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Dean & Deluca pone freno a los planes de expansión

Dean & Deluca pone freno a los planes de expansión


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El minorista de alimentos ha decidido volver a centrarse en sus tiendas existentes

Tiempo de sueños

La marca matriz del minorista de alimentos Dean & Deluca, Pace Development, fundada en Nueva York y con sede en Kansas, ha decidido no expandirse a más ubicaciones.

Dean y Deluca se retira de los contratos de arrendamiento firmados para tres ubicaciones diferentes de Manhattan y una tienda de Texas. La tienda de comestibles de lujo no se mudará a los escaparates del antiguo restaurante Spice Market en el Meatpacking District, en el 40 Wall Street de la Organización Trump, en el edificio Graybar en 420 Lexington Ave., o en una instalación planificada en los suburbios de Dallas.

La tienda de comestibles de alta gama, fundada en Nueva York pero ahora con sede en Kansas, es conocida por vender una variedad de clásicos de Nueva York y golosinas de lujo como latas de galletas blancas y negras de $ 35, caviar siberiano de $ 350 y macarrones con queso de langosta a $ 55.

Pace Development Corp., que actualmente es propietaria de la marca, dijo en un comunicado que planean enfocar sus esfuerzos en las tiendas existentes de la marca. "La empresa está invirtiendo en la reevaluación estratégica necesaria para resolver los problemas heredados y los desafíos actuales que enfrentan las marcas en el sector minorista", escribió Pace.

¿Estás decepcionado de que no se estén expandiendo más cerca de ti en este momento? Afortunadamente, el minorista de comestibles sigue siendo uno de los 16 mejores empresas de alimentos por correo.


Las escuelas con dificultades de Dallas ISD lograron grandes avances. Entonces el dinero se fue.

La maestra de segundo grado Stacy Ray ayuda a los estudiantes con su trabajo de clase en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa conocida como Aceleración de la excelencia en el campus, o ACE. Los funcionarios del distrito pusieron cientos de miles de dólares adicionales en siete campus de ACE, que inmediatamente mostraron importantes avances académicos y de comportamiento.

Linda Darden dirige a sus estudiantes en una canción para ayudarlos a recordar una lección durante las clases de lectura de quinto grado en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa de mejora conocida como ACE. Umphrey Lee recibió una calificación de B bajo el sistema de responsabilidad académica del estado # 8217 en 2018-19, su primer año después de perder extensos apoyos ACE.

Los estudiantes se alinean en un pasillo durante las clases en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa conocida como Aceleración de la Excelencia en el Campus, o ACE. Umphrey Lee mantuvo sus sólidos logros académicos en 2018-19, su primer año sin extensos apoyos ACE, pero otros campus experimentaron una regresión significativa.

La maestra de cuarto grado Ariel Taylor, a la izquierda, abraza a sus estudiantes cuando llegan a clase en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las siete escuelas que participaron en el primer año del distrito y # 8217 de una iniciativa de cambio de rumbo del campus conocida como Aceleración de la excelencia del campus. o ACE. Los líderes del distrito reemplazaron a casi todos los miembros del personal y ofrecieron incentivos financieros para atraer educadores altamente calificados a escuelas con dificultades durante mucho tiempo bajo el modelo ACE.

La maestra de ciencias de quinto grado Allison Varner, a la derecha, interactúa con los estudiantes durante las clases en la Escuela Primaria Umphrey Lee de Dallas ISD, una de las siete escuelas que participaron en el primer año del distrito & # 8217 de una iniciativa de cambio de tendencia del campus conocida como Aceleración de la excelencia del campus, o AS.

Los estudiantes se alinean en un pasillo durante las clases en la Escuela Primaria Umphrey Lee del Dallas ISD, que durante mucho tiempo se ubicó entre las de menor rendimiento en el distrito hasta que comenzó la iniciativa Acelerando la Excelencia en el Campus en 2015-16.

Los estudiantes levantan la mano para responder preguntas durante las clases en la Escuela Primaria Umphrey Lee del Dallas ISD, que recibió un amplio apoyo durante tres años y produjo avances significativos durante ese tiempo.

Los estudiantes levantan la mano para responder preguntas en la clase de matemáticas de cuarto grado de Courtney Johnson en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las escuelas de transformación más emblemáticas del distrito involucrada en la iniciativa de mejora conocida como ACE.

La directora Stephanie McCloud aparece en un pasillo durante las clases en la Escuela Primaria Umphrey Lee de Dallas ISD, una de las escuelas de transformación más emblemáticas del distrito involucrada en la iniciativa de mejora conocida como ACE. McCloud se desempeñó anteriormente como subdirector en Umphrey Lee antes de asumir el papel principal en 2018-19, que los administradores citaron como una razón por la cual el campus mantuvo sus logros académicos a pesar de perder amplios apoyos financieros ese año.

Después de tres años consecutivos de notable crecimiento académico en la Escuela Intermedia Billy Earl Dade, el campus de Dallas ISD, que ha estado luchando durante mucho tiempo, cayó al fondo del distrito en 2018-19.

El otoño de Dade & rsquos se produjo después de que su director recibió un ascenso, más de la mitad de su personal docente se fue y los líderes de Dallas retiraron el dinero gastado en el campus a través del programa de transformación escolar del distrito y rsquos, Accelerating Campus Excellence, ACE para abreviar.

"Fue increíble, realmente un libro de cuentos para mí", dijo Edward Turner, un defensor de la educación del sur de Dallas desde hace mucho tiempo, sobre los resultados iniciales. & ldquoPero al final del día, se trata de cómo vamos a mantener estos programas y proporcionar recursos equitativos a estas escuelas. & rdquo

Dade y otras seis escuelas de Dallas con calificaciones bajas crónicas brillaron en su mayoría durante sus tres años bajo ACE, con puntajes de exámenes aumentando y tasas de disciplina estudiantil disminuyendo. A su vez, los legisladores estatales y los líderes educativos anunciaron el modelo de Dallas y rsquo como evidencia de que todos los estudiantes de la pobreza pueden desempeñarse a niveles altos cuando son enseñados por educadores sólidos en escuelas bien financiadas.

Sin embargo, un análisis de los datos académicos y de personal muestra que las primeras escuelas que abandonaron las inversiones de ACE registraron resultados mixtos en 2018-19, su primer año sin el apoyo adicional. Los resultados sugieren que los distritos que intentan imitar el aclamado éxito de Dallas y mdash, incluido Aldine ISD y otros ocho que ya están implementando iniciativas similares, podrían tener dificultades para mantener un alto rendimiento sin una financiación constante o ajustes al modelo.

Si bien tres de las escuelas ACE iniciales de Dallas y rsquo mantuvieron un rendimiento académico relativamente sólido, tres campus recibieron calificaciones D o F bajo el sistema de responsabilidad académica del estado y rsquos y lidiaron con una significativa rotación de personal. Dallas invirtió casi $ 1 millón por año en algunos de sus primeros campus ACE, parte de los cuales pagó por incentivos financieros otorgados a educadores de alto rendimiento.

"Vimos cosas maravillosas que sucedieron desde el primer año fuera de ACE, y vimos algunas lecciones difíciles para nosotros", dijo Shatara Stokes, directora de liderazgo escolar de Dallas sobre la iniciativa. & ldquoBásicamente, la idea era que habíamos hecho toneladas y toneladas de progreso, por lo que la expectativa era que iban a poder sostener. & rdquo

Los funcionarios de Dallas dijeron que ya están tomando esas lecciones y mdash, como establecer criterios de salida claros para los campus y mantener un liderazgo escolar consistente y mdash y aplicarlos a otras escuelas ACE. Los líderes del distrito anunciaron en enero que planean reincorporar los seis campus ACE originales al programa en 2020-21, confiando en un financiamiento adicional proyectado de $ 28 millones del paquete histórico de reforma financiera escolar del año pasado y rsquos.

