Sentences with phrase «ethnic differences in school»

«Assessing the oppositional culture explanation for racial / ethnic differences in school performance.»

Assessing the Oppositional Culture Explanation for Racial / Ethnic Differences in School Performance.

Not exact matches

Schools, teacher quality and family income all play a large role in student success, but these factors do not fully explain the academic differences seen in the U.S. between whites and disadvantaged racial / ethnic minorities, including blacks and Hispanics.

The research, led by Silvia Martins, MD, PhD, associate professor of Epidemiology at the Mailman School of Public Health, sheds light on the racial and ethnic differences in trends of nonmedical opioid and heroin use over time.

Although differences in the environments in which people live often are suspected when asthma risks among populations differ, the new findings illustrate the importance of also considering genetic differences among ethnic groups in diagnosing and treating disease, said Esteban Burchard, MD, professor of bioengineering for the UCSF School of Pharmacy and the senior scientist for the study.

On four items — school discipline, expectations for student achievement, school building and facilities, and the racial and ethnic diversity among students — we find no significant difference in the variation in satisfaction across sectors.

Torney - Purta recommends putting a focus back into civics with an opportunity for discussion in the middle school curriculum, enhancing professional development for teachers, recognizing the differences within immigrants, and using ethnic identity as a source of motivation.

To see how the degree of internal integration within a school affects acting - white patterns, I calculated the difference from what I would expect in the total number of cross-ethnic friends in a school based on the ethnic make - up of the student body.

Part of this difference reflects the areas of the city in which charter schools are located and the racial and ethnic makeup of the surrounding neighborhoods, which supply most of the students.

Since the three groups of schools are similar in their observable characteristics, such as the student body's ethnic makeup, and most likely in other characteristics as well, the only major difference between the always - D schools and the other two groups is the competition they face from vouchers.

The strongest correlates of achievement gaps are local racial / ethnic differences in parental income, local average parental education levels, and patterns of racial / ethnic segregation, consistent with a theoretical model in which family socioeconomic factors affect educational opportunity partly though residential and school segregation patterns.

When you look at the problems the Leadership Team identified and the related discussion, you realize that there is apparently no recognition that the racial and ethnic dispositions of the school staff might be related to differences in student performance.

These types of school - based interventions can also reduce racial, ethnic, and gender differences in student performance.

Although racial / ethnic differences in private school enrollment are largely explained by income differences, the urban / suburban and regional differences in private school enrollment patterns are large even among families with similar incomes.

And it is glaringly obvious that the difference between the high performing an low performing districts is the socio - economic differences (not to mention ethnic differences in our increasingly segregated schools) of the students that attend to two types of districts.

All students» ethnic, cultural, racial differences and special needs are considered in planning and implementing a comprehensive school counseling program.

Blackstone Valley Prep is committed to the academic success, social and emotional growth, and health and wellness of 100 % of scholars in an intentionally diverse school that celebrates the racial, ethnic, socioeconomic, gender, and sexual - orientation differences of our scholars, staff, and families by actively engaging in courageous conversations about the value of peoples» differences; raising awareness of self and society's structural inequities; and empowering all people to engage in an open and honest dialogue with an active voice.

This movement has been induced by differences in school readiness and academic achievement between socioeconomic and racial / ethnic groups, and has shown that early interventions are cost effective and generally have the capacity to narrow achievement differences.

Grade retention that results from narrow measures of academic preparedness can increase student risk for problems in school, including increased drop - out rates, and even when the student is promoted, the use of such assessments to sort students creates tracks within grade levels that reflect racial, ethnic, and social - class differences and that function to direct entire categories of students toward low - wage jobs or incarceration.

Our school profiles now include important information in addition to test scores — factors that make a big difference in how children experience school, such as how much a school helps students improve academically, how well a school supports students from different socioeconomic, racial and ethnic groups, and whether or not some groups of students are disproportionately affected by the school's discipline and attendance policies.

Diversity training in high school context can be delivered through diversity clubs which have proved to be very effective in minimizing the negative impact of demographic change and maximizing the positives of cultural and ethnic differences.

This study examines potential racial and ethnic differences in early adolescent girls» desired and perceived normative role timing and the extent to which various socioeconomic and family factors and school and job aspirations might be linked with girls» role - timing expectations.

Our study investigated, first, developmental gains in children's language competence, social support seeking, and self control following the transitions to kindergarten and school; second, whether native Germans, ethnic German repatriates, Russian Jewish and Turkish migrants differed in developmental gains following these transitions; and third, whether differences in mother's education, financial standing, or network contacts accounted for ethnic group differences in developmental gains.