Sentences with phrase «often minority children»

The substantial majority of those left behind without such choices are relatively poor, inner city, and often minority children.

Not exact matches

Our waiting children are often older, minorities, sibling groups who wish to be placed together, or children with emotional, mental and / or physical disabilities - children who are typically categorized as «special needs» or «hardest to place.»

Even though single parent adopters of U.S. children tend to adopt older, minority, and / or handicapped children, they are often turned away by agencies.

[17] This disparity often results in a lower cost to adopt children from ethnic minorities - usually through special adoption grants rather than fee discrimination.

Although education is compulsory in most places up to a certain age, attendance at school often isn't, and a minority of parents choose home - schooling, e-learning or similar for their children.

But many of the nation's minority and disadvantaged children fail to achieve early academic success because, all too often, they are already behind when they start kindergarten.

When working with low - income or minority families, keep in mind how their children, particularly boys, are often overidentified as having learnning or behavioral challenges.

Some minority children do need special education support, but far too often they receive low - quality services and watered - down curriculum instead of effective support, the research suggests.

As any student of American history knows by now, the federal government has more - often been used as a tool for promoting the racism that is America's Original Sin (especially in education policy) than for transforming schools and communities for poor and minority children.

Not only does this describe an uphill battle, but it serves to illustrate the puzzling priorities we often emphasize — one half of minority children don't complete high school, over one half of third graders can not read at grade level, and our policy and media attention are focused on affirmative action to achieve diversity in admissions as a compelling objective at our two flagship universities!

The range and quality of children's work in many schools is often limited, and writing tasks are formulaic, repetitive and undemanding in a significant minority, Estyn says.

This sort of backward thinking echo back to the days before the passage of the No Child Left Behind Act in 2001, when education policymakers and practitioners preferred to ignore the racialist policies that often made American public education a way - station to poverty and prison for poor and minority children.

The fact that poor and minority children are often shunted onto academic tracks that deny them rigorous college - preparatory curricula — even in the Fairfax County district near Dropout Nation «s headquarters — is one of the greatest obstacles to systemic reform.

While civil rights groups and leaders often agree that poor and minority children are more likely to receive a substandard education, they diverge on whether charter schools provide a sound alternative.

Our strategy will focus on expanding opportunities for lower - income and minority children, and removing barriers that often prevent them from reaching their full potential.

Many minority language children have special talents that are valued within their own cultures; unfortunately, these students are often not recognized as gifted and talented.

I probably cover Lakewood's morally and fiscally bankrupt schools too often, but this Ocean County school district that enrolls almost entirely Latino and Black low - income students pushes all my education reform buttons: tyranny of the majority (in this case the ultra-Orthodox residents who control the municipal government and the school board); lack of accountability; lack of school choice for poor kids of color but anything goes (at public expense) for children of the ruling class; discrimination against minority special education students.

In Larrick's review, these children's books often depicted those minority characters in offensive or demeaning ways.

Such callous disregard for the safety of our children can only occur in an environment that fosters, and then condones a lack of concern for the children of the Arizona, perhaps because they are often poor and often minorities.

The second one is concerns about the way accountability pressures in the No Child Left Behind era created pressure to teach to the test, lots of sanctions and the loss of autonomy in the classroom because quite often in central - city schools, where minority teachers are concentrated, they were moved to a scripted, teacher - proof curriculum, geared to test preparation, which is not what people go into teaching for.

From the so - called gifted - and - talented programs that end up doing little to improve student achievement (and actually do more damage to all kids by continuing the rationing of education at the heart of the education crisis), to the evidence that suburban districts are hardly the bastions of high - quality education they proclaim themselves to be (and often, serve middle class white children as badly as those from poor and minority households), it is clear that the educational neglect and malpractice endemic within the nation's super-clusters of failure and mediocrity isn't just a problem for other people's children.

Publicly funded pre-K is often touted as a means to narrow achievement gaps, but this goal is less likely to be achieved if poor / minority children do not, at a minimum, attend equal quality pre-K as their non - poor / non-minority peers.

Success Academy is often revered as a high - quality charter network where predominantly minority children in New York City have access to a challenging education that often puts them ahead of suburban schools.

I just want to clarify that the «fact» stating ethnic minorities are often allowed to have two or more children is somewhat misleading.

What's At Stake: The authority of an employer to prohibit minority staff from speaking to one another in their mother tongue at the workplace, since immigrant and racialized people are often forbidden to speak their mother tongue at work and in schools, much like Aboriginal children in residential schools in the previous century.

Our findings are even more sobering because the prevalence of psychosocial problems among youth seems to be increasing.110, 111 The US Surgeon General reports that the unmet need for services is as high now as it was 20 years ago.112 Even youth who are insured often can not obtain treatment because few child and adolescent psychiatrists practice in poor and minority neighborhoods.113, 114

For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.