Sentences with phrase «american than white students»

For the first time, more Asian - American than white students have been admitted to the University of California system.

Not exact matches

Many more African - American and Latino students are failing than their white counterparts, however.

Their findings, published in American Psychologist (September 2004), demonstrated that although those who declined enrollment in the Meyerhoff Program often attended highly regarded HBCUs and Ivy League institutions, they were significantly less likely than Meyerhoff students to pursue and complete science Ph.D. s or M.D. / Ph.D. s. «If current Ph.D. receipt rates of program graduates continue,» Hrabowski says in American Psychologist, «UMBC will in all likelihood become the leading predominantly white baccalaureate - origin university for black STEM Ph.D. s in the nation.»

He writes, «In the University of Michigan undergraduate case, Gratz v. Bollinger, Justice Ruth Bader Ginsburg, joined by Justices David H. Souter and Stephen Breyer, supported affirmative action with data finding that African - American and Hispanic students have higher poverty rates than white students (22.1 percent and 21.2 percent compared with 7.5 percent), and that black and Latino students «are all too often educated in poverty - stricken and underperforming institutions.»»

But, when these predictors are part of the analyses, it demonstrates that African - American men and women attain higher educational levels than white students with the same high school GPA and background characteristics.

To find what gives Asian - Americans a leg up, a team of sociologists scoured two long - term surveys covering more than 5000 U.S. Asian and white students.

Also, more American black students — irrespective of their class or background — will set off on this education path than their white counterparts.

The American Gap Association says that 84 percent of gappers are white (compared with 50 percent of students enrolled in high schools nationally) and 18 percent come from households that earn more than $ 200,000 annually.

The most striking changes occurred at the bottom of the distribution, as the share of African American students attending schools with fewer than 5 percent white students fell by more than 50 percent after 1968.

Although African Americans with GPAs as high as 3.5 continue to have more friends than those with lower grades, the rate of increase is no longer as great as among white students.

• Debt and default among black or African - American college students is at crisis levels, and even a bachelor's degree is no guarantee of security: black BA graduates default at five times the rate of white BA graduates (21 versus 4 percent), and are more likely to default than white dropouts.

While the 42 percent rate of math proficiency for U.S. white students is much higher than the averages for students from African American and Hispanic backgrounds, U.S. white students are still surpassed by all students in 16 other countries.

However, white students had a higher participation rate than Hispanic and African American students, and higher - performing students participated at higher rates.

Empowering parents is one of the best ways to combat the persistent finding that black children are statistically more likely than white children to be designated as special education students, according to the National Association for the Education of African American Children with Learning Disabilities.

In both reading and math, while the absolute performance of white students in Houston is higher than that of Hispanics and African - Americans, it is clear that the upward trend in performance for minority students in Houston is steeper than that of whites.

More troublingly, we also find that white teachers, who comprise the vast majority of American educators, have far lower expectations for black students than they do for similarly situated white students.

Moreover, the reason for a school's failure to win an award was often not that African - American and Latino students were lagging behind, but that white non-Hispanic students experienced slower growth in achievement: the average school with multiple racial subgroups witnessed larger gains for African - American and Latino students than for white students.

So according to the kids themselves, compared with white students, African American pupils are more than twice as likely to get into fights at school and almost twice as likely to get to class late.

In North Carolina, where there are no separate racial targets, African - American and Latino students experienced slightly higher improvements in proficiency than white non-Hispanic youth.

African American students were 2.2 times more likely to say «yes» than white students.

African - American students are far more likely than their white peers to receive a subpar education, in larger classes taught by unqualified teachers in decaying buildings, according to the National Association for the Advancement of Colored People.

African - American twelfth - graders are 2.6 times likelier to score below the proficient level on the NAEP reading exam than are white students.

In your district, African American students are three times more likely to live in poverty than white students and more than twice as likely to get into fights at school.

One experimental study in 2014 by Anne Gregory and colleagues found that teachers in the MTP program suspended students less often than teachers in the control group, and when suspensions did occur, MTP teachers had equal suspension rates for African American and white students.

And African American and Latino students are three times more likely to be suspended than their white peers, according to 2014 data from the U.S. Department of Education's Office of Civil Rights.

And the school - to - prison pipeline is a serious and legitimate concern with a study this year indicating that southern states suspend and expel African - American students at a significantly higher rate than white students.

