Sentences with phrase «what traditional public schools»

As a result, the state's charter schools were receiving $ 3,845 per pupil — or 23.3 % — less than what the traditional public schools would have received for those students.

But there are absolutely no rules or laws whatsoever that make a distinction between what charters can raise privately and what traditional public schools can raise.

The trade - off for this freedom is that, by law, charters receive less than 100 % of per - pupil funding, which is what traditional public schools would receive.

The organization claims that what charter schools receive, typically 60 to 75 percent of what traditional public schools receive per pupil and no funding for facilities, deprives the children of their right to a «sound basic education» under the state constitution.

Charter advocates claim the schools receive 70 percent of what traditional public schools in New Jersey receive, on average, while charter critics note that many outspend traditional public schools.

They want their kids to be close at hand, in the local school, and that is exactly what the traditional public school system provides.

Not exact matches

Q&A topics include: why the mayor and Governor Cuomo appear friendly and cooperative on pre-K when together but express different views when apart, will the city fund a single year of full day pre-K if the state does not, how many of the prospective new pre-K seats are in traditional public schools v. charter schools, what is the greatest challenge in converting existing 1/2 day pre-K sites into full day sites, how can the mayor assure that proceeds of his proposed income tax surcharge would remain dedicated solely to the pre - K / middle school program, regulatory issues around pre-K operators, how there can be space available in neighborhoods where schools are overcrowded, how many of the prospective new sites are in schools v. other locations, why the mayor is so opposed to co-locations of charter schools while seeking to co-locate new pre-K programs, the newly - announced ad campaign by charter school supporters, his views on academically screened high schools, his view on the school bus contracts, why he refused off - topic questions Friday evening despite saying on Friday morning that he would take such questions, the status of 28 charter schools expecting to open in fall 2014 in locations approved by the Bloomberg administration, his upcoming appearance on the TV series The Good Wife and his view on city employees marching in the Manhattan St. Patrick's Day Parade in uniform / with banners.

I'm going to explain why the focus has to be on what we're doing now, fixing the schools, because charters are, in large measure, addressing a crisis that is a crisis of traditional public education,» he told Politico's Mike Allen, at an event in Washington.

And now, following a national trend, New York's conservatives have joined in, using what they portray as a specimen of big - government overreach in the service of a longer - term fight to eliminate teacher tenure and promote alternatives to traditional public schools.

Again, these improvements are measured relative to what would have happened to the same students in traditional public schools.

If the efforts are successful, then the quality of traditional public schools will increase relative to what it would have been in the absence of competition from charter schools.

[5] This central finding, together with our study, only reinforces our ultimate conclusion: it is critical to consider what kinds of choices we are offering families in urban, suburban and rural areas across the country, and in charter or traditional public schools alike.

What we found is that, compared with other students in the traditional public schools, charter school applicants are more likely to be black and poor but are otherwise fairly similar.

Our results indicate that, on average, New York City's charter schools raise their 3rd through 8th graders» math achievement by 0.09 of a standard score and reading achievement by 0.04 of a standard score, compared with what would have happened had they remained in traditional public schools (see Figure 3).

Third, there are important descriptive questions to understand what goes on in themed magnets — are curricula and instruction different than in traditional public schools, for instance?

The next step is to identify what's working in charter schools that can be transferred back into the traditional public schools to improve student achievement.»

(What would distinguish such a charter school from traditional public schools remains unclear.)

But this article on private tuition for special education «burdens» is even worse because the burden on the district isn't the total cost, but the cost for private placement in excess of what the district would have spent if they had served these disabled students in traditional public schools.

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.

What other policy has produced comparable gains for African American students at a fraction of the cost of traditional public schools?

What I've found is a story that confounds the traditional battle lines in public education, and gives each side in the school reform war reason both to cheer and to rethink its assumptions.

If so, what accounts for the quality differences between charter schools and traditional public schools?

Ritter continues, «Instead of asking whether all students in charter schools are more likely to attend segregated schools than are all students in traditional public schools, we should be comparing the levels of segregation for the students in charter schools to what they would have experienced had they remained in their residentially assigned public schools.»

As evidence, Harris cites what he calls a «well - regarded study,» which «found that Detroit's charter schools performed at about the same dismal level as its traditional public schools.»

What about parents who are committed to staying in our chosen school — typically the traditional public school in our neighborhood — but want to help it get better?

