Sentences with phrase «income white students»

Low - income black students made up 62 percent of district suspensions, while low - income white students made up only 18 percent.

In urban areas, low - income white students are more likely to be integrated into middle - class neighborhoods and are less likely to attend school predominantly with other disadvantaged students.

This could reasonably be interpreted to mean that the state fails to provide an adequate education for more than two - thirds of lower income white students and 85 percent of lower income Black students.

Research demonstrates low - income students struggle to learn at the same pace as middle and upper income white students do.

Low - income black and Latino students are far more likely to attend schools of concentrated poverty than low - income white students.

While there is no indication of racial motivation among the Indiana lawmakers who created the voucher program, the effects are clear: Indiana's voucher program increasingly benefits higher - income white students, many of whom are already in private schools, and diverts funding from all other students who remain in the public school system.

Twenty percent of lower income White students in city schools read proficiently in eighth grade, as do more than half of urban middle class White students.

Put another way, a low - income white student in a «good» suburban school tests essentially the same as a low - income white student in a «bad» inner - city school.»

Not exact matches

She chose Jason Lee School, which serves a fairly even mix of Asian, white, Latino and African American students, three - fourths of them from low - income families.

The 1969 White House Conference on Food, Nutrition and Health leads to the expansion of child nutrition programs and the enactment of the free and reduced - price school lunch program for low - income students.

Patricia Morgan, executive director of JerseyCAN said the data showed a persistent performance gap between urban and suburban, high to low income kids and / or white compared to hispanic or black students.

Black middle - class students take the lead, followed by black middle - income, black low - income and white middle - class students.

Also, 40.7 percent of white students hail from middle - income backgrounds versus 30.8 percent of blacks.

What they saw was sobering but not surprising: Despite attempts to close achievement gaps between students of color, immigrant students, and low - income students and their more affluent white peers, wide disparities persisted in student performance on state tests, graduation rates, school attendance, and college - going rates.

Patrick Wolf explained that «private - school - choice programs disproportionately attract students from disadvantaged backgrounds,» noting that the choice participants are «considerably more likely to be low - income, lower - achieving, and African American, and much less likely to be white, as compared to the average public - school student in their area.»

These data include the percentage of students who are from low - income families; the percentage who are white, black, Hispanic, Asian, or Native American; and the percentage who are Limited English proficient (LEP).

• Two recently published studies (by Addo, Houle, and Simon and Grinstein - Weiss et al.) use national survey data to show that black students hold substantially more debt by age 25 compared to their white counterparts, and that disparities are evident even after controlling for family income and wealth, indicating that differences in postsecondary and labor market experiences contribute to the debt gap.

New research by Morgan, Farkas, Hillemeier and Maczuga once again finds that when you take other student characteristics — notably family income and achievement — into account, racial and ethnic minority students are less likely to be identified for special education than white students.

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).

While the achievement gap between white students and their low - income, minority counterparts on tests has received a great deal of attention, the gap in high - school graduation rates is even more critical.

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.

In fact, district efforts to «recruit» middle - class white families can further marginalize existing low - income, minority students and families, and lead to further segregation if white and middle - class families cluster in the same schools.

Many of these new schools are focused on solving one of our society's most intractable problems: how to close the achievement gap between low - income minority students in our nation's inner cities and their white middle - and upper - class contemporaries in the suburbs.

It is my understanding that affirmative action in higher education was an extension of the War on Poverty, which was expected to provide students from low - income families with greater access to predominantly white colleges and universities.

Though the goal of the busing program was to integrate P.S. 183, the students there remained predominantly white and from high - income families.

«I was blown away at the beginning of these sessions to discover that these night students — low - income people, mostly African American, some Latino, a couple white students — had never read the Declaration of Independence,» she says.

The data clearly paint the need to focus on students of color and low - income students: nationally, only 73 percent of black students, 76 percent of Latino students, and 75 percent of low - income students graduate, compared to 87 percent of white students and 89 percent of middle - and high - income students.

All family types (e.g., race, income, location) predominantly preferenced high - performing schools, but non-poor and white students are significantly more likely to choose a specialized program (e.g., dual language, expeditionary learning, single gender).

Studies show a familiar pattern: middle - income black and Latino students faring worse than their white counterparts with respect to grades, enrollment in advanced courses, and performance on standardized tests.

However, when they get to college, most find themselves for the first time in an environment of predominantly white students from higher - income communities.

Given that the targeted school population for charters is almost all low - income minorities, the contrast seen during school visits can be startling: black and brown students who are taught by white teachers.

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.

For example, Delpit sees a problem when a typical white, middle - class teacher uses a passive communication style with her low - income black students, such as asking them to take their seats instead of telling them to take their seats.

Students recognized by NHRP are more likely to live in cities and attend large high schools with significantly more low - income and Hispanic students, compared to white students with similarly strong PSAT / NMSQTStudents recognized by NHRP are more likely to live in cities and attend large high schools with significantly more low - income and Hispanic students, compared to white students with similarly strong PSAT / NMSQTstudents, compared to white students with similarly strong PSAT / NMSQTstudents with similarly strong PSAT / NMSQT scores.

We also document that although public - interest lawyers were initially motivated to expand student legal rights as part of a larger strategy to reduce social inequality, legal challenges to school disciplinary actions are disproportionately the province of white and higher - income students and their families.

[8] While the Broward district is overwhelmingly low - income, black and Hispanic, its gifted program was filled with upper - income, white students when it relied on teacher and parent referrals to fill seats.

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.

Where Prior Lake enrolls a little over 1,000 students, more than 90 percent of them white and only 1 in 20 on free or reduced - price lunch, Berkeley houses 3,000 students, one - fourth of whom are low - income and two - thirds of whom are nonwhite.

It recruits a mix of black, Latino, and white families, in contrast to the homogeneous groups of low - income minority students urban charters generally serve.

The only way to sort it out is if you have a given teacher who has taught lots of different types of students — high - income, low - income, African - American, white, Latino — where you can disentangle the effect of a specific teacher from the effect of students» backgrounds.

Research shows that white or affluent parents often avoid schools that have high concentrations of minority and low - income students.

Choice participants are considerably more likely to be low - income, lower - achieving, and African American, and much less likely to be white, as compared to the average public - school student in their area.

Prior research by William Howell and Paul Peterson suggested that the reason low - income inner - city African Americans benefit most from private - school choice is that moving to the new school represents a more dramatic improvement in the school environment for them than for less - disadvantaged white and Hispanic students.

With less fanfare, the White House once again convenes a conference on getting more low - income students into college.

At the same time, gaps persist among students from low - income families and their more affluent peers, for English language learners, and for many minority students when compared with their Asian and white classmates.

And in suburban schools nearly a third of lower income and nearly two - thirds of middle class White students are taught to read proficiently.

To view the White House report on Increasing College Opportunity for Low - Income Students, click HERE.

A White student from a comparatively prosperous family in Virginia is more than four times as likely to be brought to grade level in eighth grade reading than a Black student from a lower - income family.

White students from families with below average incomes are much more effectively taught mathematics in the City's middle schools than are (the relatively few) Blacks students from more prosperous families: