Sentences with phrase «urban schools often»

Urban schools often conjure up images of dilapidated buildings filled with impoverished kids, posting failing test scores.

Simply put, suburban schools and urban schools often do not resemble one another, so we do not see ourselves in one another.

Urban schools often lack organized sports and high - quality after - school activities, and students in these schools may need exercise to improve fitness.

Not exact matches

Often sent to an urban parish, participants assist on church visits to schools and hospitals, help with administration and get involved in church events.

A lot of kids in the school going ages are often out of school moving aimlessly round both rural and urban communities in search of food to eat on a daily basis.

White sees a military school as an opportunity to open doors that are often closed to children in an urban setting.

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.»

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.

Even the most urban locations can provide local opportunities often within the grounds of the school.

Too often urban schools in particular fall into disrepair, and the air of neglect radiates to students, teachers, and passersby.

Its impressive «Schools That Work» series, in which Edutopia throws all of its multimedia resources into detailed coverage of an individual school, recently featured YES Prep, an urban charter - school network often mentioned in the same breath with KIPP, Achievement First, and other «no excuses» schools championed by advocates of test - driven education Schools That Work» series, in which Edutopia throws all of its multimedia resources into detailed coverage of an individual school, recently featured YES Prep, an urban charter - school network often mentioned in the same breath with KIPP, Achievement First, and other «no excuses» schools championed by advocates of test - driven education schools championed by advocates of test - driven education reform.

LACES» results stand out even more because the school has many of the challenges that often sink urban schools into the lower - performing category and anchor them there: a predominately urban, minority population; large classes (the average is 29 students in middle - school classes, 34 in high school); few computers, no computer lab, and a building that was new when Franklin D. Roosevelt served as president.

«We were always both focused on the students who were too often left behind in urban schools — low - income kids, kids of color.»

Test scores in many of America's urban school districts are inching upward at rates that often outpace those of their states as a whole, according to a report released here last week by a national advocacy group for city schools.

Usually, the vacancies were in urban schools, and the district had to scramble to fill them in the opening days of school, and often was forced to hire the least experienced teachers.

Teacher - education directors from top - ranked schools such as Columbia and UCLA report that red tape often discourages their graduates from applying to urban school districts; the procedural delays often result in suburban schools» tendering employment offers earlier.

Andy Smarick makes a compelling argument that we would be better off closing failing schools, but he doesn't take into account the stark reality that often urban districts simply have too many «failing schools» to close them all.

EW: What is behind the negative attitude toward academic success so often found in urban schools?

Certainly the autonomy that charter laws afford could be put to good use in rural schools, which labor under rules often designed for their urban cousins.

Because of the size of city school districts — New York City is the nation's largest school system with 1,189 public schools and 78,100 teachers — urban educators often teach large numbers of at - risk students.

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.

Too often urban school systems begin initiatives and never perfect them, preferring new initiatives that attract publicity and give the appearance of doing something.

I'm frustrated by how often efforts to challenge familiar nostrums are casually dismissed with a litany of reflexive attacks — «this is an attack on schooling,» «this is only about urban schools,» «this is all part of a privatization conspiracy» — without regard to substance or specifics.

Many of our students have worked as teachers and reading specialists in K - 12 public schools, often in urban areas.

Affirming Rogers» earlier point, the Globe article noted, «Middle schools were conceived in the 1970s and»80s as a nurturing bridge from early elementary grades to high school, but critics say they now more often resemble a swamp, where urban youth sink into educational failure.»

«People can get [to] urban schools more easily, so if you hear about it you can investigate it more easily, where in rural areas you often can't.»

Urban schools, in particular, are often hardest hit due to increasingly unavailable or expensive city building space.

Kozol often insists that he will believe that more money will not improve urban public schools when rich Americans stop trying to spend more money on their schools.

The problem is that often the forest gets lost because the leaves aren't counted: the authors describe a CREDO report's conclusions on the cumulative advantage of urban charter schools for poor African American students but give the reader no sense of how trustworthy they deem the report to be nor how significant the purported charter - school impact is — compared, for example, to results of any other major school - reform strategy.

As often the case in urban districts, the strength of New Bedford Public Schools has seemed inexorably linked to the ebbs and flows of the local economy.

Charter and magnet schools are often a coveted choice for parents in urban public school districts like New Haven, Bridgeport and Hartford as parents search for alternatives to their local schools.

These disparities are even more pronounced in many urban schools, where student bodies that are nearly 100 percent minority are often taught by majority - white teaching staffs.

The story of Dunbar reminds us that often, in the fervor to raise up the lowest - performing students in urban schools, reformers neglect the high - performing students.

Once upon a time that often meant urban Catholic schools, with their school uniforms and ample supply of tough love.

In his talk, Canada touched upon many education reform topics of the course — particularly the achievement gap, the standards movement, and the bad rap that schools in urban, low - income communities often receive.

Severe state budget cuts and declining enrollment are forcing urban districts across the nation to consider what often is a last resort — closing schools.

«Too often, urban families have children assigned to some of the worst schools in America and vouchers, tax credit scholarship programs and other forms of school choice opens the door to new possibilities, higher quality schools and better outcomes for these children.

For example, IDEA supported local communities that were developing and implementing early childhood programs; schools serving students with low - incidence disabilities, such as children who are blind or deaf or children with autism or traumatic brain injury; and schools in rural or large urban areas, where financial and other resources are often scarce.

Many highly gifted children attend small schools with few specialized staff members, live in communities which are often resistant to chance, and are not necessarily acculturated according to urban standards (Spicker, Southern & Davis, 1987).

He often writes about the struggle of urban schools and New York City, but his blog is relevant to schools around the country.

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.

Investments Must Count Urban School districts are forced to spend millions every year on teacher recruitment - often affecting those students who need experienced teachers.

Recruitment is often informal or passive, and urban schools experience a distinct shortage of high - quality candidates in principal candidate pools.

An added bonus: They often have deep roots in the local community and may be more likely to stay in the job, which can help address the chronic problem of high teacher turnover at many urban schools.

I recognize that even in suburban districts some GT programs are poorly run and other issues can exist, but to simply say that «for urban schools, the standard G and T system is often a waste of time» is a truly ridiculous conclusion.

In a high - needs urban public school district, the focus and resources are often directed toward lower - performing students.

Charter schools are concentrated in urban, often poor, areas.

And, «programs for the urban poor... stoke resentment and reinforce stereotypes among middle class taxpayers while enriching out - of - town owners and Wall Street investors of the for - profit housing industry, charter schools and development agencies while at the same time creating and sustaining a local class of often anti-union not - for - profit advocates.»

The decision to expand existing schools in urban areas, where land is scarce and expensive, is often the most practical way of creating more places, he says.

We selected the cities based on their size and because they reflect the complexity of urban public education today, where a single school district is often no longer the only education game in town.