Sentences with phrase «affluent students who»

There «s a lot of talk in Connecticut about closing the achievement gap between affluent students who are predominately white and poor students who are predominately black or brown, but there have been no effective actions taken and none are on the horizon.

Another thorny issue is demographics: Some critics charge that any documented learning gains can be attributed to the increase in white, affluent students who now enroll in DCPS.

Some of our CMO schools are beginning to close the achievement gap; their students perform better than affluent students who traditionally outperform low - income students by a significant margin.

The critical - thinking gap between field trip students from rural and high - poverty schools and similar students who didn't go on the trip was significantly larger than the gap between affluent students who went and affluent students who didn't go.

Affluent students who receive a top - notch education may acquire this skill as a matter of course, but this capacity is often lacking among low - income students who attend struggling schools — holding out the hopeful possibility that retrieval practice could actually begin to close achievement gaps between the advantaged and the underprivileged.

Not exact matches

O'Malley has been writing, not about college professors or committed adult Christians (or about those, like myself, who are faithful readers of First Things), but about teenagers» American high school students, primarily those from middle «class and affluent families, who are the objects of Catholic «catechesis.»

Heckman's thinking informs the book, which includes many examples of failing disadvantaged students who turned things around by acquiring character skills that substituted for the social safety net enjoyed by affluent students.

Next we heard from Mark Terry, who gave a compelling comparison of his old school district — a low SES urban district with a high ELL population, an 85 % free / reduced qualifying rate, and a high need for meal and nutrition education services — and his current district, which is more affluent with a much lower free / reduced qualification rate and a community of parents who have high expectations for student success and a healthy lifestyle.

So while there's clearly room for improvement in Greene, it feels unfair to compare it to a county which places an unusually high value on exceptional school food, has a student population better conditioned to accept such food, and has affluent parents who can pay the higher price tag that comes with it.

So is the achievement gap between students who come from poor backgrounds and their more affluent peers.

This rich men dating site contains several profiles of young students and attractive women, who are looking out for a wealthy and affluent lifestyle.

The city's many impoverished African American and Hispanic students continue to lag far behind their white counterparts, who typically live in much more affluent families.

Mostly affluent and white, the 350 students who attend his schools have histories of drug abuse, drinking, violence, prostitution, and attempted suicide, among other problems.

Everyone likes the idea of boosting the number of effective teachers in schools with large numbers of poor and minority students, but in his testimony before the committee, Ed Next executive editor Rick Hess had a few warnings for those who think the obvious course of action is to encourage states and districts to move effective teachers out of schools with affluent kids and into schools with poor kids.

If that is the case, studying New York City students, who arguably come from less advantaged backgrounds than, say, the students in New York City suburbs, may have led us to find a larger middle - school effect than had we followed a more - affluent student population.

She found that, in states with the largest number of students opting out of state tests, the students opting out were mostly white and affluent, and that a large percentage of students opting out were 11th graders who were also taking college prep and AP exams in the spring.

He frequently contrasts the dismal material circumstances of their lives with those of affluent white students who live elsewhere.

He suggests that schools can have only a limited influence on closing the achievement gap between students who live in poverty and their more affluent peers unless school improvement is combined with broader social and economic reforms.

Taking into account place and location, «Background to Success» suggested that students who lived in poor neighbourhoods were less likely to go on to advanced level courses than students who lived in more affluent neighbourhoods.

This is particularly important for low - income students, who tend to learn most content in school and, unlike affluent children of college - educated parents, generally do not get to benefit from trips to museums, story times at the library, and other opportunities.

Though they all wrestle with personal problems — for example, the affluent student suffers from depression brought on by the death of his father, who suffered from a drug addiction — their experiences within school vary in predictable ways.

These recognitions favor high schools that are selective or serve students who are affluent.

We have found this to be particularly true when students from affluent contexts talk about people who have featured in Paul Salopek's reporting, but it can also happen when they talk about peers on the Out of Eden Learn platform.

Caroline Hoxby's «remarkable study» of New York City's charters, as John Merrow describes it (see here) would surely suggest that they do: «The lottery winners [those who attended the charters] went to 48 public charter schools, and those who finished 8th grade performed nearly as well as students in affluent suburban districts, closing what the researchers call the «Harlem - Scarsdale achievement gap» by 86 percent in math and about two - thirds in English.»

By high school, those leaders assert, their students will be learning at a level just as sophisticated as the children of affluent American families who attend schools like St. Mark's.

In fact, I believe low - income students who have fewer opportunities outside of school need integrated learning that builds academic, social, and emotional skills even more than their more affluent peers.

