The document discusses proposed updates to the geographic zones used for school priority in New Orleans. It provides an overview of the current zones and reasons for updating them. The proposed zones are outlined and aligned to new values of being identifiable by zip code, containing a variety of school types and models, and being demographically integrated. Details are given on what the proposed zones would mean for families' school priority and lists of schools in each zone are provided. Feedback is requested on the proposal.
The proposed geographic zones for New Orleans would be updated based on zip codes to make them more easily identifiable. The proposed zones were designed to meet several criteria including containing a variety of school types and models, being demographically integrated, and aligning with zip code boundaries. Feedback is being sought on the proposed zones, which would impact school priority for OneApp applications starting in 2017-18.
The document discusses proposed updates to the geographic zones used for school assignments in New Orleans. It provides an overview of the current zones and the process for revising them every 5 years. The proposed zones would align with zip codes and contain a variety of school types and models. Feedback is requested on the proposed zones, which aim to be easily identifiable, provide equitable access to high-quality schools, and reflect the city's diversity. Details are given for each proposed zone, including the schools families living in that zone would receive priority for in the school assignment process.
Vincent John Lozano is seeking a position effectively managing customer relationships through his experience in customer service. He has a Bachelor's degree in Business Administration with a focus on hospitality from DePaul University. His experience includes over 5 years of experience managing guest services at various shopping malls, including managing budgets over $1,000,000 and 30 employees. He is detail-oriented with a desire to learn and grow in his career.
Este documento describe la correlación entre variables, los tipos de correlación (directa, inversa, nula), y cómo medir el grado de correlación usando el coeficiente de Pearson o Spearman. Explica cómo determinar qué coeficiente usar mediante pruebas de normalidad, y provee un ejemplo numérico para comprobar si existe correlación entre el peso y la talla de individuos.
Este documento presenta información sobre ciencias naturales. Resume los conceptos clave de los gases ideales, incluyendo las leyes de Boyle, Charles y Gay-Lussac, así como la teoría cinética molecular. También explica la densidad de sustancias puras y los cambios de la materia, tanto físicos como químicos. El documento concluye destacando lo aprendido sobre estas ideas fundamentales.
Este documento describe el trabajo del área de tecnología e informática en un instituto técnico industrial. El área apoya a otras áreas del saber mediante el desarrollo de habilidades para el uso de tecnologías de información. Los objetivos son desarrollar habilidades básicas de procesamiento de texto, hojas de cálculo y presentaciones, así como habilidades de programación y uso de herramientas web 2.0 entre los estudiantes. El documento también describe los temas y objetivos específicos para cada grado.
Christ is described as living water that can quench spiritual thirst and provide everlasting life. The document discusses how prophets, apostles, and Christ himself provide the message that Christ lives and offers truth and happiness. Drinking from the water Christ provides will eliminate thirst and act as a wellspring of eternal life within.
The proposed geographic zones for New Orleans would be updated based on zip codes to make them more easily identifiable. The proposed zones were designed to meet several criteria including containing a variety of school types and models, being demographically integrated, and aligning with zip code boundaries. Feedback is being sought on the proposed zones, which would impact school priority for OneApp applications starting in 2017-18.
The document discusses proposed updates to the geographic zones used for school assignments in New Orleans. It provides an overview of the current zones and the process for revising them every 5 years. The proposed zones would align with zip codes and contain a variety of school types and models. Feedback is requested on the proposed zones, which aim to be easily identifiable, provide equitable access to high-quality schools, and reflect the city's diversity. Details are given for each proposed zone, including the schools families living in that zone would receive priority for in the school assignment process.
Vincent John Lozano is seeking a position effectively managing customer relationships through his experience in customer service. He has a Bachelor's degree in Business Administration with a focus on hospitality from DePaul University. His experience includes over 5 years of experience managing guest services at various shopping malls, including managing budgets over $1,000,000 and 30 employees. He is detail-oriented with a desire to learn and grow in his career.
Este documento describe la correlación entre variables, los tipos de correlación (directa, inversa, nula), y cómo medir el grado de correlación usando el coeficiente de Pearson o Spearman. Explica cómo determinar qué coeficiente usar mediante pruebas de normalidad, y provee un ejemplo numérico para comprobar si existe correlación entre el peso y la talla de individuos.
Este documento presenta información sobre ciencias naturales. Resume los conceptos clave de los gases ideales, incluyendo las leyes de Boyle, Charles y Gay-Lussac, así como la teoría cinética molecular. También explica la densidad de sustancias puras y los cambios de la materia, tanto físicos como químicos. El documento concluye destacando lo aprendido sobre estas ideas fundamentales.
