Sentences with phrase «income high achieving students»

A dedication of the scholarship to low - income high achieving students in a way does both.

Not exact matches

The majority of minorities entering science and engineering are from the middle - and upper - income families, but considerable debt and modest earnings (compared to business, law, and medicine) may deter even some high - achieving minority students from choosing these fields.1 Up to 25 % of academically qualified low - income students either do not apply to college2 or drop out, unable to keep pace with escalating prices.3

After taking into account their parents» income and education — factors that are known to affect exam scores — the highest - achieving students were more than three times more likely to suffer from the mental illness than their average peers.

There is strong evidence that teachers moving between districts have the opportunity to teach higher - achieving, higher - income, nonminority students.

Another school profiled is the Denver School of Science and Technology, which enrolls a mostly - minority, 47 percent low - income student population and has achieved «national renown» for its results, including the second - highest longitudinal growth rate in student test scores statewide.

Allowing students to proceed through courses, and even the whole K — 12 sequence, at their own pace is a fantastic idea and will be a particular boon to high - achieving, low - income students — kids who have been neglected in the age of standards.

The last few years have brought long - overdue attention to the needs of high - achieving, low - income students, as well as new initiatives to ensure that they have opportunities to take rigorous coursework in high school and apply to selective colleges upon graduation.

There, he established national scholarship and grant - making programs for — and conducted original research about — high - achieving low - income students from elementary through graduate school.

But while today's high - achieving schools for low - income students (Knowledge Is Power Program [KIPP], for instance) are passionate about cultivating both character and traditional academic skills, schools built around the 7 Habits are focused on training confident kids who are good at planning, goal setting, and decisionmaking.

Nearly half of the low - income students who are classified as high - achieving when they enter 1st grade can no longer be classified as such by the time they reach 5th grade.

In our main experiment, we randomly assigned each of 3,000 high - achieving, low - income 2011 — 12 high school seniors to the ECO-C Intervention and the same number of students to the control group.

In addition to our main experiment testing the ECO-C Intervention's effects on our target group of high - achieving, low - income students, we also used the same approach to study its effects on students who meet the same test - score criteria but who have estimated family income above the bottom one - third or attended a feeder high school.

And in a high - poverty school especially — where everybody is poor — that has the unintended consequence of hurting high - achieving, low - income students.

And data on the colleges to which high - achieving, high - income students apply and that they attend suggest that they are paying attention.

In short, traditional information channels may bypass high - achieving, low - income students, even if counselors and admissions staff conscientiously do everything that they can for these students.

We designed the Expanding College Opportunities Project to test several hypotheses about why most high - achieving, low - income students do not apply to and attend selective colleges.

The social benefits of the ECO-C Intervention are harder to define in dollar terms, but they are the benefits associated with increased income and sociodemographic mobility for high - achieving students from low - income families.

The high - achieving, low - income students who do apply are admitted, enroll, progress, and graduate at the same rates as high - income students with equivalent test scores and grades.

For this study, we designed an experiment to test whether some high - achieving, low - income students would change their behavior if they knew more about colleges and, more importantly, whether we can construct a cost - effective way to help such students realize their full array of college opportunities.

Because high - achieving, low - income students are atypical, these materials, aimed at students who are at the margin of attending any college, will provide little assistance.

We focused on high - achieving, low - income students from nonfeeder schools because we hypothesized (and the early data confirmed) that they would be more affected by the ECO-C Intervention than students who attend a high school with a critical mass of high - achieving students.

Unfortunately, high - quality summer enrichment programs remain out of reach for many low - income, high - achieving youth who can not afford the tuition and related costs of residential programs or whose local community does not offer a program specifically geared toward such students.

Although not without exceptions, the evidence generally indicates that more stringent graduation requirements reduced high school graduation rates among vulnerable groups, specifically low - achieving students (including those with learning disabilities), students of color, and urban low - income students.

Through the Summer Enrichment Program, the Foundation supports nonprofit organizations or universities who provide access to high - quality summer enrichment programs for high - achieving low - income students entering grades 6 through 12.

