Sentences with phrase «high poverty demographics»

Hawthorne Elementary on Madison's east side was identified last year as a «School of Promise» because its test scores, given the school's high poverty demographics, exceeded expectations.

Melissa's leadership is one of the primary reasons Arizona Charter Academy continues to establish new partnerships and thrive while serving a high poverty demographic.

Not exact matches

These include a relatively standard set of student and family demographics: an indicator for whether anyone in the family received free or reduced - price meals at school in the past year, the family's income as a percentage of the federal poverty line, whether the child was born in the United States, whether the child lives with a single mother, and the highest level of education either parent has attained.

Our subgroups of exceptional learners — ESL students, distinct demographic groups, and high poverty students — in conjunction with our students as a whole, are performing at exemplary high levels.

The demographic data suggest that charter high schools serve a student population with poverty and special education characteristics somewhere between those served by high schools located in «A» or «B» communities.

Indeed, a close look at MCAS results shows there is surprisingly little difference between the quality of teaching in so - called «good» schools (wealthy, suburban schools with high MCAS scores) and «bad» schools (inner - city schools with low scores) when the results are averaged across all teachers in the district and disaggregated by student demographics, specifically race and poverty.

Charter schools in New York consistently grew academic achievement among the following demographic groups at significantly higher rates than the same subgroup of students in their district peers: Black, Hispanic, students in poverty, and special education.

Beyond dollars and cents, promoting partnerships between affluent and higher - poverty schools would improve offerings on both campuses.71 Several school systems already take a similar approach — focused on performance rather than demographics — that could be transferred to high - and low - resource schools.

While Alabama's higher poverty rate puts it at something of a competitive disadvantage in national comparisons, a deeper look shows it's not Alabama's demographics skewing the results.

Demographics are not destiny in student achievement, according to an expert who spoke at NSBA's pre-conference session on Friday called «Disrupting Poverty: Turning High - Poverty Schools into High - Performing Schools.»

Instead of shifting student demographics between schools, Thernstrom says that the education system would benefit far more from policies that help recruit higher quality instructors in high - poverty schools, creating a learning - focused environment that builds life skills as well as academic ones and providing separate educational facilities for students who aren't committed to learning.

We realized that others were telling the story of the school where we teach — and focusing mainly on test scores and demographics (we're a high - poverty school).

I asked Rob a question posed in comments here a couple of months ago by Steven Earl Salmony, a psychologist who is an impassioned champion of reining in population growth: Does the concept of the demographic transition, which takes societies from high birth and death rates in deep poverty to aging and stable populations as they advance, have the weight of scientific theory or is it far less established?

Women in poor countries have the highest global incidence of poverty of any demographic group, along with the worst health conditions, the least access to education, and the highest likelihood of being victims of violence.

Demographic and socio - economic factors were again also significantly independently associated with behavioural outcomes: children with a younger mother, those with lower social support, who had lived in persistent poverty and in an area of higher deprivation had poorer behavioural outcomes than other children.

For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.

For women of color, a demographic that experiences high poverty levels, these circumstances take on an ever deeper significance.