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Questions And Answers About Regional School Districts
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Book Synopsis Questions and Answers about Regional School Districts by : New Jersey. Office of Secondary Education
Download or read book Questions and Answers about Regional School Districts written by New Jersey. Office of Secondary Education and published by . This book was released on 1969 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The School District of Greenville County by : School District of Greenville County (S.C.)
Download or read book The School District of Greenville County written by School District of Greenville County (S.C.) and published by . This book was released on 1958 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The School District of Greenville County by : Greenville County School District
Download or read book The School District of Greenville County written by Greenville County School District and published by . This book was released on 1962 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Measuring Up written by and published by . This book was released on 1988 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis What are Central Rural Schools and Central School Districts? How are They Financed? How May They be Established? by : University of the State of New York. Rural Education Division
Download or read book What are Central Rural Schools and Central School Districts? How are They Financed? How May They be Established? written by University of the State of New York. Rural Education Division and published by . This book was released on 1931 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Records and Briefs New York State Appellate Division by :
Download or read book Records and Briefs New York State Appellate Division written by and published by . This book was released on with total page 876 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis High-Stakes Testing by : R. Murray Thomas
Download or read book High-Stakes Testing written by R. Murray Thomas and published by Routledge. This book was released on 2005-03-23 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: The federal government's No Child Left Behind Act has thrust high-stakes testing - its goals, methods, and consequences - into the educational limelight. The four-fold purpose of this book is to: describe the nature of high-stakes testing; identify types of collateral damage that have attended the testing programs; analyze methods different groups of people have chosen for coping with the damage and suggest lessons to be learned from the high-stakes-testing experience. The six groups of people whose coping strategies are inspected include: politicians and their staffs; educational administrators and their staffs; parents and the public; test makers and test administrators; teachers and students. Importantly, the author avoids aligning himself with the test-bashing rhetoric of those who oppose high-stakes testing, especially the No Child Left Behind Act. Key features of this outstanding new book include: illustrative cases. The book offers more than 350 cases of collateral damage from high-stakes testing--and people's coping strategies--as reported in newspapers over the 2002-2004 period. background perspectives. Part I examines the influence of high-stakes testing on: 1) what schools teach; 2) how student progress is evaluated; 3) how achievement standards are set; and 4) how test results are used. participant responses. Part II, which is the heart of the book, devotes a separate chapter to the coping strategies of each of the major participants in the high-stakes testing movement: politicians and their staffs, educational administrators and their staffs, parents and the public, test-makers and test-givers, teachers, and students. summary chapter. The last chapter (Lessons to Learn) offers suggestions for minimizing collateral damage by adopting alternative approaches not used in the creation of our current high-stakes testing programs, particularly the federal government's No Child Left Behind Act. This book is appropriate for any of the following audiences: students taking evaluation or administration courses in schools of education, inservice administrators and teachers, policy makers, and those members of the general public who are concerned about the fate of schooling in America.
Book Synopsis School District Data Book Reference Manual by :
Download or read book School District Data Book Reference Manual written by and published by . This book was released on 1995 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Illinois Journal of Education written by and published by . This book was released on 1910 with total page 834 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Characteristics of Midwest Region School Districts Identified for Improvement. Issues & Answers. REL 2012-No. 121 by : Arie van der Ploeg
Download or read book Characteristics of Midwest Region School Districts Identified for Improvement. Issues & Answers. REL 2012-No. 121 written by Arie van der Ploeg and published by . This book was released on 2012 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt: Like other states across the country, the seven states in the Midwest Region (Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin) have been striving to meet the performance targets established under the No Child Left Behind (NCLB) Act of 2001, the latest reauthorization of the Elementary and Secondary Education Act of 1965. The states vary in how they identify underperforming districts and schools using the NCLB criteria. This report responds to requests from policymakers and leaders in the Midwest Region for statistical profiles of districts in improvement within the region's states. The report addresses three questions: (1) What is the prevalence of districts in improvement in each Midwest Region state under the NCLB Act and under states' own accountability systems?; (2) How do district characteristics (size, locale, poverty, student race/ethnicity, students with special needs, expenditures, and revenue sources) compare for districts in improvement and not in improvement under the NCLB Act?; and (3) Are districts' designations of in improvement consistent with their schools' designations as in need of improvement, and do districts and schools perform similarly on NCLB performance criteria? These topics are investigated using publicly available data provided by state education agencies, the U.S. Department of Education (2010), and the U.S. Census Bureau (2009). The data are summarized to describe conditions at the beginning of the 2009/10 school year. The following are key findings for each question. On the prevalence of districts in improvement in each Midwest Region state under the NCLB Act: (1) Most school districts (85 percent) in the seven states were not in improvement; (2) States varied widely in how many districts were in improvement: Michigan had one district in improvement and Wisconsin had two, while Minnesota had more than half (51 percent) of its districts in improvement; (3) The proportion of students enrolled in districts in improvement also varied widely, from 6 percent in Michigan to 81 percent in Minnesota; and (4) The largest school district in each state had been in improvement for several years, with some districts in improvement for as long as six years. In states with their own accountability systems, the state systems identified additional districts in need of support. For example, Indiana's own system identified 100 districts for improvement that were not identified under the federal system. On a comparison of districts in improvement and those not in improvement: (1) Rural districts account for half the districts (52 percent) in these seven states, but few rural districts were in improvement (7 percent); (2) Except in Michigan and Wisconsin, the median percentage of White students was 60-90 percent in districts in improvement but exceeded 90 percent in districts not in improvement; (3) The median percentage of students with disabilities varied little across states or between districts in improvement and districts not in improvement; (4) In six states, the median per student expenditure was higher in districts in improvement than in districts not in improvement; and (5) In each state, the median percentage of funding from federal sources was higher in districts in improvement than in districts not in improvement; the median percentage of funding from local sources was lower in districts in improvement in all states except Minnesota. On the consistency of district and school accountability designations: (1) Slightly more than a quarter of districts in improvement included no schools in improvement, and slightly less than a quarter of districts not in improvement included schools in improvement; and (2) The academic performance of students with disabilities contributed most frequently to differences in adequate yearly progress determinations between districts and their schools. In more racially/ethnically diverse districts, the performance of minority students also contributed to these differences. Data sources and methods are appended. (Contains 2 boxes, 4 figures, 2 maps, 24 tables and 12 notes.) [For "Characteristics of Midwest Region School Districts Identified for Improvement. Summary. Issues & Answers. REL 2012-No. 121," see ED532665.].