Este documento describe el trabajo del área de tecnología e informática en un instituto técnico industrial. El área apoya a otras áreas del saber mediante el desarrollo de habilidades para el uso de tecnologías de información. Los objetivos son desarrollar habilidades básicas de procesamiento de texto, hojas de cálculo y presentaciones, así como habilidades de programación y uso de herramientas web 2.0 entre los estudiantes. El documento también describe los temas y objetivos específicos para cada grado.
Christ is described as living water that can quench spiritual thirst and provide everlasting life. The document discusses how prophets, apostles, and Christ himself provide the message that Christ lives and offers truth and happiness. Drinking from the water Christ provides will eliminate thirst and act as a wellspring of eternal life within.
Este documento propone actualizar las zonas geográficas utilizadas en el proceso de admisión escolar de Nueva Orleans. Presenta siete nuevas zonas basadas en códigos postales que ofrecerían una variedad de opciones escolares y una mejor integración demográfica. Se pide opinión pública sobre las propuestas zonas antes de su implementación para el proceso de admisión de 2017-2018.
Este documento presenta un ejercicio para analizar si existe una relación entre el cansancio en el rol de cuidador y el sexo utilizando la prueba de chi cuadrado. Se analizan las historias de 484 cuidadores, de los cuales 450 presentan cansancio y 192 son hombres y 292 mujeres. Se realizan las tablas de frecuencias observadas y esperadas y se calcula el chi cuadrado real y teórico, rechazándose la hipótesis nula dado que el chi cuadrado real es mayor que el teórico, por lo que existe
Vincent John Lozano is seeking a position effectively managing customer relationships through his experience in customer service. He has a Bachelor's degree in Business Administration with a focus on hospitality leadership from DePaul University. His experience includes over 5 years of experience managing guest services at various shopping malls, including managing budgets over $1,000,000 and 30 employees. He is detail-oriented with a desire to learn and grow in his career.
Este documento propone actualizar las zonas geográficas utilizadas en el proceso de admisión escolar de OneApp en Nueva Orleans. Se propone dividir la ciudad en 7 zonas basadas en códigos postales para hacer las fronteras más claras. Cada zona tendría acceso a una variedad de opciones escolares y habría un balance entre factores demográficos. Se pide opinión pública sobre las propuestas zonas antes de tomar una decisión final.
Safari Day Camp will be held at the Atlanta Zoo on June 2nd, 2016 from 10am to 4pm. Tickets can be purchased online for $6 or at the door for $8, with all proceeds donated to the World Wildlife Fund. The event is sponsored by a typography, slide design, social media marketing, photography, magazine spread, web design, and movie poster companies. Colette Lee invites creating a project together.
Safari Day Camp will be held at the Atlanta Zoo on June 2nd, 2016 from 10am to 4pm. Tickets can be purchased online for $6 or at the door for $8, with all proceeds donated to the World Wildlife Fund. The event is sponsored by a typography, slide design, social media marketing, photography, magazine spread, web design, and movie poster companies. Colette Lee invites creating a project together.
This document discusses the intersection between schools and communities in fiscally stressed areas. It begins by outlining the presenter's goals of stimulating discussion on opportunity in challenging times and sharing research insights. Several central questions are posed around the relationship between schools and communities. The document then provides historical context on how schools and communities became separated organizations. Data is presented comparing community characteristics like income, property values, early childhood program access between higher need rural, average need, and lower need areas. The presenter argues for informed local decision making, analysis of trends, and public participation to help communities address challenges.
The document discusses the objectives and content of Session 1 of a capability-building program on journalistic writing and publication crafting. The session aims to demonstrate processes in writing news, feature and opinion articles and evaluate the impact of published stories. Participants will learn to write school-community news, feature and opinion articles. The document also provides examples of pre-tests with writing exercises to identify errors.
The New Jersey Chapter’s CPAP team was invited by the South Ward Children’s Alliance in Newark’s South Ward to support the creation of a community needs assessment that could be used in their efforts to improve public education in the South Ward. The Alliance has become increasingly aware that addressing problems in the community, such as housing, crime and recreation, is a critical part of improving the South Ward’s public schools. The CPAP was asked to support their efforts to identify social issues in the surrounding neighborhoods and how they should be prioritized. The long list of social issues in the area creates unstable environments where education becomes a huge challenge for students. The overarching goal is to create a stable life for students so they can do better in school. A major component of the field work was to work with parents of children in the schools to ensure their points of view. The team conducted a review of data provided by the Alliance, researched additional sources for data, combined them with the views of the parents and produced a final presentation of the work, including maps, data, and results.
