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Producer Felsha chats with students at KIPP charter school in San Lorenzo about their experience in that school environment.

Education Secretary Betsy DeVos testified before a House Appropriations subcommittee on President Trump's fiscal year 2018 budget proposal for her department. Sponsor: House Appropriations Subcommittee on Labor, Health and Human Services, Education, and Related Agencies

These are emails obtained from Fenton Charter Schools via the California Public Records Act.

These are emails obtained from Fenton Charter Schools via the California Public Records Act.

This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

GRITtv with Laura Flanders brings participatory democracy onto your computer screen and into your living room, bridging the gap between audience and advocates. Watch any show, at any time: http://grittv.org

GRITtv with Laura Flanders brings participatory democracy onto your computer screen and into your living room, bridging the gap between audience and advocates. Watch any show, at any time: http://grittv.org

This video demonstrates the commitment our Pembroke Pines Charter Schools have regarding the support, guidance and strengthening of our families and students. By participating with the City’s “Raising Positive Children” award-winning series, we give families an opportunity to learn, share ideas, and help our students through very challenging times. The students were especially involved in the most recent forum, sharing their creative poems, songs, dance and performances. Families and students were not observers, but rather, were actively engaged. They became part of the series which is incredibly impactful. A chorus of 250 students at the end, raising their voices in song, left a lasting impression on the over 2400 people who were in attendance. Being involved in this kind of event is only one of the many ways in which our schools, teachers, parents and students join together, united in becoming strong, confident and ready to face what the world has to offer.

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Congressional Hearing U.S. House of Representatives Committee on Education and the Workforce Title: BUILDING ON WHAT WORKS AT CHARTER SCHOOLS Date: 2009-06-04 Room: 2175 Rayburn HOB

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This week on “The Debrief”: * This week, three public hearings on redistricting were held in Elizabeth City, at Appalachian State University, and in Raleigh. Lawmakers in the redistricting committee heard from the public, mostly those opposed to the process, others encouraging lawmakers to return to the 2021 district maps. * 2023 will have municipal elections, and there is a new development on a key case dealing with felon voting. * With so many details in the state budget, there are education specific items involving Charter Schools. * The budget also makes changes to the state fire marshal responsibilities. * The budget was passed with bipartisan support in the House, but that’s not sitting well with some Democrat groups. * *“The Debrief” will return on October 19th. Have a wonderful Columbus Day!** Did you know, North Carolina is one of 12 states that does not recognize Columbus Day? In 2018, Gov. Roy Cooper proclaimed the second Monday in October to be “Indigenous People’s Day.” Be sure to visit CarolinaJournal.com each day for the latest on North Carolina politics and public policy.

Host Tam Moore is joined by guests Steven Thorpe, Bob Hart, and Ted Taylor to discuss school choice and the role charter schools play in education in Southern Oregon. SOU's Head of Education Steven Thorpe offers a brief overview of education in the United States. Bob Hart shares his fourteen years of experience homeschooling his children. Ted Taylor, Development Director at the Waldorf School in Ashland, talks about the advantages of alternative education.

Host Tam Moore is joined by guests Steven Thorpe, Bob Hart, and Ted Taylor to discuss school choice and the role charter schools play in education in Southern Oregon. SOU's Head of Education Steven Thorpe offers a brief overview of education in the United States. Bob Hart shares his fourteen years of experience homeschooling his children. Ted Taylor, Development Director at the Waldorf School in Ashland, talks about the advantages of alternative education.

This is an email from Keith Yanov, formerly general counsel with Green Dot Charter Schools, announcing that he has "transitioned into private practice."

This is an email from Keith Yanov, formerly general counsel with Green Dot Charter Schools, announcing that he has "transitioned into private practice."

