Sentences with phrase «black and white students more»

Not exact matches

Recent school safety proposals introduced after Parkland — like potentially arming some teachers and staff — also ignore that students of color, especially black students, are more likely to face discipline and punishment in schools than their white peers, and that many of these disparities could be exacerbated by recent proposals to arm teachers or increase school security.

And it's hardly racially balanced: Black students are three times more likely to be suspended or expelled than white students, according to the Education Department's Office for Civil Rights, and research in Texas found students who have been suspended are more likely to be held back a grade and drop out of school entireAnd it's hardly racially balanced: Black students are three times more likely to be suspended or expelled than white students, according to the Education Department's Office for Civil Rights, and research in Texas found students who have been suspended are more likely to be held back a grade and drop out of school entireand research in Texas found students who have been suspended are more likely to be held back a grade and drop out of school entireand drop out of school entirely.

Additionally, this is an education system that promotes inequality and therefore injustice: Schools in the United States are twice as likely to pair poor and minority students with brand - new teachers and almost four times more likely to suspend black students than white students.

Performance gaps between black and Latino students and their white and Asian counterparts remained wide — some 30 points in ELA and even more in math.

The authors did not find support for another possible outcome suggested in the academic literature: that black students are more likely to be recommended for gifted programs by both black and white teachers when those teachers are part of a racially diverse teaching force.

Specifically, the study shows that black teachers» perceptions of black students are more positive than are white teachers» perceptions, and these perceptions drive assignment differences.

Compared to White students, Latino students were 45 percent less likely to take the test, Black students were 35 percent less likely, and Asian students were 32 percent more likely.

Eberhardt and Stanford psychology graduate student Jason Okonofua examined the psychological processes involved when teachers discipline black students more harshly than white students.

Here, a referral suggests that the teacher perceives the student as having social, emotional, or behavioral skills that are problematic enough to warrant outside help, reaffirming earlier research showing that teachers perceive misbehavior by black boys as more aggressive and problematic than misbehavior by white boys.

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.

Latino teachers were better perceived across all measures, while students perceived Black teachers (more than their White peers) to hold students to high academic standards and support their efforts, to help them organize content, and to explain ideas clearly and provide feedback.

Middle and high school students, regardless of their race and ethnicity, have more favorable perceptions of their Black and Latino teachers than of their White teachers, finds a study by NYU's Steinhardt School of Culture, Education, and Human Development.

Not surprisingly, the more teachers believed they could make a difference, the better both black and white students scored on achievement tests.

Results revealed that attitudes toward black / white relationships were less positive at hbus, and that overall, black students disapproved of interracial dating more commonly than white.

What's more, his glorious, wild halo of hair is a flashpoint both for condescending white folk and for his fellow black students, some of whom ask him outright why he doesn't do something about it.

Mixed - race student Sam (a terrific Tessa Thompson) dishes «dear white people» advice on her college radio show («you now need two black friends to not appear racist, and your weed dealer doesn't count») and enters student politics with a pledge to bring more black culture to the school.

• A 2014 study by Goldrick - Rab, Kelchen, and Houle and a 2015 report by Demos show that black students borrow more than other students for the same degrees, and black borrowers are more likely than white borrowers to drop out without receiving a degree.

• Debt and default among black or African - American college students is at crisis levels, and even a bachelor's degree is no guarantee of security: black BA graduates default at five times the rate of white BA graduates (21 versus 4 percent), and are more likely to default than white dropouts.

While one finds some evidence that high - achieving students are more popular among students of other ethnicities, the increment is not enough to offset the decline in popularity within their own ethnic group — a predictable finding, given that black and white students have only, on average, one friend of another ethnicity, and Hispanics just one and a half.

• Two recently published studies (by Addo, Houle, and Simon and Grinstein - Weiss et al.) use national survey data to show that black students hold substantially more debt by age 25 compared to their white counterparts, and that disparities are evident even after controlling for family income and wealth, indicating that differences in postsecondary and labor market experiences contribute to the debt gap.

Compared to all students in the same states, students at K12 - operated schools are more likely to be white (75 vs. 55 percent), less likely to be Hispanic (10 vs. 28 percent), and about equally likely to be black (11 percent).

In 2006, a U.S. Department of Education report noted that black graduates were more likely to take on student debt, and in 2007, an Education Sector analysis of the same data found that black graduates from the 1992 - 93 cohort defaulted at a rate five times higher than that of white or Asian students in the 10 years after graduation (Hispanic / Latino graduates showed a similar, but somewhat smaller disparity).

In particular, black and Hispanic students are far more likely to be poor than are white students in Texas.

