Instruct: Given a question, retrieve relevant passages that answer the question.
Query: Who is head of the American Indian Model Schools system?
In 2004 Jorge Lopez took control of the school. At the time its Academic Performance Index (API) was 650. Lopez received guidance from Ben Chavis, head of the American Indian Model Schools, and established a system similar to the system of American Indian Public Charter School at Oakland Charter Academy. In late September 2007 the Oakland Charter Academy became the second public school in Oakland to win the National Blue Ribbon award. Oakland Charter High School opened in 2007.
The AIM system was established in 2007, expanding to an additional two charter schools: another middle school and a high school. The schools were recognized for academic performance, but controversy was generated by Chavis's discipline system and treatment of both students and faculty. He resigned in 2007 but retained influence at the schools.
The system had its origins in laws enacted before Confederation, but was primarily active from the passage of the Indian Act in 1876. An amendment to the Indian Act in 1884 made attendance at day schools, industrial schools, or residential schools compulsory for First Nations children. Due to the remote nature of many communities, school locations meant that for some families residential schools were the only way to comply. The schools were intentionally located at substantial distances from Indigenous communities to minimize contact between families and their children. Indian Commissioner Hayter Reed argued for schools at greater distances to reduce family visits, which he thought counteracted efforts to civilize Indigenous children. Parental visits were further restricted by the use of a pass system designed to confine Indigenous peoples to reserves. The last federally operated residential school closed in 1996. Schools operated in every province and territory with the exception of New Brunswick and Prince Edward Island.
The school first opened in 1995; the State of Massachusetts allowed the formation of charter schools in 1993. It was co-founded by several area figures, including the former Horace Mann Foundation executive director, Dr. Robert Gaudet. Its initial location was in Downtown Boston. Edison Schools (now EdisonLearning) operated the school by contract. In its first year it had 637 students in elementary grades. The school administration hoped to have the student body increase up to 1,265 students. Edison Schools hoped to establish a model school so that it could repeat this model in other parts of the U.S. The school administration envisioned that the school would cover grades Kindergarten through 12.
At the beginning of each home football game, the school Indian, or student mascot, rides a horse across the field and throws a spear midfield. Although many think that the idea was borrowed from Florida State University, in fact it is opposite that, as accounted for by the former football coach and athletic director, Wyman Townsel. Ann Bowden, wife of Florida State University football coach, Bobby Bowden, attended a Choctaw football game in the 1970s, saw the horse run, and told her husband that it would be a good idea for FSU.
The Spanish Indian Residential Schools were part of the Canadian Indian residential school system and one of the 130 schools for First Nations, Métis, and Inuit children that operated in Canada between 1874 and 1996. Operated by the Jesuits of English Canada, the Daughters of the Heart of Mary and the Government of Canada the residential schools operated in Spanish, Ontario from 1913 to 1965.
The Indian Residential Schools Settlement Agreement (IRSSA) is an agreement between the Government of Canada and approximately 86,000 Native Canadians who at some point were enrolled as children in the Canadian Indian residential school system, a system which was in place between 1879 and 1996. The IRSSA recognized the damage inflicted by the residential schools and established a $2 billion compensation package for all former IRS students and, in particular, those who had been abused or otherwise harmed. The agreement, announced in 2006, was the largest class action settlement in Canadian history. As of December 2012 a total of $1.62 billion has been paid to 78,750 former students.
Schooling for children living in poverty was a concern of many of the Chief Inspectors of the TPSB, including Inspector Hughes. He and others campaigned for the passage of legislation to allow for the creation of industrial schools, similar to those created in England. In the meantime, a class for expelled students was created in a church mission run by theAnglican Grace Church. The space was provided for free by the church and the class was staffed by the TPSB, who provided Esther Frances How who would go on to be widely remembered for her work at the school. Although the Ontario Industrial Schools Act was passed in 1874, industrial schools were not built in Toronto until 1887 when the province provided funding to support the construction of such schools. The first two industrial schools in Toronto were the Victoria Industrial School for Boys and the Alexandra School for Girls. The schools were both part of the Industrial Schools Association of Toronto.
Catholic Missionaries were sent to convert First Nations children to Christianity. By 1891, the first group of students were sent to receive a so-called "formal" education. The program continued for the next six decades until a point when Native children were allowed into the public school system. Ninety years after the start of the Residential School program, the mission school closed circa 1981. Throughout that period, Indian agents were empowered to remove children from homes to attend St. Joseph's Mission school in 150 Mile House. This led some to attempt to hide their children by sneaking out to hunting grounds or fields. Children fled the schools, and within the first 30 years, three investigations on the physical abuse and malnutrition were conducted; however, the Natives were said to be "wild", deserving the treatment.
The Department of Indian Affairs and Northern Development (DIAND), referred to by its applied title under the "Federal Identity Program" as Indigenous and Northern Affairs Canada (INAC), (, AANC), is the department of the government of Canada with responsibility for policies relating to Aboriginal peoples in Canada, that comprise the First Nations, Inuit, and Métis.