A look at Harlem Success Academy, a charter school in Harlem, New York. John Stossel investigates the effect of the school and why parents want so desperately to send their children there. From: Stossel - "Imprisoning Kids" (2010-02-18)

LEAKED POMPEO AUDIO exposes Venezuela, Tulsi Rises, Smears increase & Warren's ties Charter Schools ——————————————————— Keep Up With THE CONVO COUCH 🛋 📺 Youtube: http://bit.ly/tccyt27 💵Patreon: http://bit.ly/tccpat4 🐦Twitter: https://twitter.com/theconvocouch 👾Facebook: http://bit.ly/tcc2fb Instagram: http://instagram.com/theconvocouch 🍝Craig "Pasta" Jardula Twitter: https://twitter.com/yopasta Facebook: http://bit.ly/pasta2fb 💃Fiorella Isabel: Twitter: https://twitter.com/Fiorella_im Facebook: http://bit.ly/tccfifb27 LIVE the convo couch pasta jardula Fiorella Isabel livestream news politics discussion conversation Democratic Party Republican Party establishment centrists leftists progressives neo liberals democrats republicans 2019

President @realDonaldTrump on school choice: "I believe every parent in America should be empowered to send their child to public, private, charter, religious or independent schools of their choice" https://t.co/YvIXZ05yN9 Source: https://twitter.com/TeamTrump/status/1290062833741434880 Uploader: Team Trump (Text VOTE to 88022)

This report updates information on existing charter schools, the chartering authorities, and charter school support in the District of Columbia (DC), revisiting concerns raised in a previous report, discussing progress made toward resolution of problems, and addressing newly emerging issues. After an introduction and background, six sections examine: (1) "Patterns of Demand and Supply: Enrollment and School Configurations"; (2) "Charter School Funding Issues"; (3) "Facilities Acquisition Issues"; (4) "Governance and Political Issues" (charter authorities, school-level board of trustees, and political advocacy and return to local educational home rule); (5) "Emerging Issues and Controversies" (whether they are producing better test scores and organizational stability); and (6)"Implications and Recommendations." Demand for charter schools remains strong, though the rate at which new schools are opening is declining. The types of curricula offered by charter schools remain somewhat varied, but most charters are offering a general liberal arts curriculum, with newer schools emphasizing math, sciences, computers, and technical skills oriented around career placement. Charter schools are located throughout the city and serve primarily minority, low-income students. Certain funding problems continue to plague them, and many are having difficulty accessing the buildings they want. Charter school students overall are not performing as well as DC public school students. Teacher and principal turnover is a serious problem for charter schools. Appended is a history of DC's charter school movement. (SM)

Armstrong Williams speaks with international lawyer, Bob Amsterdam, about the Fethullah Gülen charter schools, and the mystery surrounding them. Source: https://soundcloud.com/siriusxm-news-issues/armstrong-williams-w-atty-bob-amsterdam-fethullah-gulen-charter-schools Uploader: SiriusXM News & Issues

In this weeks episode of Education Radio we attempt to answer the question "why is it important to keep public education public, and what role do charter schools play in privatizing education? First we'll hear from Julie Cavanaugh, a special education teacher, activist, and filmmaker in Red Hook Brooklyn about her activism in the fight against charter schools. Julie, along with other members of the Grassroots Education Movement directed, wrote, and is featured in the documentary "The Inconvenient Truth Behind Waiting for Superman." Julie helps us understand the myths and realities about charter schools. Parent, activist, and one of the other filmmakers, Lisa Donlan will than explain the role that money and profit plays in the privatization of public schools. Later in the show, Pauline Lipman, professor, activist, and author of the book The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City helps us to understand how discourses of blame, pathology and choice have been used to garner support for charter schools and further privatize public education. Teacher, activist, and filmmaker Brian Jones than examines the intersections between racism, classism and the corporate education reform movement. Next, University of Illinois Chicago, Professor William Watkins answers our questions about the racism behind the education reform movement, the ways in which corporate education reformers appropriate the language of social justice, and how the education reform movement could lead to the dismantling of universal public education. Karen Lewis, current president of the Chicago Teachers Union and nationally board certified teacher, describes some of the troubling impacts of charter schools both in Chicago and across the country. Finally, we speak with Dr. Kevin Kumashiro, professor of Asian American Studies and Education at the University of Illinois Chicago and president elect of the national association of multicultural education, about the potential for public education to be used as tool for resistance and liberation.

