Sentences with phrase «levels than white students»

Some groups perform at higher levels than white students.

But, when these predictors are part of the analyses, it demonstrates that African - American men and women attain higher educational levels than white students with the same high school GPA and background characteristics.

Not exact matches

The results show that, after adjusting for differences in family background, black students at any class level are more likely than their white counterparts to attend a four - year university.

• Debt and default among black or African - American college students is at crisis levels, and even a bachelor's degree is no guarantee of security: black BA graduates default at five times the rate of white BA graduates (21 versus 4 percent), and are more likely to default than white dropouts.

African - American twelfth - graders are 2.6 times likelier to score below the proficient level on the NAEP reading exam than are white students.

In a separate study, Russell Skiba and Natasha Williams further revealed that black students in the same schools or districts were not engaged in levels of disruptive behavior that would warrant higher rates of exclusionary discipline than white peers.

The 2017 NAEP eight - grade reading assessment shows that while 33 percent of White students in the Milwaukee public schools can read at grade level (proficient or above), the school system teaches less than one - fifth of that percentage, six percent, of the Black students in its care to read proficiently at the crucial grade 8 level.

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.

A Black student from a comparatively prosperous family in Virginia is more likely to read at or above grade level at eighth grade than a White student eligible for the National Lunch Program.

Twenty - four countries have a larger percentage of highly accomplished students than the 8 percent achieving at that level among the U.S. white student population in the Class of 2009.

While the state eventual aims to ensure that two - thirds of all black high school students are proficient in Algebra, that level of proficiency is still nearly 15 points lower than that for their white peers.

Then there is North Carolina, which expects that its districts will get only 61.7 percent of black students in grades three - through eight toward reading proficiency in 2012 - 2013, while expecting only 64.7 percent of Latino and 65.2 percent of American Indian and Alaska Native kids to become proficient in reading; by 2014 - 2015, far lower than the proficiency rates for white and Asian peers; Tar Heel State leaders expect districts bring black, Latino, and Native students to proficiency levels of 69.3 percent, 71.7 percent, and 72.2 percent, respectively, by 2015.

But she, along with Ushomirsky and Williams illustrate that in the case of Florida, where the proficiency levels for black students in A-ranked schools are, on average, four percentage points lower than for white peers in C - ranked schools.

On average, both Hispanic and Black students across grade levels are one and one half times more likely to be retained than White students (see graph).

For example, a study last fall of 500 Pennsylvania districts found that at any given poverty level, districts with the most white students get substantially more funding than districts with more minority students.

Of further concern is the fact that low - income students and students of color usually report a lower level of community in school than do affluent or white students.

Twenty - one percent of Latino students read at the highest levels on NAEP in 2015 (a one point increase over 2013 and a six point gain over 2002); 21 percent of Native students read at Proficient and Advanced levels (unchanged from two years ago, and a one point decline over 2002); 36 percent of white students read at Proficient and Advanced (unchanged from 2013, but five points higher than in 2002); and 54 percent of Asian students read at the highest levels on NAEP (two points higher than two years ago, and 17 points higher than in 2002).

Twenty - one percent of Latino eighth - graders read at the highest levels on NAEP in 2015 (unchanged from 2013, but five points higher than in 2002); 44 percent of white eighth - graders read at Proficient and Advanced (two points lower than in 2013, but three points higher than levels 13 years ago); 22 percent of Native eighth - grade students read at the highest levels (three points higher than in 2013, and four points higher than in 2002); and 52 percent of Asian eighth - graders read at Proficient and Advanced levels (unchanged from 2013, but 16 points higher than levels 13 years ago).

Approximately 45 to 50 percent of low - income, Black, Hispanic, American Indian students, and English language learners (ELL) score below the basic level on the NAEP, while less than 10 percent of high income, White and Asian / Pacific Islanders score below the basic level (NCES, 2001).

More than three times as many English language learner students score below the basic level on eighth - grade national math and reading exams as their white, English - proficient peers.

For both grade levels, there was generally a larger percentage of White than Hispanic students who participated in the 2009 assessments at the national level.

YES Prep's African - American students also performed higher than their white peers statewide in nearly all subjects and school levels.

While black and Hispanic students in particular have shown impressive gains over the years, their test scores are still lower than those of white students, at both a district and statewide level.

In this episode, Paula Johnson, M.A., discusses these issues and the potential civil rights red flags that are raised by data showing Hispanic and Black students across grade levels are one and a half times more likely to be retained than White students.

At the national level, the data show that black students are suspended and expelled at a rate three times greater than white students.

But we are also keenly aware that, like most Higher Education institutions in Britain, we need to raise the average level of degree attainment among our black and minority ethnic students, which is significantly lower than that of white UK students.»