Sentences with phrase «affluent students do»

«While more affluent students do better in school than children from lower income backgrounds, we are finding that musical training can alter the nervous system to create a better learner and help offset this academic gap.»

Not exact matches

We do have a several districts on the NSLP, and most of them, admittedly, are in more affluent areas with none more than 10 % of the students qualifying for free & reduced meals.

When Anne (Riva) experiences a moment of lost time one day at the breakfast table across from her husband of over 40 years, Georges (Trintignant), it's fleeting, but it signals the end of the active - senior's life — proudly attending concerts starring world - famous former piano students, doing the shopping, being generally engaged and mobile in their affluent retirement — we've briefly glimpsed at the beginning of the film.

The critical - thinking gap between field trip students from rural and high - poverty schools and similar students who didn't go on the trip was significantly larger than the gap between affluent students who went and affluent students who didn't go.

A negative score means that, on average, students in property - poor districts actually receive more state and local funding per pupil than students in more affluent areas do.

This is not a function of SAT prep courses available to the affluent — such coaching buys only a few dozen points — but of the ability of these students to do well in a challenging academic setting.

And the assessment shows that white voucher students from more affluent families do better — just as in public school.

This is particularly important for low - income students, who tend to learn most content in school and, unlike affluent children of college - educated parents, generally do not get to benefit from trips to museums, story times at the library, and other opportunities.

The more affluent students have access to the latest and greatest, while those in poorer neighborhoods don't even have pencils and paper.

Now it needs to take the next step and acknowledge that its low - income students may need something strikingly different than its affluent children do.

Caroline Hoxby's «remarkable study» of New York City's charters, as John Merrow describes it (see here) would surely suggest that they do: «The lottery winners [those who attended the charters] went to 48 public charter schools, and those who finished 8th grade performed nearly as well as students in affluent suburban districts, closing what the researchers call the «Harlem - Scarsdale achievement gap» by 86 percent in math and about two - thirds in English.»

If anything, children from poor families generally need extra assistance to do as well as students from more affluent families.

Don't forget that in many urban areas there are clusters of affluent families able to access high performing schools, while others» student bodies include concentrations of the poorest families, for example.

I struggle when I hear critics suggest that this type of integrated, project - based approach is great for affluent students, but doesn't work well with low - income students.

The figures quoted above about the availability of computers in schools do not provide details about the types and quality of computer technology available to students and teachers in high - poverty urban school settings as opposed to those in more affluent suburban schools.

It's time we set the record straight: Charter schools are doing important work to raise the level of performance for children who need it the most and to close the achievement gap between our inner - city students and those in our more affluent communities.

In its decision last month, the state Supreme Court didn't dispute the notion that Connecticut's educational landscape was tilted in favor of students in affluent areas.

Many other measures evaluate the performance, or growth, of all students in a school, and thus a school can still be highly rated if affluent students perform well, even if low - income students do not perform well at that same school.

Of further concern is the fact that low - income students and students of color usually report a lower level of community in school than do affluent or white students.

In addition, a school serving low - income students of color is overseen by a nonelected board whose president lives not in Milwaukee but in an affluent white suburb, and who does not have an educational background but is head of the chamber of commerce.

Do high achievement - test scores by students in an affluent suburban school tell us that those students have been appropriately taught?

I have done considerable work with teachers in both affluent and impoverished districts to design assessments that measure critical thinking, creative thinking, collaboration, and oral and written communication for students of all abilities.

Lawmakers send additional money to poor districts, but just because their students don't do as well as those in affluent districts doesn't mean that the money was wasted.

This is no small feat and even more surprising that the first student to do this in Indiana's history is from Gary, Indiana, not the more affluent neighborhoods of Zionsville, Carmel, Fishers and others in the state.

There have been a set of studies done out of John Hopkins University that track student gains in learning over time, and they find that in general the slope of learning gains for low - income kids and more affluent kids in this country is pretty equivalent between September and June of every school year.

This is particularly important for low - income students, who tend to learn most content in school and, unlike affluent children of college - educated parents, generally do not benefit from trips to museums, story times at the library, and other opportunities.

We don't live in a particularly affluent area, but our students are on the leading edge of technology in our region.

Tasked with redrawing enrollment boundaries in fast - growing Loudoun County to ease overcrowding, some school board members have suggested doing away with the practice of dispersing students from a cluster of high - density Leesburg apartment complexes to several affluent schools, some up to three miles away.

For example, Bromwell — which serves a 75 % white, 95 % affluent student body — did not meet expectations on the DPS academic gaps indicator, specifically for students of color (Bromwell doesn't serve enough other student groups to be rated on their work serving them — perhaps that is the bigger inequity).

«But media specialists in general, and especially in less affluent areas, are concerned about providing ebooks for students who don't have access to ereaders.