While this was a very different kind of project for the team, considering the close link with public education, the team was enthusiastic to do it. Two of the team members brought strong backgrounds in urban public education to the project. The team’s analytical approach provided the Alliance with important information they will use to consider programs to address the neighborhood’s most urgent needs.
The team members were:
• Molly Coon
• Michael Kolber
• Christopher Kok
• Nadia Mian
• Deborah Schulze
• Tom Schulze
Consumer Behaviour - Selecting a School for your childkush arora
The document discusses factors influencing parents' selection of schools for their children in Gurugram district. It analyzes data from a survey of 104 parents. Key findings include:
1. Most parents, around 74%, prefer co-educational schools regardless of their occupation or school type (private vs. government).
2. Around 40% of parents prefer schools with ICSE boards, while 33% prefer state boards and 27% prefer CBSE boards.
3. Over half (55%) of parents want monthly school fees between Rs. 2000-5000 regardless of income or education level.
4. Most parents (52%) prefer schools near their home, while 37% don't mind distance if school quality
The document proposes converting all of Stamford's elementary and middle schools to K-8 magnet schools over a 3-year transition period. It notes poor academic performance in the current system and argues magnet schools will improve achievement for all students, especially economically disadvantaged students. Schools would be grouped into zones and families could choose among schools in their zone via lottery, with the goal of achieving demographic balance.
A whole staff briefing on some of the new SEND code of practice reforms/changes. June 2014.
Many thanks to Paramjeet Singh Bhogal- EP for his original PP which I adapted.
The study aimed to understand the problems facing out-of-school youth in Matnog, Sorsogon. It involved surveying 30 out-of-school youth using a questionnaire. The findings showed that 18 respondents attained secondary education, 6 were employed, and 4 attained tertiary education. The highest cost of education was reported as the major factor for respondents dropping out of school, followed by lack of regular transportation. Most respondents expressed willingness to continue their studies through the Department of Education's Alternative Learning System program. The study provides insight into how to help address the needs of out-of-school youth through education programs.
Title I is a federal funding program intended to help students who are falling behind academically or who are at risk of not meeting academic standards. Funds are allocated based on the number of students eligible for free or reduced lunch. Schools can use Title I funds to hire teachers, purchase materials, support parental involvement activities, and fund professional development programs.
The Elementary and Secondary Education Act of 1965 aimed to provide equal access to education for all students. It has been reauthorized several times, most recently as the No Child Left Behind Act in 2001. North Carolina received a waiver from some NCLB requirements in 2012 in order to increase flexibility and accountability at the state and local levels. Schools are now measured based on whether student
The Sutton Trust's Caught Out Research - April 2016Sir Peter Lampl
Many children in England attend their nearest primary school, but these schools can have intakes that are quite different from their local neighbourhoods. In this research brief we describe where and why primary school intakes differ substantially in their social composition from the local neighbourhoods from which they recruit. This divergence may be because local families are choosing to attend a different school or because the school is using oversubscription criteria that do not strictly prioritise those who live closest to the school.
We look at the relationship between the social divergence between a school’s pupil intake and local neighbourhood to the characteristics of both the school and the area in which they are located. We also explore the admissions policies of the schools with the highest levels of social divergence in some detail and make some policy suggestions to improve access to primary schools, particularly for low income families.
The document provides information on starting a new school or upgrading an existing school in Hyderabad, including the types of schools, who can open schools, and the criteria and process for obtaining permission and recognition. Schools are classified as primary (classes 1-5), upper primary (classes 1-7), or high schools (classes 8-10). Educational agencies can apply to open new schools or upgrade existing ones by submitting applications and meeting requirements for student population in the area, educational needs, and infrastructure like a play area.
The document provides information on starting a new school or upgrading an existing school in Hyderabad, including the types of schools, who can open schools, and the criteria and process for obtaining permission and recognition. Schools are classified as primary (classes 1-5), upper primary (classes 1-7), or high schools (classes 8-10). Educational agencies can apply to open new schools or upgrade existing ones by submitting applications and meeting requirements for student population in the area, educational needs, and infrastructure like a play area.
The document discusses programs and initiatives in Champaign Unit 4 Schools. It summarizes that the district uses a Schools of Choice process to promote diversity. It describes new magnet programs at three elementary schools focused on STEM, international baccalaureate, and microsociety/leadership. These programs receive an MSAP grant and have seen success, such as recognition for the STEM academy. The district is working to sustain the magnet programs after the grant ends.
This document summarizes key information from a SecondaryTransfer meeting, including applying for secondary schools, behavior expectations, and an upcoming Year 6 residential trip. It discusses factors to consider when choosing a secondary school, such as proximity, curriculum fit, and ability to visit. It provides dates for secondary school admissions and selective school testing in nearby areas. The residential trip costs £259.49 with a deposit of £57.43 due by July 12th and subsequent monthly installments. Parents are asked to consider if they can afford the trip and if their child can manage it based on past behavior and friendships. A minimum of 20 students need to register interest for the trip to be booked.
