Sentences with phrase «especially minority children»

Ms. Downey and liberal co-conspirators oppose any effort to give Georgia's children, especially minority children, the chance, as Gov. Deal has said, at» a fair shot at doing better than their parents before them.»

The dialogues focused on creating blueprints for action for improved educational opportunities for all children, and especially minority children.

Not exact matches

The data shows similar employment barriers also exist for the children of immigrants, especially those whose parents are visible minorities, despite the fact they achieve higher levels of education than Canadian - born children.

Every state should determine how much high - quality education costs and guarantee that every school — especially those serving poor and minority children — has at least that much money.

While low - income, ethnic - minority families displayed less sensitivity overall to their children, positive father involvement and close mother - father relationships were especially beneficial in the case of maternal risk.

They controlled for an asthma diagnosis in the children, as anxiety and mood disorders are more prevalent among youth with asthma and especially more common in low socioeconomic minority children.

The agency could not have predicted the advances in science that would uncover not only the addiction - like process that compels us to gobble up these foods, nor could they have predicted the mechanisms that reveal how these foods can change the expression of our genetic material and predispose a generation of children to metabolic disorders, including obesity and diabetes.13, 14 The agency could not have guessed that its recommendations would have especially devastating effects on minorities whom scientists believe may be genetically susceptible to diseases related to a diet high in processed grains and cereal products.15, 16

Test scores are up — especially in math, and especially for our lowest - performing, low - income, and minority children.

And it's worked — national assessment results show huge gains for the country's low - performing, low - income, and minority children since the late 1990s, especially in the early grades, and especially in math.

While we live in a market - driven economy ~ where winning and wealth accumulation are desired outcomes ~ education advocates on all sides of the political aisle currently assert that public schools are failing our children ~ especially minorities and low - income students.

She has devoted thousands of hours and millions of dollars to fighting for her vision of educational betterment — especially for minority children in high - poverty communities.

Despite all the emphasis on reading programs and encouraging students to read, many children, especially minority students, still do not read with a high level of comprehension and fluency, independently, or for fun, according to Dr. Sally M. Reis, a professor and the department head of the educational psychology department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented.

Parents can grow defensive about their children's behavior, and, especially in low - income or minority communities, many families may have years (if not decades) of negative associations with school systems.

Poor and minority children bring just as many problems to schools here as they do in New Zealand, especially when poverty is concentrated.

If bias is a factor (the child harmed has actual or perceived minority status of some kind), the school should consider there might be a gap in school culture, so that such minorities are made especially vulnerable in this school at this time.

Especially worrisome: The risk that low - income and minority students, as well as children with disabilities, could be pushed into the vocational tracks.

That skepticism should grow after looking closely at the individual state targets set for districts and schools to improve student achievement, especially for poor and minority children.

Once again, the current occupant of the White House has effectively issued a challenge to the school reform movement, especially to conservatives who once were the dominant force within it: Will they up stand against the administration's war against the futures of poor and minority children?

The very revelations of how poorly districts and states were doing in improving the achievement of children — especially those from poor and minority backgrounds — since the implementation of No Child 12 years ago have embarrassed states and districts publicly and badly.

I fear your advisors, especially those allied with the teachers unions, have convinced you that pulling back on your previous support of charter schools is a «gimmie,» a political move that costs you nothing... (R) apidly expanding charters offer many poor and minority children their best chance of emerging from K - 12 schools ready for a job or further education.

As any student of American history knows by now, the federal government has more - often been used as a tool for promoting the racism that is America's Original Sin (especially in education policy) than for transforming schools and communities for poor and minority children.

By shining harsh light on the low performance of schools as well as prescribing consequences for continued failure, No Child's accountability approach forced districts to focus on improving student achievement, especially for poor and minority children they have long ignored.

Certainly this means losing key tools in expanding choice, especially against traditional districts and others opposed to allowing poor and minority children to attain high - quality options.

While U.S. Secretary of Education Arne Duncan did his best to spin the administration's efforts as a solution for No Child's supposedly «broken» accountability measures, which he proclaimed, was «misleading» in identifying schools and districts — especially in suburbia — failing to provide high - quality education to poor and minority kids.

These reforms have been especially beneficial to children from poor and minority backgrounds, who have long been subjected to academic neglect and malpractice.

