Sentences with phrase «outcomes for students of color»

Since the mid-1990s, New Haven has embarked on a voluntary desegregation initiative that is intended to increase rates of racial diversity within its public schools and improve academic outcomes for students of color, particularly those who are black or Hispanic.

In the following report, we underscore the fact that simply sitting next to a white student does not guarantee better educational outcomes for students of color.

Increasing racial, ethnic, linguistic, socio - economic, and gender diversity in the teacher workforce can have a positive effect for all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.24

Racial Integration, Peer Relationships and Achievement Among White Students and Students of Color,» Sabrina Zirkel writes, «Desegregated schools do produce more successful educational and professional outcomes for students of color.

Passionate about improving learning outcomes for students of color, Harper started her teaching career in 2003 at KIPP Academy Middle School in the Bronx, New York.

Research has shown that closing the teacher diversity gap results in better outcomes for students of color, and teachers who share students» backgrounds can serve as powerful role models.

What we mean by that is that our food system and our educational system are set up in ways that produce different and worse outcomes for students of color and low - income students.

Not exact matches

Good news for students and schools: A new study, released last week by the Stanford Center for Opportunity Policy in Education (SCOPE), looks closely at four schools that are achieving positive outcomes for low - income students of color.

The $ 250,000 Broad Prize for Public Charter Schools, awarded to the charter management organization (CMO) that has demonstrated outstanding academic outcomes especially among low - income students and students of color, will be announced June 12 at the National Charter Schools Conference in Washington, D.C.

«The ultimate goal of the study is to further develop the existing literature on school outcomes for LGBT students of color, and to explore possible interventions that might address the existing gaps in academic achievement and mental health,» she says.

► Improved educational programs, opportunities, and outcomes for students from low - income families, students of color, students with disabilities, English Language Learners, students living in temporary housing, LGBTQ students, and students involved in the child welfare or the juvenile or criminal justice systems.

What to know: The Mississippi Department of Education's (MDE) plan stands out for aligning its teacher recruitment and retention efforts with its ambitious goals for increasing student academic achievement by 2025 and clearly stating its role in supporting districts to address equity concerns.10 The MDE recognizes that in order to reach its stated goals — which include a proposed graduation rate of 90 percent for all students by 2025 — they must also support districts in recruiting and retaining teachers of color who are prepared to improve student outcomes.

Veronica Palmer, Co-Founder and CEO, RISE Colorado in Aurora, CO, for an innovative family engagement model focused on creating strong partnerships between schools and families, with the goal of improving academic outcomes for low - income students and students of color in Aurora, CO..

Despite recent evidence suggesting that many public charter schools are improving outcomes for students — especially for low - income students of color — broad support for charter schools may be waning.

I became a charter principal, started at a charter in Boston, with the goal of trying to improve outcomes for low - income students of color in particular.

The Urban League, Project GRAD, Centro Hispano and Knox County Schools worked to promote advocacy and engagement efforts generating deeper support for educational equity, opportunity and excellence to improve educational outcomes for underserved students of color in Knox County.

5:14 Dr. Montecel explains the three premises on which the framework is based: (1) The problem is systemic (2) Achieving student success requires developing a vision of seeking outcomes for all children, no matter where they come from, the color of their skin, and the language they speak.

Numerous studies have shown that students of color achieve better outcomes when taught by a a teacher who shares their ethnicity (please see of Press Kit for links to some of these studies).

Research from the Center for Research on Education Outcomes (CREDO) at Stanford University shows that charter schools are particularly effective in benefiting low - income students, students from communities of color and English - language learners.

The Broad Prize for Public Charter Schools honors the public charter management organization that has demonstrated the best academic outcomes, particularly for students from low - income backgrounds and students of color.

Linked Learning is the right fit for students of all achievement levels and aspirations, with an essential commitment to equity and a focus on improving postsecondary and career outcomes for all students, including students of color and students from low - income backgrounds.

Green Dot's careful attention to teacher voice is also accompanied by strong outcomes for its student body, which is overwhelmingly made up of low - income students of color.

But states will face a great deal of pressure to give as many schools as possible high marks and to minimize the extent to which outcomes for historically underserved groups of students — including low - income students, students of color, students with disabilities, and English learners — count.

Her research focuses on how targeted social - psychological interventions based in motivation theory can be implemented to promote equitable outcomes in higher education, especially for first - generation college students and students of color.

When states reduce funding for institutions with lower outcomes, such as graduation rates, without taking student race / ethnicity or income into account, this often means they are defunding institutions with more low - income students and students of color, making matters worse.

And most important for all of us who are committed to raising achievement for all students — including low - income students, students of color, English learners, and students with disabilities — is that in the absence of ratings built around the performance of all student groups, it is all too easy for schools and districts to sweep these students» outcomes under the rug.

Confronted by the dominant attitude that demographics were destiny, a group of committed educators, led by Dacia Toll and Doug McCurry, set out on a mission to provide equal education access to all America's children and conceived of a school in which high expectations and strong student outcomes were the norm — where access to four - year college for low - income students and those of color was a right, not a privilege.

From the creation of a more stressful learning environment, to harsher policies and increased arrests by school resource officers that disproportionately strike students of color, measures designed to increase safety may not be producing the outcomes that educators and students are looking for.

Research on the K - 12 education system shows that teachers of color are linked to improved student outcomes and increased self - esteem for students of color because they serve as models of professional success.

Morningside Center has received a federal Investing in Innovation (i3) grant to develop and evaluate our approach for increasing racial equity and improving outcomes of students of color through a novel combination of SEL, restorative practices, and courageous conversations about race.