In this weeks episode of Education Radio we attempt to answer the question "why is it important to keep public education public, and what role do charter schools play in privatizing education? First we'll hear from Julie Cavanaugh, a special education teacher, activist, and filmmaker in Red Hook Brooklyn about her activism in the fight against charter schools. Julie, along with other members of the Grassroots Education Movement directed, wrote, and is featured in the documentary "The Inconvenient Truth Behind Waiting for Superman." Julie helps us understand the myths and realities about charter schools. Parent, activist, and one of the other filmmakers, Lisa Donlan will than explain the role that money and profit plays in the privatization of public schools. Later in the show, Pauline Lipman, professor, activist, and author of the book The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City helps us to understand how discourses of blame, pathology and choice have been used to garner support for charter schools and further privatize public education. Teacher, activist, and filmmaker Brian Jones than examines the intersections between racism, classism and the corporate education reform movement. Next, University of Illinois Chicago, Professor William Watkins answers our questions about the racism behind the education reform movement, the ways in which corporate education reformers appropriate the language of social justice, and how the education reform movement could lead to the dismantling of universal public education. Karen Lewis, current president of the Chicago Teachers Union and nationally board certified teacher, describes some of the troubling impacts of charter schools both in Chicago and across the country. Finally, we speak with Dr. Kevin Kumashiro, professor of Asian American Studies and Education at the University of Illinois Chicago and president elect of the national association of multicultural education, about the potential for public education to be used as tool for resistance and liberation.

Data from a variety of sources were used to examine the status of charter schools in California. Home to 415 charter schools enrolling 157,000 students, about 2.4% of all public school students in the state, California is at the forefront of the charter school movement, with the number of charter schools increasing rapidly. The average overall performance of charter schools remains lower than that of conventional public schools, but three recent studies demonstrated striking progress as measured by analyses of the California Academic Performance Index. Charter schools are doing a better job than other public schools at improving academic performance of at-risk students, and the academic performance gap between traditional schools and charter schools is closing. These outcomes have been attained despite serious financing inequities, suggesting that charter schools may actually be more productive than many traditional public schools. There is also evidence that charter schools are accomplishing important nonacademic goals that include high parent satisfaction and high student retention. Charter schools in California continue to face obstacles, and the state needs to take some steps to ensure that the state "catches the wave" of charter-led innovation and improvement. The state legislature should end the near monopoly of districts on charter authorizing and oversight, and the supply of charter schools should be expanded. Educational leaders should create more effective means of sharing successes and innovations, and laws and regulations should be more carefully targeted so as not to inhibit creation of new charters. Charter districts should be created with large numbers of schools operating on performance contracts served by a central office serving as portfolio manager rather than owner/operator. (Contains 95 endnotes.) (SLD)

While the number of charter schools is growing rapidly, questions have been raised about whether charter schools are appropriately serving students with disabilities. GAO was asked: (1) How do enrollment levels of students with disabilities in charter schools and traditional public schools compare, and what is known about the factors that may contribute to any differences? (2) How do charter schools reach out to students with disabilities and what special education services do charter schools provide? (3) What role do Education, state educational agencies, and other entities that oversee charter schools play in ensuring students with disabilities have access to charter schools? GAO analyzed federal data on the number and characteristics of students with disabilities; visited charter schools and school districts in three states selected on the basis of the number of charter schools in the state, among other things; and interviewed representatives of federal, state, and other agencies that oversee charter schools. GAO recommends that the Secretary of Education take measures to help charter schools recognize practices that may affect enrollment of students with disabilities by updating existing guidance and conducting additional fact finding and research to identify factors affecting enrollment levels of these students in charter schools. Education agreed with our recommendations. Appended are: (1) Scope and Methodology; (2) Additional Analysis; (3) Additional Data; (4) Comments from the U.S. Department of Education; and (5) GAO Contact and Staff Acknowledgments. (Contains 7 figures, 2 tables and 26 footnotes.)

Since 1994, the U.S. Department of Education (USDE) has provided funding to new charter schools through Charter School Program (CSP) grants designed to provide support for the planning and implementation of effective new charter programs. Grants are awarded to state education agencies, which then provide funding to approved charter schools through a system of subgrants. As a condition of CSP funding, state education agencies are required to evaluate new charter schools using objective criteria and quantitative and qualitative data (Federal Register, 2007). The evaluation examines how new charter school operators plan and implement their programs and considers the following research questions: (1) How are federal start-up funds used to implement new charter school programs?; (2) What processes and practices guide the planning of new charter schools?; (3) What processes and practices guide the implementation of new charter school programs?; (4) How effective are new charter schools at designing and implementing successful educational programs?; (5) What is the effect of charter school maturity on students' academic outcomes?; and (6) How do students at new charter schools perform academically relative to comparable students at traditional district schools? The evaluation will produce three reports--two interim reports (spring 2009 and winter 2011) and a final report in spring 2011. This is the evaluation's second interim report. It presents findings for Research Questions 1 through 5 drawn from data collected from Generation 11, 12, and 13 charter schools, and includes analyses based on TEA's Public Education Information Management System (PEIMS), Academic Excellence Indicator System (AEIS), and Texas Assessment of Knowledge and Skills (TAKS) data. The report also includes the results of spring 2009 surveys of principals, teachers, and students in Generation 11, 12, and 13 charter schools, and the parents of students attending such schools, as well as information collected during site visits to a set of seven Generation 13 charter schools during the 2008-09 school year. Site visits included interviews with school administrators, focus group discussions with teachers, students, and board members, as well as observations in core content area classes. Appended are: (1) Overview of Case Studies of Generation 13 Charter Schools; (2) Technical Appendix--Hierarchical Linear Modeling (HLM); (3) Principal Survey; (4) Teacher Survey; (5) Student Survey; (6) Parent Survey; and (7) Characteristics of New Charter Schools in Texas. (Contains 176 tables, 8 figures, and 53 footnotes.) [For related reports, see "Evaluation of New Texas Charter Schools: Interim Report (2007-10)" (ED538565) and "Evaluation of New Texas Charter Schools: Final Report (2007-10)" (ED538563).]

As interest in expanding the number of high quality charter schools available to parents and students has grown, policy makers have increased their focus on identifying and providing support to new charter programs that have the potential to improve student outcomes and satisfy parent and student needs. Since 1994, the U.S. Department of Education (USDE) has provided funding for new charter schools through a system of Charter School Program (CSP) grants. CSP funding is available to new charter schools for a period of 3 years, of which no more than 18 months may be used for school planning and design and 2 years may be used to implement the educational program. CSP grants are awarded to state education agencies, which then award funding to approved charter schools through a system of subgrants. As a condition of CSP funding, state education agencies are required to evaluate new charter schools using objective criteria and quantitative and qualitative data (Federal Register, 2007). The Texas Education Agency (TEA) was awarded CSP funding in 2007, and specified that the required evaluation--the Evaluation of New Texas Charter Schools--would focus on the experiences and outcomes of new charter schools authorized to begin serving students across 4 school years: 2006-07, 2007-08, 2008-09, and 2009-10. The evaluation will produce three reports--two interim reports (spring 2009 and fall 2009) and a final report in summer 2010. Across years, the evaluation will answer the following research questions: (1) How are federal start-up funds used to implement new charter school programs?; (2) What processes and practices guide the planning of new charter schools?; (3) What processes and practices guide the implementation of new charter school programs?; (4) How effective are new charter schools at designing and implementing successful educational programs?; (5) How do students at new charter schools perform academically relative to comparable students at traditional district schools?; and (6) What is the effect of charter school maturity on students' academic outcomes? The findings presented here are those of the evaluation's first interim report. Because Generation 13 and 14 charter schools were not serving students in 2007-08, they are not included in the first interim evaluation report (spring 2009). However, Generation 13 charter schools will be included in the second interim report (fall 2009), and all four generations will be included in the evaluation's final report (summer 2010). The first interim report addresses Research Questions 1 through 4 and incorporates statistical analyses of the characteristics of Generation 11 and 12 charter schools, as well as an analysis of charter schools' use of federal CSP grant funds in their start-up years. Statistical analyses rely on archival data collected through TEA's Public Education Information Management System (PEIMS) and its Academic Excellence Indicator System (AEIS), and results are presented for new Generation 11 and 12 charter schools, as well as for established charter schools in Generations 1 through 10. The first interim report also includes findings from spring 2008 surveys of principals, teachers, and students in Generation 11 and 12 open-enrollment charter schools, as well as a summer 2008 survey of parents of students attending such schools. Appended are: (1) Survey of Principals and Teachers in New Open-Enrollment Charter Schools; (2) Survey of Students Attending New Open-Enrollment Charter Schools (Grades 4 and 5; Grades 6-12); and (3) Survey of Parents of Students Attending New Open-Enrollment Charter Schools. (Contains 71 tables, 9 figures, and 20 footnotes.) A glossary is included. [For "Evaluation of New Texas Charter Schools: Interim Report (2007-10). Executive Summary," see ED538561. For related reports, see "Evaluation of New Texas Charter Schools: Second Interim Report (2007-10)" (ED538554) and "Evaluation of New Texas Charter Schools: Final Report (2007-10)" (ED538563).]