The document provides 10 steps to consider when choosing a primary school for your child. It discusses factors like checking your child's immunization records, choosing a school close to home to avoid long commutes, looking beyond brand name schools to find a good fit for your child, ensuring the school supports your child's interests and learning style, and having backup school options. It also provides resources on the Ministry of Education website to research schools and check statistics to inform your selection.
Este documento propone actualizar las zonas geográficas utilizadas en el proceso de admisión escolar de Nueva Orleans. Presenta siete nuevas zonas basadas en códigos postales que ofrecerían una variedad de opciones escolares y una mejor integración demográfica. Se pide opinión pública sobre las propuestas zonas antes de su implementación para el proceso de admisión de 2017-2018.
Este documento presenta un ejercicio para analizar si existe una relación entre el cansancio en el rol de cuidador y el sexo utilizando la prueba de chi cuadrado. Se analizan las historias de 484 cuidadores, de los cuales 450 presentan cansancio y 192 son hombres y 292 mujeres. Se realizan las tablas de frecuencias observadas y esperadas y se calcula el chi cuadrado real y teórico, rechazándose la hipótesis nula dado que el chi cuadrado real es mayor que el teórico, por lo que existe
Vincent John Lozano is seeking a position effectively managing customer relationships through his experience in customer service. He has a Bachelor's degree in Business Administration with a focus on hospitality leadership from DePaul University. His experience includes over 5 years of experience managing guest services at various shopping malls, including managing budgets over $1,000,000 and 30 employees. He is detail-oriented with a desire to learn and grow in his career.
Este documento propone actualizar las zonas geográficas utilizadas en el proceso de admisión escolar de OneApp en Nueva Orleans. Se propone dividir la ciudad en 7 zonas basadas en códigos postales para hacer las fronteras más claras. Cada zona tendría acceso a una variedad de opciones escolares y habría un balance entre factores demográficos. Se pide opinión pública sobre las propuestas zonas antes de tomar una decisión final.
Safari Day Camp will be held at the Atlanta Zoo on June 2nd, 2016 from 10am to 4pm. Tickets can be purchased online for $6 or at the door for $8, with all proceeds donated to the World Wildlife Fund. The event is sponsored by a typography, slide design, social media marketing, photography, magazine spread, web design, and movie poster companies. Colette Lee invites creating a project together.
Safari Day Camp will be held at the Atlanta Zoo on June 2nd, 2016 from 10am to 4pm. Tickets can be purchased online for $6 or at the door for $8, with all proceeds donated to the World Wildlife Fund. The event is sponsored by a typography, slide design, social media marketing, photography, magazine spread, web design, and movie poster companies. Colette Lee invites creating a project together.
This document discusses the intersection between schools and communities in fiscally stressed areas. It begins by outlining the presenter's goals of stimulating discussion on opportunity in challenging times and sharing research insights. Several central questions are posed around the relationship between schools and communities. The document then provides historical context on how schools and communities became separated organizations. Data is presented comparing community characteristics like income, property values, early childhood program access between higher need rural, average need, and lower need areas. The presenter argues for informed local decision making, analysis of trends, and public participation to help communities address challenges.
The document discusses the objectives and content of Session 1 of a capability-building program on journalistic writing and publication crafting. The session aims to demonstrate processes in writing news, feature and opinion articles and evaluate the impact of published stories. Participants will learn to write school-community news, feature and opinion articles. The document also provides examples of pre-tests with writing exercises to identify errors.
The New Jersey Chapter’s CPAP team was invited by the South Ward Children’s Alliance in Newark’s South Ward to support the creation of a community needs assessment that could be used in their efforts to improve public education in the South Ward. The Alliance has become increasingly aware that addressing problems in the community, such as housing, crime and recreation, is a critical part of improving the South Ward’s public schools. The CPAP was asked to support their efforts to identify social issues in the surrounding neighborhoods and how they should be prioritized. The long list of social issues in the area creates unstable environments where education becomes a huge challenge for students. The overarching goal is to create a stable life for students so they can do better in school. A major component of the field work was to work with parents of children in the schools to ensure their points of view. The team conducted a review of data provided by the Alliance, researched additional sources for data, combined them with the views of the parents and produced a final presentation of the work, including maps, data, and results.
While this was a very different kind of project for the team, considering the close link with public education, the team was enthusiastic to do it. Two of the team members brought strong backgrounds in urban public education to the project. The team’s analytical approach provided the Alliance with important information they will use to consider programs to address the neighborhood’s most urgent needs.
The team members were:
• Molly Coon
• Michael Kolber
• Christopher Kok
• Nadia Mian
• Deborah Schulze
• Tom Schulze
Consumer Behaviour - Selecting a School for your childkush arora
The document discusses factors influencing parents' selection of schools for their children in Gurugram district. It analyzes data from a survey of 104 parents. Key findings include:
1. Most parents, around 74%, prefer co-educational schools regardless of their occupation or school type (private vs. government).
2. Around 40% of parents prefer schools with ICSE boards, while 33% prefer state boards and 27% prefer CBSE boards.
3. Over half (55%) of parents want monthly school fees between Rs. 2000-5000 regardless of income or education level.
4. Most parents (52%) prefer schools near their home, while 37% don't mind distance if school quality
The document proposes converting all of Stamford's elementary and middle schools to K-8 magnet schools over a 3-year transition period. It notes poor academic performance in the current system and argues magnet schools will improve achievement for all students, especially economically disadvantaged students. Schools would be grouped into zones and families could choose among schools in their zone via lottery, with the goal of achieving demographic balance.
A whole staff briefing on some of the new SEND code of practice reforms/changes. June 2014.
Many thanks to Paramjeet Singh Bhogal- EP for his original PP which I adapted.
The study aimed to understand the problems facing out-of-school youth in Matnog, Sorsogon. It involved surveying 30 out-of-school youth using a questionnaire. The findings showed that 18 respondents attained secondary education, 6 were employed, and 4 attained tertiary education. The highest cost of education was reported as the major factor for respondents dropping out of school, followed by lack of regular transportation. Most respondents expressed willingness to continue their studies through the Department of Education's Alternative Learning System program. The study provides insight into how to help address the needs of out-of-school youth through education programs.
Title I is a federal funding program intended to help students who are falling behind academically or who are at risk of not meeting academic standards. Funds are allocated based on the number of students eligible for free or reduced lunch. Schools can use Title I funds to hire teachers, purchase materials, support parental involvement activities, and fund professional development programs.
The Elementary and Secondary Education Act of 1965 aimed to provide equal access to education for all students. It has been reauthorized several times, most recently as the No Child Left Behind Act in 2001. North Carolina received a waiver from some NCLB requirements in 2012 in order to increase flexibility and accountability at the state and local levels. Schools are now measured based on whether student
The Sutton Trust's Caught Out Research - April 2016Sir Peter Lampl
Many children in England attend their nearest primary school, but these schools can have intakes that are quite different from their local neighbourhoods. In this research brief we describe where and why primary school intakes differ substantially in their social composition from the local neighbourhoods from which they recruit. This divergence may be because local families are choosing to attend a different school or because the school is using oversubscription criteria that do not strictly prioritise those who live closest to the school.
We look at the relationship between the social divergence between a school’s pupil intake and local neighbourhood to the characteristics of both the school and the area in which they are located. We also explore the admissions policies of the schools with the highest levels of social divergence in some detail and make some policy suggestions to improve access to primary schools, particularly for low income families.
The document provides information on starting a new school or upgrading an existing school in Hyderabad, including the types of schools, who can open schools, and the criteria and process for obtaining permission and recognition. Schools are classified as primary (classes 1-5), upper primary (classes 1-7), or high schools (classes 8-10). Educational agencies can apply to open new schools or upgrade existing ones by submitting applications and meeting requirements for student population in the area, educational needs, and infrastructure like a play area.
The document provides information on starting a new school or upgrading an existing school in Hyderabad, including the types of schools, who can open schools, and the criteria and process for obtaining permission and recognition. Schools are classified as primary (classes 1-5), upper primary (classes 1-7), or high schools (classes 8-10). Educational agencies can apply to open new schools or upgrade existing ones by submitting applications and meeting requirements for student population in the area, educational needs, and infrastructure like a play area.
The document discusses programs and initiatives in Champaign Unit 4 Schools. It summarizes that the district uses a Schools of Choice process to promote diversity. It describes new magnet programs at three elementary schools focused on STEM, international baccalaureate, and microsociety/leadership. These programs receive an MSAP grant and have seen success, such as recognition for the STEM academy. The district is working to sustain the magnet programs after the grant ends.
This document summarizes key information from a SecondaryTransfer meeting, including applying for secondary schools, behavior expectations, and an upcoming Year 6 residential trip. It discusses factors to consider when choosing a secondary school, such as proximity, curriculum fit, and ability to visit. It provides dates for secondary school admissions and selective school testing in nearby areas. The residential trip costs £259.49 with a deposit of £57.43 due by July 12th and subsequent monthly installments. Parents are asked to consider if they can afford the trip and if their child can manage it based on past behavior and friendships. A minimum of 20 students need to register interest for the trip to be booked.
