Sentences with phrase «urban schools does»

Tracking Improves, But Still Incomplete: In 2004 - 05, urban schools didn't even know the course completion status for 46 % of their students.

Urban schooling doesn't get much tougher than in Oakland.

I will read his book, but do want to point out that simply because there were kids under - served or not placed correctly that is no reason to conclude that urban schools don't need a GT program.

By Jay Mathews December 9, 2010; 8:00 AM ET Categories: Local Living Tags: Jaime Escalante, Standing and Delivering,, raising the level of all kids, under Gradillas non-GT kids were doing better than GT, why urban schools don't need gifted and talented programs.

Not exact matches

The state's largest and most urban school districts are expected to do just that.

His church and ours, along with some other ministries here in the city, collaborate to do an urban high school camp every summer.

A major deterrent to the reformation of the city's economic base is the unwillingness of those who can afford to do otherwise to subject their children to the inadequacy of urban schools.

The piece doesn't offer much in the way of solutions, but I thought it did a great job of capturing the current, entrenched problems in school food, at least in large, urban districts like L.A. and Houston.

You've told us that Carpinteria is «an example of what other schools can do,» so how can I get my huge urban school district to serve food just like that?»

I do so with some regret, in part because I will lose regular access to information about HISD that has informed my general understanding of how large urban school food programs operate.

We do have exposure at our school... we have classroom gardens and have had Urban Harvest on our campus in the past.

It's a vivid and persuasive social polemic, rooted in real children's lives, that brings the schools of urban America leaping off the page — and should be forced reading for Michael Gove and his merry band of free - schoolers, who, having filched the idea of charter and KIPP schools from the US, now need to look West again to see how fiddling with school structures can never, by itself, help pupils do better.

We live in a town that we (mostly) love but are looking to move for better schools for our children or, if those areas with better schools don't pan out, for a more urban area with more support for homeschooling.

Like many large, urban school districts, Houston ISD does almost all of its cooking at a huge central kitchen, with the food then trucked to our 300 individual schools for reheating and other final preparation.

Asked if they would support the introduction of some new state grammar schools, especially in urban areas where there currently are none, 76 % supported the idea, 17 % opposed it and 6 % didn't know.

Understanding students in the Syracuse City School District is easier said than done, especially if a teacher didn't attend an urban school as a kid, ScottSchool District is easier said than done, especially if a teacher didn't attend an urban school as a kid, Scottschool as a kid, Scott said.

In contrast, does a decline in usage mean that teachers found that it wasn't right for their students, who are disproportionately from large, poor, and urban schools?

Led by Charlie Catlett, work done by the Computation Institute's Urban Center for Computation and Data (UrbanCCD) has fostered partnerships with industry, the city of Chicago, and the School of the Art Institute of Chicago.

«The inclination in some secondary schools is that young men of color from urban environments need a lot of help, that they're behind, so we give them all of this support that doesn't really challenge them to actually be better,» said Warren, MSU assistant professor of teacher education.

With the Naked Color Correcting Fluid from Urban Decay, you don't need an art school degree to learn the basics of color correction.

A 2005 study by the New Teacher Project, the national nonprofit organization that works with school districts to recruit high - quality teachers, examined five urban districts and concluded that seniority - based transfer privileges written into contracts often force principals «to hire large numbers of teachers they do not want and who may not be a good fit for the job and their school.»

«It's a persistent, prevalent problem,» she said, admitting there was still a long way to go but also pointing out that most urban schools in the country are not doing a «good job» with special education.

«The issues I study seem to constantly be a work in progress, so I don't feel like I resolved anything or that we as an educational community have resolved the problems that are rampant in urban schools for adolescents,» she says.

As one former school - board member from a large urban district noted, «Too often school boards and superintendents complain that they can not do something because of the teachers union contract.

The past decade has seen a relative surge in research conducted in urban, underperforming schools focused on doing exactly this — providing students with deep, language - and content - based instruction, with a focus on teaching both specialized vocabulary and the specialized structures of language in academic speech and text.