The term "authorizer" conveys an imposing sense of size and authority, but in the world of charter schools, the authorizer is often a small-scale office or, more commonly, a single employee for whom chartering is just one among many responsibilities amidst a large institution like a state or local board of education, university, or private nonprofit. Thus, the "blood, sweat, and tears" of authorizing are typically shed inconspicuously from the periphery of an organization that has a much broader focus. Yet authorizing demands a range of capacities, some very new to the public-education arena. In this brief, the authors examine three capacity issues: the kinds of resources needed for effective authorizing; the challenges commonly encountered in securing these resources; and capacity-building strategies used by some leading authorizers to meet the demands of this work. (Contains 1 figure, 1 table, and 8 endnotes.)

TNTP has been investigating the importance of school environment and leadership practices using a survey tool called "Instructional Culture Insight," which measures teachers' perceptions of their school environments. In "Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive (2012)," TNTP found that school culture matters for the retention of high-performing teachers and for student achievement overall, and a handful of elements that seem to be consistent across schools with particularly positive environments were identified. Those places are referred to as "greenhouse schools." Greenhouse practices in Boston include: (1) Consistent learning environments that enable a focus on student growth; (2) Teacher development through observation, feedback, and peer modeling; (3) Early hiring with a high bar; and (4) Right responses to Good and poor performance. Research has found that on average, students perform 16 percentage points higher in numeracy and 14 percentage points higher in literacy in greenhouse schools, compared to schools in the same district or charter sector that perform toward the bottom. Based on those findings, TNTP researchers wondered if part of the explanation for Boston charter schools' robust student growth could be stronger climates for excellent teaching. This paper revisits the original premise of "Greenhouse Schools" by looking closely at what's happening in Boston's charter sector. To do this, TNTP used the Instructional Culture Insight tool to measure school culture in around two-thirds of Boston's charter schools. The hope was that exploring school cultures--and the school leadership practices that contribute to those cultures--in a set of high-performing schools could provide strategies that school leaders in both charter and district schools elsewhere could use. The paper compares Boston charter schools with more than 200 charter schools across the country to identify what they do differently to achieve such different results. One result is clear: Boston's success with students isn't just good luck. Smart, strategic choices on the part of school leaders are contributing to the development of school environments where teachers can do their best work, and students are benefitting as a result. Case studies are contained in the Appendix. [For this report, Leslie Gabbianelli and Melissa Wu led research and analysis, with support from Kymberlie Schifrin. Several members of the TNTP leadership team--Amanda Kocon, Karolyn Belcher, Daniel Weisberg, Ariela Rozman, Timothy Daly, and David Keeling--shared their insights. Kate McGovern led writing and Keith Miller led design. The report, graphics and figures were designed by Kristin Girvin Redman and Michael Sambar at Cricket Design Works in Madison, Wisconsin. For more information about the research methodology behind this paper, a technical appendix is available at www.tntp.org/greenhouse-schools-in-boston. To view "Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive" see ED533216.]

