Sentences with phrase «income urban high schools»

On average, low - income urban high schools with high concentrations of minority students sent about half, or 51 percent, of their 2013 graduates to college in the fall immediately following graduation.

By contrast, 70 percent of the students from high - income urban high schools with few minority students were enrolled in college in the fall.

(Hechinger Report: Twenty five percent of low - income urban high schools beat the odds).

Not exact matches

This study took place in 3 middle schools and 3 high schools in a large, urban US school district that serves predominantly low - income, racial / ethnic minority students.

It affects a disproportionally higher percentage of low - income, urban minority children, and is also the most common disease - related reason for children missing school.

Urban charter schools are another exception: They yield strongly positive outcomes for low - income and minority students despite high rates of teacher and principal turnover.

For instance, Frederick Douglass Academy in Harlem, the Metropolitan Regional Career and Technical Center («the Met») in Providence, and the Oakland School for Social Justice and Community Development are all very different urban high schools that enroll mostly low - income black and Hispanic students.

One superintendent of a large, urban school district said that low - income high - school students in his district were beginning to take MOOCs in greater numbers than students from more privileged backgrounds.

Based in Houston, the nonprofit in which McDonald serves as national director of strategic initiatives places low - income, urban high school seniors into challenging work environments such as Continental Airlines, Exxon, and NASA.

As compared to white students with similarly strong PSAT / NMSQT scores, these approximately 5,000 Hispanic students are more likely to attend large, urban high schools with significantly more low - income, minority students.

According to a 2002 study of children in Dane County, Wisconsin, by urban - policy consultant David Rusk, low - income children at schools with a middle - class majority scored 20 - 32 percent higher on standardized tests compared with what their scores would be at schools with a lower percentage of middle - class students.

Strengthening school districts — Launched in 2009, the Irvine - funded California Linked Learning District Initiative was implemented over seven years within nine California school districts that, together, served 14 percent of the state's public high school students (including a high percentage of low - income youth of color, within rural and urban geographies).

And even as we watch in wonder as high - performing urban charter schools send increasing numbers of low - income minority students to college, it is hard not to be discouraged by the many more who remain trapped in schools that simply do not work, left to wander through the same opportunity void as their parents before them.

Started in 2002, the Broad Prize is an annual award that honors the country's urban school districts that are making the greatest improvements in student achievement while reducing achievement gaps among ethnic groups and between high - and low - income students.

The college - going rate rose to 58 % for graduates of Low - Income / Low - Minority Urban high schools.

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.

College - going rates rose to a little over 60 % for graduates of High - Income / High - Minority schools, with rates of 61 %, 63 %, and 60 % for Urban, Suburban, and Rural schools respectively.

Such efforts share a single set of beliefs: Low - income kids are capable of achieving at the highest levels; great schools can make a world of difference; the traditional urban school district is not the only path to great schools.

As we reflect on this moment in urban Catholic education, the Jubilee closings should not cause us to lose faith in our future; rather, we have an opportunity to work together and identify new ways — from donor relations to cost - sharing collaboration — to maintain and grow our national network of high - quality Catholic schools, especially those that serve lower - income populations in urban areas.

The book offers an unprecedented look into the inner workings of successful urban charter schools by profiling five high - performing urban charter schools serving predominately low - income, minority youth in Massachusetts.

Nicole Howard, EdD Urban Education Leadership»15 and principal at North Lawndale College Prep High School, argues that elements of college life need to be embedded in high school curriculum for urban students, to build the idea that college is a reality for low - income urban students from day one of the high school experiUrban Education Leadership»15 and principal at North Lawndale College Prep High School, argues that elements of college life need to be embedded in high school curriculum for urban students, to build the idea that college is a reality for low - income urban students from day one of the high school experieHigh School, argues that elements of college life need to be embedded in high school curriculum for urban students, to build the idea that college is a reality for low - income urban students from day one of the high school experSchool, argues that elements of college life need to be embedded in high school curriculum for urban students, to build the idea that college is a reality for low - income urban students from day one of the high school experiehigh school curriculum for urban students, to build the idea that college is a reality for low - income urban students from day one of the high school experschool curriculum for urban students, to build the idea that college is a reality for low - income urban students from day one of the high school experiurban students, to build the idea that college is a reality for low - income urban students from day one of the high school experiurban students from day one of the high school experiehigh school experschool experience:

On average, respondents estimated that a little more than half — or 52 percent — of all low - income students attend high - poverty schools.67 This estimate is slightly larger than the Urban Institute figure showing that 40 percent of all low - income students attend a high - poverty school.68

In particular, the income of neighborhood residents and the amenities available near the school both affect teachers» decisions of where to teach, particularly in urban areas with high population - density.

They prevent urban students, for example, from enrolling in suburban schools that typically have higher - income families and sometimes more lavish budgets.

It may also be difficult to translate work done in this small school, where in any given year a quarter to 40 percent of students are eligible for free or reduced - price lunch, a federal measure of poverty, to larger, urban schools with higher concentrations of low - income students.

