Sentences with phrase «failed urban students»

Not exact matches

The majority of urban students in about half the states fail to meet even minimum national standards in mathematics, reading, and science, finds the report, Quality Counts» 98, scheduled for release Jan. 8.

Recently released reports from both the Urban Institute and the Manhattan Institute have highlighted the toll of this failure on our young people: Nationwide, one - third of high school students will fail to graduate, and...

Plaintiffs in these lawsuits say they favor high standards and accountability and then point to data showing that large numbers of students in urban districts fail to meet heightened standards.

Houston and other urban districts must also increase their use of chartering to create new options in neighborhoods where schools consistently fail to educate students to state standards.

But a decade ago several trends in American education, and in the Catholic Church, made a Catholic - operated public school seem increasingly possible: 1) the traditional, parish - based Catholic school system, especially in the inner cities, was crumbling; 2) equally troubled urban public - school systems were failing to educate most of their students; and 3) a burgeoning charter school movement, born in the early 1990s, was beginning to turn heads among educators in both the private and public sectors.

The first and most rigorous of the studies, by Dan Goldhaber and Emily Anthony of the Urban Institute, found that on average North Carolina students in grades 3 - 5 whose teachers were board certified scored 7 to 15 percent higher on tests than students whose teachers attempted but failed to gain certification.

Charter advocates in Massachusetts sought to increase the number of urban students who can enroll in charters, and the state had several well - qualified charter operators eager to open new schools, but both efforts failed in the legislature and in a referendum after a fierce campaign by teachers» unions.

Supporters, including a group of black Louisville pastors and the Bluegrass Institute, a conservative education think tank, say they would be more free to adopt innovative approaches that could help students, especially in urban areas where some schools repeatedly fail to meet goals.

«If students knew when they woke up in the morning that what they had to say really mattered in what changes were made in the school - they would really come,» says RaShawn, 17, who attends an overcrowded urban high school his district has labeled as failing.

The unfortunate answer is that too many urban school systems preemptively declare underperforming students to be failures, a practice that fosters dysfunctional classrooms that fail to motivate, engage, and inspire students to succeed.

Some of the most dramatic gains in urban education have come from school districts using a «portfolio strategy»: negotiating performance agreements with some mix of traditional, charter and hybrid public schools, allowing them great autonomy, letting them handcraft their schools to fit the needs of their students, giving parents their choice of schools, replicating successful schools and replacing failing schools.

Gary Orfield of the Civil Rights Project at Harvard University and Christopher Swanson of the Urban Institute found that about 50 percent of black, Hispanic, and Native American students fail to earn high school diplomas.

And a 2007 study by the Urban Institute found a failing grade led to subsequent and significant academic gains for students.

A recent attempt by the 11,000 - student urban district to pass a $ 49.8 million bond issue for school construction and repair - its first since the 1960s - failed earlier this year.

An estimated 40 percent of urban students fail multiple classes in 9th grade, and in many cities 50 percent or more leave school without graduating (Neild, Stoner - Eby, & Furstenberg, 2001).

And a recent University of Chicago Urban Lab study confirmed that «students who received tutoring and mentoring failed two fewer courses per year on average,» and «their likelihood of being «on track» for graduation rose by nearly one - half.»

In the report, the researchers point out that most of the schools that are failing in terms of achievement are public schools that serve poor and racial minority students in urban areas.

And yet, the vast majority of urban public schools in the United States fail to provide students with the expectations, academic preparation, or social support necessary to make it to and through college.

Apparently, «the 1 percent» includes the struggling, poverty - stricken students in urban ghettos like Compton and Watts — the students that the union has tried to trap in failing schools through their opposition to charters.

Most studies, however, fail to pull out administrative costs as a separate entity in cost functions, as the cost of running schools are a combination of many factors such as student: teacher ratio, number of students from impoverished backgrounds, number of special education students, rural v. urban locations, labor costs, school size, and district size.

Thus, the goal of BIA education appears to direct students toward migration into a city while at the same time it fails to «prepare students academically, socially, physchologically, or vocationally for urban life.

The fact that we lose half the students in Connecticut's urban high schools is a major problem that deserves a lot more attention, but having a Governor who fails to tell the truth in his effort to pander to the charter school industry is hardly the answer.

Additional attempts to bind the fate of urban and suburban students have similarly failed, leaving the two worlds of urban and suburban education largely separate.

National tests for years have indicated that over 50 percent of students in urban poverty schools fail 4th grade reading tests which indicate that these students can not read.