Charter schools--public schools that are exempt from many of the procedural regulations that apply to regular public schools--are a widespread but poorly-studied form of education reform. With nearly 2,700 charter schools now educating more than 684,000 children nationwide, policymakers and parents need to know how the education charter schools provide compares to that provided by regular public schools. Assessing the academic performance of charter schools is difficult, because many charter schools are targeted toward specific populations such as at-risk students, disabled students, and juvenile delinquents. This makes it very challenging for researchers to draw a fair comparison--comparing targeted charter schools to regular public schools is like comparing apples and zebras. As a result, there are very few reliable research findings on the academic quality of charter schools as compared to regular public schools. This is the first national empirical study of charter schools that compares apples to apples--that is, test scores at charter schools and regular public schools serving similar student populations. By comparing "untargeted" charter schools serving the general population to their closest neighboring regular public schools, we can draw a fair comparison and get an accurate picture of how well charter schools are performing. Measuring test score improvements in eleven states over a one-year period, this study finds that charter schools serving the general student population outperformed nearby regular public schools on math tests by 0.08 standard deviations, equivalent to a benefit of 3 percentile points for a student starting at the 50th percentile. These charter schools also outperformed nearby regular public schools on reading tests by 0.04 standard deviations, equal to a benefit of 2 percentile points for a student starting at the 50th percentile. The study's strongest results came in Florida and Texas. In Texas, charter schools achieved year-to-year math score improvements 0.18 standard deviations higher than those of comparable regular public schools, and reading score improvements 0.19 standard deviations higher. These benefits are equivalent to 7 and 8 percentile points, respectively, from the 50th percentile. Florida charter schools achieved year-to-year math and reading score improvements that were each 0.15 standard deviations greater than those of nearby regular public schools, equivalent to a gain of 6 percentile points for a student starting at the 50th percentile. (Contains 2 tables and 6 endnotes.)

One of the most important questions in education research is whether the gains from interventions for which perceived short-term success can be sustained. The possibility of short-lived impacts is especially relevant for research on charter schools, where charter operators who face high-stakes assessments have an incentive to "teach to the test." The fact that charters are subject to intense scrutiny and evaluation may even create incentives for cheating (Jacob and Levitt, 2003), strategic instruction (Jacob, 2007), and a focus on small groups of students that are pivotal for official accountability measures (Neal and Schanzenbach, 2010). The purpose of this paper is to assess the impact of attendance at Boston's charter high schools on outcomes where the link with human capital and future earnings seems likely to be sustained and strong. Specifically, the authors focus on outcomes that are either essential to or facilitate post-secondary schooling: high school graduation, the attainment of state competency thresholds, scholarship qualification, Advanced Placement (AP) and SAT scores, college enrollment, and college persistence. Importantly, most of these outcomes are less subject to strategic manipulation than are the state's test-based assessments. As in earlier work, the research design implemented here exploits randomized enrollment lotteries at oversubscribed charter schools. The resulting estimates are likely to provide reliable measures of average causal effects for charter applicants. Six tables are appended.

Takeovers, charter schools, and P-16 systems are three issues in educational reform that have recently received a great deal of attention. For each of these issues, this report examines state activity in 2001 and early 2002, explores recent research findings, and offers key questions for state policymakers to consider. Until recently, state laws allowed takeovers of districts because of fiscal mismanagement or academic deficiencies. In 2001, several states broadened the concept to allow takeovers on a school-by-school basis. Presently, 15 states allow for takeovers of schools. Charter-school laws are in place in 37 states. In 2001, 20 states amended their charter-school laws. As the charter-school movement evolves, state policymakers are debating legislation to either strengthen or weaken charter-school laws, and researchers are evaluating their impact on student achievement, accountability, and traditional schools and districts. P-16 systems are attempts to join early-learning, K-12, and postsecondary levels of public education to create a coherent, flexible continuum of public education. More than half the states reported working on some aspect of a P-16 system in 2001. But because the concept of P-16 systems is still so new, research on its effects is minimal. (Contains 34 references.) (WFA)

