Providing an Equal Opportunity for a Sound Basic Education in North Carolina's High-Poverty Schools: Assessing Needs and Opportunities. Sound Basic Education for All: An Action Plan for North Carolina

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Autor/inn/en	Oaks, Jeannie; Cookson, Peter W., Jr.; Levin, Stephanie; Carver-Thomas, Desiree; Frelow, Fred; Berry, Barnett; Yang, Man; George, Janel; Brooks, Jennifer; Guin, Swati
Institution	WestEd; Learning Policy Institute; North Carolina State University, William & Ida Friday Institute for Educational Innovation
Titel	Providing an Equal Opportunity for a Sound Basic Education in North Carolina's High-Poverty Schools: Assessing Needs and Opportunities. Sound Basic Education for All: An Action Plan for North Carolina
Quelle	(2019), (133 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Equal Education; Disadvantaged Schools; Poverty; Court Litigation; Access to Education; Educational Policy; State Policy; Early Childhood Education; Barriers; Community Schools; Evidence Based Practice; Teacher Supply and Demand; Educational Finance; Technical Assistance; Low Income Students; Minority Group Students; Disproportionate Representation; At Risk Students; Outcomes of Education; Counties; Hunger; Health; Housing; Services; Preschool Education; Charter Schools; Racial Differences; Ethnicity; Students with Disabilities; English Language Learners; Teacher Qualifications; Labor Turnover; Principals; Administrator Qualifications; Family Characteristics; Elementary Secondary Education; Public Schools; Academic Achievement; Educational Resources; North Carolina; American Community Survey; Schools and Staffing Survey (NCES); Teaching and Learning International Survey (NCES); National Teacher and Principal Survey (NCES) + Suchen Sie Ihr Suchwort? Armut; Rechtsstreit; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Early childhood; Frühkindliche Bildung; Frühpädagogik; Community school; ; Gemeindeschule; Gemeinschaftsschule; Lehrerbedarf; Bildungsfonds; Technische Hilfe; Lernleistung; Schulerfolg; Gesundheit; Unterkunft; Dienstleistung; Pre-school education; Vorschulerziehung; Charter school; Charter-Schule; Rassenunterschied; Ethnizität; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrqualifikation; Principal; Schulleiter; Public school; Öffentliche Schule; Schulleistung; Bildungsmittel
Abstract	To inform the "Leandro v. State of North Carolina" Action Plan, the Learning Policy Institute examined the within-school and out-of-school barriers to obtaining a sound basic education facing students who attend North Carolina's high-poverty schools. High-poverty schools are schools where 75% or more students are at risk because their families' low incomes qualify them for federally subsidized free or reduced-cost meal programs at school. Because of the concentration of at-risk students at high-poverty schools, these schools deserve focused attention as the state seeks to remedy its failure to provide all students with a constitutionally required opportunity for a sound basic education. The primary goal of this study is to understand the experiences of students attending high-poverty schools. This report provides dozens of findings about the challenges to obtaining a sound basic education experienced by students attending high-poverty schools in North Carolina. Several overarching themes emerge from these findings that form a coherent narrative into which the specific findings and recommendations should be placed and interpreted. [For the research brief, "Adequate and Equitable Education in High-Poverty Schools: Barriers and Opportunities in North Carolina," see ED614422.] (ERIC).
Anmerkungen	WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01