Sentences with phrase «class white peers»

, which is often used to try to explain why African - American and Latino students do not perform at the level of their middle - class white peers, ignores the issues plaguing all of our nation's schools.

Not exact matches

But a few began to feel uncomfortable about how their white middle - class peers viewed them.

«THE STUDY FOUND THAT BLACK AND LATINO STUDENTS HAVE HALF THE NUMBER OF ADVANCED PLACEMENT CLASSES compared to their white and Asian peers, according to data from 353 high schools in the 2011 - 2012 academic year.

• In what is known as the «peer effect,» poor students [and minority students] do better in schools where the student body is more middle class [white].

African - American students are far more likely than their white peers to receive a subpar education, in larger classes taught by unqualified teachers in decaying buildings, according to the National Association for the Advancement of Colored People.

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.).

Students who are Black, Latino, and English language learners are disproportionately suspended, expelled, and placed into substantially separate special education programs and lower academic tracks at significantly higher rates than their white and Asian, middle class peers.

Finding that book club enhanced teachers» experience of themselves as what researchers on white, middle - class American women call «connected knowers» (Belenky, Clinchy, Goldberger, & Tarule, 1986) prompted us to consider the general potential of peer - led conversation in the professional development of teachers.

According to new data, white and middle - class DC students are flying high, while black, Hispanic and poor children continue to lag behind their peers.

While white, black and Hispanic children all made modest test score gains in DC since 2003, the Rhee agenda has not significantly narrowed achievement gaps between the various demographic groups, nor has it brought disadvantaged DC youth up to the national average scores for peers of their same race and class in other cities.

If you are a white or middle - class family living in Washington, your child will likely attend a socioeconomically segregated neighborhood school or a higher - quality magnet, and will outperform her peers in suburban public schools.

How do wealthy white students and working class black students consciously perceive wealthy black peers?

As one of a distinguished group of attorneys who have been listed in Best Lawyers in America for 20 years, Andy has been selected by his peers for inclusion in eight categories: Appellate Practice, Bet - the - Company Litigation, Labor & Employment Litigation, White - Collar Criminal Defense, Commercial Litigation, Mass Tort Litigation / Class Actions - Plaintiffs, Civil Rights Law, and Real Estate Litigation.

Legal culture was conceived and maintained by middle - aged white men for the benefit of their peers and class.

462 predominantly white, middle - class students from Grade 5 - 9 provided self - reports of victimization (physical, verbal, and relational) and gender nonconformity, as well as peer nominations of gender nonconformity and victimization.

However, most studies of peer victimization, particularly among adolescent girls, have been limited to white and middle - class samples.