Sentences with phrase «value school choice»
We value school choice as a way to give parents options when finding a school that meets their family's unique needs and as a way to inspire innovation in education,» said Commissioner of Education Dianna R. Wentzell.
http://www.necharters.org/ Not exact matches
A teen - age girl, coping well with her school - and peer - relationships, felt confused by the value choices facing her.
Laredo students value the «food court» style cafeteria setup and were excited to be provided with even more choices to create healthier school meals.
Where our kids go to school is one small fragment of a much larger ecosystem of their life choices and values.
Boston Public Schools value the benefits of healthy lifestyles and support environments that promote healthy living choices.
I think city councils could do more good for kids by considering other food and kid scenarios like banning soda served to kids in public schools, or requiring food with nutritive value to always be served when refreshments are offered at a school, or requiring restaurants to offer kids real food choices on the kids menu.
Minimizing food with minimal nutritional value on school campuses... and encouraging healthy choices
Asked what he meant by «New York values,» Cruz defined the term as values held by liberal politicians who reject charter schools, school choice and support for fearless police officers.
The schools will provide a values - based education and a greater choice of primary schools in Derby.
From School Choice (Vouchers), Cutting down on red - tape Bureaucrats, Tax Cuts, to strong social and family values as Pro-Life & against the so - called redefinition of Marriage.
Unlike Lieberman, he just doesn't want to be invited to Dinner parties with GWB so badly that he's willing to sell out the core values of the Democratic party on issues ranging from SS privatization, school vouchers, prayer in school, end of life decisions (terry schiavo), choice (supported hospitals right not to provide birth control), and, yes, Iraq.
«Allowing health plans the flexibility to voluntarily cover more services outside the deductible would enhance consumer choice,» says Fendrick, a professor in the U-M Medical School and School of Public Health who heads the Center for Value - Based Insurance Design (V - BID).
And when they do talk about education, both Mr. Buchanan and Mr. Duke focus on support of parental choice, school prayer, and the teaching of values — all positions Mr. Bush takes, too, albeit without the...
The school district «operates from a core ideology that includes our strategic intent «to earn so much respect from the citizens of Houston that HISD becomes their K - 12 system of choice» and a set of core values that defines who we are,» De la Isla told Education World.
There can be no doubt that, if you are fortunate enough to select a school based on your child's talents or interests or your family's values and traditions, the question of whether school choice «works» has already been answered.
The value given to art and design in schools and colleges is impacting on choice and provision of art and design qualifications offered for both higher and lower ability students
Programs that arise from failing schools are of unpredictable dimensions and are more tied to the values of «choice» and «privatization.»
Increasingly, the public and policymakers appreciate the value of school choice.
Even parents who placed more value on school choices still didn't take school quality as seriously as other issues.
There were many things to think about, ErkenBrack says, ranging from transportation, to school choice to the budget, as well as mission statements and school values.
Attitudes: support for diversity (racial integration), a perception of inequity (that the public schools provide a lower quality education for low - income and minority kids), support for voluntary prayer in the schools, support for greater parent influence, desire for smaller schools, belief in what I call the «public school ideology» (which measures a normative attachment to public schooling and its ideals), a belief in markets (that choice and competition are likely to make schools more effective), and a concern that moral values are poorly taught in the public schools.
• Aside from race, all of the attitudes in the model — regarding inequity, public school ideology, prayer, moral values, parent influence, school size, and markets — appear to have an influence, and in the direction choice advocates would expect.
Teachers who join E4E are expected to support value - added test - score data in evaluations, higher hurdles to achieving tenure, the elimination of seniority - driven layoffs, school choice, and merit pay.
Because religious schools violate your personal sensibilities, you are telling low - income families — often single mothers, often people of color — that you want to deny them a choice they want for their kid, because of your values.
In our recent article for Education Next, «Choosing the Right Growth Measure,» we laid out an argument for why we believe a proportional growth measure that levels the playing field between advantaged and disadvantaged schools (represented in the article by a two - step value - added model) is the best choice for use in state and district accountability systems.
Given the impact of educational attainment on a variety of economic and social outcomes, a positive result could have significant implications for the value of school - choice programs that include charter high schools.
Greene's recognition of the values - laden nature of discipline systems all but begs for choice: Parents should be able to weigh, as one factor among many, schools whose philosophy about behavior management, classroom culture, and approach to student discipline most closely mirror their own beliefs and practices.
