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Dean & Deluca druk planne om uit te brei

Dean & Deluca druk planne om uit te brei


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Die voedselkleinhandelaar het besluit om weer te fokus op hul bestaande winkels

Droom tyd

Die duur, in New York gestigte, Kansas-gebaseerde voedselkleinhandelaar Dean & Deluca se moedermerk, Pace Development, het besluit om nie na meer plekke uit te brei nie.

Dean & Deluca gaan terug van huurkontrakte wat vir drie verskillende plekke in Manhattan en een winkel in Texas onderteken is. Die luukse kruidenierswinkel verhuis nie na winkels in die voormalige Spice Market -eetplek in die Meatpacking -distrik, in die Trump -organisasie se 40 Wall Street, in die Graybar -gebou by Lexington Ave 420, of na 'n beplande fasiliteit in die voorstedelike Dallas nie.

Die high-end kruidenier, gestig in New York, maar nou gevestig in Kansas, is bekend daarvoor dat hy 'n verskeidenheid New York-klassieke en luukse lekkernye verkoop, soos blikke van $ 35 swart en wit koekies, $ 350 Siberiese kaviaar en $ 55 kreef mac en kaas.

Pace Development Corp., wat tans die handelsmerk besit, het in 'n verklaring gesê dat hulle van plan is om hul pogings te vestig op die bestaande winkels van die handelsmerk. "Die onderneming belê in die strategiese herevaluering wat nodig is om erfenisvraagstukke op te los en die huidige uitdagings waarmee handelsmerke in die kleinhandelsektor te kampe het," het Pace geskryf.

Teleurgesteld dat hulle nie op die oomblik nader aan u sal uitbrei nie? Gelukkig is die kruidenierswinkel nog steeds een van die 16 beste posbestellings vir voedselbestellings.


Die sukkelende skole van Dallas ISD het groot winste behaal. Toe gaan die geld weg.

Tweede graad onderwyser Stacy Ray help studente met hul klaswerk aan die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke is by die inisiatief wat bekend staan ​​as Accelerating Campus Excellence, of ACE. Distriksamptenare het honderde duisende ekstra dollars in sewe ACE -kampusse gestort, wat onmiddellik aansienlike akademiese en gedragswins getoon het.

Linda Darden lei haar studente in 'n liedjie om hulle te help om 'n les te onthou tydens leesklasse in die vyfde graad aan die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke was by die verbeteringsinisiatief, bekend as ACE. Umphrey Lee ontvang 'n B-graad onder die staat se akademiese aanspreeklikheidstelsel in 2018-19, die eerste jaar nadat hy uitgebreide ACE-ondersteuning verloor het.

Studente staan ​​in 'n gang tydens klasse by die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke is by die inisiatief wat bekend staan ​​as Accelerating Campus Excellence, of ACE. Umphrey Lee het sy sterk akademiese winste in 2018-19 behou, die eerste jaar sonder uitgebreide ACE-ondersteuning, maar ander kampusse het beduidende agteruitgang beleef.

Die onderwyser van die vierde klas Ariel Taylor, links, omhels haar studente terwyl hulle by die klas aankom by die Dallas ISD Umphrey Lee Elementary School, een van sewe skole wat deelgeneem het aan die eerste jaar van die distrik se eerste jaar van 'n handtekening-kampusomkeerinisiatief bekend as Accelerating Campus Excellence , of ACE. Distriksleiers het bykans alle personeellede vervang en finansiële aansporings gebied om opvoeders wat hoog aangeskryf is, onder die ACE-model na lang sukkelende skole te lok.

Allison Varner, vyfde-graad onderwyseres, het interaksie met studente tydens klasse by die Dallas ISD Umphrey Lee Elementary School, een van sewe skole wat deelgeneem het aan die eerste jaar van die distrik se eerste jaar van 'n handtekening-kampus-inisiatief wat bekend staan ​​as Accelerating Campus Excellence, of GOS.

Studente staan ​​in 'n gang tydens klasse by die Dallas ISD Umphrey Lee Elementary School, wat al lank onder die laagste presteerders in die distrik was totdat die Accelerating Campus Excellence-inisiatief in 2015-16 begin is.

Studente steek hul hande op om vrae te beantwoord tydens klasse aan die Dallas ISD Umphrey Lee Elementary School, wat drie jaar uitgebreide ondersteuning ontvang het en gedurende die tyd aansienlike winste behaal het.

