Not exact matches
The typical school at risk of receiving a Low - Performing rating was large and had a majority
nonwhite population,
with many
students who had previously failed an 8th - grade exam.
Research (by Irenee Beattie, Josipa Roksa, and Richard Arum) that examined appellate court cases from 2000 to 2002 found that, on average, those cases emerged from secondary schools
with 29 percent
nonwhite students compared to 37 percent
nonwhite students in the national population of secondary schools (the latter weighted for enrollment size to be comparable to the court case data); appellate cases also emanated from schools
with more educational resources per
student (
student / teacher ratios of 16.3 compared to 17.5 nationally).
Although much of the development of
student rights originally emerged from concern about
nonwhite students in urban areas, educators in those settings had only a 41 percent probability of contact
with a legal challenge.
These characteristics include, in addition to a variety of measures of
student achievement as of 1996, the percentages of
students in the school that are eligible for free school meals, those who are
nonwhite, and those
with special educational needs; the pupil - teacher ratio and the number of
students enrolled; whether the school is all girls, all boys, a religious school, or in London; and several measures of the qualifications of the teaching staff.
«The term «racial imbalance» refers to a ratio between
nonwhite and other
students in public schools which is sharply out of balance
with the racial composition of the society in which
nonwhite children study, serve and work.
Cooperative learning is especially effective
with nonwhite, low - income
students;
students with limited English proficiency; and
students with disabilities.
Compared
with a decade ago, more black
students — especially in the South and some Mid-Atlantic states — are attending majority -
nonwhite schools, the report by the university's Civil Rights...
And as the
student population continues to grow more racially, ethnically, and linguistically diverse, the teacher workforce remains overwhelmingly white.3 Research shows, however, that
students of color benefit from having teachers
with whom they share the same race or ethnicity, 4 and white
students benefit from having
nonwhite teachers as well.5 In order to increase the number of teacher candidates of color enrolling in and graduating from teacher preparation programs, several states are developing initiatives to intentionally recruit high - achieving people of color into the teaching profession.
Other states
with large percentages of
nonwhite students also fare poorly in the analysis.
Research shows that the reliance on punitive school discipline like suspensions, expulsions, and school arrests — «school pushout» — deprives
students of learning time and takes the greatest toll on
nonwhite students,
students with disabilities, LGBT youth and other vulnerable
student groups.
In spite of the dramatic suburbanization of
nonwhite families, 80 % of Latino
students and 74 % of black
students attend majority
nonwhite schools (50 - 100 % minority), and 43 % of Latinos and 38 % of blacks attend intensely segregated schools (those
with only 0 - 10 % of whites
students) across the nation.
Some 70 percent of black
students who attend charter schools attend «intensely segregated» schools — that is, schools
with a
nonwhite population greater than 90 percent.