Sentences with phrase «middle class peers»

Just 15.6 percent of Westfield - Washington's graduates on free lunch (along with half of reduced - lunch peers) took an AP exam, versus 61.7 percent of middle class peers.

Just 32 percent of Carmel's high school graduates in 2011 on free lunch programs (and 20 percent of those on reduced - lunch programs) took an Advanced Placement exam, versus 55.3 percent of middle class peers did so; a mere 26.5 percent of Hamilton Southeastern's high school graduates on free lunch (and 32 percent of reduced - lunch graduates) took AP exams, versus 73.5 percent of middle - class peers.

TASC President Lucy Friedman noted that poor children are likely to enter middle school 6,000 hours behind their middle class peers in learning time (video and infographic).

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.

For poor kids, the loss is typically worse than for their middle class peers since they usually don't have enriching summer activities.

Not exact matches

The middle - and upper - class male peer group is also a milieu for sexist development.

But a few began to feel uncomfortable about how their white middle - class peers viewed them.

Mobility by means of affirmative action breeds tenuous self respect and questionable peer acceptance for many middle - class blacks.

Thus, the rural and urban poor are much less likely to marry and stay married than their middle - and upper - class peers, therefore losing out on the social, economic, and moral benefits of marriage.

Poor people on average consume the same level of vitamins, minerals, and protein as do middle - class folk, and poor children actually eat more meat and protein than do their middle - class peers.

His conclusion: if you want poor kids to be able to compete with their middle - class peers, you need to change everything in their lives — their schools, their neighborhoods, even the child - rearing practices of their parents.

You know, kids enter kindergarten in Harlem behind their peers in middle - class and upper - middle - class neighborhoods in the city.

First, while it was once the case that working - class and poor Americans held more conservative views of divorce than their middle - and upper - class peers, this is no longer so.

We are working with people from the community to provide safe, enriching, and engaging environments for children so they can develop just like their middle - class peers.

It is about further entrenching middle class privilege which, ultimately, leaves clever but poor children more likely to be stuck with a second - best option, while their less bright but well - tutored peers are gifted a better education.

«So the evidence shows that if a working - class child manages to overcome all the barriers they face and achieve three good A-levels, they're just as likely as their middle - class peer to go to university.»

Once there, instead of building up their social capital, they continue to «concentrate very intensely on their work,... whereas often their upper or middle - class peers are involved in societies; they're networking; they're doing a whole range of things that actually support their career,» Reay says.

As evidence of peer influence, she also notes that siblings grow up to be very different adults; that adopted children are more like their biological parents than their adopted parents in terms of such traits as criminality; and that adolescents from poor neighborhoods are more likely to be delinquents than adolescents from middle - class neighborhoods, whereas being from a broken home has no effect on delinquency.

«Lower - income students in China found to have better vision than middle - class peers.»

Creating wall - sized portraits of locals as they travel from town to town, the two inquisitive, kindred - spirit directors peer into the day - to - day life of rural and working - class France, the camera listening and learning as old and middle - aged villagers remember how coal miners used to bathe and eat back in the day or goat - cheese makers give their differing opinions on the subject of dehorning.

Other research indicates that low - income students in particular benefit from college, becoming nearly three times more likely to make it into the middle class than their peers who earn some (or no) college credits.

In our PBS film Not In Our Town: Class Actions, middle school students take the lead in educating their peers and their teachers in a NIOS anti-bullying initiative that reached 50,000 students following two suicides of local youth in Lancaster, California.

An early - childhood - education program in Maryland is helping to narrow the school readiness gap between disadvantaged children and their middle - class peers, says a state education department report.

Afforded the influence of bourgeois peers, they transcend the limits of the urban classroom — and they do so without systematic injury to their middle - class schoolmates; the poor win, and the rich don't lose.

Each summer most youth lose about two months» worth of math skills, while low - income students also lose morethan two months in reading achievement despite the fact that their middle - class peers make slight gains over the summer break.

• In what is known as the «peer effect,» poor students [and minority students] do better in schools where the student body is more middle class [white].

Middle - class students are lagging far behind their peers in other countries, adding a new perspective to beliefs that low - income students are most in need of better educational opportunities, according to a new study.

Over time, KIPP might learn what, exactly, it takes to make their graduates as successful as their middle - class peers.

