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 teac
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 teac
white 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.