Studente steek hul hande op om vrae te beantwoord in die wiskundeklas van die vierde graad van Courtney Johnson aan die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke was by die verbeteringsinisiatief, bekend as ACE.

Skoolhoof Stephanie McCloud is tydens die klasse in die gang op 'n gang afgebeeld by die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke was by die verbeteringsinisiatief, bekend as ACE. McCloud het voorheen as assistenthoof by Umphrey Lee gedien voordat hy die hoofrol in 2018-19 beklee het, wat administrateurs aangevoer het as rede waarom die kampus sy akademiese winste behou het ondanks die verlies aan uitgebreide finansiële steun daardie jaar.

Na drie agtereenvolgende jare van merkwaardige akademiese groei aan die Billy Earl Dade Middle School, het die lang sukkelende Dallas ISD-kampus in 2018-19 teruggesak na die onderkant van die distrik.

Dade & rsquos val nadat die skoolhoof 'n promosie ontvang het, meer as die helfte van sy onderwysers weg is en Dallas -leiers geld wat op die kampus bestee is, trek deur die distriks- en rsquos -skoolopdraaiprogram, Accelerating Campus Excellence, kortweg ACE.

Dit was vir my 'n wonderlike storieboek, en Edward Turner, 'n jarelange advokaat in die onderwys in Suid -Dallas, het gesê oor die aanvanklike resultate. Maar ldquo, maar aan die einde van die dag gaan dit oor hoe ons hierdie programme sal onderhou en billike hulpbronne aan hierdie skole kan verskaf. & rdquo

Dade en ses ander Dallas-skole met chroniese lae beoordelings skitter meestal gedurende hul drie jaar onder GOS, met die toetspunte wat styg en die dissiplinekoerse van studente daal. Op sy beurt het die staat se wetgewers en onderwysleiers die Dallas & rsquo-model aangekondig as bewys dat alle studente uit armoede op hoë vlakke kan presteer as hulle onderrig word deur sterk opvoeders in goed befondsde skole.

'N Ontleding van akademiese en personeeldata toon egter aan dat die eerste skole wat ACE-beleggings gespeen het, gemengde resultate in 2018-19 behaal het, hul eerste jaar sonder ekstra ondersteuning. Die uitkomste dui daarop dat distrikte wat probeer om Dallas se lof en sukses te beoefen, insluitend Aldine ISD en agt ander wat reeds soortgelyke inisiatiewe implementeer, en mdash kan sukkel om hoë prestasie te behou sonder om konsekwent te finansier of aanpassings aan die model te gee.

Terwyl drie van die aanvanklike ACE -skole in Dallas relatief sterk akademiese prestasie behou het, het drie kampusse D- of F -grade onder die staat se akademiese aanspreeklikheidstelsel behaal en met 'n beduidende personeelomset gesukkel. Dallas belê byna $ 1 miljoen per jaar in sommige van sy eerste ACE-kampusse, waarvan 'n deel betaal het vir finansiële aansporings wat aan presterende opvoeders gegee word.

& ldquo Ons het vanaf die eerste jaar uit ACE 'n paar wonderlike dinge sien gebeur, en ons het 'n paar harde lesse vir ons gesien, en rdquo het gesê Shatara Stokes, Dallas & rsquo -direkteur van skoolleierskap oor die inisiatief. Fundamenteel was die gedagte dat ons tonne en tonne vordering gemaak het, dus die verwagting was dat hulle dit sou kon volhou. & rdquo

Amptenare in Dallas het gesê dat hulle al die lesse en lesse volg, soos om duidelike uitgangskriteria vir kampusse op te stel en om konsekwente skoolleierskap te handhaaf en dit toe te pas op ander ACE -skole. Distriksleiers het in Januarie aangekondig dat hulle van plan is om die ses oorspronklike ACE-kampusse in 2020-21 weer in die program te plaas, met vertroue op 'n geprojekteerde bedrag van $ 28 miljoen van verlede jaar en 'n belangrike hervormingspakket vir rsquos, 'n belangrike skoolfinansiering.

Om programme soos ACE beter te ondersteun, het staatswetgewers 'n finansieringsmeganisme geïmplementeer wat ontwerp is om distrikte wat hoog aangeskrewe opvoeders en mdash gebruik, te beloon, gemeet aan evalueringsrubrieke wat gedeeltelik staatmaak op prestasiegegevens van studente en mdash op hul kampusse met die grootste armoede. Die model beloon tot $ 32 000 vir die hoogste gegradeerde onderwysers wat op die armste kampusse werk.

Houston ISD het in 2017-18 'n skoolomkeermodel bekendgestel, bekend as Achieve 180, geloods, maar die distrik het kleiner onderwysaansporings as Dallas aangebied en het nie uitgebreide personeelopknappings opgelê nie. Houston het meer geld as Dallas toegewys vir sy inisiatief en ongeveer $ 15 miljoen tot $ 20 miljoen per jaar en mdash, maar versprei die fondse jaarliks ​​oor ongeveer 40 tot 50 skole.

Studente in HISD & rsquos Achiev 180-skole het bo-gemiddelde winste getoon met gestandaardiseerde toetse in vergelyking met hul eweknieë in die distrik en die staat. Toetspunte en dissiplinekoerse het egter aansienlik meer verbeter by Dallas & rsquo ACE -skole as HISD & rsquos Bereik 180 kampusse.


Die sukkelende skole van Dallas ISD het groot winste behaal. Toe gaan die geld weg.

Tweede graad onderwyser Stacy Ray help studente met hul klaswerk aan die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke is by die inisiatief wat bekend staan ​​as Accelerating Campus Excellence, of ACE. Distriksamptenare het honderde duisende ekstra dollars in sewe ACE -kampusse gestort, wat onmiddellik aansienlike akademiese en gedragswins getoon het.

Linda Darden lei haar studente in 'n liedjie om hulle te help om 'n les te onthou tydens leesklasse van die vyfde klas aan die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke was by die verbeteringsinisiatief, bekend as ACE. Umphrey Lee ontvang 'n B-graad onder die staat se akademiese aanspreeklikheidstelsel in 2018-19, die eerste jaar nadat hy uitgebreide ACE-ondersteuning verloor het.

Studente staan ​​in 'n gang tydens klasse by die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke is by die inisiatief wat bekend staan ​​as Accelerating Campus Excellence, of ACE. Umphrey Lee het sy sterk akademiese winste in 2018-19 behou, die eerste jaar sonder uitgebreide ACE-ondersteuning, maar ander kampusse het beduidende agteruitgang beleef.

Die onderwyser van die vierde klas Ariel Taylor, links, omhels haar studente terwyl hulle by die klas aankom by die Dallas ISD Umphrey Lee Elementary School, een van sewe skole wat deelgeneem het aan die eerste jaar van die distrik se eerste jaar van 'n handtekeningkampusomkeerinisiatief, bekend as Accelerating Campus Excellence. , of ACE. Distriksleiers het bykans alle personeellede vervang en finansiële aansporings gebied om opvoeders wat hoog aangeslaan is, onder die ACE-model na lang sukkelende skole te lok.

Allison Varner, vyfde klas wetenskaponderwyser, het interaksie met studente tydens die klasse aan die Dallas ISD Umphrey Lee Elementary School, een van sewe skole wat deelgeneem het aan die eerste jaar van die distrik van 'n handtekening-kampus-omkeerinisiatief bekend as Accelerating Campus Excellence, of GOS.

Studente staan ​​in 'n gang tydens klasse by die Dallas ISD Umphrey Lee Elementary School, wat al lank onder die laagste presteerders in die distrik was totdat die Accelerating Campus Excellence-inisiatief in 2015-16 begin is.

Studente steek hul hande op om vrae te beantwoord tydens klasse aan die Dallas ISD Umphrey Lee Elementary School, wat drie jaar uitgebreide ondersteuning ontvang het en gedurende die tyd aansienlike winste behaal het.

Studente steek hul hande op om vrae te beantwoord in die wiskundeklas van die vierde graad van Courtney Johnson aan die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke was by die verbeteringsinisiatief, bekend as ACE.

Skoolhoof Stephanie McCloud is tydens die klasse in die gang op 'n gang afgebeeld by die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke was by die verbeteringsinisiatief, bekend as ACE. McCloud het voorheen as assistenthoof by Umphrey Lee gedien voordat hy die hoofrol in 2018-19 beklee het, wat administrateurs aangevoer het as rede waarom die kampus sy akademiese winste behou het ondanks die verlies aan uitgebreide finansiële steun daardie jaar.

Na drie agtereenvolgende jare van merkwaardige akademiese groei aan die Billy Earl Dade Middle School, het die lang sukkelende Dallas ISD-kampus in 2018-19 teruggesak na die onderkant van die distrik.

Dade & rsquos val nadat die skoolhoof 'n promosie ontvang het, meer as die helfte van sy onderwysers weg is en Dallas -leiers geld wat op die kampus bestee is, trek deur die distriks- en rsquos -skoolopdraaiprogram, Accelerating Campus Excellence, kortweg ACE.

Dit was vir my 'n wonderlike storieboek, en Edward Turner, 'n jarelange advokaat in die onderwys in Suid -Dallas, het gesê oor die aanvanklike resultate. Maar ldquo, maar aan die einde van die dag gaan dit oor hoe ons hierdie programme sal onderhou en billike hulpbronne aan hierdie skole sal verskaf. & rdquo

Dade en ses ander Dallas-skole met chroniese lae beoordelings het veral gedurende hul drie jaar onder ACE geglimlag, met die toetspunte wat styg en die dissiplinekoerse van studente daal. Op hul beurt het die staat se wetgewers en onderwysleiers die Dallas & rsquo-model aangekondig as bewys dat alle studente uit armoede op hoë vlakke kan presteer as hulle onderrig word deur sterk opvoeders in goed befondsde skole.

'N Ontleding van akademiese en personeeldata toon egter aan dat die eerste skole wat ACE-beleggings gespeen het, gemengde resultate in 2018-19 behaal het, hul eerste jaar sonder ekstra ondersteuning. Die uitkomste dui daarop dat distrikte wat probeer om Dallas se lof en sukses te beoefen, insluitend Aldine ISD en agt ander wat reeds soortgelyke inisiatiewe implementeer, en mdash kan sukkel om hoë prestasie te behou sonder om konsekwent te finansier of aanpassings aan die model te gee.

Terwyl drie van die aanvanklike ACE -skole in Dallas relatief sterk akademiese prestasie behou het, het drie kampusse D- of F -grade onder die staat se akademiese aanspreeklikheidstelsel behaal en met 'n beduidende personeelomset gesukkel. Dallas belê byna $ 1 miljoen per jaar in sommige van sy eerste ACE-kampusse, waarvan 'n deel betaal het vir finansiële aansporings wat aan presterende opvoeders gegee word.

& ldquo Ons het vanaf die eerste jaar van ACE 'n paar wonderlike dinge sien gebeur, en ons het 'n paar moeilike lesse vir ons gesien, & rdquo het gesê Shatara Stokes, Dallas & rsquo -direkteur van skoolleierskap oor die inisiatief. Fundamenteel was die gedagte dat ons tonne en tonne vordering gemaak het, dus die verwagting was dat hulle dit sou kon volhou. & rdquo

Amptenare in Dallas het gesê dat hulle al die lesse en lesse volg, soos om duidelike uitgangskriteria vir kampusse op te stel en om konsekwente skoolleierskap te handhaaf en dit toe te pas op ander ACE -skole. Distriksleiers het in Januarie aangekondig dat hulle van plan is om die ses oorspronklike ACE-kampusse in 2020-21 weer in die program te plaas, met vertroue op 'n geprojekteerde bedrag van $ 28 miljoen van verlede jaar en 'n belangrike hervormingspakket vir rsquos, 'n belangrike skoolfinansiering.

Om programme soos ACE beter te ondersteun, het staatswetgewers 'n finansieringsmeganisme geïmplementeer wat ontwerp is om distrikte wat hoog aangeskrewe opvoeders en mdash gebruik, te beloon, gemeet aan evalueringsrubrieke wat gedeeltelik staatmaak op prestasiegegevens van studente en mdash op hul kampusse met die grootste armoede. Die model beloon tot $ 32 000 vir die onderwysers wat die hoogste gegradeer is op die armste kampusse.

Houston ISD het in 2017-18 'n skoolomkeermodel bekendgestel, bekend as Achieve 180, geloods, maar die distrik het kleiner onderwysersloon as Dallas aangebied en het nie uitgebreide personeelopknappings opgedra nie. Houston het meer geld as Dallas toegewys vir sy inisiatief en ongeveer $ 15 miljoen tot $ 20 miljoen per jaar en mdash, maar versprei die fondse jaarliks ​​oor ongeveer 40 tot 50 skole.