Book Synopsis The Location of Public Schools by : Jason Garnham
Download or read book The Location of Public Schools written by Jason Garnham and published by . This book was released on 2015 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public schools are some of our communities' most important and costly infrastructures assets. School location affects transportation choices, property values, and student health and achievement, and is implicated in increasing urban sprawl and economic and racial geographic inequality. Yet, school districts operate independent of the municipalities in which they serve, limiting interaction and coordination in planning and siting school facilities. Schools, consequently, are generally overlooked in planning research and practice. This leads to the question: How are public school siting decisions made? And, how do they overlap with planning goals? To answer this question, semi-structured interviews were conducted with officials from fifteen school districts in the Puget Sound region, providing open-ended narratives for a qualitative analysis exploring this poorly understood topic. Despite the regional context of state-required coordinated planning for capital facilities, the narratives reveal that land availability and cost, coupled with perceived site acreage and community facilities needs, are the primary factors influencing school location. School siting is largely a technical process undertaken by consultants and facilities experts. Further, school districts' reliance on voter-approved bond financing inhibits long-term planning and prevents prioritization of broader location criteria. Competing for land in a competitive market, school districts are challenged to sell the higher cost of prime, centrally-locates sites to their voters, pushing schools to less desirable areas. In light of the constraints faced by school districts, local and regional planning goals are more likely to be achieved when schools are systematically included in land use planning processes. The lesson learned from case examples is that locating schools to best meet community needs depends on stakeholder engagement and cooperative interaction between school districts and municipalities. The data reveals that coordination and interaction between districts, municipalities, and citizens increases when school districts face pressure induced by enrollment growth and limited availability of land. Sub-area Master plans and economic development plans also present special opportunities to forge lasting partnerships. Ultimately, as costly and critical infrastructure, school sites should be chosen to according to a variety of criteria, using the same processes that guide development of other facilities and services deemed necessary for maintaining and improving the sustainability, economic vitality, and quality of life in our communities.
Book Synopsis Biennial Report by : Illinois. Office of the Superintendent of Public Instruction
Download or read book Biennial Report written by Illinois. Office of the Superintendent of Public Instruction and published by . This book was released on 1919 with total page 922 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Getting Smart written by Tom Vander Ark and published by John Wiley & Sons. This book was released on 2011-09-20 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: A comprehensive look at the promise and potential of online learning In our digital age, students have dramatically new learning needs and must be prepared for the idea economy of the future. In Getting Smart, well-known global education expert Tom Vander Ark examines the facets of educational innovation in the United States and abroad. Vander Ark makes a convincing case for a blend of online and onsite learning, shares inspiring stories of schools and programs that effectively offer "personal digital learning" opportunities, and discusses what we need to do to remake our schools into "smart schools." Examines the innovation-driven world, discusses how to combine online and onsite learning, and reviews "smart tools" for learning Investigates the lives of learning professionals, outlines the new employment bargain, examines online universities and "smart schools" Makes the case for smart capital, advocates for policies that create better learning, studies smart cultures
Book Synopsis Biennial Report of the Superintendent of Public Instruction of the State of Illinois by : Illinois. Office of the Superintendent of Public Instruction
Download or read book Biennial Report of the Superintendent of Public Instruction of the State of Illinois written by Illinois. Office of the Superintendent of Public Instruction and published by . This book was released on 1919 with total page 858 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Distribution of the Tax Burden of Township and Community High Schools in Illinois ... by : Carl B. Althaus
Download or read book The Distribution of the Tax Burden of Township and Community High Schools in Illinois ... written by Carl B. Althaus and published by . This book was released on 1927 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Adlai Stevenson High School District #125 (Ill.). Board of Education Publisher : ISBN 13 : Total Pages :22 pages Book Rating :4.:/5 (367 download)
Book Synopsis FYI for Your Information by : Adlai Stevenson High School District #125 (Ill.). Board of Education
Download or read book FYI for Your Information written by Adlai Stevenson High School District #125 (Ill.). Board of Education and published by . This book was released on 1993 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Equal Educational Opportunity and Nondiscrimination for Students with Disabilities by :
Download or read book Equal Educational Opportunity and Nondiscrimination for Students with Disabilities written by and published by . This book was released on 1997 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report focuses on issues relating to the development of individualized education programs for and placement of students who are classified as having mental retardation, learning disabilities, behavioral disabilities, or serious emotional disturbances. The U.S. Commission on Civil Rights examined present-day barriers and inequities that deny students with these types of disabilities an equal opportunity to participate in educational programs. The report analyzes and evaluates the Office for Civil Right's (OCR) implementation, compliance, and enforcement efforts for Section 504 of the Rehabilitation Act. It discusses other Federal disability laws, such as the Individuals with Disabilities Education Act (IDEA), and Title II of the Americans with Disabilities Act, to the extent that they relate to Section 504.
