Sentences with phrase «achievement of minority children»

Bempechat's well - written book takes a fresh look at vital questions about the academic achievement of minority children.

Not exact matches

«The Ethnic Minority Achievement Grant helps support the learning needs of some of the most vulnerable children in our schools yet the per - pupil value of the grants has been frozen in cash terms.

And it put a special focus on ensuring that states and schools boost the performance of certain groups of students, such as English - language learners, students in special education, and poor and minority children, whose achievement, on average, trails their peers.

Also in line with current studies is the report's finding that «for any groups whether minority or not, the effect of good teachers is greatest upon the children who suffer most educational disadvantage in their background, and that a given investment in upgrading teacher quality will have most effect on achievement in underprivileged areas.»

A prominent literacy organization is launching a campaign to tackle the achievement gap between minority youngsters and their white peers through workshops, an interactive Web site, and collections of children's books that reflect diverse backgrounds.

After all, as recent studies of the now - abolished No Child Left Behind Act has shown, focusing on socioeconomic achievement gaps improves outcomes for minority and White children (as well as struggling and high - achieving children of all backgrounds).

Under the proposed rules, teacher colleges will be motivated to steer their graduates away from school districts and schools that report low student achievement test scores, i.e., those serving poor and minority children and new learners of English.

A meta - analysis: The effects of parental involvement on minority children's academic achievement.

The very revelations of how poorly districts and states were doing in improving the achievement of children — especially those from poor and minority backgrounds — since the implementation of No Child 12 years ago have embarrassed states and districts publicly and badly.

In the process, Obama and Duncan are retreating from the very commitment of federal education policy, articulated through No Child, to set clear goals for improving student achievement in reading and mathematics, to declare to urban, suburban, and rural districts that they could no longer continue to commit educational malpractice against poor and minority children, and to end policies that damn children to low expectations.

To Democrats and the civil rights community, stripping the federal role out of education would signal a return to times before No Child Left Behind, when many states didn't even collect data about the achievement gap between poor and minority students and their peers.

Clearly, children in poverty, racial and ethnic minorities, and girls in general, have an increased risk of obesity, which might negatively affect their academic achievement.

By shining harsh light on the low performance of schools as well as prescribing consequences for continued failure, No Child's accountability approach forced districts to focus on improving student achievement, especially for poor and minority children they have long ignored.

Amy Wilkins of the Education Trust, an advocacy group that seeks to close the achievement gap, said she is concerned that plans submitted by Indiana and Oklahoma don't do enough to hold schools accountable for educating Latino, African American and other minority children.

As Dropout Nation has pointed out ad nauseam since the administration unveiled the No Child waiver gambit two years ago, the plan to let states to focus on just the worst five percent of schools (along with another 10 percent or more of schools with wide achievement gaps) effectively allowed districts not under watch (including suburban districts whose failures in serving poor and minority kids was exposed by No Child) off the hook for serving up mediocre instruction and curricula.

As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve success.

To overcome the achievement gap that still exists between poor and minority children and their more affluent peers, we must stay true to the law's core tenet — that all students, regardless of income, race, ethnicity or disability should have access to a quality education that prepares them for success in college and a career,» he said.

Though his ruling was about Connecticut, he spoke to a larger nationwide truth: After the decades of lawsuits about equity and adequacy in education financing, after federal efforts like No Child Left Behind and Race to the Top, after fights over the Common Core standards and high - stakes testing and the tug of war between charter schools and community schools, the stubborn achievement gaps between rich and poor, minority and white students persist.

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.

This movement is essentially rejecting all objective measures of educational achievement and, subsequently, lets children, including a disproportionate number of minority children, fall through the cracks.

Wisconsin, with good but stagnant achievement levels overall and some of the worst results in the U.S. for minority children, has not been a player on teacher reform issues that have swept across the United States.

Exclusion factors such as mental retardation, sensory deficits, serious emotional disturbance, language minority children (where lack of proficiency in English accounts for measured achievement deficits), and lack of opportunity to learn should be considered.

Among his areas of interest and expertise are action - research, minority ethnic achievement and young children's learning, especially their spiritual, moral, social and cultural development.

Secondly, they would have to really accept measuring the performance of districts and those who work in schools in improving achievement for poor and minority children (and no merely talk about disaggregation of «multiple measures».)

Which is what both Cut the Gap in Half does (by setting lower levels for districts improving proficiency for minority students versus white and Asian peers), and No Child waiver gambit tacitly endorses (by allowing states to only focus on the worst five percent of school districts and at least ten percent of districts with wide achievement gaps).

No Child Left Behind, on the books since 2002, was supposed to close achievement gaps for disadvantaged students (racial and ethnic minorities, low - income students, youngsters with special needs and English learners) and to eliminate what President George W. Bush decried as «the soft bigotry of low expectations.»

Meanwhile the tactic of putting all minority kids into super-subgroups ends up being a subterfuge because it hides the performance of kids from different backgrounds; a district can, say, do poorly in providing college preparatory curricula to Native Hawaiian children in its schools and still appear to do fine so long as the achievement gaps between groups don't appear to be so wide.

Education policy in recent decades has been focused primarily on ensuring that all children — especially poor and minority children — attain at least a minimum level of academic achievement.

Schools with high numbers of children with disabilities who are also English Language learners or from minority backgrounds face unique challenges to student achievement.

From the so - called gifted - and - talented programs that end up doing little to improve student achievement (and actually do more damage to all kids by continuing the rationing of education at the heart of the education crisis), to the evidence that suburban districts are hardly the bastions of high - quality education they proclaim themselves to be (and often, serve middle class white children as badly as those from poor and minority households), it is clear that the educational neglect and malpractice endemic within the nation's super-clusters of failure and mediocrity isn't just a problem for other people's children.

As leaders and educators, we know that enrollment of minority students is not equally balanced across schools, and that today's children see variations of the segregation their grandparents faced in past decades.1 We know that poverty is becoming more concentrated, and that, in the 2015 - 16 school year, 65 percent of students attending city schools did so in high - poverty or mid-high poverty districts.2 We also know that achievement gaps persist among low income3, special education4 and minority students.5

The Trump Administration's proposed $ 250 million increase in funding for the federal Charter School Fund (as well as another $ 1 billion in Title I funds devoted to expanding intra-district choice for low - income children) is offset by the elimination of $ 2.2 billion in funding for Americorps, the program that helps districts provide poor and minority children with Teach for America recruits proven to improve their academic achievement.

Research Interests: Trajectories of self - regulation development and relations to school readiness and achievement in low - income ethnic minority children.