Sentences with phrase «black students in traditional public schools»

At the national level, seventy percent of black charter school students attend intensely segregated minority charter schools (which enroll 90 - 100 % of students from under - represented minority backgrounds), or twice as many as the share of intensely segregated black students in traditional public schools.

Not exact matches

Around 50 to 60 percent of traditional charter school students are Black, compared to approximately 10 percent in online charters and 12 percent in traditional public schools.

What we found is that, compared with other students in the traditional public schools, charter school applicants are more likely to be black and poor but are otherwise fairly similar.

For example, a 2010 report by UCLA's Civil Rights Project found that black charter school students were twice as likely to attend schools that enrolled fewer than 10 percent non-minority students as their counterparts in traditional public schools.

Our new findings demonstrate that, while segregation for blacks among all public schools has been increasing for nearly two decades, black students in charter schools are far more likely than their traditional public school counterparts to be educated in intensely segregated settings.

Roughly 40 percent of charter school students in grades 3 — 8 were black, compared with 31 percent in traditional public schools.

Compared with traditional public schools, charter schools in North Carolina enrolled a larger percentage of black students and lower percentages of Hispanic and white students.

In Denver, black students transferred from traditional public schools that are 42.2 % black to charters that are 51.0 % black; both the TPS and the charters had about 15 % white students.

In Philadelphia, for example, black students moved from segregated traditional public schools (84.2 % black) to segregated charter schools (87.0 % black).

In each case, a reasonable conclusion is that the average charter student left a heavily black traditional public school for a heavily black charter school.

And a 2015 Stanford University study cited by the National Alliance for Public Charter Schools showed that low - income Black students in charter schools gain the equivalent of 29 extra days of learning in reading and 36 extra days of learning in math per year compared with their Black counterparts in traditional district sSchools showed that low - income Black students in charter schools gain the equivalent of 29 extra days of learning in reading and 36 extra days of learning in math per year compared with their Black counterparts in traditional district sschools gain the equivalent of 29 extra days of learning in reading and 36 extra days of learning in math per year compared with their Black counterparts in traditional district schoolsschools.

Black students — typically underserved in traditional public schools — are outperforming their peers statewide on assessments.

Students in poverty, black students, and those who are English language learners (ELL) gain significantly more days of learning each year in both reading and math compared to their traditional public schooStudents in poverty, black students, and those who are English language learners (ELL) gain significantly more days of learning each year in both reading and math compared to their traditional public schoostudents, and those who are English language learners (ELL) gain significantly more days of learning each year in both reading and math compared to their traditional public school peers.

Performance differences between charter school students and their traditional public school peers were especially strong among black and Hispanic students in poverty and Hispanic students who are ELL in both reading and math.

Studies are showing, for example, that black students in charter schools are more likely than their counterparts in traditional public schools to be educated in an intensely segregated setting.

Overall, the GAO found that Black students, boys, and students with disabilities were all disproportionately disciplined in the 2013 - 2014 school year (the latest available data) and that disproportionality is widespread and persistent despite the level of school poverty, type of disciplinary action, or type of public school attended (e.g., traditional, magnet, charter, alternative, or special education).

The NAACP report documents the consequences of this abandonment: inadequate funding of urban schools, a lack of accountability and oversight for charter school, most of which are concentrated in urban communities, the disproportionate exclusionary discipline of Black students, high teacher turnover, and an absence of teachers of color in both charters and traditional public schools.

Charter schools attract a higher percentage of black students than traditional public schools, in part because they tend to be located in urban areas.

A 2013 study by the Center for Research on Education Outcomes (CREDO) at Stanford University analyzed the charter sectors in 27 states and found that, on average, charter schools have significant positive impacts in both math and reading for black students in poverty, Hispanic students in poverty, Hispanic English language - learners (ELLs), students in poverty in general, and ELLs compared to their traditional public school peers.

Charter schools also had significant positive effects on the reading scores of students with special needs.13 These results are supported by additional findings that charter schools have the most positive impacts on black and Hispanic students, and the least positive impacts on white students.14 In fact, research has found some evidence of negative impacts on white students and non-poor Hispanic students in both math and reading compared to their peers in traditional public schools.13 In fact, research has found some evidence of negative impacts on white students and non-poor Hispanic students in both math and reading compared to their peers in traditional public schools.13 in both math and reading compared to their peers in traditional public schools.13 in traditional public schools.13 16

An analysis of 2011 - 12 MEAP results by the Michigan Association of Public School Academies concludes that black urban students perform better in charter schools than in traditional public schools in both math and readPublic School Academies concludes that black urban students perform better in charter schools than in traditional public schools in both math and readpublic schools in both math and reading...

According to research released in 2010 by professor Gary Orfield of the Civil Rights Project at the University of California, Los Angeles, 70 percent of black charter school students attend a school where the bulk of their peers are also minorities — compared to 40 percent in traditional public schools.

The analysis from the charter school association, which used data collected by the Michigan Department of Education, concluded the largest gaps were found in the MEAP reading scores — as high as 9.3 percentage points difference in eighth grade; with 43.6 percent proficient for black urban students in charter schools, compared to 34.3 percent proficient for black urban students in traditional public schools, said Buddy Moorehouse, spokesman for the state's charter school association.

In New York City's traditional public schools, 24 % of black and Hispanic students passed the state math test this year.

Both Black and Hispanic students inpoverty who are enrolled in charter schools show significantly better performance in reading and math compared to Black and Hispanic students in poverty in traditional public schools.