Sentences with phrase «minority children face»

In addition to living in poverty, minority children face disadvantages that include living with one parent (as 65 percent of Black children do) and lacking access to preschool (as 53 percent of Hispanic children do).

There are many reasons outside education for why low - income and minority children face tougher odds, but high - poverty schools can and must overcome those factors.

Not exact matches

Two months to the day before Dan Loeb accused Senate Minority Leader Andrea Stewart - Cousins of doing more harm to people of color than the KKK, the billionaire hedge fund manager was scolding Richard Buery, one of NYC Mayor Bill de Blasio's most senior black officials, about his apparent ignorance of the obstacles faced by black children in the city.

Her book, Balancing Acts: Youth Culture in the Global City (University of California Press 2010), challenges teachers, administrators, and parents to look beneath the outward manifestations of youth culture — the clothing, music, and tough talk — to better understand the internal struggle faced by many minority students and children of immigrants as they try to fit in with peers while working to lay the groundwork for successful lives.

Debunking the stereotype that the nation's poorest, most unhealthy, and most undereducated children are members of minority groups living in urban areas, the report says 14.9 million, or one - fourth of, American children living in rural areas face conditions «just as bleak and in some respects even bleaker than their metropolitan counterparts.»

Her forthcoming book, Balancing Acts: Youth Culture in the Global City (University of California Press 2010), challenges teachers, administrators, and parents to look beneath the outward manifestations of youth culture — the clothing, music, and tough talk — to better understand the internal struggle faced by many minority students and children of immigrants as they try to fit in with peers while working to lay the groundwork for successful lives.

As a parent and advocate for minority children in Seattle public schools, she says she's frustrated at how racial segregation has morphed and mutated — hidden but apparent to those facing it.

For poor and minority students, risks are higher: 26 percent of those who face the «double jeopardy» of poverty and low reading proficiency fail to earn high school diplomas, and Hispanic and African American children who lack proficiency by third grade are twice as likely to drop out of school as their white counterparts.

The rules requiring waiver states to submit plans for providing poor and minority children with high - quality teachers was unworkable because it doesn't address the supply problem at the heart of the teacher quality issues facing American public education; the fact that state education departments would have to battle with teachers» union affiliates, suburban districts, and the middle - class white families those districts serve made the entire concept a non-starter.

Toward the end of her tenure, however, she faced criticism from School Board members and some in the community who said she cultivated a workplace of fear and did not pay enough attention to issues that affect minority children.

Though it should be noted that the difference between Bair's and Mrs. Blake's opinion on minority student representation is that while Bair simply acknowledges that these students, especially the Puerto Rican children, will face hardships during their students careers, Mrs. Blake advocates for the language accommodation of Puerto Rican students.

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

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

For example, birth cohort children from ethnic minority communities were more likely to have social, emotional and behavioural difficulties, as were children whose mother had low education, whereas child cohort children from families whose parents had split up during the observation period were more likely to face multiple negative outcomes than those whose parents remained together.