Sentences with phrase «black and white students while»

The move was seen as a way to achieve full integration of black and white students while avoiding the inflammatory issue of who got bussed where.

Not exact matches

Students have started reporting on the first day in their uniforms — the boys in white shirt and black shorts while the girls dressed in green check uniform.

Some 478,000 children — overwhelmingly Black and Hispanic students — attend failing schools, while top - rated schools are reserved almost exclusively for white and Asian students.

«I found that white and Latino student integration in the district was increasing, while black student integration fell.

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.

They gave the same test to black and to white students, but told some of these that the test was of intellectual ability, while telling the others that it was a problem - solving task that gave no indication of intelligence.

Fifty years ago, 94 percent of MCPS students were white, but today students of color predominate in the 159,000 - student district: 30 percent of students are Latino, 29 percent white, 22 percent black, and 14 percent Asian, while MCPS teachers are 75 percent white, roughly mirroring national statistics.

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.

While black students» share of student enrollment has remained virtually constant since 1968 (between 15 and 17 percent), white students» enrollment share has declined from 80 percent in 1968 to 51 percent 2012.

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).

According to Florida's Annual Measure of Objectives [Excel file], in 2014, 70 percent of white students scored satisfactory or above in both reading and math while among black students, 39 percent scored satisfactoty or above in reading and 43 percent scored satisfactory or above in math.

[8] While the Broward district is overwhelmingly low - income, black and Hispanic, its gifted program was filled with upper - income, white students when it relied on teacher and parent referrals to fill seats.

While there is about a 12 percent relative increase in white students scoring above 1100 on the SAT and above 24 on the ACT, there is a 50 percent relative increase for Hispanics, and an 80 percent relative increase for black students.

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.

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.

Sixty - eight percent of black, and 64 percent of Hispanic students had a parent who attended school events, while 82 percent of white students had a parent who had done so.

While the slow improvement of all groups is «still a success story,» Mr. Petrilli said, the achievement gap, which shows how different groups perform relative to one another, still means that most black and Hispanic students will be at a sharp disadvantage when they have to compete against white and Asian peers as they move through schools and into the workplace.

While 41 percent of students in public schools are Hispanic and 25 percent are black, 60 percent of teachers are white, according to the city's Education Department.

The bureau also found that while the number of white private - school students declined by 37 percent, or 2.2 million students, between 1964 and 1979, the number of black students in private schools increased by one - third, or 87,000 students.

These patterns suggest that increasing exposure to black teachers is beneficial at best and neutral at worst for all students in terms of discipline, and that increasing teacher diversity while keeping teacher quality constant would have a modest positive effect on the reading achievement of black students while having an opposite effect on the math achievement of white students.

Tables of elderly black matrons in their Sunday finest buzz with neighborhood gossip, while just a few feet away union reps pass the inexpensive red wine to their wives, and elsewhere unreserved tables of strangers make nice with college students, entrepreneurs, government workers — white, black, and Hispanic — all bonding over their common hopes for the city.

Over four decades, the achievement gap decreased: black and Hispanic students made academic progress while the scores of white students also increased.

While white students may have their identity and self - worth constantly reinforced by the media and their white teacher, they may, at the same time, harbor negative images of Black people through the media, literature, or in school.

Then there is North Carolina, which expects that its districts will get only 61.7 percent of black students in grades three - through eight toward reading proficiency in 2012 - 2013, while expecting only 64.7 percent of Latino and 65.2 percent of American Indian and Alaska Native kids to become proficient in reading; by 2014 - 2015, far lower than the proficiency rates for white and Asian peers; Tar Heel State leaders expect districts bring black, Latino, and Native students to proficiency levels of 69.3 percent, 71.7 percent, and 72.2 percent, respectively, by 2015.

The proposal to put the science - lab cuts on the table was approved recently by Berkeley High's School Governance Council, a body of teachers, parents, and students who oversee a plan to change the structure of the high school to address Berkeley's dismal racial achievement gap, where white students are doing far better than the state average while black and Latino students are doing worse.

In addition, the two lowest - achieving of those sub-groups (black and Hispanic students) have come to represent a larger portion of the total student population, while the highest - achieving of those three sub-groups (white students) has come to represent a smaller portion of the total student population.