In an area with so many choices, a town's reputation and real - estate values depend heavily on the quality of its local school district, giving residents added incentive to ensure that their schools compare favorably with those in other towns.
But just as educators were mistaken in thinking that the only way to deal with plural values in public schools was through value neutrality, so Mr. Arons is mistaken in suggesting that the only solution is parental choice.
Because they were more interested in promoting equality of opportunity than simply consumer choice, sociologist Christopher Jencks and law professors John Coons and Stephen Sugarman proposed placing some constraints on how vouchers could be used: Disadvantaged students would receive larger vouchers, and regulations would prevent any school that accepted vouchers from imposing tuition and fees beyond the value of the voucher.
My advice to school choice advocates is to take Peter Greene's excellent if unintended advice and spend more time arguing for choice based on school culture and values, and less on test scores.
For example, in 2016 the AFC issued its first - ever «report card» ranking states by the quality of their private - school choice programs, and its scorecard values academic, administrative, and financial accountability, not just access.
When they insist that ideas like school choice, performance pay, and teacher evaluations based on value - added measures will themselves boost student achievement, would - be reformers stifle creativity, encourage their allies to lock elbows and march forward rather than engage in useful debate and reflection, turn every reform proposal into an us - against - them steel - cage match, and push researchers into the awkward position of studying whether reforms «work» rather than when, why, and how they make it easier to improve schooling.
Indeed, since 1969 scholarly models of family choice have consistently stressed both values by including rules ensuring that state and participating private schools alike will share in the integration of the social classes.
School choice allows educators to shape a school that reflects their vision and values, so long as parents think the result is good for their child (and, for charters, so long as authorizers are okay with the outcSchool choice allows educators to shape a school that reflects their vision and values, so long as parents think the result is good for their child (and, for charters, so long as authorizers are okay with the outcschool that reflects their vision and values, so long as parents think the result is good for their child (and, for charters, so long as authorizers are okay with the outcomes).
Choice parents were also far more likely to report being «very satisfied» with virtually all aspects of their children's school: its safety, teacher quality, class size, clarity of school goals, teaching moral values, academic quality, teachers» respect for students, and so on (see Figure 2).
His most recent article, «Preferencing Choice: The Constitutional Limits,» is highly critical of state policies that continue to promote school choice at the expense of public schools and vChoice: The Constitutional Limits,» is highly critical of state policies that continue to promote school choice at the expense of public schools and vchoice at the expense of public schools and values.
`... The documentation is riddled with references to teachers making choices aligned with the values or the ethos of the «local school community», but yet that's a black box for a lot of schools.»
In order for us to conclude that school choice achievement results reliably predict subsequent attainment results the P - Value from the X2 test needs to be below.05 and the Gamma needs to be positive.
She should start with Patrick Wolf's «Civics Exam» literature review of 21 studies, which found that the «statistical record suggests that private schooling and school choice often enhance the realization of the civic values that are central to a well - functioning democracy.»
A small school of choice also engenders a voluntary community that comes together over strong ties and shared values.
Recent work has included several studies related to value - added measures of teacher performance, teacher effectiveness in the early grades, school choice, teacher mobility and special needs identification.
Jay Greene responds by listing a series of different studies proving the value of the school choice plans.
Access a comprehensive and properly cited list of empirical studies conducted to date on the effects of educational choice programs on students, public schools, segregation, civic values and state finances.
Nonetheless, it underestimates the diversity in culture and values of the American population to take it as a given that we will not see among schools of choice a number that will outrage even the most fervent advocates of the freedom to choose one's school and one's education.
That, after all, is one reason we support schools of choice: we expect them to bring to the educational process the social capital that reflects the common values of a group of teachers, a community of parents, and their children - and to make education more effective by so doing.
2) the indirect channel that works through families» choices of schools, in which the school characteristics relevant to achievement are more fully captured by what parents observe than by the short list of school descriptors in the regression (for instance, well - educated parents choose teachers with higher value - added); or
If the evidence does not clearly show the superiority of a high - regulation approach to school choice, we may need to rely on our values when deciding how to proceed.
Within the limitations of available data and methods, the empirical evidence is very encouraging for private school choice on ethnic segregation — just as it is on academic outcomes, effects on public schools, fiscal effects and effects on civic values and practices.
I see real value in having Washington make it easier for states and communities to more readily expand options if they'd like, but that calls for a clear - headed discussion of Washington's role — not reflexive cheerleading for school choice.