The document provides 10 steps to consider when choosing a primary school for your child. It discusses factors like checking your child's immunization records, choosing a school close to home to avoid long commutes, looking beyond brand name schools to find a good fit for your child, ensuring the school supports your child's interests and learning style, and having backup school options. It also provides resources on the Ministry of Education website to research schools and check statistics to inform your selection.
Debate: How does private schooling growth affect the public system and educat...IIEP-UNESCO
Speaker: Priyadarshani Joshi, researcher at the Global Education Monitoring Report
Discussant: Claire Galante, Project Manager at Agence Française de Développement
Moderator: Michaela Martin, Programme Specialist at IIEP-UNESCO
Wednesday, 4 October 2017, 4 p.m. to 6 p.m
The document provides information on elementary schools, including:
- The history of elementary schools dating back to ancient Greece, Rome, India, and China, with formal schools existing since antiquity. Elementary schools were first established in England in 1870 and Japan in 1875.
- The purpose of elementary schools is to provide primary education and ensure the broad-based development of students aged 6-12 years old cognitively, socially, emotionally, culturally, and physically.
- The roles of elementary schools include meeting students' developmental needs, building a foundation for further education, and preparing them for middle/secondary school. Elementary education focuses on literacy, numeracy, science, and other core subjects.
Children's Early Learning and Care Hubs in North Bay's Central AreaDavid Plumstead
The document analyzes early learning and childcare needs in North Bay's central area. It finds that more hubs will be needed to effectively serve the 2,770 children ages 0-6 living in the area. The hubs aim to be accessible locations offering integrated preschool, junior kindergarten, senior kindergarten and childcare. Analysis of socioeconomic data and Early Development Instrument results show a need for expanded programs addressing areas like emotional maturity, physical health and well-being. The hubs should offer universal programs while targeting outreach to families in low socioeconomic neighborhoods.
This document discusses a study on the attributes and interventions for students at risk of dropping out (SARDOs) in selected high schools in Camarines Sur, Philippines. It notes that dropout rates remain high in the region despite dropout reduction programs. The study aims to determine the personality traits, locus of control, adjustments, and involvement in government interventions of SARDOs. It discusses the background of the dropout problem in Camarines Sur schools over recent years. The study also establishes its research questions, significance, scope, limitations, assumptions, theoretical framework, and defines key terms to guide the research.
Disrupting Rural Poverty: …what State & Federal Legislators can do to helpRobert Mackey
The challenges faced by public schools operating in rural NY State where poverty levels are increasing rapidly and key resources, staff, time, and money, are not increasing at nearly the same pace. Presented at the DCMO BOCES Legislative Breakfast held on December 3, 2016.
research defense (group 1)gkjgjgcjvcdvjcvjdbjkdbv.pptxcherbellabelle
This study examines the impact of misconceptions about the K-12 curriculum on grade 10 students' choices of senior high school strands. It finds that the most common misconceptions are that 10 years of study is enough, the K-12 system does not prepare students for college, and the ABM strand is difficult due to mathematics. These misconceptions confuse and doubt students, making strand choices difficult. The study suggests addressing this issue by spreading awareness about the misconceptions.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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2. Table of Contents
• Overview & Purpose
• The Current Geographic Zones
• Updating the Geographic Zones
• Proposed Geographic Zones
• What do the Proposed Zones Mean for
You?
• Tell Us What You Think
2
3. Overview & Purpose
In New Orleans, families use OneApp to apply to school. Families
can apply to schools citywide. For grades PK-4 through 8, families
receive priority to the schools located in their geographic zone, if
they list them on their OneApp.
By law, schools can offer geographic priority for up to 50% of their
available seats. That means that if a school has 10 seats available
for new students in first grade, applicants who live in the school’s
geographic zone will get priority for 5 of those seats over applicants
who do not live in the school’s zone.
This policy allows a family to keep their child close to home if that is
what is important to them. At the same time, it ensures that there
will be seats available for families who do not live close to their
preferred schools.
3
4. Overview & Purpose
EnrollNOLA knows that a school’s location is one of many
factors that a parent considers when choosing which schools
to list on their child’s OneApp.
Family preference data from OneApp shows that many
families consider attending a school outside of their zone:
78% of applicants preference at least one out-of-zone
school and 65% of all choices are outside-of-zone.
There are families who strongly preference an in-zone school
assignment. Through geographic priority, the majority of these
families receive in-zone placements: Over 90% of families
who strongly preference in-zones schools receive a
placement in-zone
4
5. The Current Geographic Zones
Note: Student, seat, and school counts exclude high schools, selective-enrollment programs, and Type 2 charter
schools. Type 2 charter schools can accept students from anywhere in the State.
