Sentences with phrase «by wealthier students»

Our nation's public school funding is in a shambles, and the schools attended by the poor are, by and large, funded at far lower levels than even the public schools attended by wealthier students.

And, once again, it is worth noting that, although many no - excuses students appear to outperform public - school students from similar backgrounds, their scores fall well short of those achieved by wealthier students.

Times are tough for Andie in school, where she and her friends are tormented by the wealthy students who make... read more

Chile's voucher program has led to widespread socio - economic stratification and a decline in public school enrollment, all while making little to no impact on student achievement.63 The program's design essentially creates three school systems: public schools attended mostly by the lowest - income students; voucher - subsidized private schools attended by more middle - class students, as they can charge additional fees or tuition; and nonsubsidized private schools attended by the wealthiest students.

Not exact matches

BC's second - wealthiest neighbourhood maintains its lofty position despite a (presumably comparatively impoverished) population of basement - dwelling students drawn by the proximity to the University of British Columbia.

Backed by some of Chile's wealthiest investors, Idea Factory has set up a few locations throughout Santiago to give inventors a place to work and to provide students and budding entrepreneurs with access to classes and influential leaders.

The achievement gap between low - income and wealthy students has grown significantly, exacerbating socioeconomic and racial tensions and heightening the sense of inequality among various underserved communities, as large achievement gaps in educational outcomes based on race and ethnicity remain, or by some accounts, even worsen.

Universities must justify everything they do by showing how these things help students to gain some advantage, become wealthy and develop bigger consumer appetites.

(The gap between poor and wealthier fourth - grade students narrowed during those two decades, but only by a tiny amount.)

Fixing school food in every community — the relatively wealthy Boulder and Berkeley, as well as the outright destitute parts of the country devastated by the housing debacle and unemployment — requires all of us to work together as one to get the fedreal government to fund school meal programs in a way that provides fresh nutritious food for all students, not just those lucky enough to live where people can afford to take matters into their own hands and make a local fix.

A study by the New York State Association of School Business Officials found that spending in wealthier districts for special needs students was almost double the spending in more impoverished districts.

In front of a small crowd of supporters and Syracuse University students, congressional candidate Steve Williams said the United States is becoming an oligarchy — more controlled by a small group of wealthy elites.

He said his platform was dominated by his belief that the school was giving scholarships to wealthy students with influential parents rather than to poorer students like himself.

UC Davis students arent shocked by girls turning wealthy men for money..

SeekingArrangement.com arouses controversy by offering a Sugar Baby University aimed at pairing young students with wealthy sugar daddies.

The dating website promises to match wealthy «sugar daddies» to significantly younger «sugar babies» and is being utilised by university students to help with the crippling amount of debt secondary education entails.

The sugar daddy dating app makes life sweeter by making it easy for wealthy and mature men to meet attractive, beautiful students, models or aspiring actresses.

The thin plot centers on the various romances within a wealthy family in New York, as narrated by one DJ (spunky newcomer Natasha Lyonne), a Columbia University student who falls in love with a new guy just about every month.

The lessons progress through a range of tasks that engage student's interest, encourage them to: -: interact and share what they know -: develop their abilities to extract information from text and graphics -: view information critically -: check the credibility and validity of information -: develop online research skills -: use web based tools to create surveys and data visualisations The lessons cover a range of topics including: -: Advertising and how it influences us -: Body language and how to understand it -: Introverts and extroverts and how they differ -: Emotional intelligence and how it impacts on our relationships -: Facts about hair -: Happiness and what effects it -: Developing study skills -: The environment and waste caused by clothes manufacturing -: Daily habits of the world's wealthiest people -: The history of marriage and weddings Each lesson includes: -: A step by step teachers guide with advice and answer key -: Worksheets to print for students

Yet in all these cuts ~ wealthier students are less likely to be impacted than their lower - income peers ~ in large part because their parents ensure they are exposed to enrichment opportunities either at school (perhaps paid for by fundraising efforts) or in private lessons.

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.

As a result, poor students closed academic gaps with wealthy peers by 10 percent in early math and 16 percent in early reading.

The percentage of students with special needs served by charter high schools is also more representative of the public high schools serving the wealthiest towns.

Charter high schools serve less LEP students than those even served by New Jersey's high schools in the wealthiest communities, let alone the districts located in the poorest communities, yet charter high school operate in communities with high percentages of LEP students.

Table 1 presents the mean SAT scores in Verbal and Math, plus the percentage of students eligible for FREE lunch (not Free and Reduced because the negative influence on achievement comes from FREE lunch eligibility), percentage of students who are limited English proficient (LEP) and the percentage of students with special needs for districts located in the A, B, (NJ's poorest communities) and I, J DFG's (NJ's wealthiest communities), plus those for charter schools (denoted by an «R» on the scatter plots).

Indeed, a close look at MCAS results shows there is surprisingly little difference between the quality of teaching in so - called «good» schools (wealthy, suburban schools with high MCAS scores) and «bad» schools (inner - city schools with low scores) when the results are averaged across all teachers in the district and disaggregated by student demographics, specifically race and poverty.

