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School organizational models. School organizational models are methods of structuring the curriculum, functions, and facilities for schools, colleges, and universities. The organizing of teaching and learning has been structured since the first educational institutions were established. With greater specialization and expertise in a particular ...
Most public and private elementary and middle schools have either a PTA (public schools only), a parent–teacher organization (PTO), or an equivalent local organization. These organizations also exist, although less frequently, at high schools and preschools. Every person who joins a local PTA automatically becomes a member of both the state's ...
The National Association of Independent Schools (NAIS) is a U.S. -based membership organization for private, nonprofit, K-12 schools. Founded in 1962, NAIS represents independent schools and associations in the United States, including day, boarding, and day/boarding schools; elementary and secondary schools; boys', girls', and coeducational ...
Charter schools are publicly funded schools that operate independently from their local district. [5] Charter schools are often operated and maintained by a charter management organization (CMO). CMOs are typically non-profit organizations and provide centralized services for a group of charter schools. [6]
Phillips Exeter Academy (often called Exeter or PEA) is a coeducational university preparatory private school for boarding and day students in grades 9 through 12, including postgraduate students. Located in Exeter, New Hampshire, near Boston in the northeastern United States, it has been well-known and well-regarded since its founding in 1781 ...
Harmony Public Schools is the largest charter management organization in Texas with seventy campuses serving students in kindergarten through 12th grade. The headquarters are located in Southwest Management District (formerly Greater Sharpstown), Houston, Texas, [3] In 2020, Harmony managed charter schools enrolling 40,000 students. [2]: 87.
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