Studente in HISD & rsquos Achiev 180-skole het bo-gemiddelde winste getoon met gestandaardiseerde toetse in vergelyking met hul eweknieë in die distrik en die staat. Toetspunte en dissiplinekoerse het egter aansienlik meer verbeter by Dallas & rsquo ACE -skole as HISD & rsquos Bereik 180 kampusse.


Die sukkelende skole van Dallas ISD het groot winste behaal. Toe gaan die geld weg.

Tweede graad onderwyser Stacy Ray help studente met hul klaswerk aan die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke is by die inisiatief wat bekend staan ​​as Accelerating Campus Excellence, of ACE. Distriksamptenare het honderde duisende ekstra dollars in sewe ACE -kampusse gestort, wat onmiddellik aansienlike akademiese en gedragswins getoon het.

Linda Darden lei haar studente in 'n liedjie om hulle te help om 'n les te onthou tydens leesklasse van die vyfde klas aan die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke was by die verbeteringsinisiatief, bekend as ACE. Umphrey Lee ontvang 'n B-graad onder die staat se akademiese aanspreeklikheidstelsel in 2018-19, die eerste jaar nadat hy uitgebreide ACE-ondersteuning verloor het.

Studente staan ​​in 'n gang tydens klasse by die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke is by die inisiatief wat bekend staan ​​as Accelerating Campus Excellence, of ACE. Umphrey Lee het sy sterk akademiese winste in 2018-19 behou, die eerste jaar sonder uitgebreide ACE-ondersteuning, maar ander kampusse het beduidende agteruitgang beleef.

Die onderwyser van die vierde klas Ariel Taylor, links, omhels haar studente terwyl hulle by die klas aankom by die Dallas ISD Umphrey Lee Elementary School, een van sewe skole wat deelgeneem het aan die eerste jaar van die distrik se eerste jaar van 'n handtekeningkampusomkeerinisiatief, bekend as Accelerating Campus Excellence. , of ACE. Distriksleiers het bykans alle personeellede vervang en finansiële aansporings gebied om opvoeders wat hoog aangeskryf is, onder die ACE-model na lang sukkelende skole te lok.

Allison Varner, vyfde-graad onderwyseres, het interaksie met studente tydens klasse by die Dallas ISD Umphrey Lee Elementary School, een van sewe skole wat deelgeneem het aan die eerste jaar van die distrik se eerste jaar van 'n handtekening-kampus-inisiatief wat bekend staan ​​as Accelerating Campus Excellence, of GOS.

Studente staan ​​in 'n gang tydens klasse by die Dallas ISD Umphrey Lee Elementary School, wat al lank onder die laagste presteerders in die distrik was totdat die Accelerating Campus Excellence-inisiatief in 2015-16 begin is.

Studente steek hul hande op om vrae te beantwoord tydens klasse aan die Dallas ISD Umphrey Lee Elementary School, wat drie jaar uitgebreide ondersteuning ontvang het en gedurende die tyd aansienlike winste behaal het.

Studente steek hul hande op om vrae te beantwoord in die wiskundeklas van die vierde klas van Courtney Johnson aan die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke was by die verbeteringsinisiatief, bekend as ACE.

Skoolhoof Stephanie McCloud is tydens die klasse in die gang op 'n gang afgebeeld by die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke was by die verbeteringsinisiatief, bekend as ACE. McCloud het voorheen as assistenthoof by Umphrey Lee gedien voordat hy die hoofrol in 2018-19 beklee het, wat administrateurs aangevoer het as rede waarom die kampus sy akademiese winste behou het ondanks die verlies aan uitgebreide finansiële steun daardie jaar.

Na drie agtereenvolgende jare van merkwaardige akademiese groei aan die Billy Earl Dade Middle School, het die lang sukkelende Dallas ISD-kampus in 2018-19 teruggesak na die onderkant van die distrik.

Dade & rsquos val nadat die skoolhoof 'n promosie ontvang het, meer as die helfte van sy onderwysers weg is en Dallas -leiers geld wat op die kampus bestee is, trek deur die distriks- en rsquos -skoolopdraaiprogram, Accelerating Campus Excellence, kortweg ACE.

