Sentences with phrase «likely than white students»

During the 2013 — 2014 school year, the Department of Education's Office of Civil Rights reported that black students were 3.8 times more likely than white students to receive an out - of - school suspension.

Students of color are more likely than White students to be suspended one or more times.

When examining responses by students» self - reported race / ethnicity, we see that black or African - American students are slightly more likely than white students to feel that they must be ready to fight to defend themselves.

Black students are 3.4 times more likely than white students to be subject to a school - related arrest, and students with disabilities account for 25 percent of arrests at school but only 12 percent of the student population.

Black students in the Chapel Hill - Carrboro City Schools during the 2015 - 16 school year were 10 times more likely than white students to get a short - term suspension, according to a report released this month.

When African Americans in Minnesota (as elsewhere) are significantly more likely than white students to be growing up in poverty, to be living in single - parent families, to be coming into school with all manner of disadvantages?

• With few exceptions, students eligible for free and reduced - priced lunch and students of color in the cities were less likely than white students to enroll in high - scoring elementary and middle schools, take advanced math courses, and take a college entrance exam.

It also noted that black students are nearly four times as likely than white students to be suspended from school and twice as likely to be expelled.

This pattern likewise falls disproportionately along racial lines: for example, Latino students are 1.4 times more likely than white students to attend a school with a law enforcement officer but not a school counselor (while Asian students are 1.3 times as likely and black students are 1.2 times as likely).

The research also finds that black students are 54 percent less likely than white students to be identified as eligible for gifted - education services after adjusting for the students» previous scores on standardized tests, demographic factors, and school and teacher characteristics.

In Minneapolis, a low - income black student is six times more likely than a white student to be suspended for at least one day in a school year.

Not exact matches

A student of the Great Depression and a former economics professor at Princeton, he likely knew better than anyone in the Bush White House what was at stake when so many major U.S. investment banks were poised to fail in the panic of 2008.

Recent school safety proposals introduced after Parkland — like potentially arming some teachers and staff — also ignore that students of color, especially black students, are more likely to face discipline and punishment in schools than their white peers, and that many of these disparities could be exacerbated by recent proposals to arm teachers or increase school security.

And it's hardly racially balanced: Black students are three times more likely to be suspended or expelled than white students, according to the Education Department's Office for Civil Rights, and research in Texas found students who have been suspended are more likely to be held back a grade and drop out of school entirely.

Additionally, this is an education system that promotes inequality and therefore injustice: Schools in the United States are twice as likely to pair poor and minority students with brand - new teachers and almost four times more likely to suspend black students than white students.

When a student in a Syracuse or Rochester public school walks into a classroom, they are more likely than not to have a white teacher.

Researchers from UCLA, UC San Francisco and San Jose City College found that, among students who apply to and attend medical school, those from underrepresented minority backgrounds are more likely than white and Asian students to have attended a community college at some point.

Their findings, published in American Psychologist (September 2004), demonstrated that although those who declined enrollment in the Meyerhoff Program often attended highly regarded HBCUs and Ivy League institutions, they were significantly less likely than Meyerhoff students to pursue and complete science Ph.D. s or M.D. / Ph.D. s. «If current Ph.D. receipt rates of program graduates continue,» Hrabowski says in American Psychologist, «UMBC will in all likelihood become the leading predominantly white baccalaureate - origin university for black STEM Ph.D. s in the nation.»

Racial differences in school discipline are widely known, and black students across the United States are more than three times as likely as their white peers to be suspended or expelled, according to Stanford researchers.

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.

For example, Florida State University's 2017 study of the Florida Tax Credit Scholarship Program found that participants were four percentage points less likely to be white, one percentage point more likely to qualify for free lunch, and had prior math and reading scores that were two to four percentile points lower than eligible students that did not participate in the choice program.

• A 2014 study by Goldrick - Rab, Kelchen, and Houle and a 2015 report by Demos show that black students borrow more than other students for the same degrees, and black borrowers are more likely than white borrowers to drop out without receiving a degree.