Para apoyar mejor programas como ACE, los legisladores estatales implementaron un mecanismo de financiamiento diseñado para recompensar a los distritos que emplean educadores altamente calificados y mdash según lo medido por rúbricas de evaluación que se basan en parte en los datos de rendimiento de los estudiantes y mdash en sus campus con mayor pobreza. El modelo otorga hasta $ 32,000 para los maestros mejor calificados que trabajan en los campus más empobrecidos.

Houston ISD lanzó un modelo de reestructuración escolar conocido como Achieve 180 en 2017-18, pero el distrito ofreció incentivos salariales para maestros más pequeños que Dallas y no ordenó revisiones extensivas del personal. Houston asignó más dinero que Dallas para su iniciativa y mdash alrededor de $ 15 millones a $ 20 millones por año y mdash, pero distribuyó los fondos en aproximadamente 40 a 50 escuelas al año.

Los estudiantes de las escuelas HISD y rsquos Achieve 180 han mostrado avances superiores al promedio en las pruebas estandarizadas estatales en comparación con sus compañeros en todo el distrito y el estado. Sin embargo, los puntajes de las pruebas y los índices de disciplina han mejorado significativamente más en las escuelas de Dallas y rsquo ACE que en los campus de HISD y rsquos Achieve 180.


Las escuelas con dificultades de Dallas ISD lograron grandes avances. Entonces el dinero se fue.

La maestra de segundo grado Stacy Ray ayuda a los estudiantes con su trabajo de clase en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa conocida como Aceleración de la excelencia en el campus, o ACE. Los funcionarios del distrito pusieron cientos de miles de dólares adicionales en siete campus de ACE, que inmediatamente mostraron importantes avances académicos y de comportamiento.

Linda Darden dirige a sus estudiantes en una canción para ayudarlos a recordar una lección durante las clases de lectura de quinto grado en la Escuela Primaria Umphrey Lee de Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa de mejora conocida como ACE. Umphrey Lee recibió una calificación de B bajo el sistema de responsabilidad académica del estado # 8217 en 2018-19, su primer año después de perder extensos apoyos ACE.

Los estudiantes se alinean en un pasillo durante las clases en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa conocida como Aceleración de la Excelencia en el Campus, o ACE. Umphrey Lee mantuvo sus sólidos logros académicos en 2018-19, su primer año sin extensos apoyos ACE, pero otros campus experimentaron una regresión significativa.

La maestra de cuarto grado Ariel Taylor, a la izquierda, abraza a sus estudiantes cuando llegan a clase en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las siete escuelas que participaron en el primer año del distrito y # 8217 de una iniciativa de cambio de rumbo del campus conocida como Aceleración de la excelencia del campus. o ACE. Los líderes del distrito reemplazaron a casi todos los miembros del personal y ofrecieron incentivos financieros para atraer educadores altamente calificados a escuelas con dificultades durante mucho tiempo bajo el modelo ACE.

La maestra de ciencias de quinto grado Allison Varner, a la derecha, interactúa con los estudiantes durante las clases en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las siete escuelas que participaron en el primer año del distrito & # 8217 de una iniciativa de cambio de tendencia del campus conocida como Aceleración de la excelencia del campus, o AS.

Los estudiantes se alinean en un pasillo durante las clases en la Escuela Primaria Umphrey Lee del Dallas ISD, que durante mucho tiempo se ubicó entre las de menor rendimiento en el distrito hasta que comenzó la iniciativa Acelerando la Excelencia en el Campus en 2015-16.

Los estudiantes levantan la mano para responder preguntas durante las clases en la Escuela Primaria Umphrey Lee del Dallas ISD, que recibió un amplio apoyo durante tres años y produjo avances significativos durante ese tiempo.

Los estudiantes levantan la mano para responder preguntas en la clase de matemáticas de cuarto grado de Courtney Johnson en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las escuelas de transformación más emblemáticas del distrito involucrada en la iniciativa de mejora conocida como ACE.

La directora Stephanie McCloud aparece en un pasillo durante las clases en la Escuela Primaria Umphrey Lee de Dallas ISD, una de las escuelas de transformación más emblemáticas del distrito involucrada en la iniciativa de mejora conocida como ACE. McCloud anteriormente se desempeñó como subdirector en Umphrey Lee antes de asumir el papel principal en 2018-19, que los administradores citaron como una razón por la cual el campus mantuvo sus logros académicos a pesar de perder amplios apoyos financieros ese año.

Después de tres años consecutivos de notable crecimiento académico en la Escuela Intermedia Billy Earl Dade, el campus de Dallas ISD, que ha estado luchando durante mucho tiempo, cayó al fondo del distrito en 2018-19.

El otoño de Dade & rsquos se produjo después de que su director recibió un ascenso, más de la mitad de su personal docente se fue y los líderes de Dallas retiraron el dinero gastado en el campus a través del programa de transformación escolar del distrito y rsquos, Accelerating Campus Excellence, ACE para abreviar.

"Fue increíble, realmente un libro de cuentos para mí", dijo Edward Turner, un defensor de la educación del sur de Dallas desde hace mucho tiempo, sobre los resultados iniciales. & ldquoPero al final del día, se trata de cómo vamos a mantener estos programas y proporcionar recursos equitativos a estas escuelas. & rdquo

Dade y otras seis escuelas de Dallas con calificaciones bajas crónicas brillaron en su mayoría durante sus tres años bajo ACE, con puntajes de exámenes aumentando y tasas de disciplina estudiantil disminuyendo. A su vez, los legisladores estatales y los líderes educativos anunciaron el modelo de Dallas y rsquo como evidencia de que todos los estudiantes de la pobreza pueden desempeñarse a niveles altos cuando son enseñados por educadores sólidos en escuelas bien financiadas.

Sin embargo, un análisis de los datos académicos y de personal muestra que las primeras escuelas que abandonaron las inversiones de ACE registraron resultados mixtos en 2018-19, su primer año sin el apoyo adicional. Los resultados sugieren que los distritos que intentan imitar el aclamado éxito de Dallas y mdash, incluido Aldine ISD y otros ocho que ya están implementando iniciativas similares, podrían tener dificultades para mantener un alto rendimiento sin una financiación constante o ajustes al modelo.

Si bien tres de las escuelas ACE iniciales de Dallas y rsquo mantuvieron un rendimiento académico relativamente sólido, tres campus recibieron calificaciones D o F bajo el sistema de responsabilidad académica del estado y rsquos y lidiaron con una significativa rotación de personal. Dallas invirtió casi $ 1 millón por año en algunos de sus primeros campus ACE, parte de los cuales pagó por incentivos financieros otorgados a educadores de alto rendimiento.

"Vimos cosas maravillosas que sucedieron desde el primer año fuera de ACE, y vimos algunas lecciones difíciles para nosotros", dijo Shatara Stokes, directora de liderazgo escolar de Dallas sobre la iniciativa. & ldquoBásicamente, la idea era que habíamos hecho toneladas y toneladas de progreso, por lo que la expectativa era que iban a poder sostener. & rdquo

Los funcionarios de Dallas dijeron que ya están tomando esas lecciones y mdash, como establecer criterios de salida claros para los campus y mantener un liderazgo escolar consistente y mdash y aplicarlos a otras escuelas ACE. Los líderes del distrito anunciaron en enero que planean reincorporar los seis campus ACE originales al programa en 2020-21, confiando en un financiamiento adicional proyectado de $ 28 millones del paquete histórico de reforma financiera escolar del año pasado y rsquos.

Para apoyar mejor programas como ACE, los legisladores estatales implementaron un mecanismo de financiamiento diseñado para recompensar a los distritos que emplean educadores altamente calificados y mdash según lo medido por rúbricas de evaluación que se basan en parte en los datos de rendimiento de los estudiantes y mdash en sus campus con mayor pobreza. El modelo otorga hasta $ 32,000 para los maestros mejor calificados que trabajan en los campus más empobrecidos.

