Sentences with phrase «income children of color»

Nearly 90 percent of CPS students are low - income children of color, and are more likely than their peers to lack the latest technology at home.

And that's exactly Rubin / Weber's agenda, despite the fact that they know — they must — that privileging the institution above educational need requires that low - income children of color (because this is the demographics in our inner cites) pay the price.

Most of these children are low - income children of color.

Low - income children of color are disproportionately classified as special education students.

This orthodoxy has contributed mightily to the downfall of Buffalo's public schools and the destruction of hope for so many children, mostly low - income children of color.

But fast - forward to the year 2000, and most of these foundational services had been eviscerated in favor of broad tax cuts, and the public and political will to serve all children (particularly low - income children of color) had nearly vanished.

«Make no mistake, I support good schools, especially ones that are meeting the needs of low income children of color, be they district, charter, or otherwise.

And this disparity in funding hurts low - income children of color most because those are the majority of the students charters in Connecticut serve.

One of the most important questions is whether New Orleans can stand as a national model for those seeking to transform the education — and therefore the life outcomes — of low - income children of color.

For years, Hirsch has made the case that such tests are fundamentally unfair to disadvantaged children, particularly low - income children of color, because of the nature of language itself.

Because we know that when low - income children of color have access to high expectations, effective teachers, and quality schools, they can perform equally as well as their wealthy, white peers.

Many fans have even begun arranging for screenings for low - income children of color.

With 46 schools across Brooklyn, the Bronx, Manhattan, and Queens, Success Academy enrolls 15,500 students, primarily low - income children of color in disadvantaged neighborhoods: 75 % of students receive free or reduced - price lunch, 87 % are children of color, 16 % are children with disabilities, and 8 % are English language learners.

And we were refusing vaccines at the risk of the health of lower - income children of color.

Not exact matches

Low - income women of color who have children with more than one man often became the focus of these studies.

This epidemic affects mostly young children of color from low - income communities who live in poorly maintained housing, where windows, doors, walls and ceilings produce invisible lead dust that is ingested by infants and toddlers through hand - to - mouth behavior and inhalation.

As New York City Administration for Children's Services requests for the removal of children rise, advocates say low - income parents of color with few resources are being punished, with the criminalization of parenting choices nicknamed JaChildren's Services requests for the removal of children rise, advocates say low - income parents of color with few resources are being punished, with the criminalization of parenting choices nicknamed Jachildren rise, advocates say low - income parents of color with few resources are being punished, with the criminalization of parenting choices nicknamed Jane Crow.

Years of research has found high - quality preschool programs to be especially beneficial to children of low - income families, children with disabilities, and children of color, since all often face learning gaps when entering kindergarten.

Children of color accounted for approximately 49 percent of all young people in 2015, but were overrepresented among those living in poor and low - income families.

Royal Silk Scarf — This gorgeous silk scarf adds color to the holidays and supports the needs of children and families worldwide, including those in the community where it was crafted; the luxurious silk was woven by Vietnam's Ma Chau villagers, who receive fair wages & sustainable income through their craft.

A strength of NCLB is that it draws attention to the academic skills of children from low - income families, children of color, children whose first language is not English, and children with disabilities — groups that historically have not been well served by American schools.

The one unambiguous, reform - driven victory of the last two decades has been the successful networks of urban charter schools that we used to call «no excuses» schools before the term, which once meant there's no excuse for adults to fail children, fell into disrepute and it became de rigueur within the movement to criticize those schools» discipline practices instead of applauding them for sending tens of thousands of low - income kids of color to college, which not long ago was nearly the entire point of the movement.

Dearing examined a ratio termed the «income - to - needs» of families below the poverty line and showed that when income increased (roughly $ 4,500 per year over three years), very young children performed better on tasks where they were asked to identify colors, shapes, and letters (skills considered important in school readiness).

At the same time, he argues that high standards and accountability are no longer enough to address the issues some of our students — too often, students of color and children from low - income families — bring with them to the classroom.»

