Sentences with phrase «minority children also»

Not exact matches

They also won the Child's Magazine's Parents Choice Award in 2010, 2011, and 2013 and the Top 50 Franchises for Minorities, National Minority Franchising Initiative

The data shows similar employment barriers also exist for the children of immigrants, especially those whose parents are visible minorities, despite the fact they achieve higher levels of education than Canadian - born children.

Their children also need to regularly connect with and learn from minority leaders of color.

Atheists are also the most distrusted religious minority in America as well as the people you'd least like your children to marry.

While some attention has been drawn to the Christian critique of sex and violence in television programming, the critique must also include other dehumanizing aspects such as consumerism, limited access for such groups as minorities and older people and the continuing exploitation of children and youth.

This is no wonder when children and youth truly are in the minority, not only within their homes but also in the community.

Interestingly, the only non-ethnic in the race who doesn't also have minority children, Jim Gilmore, is unambiguously in last place for the Republican Party, the party with the most «white» support.

«We also know that it disproportionally affects poor and minority children, and children in immigrant families.»

«Minority parents also may evaluate schools differently than white parents and prefer schools where their children are not the minority,» OwenMinority parents also may evaluate schools differently than white parents and prefer schools where their children are not the minority,» Owenminority,» Owens wrote.

It affects a disproportionally higher percentage of low - income, urban minority children, and is also the most common disease - related reason for children missing school.

Of course, minority children, whether black or Latino, are disproportionately represented among the latter, but Putnam also sketches a portrait of large class disparities within the black and Latino communities.

The report also indicates that controlled choice — a type of voluntary desegregation that allows parents some choice about which schools their children will attend — and other desegregation efforts benefit minority students.

The Dust - Up authors also use error - ridden information about a child's food stamp eligibility to argue, unconvincingly, that charter schools tend to serve the better - off segment of the minority community.

authors also use error - ridden information about a child's food stamp eligibility to argue, unconvincingly, that charter schools tend to serve the better - off segment of the minority community.

Also in line with current studies is the report's finding that «for any groups whether minority or not, the effect of good teachers is greatest upon the children who suffer most educational disadvantage in their background, and that a given investment in upgrading teacher quality will have most effect on achievement in underprivileged areas.»

These researchers also find that white children are more likely than otherwise similar minority children to receive treatment for disabilities.

Despite all the emphasis on reading programs and encouraging students to read, many children, especially minority students, still do not read with a high level of comprehension and fluency, independently, or for fun, according to Dr. Sally M. Reis, a professor and the department head of the educational psychology department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented.

She is also a research associate on the National Panel on the Development of Literacy in Language Minority Children and Youth, a panel funded by the Institute of Educational Sciences, U.S. Department of Education to conduct a comprehensive, evidence - based review of the research literature on the development of literacy among language minority children anMinority Children and Youth, a panel funded by the Institute of Educational Sciences, U.S. Department of Education to conduct a comprehensive, evidence - based review of the research literature on the development of literacy among language minority children anChildren and Youth, a panel funded by the Institute of Educational Sciences, U.S. Department of Education to conduct a comprehensive, evidence - based review of the research literature on the development of literacy among language minority children anminority children anchildren and youth.

The report also notes that though the overall numbers are up, treatment rates are lower for some groups, including girls, minorities, and children receiving care through public service systems.

The school reform movement must also embrace explicit and constant advocacy for poor and minority children and their communities as a critical component in advancing the transformation of American public education.

Most of these schools are also underperforming schools, which fail to provide minority children the quality education they deserve.

It also made it clear to suburban districts that they could no longer continue to commit educational malpractice against poor and minority children, as well as focused American public education on achieving measurable results instead of damning kids to low expectations.

The fact that some organizations even went so far as to push for aspects of the waiver gambit that have led to states defining proficiency down for poor and minority kids has also made them vulnerable to accusations from traditionalists that they care little for children while making it more difficult for allies to support them in other ways.

This also means expanding opportunities for high - quality education — from greater access to Advanced Placement courses to the expansion of high - quality charter schools — so that children from poor and minority households, especially young black men and women who did the worst on NAEP this year (and have less access to college - preparatory courses in traditional districts) can succeed in school and in life.

