Sentences with phrase «affluent white peers»

This makes the new goal set by the major charter school networks, to grade themselves on the percentage of their students who go on to earn four - year college degrees in six years, all the more radical — especially given the fact that these networks educate low - income, minority students, whose college graduation rates pale in comparison to their more affluent white peers — a mere 9 percent earning degrees within six years, compared with 77 percent of students from high - income families as of 2015.

The academic achievement gap for poorer youth is particularly pronounced for low - income African American and Hispanic children compared with their more affluent White peers.

What they saw was sobering but not surprising: Despite attempts to close achievement gaps between students of color, immigrant students, and low - income students and their more affluent white peers, wide disparities persisted in student performance on state tests, graduation rates, school attendance, and college - going rates.

Not exact matches

WASHINGTON — Black and Hispanic students in an affluent Maryland school district fall behind their white and Asian peers in mathematics as early as the 3rd grade, and the gap widens steadily through the elementary grades, a new study concludes.

«Plaintiffs still could have demonstrated a facial equal protection violation, however, by showing that the challenged statutes, regardless of how they are implemented, inevitably cause poor and minority students to be provided with an education that is not «basically equivalent to» their more affluent and / or white peers.»

A new report released by the Government Accountability Office finds that poor, minority students are increasingly isolated from their white, affluent peers in school.

As Matt Barnum put it in a recent Chalkbeat article, «black and poor students have substantially higher suspension rates than white and more affluent peers.

At the same time, gaps persist among students from low - income families and their more affluent peers, for English language learners, and for many minority students when compared with their Asian and white classmates.

Hispanic students for the first time outnumber their peers in other racial and ethnic groups in Montgomery County's public schools, a milestone for diversity in a suburb long regarded as largely white and affluent.

Both groups have traditionally lagged behind their affluent and white peers and behind the rest of the district.

Many described a common experience in the corps: In addition to the challenges of being a first - year teacher and the rewards of giving back, they felt the burden of serving as interpreters of minority cultures for their white, often affluent peers.

On average, African Americans, Latinos, and low - income students are still years behind white, Asian, and affluent peers.

Educrats all over the country have begun to persuade federal education officials to grant waivers from NCLB, adopting the position that it is unfair to label schools as failing when the performance gaps between ethnic groups are so wide and when minority children lag so far behind their White, more affluent peers.

African Americans, Latinos and low - income students are still years behind white, Asian and affluent peers, on average.

Significantly higher percentages of low - income, black, and Hispanic students enter remedial education than their white or affluent peers.

First, although pre-K attendance has increased in the past two decades, rates of access to early education vary widely as a function of children's socioeconomic backgrounds: African American, Hispanic, and low - income children are less likely to access center - based early childhood education than their white and more affluent peers.

«Yet, at the same time, Connecticut has taken steps that prevent these poor and minority children from having viable public - school alternatives — knowingly depriving low - income and minority schoolchildren of the vital educational opportunities available to their more affluent and predominantly white peers.»

Do they enjoy the same educational resources and opportunities as their white, perhaps more affluent, «peers»?

Research has shown that minority students attending inner - city campuses are more likely to be held back a grade than their white peers at more affluent neighborhood schools.

Through examining course offerings at high schools in 12 cities (and at three elementary schools in Chicago), the report, demonstrates that, 64 years after the landmark Brown v. Board of Education decision, black and brown students are still denied «access to inspiration» in comparison with their white, more affluent peers.

He also shared his concern that black, Latino, and low - income students still fall below their white and more affluent peers on measures of achievement, in large part due to inequitable access to resources, effective educators, and rigorous coursework.

Under Iowa's state ESSA plan, minority and low - income students «will have different — sometimes lower — goals than their white, affluent peers under.»

This year's NAEP results show persistent achievement gaps between students of color and from low income families and their peers who are White or from more affluent families.

Research shows that teachers of color help close achievement gaps for students of color and are highly rated by students of all races — a fact that is all the more relevant in light of persistent gaps between students of color and students from low income families and their peers who are White or from more affluent families.

In particular, low - income students and students of color tend to benefit more from using a school voucher than their more affluent, white peers.