Quotes About Schools

The foundation for future prosperity is built on the bedrock of good jobs and great schools. We are building a strong foundation one job at a time and one educated Texan at a time.

After the services, the many flower offerings sent in Cody's memory were taken to the headquarters of the Denver Flower Girls Association, where they were dismantled, so that each of the several thousand children in the grade schools of Denver could be given a souvenir flower.

es una vieja máxima de las escuelas / que la adulación es el alimento de los tontos».

His rebelliousness began to appear in the first of the two schools, flared up strongly soon after he entered the second, and continued to develop. By the time he left the seminary in 1899 he was a committed revolutionary, in revolt against that great punitive system of paternalistic authority known as tsarism.

institutions such as schools, churches, governments and political organizations of every sort all tended to direct thought for ends other than truth, for the perpetuation of their own functions, and for the control of individuals in the service of these functions.

He felt that institutions such as schools, churches, governments and political organizations of every sort all tended to direct thought for ends other than truth, for the perpetuation of their own functions, and for the control of individuals in the service of these functions. He came to see his early failure as a lucky break, an accidental escape from a trap that had been set for him, and he was very trap-wary about institutional truths for the remainder of his time.

He felt that institutions such as schools, churches, governments and political organizations of every sort all tended to direct thought for ends other than truth, for the perpetuation of their own functions, and for the control of individuals in the service of these functions.

Prices go up because of greed and fear caused by ignorance. If schools taught people about money, there would be more money and lower prices. But schools focus only on teaching people to work for money, not how to harness money's power.

The No Child Left Behind Program was an incentive to the schools to get their kids up to snuff on math and science and reading.

It was generally believed that Catholics were not interested in arts and science graduate schools. They weren't going to be intellectuals. And so I put the theses to the test. And they all collapsed.

The gap in education in this country, the unfairness of the schools, is one of the great unfairness in this society.

We cannot go beyond the consumer society unless we first understand that obligatory public schools inevitably reproduce such a society, no matter what is taught in them.

By refusing to accept white dominance in our schools, places of work, communities, and, yes, among those whites who consider us friends, we both show a due regard for our humanity and often convey enlightenment to whites deeply immersed in the still-widespread, deeply held beliefs of a white-dominated society.

Grants to universities doubled, and a federal technical and vocational training program expanded schools and kept hundreds of thousands of students from an overcrowded labour market.

NAEP is central to any discussion of whether American students and the public schools they attend are doing well or badly. It has measured reading and math and other subjects over time. It is administered to samples of students; no one knows who will take it, no one can prepare to take it, no one takes the whole test. There are no stakes attached to NAEP; no student ever gets a test score.

What I had come to understand was that the root cause of poor performance in schools is not 'bad schools' or 'bad teachers' but poverty. Closing schools and firing their teachers and principals does not help students. If anything, it introduces damaging instability into their lives. The privatizers hail disruption and call it 'creative,' but it is neither creative nor beneficial.

Schools need stability, adequate resources, well-prepared and experienced educators, community support, and a clear vision of what good education is.

Perhaps the greatest obstacle to systemic reform was that it required numerous stakeholders - textbook publishers, test publishers, schools of education, and so on - to change, which turned out to be an insurmountable political obstacle.

As we seek to reform our schools, we must take care to do no harm.

By picking a few winners, the Race to the Top competition abandoned the traditional idea of equality of educational opportunity, where federal aid favored districts and schools that enrolled students with the highest needs.

The reviewers found that the high attrition of TFA teachers presented a problem for schools and districts: "From a school-wide perspective, the high turnover of TFA teachers is costly. Recruiting and training replacements for teachers who leave involves financial costs, and the higher achievement gains associated

The shrewd guess, the fertile hypothesis, the courageous leap to a tentative conclusion-these are the most valuable coins of the thinker at work. But in most schools guessing is heavily penalized and is associated somehow with laziness.

All art is only done by the individual. The individual is all you ever have and all schools only serve to classify their members as failures.

I wanted to reimagine the role, in a way that was respectful of its traditional responsibilities but made them part of a wider pattern of poetry about national incidents, events, preoccupations and to spend a great deal of time going to schools trying to demystify poetry.