He says what matters is getting «a first - rate education,» and low - income parents of color don't believe «that their children can't learn well if they're not sitting alongside affluent white kids.»

Carter works hard to create community - building and visioning processes amongst her diverse teaching staff and between the teachers and the low - income parents of color whose children attend the school.

As Congress considers the reauthorization of the Elementary and Secondary Education Act, families and teachers in school districts that serve low - income students and students of color struggle to understand how to address the highly punitive, push - out climate of overtesting brought on by the No Child Left Behind Act, the ESEA's last reauthorization.

For me, the urban environment is rich beyond belief, yet the unequal methods through which resources are hoarded and parsed out, particularly in the age of gentrification, has everything to do with how successful our low - income children (disproportionately children of color) can be.

The student plaintiffs argue that Connecticut's actions, which the State knows are causing severe harm to tens of thousands of students of color and those from low - income families, infringe upon the constitutional rights of Connecticut children.

Together we represent parents, educators, employers, and millions of students with disabilities, low - income students, students of color, English language learners (ELLs), and the children of migrant workers — all boys and girls who, through education, are working to build bright futures.

The new ESEA, or No Child Left Behind law, exposed grossly unequal educational outcomes and motivated a range of efforts across the country to address the low performance of low - income children and children of color.

Despite the Court of Appeal's flawed ruling, the laws challenged by Vergara harm our kids — especially low - income students and children of color — while pushing passionate, hard - working teachers out of the classroom.

As a result, the bill would thrust us back to an earlier time when states could choose to ignore the needs of children of color, low - income students, ELLs, and students with disabilities.

► Improved educational programs, opportunities, and outcomes for students from low - income families, students of color, students with disabilities, English Language Learners, students living in temporary housing, LGBTQ students, and students involved in the child welfare or the juvenile or criminal justice systems.

However, benefits seem to be greater for some groups of students, including English language learners, children from low - income families, and students of color.

Nearly half are from low - income families; more than 1 in 4 is a child of color.

The Massachusetts party insiders are so out of step they won't even listen to those who stand with low - income families and families of color desperate for a better education for their children.

Making this inequity worse is that the children who attend charters are predominantly low - income children and children of color.

Charter schools were established to offer a new opportunity to children, especially kids of color and kids from low - income families, who didn't have access to a schools that fit their educational needs.

Montgomery County itself is a suburb directly outside Washington, D.C., where the median household income for families with children is $ 115,700.41 Montgomery County serves around 150,000 students, 35 percent of whom qualify for free and reduced - price lunch.42 Around 70 percent of students in Montgomery County are students of color.

The NAACP is involved in a lawsuit in Tallahassee, Florida where over 92,000 kids, many of them children of color and from low - income families, are at risk to lose their privately funded scholarships to attend the private schools of their choice.

As part of our community organizing efforts, we have talked to over 300,000 New Yorkers in predominately low - income communities and communities of color who are deeply concerned with the lack of quality schools and quality teachers available to their children.

According to a 2014 report by the Afterschool Alliance, after - school programs serve over 10 million children regularly - especially low - income students of color - and are growing each year; and summer learning programs draw one - third of American families.

In many ways we were able to build on the foundation of No Child Left Behind, where we could see where the gaps were for low - income students, for students of color, for English learners, and for students with disabilities.

He can start by shelving his «us versus them» approach towards non-traditional public schools, which deprives children, particularly low - income students of color, of academic opportunity.

The coalition believes the Board took a positive step by approving an increased level of ambition in new long - term goals and interim benchmarks, especially for students who have traditionally had less opportunity to excel — children of color, those whose families have less income, English language learners and students who are challenged by learning differences.

These children are overwhelmingly low income, and disproportionately children of color, thus intensifying race and class segregation.

Many children of color and children from low - income families enter kindergarten without the academic skills they need to succeed.

They reminded everyone how easy and routine it had been for schools to ignore disparities between at - risk students — those of color, from low - income families and with disabilities — and their white peers until No Child Left Behind required annual tests.

The charter school, serving mostly children of color and students from low - income families, received one of the city's highest ratings for preschool quality.