Sentences with phrase «racial differences in school»

Racial differences in school discipline are widely known, and black students across the United States are more than three times as likely as their white peers to be suspended or expelled, according to Stanford researchers.

Not exact matches

With a consistency rare in educational research, studies have found that pupils in and graduates of religious schools are, if anything, more tolerant of racial and religious differences than are those educated in public schools.

But nothing is more concrete than the differences among the racial, gender, and socioeconomic locations of persons involved in theological schooling, nor more concrete than the differences among the practices through which persons have sought to understand God, nor more concrete than the differences between the ways in which models of excellent schooling have been institutionalized.

Economic class differences in the U.S. have caused problems — frequently racial ones — at cheap or free - admission high school events.

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.

«Understanding racial differences in behaviors that affect men's health is an important step toward reducing health disparities among U.S. men,» says study lead author Roland J. Thorpe Jr., PhD, an assistant professor in the Department of Health, Behavior and Society at the Johns Hopkins Bloomberg School of Public Health and director of the Program for Men's Health Research at the Johns Hopkins Center for Health Disparities Solutions.

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.

A brand new study out of the University of Arkansas, like research before it, found that most racial disparities in discipline come from differences between schools, not within them.

Across 21 comparisons (seven sites with three racial groups each), we find only two cases in which the average difference between the sending TPS and the receiving charter school is greater than 10 percentage points in the concentration of the transferring student's race.

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.

A chart accompanying a story about racial differences in students» outlook on school in the Nov. 20, 2002, print issue of Education Week carried an incorrect figure.

The Coleman Report focused on differences in schooling resources available to white and minority students and on the degree of racial segregation in America's public schools.

«Somehow, as they go through elementary school, there is a difference in [achievement] in racial groups.

In addition to supporting racial equality in schools, Brown gave rise to numerous social movements seeking educational equality for students across all lines of difference, including gender and sexual orientation, religion, language, physical handicaps, immigration status, and socioeconomic leveIn addition to supporting racial equality in schools, Brown gave rise to numerous social movements seeking educational equality for students across all lines of difference, including gender and sexual orientation, religion, language, physical handicaps, immigration status, and socioeconomic levein schools, Brown gave rise to numerous social movements seeking educational equality for students across all lines of difference, including gender and sexual orientation, religion, language, physical handicaps, immigration status, and socioeconomic level.

The survey, which gauges racial attitudes in schools a half - century after the U.S. Supreme Court struck down separate schooling for black and white students, found differences between teachers and students on questions of race and education.

In a conversation, Usable Knowledge asked Warikoo, a faculty member at the Harvard Graduate School of Education, to talk about why students in the U.S. need to understand the historical roots of affirmative action and how colleges can become communities where students can talk about racial differencIn a conversation, Usable Knowledge asked Warikoo, a faculty member at the Harvard Graduate School of Education, to talk about why students in the U.S. need to understand the historical roots of affirmative action and how colleges can become communities where students can talk about racial differencin the U.S. need to understand the historical roots of affirmative action and how colleges can become communities where students can talk about racial difference.

The study, Resegregation in American Schools, analyzes the latest data from the National Center of Education Statistics» Common Core of Education Statistics, and examines changes in racial composition in American schools, national patterns of segregation, the relationship between segregation by race and schools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial sSchools, analyzes the latest data from the National Center of Education Statistics» Common Core of Education Statistics, and examines changes in racial composition in American schools, national patterns of segregation, the relationship between segregation by race and schools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial sschools, national patterns of segregation, the relationship between segregation by race and schools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial sschools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial schoolsschools.

Looking at the SAT and ACT performance of high school graduates by racial group, the percentage changes (about 5 percentage points from the third year on) are similar among white, black, and Hispanics, but the differences in impact relative to the prior performance of each group are sizable.

But just as much of the racial achievement gap can be explained by out - of - school factors, so too, I suspect, can much of the racial suspensions gap be explained by differences in behavior that are driven in large part by those same background factors.

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.

Recognizing that disparities in disciplinary rates may be caused by a range of factors, the U.S. Departments of Education and Justice said in a joint letter that these differences can not be explained by more frequent or more serious behavior by students of color, but rather, «schools may be engaging in racial discrimination that violates the federal civil rights law.»

The paper demonstrates this point by showing that in the aggregate, a comparison of racial composition of sending and receiving schools shows no large differences — it appears that students are switching to schools of similar racial composition.

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.

Knowing racial differences on choice is particularly important because more than 30 percent of children attend private and parochial schools in New Orleans.

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.

Much, but not all, of the racial and socioeconomic sorting we document is accounted for by differences in achievement, particularly at the high school level.

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

We find differences in the average achievement levels, the racial composition, and the socioeconomic composition of classrooms within schools.

The difference in the rate at which black, Hispanic, and white students go to school with poor classmates is the best predictor of the racial - achievement gap.

Brooks - Gunn and Markman found that these multiple differences in parenting styles generated a 6 - to 12 - point racial gap on a common school - readiness test (structured like an intelligence test with a score of 100 as the median).

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.

Tracking four cohorts of students throughout Florida, I find that large differences in math achievement across racial lines exist as early as elementary school and persist through high school.

In particular, focusing on college - bound high school students, we use a difference - in - difference methodology to analyze the impact of the end of race - based affirmative action at the University of California in 1998 on both the overall level of SAT scores and high school GPA, and the racial gap in SAT scores and high school GPIn particular, focusing on college - bound high school students, we use a difference - in - difference methodology to analyze the impact of the end of race - based affirmative action at the University of California in 1998 on both the overall level of SAT scores and high school GPA, and the racial gap in SAT scores and high school GPin - difference methodology to analyze the impact of the end of race - based affirmative action at the University of California in 1998 on both the overall level of SAT scores and high school GPA, and the racial gap in SAT scores and high school GPin 1998 on both the overall level of SAT scores and high school GPA, and the racial gap in SAT scores and high school GPin SAT scores and high school GPA.

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.

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

However, the socioeconomic and racial differences between families are coming to a head in the classroom as demographics of the schools begin to change along with the neighborhoods.

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.