5
Currently, the city is divided into 6 geographic zones
6. Updating the Geographic Zones
The Recovery School District and the Orleans Parish School
Board are committed to revising the geographic zones for the
2017-18 OneApp process, which begins in November 2016.
Revisiting the zones about every five years helps us make sure
we are responsive to changes in the city’s population. In
addition, many new school buildings have opened since the
geographic zones were created in 2011.
In mid-June, OPSB Superintendent Lewis will bring the final
recommendation to the Orleans Parish School Board. RSD
Superintendent Dobard will inform the Board of Elementary and
Secondary Education (BESE) of the final recommendation.
6
7. Updating the Geographic Zones
As a first step in the development of new geographic zones,
partners from the community, schools, OPSB, and RSD
identified the following set of values:
1. Moving forward, zones should be easily identifiable and
understandable
• Having a single set of geographic zones for all schools, rather than
school- or student-specific zones, is straightforward for families.
• Currently, it is not intuitive to know which zone a person lives in. Moving
forward, zones should align with zip codes.
2. Each zone should contain a variety of school types & models,
including high performing schools
• It is important that every family, no matter where they live in the city, has
access to a variety of school options.
3. Zones should be demographically integrated
• It is important that our zones reflect the socio-economic and racial
diversity of our city 7
8. 8
Note: Red lines denote current zone boundaries.
Proposed Geographic Zones
Zone
Zip
Codes
1
70116,
70117
2
70112,
70119
3
70113,
70130
4
70115,
70118,
70125
5
70122,
70124,
70148,
70126
(West)
6
70126
(East),
70127,
70128,
70129
7
70114,
70131
9. 9
Proposed Geographic Zones: Alignment with Values
• Zip code boundaries are easily understandable
• All zones have a variety of school options. Most zones have
at least one A or B rated school located within it.
Note: Student, seat, and school counts include current student and school counts and exclude
high schools, selective-enrollment programs, and Type 2 charter schools.
Zone
Zip
Codes
Students
Per
Seat
Schools
(#)
A-‐rated
Schools
(#)
B-‐rated
Schools
(#)
1
70116,
70117
0.9
9
0
1
2
70112,
70119
0.6
10
0
1
3
70113,
70130
0.3
8
2
2
4
70115,
70118,
70125
0.7
17
2
6
5
70122,
70124,
70148,
70126
(W)
1.1
11
1
2
6
70126
(E),
70127,
70128,
70129
2.1
8
0
0
7
70114,
70131
1.2
8
2
0
10. 10
Proposed Geographic Zones: Alignment with Values
• The zones are relatively demographically balanced.
Zone
Residents
in
HH
Earning
Less
than
$35K
Residents
in
HH
Earning
$35-‐50K
Residents
in
HH
Earning
$50-‐75K
Residents
in
HH
Earning
>
$75K
White
Black
Other
1
63%
12%
11%
14%
28%
68%
5%
2
56%
12%
13%
19%
34%
59%
8%
3
52%
14%
10%
24%
48%
44%
8%
4
41%
13%
13%
33%
55%
39%
6%
5
37%
15%
17%
31%
41%
54%
6%
6
48%
15%
16%
21%
5%
84%
11%
7
42%
13%
15%
30%
29%
64%
7%
Zone
Zone
1
70116,
70117
5
70122,
70124,
70148,
70126
(West)
2
70112,
70119
6
70126
(East),
70127,
70128,
70129
3
70113,
70130
7
70114,
70131
4
70115,
70118,
70125
11. What do the Proposed Zones Mean forYou?
If your child is already enrolled in a school and you want
him or her to stay enrolled, the new zones do not impact
you.
If you want your child to change schools and you submit
a OneApp, you will receive priority to the schools located
in your geographic zone. Your zip code determines which
geographic zone you live in.
The pages that follow show which schools are located in
each zone.