Houston ISD lanzó un modelo de reestructuración escolar conocido como Achieve 180 en 2017-18, pero el distrito ofreció incentivos salariales para maestros más pequeños que Dallas y no ordenó revisiones extensas del personal. Houston asignó más dinero que Dallas para su iniciativa y mdash alrededor de $ 15 millones a $ 20 millones por año y mdash, pero distribuyó los fondos en aproximadamente 40 a 50 escuelas al año.

Los estudiantes de las escuelas HISD y rsquos Achieve 180 han mostrado avances superiores al promedio en las pruebas estandarizadas estatales en comparación con sus compañeros en todo el distrito y el estado. Sin embargo, los puntajes de las pruebas y los índices de disciplina han mejorado significativamente más en las escuelas ACE de Dallas y rsquo que en los campus de HISD y rsquos Achieve 180.


Las escuelas con dificultades de Dallas ISD lograron grandes avances. Entonces el dinero se fue.

La maestra de segundo grado Stacy Ray ayuda a los estudiantes con su trabajo de clase en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa conocida como Aceleración de la excelencia en el campus, o ACE. Los funcionarios del distrito pusieron cientos de miles de dólares adicionales en siete campus de ACE, que inmediatamente mostraron importantes avances académicos y de comportamiento.

Linda Darden dirige a sus estudiantes en una canción para ayudarlos a recordar una lección durante las clases de lectura de quinto grado en la Escuela Primaria Umphrey Lee de Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa de mejora conocida como ACE. Umphrey Lee recibió una calificación B según el sistema estatal de responsabilidad académica # 8217 en 2018-19, su primer año después de perder extensos apoyos ACE.

Los estudiantes se alinean en un pasillo durante las clases en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa conocida como Aceleración de la Excelencia en el Campus, o ACE. Umphrey Lee mantuvo sus sólidos logros académicos en 2018-19, su primer año sin extensos apoyos ACE, pero otros campus experimentaron una regresión significativa.

La maestra de cuarto grado Ariel Taylor, a la izquierda, abraza a sus estudiantes cuando llegan a clase en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las siete escuelas que participaron en el primer año del distrito y # 8217 de una iniciativa de cambio de rumbo del campus conocida como Aceleración de la excelencia del campus. o ACE. Los líderes del distrito reemplazaron a casi todos los miembros del personal y ofrecieron incentivos financieros para atraer educadores altamente calificados a escuelas con dificultades durante mucho tiempo bajo el modelo ACE.

La maestra de ciencias de quinto grado Allison Varner, a la derecha, interactúa con los estudiantes durante las clases en la Escuela Primaria Umphrey Lee de Dallas ISD, una de las siete escuelas que participaron en el primer año del distrito & # 8217 de una iniciativa de cambio de tendencia del campus conocida como Aceleración de la excelencia del campus, o AS.

Los estudiantes se alinean en un pasillo durante las clases en la Escuela Primaria Umphrey Lee del Dallas ISD, que durante mucho tiempo se ubicó entre las de menor rendimiento en el distrito hasta que comenzó la iniciativa Acelerando la Excelencia en el Campus en 2015-16.

Los estudiantes levantan la mano para responder preguntas durante las clases en la Escuela Primaria Umphrey Lee del Dallas ISD, que recibió un amplio apoyo durante tres años y produjo avances significativos durante ese tiempo.

Los estudiantes levantan la mano para responder preguntas en la clase de matemáticas de cuarto grado de Courtney Johnson en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa de mejora conocida como ACE.

La directora Stephanie McCloud aparece en un pasillo durante las clases en la Escuela Primaria Umphrey Lee de Dallas ISD, una de las escuelas de transformación más emblemáticas del distrito involucrada en la iniciativa de mejora conocida como ACE. McCloud anteriormente se desempeñó como subdirector en Umphrey Lee antes de asumir el papel principal en 2018-19, que los administradores citaron como una razón por la cual el campus mantuvo sus logros académicos a pesar de perder amplios apoyos financieros ese año.

Después de tres años consecutivos de notable crecimiento académico en la Escuela Intermedia Billy Earl Dade, el campus de Dallas ISD, que ha estado luchando durante mucho tiempo, cayó al fondo del distrito en 2018-19.

El otoño de Dade & rsquos se produjo después de que su director recibió un ascenso, más de la mitad de su personal docente se fue y los líderes de Dallas retiraron el dinero gastado en el campus a través del programa de transformación escolar del distrito y rsquos, Accelerating Campus Excellence, ACE para abreviar.

"Fue increíble, realmente un libro de cuentos para mí", dijo Edward Turner, un defensor de la educación del sur de Dallas desde hace mucho tiempo, sobre los resultados iniciales. & ldquoPero al final del día, se trata de cómo vamos a sostener estos programas y proporcionar recursos equitativos a estas escuelas. & rdquo

Dade y otras seis escuelas de Dallas con calificaciones bajas crónicas brillaron en su mayoría durante sus tres años bajo ACE, con puntajes de exámenes aumentando y tasas de disciplina estudiantil disminuyendo. A su vez, los legisladores estatales y los líderes educativos anunciaron el modelo de Dallas y rsquo como evidencia de que todos los estudiantes de la pobreza pueden desempeñarse a niveles altos cuando son enseñados por educadores sólidos en escuelas bien financiadas.

Sin embargo, un análisis de los datos académicos y de personal muestra que las primeras escuelas que abandonaron las inversiones de ACE registraron resultados mixtos en 2018-19, su primer año sin el apoyo adicional. Los resultados sugieren que los distritos que intentan imitar el aclamado éxito de Dallas y mdash, incluido Aldine ISD y otros ocho que ya están implementando iniciativas similares, podrían tener dificultades para mantener un alto rendimiento sin una financiación constante o ajustes al modelo.

Si bien tres de las escuelas ACE iniciales de Dallas y rsquo mantuvieron un rendimiento académico relativamente sólido, tres campus recibieron calificaciones D o F bajo el sistema de responsabilidad académica del estado y rsquos y lidiaron con una significativa rotación de personal. Dallas invirtió casi $ 1 millón por año en algunos de sus primeros campus ACE, parte de los cuales pagó por incentivos financieros otorgados a educadores de alto rendimiento.

"Vimos cosas maravillosas que sucedieron desde el primer año fuera de ACE, y vimos algunas lecciones difíciles para nosotros", dijo Shatara Stokes, directora de liderazgo escolar de Dallas sobre la iniciativa. & ldquoBásicamente, la idea era que habíamos hecho toneladas y toneladas de progreso, por lo que la expectativa era que iban a poder sostener. & rdquo

Los funcionarios de Dallas dijeron que ya están tomando esas lecciones y mdash, como establecer criterios de salida claros para los campus y mantener un liderazgo escolar consistente y mdash y aplicarlos a otras escuelas ACE. Los líderes del distrito anunciaron en enero que planean reincorporar los seis campus ACE originales al programa en 2020-21, confiando en un financiamiento adicional proyectado de $ 28 millones del paquete histórico de reforma financiera escolar del año pasado y rsquos.

Para apoyar mejor programas como ACE, los legisladores estatales implementaron un mecanismo de financiamiento diseñado para recompensar a los distritos que emplean educadores altamente calificados y mdash según lo medido por rúbricas de evaluación que se basan en parte en los datos de rendimiento de los estudiantes y mdash en sus campus con mayor pobreza. El modelo otorga hasta $ 32,000 para los maestros mejor calificados que trabajan en los campus más empobrecidos.

