Sentences with phrase «black students increased»

Among Black students it increased by 22.8 percent, and for Hispanic students it jumped 21.3 percent.23 NEWS RELEASES 2015 - 16.

Overall, early elementary black students increased reading proficiency and growth in elementary grades with a 10 percent increase in reading proficiency for third grade in two years, according to the report.

Black students increased from 13 to 15 per cent, while Hispanic students grew dramatically from 6 to 21 per cent (17).

Between 1972 and 2000, the high - school completion rate of 18 - to 24 - year - old black students increased from 72.1 percent to 83.7 percent.

Specifically, white students increased by 3.2 percent, and black students increased by 6.3 percent in their exam performance.

Not exact matches

In celebration of the upcoming Black History Month, the Royal Bank of Canada is giving more to students by increasing the number of scholarships...

Specifically, Defendants made false and / or misleading statements and / or failed to disclose that: (i) the Company was engaged in predatory lending practices that saddled subprime borrowers and / or those with poor or limited credit histories with high - interest rate debt that they could not repay; (ii) many of the Company's customers were using Qudian - provided loans to repay their existing loans, thereby inflating the Company's revenues and active borrower numbers and increasing the likelihood of defaults; (iii) the Company was providing online loans to college students despite a governmental ban on the practice; (iv) the Company was engaged overly aggressive and improper collection practices; (v) the Company had understated the number of its non-performing loans in the Registration Statement and Prospectus; (vi) because of the Company's improper lending, underwriting and collection practices it was subject to a heightened risk of adverse actions by Chinese regulators; (vii) the Company's largest sales platform and strategic partner, Alipay, and Ant Financial, could unilaterally cap the APR for loans provided by Qudian; (viii) the Company had failed to implement necessary safeguards to protect customer data; (ix) data for nearly one million Company customers had been leaked for sale to the black market, including names, addresses, phone numbers, loan information, accounts and, in some cases, passwords to CHIS, the state - backed higher - education qualification verification institution in China, subjecting the Company to undisclosed risks of penalties and financial and reputational harm; and (x) as a result of the foregoing, Qudian's public statements were materially false and misleading at all relevant times.

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.

For black Parkland students like 17 - year - old Kai Koerber, calls to increase police presence on campus and other security measures proposed after the February mass shooting have only made them more anxious.

Students on the march (they are mostly students) will also demand action to increase the number of black and ethnic minority students inStudents on the march (they are mostly students) will also demand action to increase the number of black and ethnic minority students instudents) will also demand action to increase the number of black and ethnic minority students instudents in Oxford.

Despite the added attention, the state budget did not meet AQE's goal of a $ 4.2 billion increase in school aid, 74 percent of which they say is owed to schools with predominantly black and brown students.

Rates increased for nearly every type of student, too — white, black, Hispanic, Asian, poor and disabled.

«And we find that having a black teacher dramatically increases the likelihood that a black student will be placed in a gifted program, relative to having a white teacher.»

An important goal of the program is to increase representation of Black / African American, Alaskan Native, American Indian, Asian American, Hispanic / Latino, and Pacific Islander students within neuroscience.

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

In particular, student debt was associated with an increased risk of boomeranging among black, but not white, youth.

What's more, in a follow - up experiment, the researchers found that simply having to specify their race before taking the test was enough to drastically worsen a black student's performance, while when white students did this, their performance actually increased.

Although the participation of Blacks, Hispanics, and Native Americans in advanced high school mathematics classes increased between 1982 and 1994, their scores in standardized mathematics tests were still lower than those of other students, and the discrepancy did not diminish between 1990 and 1996 (NCES, 1996).

The proportion of students in poverty in the majority - black elementary schools has increased over time, and remains at higher levels (currently at 91 percent poor) than the district's other elementary schools (76.6 percent poor.)

A 2010 study by Mark Berends and Roberto Penaloza of longitudinal data over 30 years demonstrates a relationship between increasing segregation of black and Latino students and growth in math achievement gaps between these groups and white students.

There was also a 16 percent increase in the graduation rate in 2016, adding to a nearly 50 percent increase over the last five years, with particularly pronounced improvements for black and Latino students.

The most disaggregated column in Table 1 shows how increasing n - size leaves more students unaccounted for: with n - size of 10, only 11 percent of Black students in third through fifth grade would be left out of accountability systems, whereas with n - size of 30 — and no other strategy to pool data — 39 percent would be left out.

