Sentences with phrase «lower than white students»

Those gaps remain substantial with black students scoring about 10 to 11 percent lower than white students in each grade and subject.

Disproportionately poor, and sometimes not speaking English at home, Hispanics tend to score considerably lower than white students.

While Asian Americans do score lower than white students on some measures of psychosocial wellbeing, Americans as a whole score so abnormally high that, globally speaking, Asian American scores are «actually quite normal,» says Pittinsky.

If minorities are benefiting, why do black students score 20 points lower than white students on those tests?

Not exact matches

The most recent state testing data showed that the percent of Erie County black students considered proficient in English was 31 percentage points lower than their white peers, compared to a 20 - point gap statewide.

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.

Although African Americans with GPAs as high as 3.5 continue to have more friends than those with lower grades, the rate of increase is no longer as great as among white students.

There are also articles about obstacles to greater progress: a study reveals that teacher expectations impact students» likelihood of completing college and are often lower for black students than for their white counterparts, even after accounting for students» academic and demographic backgrounds; and a look at how allowing laptop use in the classroom actually distracts from student learning.

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.

Both GPA and standardized - test - score averages are lower for black students than for white students.

More troublingly, we also find that white teachers, who comprise the vast majority of American educators, have far lower expectations for black students than they do for similarly situated white students.

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.

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.

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.

African - American students attending middle or high school in West Virginia have a lower opinion of the quality of their schooling than white students, according to a survey of more than 2,931 students in the state.

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.

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.

Commissioned by the Charleston, W.Va. - based Education Alliance, the report found that African - American students rated their schools significantly lower than their white peers did in seven out of eight categories: academic expectations, instruction, course - taking, counseling about education options, respect, mentoring and caring relationships, and fairness.

Students from some racial - and ethnic - minority groups and those from low - income families enroll in college and succeed there at lower rates than their white, wealthier peers.

Similarly, the results for white students could merely reflect the possibility that the black teachers in predominantly white schools tend to be of lower quality than the white teachers in those schools.

Unlike No Child Left Behind, which had the goal of all students being proficient by 2014 (less than 14 months away), D.C. officials are implementing new, lower standards of academic performance for African American, Latino, and poor children compared to their more affluent White and Asian counterparts.

Low - income, African - American, and Hispanic students in the 50 largest districts in Texas are less likely to attend schools with experienced teachers than high - income and white students in those same districts, concludes a report by the Education Trust, a Washington - based nonprofit research and advocacy organization.

The other good long term news is that Black and Hispanic students, who usually have much lower test scores than white students, are making greater long - term progress than whites — shrinking the achievement gap between whites and the other two groups.

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

Despite gains in achievement, African American and Latino students still score significantly lower in the aggregate than white students.

In Tennessee, for example, the state's traditional districts need only to ensure that 42.8 percent of black high school students are proficient in Algebra I during the 2012 - 2013 school year, some 20 percentage points lower than the rate of proficiency for white peers.

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.

That's nearly 20 percentage points lower than the proficiency expectations the Evergreen State has set for districts in improving achievement of white middle - school students, which, in turn, are slightly lower than for Asian 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.

For example, a district with more black and Hispanic students had lower - ranking teachers than a district with more white and Asian students.

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.

African - American 12th - graders scored on average 30 points lower than their white peers on the 2015 National Assessment of Educational Progress math exam, while Hispanic students scored 22 points lower.

Students who are Black, Latino, and English language learners are disproportionately suspended, expelled, and placed into substantially separate special education programs and lower academic tracks at significantly higher rates than their white and Asian, middle class peers.

As Ushomirsky, Williams, and Hall point, out, the average gap in on - track performance rate for black and white students in Recognized schools is 18 percentage points, a mere two points better than for peers in low - performing schools.

«The ones that have a few more students of color get lower funding than the ones that are 100 percent or 95 percent white,» he told The Atlantic.

Students of color even graduate from college at lower rates than their white peers.

By every possible indicator, the kids that both of us care so much about — low - income students of color — are doing worse than their higher - income white counterparts.

Under the plan, Asian students are expected to achieve a higher pass rate on state exams than white students, while the state sets lower goals for Hispanic, black and special - education students.

Significantly higher percentages of low - income, black, and Hispanic students enter remedial education than their white or affluent peers.

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.

«We show that minority students have lower achievement scores than white students with the same cognitive ability, and that placement in a [gifted] class effectively closes this minority underachievement gap,» the authors wrote.

This implies that high - poverty schools are, on average, much less effective than lower - poverty schools, and suggests that strategies that reduce the differential exposure of black, Hispanic, and white students to poor classmates may lead to meaningful reductions in academic achievement gaps.

Other researchers have found that minorities have lower completion rates than white students.

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).

He did not mention that black and Hispanic students still graduate from high school at far lower rates than their white and Asian counterparts — 64.6 percent and 63.5 percent, compared with 80 percent and 83.3 percent.

In 2015, black students had an average fourth - grade reading score that was 33 points lower than that for white students, and this performance gap was not significantly different from that in 1998 (31 points).

However, black students score consistently lower than whites, regardless of the mix of black or white students at a school.

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).