Dit was vir my ongelooflik, regtig 'n storieboek, en Edward Turner, 'n jarelange advokaat vir onderwys in die suide van Dallas, het oor die aanvanklike resultate gesê. Maar ldquo, maar aan die einde van die dag gaan dit oor hoe ons hierdie programme sal onderhou en billike hulpbronne aan hierdie skole kan verskaf. & rdquo

Dade en ses ander Dallas-skole met chroniese lae beoordelings het veral gedurende hul drie jaar onder ACE geglimlag, met die toetspunte wat styg en die dissiplinekoerse van studente daal. Op hul beurt het die staat se wetgewers en onderwysleiers die Dallas & rsquo-model aangekondig as bewys dat alle studente uit armoede op hoë vlakke kan presteer as hulle onderrig word deur sterk opvoeders in goed befondsde skole.

'N Ontleding van akademiese en personeeldata toon egter aan dat die eerste skole wat ACE-beleggings gespeen het, gemengde resultate in 2018-19 behaal het, hul eerste jaar sonder ekstra ondersteuning. Die uitkomste dui daarop dat distrikte wat probeer om 'n baie geprysde sukses van Dallas na te boots, insluitend Aldine ISD en agt ander wat reeds soortgelyke inisiatiewe implementeer, en mdash kan sukkel om hoë prestasie te behou sonder konsekwente finansiering of aanpassings aan die model.

Terwyl drie van die aanvanklike ACE -skole in Dallas relatief sterk akademiese prestasie behou het, het drie kampusse D- of F -grade onder die staat se akademiese aanspreeklikheidstelsel behaal en met 'n beduidende personeelomset gesukkel. Dallas belê byna $ 1 miljoen per jaar in sommige van sy eerste ACE-kampusse, waarvan 'n deel betaal het vir finansiële aansporings wat aan presterende opvoeders gegee word.

& ldquo Ons het vanaf die eerste jaar van ACE 'n paar wonderlike dinge sien gebeur, en ons het 'n paar moeilike lesse vir ons gesien, & rdquo het gesê Shatara Stokes, Dallas & rsquo -direkteur van skoolleierskap oor die inisiatief. Fundamenteel was die gedagte dat ons tonne en tonne vordering gemaak het, dus die verwagting was dat hulle dit sou kon volhou. & rdquo

Amptenare in Dallas het gesê dat hulle reeds die lesse en lesse volg, soos om duidelike uitgangskriteria vir kampusse op te stel en om konsekwente skoolleierskap te handhaaf en dit toe te pas op ander ACE -skole. Distriksleiers het in Januarie aangekondig dat hulle van plan is om die ses oorspronklike ACE-kampusse in 2020-21 weer in die program te plaas, met vertroue op 'n geprojekteerde bedrag van $ 28 miljoen van verlede jaar en 'n belangrike hervormingspakket vir rsquos, 'n belangrike skoolfinansiering.

Om programme soos ACE beter te ondersteun, het staatswetgewers 'n finansieringsmeganisme geïmplementeer wat ontwerp is om distrikte wat hoog aangeskrewe opvoeders en mdash gebruik, te beloon, gemeet aan evalueringsrubrieke, wat gedeeltelik staatmaak op studenteprestasie-data en mdash op hul kampusse met die grootste armoede. Die model beloon tot $ 32 000 vir die onderwysers wat die hoogste gegradeer is op die armste kampusse.

Houston ISD het in 2017-18 'n skoolomkeermodel bekendgestel, bekend as Achieve 180, geloods, maar die distrik het kleiner onderwysaansporings as Dallas aangebied en het nie uitgebreide personeelopknappings opgelê nie. Houston het meer geld as Dallas toegewys vir sy inisiatief en ongeveer $ 15 miljoen tot $ 20 miljoen per jaar en mdash, maar versprei die fondse jaarliks ​​oor ongeveer 40 tot 50 skole.

Studente in HISD & rsquos Achiev 180-skole het bo-gemiddelde winste getoon met gestandaardiseerde toetse in vergelyking met hul eweknieë in die distrik en die staat. Toetspunte en dissiplinekoerse het egter aansienlik meer verbeter by Dallas & rsquo ACE -skole as HISD & rsquos Bereik 180 kampusse.


Die sukkelende skole van Dallas ISD het groot winste behaal. Toe gaan die geld weg.

Tweede graad onderwyser Stacy Ray help studente met hul klaswerk aan die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke is by die inisiatief wat bekend staan ​​as Accelerating Campus Excellence, of ACE. Distriksamptenare het honderde duisende ekstra dollars in sewe ACE -kampusse gestort, wat onmiddellik aansienlike akademiese en gedragswins getoon het.