Murnane (2013) finds that high school completion rates have been increasing since 1970 with larger increases for black and Hispanic students; Baum, Ma and Pavea (2013) find that postsecondary enrollment rates have been increasing since the 1980s, particularly for those from poor families.

As in our state analysis, an increase in the fraction of a school district's population that is black makes a district more likely to have a charter school in operation and to have a greater share of its students enrolled in charter schools.

We estimated that an increase of 11 percentage points in the black population in a district increases the share of students enrolled in charter schools by about 6 percentage points.

But between 2004 and 2008, for - profit graduate enrollment increased dramatically for black students.

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.

A dramatic increase in the number of Asian - American students enrolling in the nation's independent schools in the past four years has bolstered their overall minority enrollment, despite the fact that the proportions of black, Hispanic, and Native American students enrolled have increased only slightly, according to a new report.

That claim overlooks the powerful effect demographic change has had on the possibility of increasing black student exposure to white students.

A pronounced increase in Hispanic and Asian public - school enrollment and consequent decline in the white enrollment share, not a pattern of resegregation, has driven the fall in the exposure of black students to white schoolmates.

The early reform coalition took shape around 20 years ago, with shared goals of increasing economic competitiveness and addressing achievement gaps among low - income, black, and Latino students.

The steps taken to desegregate schools and increase black student exposure to white students were not strong enough after 1980 to offset the demographic shifts that were increasing the amount of contact between both whites and blacks and the children of immigrants from Latin America, Asia, and elsewhere.

Segregation still in decline despite decreasing black exposure to white students Percentages of other ethnic groups increasing rapidly

In the same period, the average scale score for black fourth graders rose by 18 points, for Hispanic students by 17 points, and the cut score defining the 10th percentile of performance increased by 16 points.

For example, from 1990 to 2007, black students» scale scores increased 34 points on the NAEP 4th - grade mathematics tests (compared with a 28 - point increase for whites), and the black - white achievement gap declined from 32 to 26 points during this period.

This lesson works really well as students think about wider consequences which could also lead to discussion and research into increased freedoms after the Black Death etc..

Li and Scott - Clayton also reveal that black students are much more likely to attend for - profit graduate schools and that much of the increase in graduate school enrollment among blacks in recent years has occurred at those schools.

Though justified by claims that these curriculum changes increased equal opportunity of education, in reality they had a grossly unequal impact on white working - class young people and the growing number of black students who entered high schools in the 1930s and 1940s.

While pass rates in the first college - level course («gateway» course) in each subject decreased modestly (from 75 to 73 percent in English composition, and from 65 to 58 percent in math), because more students attempted these gateway courses the overall percentage of students successfully completing them rose markedly (by 7 percentage points in English and 4 percentage points in math), with larger increases for black students.

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.

While surveying the landscape and statistics as our inaugural graduating class headed toward commencement, we realized immediately that in order to hold true to our efforts to create social change and increase the opportunities for young Black men, it was imperative to create something that would extend and expand upon the comprehensive supports that our schools offered students.

For instance, a 2015 study of a privately funded voucher program in New York City found that being offered a voucher to attend a private school increased college enrollment rates among black and Hispanic students by 4.4 percentage points, a 10 percent gain relative to the control group, and also increased bachelor's degree completion rates among black and Hispanic students by 2.4 percentage points, a 27 percent gain.

Indeed, if six black students attempted to leave a school that was 80 percent black in a district that was 90 percent black, that would likely raise the DOJ's ire for increasing «segregation.»

The achievement scores of black, Hispanic, and low - income students have increased dramatically.

By the third year of the program, APIP increases the number of white and Hispanic graduates scoring above 900 on the SAT and above 19 on the ACT by 26 percent and 38 percent, respectively, although there is no change for black students.

For example, both minimum - competency testing and increased coursework requirements led to reductions in educational attainment that were most pronounced among black students.

The number of black students in Oakland who enrolled in a four - year college increased from 22 percent to 36.6 percent, and the number of Latino students increased from 40.7 percent to 47.9 percent — in just the year between 2015 to 2016.

For example, one study documented that «black and white students in desegregated schools are less racially prejudiced than those in segregated schools,» and that «interracial contact in desegregated schools leads to an increase in interracial sociability and friendship.»

To our knowledge, there is no compelling explanation for the overall growth in the 2000s or for the especially large increases in the graduation rates of black and Hispanic students.

They included worsening economic conditions for poor families and an increase in fatherless black households, social factors that interfere with students» educational progress.