Sentences with phrase «characteristic of white students»

Not exact matches

But, when these predictors are part of the analyses, it demonstrates that African - American men and women attain higher educational levels than white students with the same high school GPA and background characteristics.

The results are quite surprising: after adjusting the data for the effects of only a few observable characteristics, the black - white test - score gap in math and reading for students entering kindergarten essentially disappeared.

From the beginning of kindergarten to the end of first grade, black students lose 20 percent of a standard deviation (approximately 10 percent of a standard deviation each year) relative to white students with similar characteristics.

But once the data are adjusted for the effects of the key background characteristics identified above, black students appear to lose much more ground than they do in the raw averages, falling 0.16 standard deviations in math and 0.19 standard deviations in reading relative to white students (see Figure 1).

If black students in the sample continue to lose ground through 9th grade at the rate experienced in the first two years of school, they will lag behind white students on average by a full standard deviation in raw math and reading scores and by more than two - thirds of a standard deviation in math even after controlling for observable characteristics (the gap would be substantially smaller in reading).

In study after study, scholars have investigated the effects of differences among white and black students in their socioeconomic status, family structure, and neighborhood characteristics and in the quality of their schools.

It is a regression in which student achievement is explained by a combination of school inputs (resources such as funding per student, class size, teacher qualifications, etc.) and the characteristics of peers (percentage of schoolmates who are white and who are black, etc.), families (race, ethnicity, parents» education, number of siblings, etc.), and neighborhoods (the share of households who rent versus own, etc.).

First, ethnographic studies have suggested that black students are less inclined to try hard in school because their peers may view academic effort as characteristic of «acting white.»

after adjusting the data for the effects of only a few observable characteristics, the black - white test - score gap in math and reading for students entering kindergarten essentially disappeared.

[18] These differences are particularly strong for demographic characteristics: elementary school neighborhoods that draw the highest proportion of in - boundary students are likely to have proportionally smaller African American populations (14 percent on average, compared to 69 percent for the rest of the city) that are not decreasing as fast as they are in the rest of the city; the later dynamic could be related to the first because these neighborhoods tend to be historically white, and have very small African American populations to begin with.

In 2009, Fryer identified five characteristics of successful charter schools that have made great strides in eliminating the achievement gap between low income minority students and their white peers.