Sentences with phrase «with traditional district schools»

Wilson and Trichter closely compare New York City charter schools» per - pupil costs with traditional district schools» when pension costs are taken into account.

For starters, the charter schools are very small compared with traditional district schools, each founded with only two grades at a time, adding a new grade level each year.

Charter school quality has become a mixed bag: Despite some great schools across the country, most are on par with traditional district schools, and too many underperform.

My colleagues in Washington, D.C. (see «D.C. Students Benefit from Both Sectors,» forum, Spring 2015) contend that the best educational model is one in which charter schools coexist with traditional district schools.

Choice Media TV looks into why the NAACP joined a lawsuit to evict charter schools from buildings they share with traditional district schools in New York.

The report ignores the judgments of parents and students, uses bizarre definitions of such terms as innovation and accountability, compares charter schools with the ideal school rather than with traditional district schools, and presents confusing and out - of - context discussions of such admittedly complex matters as school finance and student achievement.

Not exact matches

«Next year, we want to expand to work with both charters and traditional district schools in other urban regions.»

The bill would also do away with the traditional school budget vote and require districts to simply ask voters to support a tax increase.

With a mission of «high - performing public schools, inside and out,» EdBuild sought to provide both facilities renovations and academic support to a group of low - performing schools in the District of Columbia, with a vision of eventually taking on a large swath of D.C. schools and creating space that could be used flexibly by both traditional district and charter schoWith a mission of «high - performing public schools, inside and out,» EdBuild sought to provide both facilities renovations and academic support to a group of low - performing schools in the District of Columbia, with a vision of eventually taking on a large swath of D.C. schools and creating space that could be used flexibly by both traditional district and charter District of Columbia, with a vision of eventually taking on a large swath of D.C. schools and creating space that could be used flexibly by both traditional district and charter schowith a vision of eventually taking on a large swath of D.C. schools and creating space that could be used flexibly by both traditional district and charter district and charter schools.

ESSA's flexibility coupled with the fact that some cities now have fewer than half their schools within the traditional district can enable state leaders to apply charter - style accountability to district - run schools.

As in Salt Lake City, «districts are starting to create lab schools to try personalized, student - centered strategies with hopes of finding what will transfer to traditional schools,» said Calkins of Educause.

Whether this pattern is indicative of general receptiveness on the part of these districts toward alternatives to public schools or a long - standing dissatisfaction with traditional public schools, it certainly suggests that private schools do not serve as a hindrance to the start - up of public charter schools.

Pasadena Unified School District is a diverse district with four traditional and two alternative high schools, five middle schools, and seventeen elementary District is a diverse district with four traditional and two alternative high schools, five middle schools, and seventeen elementary district with four traditional and two alternative high schools, five middle schools, and seventeen elementary schools.

In addition to charter schools, students can enroll at one of 38 innovation schools, district - operated schools pioneering new school models with more autonomy than traditional district schools.

In four states — Louisiana, Mississippi, New Mexico, and West Virginia — there is not a single traditional school district with average student achievement in math above the 50th percentile.

So I'm not okay with the argument or attitude that reformers should either replace all of the traditional public schools with charter schools or just «let districts be districts,» as Mike Petrilli recently argued.

Those top charters have also demonstrated an ability to team up with troubled traditional urban school districts — a role that probably represents the best shot for providing better schools for all.

When one of Washington, D.C.'s highest - performing traditional public schools pursued plans to convert to a charter in 2006, the district agreed to several of its demands in exchange for the school's agreement to stop flirting with charter status.

Cocreated with a former colleague, the database allows administrators to capture data that is particularly relevant when serving challenged populations of students, many of whom enroll at BDEA after unsuccessful starts in traditional district high schools or local charter schools.

Both Detroit's charter and traditional public - school sectors serve predominantly African American families (roughly 85 percent) with limited economic resources (in charters, 84.5 percent qualify for free or reduced - price lunch versus 81.6 percent in district schools).

So, too, are numerous traditional school districts — including those who run their own programs and those who oversee contracts with private providers.

District officials were concerned that students couldn't easily transfer from a school with this sort of interdisciplinary structure and projects that spanned over years to a more traditional school.

Also, the District of Columbia is alleged to have provided traditional public schools with supplemental funding, support for operational expenses, and in - kind services, such as security from city police, that it has not granted to charters.