And on the specific claim the article makes that «half the charters perform only as well, or worse than, Detroit's traditional public schools» this is what the Stanford study has to say: «In reading, 47 percent of charter schools perform significantly better than their traditional public school market, which is more positive than the 35 % for Michigan charter schools as a whole.

(p. 222) It does not seem unfair to expect the authors to provide evidence, other than the fact of differentiation, to support these assertions, or to say what is being done in traditional public schools that better prepares students for life in a democratic society.

Billions in federal economic - stimulus dollars are slated to be spent to help improve public education, but Americans relying on traditional news outlets are likely to find out little, if anything, about what that effort might mean for the schools in their communities, a new report suggests.

It's important, however, that you have someone, either internal or external, who understands what various channels of communication — sponsorships, advertising, social networking, public relations, traditional media, direct marketing, school publications, face - to - face contact, the school website and school events — are able to achieve.

But in practical terms, what has now happened is that charters are draining resources from the traditional neighborhood public schools.

For those of us who cover the nation's education crisis, it is easy to joke about the ranting and raving of some defenders of traditional public education, who have what they consider to be clever names for charter schools and impugn the motivations of reformers with wealth (even as they defend teachers unions who bring in $ 622 million every year through dues collected forcibly from teachers who may or many not even support their aims).

Add in the growing number of cities pursuing school portfolio management (which focuses on both charters and traditional district - run schools), and the urgent need to train administrators with the skills to thoughtfully manage what Edfuel calls «the autonomous and accountable public schools sector» is even more apparent.

Teachers unions and traditional public school advocates accused him of not listening to them, of failing to slow down and assess what was and wasn't working as the state implemented the Common Core (which was first introduced by his predecessor).

«Dr. Richard DuFour's In Praise of American Educators takes a surprisingly fresh approach to the traditional education blame game by spending the first four to five chapters talking about what schools and namely schoolteachers are doing right in America's public education system.

The Fusion approach builds on what education experts see as a trend toward highly personalized education, often aided by new technology, that is increasingly taking root in public schools or other traditional classrooms.

What has happened in Gadsden shows how the push to rank schools based on measures like graduation rates — codified by the No Child Left Behind Act and still very much a fact of life in American public education — has transformed the country's approach to secondary education, as scores of districts have outsourced core instruction to computers and downgraded the role of the traditional teacher.

What is the power of affluent parents who continue to see charters as a threat to the traditional public schools they have nurtured?

Here is a good example of what I would call double standards relating to traditional public schools and charter schools — more specifically the High Tech High K - 12 Sschools and charter schools — more specifically the High Tech High K - 12 Sschools — more specifically the High Tech High K - 12 SchoolsSchools.

What came next was the 2010 launch of HISD's Apollo 20 program, the nation's first large - scale effort to implement high - performing charter school practices in a traditional public school environment.

Take away the hyperbole and inaccuracies, what Randi Weingarten and Jonah Edelman truly oppose is giving parents, especially low - income parents, the ability to choose something other than their neighborhood traditional public school.

Traditional public schools, public charter schools, and private schools must put politics to the side and get real about what it means to educate Black children in this country.

But traditional public schools can't place such caps and must accept all students, regardless of what their funding ratio would be.

So, what happens to the republic once the traditional public schools have all been removed from the protection of the U.S. Constitution and are controlled by autocratic, for profit, often fraudulent, opaque and abusive publicly funded but private sector corporate charter schools that use bully tactics to achieve their goals?

Some will go into traditional public schools; some will run away from teaching, or what they believe from Rocketship to be teaching, forever.

The pockets of what Green, citing David Cohen, refers to as «coherent» teacher preparation initiatives are small and scattered, serving a small fraction of U.S. schools and teachers, and operating largely outside of the traditional public schooling system built to serve the urban poor and their suburban and rural neighbors.

What kind of kids enroll in charter schools and do charters take all comers like traditional public schools?

Charter schools in North Carolina are taking money away from traditional public schools and reducing what services those school districts can provide to their students, according to a new research paper co-authored by a Duke University professor.

While reformers failed to overhaul New York City's laws for hiring and firing teachers, they have succeeded in cultivating a robust system of charters to challenge the preeminence and performance of traditional public schools, and offer a model of what non-union schools might look like.

One of the most glaring omissions in the article is a failure to set in context what is happening in our nation's charter schools in comparison to what has persisted for decades throughout the traditional public education establishment.

Private schools can charge families tuition above and beyond what the state will cover and aren't bound by many of the constitutional limits placed on charter and traditional public schools.