• 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.

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.

If you view participation in special education as providing critical services to appropriately identified students, the fact that a given black student is less likely to be placed in special education than an otherwise identical white student is deeply troubling.

In 2006, a U.S. Department of Education report noted that black graduates were more likely to take on student debt, and in 2007, an Education Sector analysis of the same data found that black graduates from the 1992 - 93 cohort defaulted at a rate five times higher than that of white or Asian students in the 10 years after graduation (Hispanic / Latino graduates showed a similar, but somewhat smaller disparity).

But controlling for other factors that might put students at risk for problems at school, Paul Morgan and George Farkas find that minority students are actually less likely to receive special ed services than similarly situated white students.

Gifted students in LUSD are far less likely to be economically disadvantaged and more likely to be white or Asian than other students in the district.

In particular, black and Hispanic students are far more likely to be poor than are white students in Texas.

Research shows that racial and ethnic minority students are less likely to be identified for special education than white students when you take other student characteristics into account.

Empowering parents is one of the best ways to combat the persistent finding that black children are statistically more likely than white children to be designated as special education students, according to the National Association for the Education of African American Children with Learning Disabilities.

When he controlled for student gender, SES, prior achievement, and misbehavior (e.g, suspensions and fights), and for teachers gender, race, years of experience, teaching credential, and education., Cooc found teachers were more likely to believe that white students, rather than minorities, have disabilities.

However, research shows that black students are more likely to be categorized as «acting white» based on their style or the music they listen to than on getting good grades.

Nationwide, on average, black students are four times more likely to live below the poverty line and 30 percent less likely to have a college - educated mother than white students.

White teachers were 9 percentage points less likely to expect a black student to earn a college degree than their black colleagues when both teachers were evaluating the same student — on average, 33 percent of black teachers expected the student to finish college, compared to 24 percent of white teacWhite teachers were 9 percentage points less likely to expect a black student to earn a college degree than their black colleagues when both teachers were evaluating the same student — on average, 33 percent of black teachers expected the student to finish college, compared to 24 percent of white teacwhite teachers.

[11] They find black students in North Carolina were less likely to be subject to exclusionary discipline when they had black teachers rather than white teachers, even within the same school.

They find black and Hispanic students were more likely to be disciplined conditional on receiving a referral for «minor misbehavior» than were their white peers.

So according to the kids themselves, compared with white students, African American pupils are more than twice as likely to get into fights at school and almost twice as likely to get to class late.

What they found was that black students were 1.6 percentage points more likely to receive a longer suspension than were white students.

African American students were 2.2 times more likely to say «yes» than white students.

African - American students are far more likely than their white peers to receive a subpar education, in larger classes taught by unqualified teachers in decaying buildings, according to the National Association for the Advancement of Colored People.

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 your district, African American students are three times more likely to live in poverty than white students and more than twice as likely to get into fights at school.

A recent U.S. Census Bureau study found that though often poorer than their white peers, Hispanic college students are less likely to receive financial aid.

Yet black and Hispanic students continued to receive 80 percent of all suspensions, and were 6.5 and 3.7 times more likely to be suspended than white students, respectively.

And African American and Latino students are three times more likely to be suspended than their white peers, according to 2014 data from the U.S. Department of Education's Office of Civil Rights.

White British students are far less likely to go to university than ethnic minority students: Indian (72 per cent), Pakistani / Bangladeshi (57 per cent), Black (72 per cent) and White British (36 per cent).

White British students are more likely to drop out of post 16 education than ethnic minority students: Indian (3 per cent), Pakistani / Bangladeshi (8 per cent), Black (7 per cent) and White British (10 per cent)

The study found that African - American students in Connecticut, Mississippi, South Carolina, North Carolina, and Nebraska are more than four times as likely to be identified as mentally retarded than white students living in those states.

Moreover, research reveals that minority students are less likely to be mainstreamed than similarly situated white students.