Sentences with phrase «higher than white students»

In 2015 — 16, Los Angeles Unified School District's suspension rate for Black students was seven times higher than white students while the per capita arrests of Black students were 17 times higher than white students.

Per capita arrests of Latino students were more than two times higher than white students, and their per capita police referrals were four times higher than white students.

Not exact matches

«You see a higher share of people with student loan debt in predominately non-white areas than white areas.»

White students in Troy were graduating at higher rates than all others until last year, when they were edged out by black and Hispanic students.

WHITE PLAINS, NY — More than 250 tech - savvy students from 36 high schools and colleges across the New York - metropolitan region today joined together to kick off the second annual #WestchesterSmart Mobile App Development Bowl at the Westchester County Center in White PlWHITE PLAINS, NY — More than 250 tech - savvy students from 36 high schools and colleges across the New York - metropolitan region today joined together to kick off the second annual #WestchesterSmart Mobile App Development Bowl at the Westchester County Center in White PlWhite Plains.

But at the same time, black teachers hold black students to a higher standard of behavior than do their white counterparts, the researchers found.

He writes, «In the University of Michigan undergraduate case, Gratz v. Bollinger, Justice Ruth Bader Ginsburg, joined by Justices David H. Souter and Stephen Breyer, supported affirmative action with data finding that African - American and Hispanic students have higher poverty rates than white students (22.1 percent and 21.2 percent compared with 7.5 percent), and that black and Latino students «are all too often educated in poverty - stricken and underperforming institutions.»»

But, when these predictors are part of the analyses, it demonstrates that African - American men and women attain higher educational levels than white students with the same high school GPA and background characteristics.

Latino teachers were better perceived across all measures, while students perceived Black teachers (more than their White peers) to hold students to high academic standards and support their efforts, to help them organize content, and to explain ideas clearly and provide feedback.

Middle and high school students, regardless of their race and ethnicity, have more favorable perceptions of their Black and Latino teachers than of their White teachers, finds a study by NYU's Steinhardt School of Culture, Education, and Human Development.

The American Gap Association says that 84 percent of gappers are white (compared with 50 percent of students enrolled in high schools nationally) and 18 percent come from households that earn more than $ 200,000 annually.

Other researchers have found that white students in charter schools transferred from schools that, on average, had a higher proportion of nonwhite students than their new charter school.

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.

The number of high - achieving minority students in the average school is fewer than the number of high - achieving white students.

In 2006, a U.S. Department of Education report noted that black graduates were more likely to take on student debt, and in 2007, an Education Sector analysis of the same data found that black graduates from the 1992 - 93 cohort defaulted at a rate five times higher than that of white or Asian students in the 10 years after graduation (Hispanic / Latino graduates showed a similar, but somewhat smaller disparity).

Using the B&B: 08/12 data, we examine total debt - to - income ratios for individuals who are employed full - time in 2012 and not currently enrolled, and find that black students with graduate degrees have debt - to - income ratios that are 27 percentage points higher than white graduate degree holders (even after controlling for other characteristics such as parental education and income).

«Disproportionate [disciplinary] rates should not be regarded as unjustified merely because they reflect higher rates of improper behavior by minority students than by white students.»

The researchers found that citizens who are less educated, of lower income, or minority are no less able than better - educated, higher - income, or white citizens to evaluate the schools on the basis of student achievement.

While the 42 percent rate of math proficiency for U.S. white students is much higher than the averages for students from African American and Hispanic backgrounds, U.S. white students are still surpassed by all students in 16 other countries.

However, white students had a higher participation rate than Hispanic and African American students, and higher - performing students participated at higher rates.

In both reading and math, while the absolute performance of white students in Houston is higher than that of Hispanics and African - Americans, it is clear that the upward trend in performance for minority students in Houston is steeper than that of whites.

Some groups perform at higher levels than white students.

Yet disadvantaged and underrepresented minority students attend selective colleges at far lower rates than do higher - income and white students.

Previous studies have shown that minority and low - income students tend to participate in AP courses and take AP exams at lower rates than middle - class white students at the same high schools.