Houston ISD lanzó un modelo de reestructuración escolar conocido como Achieve 180 en 2017-18, pero el distrito ofreció incentivos salariales para maestros más pequeños que Dallas y no ordenó revisiones extensivas del personal. Houston asignó más dinero que Dallas para su iniciativa y mdash alrededor de $ 15 millones a $ 20 millones por año y mdash, pero distribuyó los fondos en aproximadamente 40 a 50 escuelas al año.

Los estudiantes de las escuelas HISD y rsquos Achieve 180 han mostrado avances superiores al promedio en las pruebas estandarizadas estatales en comparación con sus compañeros en todo el distrito y el estado. Sin embargo, los puntajes de las pruebas y los índices de disciplina han mejorado significativamente más en las escuelas de Dallas y rsquo ACE que en los campus de HISD y rsquos Achieve 180.


Las escuelas con dificultades de Dallas ISD lograron grandes avances. Entonces el dinero se fue.

La maestra de segundo grado Stacy Ray ayuda a los estudiantes con su trabajo de clase en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa conocida como Aceleración de la excelencia en el campus, o ACE. Los funcionarios del distrito pusieron cientos de miles de dólares adicionales en siete campus de ACE, que inmediatamente mostraron importantes avances académicos y de comportamiento.

Linda Darden dirige a sus estudiantes en una canción para ayudarlos a recordar una lección durante las clases de lectura de quinto grado en la Escuela Primaria Umphrey Lee de Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa de mejora conocida como ACE. Umphrey Lee recibió una calificación de B bajo el sistema de responsabilidad académica del estado # 8217 en 2018-19, su primer año después de perder extensos apoyos ACE.

Los estudiantes hacen fila en un pasillo durante las clases en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa conocida como Aceleración de la Excelencia en el Campus, o ACE. Umphrey Lee mantuvo sus sólidos logros académicos en 2018-19, su primer año sin extensos apoyos ACE, pero otros campus experimentaron una regresión significativa.

La maestra de cuarto grado Ariel Taylor, a la izquierda, abraza a sus estudiantes cuando llegan a clase en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las siete escuelas que participaron en el primer año del distrito y # 8217 de una iniciativa de cambio de rumbo del campus conocida como Aceleración de la excelencia del campus. o ACE. Los líderes del distrito reemplazaron a casi todos los miembros del personal y ofrecieron incentivos financieros para atraer educadores altamente calificados a escuelas con dificultades durante mucho tiempo bajo el modelo ACE.

La maestra de ciencias de quinto grado Allison Varner, a la derecha, interactúa con los estudiantes durante las clases en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las siete escuelas que participaron en el primer año del distrito & # 8217 de una iniciativa de cambio de tendencia del campus conocida como Aceleración de la excelencia del campus, o AS.

Los estudiantes se alinean en un pasillo durante las clases en la Escuela Primaria Umphrey Lee del Dallas ISD, que durante mucho tiempo se ubicó entre las de menor rendimiento en el distrito hasta que comenzó la iniciativa Acelerando la Excelencia en el Campus en 2015-16.

Los estudiantes levantan la mano para responder preguntas durante las clases en la Escuela Primaria Umphrey Lee del Dallas ISD, que recibió un amplio apoyo durante tres años y produjo avances significativos durante ese tiempo.

Los estudiantes levantan la mano para responder preguntas en la clase de matemáticas de cuarto grado de Courtney Johnson en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa de mejora conocida como ACE.

La directora Stephanie McCloud aparece en un pasillo durante las clases en la Escuela Primaria Umphrey Lee de Dallas ISD, una de las escuelas de transformación más emblemáticas del distrito involucrada en la iniciativa de mejora conocida como ACE. McCloud anteriormente se desempeñó como subdirector en Umphrey Lee antes de asumir el papel principal en 2018-19, que los administradores citaron como una razón por la cual el campus mantuvo sus logros académicos a pesar de perder amplios apoyos financieros ese año.

Después de tres años consecutivos de notable crecimiento académico en la Escuela Intermedia Billy Earl Dade, el campus de Dallas ISD, que ha estado luchando durante mucho tiempo, cayó al fondo del distrito en 2018-19.

El otoño de Dade & rsquos se produjo después de que su director recibió un ascenso, más de la mitad de su personal docente se fue y los líderes de Dallas retiraron el dinero gastado en el campus a través del programa de transformación escolar del distrito y rsquos, Accelerating Campus Excellence, ACE para abreviar.

"Fue increíble, realmente un libro de cuentos para mí", dijo Edward Turner, un defensor de la educación del sur de Dallas desde hace mucho tiempo, sobre los resultados iniciales. & ldquoPero al final del día, se trata de cómo vamos a sostener estos programas y proporcionar recursos equitativos a estas escuelas. & rdquo

Dade y otras seis escuelas de Dallas con calificaciones bajas crónicas brillaron en su mayoría durante sus tres años bajo ACE, con puntajes de exámenes aumentando y tasas de disciplina estudiantil disminuyendo. A su vez, los legisladores estatales y los líderes educativos anunciaron el modelo de Dallas y rsquo como evidencia de que todos los estudiantes de la pobreza pueden desempeñarse a niveles altos cuando son enseñados por educadores sólidos en escuelas bien financiadas.

Sin embargo, un análisis de los datos académicos y de personal muestra que las primeras escuelas que abandonaron las inversiones de ACE registraron resultados mixtos en 2018-19, su primer año sin el apoyo adicional. Los resultados sugieren que los distritos que intentan imitar el aclamado éxito de Dallas y mdash, incluido Aldine ISD y otros ocho que ya están implementando iniciativas similares, podrían tener dificultades para mantener un alto rendimiento sin una financiación constante o ajustes al modelo.

Si bien tres de las escuelas ACE iniciales de Dallas y rsquo mantuvieron un rendimiento académico relativamente sólido, tres campus recibieron calificaciones D o F bajo el sistema de responsabilidad académica del estado y rsquos y lidiaron con una significativa rotación de personal. Dallas invirtió casi $ 1 millón por año en algunos de sus primeros campus ACE, parte de los cuales pagó por incentivos financieros otorgados a educadores de alto rendimiento.

"Vimos cosas maravillosas que sucedieron desde el primer año fuera de ACE, y vimos algunas lecciones difíciles para nosotros", dijo Shatara Stokes, directora de liderazgo escolar de Dallas sobre la iniciativa. & ldquoBásicamente, la idea era que habíamos hecho toneladas y toneladas de progreso, por lo que la expectativa era que iban a poder sostener. & rdquo

Los funcionarios de Dallas dijeron que ya están tomando esas lecciones y mdash, como establecer criterios de salida claros para los campus y mantener un liderazgo escolar consistente y mdash y aplicarlos a otras escuelas ACE. Los líderes del distrito anunciaron en enero que planean reincorporar los seis campus ACE originales al programa en 2020-21, confiando en un financiamiento adicional proyectado de $ 28 millones del paquete histórico de reforma financiera escolar del año pasado y rsquos.

Para apoyar mejor programas como ACE, los legisladores estatales implementaron un mecanismo de financiamiento diseñado para recompensar a los distritos que emplean educadores altamente calificados y mdash según lo medido por rúbricas de evaluación que se basan en parte en los datos de rendimiento de los estudiantes y mdash en sus campus con mayor pobreza. El modelo otorga hasta $ 32,000 para los maestros mejor calificados que trabajan en los campus más empobrecidos.

Houston ISD lanzó un modelo de reestructuración escolar conocido como Achieve 180 en 2017-18, pero el distrito ofreció incentivos salariales para maestros más pequeños que Dallas y no ordenó revisiones extensivas del personal. Houston asignó más dinero que Dallas para su iniciativa y mdash alrededor de $ 15 millones a $ 20 millones por año y mdash, pero distribuyó los fondos en aproximadamente 40 a 50 escuelas al año.