«Wealthy anti-union advocates like David Welch, the funder of this suit, are obscuring the real problems of public education, which are best addressed by restoring funding to programs that ensure student success.

The problem is that low - income children are at a disadvantage when June comes around and they are not intellectually stimulated whereas wealthier students stay stimulated by attending camps and workshops.

Standardized test score differences between wealthy and poor students rose by 40 percent from 1976 to 2001.

A Johns Hopkins University study found that low - income and wealthy students» reading test scores over summer breaks from first to fifth grade rose by.26 and 52.49 points, respectively.

In addition to increasing per - pupil funding, Huberty's bill provides schools with weighted funding for students with dyslexia, and reduces the amount of money that local taxpayers in wealthier areas would pay in Recapture by $ 163 million in 2018 and $ 192 million in 2019.

We are here to say it is not acceptable for the wealthiest country in the world to be cutting millions of dollars from schools serving our neediest students; to be cutting teachers by the tens of thousands, to be eliminating art, music, PE, counselors, nurses, librarians, and libraries (where they weren't already gone, as in California); to be increasing class sizes to 40 or 50 in Los Angeles and Detroit.

CC: I look with astonishment at groups like Save Our Schools, highly represented by white wealthy suburbanites that have made it their mission to undermine the opportunity of poor African - American students to have access to quality education.

Some have argued, and rightly so, that the persistent opportunity gap between low - income students and their wealthier peers should be addressed by extending learning opportunities to all students in high - poverty schools to ensure that they have access to a well - rounded education.

When Rodriguez v. San Antonio ISD was filed, students in poorer districts received only two - thirds of the state funding that was received by students living in wealthier districts.

However, the true achieve - ment gap (as defined by RIDE and others) exists between minority and white, poor and wealthier, ELL and non - ELL, and special needs and non-special needs students.

The state was joined by Montgomery County, the wealthiest district in the state, and hired noted economist Eric Hanushek to testify that money doesn't make a difference in student outcomes.

A new program announced this week by the Harvard Graduate School of Education intends to reduce the achievement gap between wealthy and low - income students.

But that's less about discipline and more about making sure our students have access to clothing that wealthier kids aren't differentiated from less wealthy kids by virtue of what clothes they can afford and those sorts of things.

The new reform groups built ties with a pre-existing conservative network in the state, including pro-school - voucher groups like the Students First PAC, a wealthy political - action committee funded by the libertarian managers of a suburban Philadelphia investment firm.

This followed an earlier study from the department finding that «many high - poverty schools receive less than their fair share of state and local funding... leav (ing) students in high - poverty schools with fewer resources than schools attended by their wealthier peers.»

Another interesting study reported by USA Today a few short years ago suggests that students coming from wealthier households are more likely to have recess in schools.

Chasing prestige and battered by state funding cuts, many public colleges and universities with a historic responsibility to provide access to an affordable education have turned to «financial aid leveraging,» offering wealthy or high - scoring students discounts on tuition.

«Making sure all children are proficient readers by third grade will go a long way toward closing the achievement gaps that exist between low - income students and their wealthier classmates.»

The new funding begins to close that gap, by providing $ 245 per pupil for low - income students and $ 131 per pupil for wealthier students.

These incentives might include additional per - pupil funding for each transfer student, construction funds to make more space available, funds to recruit and employ on - site advocates and mentors to ensure the social comfort and the pedagogic progress of these students, and funds to underwrite their transportation by the same convenient means that wealthy people use to transport their children to private schools — not by circuitous and exhausting bus routes, but rather by point - to - point travel, typically in small vans, from one specific urban neighborhood to one specific school or district.

High - quality preschool improves students» social, cognitive and developmental readiness for kindergarten, putting them on track to long - term success in school.5 The benefits are especially critical for low - income students, who typically hear 30 million fewer words spoken than their wealthier peers by age 2 and face an uphill battle to early literacy and math proficiency throughout their education.6

The final budget bill cut state K - 12 spending by nearly $ 800 million, over7 percent — the largest amount in Wisconsin's history — and limited local governments» abilities to make up for these cuts through property taxes.14 That same year, Gov. Walker passed major tax cuts primarily targeted toward corporations and the wealthy that totaled $ 2.33 billion over 10 years.15 Gov. Walker and Act 10 proponents argued that the bill's reforms would allow schools to offset these cuts by reducing teachers» benefits and hiring lower - paid teachers, preventing budget cuts from affecting students.16 Gov. Walker also argued that eliminating requirements to bargain over salary structures, hiring, and working conditions would give schools additional flexibility needed to attract and retain higher - quality teachers.17

In district - level analysis, the Education Trust finds that nationally districts serving high concentrations of low - income students receive on average $ 1,200 less in state and local funding than districts that serve low concentrations of low - income students, and that gap widens to $ 2,000 when comparing high - minority and low - minority districts.17 These findings are further reflected by national funding equity measures reported by Education Week, which indicate that wealthy school districts spend more per student than poorer school districts do on average.18

A study by the New York State Association of School Business Officials found that spending in wealthier districts for special needs students was almost double the spending in more impoverished districts.