This detailed and high quality unit includes: * 21 lesson plans (with 13 differentiation strategies) * 77 slide PowerPoint presentation (divided into lessons) * All resources and worksheets (7 sheets) * Homework project (7 tasks) that includes both reading and writing skills * End - of - unit reading / writing exam * End - of - unit exam mark scheme (suitable for KS3 Levels 4 - 7, with GCSE 1 - 9 conversion) Unit's lessons include: * Contexts match - up * Exploring working class vs. middle class stereotypes * Shared reading and discussion of the whole play * Creating theatre publicity posters * In - depth analysis of key scnes (Act 1 Scene 1; Act 2 Scene 1; Act 2 Scene 5) * Writing to describe - script to prose * Features of writing to inform and explain * AfL - improving a sample application letter * Role play - creating and performing an extra scene for the play * Spelling tests on key vocabulary (differentiated by writing level) * SPaG starter activities * Crosswords * Huge 60 - question revision quiz * End - of - unit reading exam (GCSE English Language / Literature style) * End - of - unit writing exam (GCSE English Language style) * Teacher / peer / self assessment opportunities

At a panel convened last week by the Public School Forum of N.C., a research and advocacy group in Raleigh, Tulbert was one of several principals at low - performing schools — many of them teeming with low - income children — who described how their children tend to arrive lagging behind their middle - class and upper - class peers.

«The elimination of state requirements specific to class size will best ensure that each student with disabilities is placed in the least restrictive environment (LRE), as directed by his or her Individualized Education Program (IEP), and has access to the broad array of coursework available to his or her nondisabled peers, particularly in the middle grades and high school.»

«I had students stand up in the middle of class and directly address their peers with racial slurs,» the report quoted an Ohio social studies teacher as saying.

Particularly for black, Latino, and even the few Native middle - class families, they want their kids to both get college preparatory curricula and still be around peers of their own race and ethnicity — especially those who are also doing well in school — in order to build self - pride.

Otherwise, they are even more out of luck than their middle - class peers.

In the past, students were unabashedly tracked, which usually placed middle - class students in academic courses and their working - class peers in vocational programs.

Our school atmosphere is friendly and the dress code and single gender classes eliminate much of the peer pressure middle school children often deal with.

Low - income students also lose more than two months in reading achievement, despite the fact that their middle - class peers make slight gains.»

At the same time, Reid and Kagan argue that the research evidence suggests that these peer effects are asymmetric: middle - class children's learning seems not to be as subject to such peer effects.

, which is often used to try to explain why African - American and Latino students do not perform at the level of their middle - class white peers, ignores the issues plaguing all of our nation's schools.

This unique charter school is experimenting with choosing the very best master teachers and paying them an annual salary of $ 125,000, to see whether it can reduce the achievement gap between low - income students and their middle - class peers.

NYT columnist Thomas Friedman notes that «U.S. middle - class students are badly lagging their peers globally.»

Special - progress classes were even more racially and academically segregated from other students than their contemporary version, «gifted and talented» programs that retain middle - class parents in the public - school system by separating their children from most low - income and minority - group peers.

We were surrounded by peers with middle - class ambitions and goals.

Finding that book club enhanced teachers» experience of themselves as what researchers on white, middle - class American women call «connected knowers» (Belenky, Clinchy, Goldberger, & Tarule, 1986) prompted us to consider the general potential of peer - led conversation in the professional development of teachers.

Middle School students speak at Lower School assemblies, hand out the certificates of character achievement to Lower School students, peer mentor fifth graders, and sign up to be once - a-week class aides for Lower School teachers.

According to new data, white and middle - class DC students are flying high, while black, Hispanic and poor children continue to lag behind their peers.

The contrast in access to opportunity is stark for low - income children compared with their upper - middle - class peers.

If you are a white or middle - class family living in Washington, your child will likely attend a socioeconomically segregated neighborhood school or a higher - quality magnet, and will outperform her peers in suburban public schools.

But if elementary - level teachers and administrators are able to move away from a narrow focus on basic skills and give our youngest disadvantaged kids some of the knowledge their middle - class peers often acquire at home, we can still give them a fighting chance.

But Carmel - Clay, Hamilton Southeastern, and Westfield - Washington haven't learned from the troubles of IPS or the struggles of formerly suburban (and now, completely urban peers) such as Washington Township, As a result, poor children — as well as those from the middle class — are paying the price.