Los estudiantes de las escuelas HISD y rsquos Achieve 180 han mostrado avances superiores al promedio en las pruebas estandarizadas estatales en comparación con sus compañeros en todo el distrito y el estado. Sin embargo, los puntajes de las pruebas y los índices de disciplina han mejorado significativamente más en las escuelas ACE de Dallas y rsquo que en los campus de HISD y rsquos Achieve 180.


Las escuelas con dificultades de Dallas ISD lograron grandes avances. Entonces el dinero se fue.

La maestra de segundo grado Stacy Ray ayuda a los estudiantes con su trabajo de clase en la Escuela Primaria Umphrey Lee del Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa conocida como Aceleración de la excelencia en el campus, o ACE. Los funcionarios del distrito pusieron cientos de miles de dólares adicionales en siete campus de ACE, que inmediatamente mostraron importantes avances académicos y de comportamiento.

Linda Darden dirige a sus estudiantes en una canción para ayudarlos a recordar una lección durante las clases de lectura de quinto grado en la Escuela Primaria Umphrey Lee de Dallas ISD, una de las escuelas de cambio más emblemáticas del distrito involucrada en la iniciativa de mejora conocida como ACE. Umphrey Lee recibió una calificación de B bajo el sistema de responsabilidad académica del estado # 8217 en 2018-19, su primer año después de perder extensos apoyos ACE.

Students line up in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the initiative known as Accelerating Campus Excellence, or ACE. Umphrey Lee maintained its strong academic gains in 2018-19, its first year without extensive ACE supports, but other campuses experienced significant regression.

Fourth-grade teacher Ariel Taylor, left, hugs her students as they arrive for class at the Dallas ISD's Umphrey Lee Elementary School, one of seven schools that participated in the district’s first year of a signature campus turnaround initiative known as Accelerating Campus Excellence, or ACE. District leaders replaced nearly all staff members and offered financial incentives to attract highly-rated educators to long-struggling schools under the ACE model.

Fifth-grade science teacher Allison Varner, right, interacts with students during classes at the Dallas ISD's Umphrey Lee Elementary School, one of seven schools that participated in the district’s first year of a signature campus turnaround initiative known as Accelerating Campus Excellence, or ACE.

Students line up in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, which had long ranked among the lowest-performing in the district until the Accelerating Campus Excellence initiative started in 2015-16.

Students raise their hands to answer questions during classes at the Dallas ISD's Umphrey Lee Elementary School, which received extensive supports for three years and produced significant gains during that time.

Students raise their hands to answer questions in Courtney Johnson's fourth grade math class at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE.

Principal Stephanie McCloud is pictured in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE. McCloud previously served as an assistant principal at Umphrey Lee before taking the lead role in 2018-19, which administrators cited as a reason why the campus maintained its academic gains despite losing extensive financial supports that year.

After three straight years of remarkable academic growth at Billy Earl Dade Middle School, the long-struggling Dallas ISD campus tumbled back to the bottom of the district in 2018-19.

Dade&rsquos fall came after its principal received a promotion, more than half of its teaching staff left and Dallas leaders pulled money spent on the campus through the district&rsquos school turnaround program, Accelerating Campus Excellence, ACE for short.

&ldquoIt was amazing, really storybook for me,&rdquo Edward Turner, a longtime south Dallas education advocate, said of the initial results. &ldquoBut at the end of the day, it&rsquos about how are we going to sustain these programs and provide equitable resources to these schools.&rdquo

Dade and six other chronically low-rated Dallas schools mostly sparkled during their three years under ACE, with test scores rising and student discipline rates falling. In turn, state lawmakers and education leaders heralded Dallas&rsquo model as evidence that all students from poverty can perform at high levels when taught by strong educators in well-funded schools.

An analysis of academic and staffing data, however, shows the first schools weaned off ACE investments posted mixed results in 2018-19, their first year without the added support. The outcomes suggest districts attempting to mimic Dallas&rsquo much-lauded success &mdash including Aldine ISD and eight others already implementing similar initiatives &mdash could struggle to maintain high performance without consistent funding or tweaks to the model.

While three of Dallas&rsquo initial ACE schools maintained relatively strong academic performance, three campuses received D or F grades under the state&rsquos academic accountability system and grappled with significant staff turnover. Dallas invested nearly $1 million per year in some of its first ACE campuses, part of which paid for financial incentives given to high-performing educators.

&ldquoWe saw some great things happening from the first year out of ACE, and we saw some hard lessons for us,&rdquo said Shatara Stokes, Dallas&rsquo director of school leadership over the initiative. &ldquoFundamentally, the thought was we had made tons and tons of progress, so the expectation was that they were going to be able to sustain.&rdquo

Dallas officials said they already are taking those lessons &mdash such as establishing clear exit criteria for campuses and maintaining consistent school leadership &mdash and applying them to other ACE schools. District leaders announced in January that they plan to roll the six original ACE campuses back into the program in 2020-21, relying on a projected $28 million in additional funding from last year&rsquos landmark school finance reform package.

To better support programs like ACE, state lawmakers implemented a funding mechanism designed to reward districts that employ highly-rated educators &mdash as measured by evaluation rubrics relying in part on student performance data &mdash in their highest-poverty campuses. The model awards up to $32,000 for the highest-rated teachers working in the most impoverished campuses.

Houston ISD launched a school turnaround model known as Achieve 180 in 2017-18, but the district offered smaller teacher pay incentives than Dallas and did not mandate extensive staff overhauls. Houston allocated more money than Dallas for its initiative &mdash about $15 million to $20 million per year &mdash but spread the funds over roughly 40 to 50 schools annually.

Students in HISD&rsquos Achieve 180 schools have shown above-average gains on state standardized tests compared to their peers throughout the district and state. However, test scores and discipline rates have improved significantly more at Dallas&rsquo ACE schools than HISD&rsquos Achieve 180 campuses.


Dallas ISD's struggling schools made major gains. Then the money went away.

Second-grade teacher Stacy Ray helps students with their classwork at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the initiative known as Accelerating Campus Excellence, or ACE. District officials put hundreds of thousands of additional dollars into seven ACE campuses, which immediately showed significant academic and behavioral gains.

Linda Darden leads her students in a song to help them remember a lesson during fifth-grade reading classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE. Umphrey Lee received a B grade under the state’s academic accountability system in 2018-19, its first year after losing extensive ACE supports.

Students line up in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the initiative known as Accelerating Campus Excellence, or ACE. Umphrey Lee maintained its strong academic gains in 2018-19, its first year without extensive ACE supports, but other campuses experienced significant regression.

Fourth-grade teacher Ariel Taylor, left, hugs her students as they arrive for class at the Dallas ISD's Umphrey Lee Elementary School, one of seven schools that participated in the district’s first year of a signature campus turnaround initiative known as Accelerating Campus Excellence, or ACE. District leaders replaced nearly all staff members and offered financial incentives to attract highly-rated educators to long-struggling schools under the ACE model.

Fifth-grade science teacher Allison Varner, right, interacts with students during classes at the Dallas ISD's Umphrey Lee Elementary School, one of seven schools that participated in the district’s first year of a signature campus turnaround initiative known as Accelerating Campus Excellence, or ACE.

Students line up in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, which had long ranked among the lowest-performing in the district until the Accelerating Campus Excellence initiative started in 2015-16.

Students raise their hands to answer questions during classes at the Dallas ISD's Umphrey Lee Elementary School, which received extensive supports for three years and produced significant gains during that time.

Students raise their hands to answer questions in Courtney Johnson's fourth grade math class at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE.

Principal Stephanie McCloud is pictured in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE. McCloud previously served as an assistant principal at Umphrey Lee before taking the lead role in 2018-19, which administrators cited as a reason why the campus maintained its academic gains despite losing extensive financial supports that year.

After three straight years of remarkable academic growth at Billy Earl Dade Middle School, the long-struggling Dallas ISD campus tumbled back to the bottom of the district in 2018-19.