Charter schools are independent public schools which are exempt from many of the state and local regulations which govern most public schools. These exemptions grant charter schools some autonomy and flexibility with decision-making, such as teacher union contracts, hiring, and curriculum. In return, charter schools are subject to stricter accountability on spending and academic performance. The majority of states (and the District of Columbia) have charter school laws, though they vary in how charter schools are approved. Minnesota was the first state to have a charter school law and the first charter school in the United States, City Academy High School, opened in St. Paul, Minnesota in 1992. The prevalence of charter schools has increased with the support of the Obama Administration. Under the Administration, the Department of Education has provided funding incentives to states and school districts that increase the number of charter schools.
The George Gordon First Nation was the location of Gordon Indian Residential School, the longest-running residential school in Canada. The Anglican Church of Canada established a day school on Gordon’s Reserve in 1876. It was expanded in 1888 to provide housing to students attending the school. In 1929 the school was destroyed by fire and eventually rebuilt. Problems with water supply and maintenance led to its being closed for much of the time between 1947 and 1953. The school was closed in 1996. Children attending Gordon Indian Residential School were reported to have suffered various forms of abuse, inflicting severe damage to the Gordon community. The schools have been proven to have facilitated the abuse of children under their care. The federal government knew of these abuses, and has since apologized and paid compensation to the victims. The extent of the damage done to these communities is still yet known. The residential school system is widely regarded as cultural genocide, due to the action of destroying Indigenous culture, language, and religion, as well as the intent to do so. On the reserve, the Gordon Recovery and Wellness Centre provides services and support to the victims of the abuse that occurred during the Residential School System.
Issues of local control. The planned variation aspect of "Follow Through" was thought to be beneficial—perhaps superior—to other forms of experimentation (e.g., selection of sites based on randomized assignment) because it would give local communities and schools an element of ownership integral to the successful implementation of the models. Despite the planned variation design, local communities in many sites were nevertheless deeply critical of the program. In some ways, criticism of "Follow Through" had preceded directly from Head Start. Ostensibly, the social service purpose and goals of the Head Start program were clearer than those of the "Follow Through" evaluation. Nevertheless, community leaders had felt that Head Start did not give enough decision-making responsibility to parents and community members. Local interests wanted to make curricular decisions, including the changing of facets of some program models Evans cautioned that "educational communities and contexts vary", which can have a direct effect on the implementation of a model. More problematic, however, is Elmore's and Hill's assertions that the "Follow Through" models interfered with local teaching methods and practices. As Elmore writes, "for "Follow Through", the problem was how to implement program variations in a system where most day-to-day decisions about program content are made at the school or classroom level". Rhine "et al." suggest that it is difficult to get teachers to modify their behavior. And if the objective of changing behavior is achieved, teachers feel little ownership on the model—a decidedly dubious investment. What inevitably seems to happen is that teachers reject programs outright, while others "surrender to the program".
Hampden–Sydney enrolls approximately 1,100 students from 30 states and several foreign countries and emphasizes a rigorous, traditional liberal arts curriculum.Along with Wabash College and Morehouse College, Hampden–Sydney is one of only three remaining traditional all-male colleges in the United States and is noted as a highly regarded all-male institution of higher education in North America. The school's mission is to "form good men and good citizens in an atmosphere of sound learning". As such, Hampden–Sydney has one of the strictest honor codes of any college or university. Upon entering as a student, each man pledges for life that he will not lie, cheat, steal, nor tolerate those who do. The pledge takes place during a ceremony in which the entering class sits in absolute silence while each man, when his name is called, comes forward and signs the pledge. This simply worded code of behavior applies to the students on and off campus. The Honor Code system is student-run, allowing for a trial of peers, adjudicated by a court of students. Students convicted of an honor offense face anywhere between 1 and 3 semesters of suspension or expulsion. Notably, a separate Code of Student Conduct covers "behavioral" infractions such as attempting to drink underage that do not rise to the level of an honor offense (which only arise if deception or theft is involved). Thus, in effect, a two-tier system of student discipline is maintained; the Code of Student Conduct (regarding policies on parking or drinking) is enforced by the Dean of Students' Office with the help of the Student Court while the Honor Code system (with more serious penalties for lying, cheating, or stealing) is maintained exclusively by the students themselves. Though grievous violation of the Code of Student Conduct may result in expulsion, it is rare that any student is expelled except by sentencing of the Honor Court.
The School of Professional and Continuing Studies offers degree programs in human services and has seven satellite campuses located throughout the country, as well as representation on the main College campus in Springfield, Massachusetts. Its campuses are located in Boston, Mass.; Houston, Texas; Milwaukee, Wisconsin; St. Johnsbury, Vermont; Tampa, Florida; Springfield, Massachusetts; and Wilmington, Delaware. The human services programs came to Springfield College in 1988, when they were acquired from Southern New Hampshire University (then known as New Hampshire College).
