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Author: Stephen Frank Publisher: ISBN: Category : Languages : en Pages : 20
Book Description
ERS final report summarizing research on the Syracuse City School District (SCSD) and the participative community "work-out" process that was held in response to research results. The report shows how SCSD is in a strong position to improve and deliver on its promise for all children, but that to succeed, dramatic action is still necessary. There are six recommendations to help the district ensure highly effective teaching, more targeted individual attention for students, and strategic use of in-school time: (1) Restructure the teacher job to attract and retain the highest contributors and support effective teams; (2) Focus more on the quality of instruction than on the number of instructors; (3) Move away from one-size-fits-all class sizes to target individual attention based on student and subject needs; (4) Extend and organize student time strategically; (5) Redesign Special Education to shift resources to early and ongoing intervention in general education settings; and (6) Unbundle the provision of instructional and other services to take advantage of high-quality, lower-cost options. ERS Methodology Overview is appended. (Contains 8 footnotes.) [Funding for this paper was provided by Say Yes To Education.].
Author: Stephen Frank Publisher: ISBN: Category : Languages : en Pages : 20
Book Description
ERS final report summarizing research on the Syracuse City School District (SCSD) and the participative community "work-out" process that was held in response to research results. The report shows how SCSD is in a strong position to improve and deliver on its promise for all children, but that to succeed, dramatic action is still necessary. There are six recommendations to help the district ensure highly effective teaching, more targeted individual attention for students, and strategic use of in-school time: (1) Restructure the teacher job to attract and retain the highest contributors and support effective teams; (2) Focus more on the quality of instruction than on the number of instructors; (3) Move away from one-size-fits-all class sizes to target individual attention based on student and subject needs; (4) Extend and organize student time strategically; (5) Redesign Special Education to shift resources to early and ongoing intervention in general education settings; and (6) Unbundle the provision of instructional and other services to take advantage of high-quality, lower-cost options. ERS Methodology Overview is appended. (Contains 8 footnotes.) [Funding for this paper was provided by Say Yes To Education.].
Author: Syracuse Public Schools (Syracuse, N.Y.). Board of Education. Research Department Publisher: ISBN: Category : Schools Languages : en Pages : 88
Author: G. Maeroff Publisher: Springer ISBN: 1137344474 Category : Education Languages : en Pages : 240
Book Description
Can a bold investment in education turn around the economy of an entire city? Gene I. Maeroff, former national education correspondent for the New York Times , explores how the nonprofit group Say Yes to Education has instituted a network of reforms in Syracuse, New York, that aim to expand the city's the middle class by supporting its children.
Author: Daniel J. Losen Publisher: Teachers College Press ISBN: 0807773492 Category : Education Languages : en Pages : 286
Book Description
Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund
Author: Stephen Frank
Author: Stephen Frank
Author: Syracuse Public Schools (Syracuse, N.Y.). Board of Education. Research Department
Author: Miriam E. David
Author: Syracuse Public Schools (Syracuse, N.Y.). Library System
Author: G. Maeroff
Author: Daniel J. Losen
Author: Mun C. Tsang
Author: 
Author: 
Author: Mary Bankston