Dade&rsquos fall came after its principal received a promotion, more than half of its teaching staff left and Dallas leaders pulled money spent on the campus through the district&rsquos school turnaround program, Accelerating Campus Excellence, ACE for short.

&ldquoIt was amazing, really storybook for me,&rdquo Edward Turner, a longtime south Dallas education advocate, said of the initial results. &ldquoBut at the end of the day, it&rsquos about how are we going to sustain these programs and provide equitable resources to these schools.&rdquo

Dade and six other chronically low-rated Dallas schools mostly sparkled during their three years under ACE, with test scores rising and student discipline rates falling. In turn, state lawmakers and education leaders heralded Dallas&rsquo model as evidence that all students from poverty can perform at high levels when taught by strong educators in well-funded schools.

An analysis of academic and staffing data, however, shows the first schools weaned off ACE investments posted mixed results in 2018-19, their first year without the added support. The outcomes suggest districts attempting to mimic Dallas&rsquo much-lauded success &mdash including Aldine ISD and eight others already implementing similar initiatives &mdash could struggle to maintain high performance without consistent funding or tweaks to the model.

While three of Dallas&rsquo initial ACE schools maintained relatively strong academic performance, three campuses received D or F grades under the state&rsquos academic accountability system and grappled with significant staff turnover. Dallas invested nearly $1 million per year in some of its first ACE campuses, part of which paid for financial incentives given to high-performing educators.

&ldquoWe saw some great things happening from the first year out of ACE, and we saw some hard lessons for us,&rdquo said Shatara Stokes, Dallas&rsquo director of school leadership over the initiative. &ldquoFundamentally, the thought was we had made tons and tons of progress, so the expectation was that they were going to be able to sustain.&rdquo

Dallas officials said they already are taking those lessons &mdash such as establishing clear exit criteria for campuses and maintaining consistent school leadership &mdash and applying them to other ACE schools. District leaders announced in January that they plan to roll the six original ACE campuses back into the program in 2020-21, relying on a projected $28 million in additional funding from last year&rsquos landmark school finance reform package.

To better support programs like ACE, state lawmakers implemented a funding mechanism designed to reward districts that employ highly-rated educators &mdash as measured by evaluation rubrics relying in part on student performance data &mdash in their highest-poverty campuses. The model awards up to $32,000 for the highest-rated teachers working in the most impoverished campuses.

Houston ISD launched a school turnaround model known as Achieve 180 in 2017-18, but the district offered smaller teacher pay incentives than Dallas and did not mandate extensive staff overhauls. Houston allocated more money than Dallas for its initiative &mdash about $15 million to $20 million per year &mdash but spread the funds over roughly 40 to 50 schools annually.

Students in HISD&rsquos Achieve 180 schools have shown above-average gains on state standardized tests compared to their peers throughout the district and state. However, test scores and discipline rates have improved significantly more at Dallas&rsquo ACE schools than HISD&rsquos Achieve 180 campuses.


Dallas ISD's struggling schools made major gains. Then the money went away.

Second-grade teacher Stacy Ray helps students with their classwork at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the initiative known as Accelerating Campus Excellence, or ACE. District officials put hundreds of thousands of additional dollars into seven ACE campuses, which immediately showed significant academic and behavioral gains.

Linda Darden leads her students in a song to help them remember a lesson during fifth-grade reading classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE. Umphrey Lee received a B grade under the state’s academic accountability system in 2018-19, its first year after losing extensive ACE supports.

Students line up in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the initiative known as Accelerating Campus Excellence, or ACE. Umphrey Lee maintained its strong academic gains in 2018-19, its first year without extensive ACE supports, but other campuses experienced significant regression.

Fourth-grade teacher Ariel Taylor, left, hugs her students as they arrive for class at the Dallas ISD's Umphrey Lee Elementary School, one of seven schools that participated in the district’s first year of a signature campus turnaround initiative known as Accelerating Campus Excellence, or ACE. District leaders replaced nearly all staff members and offered financial incentives to attract highly-rated educators to long-struggling schools under the ACE model.

Fifth-grade science teacher Allison Varner, right, interacts with students during classes at the Dallas ISD's Umphrey Lee Elementary School, one of seven schools that participated in the district’s first year of a signature campus turnaround initiative known as Accelerating Campus Excellence, or ACE.

Students line up in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, which had long ranked among the lowest-performing in the district until the Accelerating Campus Excellence initiative started in 2015-16.

Students raise their hands to answer questions during classes at the Dallas ISD's Umphrey Lee Elementary School, which received extensive supports for three years and produced significant gains during that time.

Students raise their hands to answer questions in Courtney Johnson's fourth grade math class at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE.

Principal Stephanie McCloud is pictured in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE. McCloud previously served as an assistant principal at Umphrey Lee before taking the lead role in 2018-19, which administrators cited as a reason why the campus maintained its academic gains despite losing extensive financial supports that year.

After three straight years of remarkable academic growth at Billy Earl Dade Middle School, the long-struggling Dallas ISD campus tumbled back to the bottom of the district in 2018-19.

Dade&rsquos fall came after its principal received a promotion, more than half of its teaching staff left and Dallas leaders pulled money spent on the campus through the district&rsquos school turnaround program, Accelerating Campus Excellence, ACE for short.

&ldquoIt was amazing, really storybook for me,&rdquo Edward Turner, a longtime south Dallas education advocate, said of the initial results. &ldquoBut at the end of the day, it&rsquos about how are we going to sustain these programs and provide equitable resources to these schools.&rdquo

Dade and six other chronically low-rated Dallas schools mostly sparkled during their three years under ACE, with test scores rising and student discipline rates falling. In turn, state lawmakers and education leaders heralded Dallas&rsquo model as evidence that all students from poverty can perform at high levels when taught by strong educators in well-funded schools.

An analysis of academic and staffing data, however, shows the first schools weaned off ACE investments posted mixed results in 2018-19, their first year without the added support. The outcomes suggest districts attempting to mimic Dallas&rsquo much-lauded success &mdash including Aldine ISD and eight others already implementing similar initiatives &mdash could struggle to maintain high performance without consistent funding or tweaks to the model.

While three of Dallas&rsquo initial ACE schools maintained relatively strong academic performance, three campuses received D or F grades under the state&rsquos academic accountability system and grappled with significant staff turnover. Dallas invested nearly $1 million per year in some of its first ACE campuses, part of which paid for financial incentives given to high-performing educators.

&ldquoWe saw some great things happening from the first year out of ACE, and we saw some hard lessons for us,&rdquo said Shatara Stokes, Dallas&rsquo director of school leadership over the initiative. &ldquoFundamentally, the thought was we had made tons and tons of progress, so the expectation was that they were going to be able to sustain.&rdquo

Dallas officials said they already are taking those lessons &mdash such as establishing clear exit criteria for campuses and maintaining consistent school leadership &mdash and applying them to other ACE schools. District leaders announced in January that they plan to roll the six original ACE campuses back into the program in 2020-21, relying on a projected $28 million in additional funding from last year&rsquos landmark school finance reform package.

To better support programs like ACE, state lawmakers implemented a funding mechanism designed to reward districts that employ highly-rated educators &mdash as measured by evaluation rubrics relying in part on student performance data &mdash in their highest-poverty campuses. The model awards up to $32,000 for the highest-rated teachers working in the most impoverished campuses.

Houston ISD launched a school turnaround model known as Achieve 180 in 2017-18, but the district offered smaller teacher pay incentives than Dallas and did not mandate extensive staff overhauls. Houston allocated more money than Dallas for its initiative &mdash about $15 million to $20 million per year &mdash but spread the funds over roughly 40 to 50 schools annually.

Students in HISD&rsquos Achieve 180 schools have shown above-average gains on state standardized tests compared to their peers throughout the district and state. However, test scores and discipline rates have improved significantly more at Dallas&rsquo ACE schools than HISD&rsquos Achieve 180 campuses.


