Sentences with phrase «wealthy schools serving»

If students and parents are to have real choices, shuffling urban students between struggling schools in their city is not a satisfactory answer — they must be able to «choose» the predominately white and wealthy schools serving suburban property owners as well.

Not exact matches

To make sure we go where the need is greatest, we only partner with schools in areas that serve low income communities and where there is a significant attainment gap between these children and their wealthier peers.

The news followed similar research by the Institute of Education which identified that the most highly qualified teachers were more attracted to schools serving the wealthiest and highest - attaining pupils.

When school officials in two districts serving wealthy families — Edina outside Minneapolis and Wilmette outside Chicago — took a hard look at their gender numbers, they found wide and growing gaps.

Many experts on educational attainment levels have noted that high schools that serve low - income students tend to have overworked counselors who must handle many more students than do their counterparts at wealthier high schools.

I created a table and some basic scatterplots to show how charter high schools in New Jersey compare on SAT results to public high schools that serve students in some of New Jersey's wealthiest and poorest towns.

The percentage of students with special needs served by charter high schools is also more representative of the public high schools serving the wealthiest towns.

High schools located in the «A» and «B» DFGs serve some of the state's poorest communities, whereas high schools located in «I» and «J» DFG's serve some of the state's wealthiest communities.

Charter high schools serve less LEP students than those even served by New Jersey's high schools in the wealthiest communities, let alone the districts located in the poorest communities, yet charter high school operate in communities with high percentages of LEP students.

In Figure 1 notice how most of the mean charter high school SAT Math achievement is (purple circles «R») lower than the most of the SAT Math achievement reported in the two DFG's serving the poorest communities (DFG's «A» and «B» — Blue & Red), and lower than the high schools located in the «J» and «I» DFG's (wealthiest communities — Green & Yellow).

Reliance upon supplemental funding through bonds and overrides disadvantages schools; while wealthy districts may be able to generate additional resources, they don't always have community support and underprivileged communities — serving Latino students in particular — often don't take the risk due to the little reward.

He reminds us that «in the US, wealthy children attending public schools that serve the wealthy are competitive with any nation in the world... [but in]... schools in which low - income students do not achieve well, [that are not competitive with many nations in the world] we find the common correlates of poverty: low birth weight in the neighborhood, higher than average rates of teen and single parenthood, residential mobility, absenteeism, crime, and students in need of special education or English language instruction.»

Teachers who choose to leave such schools usually transfer to schools serving wealthier,

We are here to say it is not acceptable for the wealthiest country in the world to be cutting millions of dollars from schools serving our neediest students; to be cutting teachers by the tens of thousands, to be eliminating art, music, PE, counselors, nurses, librarians, and libraries (where they weren't already gone, as in California); to be increasing class sizes to 40 or 50 in Los Angeles and Detroit.

Though it serves primarily poor, mostly black and Hispanic students, Success is a testing dynamo, outscoring schools in many wealthy suburbs, let alone their urban counterparts.

The board is weighing a proposal that would send all but 186 of those students to the two nearby elementaries, shifting them out of schools that serve some of Loudoun's wealthiest neighborhoods.

When a Ballou teacher says his students have «mastered the material,» he may be right — but that material may be quite different from what students master at schools that serve a wealthier student body or are highly selective.

Furthermore, because many of these schools serve wealthier populations, their success is actually less impressive.

Importantly, the gains were seen in all schools, from those serving mostly wealthy students to those with many needy students.

But wealthy students (in the highest quartile of family income), who attended schools that served the wealthiest families (schools in the lowest quartile of students receiving free and reduced lunch), scored a mean of 528.

Some elementary schools in the Hightop district serve mostly white students from wealthy homes; others educate students from less wealthy families and minority backgrounds.

Previous research from Teach First has shown that the poorest communities are half as likely to be served by an outstanding secondary school compared to the wealthiest.2

Yet with that allegedly lousy curriculum, wealthy children in public schools that serve wealthy families were easily competitive with the highest scoring nations in the world.

Currently, the highest performing, most qualified teachers in New York City are disproportionately teaching in the city's wealthiest neighborhoods and schools, while schools serving low - income and students of color are disproportionately assigned the least qualified, lowest performing teachers.

School districts serving communities where property is worth less simply can not generate the same level of revenue at the same tax rate as wealthier communities.

In district - level analysis, the Education Trust finds that nationally districts serving high concentrations of low - income students receive on average $ 1,200 less in state and local funding than districts that serve low concentrations of low - income students, and that gap widens to $ 2,000 when comparing high - minority and low - minority districts.17 These findings are further reflected by national funding equity measures reported by Education Week, which indicate that wealthy school districts spend more per student than poorer school districts do on average.18

Not surprisingly, schools serving the most wealthy students get the highest rankings, so this ranking is more reflective of the school community wealth than the power of a school to support student learning.

But they were 10 times more likely to happen in the school serving the poorest population compared with the school serving the wealthiest population.

The issue that divided them so deeply was whether or not school districts need to make sure that schools serving children from low - income families get at least as much state and local funding as wealthier schools.

Skeptics might assume that these benefits are associated mainly with wealthier schools, where well - resourced libraries serve affluent students.