For exactly this reason, writes Gloria Ladson - Billings, a black professor at the University of Wisconsin — Madison, in a recent essay in Ed Week, «There is something that may be even more important than black students having black teachers, and that is white students having black teachers.

This pattern likewise falls disproportionately along racial lines: for example, Latino students are 1.4 times more likely than white students to attend a school with a law enforcement officer but not a school counselor (while Asian students are 1.3 times as likely and black students are 1.2 times as likely).

After two years of interviewing more than 100 black, Latino, and white undergraduates at an elite university, Jack came up with a new way to think about how factors like poverty and socioeconomic segregation — segregation by class — shape the way students experience college.

The teachers in predominantly poor, minority schools, who are reportedly mostly black and have adopted the more teacher - centered, authoritarian style of instruction that they view as appropriate for their students, are turning off white, upper - middle - class parents who want school climates similar to their own progressive homes, where problems are discussed.

Nationwide, on average, black students are four times more likely to live below the poverty line and 30 percent less likely to have a college - educated mother than white students.

The vast majority of the recipients are black students who left schools with student populations that were disproportionally black relative to the broader community and moved to private schools that had more white students.

He argues that suspending black students more often for truancy is not discriminatory if the disparity was the result in behavioral differences, and not intentional different treatment, and supplies evidence that black students self - report being truant nearly twice as often as white students.

She asserts that white, liberal educators who value student - centered pedagogy and soft, conversant, negotiated power end up alienating and confusing children who are used to explicit instructions and assertive, strong authority figures, a parenting style more common in the black community.

They find black and Hispanic students were more likely to be disciplined conditional on receiving a referral for «minor misbehavior» than were their white peers.

Included here are two pictures, one of ser and the other of estar with your choice of black and white (for easier copying for the students) and another two in colour (for faster and more beautiful posters).

The athlete, we discover, is relegated to dead - end remedial courses and is allowed to persist in his delusion that his athletic prowess will win him a full ride through college; his experience prompts Maran to explore in some detail how academic tracking and other more subtle differences in teachers» expectations contribute to a situation where 60 percent of white Berkeley High graduates attend a four - year college, while only 14 percent of black students earn enough credits to do so.

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.

Yet black and Hispanic students continued to receive 80 percent of all suspensions, and were 6.5 and 3.7 times more likely to be suspended than white students, respectively.

White British students are more likely to drop out of post 16 education than ethnic minority students: Indian (3 per cent), Pakistani / Bangladeshi (8 per cent), Black (7 per cent) and White British (10 per cent)

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But once the data are adjusted for the effects of the key background characteristics identified above, black students appear to lose much more ground than they do in the raw averages, falling 0.16 standard deviations in math and 0.19 standard deviations in reading relative to white students (see Figure 1).

African - American students in Kentucky, Montana, Utah, and Minnesota were three times more likely to be identified as emotionally disturbed while black students in Louisiana, Washington, Oregon, West Virginia, and North Carolina were more than twice as likely as white students to be targeted for such special programs.

Over 50 years since the Civil Rights Era, there is perhaps no issue in American education more intractable or more painful than the persistent gaps in educational outcomes between black and brown students and their white peers.

Other studies have found that both black and white students who attend integrated schools are more likely to work in desegregated companies after graduation than students who attended racially isolated schools.

If black students in the sample continue to lose ground through 9th grade at the rate experienced in the first two years of school, they will lag behind white students on average by a full standard deviation in raw math and reading scores and by more than two - thirds of a standard deviation in math even after controlling for observable characteristics (the gap would be substantially smaller in reading).

Similarly, studies based on observations from actual classrooms often find that black students with white teachers receive less attention, are praised less, and are scolded more often than their white counterparts.

This is consistent with the notion that the apparent achievement gains associated with having a black teacher reflect in part the relatively low quality of white teachers who work in more disadvantaged schools and in schools with large populations of African - American students.

However ~ NAEP shows minimalto - no improvement for these students ~ and some losses; whats more ~ white and Hispanic students scores fell by 3 points ~ and black students scores stayed the same ~ so only the influx of new wealthier students with higher scores could account for the small overall gain.

Due to Simpson's Paradox, where the size of the group can mask aggregated data, the scores of white students, black students, and Hispanic students all gained more than the national average.

Thomas Dee's finding («The Race Connection,» Research, Spring 2004) that both white and black students learned more when taught by teachers of the same race has implications that go far beyond his discussion.

Black students, the study conducted by the U.S. Centers for Disease Control found, were more likely than white or Hispanic students to have had sex, and boys were more likely than girls to have done so.

Again using the more reliable within - cohort comparisons, Jacobsen and his colleagues found that in both math and reading a black - white gap was virtually always present, even for students whose scores were similar just one or two years earlier.