Dallas ISD's struggling schools made major gains. Then the money went away.

Second-grade teacher Stacy Ray helps students with their classwork at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the initiative known as Accelerating Campus Excellence, or ACE. District officials put hundreds of thousands of additional dollars into seven ACE campuses, which immediately showed significant academic and behavioral gains.

Linda Darden leads her students in a song to help them remember a lesson during fifth-grade reading classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE. Umphrey Lee received a B grade under the state’s academic accountability system in 2018-19, its first year after losing extensive ACE supports.

Students line up in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the initiative known as Accelerating Campus Excellence, or ACE. Umphrey Lee maintained its strong academic gains in 2018-19, its first year without extensive ACE supports, but other campuses experienced significant regression.

Fourth-grade teacher Ariel Taylor, left, hugs her students as they arrive for class at the Dallas ISD's Umphrey Lee Elementary School, one of seven schools that participated in the district’s first year of a signature campus turnaround initiative known as Accelerating Campus Excellence, or ACE. District leaders replaced nearly all staff members and offered financial incentives to attract highly-rated educators to long-struggling schools under the ACE model.

Fifth-grade science teacher Allison Varner, right, interacts with students during classes at the Dallas ISD's Umphrey Lee Elementary School, one of seven schools that participated in the district’s first year of a signature campus turnaround initiative known as Accelerating Campus Excellence, or ACE.

Students line up in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, which had long ranked among the lowest-performing in the district until the Accelerating Campus Excellence initiative started in 2015-16.

Students raise their hands to answer questions during classes at the Dallas ISD's Umphrey Lee Elementary School, which received extensive supports for three years and produced significant gains during that time.

Students raise their hands to answer questions in Courtney Johnson's fourth grade math class at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE.

Principal Stephanie McCloud is pictured in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE. McCloud previously served as an assistant principal at Umphrey Lee before taking the lead role in 2018-19, which administrators cited as a reason why the campus maintained its academic gains despite losing extensive financial supports that year.

After three straight years of remarkable academic growth at Billy Earl Dade Middle School, the long-struggling Dallas ISD campus tumbled back to the bottom of the district in 2018-19.

Dade&rsquos fall came after its principal received a promotion, more than half of its teaching staff left and Dallas leaders pulled money spent on the campus through the district&rsquos school turnaround program, Accelerating Campus Excellence, ACE for short.

&ldquoIt was amazing, really storybook for me,&rdquo Edward Turner, a longtime south Dallas education advocate, said of the initial results. &ldquoBut at the end of the day, it&rsquos about how are we going to sustain these programs and provide equitable resources to these schools.&rdquo

Dade and six other chronically low-rated Dallas schools mostly sparkled during their three years under ACE, with test scores rising and student discipline rates falling. In turn, state lawmakers and education leaders heralded Dallas&rsquo model as evidence that all students from poverty can perform at high levels when taught by strong educators in well-funded schools.

An analysis of academic and staffing data, however, shows the first schools weaned off ACE investments posted mixed results in 2018-19, their first year without the added support. The outcomes suggest districts attempting to mimic Dallas&rsquo much-lauded success &mdash including Aldine ISD and eight others already implementing similar initiatives &mdash could struggle to maintain high performance without consistent funding or tweaks to the model.

While three of Dallas&rsquo initial ACE schools maintained relatively strong academic performance, three campuses received D or F grades under the state&rsquos academic accountability system and grappled with significant staff turnover. Dallas invested nearly $1 million per year in some of its first ACE campuses, part of which paid for financial incentives given to high-performing educators.

&ldquoWe saw some great things happening from the first year out of ACE, and we saw some hard lessons for us,&rdquo said Shatara Stokes, Dallas&rsquo director of school leadership over the initiative. &ldquoFundamentally, the thought was we had made tons and tons of progress, so the expectation was that they were going to be able to sustain.&rdquo

Dallas officials said they already are taking those lessons &mdash such as establishing clear exit criteria for campuses and maintaining consistent school leadership &mdash and applying them to other ACE schools. District leaders announced in January that they plan to roll the six original ACE campuses back into the program in 2020-21, relying on a projected $28 million in additional funding from last year&rsquos landmark school finance reform package.

To better support programs like ACE, state lawmakers implemented a funding mechanism designed to reward districts that employ highly-rated educators &mdash as measured by evaluation rubrics relying in part on student performance data &mdash in their highest-poverty campuses. The model awards up to $32,000 for the highest-rated teachers working in the most impoverished campuses.

Houston ISD launched a school turnaround model known as Achieve 180 in 2017-18, but the district offered smaller teacher pay incentives than Dallas and did not mandate extensive staff overhauls. Houston allocated more money than Dallas for its initiative &mdash about $15 million to $20 million per year &mdash but spread the funds over roughly 40 to 50 schools annually.

Students in HISD&rsquos Achieve 180 schools have shown above-average gains on state standardized tests compared to their peers throughout the district and state. However, test scores and discipline rates have improved significantly more at Dallas&rsquo ACE schools than HISD&rsquos Achieve 180 campuses.


Dallas ISD's struggling schools made major gains. Then the money went away.

Second-grade teacher Stacy Ray helps students with their classwork at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the initiative known as Accelerating Campus Excellence, or ACE. District officials put hundreds of thousands of additional dollars into seven ACE campuses, which immediately showed significant academic and behavioral gains.

Linda Darden leads her students in a song to help them remember a lesson during fifth-grade reading classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE. Umphrey Lee received a B grade under the state’s academic accountability system in 2018-19, its first year after losing extensive ACE supports.

Students line up in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the initiative known as Accelerating Campus Excellence, or ACE. Umphrey Lee maintained its strong academic gains in 2018-19, its first year without extensive ACE supports, but other campuses experienced significant regression.

Fourth-grade teacher Ariel Taylor, left, hugs her students as they arrive for class at the Dallas ISD's Umphrey Lee Elementary School, one of seven schools that participated in the district’s first year of a signature campus turnaround initiative known as Accelerating Campus Excellence, or ACE. District leaders replaced nearly all staff members and offered financial incentives to attract highly-rated educators to long-struggling schools under the ACE model.

Fifth-grade science teacher Allison Varner, right, interacts with students during classes at the Dallas ISD's Umphrey Lee Elementary School, one of seven schools that participated in the district’s first year of a signature campus turnaround initiative known as Accelerating Campus Excellence, or ACE.

Students line up in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, which had long ranked among the lowest-performing in the district until the Accelerating Campus Excellence initiative started in 2015-16.

Students raise their hands to answer questions during classes at the Dallas ISD's Umphrey Lee Elementary School, which received extensive supports for three years and produced significant gains during that time.

Students raise their hands to answer questions in Courtney Johnson's fourth grade math class at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE.

Principal Stephanie McCloud is pictured in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE. McCloud previously served as an assistant principal at Umphrey Lee before taking the lead role in 2018-19, which administrators cited as a reason why the campus maintained its academic gains despite losing extensive financial supports that year.

After three straight years of remarkable academic growth at Billy Earl Dade Middle School, the long-struggling Dallas ISD campus tumbled back to the bottom of the district in 2018-19.

Dade&rsquos fall came after its principal received a promotion, more than half of its teaching staff left and Dallas leaders pulled money spent on the campus through the district&rsquos school turnaround program, Accelerating Campus Excellence, ACE for short.

&ldquoIt was amazing, really storybook for me,&rdquo Edward Turner, a longtime south Dallas education advocate, said of the initial results. &ldquoBut at the end of the day, it&rsquos about how are we going to sustain these programs and provide equitable resources to these schools.&rdquo

Dade and six other chronically low-rated Dallas schools mostly sparkled during their three years under ACE, with test scores rising and student discipline rates falling. In turn, state lawmakers and education leaders heralded Dallas&rsquo model as evidence that all students from poverty can perform at high levels when taught by strong educators in well-funded schools.