Prior research by William Howell and Paul Peterson suggested that the reason low - income inner - city African Americans benefit most from private - school choice is that moving to the new school represents a more dramatic improvement in the school environment for them than for less - disadvantaged white and Hispanic students.

In particular, African American students constitute more than 80 percent of all voucher users and of our analysis sample, white students approximately 10 percent of both samples, and Hispanic students less than 5 percent of either sample.

The study found that African - American students in Connecticut, Mississippi, South Carolina, North Carolina, and Nebraska are more than four times as likely to be identified as mentally retarded than white students living in those states.

For instance, because there was greater between - school variance in outcomes for African American students than for white students (especially in the South), Coleman concluded that black students would be more responsive to school differences.

African - American students in Kentucky, Montana, Utah, and Minnesota were three times more likely to be identified as emotionally disturbed while black students in Louisiana, Washington, Oregon, West Virginia, and North Carolina were more than twice as likely as white students to be targeted for such special programs.

Over 50 years since the Civil Rights Era, there is perhaps no issue in American education more intractable or more painful than the persistent gaps in educational outcomes between black and brown students and their white peers.

In a similar comparison of students by race, the researcher found that African - American students in Nebraska were six times more likely to be identified as emotionally disturbed and those in Iowa were four times as likely to be labeled emotionally disturbed than their white counterparts.

African - American students attending middle or high school in West Virginia have a lower opinion of the quality of their schooling than white students, according to a survey of more than 2,931 students in the state.

Commissioned by the Charleston, W.Va. - based Education Alliance, the report found that African - American students rated their schools significantly lower than their white peers did in seven out of eight categories: academic expectations, instruction, course - taking, counseling about education options, respect, mentoring and caring relationships, and fairness.

In Florida, Alabama, Delaware, New Jersey, and Colorado, the number of African - American students identified as mentally retarded was more than three times that of white students.

While Asian Americans do score lower than white students on some measures of psychosocial wellbeing, Americans as a whole score so abnormally high that, globally speaking, Asian American scores are «actually quite normal,» says Pittinsky.

Each dot in figure 1 represents one of the 120 largest school districts in the country, excluding those that have fewer than 1,000 white students or 1,000 African American students.

Unlike No Child Left Behind, which had the goal of all students being proficient by 2014 (less than 14 months away), D.C. officials are implementing new, lower standards of academic performance for African American, Latino, and poor children compared to their more affluent White and Asian counterparts.

It bemoans the fact, for example, that «while schools that earn Celebration Eligible or Reward status under Minnesota's accountability system demonstrate higher on - track rates for both white and African American students than schools identified for intervention, the difference in on - track rates for white and African American students among these recognized schools are still vast.»

When African Americans in Minnesota (as elsewhere) are significantly more likely than white students to be growing up in poverty, to be living in single - parent families, to be coming into school with all manner of disadvantages?

African American and Latino students are significantly less likely to graduate than white students.

African American students were 2.2 times more likely to say yes than white students — 11.4 percent to 5.2 percent.

Low - income, African - American, and Hispanic students in the 50 largest districts in Texas are less likely to attend schools with experienced teachers than high - income and white students in those same districts, concludes a report by the Education Trust, a Washington - based nonprofit research and advocacy organization.

If socioeconomic differences are a major force driving discipline disparities, than we would expect to see bigger discipline disparities in districts with bigger socioeconomic disparities — that is, in places where most of the white students are middle class or above and most of the African American students are poor.

Your African American students are three times likelier to live in poverty than your white students, are more than twice as likely to get into fights at school, and almost twice as likely to be chronically tardy to class.

While a majority of kids in American public schools today are students of color, more than 80 percent of teachers are white.

For instance, black and Latino students are five times more likely to attend high - poverty schools than white students.44 Recent census data also show that black and Hispanic Americans live in poverty at more than twice the rate of non-Hispanic whites, and they are significantly much more likely to live in extreme poverty.45

For instance, between the early 1970s and 2008, reading scores for 9 - year - olds rose by 14 points for white students, 34 points for African American students, and 25 points for Latino students — more in every case than the average gain of 12 points for 9 - year - olds overall.

Despite gains in achievement, African American and Latino students still score significantly lower in the aggregate than white students.