Sentences with phrase «major racial groups»

Situated approximately 25 minutes away from the Kota Kinabalu city centre the Mari Mari Cultural Village is a three - hour tour depicting the heritage of Sabah's major racial groups.

The village — located 35 kilometres from Kuching — is a living museum which depicts the heritage of the major racial groups in Sarawak.

The state's progress from 2011 to 2015 was remarkable, with gains in both reading and math, in both fourth and eighth grades, and across all major racial groups.

Our approach is to analyze results for each of three major racial groups, in addition to the overall student population.

Not exact matches

In the 20th century major ethnic groups and even racial groups began to be represented on the national political stage and the election of the first Catholic president in 1960 marked the crossing of an important symbolic barrier.

The struggle of oppressed racial groups to improve their position in America is a major aspect of our third time of trial.

Not all minorities (including women, gays and racial groups) had access to major committees.

«All major U.S. racial and ethnic groups face problems due to alcohol abuse, and alcohol use within those groups can vary with geographic location, age and gender.

«We believe we are the first to compare adolescent blood pressures to body mass index in these four major ethnic / racial groups,» said Joshua Samuels, M.D., M.P.H., the study's senior author, a professor in the Department of Pediatrics at McGovern Medical School and an attending pediatric nephrologist at Children's Memorial Hermann Hospital.

Overall cancer death rates continue to decrease in men, women, and children for all major racial and ethnic groups.

«Cancer is a major burden for all racial and ethnic groups in San Francisco, but the impact falls disproportionately upon specific racial and socioeconomic groups, causing persistent disparities,» said first author Robert A. Hiatt, MD, PhD, professor in the UCSF Department of Epidemiology and Biostatistics and associate director of the UCSF Helen Diller Family Comprehensive Cancer Center.

The major result is that whites are preferred amongst all racial groups.

[11] The same document prohibits states from combining «major racial and ethnic subgroups... into a... «super-subgroup,» as a substitute for considering student data in each of the major racial and ethnic groups separately (emphasis added).»

Anthologies of reading for schoolchildren now carefully select stories to include all the major ethnic and racial groups; to ensure that girls and women are portrayed in a positive, nonsexist manner; and to include at least one selection dealing with a disabled person.

NCLB holds schools accountable for performance of subgroups — major racial and ethnic groups, students with disabilities, and English - language learners.

Figure 1 compares special education rates for major racial / ethnic groups across the NSCH and NCES data.

Those groups include parents, racial minorities, and both major political parties.

Accountability groups shall mean, for each public school, school district and charter school, those groups of students for each grade level or annual high school cohort, as described in paragraph (16) of this subdivision comprised of: all students; students from major racial and ethnic groups, as set forth in subparagraph (bb)(2)(v) of this section; students with disabilities, as defined in section 200.1 of this Title, including, beginning with the 2009 - 2010 school year, students no longer identified as students with disabilities but who had been so identified during the preceding one or two school years; students with limited English proficiency, as defined in Part 154 of this Title, including, beginning with the 2006 - 2007 school year, a student previously identified as a limited English proficient student during the preceding one or two school years; and economically disadvantaged students, as identified pursuant to section 1113 (a)(5) of the NCLB, 20 U.S.C. section 6316 (a)(5)(Public Law, section 107 - 110, section 1113 [a][5], 115 STAT.

The specified demographic groups, in addition to the «all students» group, are students from low - income families, limited English proficient (LEP) students, students with disabilities, and students in major racial and ethnic groups.

For example, comparisons of the transcripts of 1990 and 2009 high school graduates reveal that larger percentages of 2009 graduates from all major racial and ethnic groups completed a rigorous curriculum than did comparable 1990 graduates, and, on average, 2009 graduates completed about 420 more hours of coursework than did 1990 graduates.

States set annual district and school targets for grade - level achievement, high school graduation, and closing achievement gaps, for all students, including accelerated progress for subgroups (each major racial and ethnic group, students with disabilities, English language learners, and students from low - income families), and rate schools and districts on how well they meet the targets.

The decline has been evident among all major ethnic groups, so the racial disparities associated with this form of discipline have not disappeared.

For a school or district to make adequate yearly progress, both the overall student population and each subgroup of students — major racial and ethnic groups, children from low - income families, students with disabilities, and students with limited proficiency in English — must meet or exceed the target set by the state.

The broad conclusion bears repeating — in both reading and math and at all three ages tested, each of the three major racial / ethnic groups made greater gains in achievement than students did overall.

Declines of approximately equal magnitude were registered among students in all four of the state's major racial / ethnic groups — Hispanic, white, Asian, and African - American.

Then, the report touches on national rates of progress through remedial education for major racial or ethnic and socioeconomic student groups before focusing on how much money students spend on these courses that do not count toward a degree.

They've got to look at how all kids are doing at the school overall, but also how specific groups of students are doing — like students with disabilities, those from low - income families, non-native English speakers, and every major racial and ethnic minority.

Three states — in addition to the law's assessment requirements — use another cut of test score data such as improvement among subgroups of students, including those from low - income families, students from major racial and ethnic groups, students with disabilities, and English language learners.

In addition, states are required to disaggregate these indicators, excluding English language proficiency, by individual subgroups of students, including those from low - income families, those from major racial and ethnic groups, those with disabilities, and English language learners.

* Subgroups include specific categories of students such as students with disabilities, students from major racial and ethnic groups, and English Language Learners.

Authorizers must also place increases in student achievement for all subgroups as the most important factor when determining whether to renew or revoke a school's charter - including the progress of economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency.

i3 funds are competitive grants (Development, Validation and Scale - up) given to LEAs and nonprofit organizations that have significantly closed the achievement gaps between economically disadvantaged students, students from major racial and ethnic groups, students with limited English proficiency, students with disabilities; or have demonstrated success in significantly increasing student academic achievement for all groups of students; or have made significant improvements in other areas such as graduate rates or increased recruitment and placement of high - quality teachers and principals.

This paper provides an overview of racial variations in health and shows that differences in socioeconomic status (SES) across racial groups are a major contributor to racial disparities in health.

In Mexico, except for the concentration of Negroes in the coastal areas and the capital during colonial times, there have been no major regional concentrations of people of different racial groups.

A major concern of Indigenous peoples, that is shared by many non Indigenous Australians, (which has similar force on all racial groups) is the ability of the Commonwealth Parliament to:

According to the Hispanic Wealth Project out of San Diego, Hispanics were the only major racial or ethnic group to «increase» their homeownership rate in 2015.