Sentences with phrase «how race and ethnicity»

The staff also has developed greater insight into how race and ethnicity affect schools.

The five - year - old document is a public recognition of how race and ethnicity play out in students» educational outcomes, and a call to narrow achievement gaps.

Not exact matches

How can the ideas from your book, An Open - Hearted Way to Open Adoption, apply to respecting differences of race, ethnicity and culture?

You recognize there is inequity in how women are treated during pregnancy because of race, ethnicity, religion, income and education levels.

Saperstein has written about how we perceive race and ethnicity in others, and how we view our own race and ethnicity.

How about equal opportunity for all who are qualified and deserving of the exaleted positions for which they are selected, with a blind eye to race, religion, ethnicity, surname, etc.?

When I transitioned into policy research, I was very interested in understanding the factors that influence the career development of Ph.D. students and postdocs, and how they differ across race / ethnicity and gender.

The researchers adjusted their findings for race and ethnicity, sex, age, poverty, education and how urban the neighborhood the children lived in was.

The researchers used these data to see how factors like income, race and ethnicity, sex and location affected rates of diabetes diagnosis and foregone medical care due to cost.

We found that information needs may differ depending on a person's age, race / ethnicity, education level, type of cancer, and even how they rate their own health.

How will it affect our view, which is already a complicated enough one as it is, of ethnicity and race?

Malcom thinks institutions need to be attentive to their students and collect their own data on student success in a disaggregated format, taking into account how gender, race / ethnicity, and other parameters play out in each field.

In the chart showing the effects of Green Tea — how does Race / Ethnicity, Habitual Caffeine Consumption and COMT Activity — play a role?

Every race, ethnicity, and nationality has its own pet peeves when it comes to how other people perceive them.

You might have fallen in love with a person from another race or ethnicity and not know how to handle the.

What impact does the communicator's gender, race, ethnicity, age, status, religion, etc. have upon how the message is received, processed and integrated?

These indicate how well a teacher's students did relative to other teachers» students, controlling for prior student achievement and for student and family background characteristics (for example, age, race and ethnicity, disability, free or reduced - price lunch status, and parental education level).

All parents, regardless of socioeconomic background, race, ethnicity, or their child's disability designation, need to know how their child is doing in reading, writing, and math.

Next I explore how a set of demographic variables mediate the relationship between a child's race and ethnicity and the likelihood that he or she has an IEP.

They corroborate patterns from other data sources already in the public discourse around how race, ethnicity, and gender relate to special education.

«It is important that we understand how youth develop the part of their identity that pertains to their race and ethnicity, and how it can be a protective resource for them,» said Umaña - Taylor.

The regulations also indicate how EIS funds can be expended, for whom the EIS funds can be spent, how to report EIS spending, how disproportionality based on race and ethnicity affects an LEA's use of EIS funds, and the relationship of EIS to maintenance of effort.

GAO reviewed the school directories and websites that each voucher program makes available to prospective families and found that of the 27 programs, only 6 directories provided information on school accreditation, 5 directories provided data on student race and ethnicity data, 4 directories provided information on graduation rates, and 10 programs provided guidelines to parents on how to choose a school.

Race and ethnicity influence teaching and learning in two important ways: They affect how students respond to instruction and curriculum, and they influence teachers» assumptions about how students learn and how much students are capable of learning.

This issue will explore how educators can address the barriers that create opportunity gaps for students on the basis of their socioeconomic level, race, ethnicity, and gender.

The report investigates how boundary participation rates in these neighborhoods vary with the neighborhood's characteristics (such as race and ethnicity, household income, access to transit, safety, and proximity to charter schools) separately at the elementary school level and at the middle and high school level.

A recent study of how parents rank their preferences when they apply to the District's common lottery found that parents care about academic outcomes, but they also generally prefer schools close to home and exhibit an «own - group» preference for race and ethnicity when ranking schools (Glazerman & Dotter, 2016).

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Collecting student demographic data — about race, ethnicity, language, etc. — can help school officials and policymakers determine how best to provide academic and social support in the schools.