The fact that 72.6 percent of Ohio's charter schools operate in urban areas likely has something to do with the fact that the state's suburbs continue to opt out of enrolling students from other districts.

During two years of doing research, Chenoweth identified 15 schools representing a mixture of grade levels and urban, rural, and suburban settings where students were excelling despite poverty and other obstacles — and where kids were not spending endless hours on reading and math drills.

In light of last spring's passage of the historic Student Aid and Fiscal Responsibility Act — which enhances student loan forgiveness programs for those who enter public service, similar to what is already done for new doctors willing to work in urban hospitals — the recent study of California's teaching fellowship program could cast considerable light on the value - added benefits of utilizing bonus pay to attract new talent to troubled schools.

If we [council members] don't focus on large urban schools, who will?

I also think that your book doesn't deal sufficiently with how the urban school system of the future will ensure that all students are served equitably.

As chairman of the Board of Directors of the Council of the Great City Schools, Carlos A. Garcia says part of his job is telling people what urban educators are doing right.

Not only did the district, the largest in the country, take on a student population that had come to symbolize the impossibility of educating a certain kind of child — the urban poor who entered high school two and three grades behind — but it succeeded in getting those students to graduation.

Even when it operates inside a closed urban Catholic school facility, and though it may fill a «physical and educational void,» the new charter does not yet «generate the same positive community benefits.»

«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.

• Anya Kamenetz education reporter for NPR and author of «The Test: Why Our Schools Are Obsessed with Standardized Testing — But You Don't Have to Be» • Elaine Weiss national coordinator of the Broader Bolder Approach to Education • Matthew Chingos senior fellow at the Brookings Institution and research director of its Brown Center on Education Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League Washington Bureau

Here is what we know: students in urban areas do significantly better in school if they attend a charter schools than if they attend a traditional public school.

Contrary to what Michael Dyson asserts, «profound resegregation of American schools» has not happened; «telling differences between how much money suburban and urban schools spend on each student» do not exist; African American dropout rates are not 17 percent (but closer to the 50 percent figure that Cosby is accused of getting wrong); and the existence of the phenomenon of «acting white,» far from being «a theory that is in large part untrue,» has been affirmed by a major new study.

While the book pointed out how urban schools fell far short of the egalitarian dream, Tyack, unlike other revisionists, did not condemn reformers, schools, or teachers.

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.»

Partly as a result of federal pressure, many large urban districts have also embraced the idea that they should slash student suspensions and expulsions, on the grounds that doing so will interrupt the «school - to - prison pipeline.»

Educators across the country are faced with ethical dilemmas every day and, as one teacher shares in her first year teaching at a large urban school, they don't always know how to respond.

But most of these efforts don't address the fundamental challenge urban schools face: The diversity of their student population.

But if we don't ask these questions and explore the root causes of the stress that urban children live in we'll never really transform our schools.

How many high schools are involved, and just what does Urban Assembly do for and with them?

Do you have an idea for improving education — in urban schools, in hospitals, on sports teams, or in a remote African village — that has never been tried before?

This is precisely the kind of explicit, helpful advice — do this, not that — that new teachers need, especially those assigned to sometimes rough - and - tumble urban schools.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

The NAEP scores they focus on do not correspond in most of the cases to the relevant years in which the court orders were actually implemented; they ignore the fact that, as in Kentucky, initial increases in funding are sometimes followed by substantial decreases in later years; and their use of NAEP scores makes no sense in a state like New Jersey, where the court orders covered only a subset of the state's students (i.e., students in 31 poor urban school districts) and not the full statewide populations represented by NAEP scores.

Urban school leaders must demonstrate through word and deed that demographic data, such as economic status, primary language and ethnicity and where one lives does not determine one's destiny.

How do the social contexts of family, neighborhood, and school in the early years relate to life outcomes for urban youth?