11
12. Zone 1: 70116 & 70117
If you live in 70116 or 70117 you live in Zone 1. You
would receive priority to the following schools:
• Akili Academy of New Orleans
• Arise Academy
• Dr. Martin Luther King Charter School
• Encore Academy
• Homer A. Plessy Community School
• Joseph A. Craig Charter School
• KIPP Leadership Primary
• KIPP Leadership Academy
• KIPP McDonogh 15 Primary
12
You can learn more about these schools by visiting the New Orleans Guide to Parents’ Guide to Public Schools
13. Zone 2: 70112 & 70119
If you live in 70112 or 70119 you live in Zone 2. You
would receive priority to the following schools:
• Bricolage Academy
• Esperanza Academy
• Langston Hughes Academy
• McDonogh #42 Elementary School
• Medard H. Nelson Charter School
• Phillis Wheatley Community School
• Pierre A. Capdau Charter School
• ReNEW McDonogh City Park Academy
• Success Preparatory Academy
13
You can learn more about these schools by visiting the New Orleans Guide to Parents’ Guide to Public Schools
14. Zone 3: 70113 & 70130
If you live in 70113 or 70130 you live in Zone 3. You
would receive priority to the following schools:
• E.P. Harney Spirit of Excellence Academy
• James M. Singleton Charter School
• KIPP Central City Primary
• KIPP Central City Academy
• Mahalia Jackson Elementary School
• ReNEW SciTech Academy
14
You can learn more about these schools by visiting the New Orleans Guide to Parents’ Guide to Public Schools
15. Zone 4: 70115, 70118, 70125
If you live in 70115, 70118 or 70125 you live in Zone 4.
You would receive priority to the following schools:
• Andrew H. Wilson Charter School
• KIPP Believe College Prep
• KIPP Believe Primary
• Lafayette Academy Charter School
• ReNEW Cultural Arts Academy
• Samuel J. Green Charter School
• Sylvanie Williams College Prep
15
You can learn more about these schools by visiting the New Orleans Guide to Parents’ Guide to Public Schools
16. Zone 5: 70122, 70124, 70148, 70126 (West
of the Industrial Canal)
If you live in 70122, 70124, 70148 or 70126 (west of the
industrial canal) you live in Zone 5. You would receive
priority to the following schools:
• Arthur Ashe Charter School
• Edward Hynes Charter School (70124 Only)
• Gentilly Terrace Charter School
• KIPP East Community Primary
• KIPP McDonogh 15 Middle School
• Mary D. Coghill Charter School
16
You can learn more about these schools by visiting the New Orleans Guide to Parents’ Guide to Public Schools
17. Zone 6: 70126 (East of the Industrial
Canal), 70127, 70128, 70129
If you live in 70126 (east of the industrial canal), 70127,
70128 or 70129 you live in Zone 6. You would receive
priority to the following schools:
• Einstein Charter Middle School
• Einstein Charter School @ Sherwood Forest
• Einstein Charter School @ Village de L’est
• Fannie C. Williams Charter School
• Mildred Osborne Charter School
• ReNEW Dolores T. Aaron Elementary
• ReNEW Schaumburg Elementary
17
You can learn more about these schools by visiting the New Orleans Guide to Parents’ Guide to Public Schools
18. Zone 7: 70114 & 70131
If you live in 70114 or 70131 you live in Zone 7. You
would receive priority to the following schools:
• Alice Harte Elementary School
• Dwight D. Eisenhower Academy
• Harriet Tubman Charter School
• Martin Behrman Charter School
• McDonogh #32 Literacy Charter School
• Paul Habans Charter School
• William J. Fischer Accelerated Academy
18
You can learn more about these schools by visiting the New Orleans Guide to Parents’ Guide to Public Schools
19. Tell Us WhatYou Think
• Review the proposal & provide feedback:
• Fill out this quick survey
• You may also submit feedback via email: oneapp@rsdla.net
• Give public comment:
• OPSB Accountability Committee
• 3520 General DeGaulle Drive
• June 9, 2016
• Check agenda at www.opsb.us for meeting time
19
21. Important Considerations for New Orleans East
Currently, Zone 5 encompasses New Orleans East & Gentilly. Given the
scarcity of seats in the East, this was done to give families in New Orleans
East priority to more schools than just those in New Orleans East.
In response to feedback that this zone is too large, we propose using the
industrial canal as the westernmost border of the New Orleans East zone(s).
In making this decision, we must consider the following:
• There are currently no A or B rated schools in the proposed zone
• Families will only receive priority to the schools located within their
zone. This means that families residing in New Orleans East will no
longer receive priority to schools located in Gentilly
• The proposed zone serving New Orleans East are less racially
integrated than the other zones
Proposed
Current
21
22. Important Considerations for New Orleans East
Why didn’t we consider making New Orleans East 2 smaller
zones? New Orleans East is comprised of 4 zip codes: 70126,
70127, 70128, and 70129.
• 70129 and 70128 are each served by a single school operator
and therefore lack variety in educational options
• Collectively, 70126 (east of the canal), 70127 and 70128 are
very dense and there is an insufficient number of seats to serve
the population. The ratio of students per seats in these zip
codes is 2.8, meaning that there are almost three times as
many students who live there as there are school seats.
In the future, once schools grow to serve their full grade spans
and the School Facilities Master Plan is completed, it may make
sense to create a second zone in New Orleans East. 22