Sentences with phrase «black kids in the district»

Not exact matches

Even though almost every student at the KIPP Academy... is from a low - income family, and all but a few are either black or Hispanic, and most enter below grade level, they are still a step above other kids in the neighborhood; on their math tests in the fourth grade (the year before they arrived at KIPP), KIPP students in the Bronx scored well above the average for the district, and on their fourth - grade reading tests they often scored above the average for the entire city.

In districts like Brownsville, a historically Black community in Brooklyn, there is not a single district elementary school that has educated more than 20 % of its kids to read at grade leveIn districts like Brownsville, a historically Black community in Brooklyn, there is not a single district elementary school that has educated more than 20 % of its kids to read at grade levein Brooklyn, there is not a single district elementary school that has educated more than 20 % of its kids to read at grade level.

One can easily surmise that the low proficiency levels set by these states essentially proclaim that state leaders don't expect districts to do very much for the black, Latino, and Native kids in their care.

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.

You can easily surmise that these post-AYP accountability systems essentially proclaim that state leaders (along with those such as Petrilli who support their efforts on this front) don't expect districts to do very much for the black, Latino, and Native kids in their care.

In fact, Black children account for 78.8 percent of all children suspended by the district in 2013 - 2014 — or four out of ever five kids suspended one or more times that year — while White peers accounted for a mere 33.7 percent of students suspendeIn fact, Black children account for 78.8 percent of all children suspended by the district in 2013 - 2014 — or four out of ever five kids suspended one or more times that year — while White peers accounted for a mere 33.7 percent of students suspendein 2013 - 2014 — or four out of ever five kids suspended one or more times that year — while White peers accounted for a mere 33.7 percent of students suspended.

There is a reason why so many in Virginia and throughout the nation have criticized the Old Dominion's supposedly «ambitious» yet «achievable» proficiency targets: Because they set low expectations for the state's districts and schools to improve achievement for black, Latino, and poor kids, and don't encourage the districts to take on the strong reforms needed to do so.

One can easily surmise that the low proficiency levels set by McDonnell, Wright, and their colleagues essentially proclaim that they don't expect districts to do very much for the black, Latino, and Native kids in their care.

In districts across the country — even ones in cities with some form of limited movement for kids — poor parents, typically those who are black or Hispanic, are forced to enroll their kids in underperforming schools when there are good ones nearby, sometimes just blocks awaIn districts across the country — even ones in cities with some form of limited movement for kids — poor parents, typically those who are black or Hispanic, are forced to enroll their kids in underperforming schools when there are good ones nearby, sometimes just blocks awain cities with some form of limited movement for kids — poor parents, typically those who are black or Hispanic, are forced to enroll their kids in underperforming schools when there are good ones nearby, sometimes just blocks awain underperforming schools when there are good ones nearby, sometimes just blocks away.

I probably cover Lakewood's morally and fiscally bankrupt schools too often, but this Ocean County school district that enrolls almost entirely Latino and Black low - income students pushes all my education reform buttons: tyranny of the majority (in this case the ultra-Orthodox residents who control the municipal government and the school board); lack of accountability; lack of school choice for poor kids of color but anything goes (at public expense) for children of the ruling class; discrimination against minority special education students.

Culling through federal Office for Civil Rights data for 3,022 districts in 13 southern states, researchers Edward J. Smith and Shaun R. Harper determined that black kids were far more - likely to be suspended at more - disproportionate levels than white peers.

One can easily surmise that low proficiency levels are proclamations by state leaders that they don't expect districts to do very much for the black, Latino, and Native kids in their care.

But it doesn't work in practice because the underlying formulas allow for schools and districts to hide how poorly they are educating black, Latino and Native kids; a school can hide its wide achievement gaps and still get an A grade if it meets the other categories in the formula.

Even when they do live in urban districts, many of them either use school choice clauses in collective bargaining agreements to get first dibs on schools that don't have Black or Latino children in them, or just send their kids to private schools to avoid the failure mills they themselves work in.

Few senators seem concerned with the fact that the administration's gambit takes away real data on school performance (making it more difficult for families from being the lead decision - makers reformers need in order for overhauls to gain traction, and making it more difficult for researchers to do their work), and lets states and mediocre districts off the hook for poorly educating black, Latino, Native and poor white and Asian kids in their care.

The percentage of Ferguson - Florissant's black children condemned to the top five special ed categories is just three - tenths of a percentage point higher than the 9.5 percent of kids in St. Louis» perpetually - failing traditional district labeled in the top five special ed categories.

As with black and Latino families from the middle class, poor families of all backgrounds move into suburbia thinking that traditional district schools in those communities will do better in providing their kids with high - quality teaching and curricula than the big city districts they fled.