Sentences with phrase «high poverty schools who»

The district also repurposed an old golf cart — adding coolers, heaters, and ice bags — to bring dinner to students at high poverty schools who participate in after - school activities that may be spread out over a large campus.

Not exact matches

If you have questions regarding Holy Trinity High School and our lunch program, i.e — our school facilities and our students - who are 90 % below the poverty line, feel free to contaSchool and our lunch program, i.e — our school facilities and our students - who are 90 % below the poverty line, feel free to contaschool facilities and our students - who are 90 % below the poverty line, feel free to contact me.

Kids who stick with their neighborhood schools find themselves among student bodies with higher concentrations of poverty, the study says.

«The 15 - year risk of poverty for an American who is in their later 30s, white, not married, and with an education beyond the high school level, is 32 percent.»

In contrast, Rank said, the risk of poverty for an individual between the ages of 25 - 29, who is nonwhite, not married, and with an education of high school or less, is «a whopping 72 percent.»

This is especially true in schools whose students come from high - poverty households, where teacher turnover rates are especially high and where it is often very difficult to recruit new teachers who are as effective as those who left.

In the study, 292 first - generation immigrant children who attended eight high - poverty, urban elementary schools in Boston took part in the intervention, called City Connects, in the early 2000s.

I had a chance to see work from one of my favorite artist, Jean - Michel Basquiat, he was an American artist who became known for his graffiti work in the Lower East Side of NYC, a high school drop out; he gained fame and Basquiat's art focused on «suggestive dichotomies», such as wealth versus poverty, integration versus segregation, and inner versus outer experience.

State policymakers who wish to switch over to portability should think carefully not only about reporting requirements and accountability for private schools under portability, but also about the details of the fiscal transition, such as hold harmless rates, that could allow high poverty public schools now served with Title I time to adjust.

The critical - thinking gap between field trip students from rural and high - poverty schools and similar students who didn't go on the trip was significantly larger than the gap between affluent students who went and affluent students who didn't go.

The proportion of exiting teachers who are low performers is twice as high in these high - poverty schools as in low - poverty schools.

When districts react to OCR threats by choosing not to enforce their discipline codes in high - poverty, high - minority schools, it's the well behaving poor kids who suffer «disparate impact.»

First Generation tells the story of four high school students - an inner city athlete, a small town waitress, a Samoan warrior dancer, and the daughter of migrant field workers - who set out to break the cycle of poverty and bring hope to their families and communities by pursuing a college education.

Beyond being my friends, they represented the «other half» — the more than 50 percent of kids in my high school who lived in poverty and weren't lucky enough to be tracked into the gifted program.

Many of these schools had higher proportions of students living in challenging circumstances: high poverty and low parent education, or high numbers of students whose first language was neither English nor French and who were struggling with academic language proficiency.

21st Century Community Learning Center grant: A grant provided by the U.S Department of Education to community learning centers that provide academic - enrichment opportunities during nonschool hours for children, particularly students who attend high - poverty and low - performing schools.

The Carlston Family Foundation was recognizing six outstanding California teachers, nominated by their former students who graduated from high schools in high poverty / high risk environments and went on to succeed at prestigious universities.

By 2014 it requires all students in every grade level to get to proficiency in every year — even 3rd graders who are born into poverty, or high - school students who moved to the United States two years prior.

The effects of attending a high - poverty school are not simply the aggregate effects of out - of - school poverty, either; the schools themselves disadvantage those who attend, regardless of their families» socioeconomic status.

Title I provides about $ 8 billion to improve education for some 13 million children who attend 46,500 schools in high - poverty areas.

In 1989, the poverty rate was 20.7 percent for heads of households who had not completed high school, 8.9 percent for those who had graduated from high school but not attended college, and 3.6 percent for those with at least one...

African American students, students who qualify for free / reduced lunch (i.e. poor students), students living in relatively high - poverty areas, and students attending urban schools are all more likely to be investigated by Child Protective Services for suspected child maltreatment.

Like high - poverty, high - performing schools, any school that enrolls students who live in poverty should seek to acquire as much understanding as possible about the life circumstances of their students.

In a typical high - poverty district public school, every student who happens to live in the neighborhood attends.

