A study of 49 states by The Education Trust found that school districts with high numbers of low - income and minority students receive substantially less state and local money per pupil than school districts with
few poor and minority children.
The good news is that
fewer poor and minority children are functionally illiterate.
Not exact matches
He also finds it particularly interesting that Common Core foes say they want high - quality education for all
children, yet fail to consider that their opposition to the standards hurts
poor and minority kids as well as middle class white
and Asian
children in suburbia, both of which have
few options — including vouchers
and charter schools — to which they can avail in order to get high - quality education.
As our country has doubled the amount we spend per pupil in the last
few decades, our students» achievement in English, math
and science has remained flat,
and our
poor and minority children continue to lag behind.
As Dropout Nation has noted ad nauseam,
few of the accountability systems allowed to replace No
Child's Adequate Yearly Progress provision are worthy of the name; far too many of them, including the A-to-F grading systems put into place by such states as New Mexico (as well as subterfuges that group all
poor and minority students into one super-subgroup) do little to provide data families, policymakers, teachers,
and school leaders need to help all students get high - quality education.
If they did, they would know that Alexander's plan would all but solidify the Obama Administration's move over the past
few years to eviscerate No
Child's Adequate Yearly Progress provisions, which have exposed the failure of traditional districts 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).
Instead of providing all kids with college - oriented learning (as Eliot supported), these educators pushed what would become the comprehensive high school model, with middle - class white kids (along with those
few children of émigrés deemed worthy of such curricula) getting what was then considered high - quality learning, while
poor and minority kids were relegated to shop classes
and less - challenging coursework.
Our findings are even more sobering because the prevalence of psychosocial problems among youth seems to be increasing.110, 111 The US Surgeon General reports that the unmet need for services is as high now as it was 20 years ago.112 Even youth who are insured often can not obtain treatment because
few child and adolescent psychiatrists practice in
poor and minority neighborhoods.113, 114