Linda Darden lei haar studente in 'n liedjie om hulle te help om 'n les te onthou tydens leesklasse van die vyfde klas aan die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke was by die verbeteringsinisiatief, bekend as ACE. Umphrey Lee ontvang 'n B-graad onder die staat se akademiese aanspreeklikheidstelsel in 2018-19, die eerste jaar nadat hy uitgebreide ACE-ondersteuning verloor het.

Studente staan ​​in 'n gang tydens klasse by die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke is by die inisiatief wat bekend staan ​​as Accelerating Campus Excellence, of ACE. Umphrey Lee het sy sterk akademiese winste in 2018-19 behou, die eerste jaar sonder uitgebreide ACE-ondersteuning, maar ander kampusse het beduidende agteruitgang beleef.

Die onderwyser van die vierde klas Ariel Taylor, links, omhels haar studente terwyl hulle by die klas aankom by die Dallas ISD Umphrey Lee Elementary School, een van sewe skole wat deelgeneem het aan die eerste jaar van die distrik se eerste jaar van 'n handtekeningkampusomkeerinisiatief, bekend as Accelerating Campus Excellence. , of ACE. Distriksleiers het bykans alle personeellede vervang en finansiële aansporings gebied om opvoeders wat hoog aangeskryf is, onder die ACE-model na lang sukkelende skole te lok.

Allison Varner, vyfde-graad onderwyseres, het interaksie met studente tydens klasse by die Dallas ISD Umphrey Lee Elementary School, een van sewe skole wat deelgeneem het aan die eerste jaar van die distrik se eerste jaar van 'n handtekening-kampus-inisiatief wat bekend staan ​​as Accelerating Campus Excellence, of GOS.

Studente staan ​​in 'n gang tydens klasse by die Dallas ISD Umphrey Lee Elementary School, wat al lank onder die laagste presteerders in die distrik was totdat die Accelerating Campus Excellence-inisiatief in 2015-16 begin is.

Studente steek hul hande op om vrae te beantwoord tydens klasse aan die Dallas ISD Umphrey Lee Elementary School, wat drie jaar uitgebreide ondersteuning ontvang het en gedurende die tyd aansienlike winste behaal het.

Studente steek hul hande op om vrae te beantwoord in die wiskundeklas van die vierde graad van Courtney Johnson aan die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke was by die verbeteringsinisiatief, bekend as ACE.

Skoolhoof Stephanie McCloud is tydens die klasse in die gang op 'n gang afgebeeld by die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke was by die verbeteringsinisiatief, bekend as ACE. McCloud het voorheen as assistenthoof by Umphrey Lee gedien voordat hy die hoofrol in 2018-19 beklee het, wat administrateurs aangevoer het as rede waarom die kampus sy akademiese winste behou het ondanks die verlies aan uitgebreide finansiële steun daardie jaar.

Na drie agtereenvolgende jare van merkwaardige akademiese groei aan die Billy Earl Dade Middle School, het die lang sukkelende Dallas ISD-kampus in 2018-19 teruggesak na die onderkant van die distrik.

Dade & rsquos val nadat die skoolhoof 'n promosie ontvang het, meer as die helfte van sy onderwysers weg is en Dallas -leiers geld wat op die kampus bestee is, trek deur die distriks- en rsquos -skoolopdraaiprogram, Accelerating Campus Excellence, kortweg ACE.

Dit was vir my 'n wonderlike storieboek, en Edward Turner, 'n jarelange advokaat in die onderwys in Suid -Dallas, het gesê oor die aanvanklike resultate. Maar ldquo, maar aan die einde van die dag gaan dit oor hoe ons hierdie programme sal onderhou en billike hulpbronne aan hierdie skole kan verskaf. & rdquo

Dade en ses ander Dallas-skole met chroniese lae beoordelings het veral gedurende hul drie jaar onder ACE geglimlag, met die toetspunte wat styg en die dissiplinekoerse van studente daal. Op sy beurt het die staat se wetgewers en onderwysleiers die Dallas & rsquo-model aangekondig as bewys dat alle studente uit armoede op hoë vlakke kan presteer as hulle onderrig word deur sterk opvoeders in goed befondsde skole.

