Sentences with phrase «low expectations for children»

Suspensions and expulsions communicate that adults have low expectations for children, which children internalize and translate into disengagement from school.17 Over the long term, this disengagement can lead to truancy, dropping out of school, and incarceration.18

But the fact that the Obama administration granted Virginia a waiver in the first place in spite of its record of obstinacy on systemic reform, along with the fact that many of the 32 other states granted waivers (along with the District of Columbia) have also set low expectations for districts and schools to improve the achievement of the poor and minority kids in their care, has put President Obama in the uncomfortable position of supporting the soft bigotry of low expectations for children — especially those who share his race and skin color.

«If you set low expectations for children, you devalue them and demoralize them to themselves.»

Certainly the Obama administration and its defenders on the waiver issue will argue that the the low proficiency levels aren't indicative of low expectations for children.

To be sure, bias plays a role, as studies are finding that teachers tend to have lower expectations for children of color.

«That frustrated me, but how could you have such low expectations for a child, only in fifth grade,» she said.

Not exact matches

We had quite low expectations for our first holiday regarding the amount of skiing and snowboarding we would actually get to do and were just so grateful to be actually be back on a mountain in Winter that we didn't mind not having much child free slope time.

In contrast, teachers were more controlling, had lower expectations, got angry more often, and showed less nurturing toward the children with difficult attachments — and who, sadly, had a greater need than the securely attached kids for kindness from adults.

I think the best piece of advice I can offer for traveling with small children is to have very low expectations of what you'll do while on your trip and be very flexible to go with the flow, even is that flow is the storm surge of a hurricane 5 tantrum.

The why X is here for support, so if we have a high expectation, like maybe a strict parent does, but low support, the way strict parent does, we are not getting our child the support they need to reach those expectations.

The authors state: «Contrary to expectations, those children who had not had previous professional attention for emotional or behavioral problems coslept more frequently than did children who were known to have had psychiatric intervention, and lower parental ratings of adaptive functioning.

Its so simple but perfect, but children's bodies need time to adjust to the expectations of darkness, so using lowered or minimal lighting for the hour or so leading up to bedtime can help ease children's bodies into sleep.

Through early testing and teacher selection, certain children are singled out for an enriched lesson plan to push them to their limit, whereas others are labeled as low achievers, which often diminishes their expectations of themselves and hurts their performance in school.

Coming off his previous, disastrous «Men, Women & Children,» I'll admit to understandably lowered expectations for Jason Reitman's «Casual,» premiering its first two episodes on Hulu this Wednesday, October 7th, with another new half - hour every week after that.

At De La Salle Academy, a private school in New York City for high - performing low - income children profiled in today's New York Times, rules are strict and expectations are high, but the school becomes like a family for students.

MTO families that didn't switch their children's schools often had low expectations for what schools in general are able to offer and accomplish.

Even if our nation's schools are not beset by a widespread shortage of qualified teachers and teachers are paid salaries comparable to other professionals, there are still those who believe that teachers» pay is too low, that their salaries are simply not commensurate with our expectations of a good education for our children.

Civil - rights advocates were initially skeptical, but many saw the potential power of a reform movement that would not brook separate and lower expectations for poor children, immigrants, or racial minorities.

If, as some have argued, white teachers have lower expectations for black children, one would predict that black students with white teachers would lose more ground than black students with black teachers.

U.S. Secretary of Education Arne Duncan has gone so far as to accuse states like Alabama of «lying to children and parents» by setting low expectations for student performance.

Do you think former D.C. Schools Chancellor Michelle Rhee would have permitted the schools to lower their standards and expectations for children of color?

The largest group is those children who will look to their teachers and principals and recognize that they have lower expectations for them than they do for other children.

Further, the Educrats assert that the new policy of lower standards actually raises performance expectations for minority children because they will have to progress at a faster rate over the same span of time.

Some minority parents agree, asserting that lower standards for their children is a form of prejudice, the «soft bigotry of low expectations» as former President George W. Bush called it.

In the process, Obama and Duncan are retreating from the very commitment of federal education policy, articulated through No Child, to set clear goals for improving student achievement in reading and mathematics, to declare to urban, suburban, and rural districts that they could no longer continue to commit educational malpractice against poor and minority children, and to end policies that damn children to low expectations.

Woven into this highly personal narrative about a boy's journey from silent sidekick to hero are themes that translate to public education: the challenges of finding the right school or instructional method to meet a student's individual needs; the impact of social stigmas on expectations and performance, particularly for «discarded students» in low - income neighborhoods, and the need for a culture of high expectations to counter those negative societal assumptions; the importance of tireless, focused, caring teachers who do whatever it takes to help students succeed; and the ability for all children — regardless of learning challenges or race or income level — to learn.