BCS 7th Graders Rank # 1 in MCAS English and Composition Statewide Schools That Can, a national nonprofit network of high - performing, urban, faith - based, charter and district schools operating in low - income communities, profiles Brooke 7th graders» record breaking composition Schools That Can, a national nonprofit network of high - performing, urban, faith - based, charter and district schools operating in low - income communities, profiles Brooke 7th graders» record breaking composition schools operating in low - income communities, profiles Brooke 7th graders» record breaking composition scores.

In order to enable public non-charter high schools to compare their own outcomes with those of similar high schools, the outcomes in this report are presented on the basis of school - level characteristics: low income and higher income, high minority and low minority, urban and rural.

He is currently an algebra teacher at Grant Union High School, a low - income comprehensive urban high school in Sacramento, CalHigh School, a low - income comprehensive urban high school in Sacramento, CSchool, a low - income comprehensive urban high school in Sacramento, Calhigh school in Sacramento, Cschool in Sacramento, Calif..

He is currently an algebra teacher at Grant Union High School, a low - income comprehensive urban high school in Sacramento, CaliforHigh School, a low - income comprehensive urban high school in Sacramento, CalifSchool, a low - income comprehensive urban high school in Sacramento, Califorhigh school in Sacramento, Califschool in Sacramento, California.

Compared to all U.S. high schools, participating STHS schools tend to have greater representation among schools with more low income students, more minority enrollments, and more urban locales.

This course also helps them situate this particular work within the larger context of challenges and innovations in urban education by introducing participants to literature on the achievement gap, the impact of racial identity on school achievement, charter school policy and critiques, and the advent and development of charter schools serving low income students that are based on high support and high expectations.

Engaging Schools works with urban middle and high schools that serve high percentages of low - income students; students who are struggling academically; and students who need extra support to address social, emotional, and other chalSchools works with urban middle and high schools that serve high percentages of low - income students; students who are struggling academically; and students who need extra support to address social, emotional, and other chalschools that serve high percentages of low - income students; students who are struggling academically; and students who need extra support to address social, emotional, and other challenges.

In general, the participating schools tend to have greater representation among schools with lower income, higher minority enrollments and urban locales.

For the past two years the Center for Research on Educational Equity, Assessment, and Teaching Excellence at the University of California, San Diego, has designed and run student co-research projects, with more than 150 students at eight racially diverse urban and low - income San Diego high schools.

Midtown Educational Foundation At MEF, we seek to impact the future of Chicago education by offering high - quality enrichment opportunities for low - income, at - risk, urban students and their parents through our unique, holistic approach to after - school and summertime programs at the Midtown Center for boys and Metro Achievement Center for girls.

But it's only at the end of the fourth paragraph that Toppo notes that for low - income, high - minority urban traditional schools, most comparable to charters, the college persistence rate is eight percentage points lower.

And while urban schools report the highest rates of low - income students (60 percent), even in the nation's suburban schools 40 percent of students are eligible for free or reduced - price lunch.

This common problem, which surfaces in school after school, led us to consult some of the most successful urban educators we know — teachers and principals who have been involved in founding new, small high schools in New York City and Boston, Massachusetts.1 These schools, which serve low - income, minority communities, have begun to routinely graduate and send to college more than 90 percent of their students.

City High is an urban school where more than half of the students are considered low income and many are first in their families to attend college.

This policy is unfair to both new high performing teachers and the students they serve, often in urban and low income schools.

Inside Urban Charter Schools offers an unprecedentedly intimate glimpse into the world of charter schools by profiling five high - performing urban charter schools serving predominantly low - income, minority youth in MassachuUrban Charter Schools offers an unprecedentedly intimate glimpse into the world of charter schools by profiling five high - performing urban charter schools serving predominantly low - income, minority youth in MassacSchools offers an unprecedentedly intimate glimpse into the world of charter schools by profiling five high - performing urban charter schools serving predominantly low - income, minority youth in Massacschools by profiling five high - performing urban charter schools serving predominantly low - income, minority youth in Massachuurban charter schools serving predominantly low - income, minority youth in Massacschools serving predominantly low - income, minority youth in Massachusetts

In addition, YES Prep's students are outperforming their higher income and white peers statewide in most cases — something very few, if any, other large urban school systems nationwide to date have achieved.

Her older sister attended an independent high school, thanks to a program that helped students from low - income, urban communities get into private schools.

The San Diego charter school was recognized for being one of the highest performing urban schools in the nation based on their work serving a diverse student population in grades kindergarten through 11th grade with a high percentage of low - income students.

«Until now, we didn't know if urban school districts could offer high - quality summer learning programs for low - income students and whether they would make a difference for children,» said Will Miller, president of The Wallace Foundation.

«Large high schools, particularly those serving low - income students in urban areas, have disproportionately lower achievement and higher incidences of violence than smaller schools serving similar student populations,» Dixon read from a resolution passed by the association.

For low - income, high - minority urban public schools, most comparable to charters, the rate is 15 %.

This 9 — 12 urban high school administers a reading evaluation developed by the Northwest Evaluation Association each fall and spring to all incoming freshmen and to upperclassmen who have problems with reading.

Program Goals / Target Population Peer Group Connection (PGC) is a high school transition program that targets 9th - grade students (at varying levels of risk for school - related problems) in low - income, urban high schools.

In light of this, the current study examines the prevalence of trauma experiences and traumatic stress in middle school students from a large urban school district serving a high proportion of diverse immigrant and low - income families.