Like many high - poverty middle schools, Oakland's Elmhurst Community Prep is trying to reach students who are academically all over the map.

In criticizing the federal regulation, for example, Weingarten claimed that «the flawed framework... will punish teacher - prep programs whose graduates go on to teach in our highest - needs schools, most often those with high concentrations of students who live in poverty and English language learners.»

Moore also cautioned that schools need to look beyond improving the skill sets of teachers who work in high - poverty areas.

Teachers, particularly those working in schools located in communities with high poverty, often find themselves overburdened and under - resourced to help their students (and their students» families) who are experiencing routine and extreme trauma.

Finally, middle - class schools tend to draw stronger teachers who avoid the tougher working environment found in high - poverty schools.

For instance, poor children who attend better - funded schools are more likely to complete high school and have higher earnings and lower poverty rates in adulthood.

This article summarizes a study of 33 principals and assistant principals who led schools to high achievement despite barriers of poverty and racial isolation.

Research suggests that low - income students in mixed - income schools — surrounded by peers who expect to go on to college, parents in the school community who regularly volunteer in class, and strong teachers — perform substantially better than comparable students in high - poverty schools that often lack those ingredients for success.

Not only does this policy give the false impression that practically all high - poverty schools are ineffective, but it also demeans educators in high - needs schools who are working hard to advance student learning.

He does hit all the high notes — the ravages of poverty, the lessons of James Coleman, the further lessons of Richard Rothstein, even bringing in Joel Klein as the heartless reformer who thinks a student's home life is «irrelevant» — but ends up being completely off - key, forgetting that we now have dozens, if not hundreds, of schools that are succeeding in educating poor children.

In a district like mine, with high poverty and minority representation in the schools and terrible academic outcomes, it is an unfortunate given among those middle class people who have succeeded in school (or think they have) that the only reason that the district has such lousy test scores and graduation rates is «the parents.»

«No excuses» schools are doing great things for kids who would be trapped in high - poverty, broken schools.»

«These scores are profoundly disappointing to all of us who see school success and high school graduation as beacons in the battle against intergenerational poverty» (Annie E. Casey Foundation, 2010).

But they are disproportionately assigned to high - poverty, struggling schools, and they leave the teaching ranks at a faster rate than white teachers, according to Richard Ingersoll, an expert who teaches at the University of Pennsylvania.

In fact, in a study of a project - based approach to teaching social studies and content literacy to 2nd graders, my colleagues and I were able to close the gap, statistically speaking, between students in high - poverty school districts — who experienced project - based units — and students in wealthy school districts — who did not.

The 21st Century Community Learning Centers (Title IV, Part B) program supports the creation of opportunities for academic enrichment during non-school hours for children, particularly students who attend high - poverty and low - performing schools.

Since the Coleman report, study after study has shown that low - income children who attend high - poverty schools fare worse than low - income children who attend low - poverty schools.

The group also is pushing for extra pay for teachers who work in high - poverty schools or in hard - to - fill jobs and wants to base half of teachers» evaluations on how well their students do.

There's a much wider gap between high and low poverty schools in terms of students who actually complete college within six years.

For example, among low - income fourth graders, students who attend low - poverty schools are two grade levels ahead of their peers in high - poverty schools.

This is especially true in schools whose students come from high - poverty households, where teacher turnover rates are especially high and where it is often very difficult to recruit effective new teachers who are as effective as those who left.

Being a principal who works in a high - poverty school, I love stories about leaders who overcome all odds and succeed despite their disadvantages.

There are those who argue that poverty is only an excuse used to avoid insisting that all schools should reach higher standards.

Title IV, Part B supports centers that provide academic enrichment programs during non-school hours, especially those that target high - poverty families and students who attend low - performing schools.

Average district per - pupil spending does not always capture staffing and funding inequities.14 Many districts do not consider actual teacher salaries when budgeting for and reporting each school's expenditures, and the highest - poverty schools are often staffed by less - experienced teachers who typically earn lower salaries.15 Because educator salaries are, by far, schools» largest budget item, schools serving the poorest children end up spending much less on what matters most for their students» learning.

The Council of Urban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create obstacles to learning.