We found that a teacher receives a higher value - added score when he is teaching students who are already higher - achieving, more affluent and more versed in English than when he is assigned large numbers of new English learners and students with fewer educational advantages.

It's time we set the record straight: Charter schools are doing important work to raise the level of performance for children who need it the most and to close the achievement gap between our inner - city students and those in our more affluent communities.

By providing resources to schools without factoring in the role of outside dollars, Washington allows the most affluent students and their schools to receive more money than the students and schools who have the highest need.

Although 69 % of students who applied for the DC vouchers lived in wards 1, 5, 7, and 8 (the least affluent areas of the city), only 40 % of DC voucher schools are located there.

By making almost $ 150 billion in cuts to grant aid, student loans and work study, the budget would increase the debt of millions of students and make it harder for many to repay — thereby further reducing college access and upward mobility for college graduates, particularly those who come from less affluent families.

You might recall from a post I released approximately 1.5 years ago a story about how a person who self - identifies as «Virginia SGP,» who is also now known as Brian Davison — a parent of two public school students in the affluent Loudoun, Virginia area (hereafter referred to as Virginia SGP), sued the state of Virginia in an attempt to force the release of teachers» student growth percentile (SGP) data for all teachers across the state.

«Our gaps between affluent and high - poverty students are not closing and we are not catching our kids who are behind up at nearly the rate we need to.»

Students who are not fluent in English and whose parents are not college educated and have low incomes generally fare worse on standardized tests than students who come from more affluent backgrounds and whose parents are highly eStudents who are not fluent in English and whose parents are not college educated and have low incomes generally fare worse on standardized tests than students who come from more affluent backgrounds and whose parents are highly estudents who come from more affluent backgrounds and whose parents are highly educated.

In addition, a school serving low - income students of color is overseen by a nonelected board whose president lives not in Milwaukee but in an affluent white suburb, and who does not have an educational background but is head of the chamber of commerce.

It's easy to think that the main difference between students who come from poverty and their more affluent peers is their exposure to learning opportunities.

She also dragged out the tired argument that the gap between rich and poor will be exacerbated by «giving a public subsidy to affluent families that choose elite private schools, which are unlikely to admit students who struggle academically or can not afford tuition even with a voucher.»

She includes inspiring stories from around the world — of resistance workers who organize to overthrow a dictatorship in Serbia; of groups of families who deepen their religious beliefs in affluent suburbia; of a sisterhood of lower - class women who train to become health workers in rural India; of study groups that raise the calculus achievement of black and Hispanic students on college campuses.

The impact can be especially consequential for economically disadvantaged students, who tend to enter school trailing behind their more affluent peers academically, continue to lag as they proceed through each grade, and have fewer opportunities outside of school for learning.

But historically they've been geared more toward affluent and middle - class students who want to learn another language, said Eddie Caballero, Sherman's principal.

This makes the new goal set by the major charter school networks, to grade themselves on the percentage of their students who go on to earn four - year college degrees in six years, all the more radical — especially given the fact that these networks educate low - income, minority students, whose college graduation rates pale in comparison to their more affluent white peers — a mere 9 percent earning degrees within six years, compared with 77 percent of students from high - income families as of 2015.

We welcome articles on serving immigrant students, ELLs, and homeless youth; solutions for resource shortages in rural areas; and supports for low - income students who attend relatively affluent suburban schools.

While the school system's more affluent elementary schools could boast of dozens of students who were identified as gifted, the gifted enrollment at some of Seminole's poorer schools could be counted on one hand, with fingers left over.

This is particularly important for low - income students, who tend to learn most content in school and, unlike affluent children of college - educated parents, generally do not benefit from trips to museums, story times at the library, and other opportunities.

But the bottom line is that our schools are continuing to fail many students who enter with the greatest deficits, and we need to find a way to bring their knowledge and vocabulary closer to the level of their affluent peers.

However, research published in 2006 on families in five major U.S. cities who used the federal Moving to Opportunity housing voucher program to transplant from public housing to more affluent neighborhoods concluded that living among the more affluent had no significant impact on student test scores, behavioral incidents or student engagement.

Children — nearly three - quarters were black — who moved into and attended schools in more affluent neighborhoods outperformed comparable children who attended schools with higher proportions of low - income students (Schwartz, 2010).

That test - focused approach served to highlight the vast difference in scores between more affluent students — who, in D.C., are almost all white — and poor and minority students.

This year's NAEP results show persistent achievement gaps between students of color and from low income families and their peers who are White or from more affluent families.

More important than standardized test scores, the quality of the education that students who are educated with a Common Core curriculum have is vastly inferior to the education that other students in affluent suburbs and independent, private schools have.