Under the plan, Asian students are expected to achieve a higher pass rate on state exams than white students, while the state sets lower goals for Hispanic, black and special - education students.

Under those goals, 78 percent of white students and 89 percent of Asian students are expected pass state math tests in 2017, while 57 percent of black students, 65 percent of Hispanic students and 49 percent of special - education students are expected to pass.

While up from the stagnant eight percentage points from the previous two academic years, 12 percent of black sixth to eighth grade students were considered proficient in math in 2015 - 16 compared to 68 percent of white students and 24 percent of Hispanic students.

In ELA, proficiency rates for African American / Black students, Pacific Islanders, and White students decreased slightly while proficiency rates for American Indians, Asians and Hispanic / Latinos increased.

For instance, while 60 percent of white third - graders tested proficient or advanced in English language arts, the comparable figures were 19.8 percent for black students and 35.3 percent for Hispanic students.

• While 83.4 percent of white students scored proficient or advanced in math, that number was 78.1 percent for Asian students, 63.6 percent for American Indian students, 61.9 percent for Hispanic students, and 46.4 percent for black students.

Black students considered proficient and advanced in reading moved from 12.2 percent five years ago to 14.3 percent, while white students considered at the same level went from 41.4 percent to 42.9 percent.

Approximately 45 to 50 percent of low - income, Black, Hispanic, American Indian students, and English language learners (ELL) score below the basic level on the NAEP, while less than 10 percent of high income, White and Asian / Pacific Islanders score below the basic level (NCES, 2001).

The state's performance on the National Assessment of Educational Performance (NAEP) has plateaued while Black and low - income students have fallen further behind their white and higher - income classmates.

Mr. Reardon said that educators in these schools may subliminally — or consciously in some cases — track white students into gifted courses while assigning black and Hispanic students to less rigorous courses.

While there were no significant overall gains among students of other ethnic groups, black students in their second year of private - school attendance improved their test scores by 6.3 percentile points — a striking advance at a time when schools around the country are trying to close a persistent gap between scores of white and black students.

Black and Latino students were more likely to enroll in Northern Virginia's urban schools than in suburban settings (though by increasingly smaller margins), while the reverse was true for Asian and white students.

Moreover, Aronson and his fellow researchers report, «While white students benefited to some extent from this effort to change students» mindsets, the benefits to black males were far more substantial.»

Trouble did come, in 1972, when a white student was fatally stabbed and another injured while trying to protect a black assistant principal, The Carolina Times reported.

However, the typical black and Latino students attended schools with 59 % low - income students while the typical white and Asian students attended schools with 58 % middle - class students.»

In 2014, the percentage of students of color exceeded the percentage of white students in U.S. public schools for the first time.13 Meanwhile, 84 percent of all public school teachers identify as white.14 While this disparity occurs in classrooms across the country, the diversity gap is especially pronounced in many urban school districts.15 In Boston, for example, there is one Hispanic teacher for every 52 Hispanic students, and one black teacher for every 22 black students.

Although the percentage of white students in the country has declined dramatically over the past 50 years, while the percentage of black students has changed very little, the achievement levels of black students compared to white students (and other racial / ethnic groups) has barely narrowed, according to a study by University of Illinois economist Steven Rivkin.

White students attended the premier Farmville High School, while black students attended Robert Russa Moton High School, which lacked a cafeteria, gymnasium and proper heating system.

While this lack of proportional diversity exists in several professions, when your job focuses on leading a mostly black and Latino student population to succeed academically and socially in a predominantly white society, race matters so much more.

While black and white students easily mix at Lansdowne's cafeteria tables, the Hispanic kids sit off to the side at their own table.

While the number of students who are expelled or sent home for misbehaving in D.C. public schools and public charter schools has decreased overall, recent findings show that black students are nearly seven times more likely to be suspended than their white peers.

The study also found that segregation plays out across both race and class lines, with white and Asian students primarily attending middle - class schools, while black and Latino students are relegated to poor schools.

23 percent of white students in Charlotte attend majority - poverty schools while 77 percent of black students and 80 percent of Latino students go to these schools.

They targetted the segregationist policies of CPS superintendent Ben Willis, under which students in black schools were crammed into classrooms and mobile units and taught in split shits, while nearby white schools had empty classrooms.