An analysis of academic and staffing data, however, shows the first schools weaned off ACE investments posted mixed results in 2018-19, their first year without the added support. The outcomes suggest districts attempting to mimic Dallas&rsquo much-lauded success &mdash including Aldine ISD and eight others already implementing similar initiatives &mdash could struggle to maintain high performance without consistent funding or tweaks to the model.

While three of Dallas&rsquo initial ACE schools maintained relatively strong academic performance, three campuses received D or F grades under the state&rsquos academic accountability system and grappled with significant staff turnover. Dallas invested nearly $1 million per year in some of its first ACE campuses, part of which paid for financial incentives given to high-performing educators.

&ldquoWe saw some great things happening from the first year out of ACE, and we saw some hard lessons for us,&rdquo said Shatara Stokes, Dallas&rsquo director of school leadership over the initiative. &ldquoFundamentally, the thought was we had made tons and tons of progress, so the expectation was that they were going to be able to sustain.&rdquo

Dallas officials said they already are taking those lessons &mdash such as establishing clear exit criteria for campuses and maintaining consistent school leadership &mdash and applying them to other ACE schools. District leaders announced in January that they plan to roll the six original ACE campuses back into the program in 2020-21, relying on a projected $28 million in additional funding from last year&rsquos landmark school finance reform package.

To better support programs like ACE, state lawmakers implemented a funding mechanism designed to reward districts that employ highly-rated educators &mdash as measured by evaluation rubrics relying in part on student performance data &mdash in their highest-poverty campuses. The model awards up to $32,000 for the highest-rated teachers working in the most impoverished campuses.

Houston ISD launched a school turnaround model known as Achieve 180 in 2017-18, but the district offered smaller teacher pay incentives than Dallas and did not mandate extensive staff overhauls. Houston allocated more money than Dallas for its initiative &mdash about $15 million to $20 million per year &mdash but spread the funds over roughly 40 to 50 schools annually.

Students in HISD&rsquos Achieve 180 schools have shown above-average gains on state standardized tests compared to their peers throughout the district and state. However, test scores and discipline rates have improved significantly more at Dallas&rsquo ACE schools than HISD&rsquos Achieve 180 campuses.


Dallas ISD's struggling schools made major gains. Then the money went away.

Second-grade teacher Stacy Ray helps students with their classwork at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the initiative known as Accelerating Campus Excellence, or ACE. District officials put hundreds of thousands of additional dollars into seven ACE campuses, which immediately showed significant academic and behavioral gains.

Linda Darden leads her students in a song to help them remember a lesson during fifth-grade reading classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE. Umphrey Lee received a B grade under the state’s academic accountability system in 2018-19, its first year after losing extensive ACE supports.

Students line up in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the initiative known as Accelerating Campus Excellence, or ACE. Umphrey Lee maintained its strong academic gains in 2018-19, its first year without extensive ACE supports, but other campuses experienced significant regression.

Fourth-grade teacher Ariel Taylor, left, hugs her students as they arrive for class at the Dallas ISD's Umphrey Lee Elementary School, one of seven schools that participated in the district’s first year of a signature campus turnaround initiative known as Accelerating Campus Excellence, or ACE. District leaders replaced nearly all staff members and offered financial incentives to attract highly-rated educators to long-struggling schools under the ACE model.

Fifth-grade science teacher Allison Varner, right, interacts with students during classes at the Dallas ISD's Umphrey Lee Elementary School, one of seven schools that participated in the district’s first year of a signature campus turnaround initiative known as Accelerating Campus Excellence, or ACE.

Students line up in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, which had long ranked among the lowest-performing in the district until the Accelerating Campus Excellence initiative started in 2015-16.

Students raise their hands to answer questions during classes at the Dallas ISD's Umphrey Lee Elementary School, which received extensive supports for three years and produced significant gains during that time.

Students raise their hands to answer questions in Courtney Johnson's fourth grade math class at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE.

Principal Stephanie McCloud is pictured in a hallway during classes at the Dallas ISD's Umphrey Lee Elementary School, one of the district's signature turnaround schools involved in the improvement initiative known as ACE. McCloud previously served as an assistant principal at Umphrey Lee before taking the lead role in 2018-19, which administrators cited as a reason why the campus maintained its academic gains despite losing extensive financial supports that year.

After three straight years of remarkable academic growth at Billy Earl Dade Middle School, the long-struggling Dallas ISD campus tumbled back to the bottom of the district in 2018-19.

Dade&rsquos fall came after its principal received a promotion, more than half of its teaching staff left and Dallas leaders pulled money spent on the campus through the district&rsquos school turnaround program, Accelerating Campus Excellence, ACE for short.

&ldquoIt was amazing, really storybook for me,&rdquo Edward Turner, a longtime south Dallas education advocate, said of the initial results. &ldquoBut at the end of the day, it&rsquos about how are we going to sustain these programs and provide equitable resources to these schools.&rdquo

Dade and six other chronically low-rated Dallas schools mostly sparkled during their three years under ACE, with test scores rising and student discipline rates falling. In turn, state lawmakers and education leaders heralded Dallas&rsquo model as evidence that all students from poverty can perform at high levels when taught by strong educators in well-funded schools.

An analysis of academic and staffing data, however, shows the first schools weaned off ACE investments posted mixed results in 2018-19, their first year without the added support. The outcomes suggest districts attempting to mimic Dallas&rsquo much-lauded success &mdash including Aldine ISD and eight others already implementing similar initiatives &mdash could struggle to maintain high performance without consistent funding or tweaks to the model.

While three of Dallas&rsquo initial ACE schools maintained relatively strong academic performance, three campuses received D or F grades under the state&rsquos academic accountability system and grappled with significant staff turnover. Dallas invested nearly $1 million per year in some of its first ACE campuses, part of which paid for financial incentives given to high-performing educators.

&ldquoWe saw some great things happening from the first year out of ACE, and we saw some hard lessons for us,&rdquo said Shatara Stokes, Dallas&rsquo director of school leadership over the initiative. &ldquoFundamentally, the thought was we had made tons and tons of progress, so the expectation was that they were going to be able to sustain.&rdquo

Dallas officials said they already are taking those lessons &mdash such as establishing clear exit criteria for campuses and maintaining consistent school leadership &mdash and applying them to other ACE schools. District leaders announced in January that they plan to roll the six original ACE campuses back into the program in 2020-21, relying on a projected $28 million in additional funding from last year&rsquos landmark school finance reform package.

To better support programs like ACE, state lawmakers implemented a funding mechanism designed to reward districts that employ highly-rated educators &mdash as measured by evaluation rubrics relying in part on student performance data &mdash in their highest-poverty campuses. The model awards up to $32,000 for the highest-rated teachers working in the most impoverished campuses.

Houston ISD launched a school turnaround model known as Achieve 180 in 2017-18, but the district offered smaller teacher pay incentives than Dallas and did not mandate extensive staff overhauls. Houston allocated more money than Dallas for its initiative &mdash about $15 million to $20 million per year &mdash but spread the funds over roughly 40 to 50 schools annually.

Students in HISD&rsquos Achieve 180 schools have shown above-average gains on state standardized tests compared to their peers throughout the district and state. However, test scores and discipline rates have improved significantly more at Dallas&rsquo ACE schools than HISD&rsquos Achieve 180 campuses.


Ver el vídeo: Copying Dean and Delucas PHP 795 Salmon Recipe at Home for Only PHP 200 (Julio 2022).


Comentarios:

  1. Mekasa

    Espero que todo sea normal

  2. Cipactli

    Está de acuerdo, una pieza notable.

  3. Zulkilabar

    Dibujos animados divertidos

  4. Cein

    ¿Y otra variante es?

  5. Aubrey

    ¿No debería haber un error aquí?



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