We estimate that private school choice and intradistrict choice (allowing families to choose any traditional public school in their district) have the largest potential to expand the sets of schools to which families have access, with more than 80 percent of families having at least one of these «choice» schools within five miles of home.

Under this approach, districts negotiate performance agreements with public schools — traditional, charter, and hybrid models.

For example, the Civil Rights Project reports that, in the metropolitan area surrounding the District of Columbia, 91.2 percent of charter students are in segregated schools, compared with just 20.9 percent of students in traditional public schools.

The Texas Board of Education's decision to allow school districts to buy a videodisk - based science curriculum with state textbook funds will encourage traditional publishers to step up their efforts in the electronic media, experts said last week, but it is unlikely to signal the end of printed textbooks in the schools.

The premise of Rethinking School Finance is that the financial issues raised by today's broad - scale education - reform strategies represent a school - finance agenda that is «dramatically different from the traditional concern with fiscal disparities across school districts within states.&School Finance is that the financial issues raised by today's broad - scale education - reform strategies represent a school - finance agenda that is «dramatically different from the traditional concern with fiscal disparities across school districts within states.&school - finance agenda that is «dramatically different from the traditional concern with fiscal disparities across school districts within states.&school districts within states.»

A movement whose leaders say they want «preferential treatment for all children» with a straight face is not serious enough to confront the Orwellian thinking that rules too many traditional school districts today.

A less collegial approach has charters competing with the traditional system, drawing students and funding from district schools to charters.

It's a story sadly familiar to anyone who follows education news, but one that's usually associated with traditional school districts.

With charter schools becoming more popular, federal officials must decide how to treat them under federal programs that were designed for traditional school districts, the General Accounting Office recommends in a new report.

Two recent studies, one by Joshua Angrist and colleagues and another by Matthew Johnson and colleagues, found that attendance at urban charter middle schools with high behavioral expectations is associated with a higher number of days suspended relative to attendance at traditional schools in the same districts.

The only exception is that, in acknowledgement of the fact that many charter schools do not have a traditional district's breadth of resources, the New Jersey charter school law stipulates that, «the fiscal responsibility for any student currently enrolled in or determined to require a private day or residential school shall remain with the district of residence.»

When focused on cities with large numbers of charter schools, these comparisons reliably show that African American students are more racially isolated in charter schools than in the districts as a whole — as are African American students in traditional public schools in the same neighborhoods.

Researchers found that while charters across the country enroll higher percentages of low - income, black, and Latino students than traditional district schools, they enroll lower percentages of students with disabilities.

Supporters argue that charter schools provide alternative solutions to the traditional public school system, in which many schools — especially those in low - income, predominantly minority school districts — find themselves with limited resources to offer their large student populations.

But like the boards of nonprofit organizations — and unlike those of traditional school districts — charter boards have the potential to attract the best and brightest with little downside.

During our work with district, charter, and private schools — large, small, urban, rural, as well as progressive and traditional — the master scheduling process tends to be more alike than different.

Learn how school districts can use social media tools to connect with the global audience, circumventing the traditional media to get the real story out there.

She will also discuss how she is currently working with districts across the country to help their students overcome these obstacles and stay engaged and on - track with school work, while partnering with the school district to operate an online program at a lesser cost than their traditional program.

This funding gap, coupled with the fact that traditional districts often control access to public school buildings, means that many charter operators fall back on a «patchwork of solutions» to cover their operating costs, find adequate school facilities, and transport students.

Newly elected Los Angeles Unified school board member Kelly Gonez said that because affiliated charters are part of the district, any innovations in curriculum that they come up with can more easily be shared with other traditional schools.

Charter school backers, meanwhile, argue that traditional school districts are often bloated with bureaucracy.

IZZI HERNANDEZ - CRUZ is an associate consultant with Public Impact, conducting quantitative analyses of school and district performance metrics to support strong accountability and turnaround evaluation efforts in both traditional and charter schools.

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.

However, school district administrators point out that by comparison with the aging facilities many traditional schools use, charter schools often locate in new or leased property, which demand fewer expenses.

This funding gap, coupled with the fact that traditional districts often control access to public school buildings, means that many charter operators fall back on a

For many of these families, this starts with taking over the traditional district school within their own neighborhoods — and that means being able to utilize Parent Trigger laws that allow them to do so.

The parents union, along with the parent empowerment efforts of StudentsFirst's New York affiliate (which is helping families in the Big Apple's traditional district fight for school libraries as well as lobby for teacher quality and other reforms), is actively helping families do more than just have a voice.