'N Ontleding van akademiese en personeeldata toon egter aan dat die eerste skole wat ACE-beleggings gespeen het, gemengde resultate in 2018-19 behaal het, hul eerste jaar sonder ekstra ondersteuning. Die uitkomste dui daarop dat distrikte wat probeer om Dallas se lof en sukses te beoefen, insluitend Aldine ISD en agt ander wat reeds soortgelyke inisiatiewe implementeer, en mdash kan sukkel om hoë prestasie te behou sonder om konsekwent te finansier of aanpassings aan die model te gee.

Terwyl drie van die aanvanklike ACE -skole in Dallas relatief sterk akademiese prestasie behou het, het drie kampusse D- of F -grade onder die staat se akademiese aanspreeklikheidstelsel behaal en met 'n beduidende personeelomset gesukkel. Dallas belê byna $ 1 miljoen per jaar in sommige van sy eerste ACE-kampusse, waarvan 'n deel betaal het vir finansiële aansporings wat aan presterende opvoeders gegee word.

& ldquo Ons het vanaf die eerste jaar van ACE 'n paar wonderlike dinge sien gebeur, en ons het 'n paar moeilike lesse vir ons gesien, & rdquo het gesê Shatara Stokes, Dallas & rsquo -direkteur van skoolleierskap oor die inisiatief. Fundamenteel was die gedagte dat ons tonne en tonne vordering gemaak het, dus die verwagting was dat hulle dit sou kon volhou. & rdquo

Amptenare in Dallas het gesê dat hulle al die lesse en lesse volg, soos om duidelike uitgangskriteria vir kampusse op te stel en om konsekwente skoolleierskap te handhaaf en dit toe te pas op ander ACE -skole. Distriksleiers het in Januarie aangekondig dat hulle van plan is om die ses oorspronklike ACE-kampusse in 2020-21 weer in die program te plaas, met vertroue op 'n geprojekteerde bedrag van $ 28 miljoen van verlede jaar en 'n belangrike hervormingspakket vir rsquos, 'n belangrike skoolfinansiering.

Om programme soos ACE beter te ondersteun, het staatswetgewers 'n finansieringsmeganisme geïmplementeer wat ontwerp is om distrikte wat hoog aangeskrewe opvoeders en mdash gebruik, te beloon, gemeet aan evalueringsrubrieke wat gedeeltelik staatmaak op prestasiegegevens van studente en mdash op hul kampusse met die grootste armoede. Die model beloon tot $ 32 000 vir die onderwysers wat die hoogste gegradeer is op die armste kampusse.

Houston ISD het in 2017-18 'n skoolomkeermodel bekendgestel, bekend as Achieve 180, geloods, maar die distrik het kleiner onderwysersloon as Dallas aangebied en het nie uitgebreide personeelopknappings opgedra nie. Houston het meer geld as Dallas bewillig vir sy inisiatief en ongeveer $ 15 miljoen tot $ 20 miljoen per jaar en mdash, maar versprei die fondse jaarliks ​​oor ongeveer 40 tot 50 skole.

Studente in HISD & rsquos Achiev 180-skole het bo-gemiddelde winste getoon met gestandaardiseerde toetse in vergelyking met hul eweknieë in die distrik en die staat. Toetspunte en dissiplinekoerse het egter aansienlik meer verbeter by Dallas & rsquo ACE -skole as HISD & rsquos Bereik 180 kampusse.


Die sukkelende skole van Dallas ISD het groot winste behaal. Toe gaan die geld weg.

Tweede graad onderwyser Stacy Ray help studente met hul klaswerk aan die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke is by die inisiatief wat bekend staan ​​as Accelerating Campus Excellence, of ACE. Distriksamptenare het honderde duisende ekstra dollars in sewe ACE -kampusse gestort, wat onmiddellik aansienlike akademiese en gedragswins getoon het.

Linda Darden lei haar studente in 'n liedjie om hulle te help om 'n les te onthou tydens leesklasse van die vyfde klas aan die Dallas ISD Umphrey Lee Elementary School, een van die distrik se kenmerkende omkeerskole wat betrokke was by die verbeteringsinisiatief, bekend as ACE. Umphrey Lee ontvang 'n B-graad onder die staat se akademiese aanspreeklikheidstelsel in 2018-19, die eerste jaar nadat hy uitgebreide ACE-ondersteuning verloor het.

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.


Kyk die video: Inside MahaNakhon CUBE - DEAN u0026 DELUCA (Junie 2022).