Guided by two interrelated research questions, this inquiry explores first, how kindergarten emergent bilinguals in a DLI classroom perceive and respond to socially - constructed notions such as race / ethnicity, social class position, and bilingualism; and second, how kindergarten emergent bilinguals in DLI classrooms enact and negotiate the intersections of race / ethnicity, social class position, and language.

To support this, I have each student write about how they identify in terms of nationality, ethnicity, gender, race, and other dimensions.

In her dissertation, she investigates how emergent bilinguals in dual language immersion (DLI) classrooms perceive, enact, and negotiate the tenuous intersections of race / ethnicity, social class position, and language in American school settings.

These findings echo previous studies and we hope they will embolden educators to prioritize closing the gap in how students of different races and ethnicities experience and perceive discipline.

How does culturally responsive leadership benefit a school community where cultures, races and ethnicities intersect?

Our previous reports have explored topics such as what people do at libraries and library websites or how Americans value individual library services based on traditional factors such as gender, race / ethnicity, age, and household income.

But the project also emerges from my broader interest in exploring how hybridities (of cultures, races, and ethnicities; humans and machines; etc.) are becoming more apparent, but also more fraught and confounding in American society.

The question remains, how is it that so many artists are still so marginalized by race, ethnicity, and even gender when many celebrity artists are women and people of color?

It explores the sharing of artistic and spiritual traditions within a family and shows how two generations of women use art to express changing ideas about gender, race and ethnicity.

Through his method of «unbranding,» the artist exposes how commodity culture's generalizations about race, gender, and ethnicity have come to seem almost natural to consumers.

Have students write an essay about how our nation is fostering greater tolerance and compassion toward different ethnicities, races, religions and people with different sexual preferences.

When looking at all of the study participants, across race, ethnicity, and income there were some commonalities in how bike share was viewed.

The study took random samples from populations of different sizes and then compared the samples to the whole population to see how many records were identifiable, that is, matched uniquely to a unique person in the whole population on the basis of 9 demographic variables: Age (85 categories), race (4 categories), gender (2 categories), ethnicity (2 categories), marital status (3 categories), income (3 categories), employment status (2 categories), working class (4 categories), and occupation (42 categories).

Last week, the Obama administration announced executive action that would require large companies (100 employees or more) to report to the federal government how much they pay their employees by gender, race, and ethnicity.

Each insurer chooses different elements to include in your insurance score, and they don't reveal how scores are calculated — although the New Jersey Department of Banking and Insurance clarifies that insurers can not base scores on «race, ethnicity, sex, age, religion, income, address, unpaid medical bills, and the number of inquiries made within 30 days for home and auto loans.»

Facebook says that targeting an ad based on race, ethnicity, and origin — as well as factors like religion, sexual orientation, and disabilities — has always been against its advertising policies, but the platform is now clarifying those guidelines and enhancing how violations are enforced.

They will also explore how factors such as race, ethnicity, age, socioeconomic status, and gender influence communication.

The analyses also included age, race / ethnicity (three binary variables for Black, Hispanic and other ethnicity, coded with Whites as the reference group), gender, household income and parental education, media - viewing habits — hours watching television on a school day and how often the participant viewed movies together with his / her parents — and receptivity to alcohol marketing (based on whether or not the adolescent owned alcohol - branded merchandise at waves 2 — 4).31 Family predictors included perceived inhome availability of alcohol, subject - reported parental alcohol use (assessed at the 16 M survey and assumed to be invariant) and perceptions of authoritative parenting (α = 0.80).32 Other covariates included school performance, extracurricular participation, number of friends who used alcohol, weekly spending money, sensation seeking (4 - wave Cronbach's α range = 0.57 — 0.62) 33 and rebelliousness (0.71 — 0.76).34 All survey items are listed in table S1.

Students explore how race, ethnicity, gender etc. play out in real life and challenges them to acknowledge and address their biases.

In Thursday's keynote session, Dr. Kim will discuss how transracial adoptive families are finding themselves at the intersections of race, ethnicity, identity, and class in ways that feel more personally targeted than ever before.

The licensee shall be aware of how biases regarding age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, culture, and socioeconomic status may interfere with an objective evaluation and recommendations, and shall strive to overcome any such biases or withdraw from the evaluation.