Last month, the administration scrambled to get Virginia to scrap its low expectations for poor and minority children amid outcry from reformers and civil rights activists over the Old Dominion's move to approve AMO targets that only require districts to ensure that 57 percent of black students (and 65 percent of Latino peers) are proficient in math by 2016 - 2017; those targets were blessed by the administration back in June as part of its approval of the state's waiver proposal.

«The national objective is to challenge the soft bigotry of low expectations and to raise the standards for every single child,» says Bush.

It is also unfair to lower expectations for poor, minority children by suggesting they can't get high scores.

This isn't to say that these officials don't care about these children, but that they are disinterested in taking on the tough work needed to overhaul districts and schools in order provide kids with the schools they deserve — which includes challenging the soft bigotry of low expectations for poor and minority kids held by far too many adults working in American public education in Virginia and the rest of the nation, and the affiliates of the National Education Association which has succeeded for so long in keeping the Old Dominion's status quo quite ante.

«More rigorous» tests for primary school pupils were rolled out in 2015 after the Department for Education (DfE) said in 2014 that «previous expectations for children were too low».

This means that nearly all states are lowering expectations and inflating their proficiency rates; it also means that they are also lying to families and children while letting districts and other school operators off the hook for providing low - quality education.

This setting of low expectations by the state, which has been criticized by reformers in the state such as former Commissioner for Higher Education Stan Jones (now the head of College Complete America), makes a mockery of the otherwise strong efforts by the state to transform education for children.

Even if you consider the growth, the mere fact that only 57 percent of black students are expected to achieve proficiency is one clear example of the low expectations Virginia's state education and general political leaders have for some children.

The lesson Klein, Duncan, and others draw from this autobiography is that poor children today fail because their teachers, unlike the 1950s Mr. Harris, are overprotected by union contracts, have low expectations for poor students, and so barely try to teach them.

«I fear that the soft bigotry of low expectations is returning, and for the sake of America's children, that is something we can not allow.

Walk into any AF school and the truth will be seen - Students being demeaned and disciplined for not meeting ridiculous expectations, unacceptably high suspension rates, unacceptably low Special Education numbers and alarming Special Education noncompliance, predominately white leadership that is filled with hubris and a deep disconnectedness with the school's children and families, burned out teachers, high teacher turnover, etc..

For example, there is significant evidence demonstrating that both lowering the rate of expulsion among students of color and establishing a culture of high expectations signaling that all children can and should excel often lead to higher student achievement and graduation rates.19

More - importantly, because the quality of teaching varies more within schools (from classroom to classroom) than among them, the racial myopia of teachers (and their low expectations for the poor and minority children in their care) are matters that have to be addressed in order to help all children succeed.

At the same time, EdTrust's problems should serve as a lesson to all reformers: You can't support defining proficiency down — and setting lower expectations for schools and districts to do well by all of our children — without appearing to betray your convictions.

No Child Left Behind, on the books since 2002, was supposed to close achievement gaps for disadvantaged students (racial and ethnic minorities, low - income students, youngsters with special needs and English learners) and to eliminate what President George W. Bush decried as «the soft bigotry of low expectations.»

Confronted by the dominant attitude that demographics were destiny, a group of committed educators, led by Dacia Toll and Doug McCurry, set out on a mission to provide equal education access to all America's children and conceived of a school in which high expectations and strong student outcomes were the norm — where access to four - year college for low - income students and those of color was a right, not a privilege.

Unfortunately, there are too many, educators and parents, that adhere to «low expectations» for their students and children.

Her findings reveal that low SES Black families held high expectations, aspirations, and standards for their children, as well as positive achievement orientations.

Based on age and sex findings, cutpoints were set to identify approximately 25 % of children in the at - risk range for problems and 10 % to 15 % as low in competence, a higher threshold than for problems, due to an expectation that significant social - emotional delays will be less common than significant problem behaviors.

Because these parents have low expectations for self - control and maturity, they rarely discipline their children.

In contrast, teachers were more controlling, had lower expectations, got angry more often, and showed less nurturing toward the children with difficult attachments — and who, sadly, had a greater need than the securely attached kids for kindness from adults.

It is possible, for example, that if parents have low expectations or awareness of what a child can do at certain stages that this could affect their interactions with their child and, consequently, result in slower development.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behavchild development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behavchild effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behavChild Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.