It should also be noted that minority children are already exposed to excessive screen time in their homes (see study).

He also finds it particularly interesting that Common Core foes say they want high - quality education for all children, yet fail to consider that their opposition to the standards hurts poor and minority kids as well as middle class white and Asian children in suburbia, both of which have few options — including vouchers and charter schools — to which they can avail in order to get high - quality education.

These factors help develop trusting teacher - student relationships.18 Minority teachers can also serve as cultural ambassadors who help students feel more welcome at school or as role models for the potential of students of color.19 These children now make up more than half of the U.S. student population in public elementary and secondary schools.20

She also works with minority children of alcoholics by conducting research and disseminating information to the public through manuscript publications.

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

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.

There are some myths among educators and the general middle - class non-minority public: Poor and minority parents want and support lower standards for their children and also prefer social promotion.

Also troubling were data showing that many chronically absent students «were living in poverty, minorities, especially our Latino population, and children of parents who didn't find success in school themselves.

Thanks to the accountability provisions, states and districts have also taken the first key steps in providing all children, especially those from poor and minority backgrounds, with the strong, comprehensive college preparatory curricula.

The participation rate of 90 is also required among a number of student subgroups, such as minorities, students whose primary language is not English and children in the foster care system.

Notably, the report also showed that poor and minority children living in these areas were even less likely to have access to broadband.

This would also require them to admit that their «social compact» is little more than a step back to the bad old days before No Child's passage, when states, districts, teachers, and school leaders were allowed to ignore the needs of poor and minority children with impunity.

The CORE districts also couldn't offer a specific plan for how they would provide comprehensive college - preparatory courses aligned to the standards to poor and minority children in their schools, as well as English Language Learners and children trapped in the nation's special education ghettos.

Schools with high numbers of children with disabilities who are also English Language learners or from minority backgrounds face unique challenges to student achievement.

There are also concerns that charter advantages are rooted in new patterns of racial / ethnic segregation because white and minority families may choose schools with more children of the same race or ethnicity.

No Child also helped force states and districts into taking the first key steps in providing all children, especially those from poor and minority backgrounds, with the strong, comprehensive college preparatory curricula.

The success of high - quality charter schools serving mostly - minority children in those urban communities (where the schools tend to also be segregated thanks to pernicious zip code education policies) also proves lie to the idea of integration as school reform.

Considering that Teach For America is has been dedicated from day one to providing poor and minority children with high - quality education, it also can not ignore the injustices happening outside schools to the students their recruits serve.

It also means that teachers who are improving the quality of education for poor and minority children will also end up being deported, harming the futures of the children they serve.

As leaders and educators, we know that enrollment of minority students is not equally balanced across schools, and that today's children see variations of the segregation their grandparents faced in past decades.1 We know that poverty is becoming more concentrated, and that, in the 2015 - 16 school year, 65 percent of students attending city schools did so in high - poverty or mid-high poverty districts.2 We also know that achievement gaps persist among low income3, special education4 and minority students.5

It is also important to note that these stable enrollment trends exist even for schools serving lower - income and minority children; St. Richard, which is 88.6 % Latino, has 72 % of its students on free or reduced lunch and breakfast (St. Richard School, 2015).

Children can be hurt by busing, not simply by the inconvenience of the transportation process itself, but also by the transition from a school environment in which they have grown secure to strange surroundings in which they are likely to find themselves in a racial minority for the first time.

In «The Educational Pipeline to Law School — Too Broken and Too Narrow to Provide Diversity,» Professor Sara Redfield of the University of New Hampshire School of Law says these factors also result in disproportionately higher levels of disengaged minority and poor children.

Hence, many studies have also shown that Asian ethnic minority families who practice something similar to authoritarian parenting (a parenting style which scored poorly to mediocre in the studies of white middle class families) apparently result in children who excel both academically and socially.

Racial differences in the length of stay in foster care and types of placements may also account for over-representation of minority children in out - of - home care.

Family structure also appears to play a role in the reunification of minority children with their biological parents.