Reform, Brown University, Fall 2013).

The U.S. Department of Education, which has often highlighted the District's school system as a model for urban school reform, was lukewarm.