Sentences with phrase «nonwhite teachers»

This index ranks states on the percentage - point difference between the percentages of nonwhite teachers and nonwhite students.

To obtain that figure, we subtracted the percentage of nonwhite teachers — 20 percent — from the percentage of nonwhite students — 57 percent — in the state.

However, as their student populations diversified, some states saw stagnation or decreases in their percentages of nonwhite teachers.

And among states that did post increases in their percentages of nonwhite teachers, only a couple rose more than a few percentage points.

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.

Not exact matches

According to federal data, more than 40 percent of students are nonwhite, compared to just 17 percent of teachers, and that mismatch appears to be on the rise.

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).

They were put off by near - constant yelling — from principals, teachers, school aides, and nonwhite parents who come to drop off and pick up their kids.

He also pointed out that University of Virginia researchers studying first - grade classrooms found low - income and nonwhite students were more likely to be in «lower overall quality classrooms» (which isn't quite the same thing as having lousier teachers).

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.

Mitchell suggests that while the pool of qualified and committed teachers of color is increasing, these same teachers are leaving the profession at higher rates than white teachers, drawing upon research findings that «many nonwhite educators feel voiceless and incapable of effecting change in their schools.»

From 1999 to 2010, the percentage of teachers in the state who were not white or Asian grew by 50 percent, increasing from 16 percent to 24 percent.118 In addition, the average SAT score of nonwhite, non-Asian teachers in the state increased significantly more than the SAT scores of white and Asian teachers.119

Many researchers worry that I.Q. tests are biased against low - income and nonwhite children, and some recommend a more holistic approach that includes teacher referrals.

Nineteen percent of new hires (first - time teachers) are teachers of color (nonwhite).

Eighteen percent of the total teacher workforce are teachers of color (nonwhite).

The authors find that the percentage of nonwhite students has continued to increase, while the percentage of diverse teachers has remained stagnant or has fallen.

School district leaders and state education chiefs have been trying to figure this out for years now, especially because research shows that having a teacher from similar demographic backgrounds has social and academic benefits for students, most of whom are nonwhite.

Sure, the beginnings of Apartheid reform and desegregation were present, as slow as molasses as it were, and by now Nelson Mandela had gone from lawyer to militant to prisoner to free, but the conditions of schools in nonwhite townships were deplorable, the country volatile, and teachers would stop teaching as a form of protest.