The Assemblies of God in India is a Pentecostal Christian denomination in India and a member of the World Assemblies of God Fellowship. The Assemblies of God in India has 8,000 churches and operates many institutions across the country. The fellowship hosted the 2011 AG World Congress, the worldwide gathering of Assemblies of God leaders. Bishop Dr. David Mohan, Senior Pastor of New Life Assembly of God Church in Chennai who is also the Patron of The Synod of Pentecostal Churches http://thesynodofpentecostalchurches.org , is the current General Superintendent of the Assemblies of God of India.
The U.S. Air Force Academy Preparatory School—usually referred to as "the Prep School" or "The P School"—was established in May 1961. The school's founder and first commander was Colonel Lee Charles Black. It is located on the campus of the United States Air Force Academy near the Community Center. The Prep School's mission is to prepare, motivate, and evaluate for admission to and success at the Air Force Academy. Students at the prep school are referred to as "cadet candidates" or more informally as "preppies."
The Toronto District School Board (TDSB) operates 588 public schools. Of these, 451 are elementary and 116 are secondary (high) schools. Additionally, the Toronto Catholic District School Board manages the city's publicly funded Roman Catholic schools, while the Conseil scolaire Viamonde and the Conseil scolaire catholique MonAvenir manage public and Roman Catholic French-language schools, respectively. There are also numerous private university-preparatory schools including the University of Toronto Schools, the Upper Canada College and Havergal College.
The Canadian Indian Act, in defining the rights of people of recognized First Nations, refers to them as "Indians". The responsible federal government department was the Department of Indian Affairs and Northern Development, now Indigenous and Northern Affairs Canada, headed by the Minister of Indigenous and Northern Affairs. The Act officially recognizes people commonly known as "Status Indians", although "Registered Indian" is the official term for those on the Indian Register. Lands set aside for the use of First Nations are officially known as Indian reserves. The word "band" persists in band government.
Wisler "et al", in their review of the "Follow Through" experience, wrote that it was likely that no other educational data has been examined more extensively, excepting the Equality of Educational Opportunity Survey. At least three major reevaluations of the "Follow Through" data exist in the literature: House, "et al." (1978); Bereiter and Kurland (1981); and Kennedy (1981). All largely confirm the original statistical analysis conducted by Abt Associates. Generally, the consensus among most researchers is that structured models tended to perform better than unstructured ones, and that the Direct Instruction and Behavior Analysis models performed better on the instruments employed than did the other models.) Most critiques of the "Follow Through" experiment have tended to focus on the operational and design problems that plagued the experiment. In particular, these critiques note that there was more variation within a particular model than there was from model to model. This problem has largely been attributed to the problem of how to measure the effectiveness of a particular implementation; the measures used were largely qualitative and anecdotal. In some instances, sites were included in the analysis that had ceased to implement specific models, or the model sponsors had serious reservations about the way particular models were implemented.
Most students from Toronto receive their primary and secondary education via the public school system, operated by school boards funded by the province via provincial income tax and federal financial transfers to the provincial government. The Toronto District School Board (TDSB) is a public secular English-first language school board. TDSB is the city's largest public school board in the country, operating 451 public schools and 102 secondary or high schools. Other public school boards in Toronto include the Toronto Catholic District School Board (TCDSB), a separate English-first language school board; Conseil scolaire Viamonde (CSV), a secular French-first language school board; and Conseil scolaire catholique MonAvenir, a separate French-first language school board. In addition to schools operated by public school boards, the city is also home to a number of private schools.
In 2000 Chavis became the head of the school. He fired most of the school's employees and eliminated the Native American cultural classes. Chavis said that he recruited new teachers who had "strong" academic backgrounds and "didn't see the students as victims, even though their lives often are incredibly difficult." By 2001, he had replaced all but one teacher.
By 2002 the school's enrollment tripled, and its test scores were increasing. For the school year 2006-2007, Chavis and his board founded the American Indian Model School system, adding the American Indian Charter High School with the beginning of the school year in September 2006.
A poster in the AIPCS hallway included a quote from Chavis, saying "You do outstanding things here and you'll be treated outstanding. You act like a fool and you'll be treated like one." Landsberg said in 2009 that the concept was still active at AIMS schools, but had been "toned down" since Chavis left his post as head of the system.
In 2007, the AIPCS board expanded its operation, and founded the American Indian Model Schools system (see related article.) It opened a second middle school campus, AIPCS II, and a high school, the American Indian Public High School (AIPHS). In the same year, Chavis resigned as head of school after several controversies, but he was retained by the board in an executive role until January 2012.
On March 20, 2013, the Oakland School Board in a 4 - 3 vote decided to revoke the three schools' charters. This included the charter for the AIPCS elementary school attended by Chavis' own children. On July 15, 2013, Alameda County Superior Court Judge Evelio Grillo granted the school system a preliminary injunction, allowing all three campuses to remain open.