The purpose of this document is to answer Frequently Asked Questions about how funding under the Elementary and Secondary School Emergency Relief (ESSER) Fund, including the American Rescue Plan ESSER (ARP ESSER) program, and the Governor's Emergency Education Relief (GEER) Fund may be used in response to the impact of the coronavirus disease 2019 (COVID-19) pandemic on students in pre-K-12 education. Under ESSER, established in the Coronavirus Aid, Relief, and Economic Security (CARES) Act, Pub. L. No. 116-136 (March 27, 2020), and further funded under the Coronavirus Response and Relief Supplemental Appropriations (CRRSA) Act, 2021, Pub. L. No. 116-260 (December 27, 2020) and the American Rescue Plan (ARP) Act of 2021, Pub. L. No. 117-2 (March 11, 2021), the U.S. Department of Education awarded grants to State educational agencies (SEAs) for the purpose of providing local educational agencies (LEAs) that receive funds under part A of title I of the Elementary and Secondary Education Act of 1965 (ESEA), including charter schools that are LEAs, with emergency relief funds to address the impact the COVID-19 pandemic has had, and continues to have, on elementary and secondary schools across the Nation. Under GEER, established in the CARES Act and further funded under the CRRSA Act, the Department awarded grants to Governors for the purpose of providing LEAs, institutions of higher education (IHEs), and other education-related entities with emergency support as a result of the COVID-19 pandemic. GEER funds for an LEA are intended to support its ability to continue to provide educational services to its students and to support the ongoing functionality of the LEA.

This research explores the implementation of a school-wide intervention program that was designed to foster and instill intrinsic values based on an external reward system. The Positive Behavior Support in Schools (PBSIS) is an intervention intended to improve the climate of schools using system-wide positive behavioral interventions to discourage disruptive behaviors. The charter school that was the focus of this research experienced high staff turnover, negative school climate and student suspension rates that exceeded the state average. A mixed methods research design included de-identified data that were retrieved from 200 students in grades kindergarten through two, 205 parents and 54 staff members. The data sources included data from the School-wide Evaluation Tool (SET), Climate Survey and Office Discipline Referrals (ODR). Results indicated the implementation of Positive Behavior Support in Schools had a positive and significant impact on improving student behaviors and school climate. Results indicated that the implementation of the program significantly reduced the number of office discipline referrals and in-school suspension rates, and improved perceptions of students, staff and parents regarding the school climate. However, the results also indicated that there was no significant difference in the out-of-school suspension rates during the two-year implementation of PBSIS. This study provided administrators and staff with a comprehensive understanding of the implementation challenges associated with a school-wide intervention, as well as evidence to support practices that were effective.

In: Parliamentary Papers, Session 1809, Vol. VII, p.461 Maltby Parliamentary papers vol. barcode: 00381687 1 Explore this and other items from our digitised collections on the University of Southampton Digital Library.

These are some emails I obtained from Scholarship Prep Charter Schools via the California Public Records Act. Most of them are still in the MBOX but I exported a few to PDF. If you need help using the MBOX feel free to get in touch with me, mike (at) michaelkohlhaas.org

These are some emails I obtained from Scholarship Prep Charter Schools via the California Public Records Act. Most of them are still in the MBOX but I exported a few to PDF. If you need help using the MBOX feel free to get in touch with me, mike (at) michaelkohlhaas.org

After decades of mind-boggling growth compared to the rest of the world, China has hit a speed bump.

We chat with some teens at the KIPP school in San Lorenzo, CA, about their education. Felsha Zuschlag. This segment originally appeared on the May 29, 2011 episode of Childhood Matters titled: "Alternative Options to Public High School."

Clip: Debaters discuss the accountability of charter schools, and their transparency.

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Archives Oral History-Governor Jim Geringer’s Audio Interviews, Speeches & Press Conferences

School choice is an education reform movement that promotes alternatives to traditional public schools in the form of charter schools and voucher programs. One of the biggest advocates for "choice" over the past two decades, Betsy DeVos, is now serving as President Trump's secretary of education. VICE correspondent Gianna Toboni traveled to DeVos' home state of Michigan to see school choice in action and to understand what the future of public education might look like. See it Friday at 7:30 PM and 11 PM EDT on HBO. Subscribe to VICE News here: [URL REMOVED] Check out VICE News for more: [URL REMOVED] Follow VICE News here: Facebook: [URL REMOVED] Twitter: [URL REMOVED] Tumblr: [URL REMOVED] Instagram: [URL REMOVED] More videos from the VICE network: [URL REMOVED]

Education advocates and scholars testified about charter schools at a House Education and Workforce committee hearing in Washington, DC. Members listened to testimony identifying some of the advantages and challenges of charter schools. Questions focused on the added value of charter schools, best practices for teachers and parental involvement, concerns over access for "Dreamers" and low-income students and the rise of online charter school programs. Sponsor: House Education and the Workforce Committee

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