While Coates doesn't touch on education policy, he essentially makes a strong historical case for why reformers (especially increasingly erstwhile conservatives in the movement) must go back to embracing accountability measures and a strong federal role in education policymaking that, along with other changes in American society, are key to helping children from poor and minority households (as well as their families and communities) attain economic and social equality.

This also means expanding opportunities for high - quality education — from greater access to Advanced Placement courses to the expansion of high - quality charter schools — so that children from poor and minority households, especially young black men and women who did the worst on NAEP this year (and have less access to college - preparatory courses in traditional districts) can succeed in school and in life.

He and other reformers will have to make a strong case to families in the grassroots — especially the poor and minority households seeking better opportunities for their children — in order to beat back traditionalist forces.

Certainly children, especially those from poor and minority backgrounds, will pay the price for the opposition of movement conservatives to Common Core.

Simplistic «pro- «and «anti- «teacher rhetoric is distracting from efforts to improve teacher quality, especially in schools serving urban, minority children.

Meanwhile reformers have learned the importance of holding politicians responsible for not living up to their obligations to expand opportunities for children, especially those from poor and minority backgrounds.

But the fact that the Obama administration granted Virginia a waiver in the first place in spite of its record of obstinacy on systemic reform, along with the fact that many of the 32 other states granted waivers (along with the District of Columbia) have also set low expectations for districts and schools to improve the achievement of the poor and minority kids in their care, has put President Obama in the uncomfortable position of supporting the soft bigotry of low expectations for children — especially those who share his race and skin color.

Especially in high - poverty, high - minority communities, where the pressure to meet Adequate Yearly Progress is fierce, teachers report that the No Child Left Behind law has forced them to abandon anything but reading and math.

Also troubling were data showing that many chronically absent students «were living in poverty, minorities, especially our Latino population, and children of parents who didn't find success in school themselves.

Underlying the ferment around teachers is a broad sense of urgency about the overall performance of American students, especially low - income and minority children.

Thanks to the accountability provisions, states and districts have also taken the first key steps in providing all children, especially those from poor and minority backgrounds, with the strong, comprehensive college preparatory curricula.

In the wake of the Supreme Court's hostility to race - conscious integration and in recognition of the disproportionate number of minority, and especially black, children from poor families, localities have adopted plans to integrate schools by income instead of race.

Though it should be noted that the difference between Bair's and Mrs. Blake's opinion on minority student representation is that while Bair simply acknowledges that these students, especially the Puerto Rican children, will face hardships during their students careers, Mrs. Blake advocates for the language accommodation of Puerto Rican students.

For more than 30 years, the Intercultural Development Research Association has committed to making schools work for all children, especially those children who are historically left behind — low - income students, minority students and those who speak a language other than English.

Among his areas of interest and expertise are action - research, minority ethnic achievement and young children's learning, especially their spiritual, moral, social and cultural development.

Thanks to AYP, traditional districts — especially those in suburbia — have been exposed for failing to provide high - quality teaching, curricula, and school cultures to poor and minority children (as well as those condemned to the nation's special ed ghettos).

The fact that there is no component for holding schools and districts accountable for improving achievement for all children — especially those from poor and minority communities — essentially makes the school inspection idea not ready for prime time.

Democrats argued that rescinding the rules opens loopholes that states can use to shield poorly performing schools from scrutiny, especially when they fail to serve poor children, minorities, English - language learners and students with disabilities.

By deciding to roll back the college - preparatory standards, politicians in the Show - Me State have shown in deed that they have no concern for the futures of children, especially those from poor and minority backgrounds who will soon make up a majority of students in traditional public schools.

A nationally and internationally recognized expert in parent involvement, home, school, community partnerships, multicultural literacy, early literacy, and family / intergenerational literacy, especially among poor and minority children.

American can no longer afford economically, much less, morally, to have one out of every two black, Latino, and American Indian children struggling with literacy — especially when minorities make up the majority of enrollment in the southern and western states of the union (and large portions of school populations in the rest of the nation).

Education policy in recent decades has been focused primarily on ensuring that all children — especially poor and minority children — attain at least a minimum level of academic achievement.

By standing pat, Virginia has all but assured that its children, especially those from poor and minority backgrounds, will continue getting an education unfit for their futures.

No Child also helped force states and districts into taking the first key steps in providing all children, especially those from poor and minority backgrounds, with the strong, comprehensive college preparatory curricula.

As Data Quality Campaign correctly notes, policymakers realized that shining a light on student achievement, especially for poor and minority children, would help in holding states and districts accountable.