Syracuse City Schools at a Glance PDF Download

Author: Robert E. DiFlorio
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 26

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Author: Stephen Frank
Publisher:
ISBN:
Category :
Languages : en
Pages : 20

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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: United States Commission on Civil Rights
Publisher:
ISBN:
Category : Schools
Languages : en
Pages : 38

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Author: Alison Ford
Publisher: Brookes Publishing Company
ISBN:
Category : Business & Economics
Languages : en
Pages : 420

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This field-tested curriculum, serving learners from kindergarten through age 21, is designed to prepare students with disabilities to thrive in the real world.

Author: Gerald Grant
Publisher: Harvard University Press
ISBN: 0674032942
Category : Education
Languages : en
Pages : 237

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Reading the philosophy of Immanuel Levinas against postcolonial theories of difference, particularly those of Gayatri Spivak, Homi Bhabha, Édouard Glissant, and Subcommandante Marcos, John E. Drabinski reconceives notions of difference, language, subjectivity, ethics, and politics and provides new perspectives on these important postcolonial theorists. He also underscores Levinas's relevance to related disciplines concerned with postcolonialism and ethics.

Author: Syracuse Public Schools (Syracuse, N.Y.). Library System
Publisher:
ISBN:
Category : School buildings
Languages : en
Pages : 288

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Author: G. Maeroff
Publisher: Springer
ISBN: 1137344474
Category : Education
Languages : en
Pages : 240

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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

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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: Syracuse Public Schools (Syracuse, N.Y.)
Publisher:
ISBN:
Category : Elementary schools
Languages : en
Pages :

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Author: Amaney Jamal
Publisher: Syracuse University Press
ISBN: 9780815631774
Category : Social Science
Languages : en
Pages : 404

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Bringing the rich terrain of Arab American histories to bear on conceptualizations of race in the United States, this groundbreaking volume fills a critical gap in the field of U.S. racial and ethnic studies. The articles collected here highlight emergent discourses on the distinct ways that race matters to the study of Arab American histories and experiences and asks essential questions. What is the relationship between U.S. imperialism in Arab homelands and anti-Arab racism in the United States? In what ways have the axes of nation, religion, class, and gender intersected with Arab American racial formations? What is the significance of whiteness studies to Arab American studies? Transcending multiculturalist discourses that have simply added on the category “Arab-American” to the landscape of U.S. racial and ethnic studies after the attacks of September 11, 2001, this volume locates September 11 as a turning point, rather than as a beginning, in Arab Americans’