Sentences with phrase «grade than a white student»

A Black student from a comparatively prosperous family in Virginia is more likely to read at or above grade level at eighth grade than a White student eligible for the National Lunch Program.

Not exact matches

And it's hardly racially balanced: Black students are three times more likely to be suspended or expelled than white students, according to the Education Department's Office for Civil Rights, and research in Texas found students who have been suspended are more likely to be held back a grade and drop out of school entirely.

According to the authors, minority students, with the exception of Asian students, fare worse on the eighth - grade MCAS than their white counterparts.

Although African Americans with GPAs as high as 3.5 continue to have more friends than those with lower grades, the rate of increase is no longer as great as among white students.

I can also be precise about what I mean by acting white: a set of social interactions in which minority adolescents who get good grades in school enjoy less social popularity than white students who do well academically.

At some D.C. elementary schools, rather than settling into a healthy racial and socioeconomic balance, student populations are flipping from one extreme to the other, with fourth - grade classes dominated by minorities and preschool classes that are mostly white.

Studies show a familiar pattern: middle - income black and Latino students faring worse than their white counterparts with respect to grades, enrollment in advanced courses, and performance on standardized tests.

However, research shows that black students are more likely to be categorized as «acting white» based on their style or the music they listen to than on getting good grades.

However, according to Loveless, «If tracking and accelerated coursework in eighth grade represent the beginning of a pipeline for promising young stars in mathematics or literature, that opportunity is more open to white and Asian students in suburban schools than to disadvantaged youngsters in schools serving students of color.»

The 2017 NAEP eight - grade reading assessment shows that while 33 percent of White students in the Milwaukee public schools can read at grade level (proficient or above), the school system teaches less than one - fifth of that percentage, six percent, of the Black students in its care to read proficiently at the crucial grade 8 level.

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).

A White student from a comparatively prosperous family in Virginia is more than four times as likely to be brought to grade level in eighth grade reading than a Black student from a lower - income family.

Twenty percent of lower income White students in city schools read proficiently in eighth grade, as do more than half of urban middle class White students.

Notice in my example that the average score of black students lies at the same point in the white distribution in both the 5th and the 8th grades: around 75 percent of white students score higher than the average black student in both grades.

But only white students and advanced learners of all races were more than 50 percent reading - proficient in grades 3 - 5, at 70 percent and 93 percent, respectively.

Then there is North Carolina, which expects that its districts will get only 61.7 percent of black students in grades three - through eight toward reading proficiency in 2012 - 2013, while expecting only 64.7 percent of Latino and 65.2 percent of American Indian and Alaska Native kids to become proficient in reading; by 2014 - 2015, far lower than the proficiency rates for white and Asian peers; Tar Heel State leaders expect districts bring black, Latino, and Native students to proficiency levels of 69.3 percent, 71.7 percent, and 72.2 percent, respectively, by 2015.

On average, both Hispanic and Black students across grade levels are one and one half times more likely to be retained than White students (see graph).

By 2015, when the majority of those same students likely had reached sixth grade, the percentage of proficient black sixth - graders had inched up 2 points while that of white sixth - graders had increased more than 4 points.

Twenty - one percent of Latino eighth - graders read at the highest levels on NAEP in 2015 (unchanged from 2013, but five points higher than in 2002); 44 percent of white eighth - graders read at Proficient and Advanced (two points lower than in 2013, but three points higher than levels 13 years ago); 22 percent of Native eighth - grade students read at the highest levels (three points higher than in 2013, and four points higher than in 2002); and 52 percent of Asian eighth - graders read at Proficient and Advanced levels (unchanged from 2013, but 16 points higher than levels 13 years ago).

Across all grades taken together, white students remain the largest group — 31 percent — but that number has fallen sharply since 1970, when more than 90 percent of students were white.

In 2015, black students had an average fourth - grade reading score that was 33 points lower than that for white students, and this performance gap was not significantly different from that in 1998 (31 points).

More than three times as many English language learner students score below the basic level on eighth - grade national math and reading exams as their white, English - proficient peers.

Research has shown that minority students attending inner - city campuses are more likely to be held back a grade than their white peers at more affluent neighborhood schools.

Never mind that, in Abigail Fisher's case, only five of the 47 students admitted with lower grades and test scores than Abigail's were minority, while 42 were white.

For both grade levels, there was generally a larger percentage of White than Hispanic students who participated in the 2009 assessments at the national level.

Arizona has a larger percentage of Hispanic students participating in NAEP than White students at grade 4.

In 2009, California, the District of Columbia, New Mexico, and Texas have a larger percentage of Hispanic students participating in NAEP than White students at both grades.

Findings show that, generally, girls self - report as being more engaged than boys, White students and Asian American students are more engaged than other races across all three dimensions, students in advanced classes are more engaged, non-low-income students report more engagement, and students who begin and stay at their high school starting in the ninth grade are higher across the dimensions of engagement.

At both grades, black and Hispanic students posted lower average scores than white students and Asian students.

The results showed a continued racial divide — in ninth grade language arts, about 90 percent of white students are in honors, compared to less than 50 percent of black students.

In this episode, Paula Johnson, M.A., discusses these issues and the potential civil rights red flags that are raised by data showing Hispanic and Black students across grade levels are one and a half times more likely to be retained than White students.

Meanwhile, 8th grade reading scores were even worse — with 8th graders in 2015 also performing no better overall than in 2000, but with the gap between Black and White students remaining unchanged in that time and the gap between students in poverty and students not in poverty growing from 13 points to 23 points.

Those gaps remain substantial with black students scoring about 10 to 11 percent lower than white students in each grade and subject.

But by the fall of 7th grade, African - American students reported significantly less trust in their schools than their white peers.

Delaware, which serves a proportionally larger population of black students than the nation serves as a whole, exhibits a similar pattern with respect to the white - black achievement gap in reading — stronger early - grades performance, but below - average overall performance by eighth graders.

When asked what approach would provide the most accurate picture of a public school student's academic progress, respondents of every demographic — Republican, Democrat, independent, black, Hispanic, white — selected «examples of student work» more frequently than written observations or grades provided by the teacher.

Next, both fourth - and eighth - grade black students had less access to a home computer than did white students.

What do you think of Sander's argument that that affirmative action is causing black law students to get lower grades and pass the bar less often than their white peers?