Sentences with phrase «poor and minority children also»

Not exact matches

«We also know that it disproportionally affects poor and minority children, and children in immigrant families.»

The school reform movement must also embrace explicit and constant advocacy for poor and minority children and their communities as a critical component in advancing the transformation of American public education.

It also made it clear to suburban districts that they could no longer continue to commit educational malpractice against poor and minority children, as well as focused American public education on achieving measurable results instead of damning kids to low expectations.

The fact that some organizations even went so far as to push for aspects of the waiver gambit that have led to states defining proficiency down for poor and minority kids has also made them vulnerable to accusations from traditionalists that they care little for children while making it more difficult for allies to support them in other ways.

This also means expanding opportunities for high - quality education — from greater access to Advanced Placement courses to the expansion of high - quality charter schools — so that children from poor and minority households, especially young black men and women who did the worst on NAEP this year (and have less access to college - preparatory courses in traditional districts) can succeed in school and in life.

He also finds it particularly interesting that Common Core foes say they want high - quality education for all children, yet fail to consider that their opposition to the standards hurts poor and minority kids as well as middle class white and Asian children in suburbia, both of which have few options — including vouchers and charter schools — to which they can avail in order to get high - quality education.

But the fact that the Obama administration granted Virginia a waiver in the first place in spite of its record of obstinacy on systemic reform, along with the fact that many of the 32 other states granted waivers (along with the District of Columbia) have also set low expectations for districts and schools to improve the achievement of the poor and minority kids in their care, has put President Obama in the uncomfortable position of supporting the soft bigotry of low expectations for children — especially those who share his race and skin color.

There are some myths among educators and the general middle - class non-minority public: Poor and minority parents want and support lower standards for their children and also prefer social promotion.

Thanks to the accountability provisions, states and districts have also taken the first key steps in providing all children, especially those from poor and minority backgrounds, with the strong, comprehensive college preparatory curricula.

Notably, the report also showed that poor and minority children living in these areas were even less likely to have access to broadband.

This would also require them to admit that their «social compact» is little more than a step back to the bad old days before No Child's passage, when states, districts, teachers, and school leaders were allowed to ignore the needs of poor and minority children with impunity.

The CORE districts also couldn't offer a specific plan for how they would provide comprehensive college - preparatory courses aligned to the standards to poor and minority children in their schools, as well as English Language Learners and children trapped in the nation's special education ghettos.

No Child also helped force states and districts into taking the first key steps in providing all children, especially those from poor and minority backgrounds, with the strong, comprehensive college preparatory curricula.

Considering that Teach For America is has been dedicated from day one to providing poor and minority children with high - quality education, it also can not ignore the injustices happening outside schools to the students their recruits serve.

It also means that teachers who are improving the quality of education for poor and minority children will also end up being deported, harming the futures of the children they serve.

In «The Educational Pipeline to Law School — Too Broken and Too Narrow to Provide Diversity,» Professor Sara Redfield of the University of New Hampshire School of Law says these factors also result in disproportionately higher levels of disengaged minority and poor children.