In North Carolina, where there are no separate racial targets, African - American and Latino students experienced slightly higher improvements in proficiency than white non-Hispanic youth.

Some white students, rather than study with black students in an integrated high school, chose to attend private academies, which still exist today.

As Matt Barnum put it in a recent Chalkbeat article, «black and poor students have substantially higher suspension rates than white and more affluent peers.

Disproportionate rates should not be regarded as unjustified merely because they reflect higher rates of improper behavior by minority students than by white students.

According to the Program for International Student Assessment (PISA), there are more than a dozen other nations where, by the time children reach 15, math problem - solving scores are higher than for white students in the United States.

In a separate study, Russell Skiba and Natasha Williams further revealed that black students in the same schools or districts were not engaged in levels of disruptive behavior that would warrant higher rates of exclusionary discipline than white peers.

And the school - to - prison pipeline is a serious and legitimate concern with a study this year indicating that southern states suspend and expel African - American students at a significantly higher rate than white students.

On standardized tests, white students tend to perform significantly higher than black and Latino students.

Additionally, the immediate college enrollment rate for White students was higher than that for Hispanic students from 2000 through 2010.

The immediate college enrollment rate for White students was higher in 2016 (71 percent) than in 2000 (65 percent), as was the rate for Hispanic students (71 percent in 2016 and 49 percent in 2000).

In addition, the enrollment rate for Asian students was higher than the rate for White students every year since 2004.

Moreover, the impact may have been particularly great for black and Hispanic students larger shares of whom enter high school with weak mathematics skills than of white students.

African - American students attending middle or high school in West Virginia have a lower opinion of the quality of their schooling than white students, according to a survey of more than 2,931 students in the state.

Achievement gaps between students of color and white students are higher than the national average, as are the gaps between the college enrollment rates of students of color and white students.

• With few exceptions, students eligible for free and reduced - priced lunch and students of color in the cities were less likely than white students to enroll in high - scoring elementary and middle schools, take advanced math courses, and take a college entrance exam.

While Asian Americans do score lower than white students on some measures of psychosocial wellbeing, Americans as a whole score so abnormally high that, globally speaking, Asian American scores are «actually quite normal,» says Pittinsky.

It bemoans the fact, for example, that «while schools that earn Celebration Eligible or Reward status under Minnesota's accountability system demonstrate higher on - track rates for both white and African American students than schools identified for intervention, the difference in on - track rates for white and African American students among these recognized schools are still vast.»

Since white students score higher than black students on average, let's say that the average white score is 100, while the average score for black students is 80.

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.

Low - income, African - American, and Hispanic students in the 50 largest districts in Texas are less likely to attend schools with experienced teachers than high - income and white students in those same districts, concludes a report by the Education Trust, a Washington - based nonprofit research and advocacy organization.

For instance, black and Latino students are five times more likely to attend high - poverty schools than white students.44 Recent census data also show that black and Hispanic Americans live in poverty at more than twice the rate of non-Hispanic whites, and they are significantly much more likely to live in extreme poverty.45

Students of color «are three to four times more likely to attend schools with higher concentrations of first - year teachers than White studentsStudents of color «are three to four times more likely to attend schools with higher concentrations of first - year teachers than White studentsstudents.»

In Tennessee, for example, the state's traditional districts need only to ensure that 42.8 percent of black high school students are proficient in Algebra I during the 2012 - 2013 school year, some 20 percentage points lower than the rate of proficiency for white peers.

And while I am the first to say we need better data and analysis in Oakland, according to the latest Oakland Achieves study, 95 percent of African - American charter high schoolers completed the A-G requirements, which is a higher rate than White students districtwide.

While the state eventual aims to ensure that two - thirds of all black high school students are proficient in Algebra, that level of proficiency is still nearly 15 points lower than that for their white peers.

«The [Tulane] authors also report that the [academic] gains were not equal across groups: white students gained more than black students from the reforms,» according to the NEPC, also noting that a large - scale out - migration of higher income students may have resulted in inflated growth scores for the charter schools.