A recent study by David Card of the University of California at Berkeley and Laura Giuliano of the University of Miami demonstrated that this sort of approach is particularly effective for high - achieving, low - income students.

Harvard Kennedy School of Government public policy professor Christopher Avery, who recently co-authored a study on the lack of high - achieving low - income students at top schools, said that even at selective institutions, «diverse» still does not imply total representation.

Avery's study found that only 34 percent of high - achieving students in the bottom fourth of income distribution attended one of the country's 238 most selective colleges, compared to 78 percent of students in the highest income quartile.

Expanding College Opportunities for High - Achieving, Low - Income Students Stanford Institute for Economic Policy Research

How Selective Colleges and Universities Are Expanding Access for High - Achieving, Low - Income Students

College admissions odds are stacked against high achieving low - income students, HuffPost Education, 11.20.15

This is particularly problematic for low - income, high - achieving students, who tend to lack access to «gifted and talented» programs and similar initiatives.

Shipping one to every high - achieving low - income student in, say, Texas, would cost less than $ 100,000 a year.

The article focuses on high - achieving students who are looking for an extra challenge, but increasingly policymakers are looking to introduce larger numbers of low - income high school students to college courses as a way to jumpstart their higher education.

NCLB starts with the premise that all students, regardless of race, income, or special need, can and should achieve high standards.

DSST enrolls a mostly - minority, 47 percent low - income student population and has achieved national renown for its extraordinary results, including the second - highest longitudinal growth rate in student test scores statewide.

We also work with these organizations to identify high - achieving, low - income students who can benefit from our scholarship and mentoring services.

Louisiana Believes, a statewide initiative, starts with the premise that all students can achieve high expectations regardless of their background, family income, or zip code.

Providing additional resources for low - income schools through an increase in the Title I program would be a good step for Congress to take toward ensuring that disadvantaged students have the supplemental resources they need to achieve at high levels.

In particular, ESEA reauthorization provides an opportunity for Congress to consider fresh ideas that would support states and districts in increasing school funding equity so that students in low - income communities receive the resources they need to achieve at high levels.

*, giving policymakers, researchers, educators, and parents information to identify schools and cities where students from low - income families are achieving at high levels compared to their more advantaged peers, nationally.

Matching principals to schools is not strategic, leading to an inequitable distribution of principals across schools; the least experienced principals often end up in the highest - needs schools, a result that takes a toll on students of color, low - income students, and low - achieving students.

He reminds us that «in the US, wealthy children attending public schools that serve the wealthy are competitive with any nation in the world... [but in]... schools in which low - income students do not achieve well, [that are not competitive with many nations in the world] we find the common correlates of poverty: low birth weight in the neighborhood, higher than average rates of teen and single parenthood, residential mobility, absenteeism, crime, and students in need of special education or English language instruction.»

We have released school and city scores for the 300 largest U.S. cities *, giving policymakers, researchers, educators, and parents information to identify schools and cities where students from low - income families are achieving at high levels compared to their more advantaged peers, nationally.

This encourages schools to ignore their high - flyers, which is particularly problematic for low - income high - achieving students, who tend to lack access to «gifted and talented» programs and similar initiatives.

Research also shows that the academic gains students achieve with high arts participation are greatest for struggling, low - income students at the most risk of academic failure.

In places like Cambridge, Massachusetts, which uses choice to achieve economic diversity in its schools, graduation rates for low - income, Black and Hispanic students are as much as 20 percentage points higher than for comparable groups in nearby Boston.

Charter school students were less likely to be Black, Latino, LEP, special education, and low income and were more likely to be White, academically gifted, high achieving, and have more highly educated parents.

Like me, the authors are impressed by Caroline Hoxby and Christopher Avery's finding that just 34 percent of high - achieving students in the bottom quarter of family income attend any of the 238 most - selective colleges.

Achievement Trap: How America Is Failing Millions of High - Achieving Students from Lower - Income Families, in Gifted Education and Proficiency Testing

A myth plagues the United States that low - income students and students of color arrive at school so damaged that schools can not be expected to help them achieve at high levels.