Newark Enrolls: A Principled Approach to Public School Choice

Over the last 40 years, states and districts have increased choice among public schools through the creation of magnet, charter, and other specialized schools and through district-led open enrollment processes, among other approaches. These efforts, however, have at times created new inequities. Families with greater access to information about schools and enrollment deadlines and those with more time and capacity to complete and submit applications are in a better position to exercise choice more effectively. Families also use whatever personal connections they have to help their children secure a seat in high-demand schools, which benefits some families more than others. And families can maximize the likelihood of landing a spot for their children in preferred schools by juggling multiple offers and waitlists, leaving schools with unreliable enrollment information and favoring families with greater knowledge of the procedures and timelines different schools use. To address these equity issues, a number of school districts, including Camden, Denver, Newark, and New Orleans, have adopted universal enrollment, also known as common enrollment, as a centralized admissions process defined by a common set of policies, procedures, and practices governing admission to traditional, magnet, and charter schools. Families participate in the universal enrollment process by submitting a single application with a ranked list of schools in which the family is prepared to have a child enroll. After the application deadline closes, a computer program matches students to schools using an algorithm designed to place students in their highest choice school that has available space

Collection of summaries on the management of change

Abstracts compiled by various IDRC staffParallel text in English and Frenc

Assessment van Kinderen en jongeren: noodzaak om de blik te verruimen

Het onderwijs wordt geconfrnteerd met het dilemma om deprstaties en rendement van leerlingen te verhogen en anderzids ook iets te doen voor een groelend aantal uitvallers of onderpresteerders. Het Daffodil.project is een Europees Comenius- project is een Europees Comenius_multilateral samenwerkingsproject met partners uit 7 landen (Belgie, Hongarije, Zweden,Portugal, Noorwegen, Roemenie en de Britse Maagdeneilanden)met als doel een model te ontwikkelen dat bruikbaar is om het functioneren van kinderen met een probleem beter in kaart te brege

Towards a more functional and dynamic assessment of children with special needs in function of more inclusive education

Towards a more functional and dynamic assessment of children with special needs in function of more inclusive education - We present the Guidelines for Inclusive Assessment of children that experiment Special Educational Needs, developed by the DAFFODIL project team

Powassan Virus Encephalitis, Minnesota, USA

Powassan virus (POWV) is a rare tick-borne agent of encephalitis in North America. Historically, confirmed cases occurred mainly in the northeastern United States. Since 2008, confirmed cases in Minnesota and Wisconsin have increased. We report a fatal case of POWV encephalitis in Minnesota. POWV infection should be suspected in tick-exposed patients with viral encephalitis

Commentary on the model of the world machine

The chapter provides both a commentary and a science-based explanation of the text of On the Sphere. It contains many diagrams, designed to clarify the geometrical constructions on which the narrative is based. Presented in alignment with the paragraphs of the text, the chapter falls into three principal sections. The first defines the structure of the universe in terms of nested spheres, presents the case for a spherical earth and describes the circles in the heavens corresponding to the motion of the sun and fixed stars. The second section relates to the motion of the sun through the year, the variation of the length of day with season and latitude, the eccentricity of the solar orbit and the precession of the equinoxes. Finally, the motion of the moon on its eccentric orbit is examined, concluding with a detailed discussion of lunar eclipses

Newark Enrolls: A Principled Approach to Public School Choice

Over the last 40 years, states and districts have increased choice among public schools through the creation of magnet, charter, and other specialized schools and through district-led open enrollment processes, among other approaches. These efforts, however, have at times created new inequities. Families with greater access to information about schools and enrollment deadlines and those with more time and capacity to complete and submit applications are in a better position to exercise choice more effectively. Families also use whatever personal connections they have to help their children secure a seat in high-demand schools, which benefits some families more than others. And families can maximize the likelihood of landing a spot for their children in preferred schools by juggling multiple offers and waitlists, leaving schools with unreliable enrollment information and favoring families with greater knowledge of the procedures and timelines different schools use. To address these equity issues, a number of school districts, including Camden, Denver, Newark, and New Orleans, have adopted universal enrollment, also known as common enrollment, as a centralized admissions process defined by a common set of policies, procedures, and practices governing admission to traditional, magnet, and charter schools. Families participate in the universal enrollment process by submitting a single application with a ranked list of schools in which the family is prepared to have a child enroll. After the application deadline closes, a computer program matches students to schools using an algorithm designed to place students in their highest choice school that has available space