Sentences with phrase «percent of white»

In one example, 62 percent of black community college students took out student loans, compared to 46 and 40 percent of white and Latino students respectively.

About 30 percent (29.4 %) of Native American and (29.3 %) Pacifica Islander students, 20 percent of black students, and 15.3 percent of Hispanic students were chronically absent, compared to 7.5 percent of their white counterparts.

The biggest gaps in graduation rates in the district exist between African - American and white students, with 59 percent of black students graduating in four years compared to 90 percent of their white peers.

The largest achievement gap in elementary school reading exists between African - American and white students, with 18 percent of black third -, fourth -, and fifth - graders passing their reading MAP test in the last school year compared to 70 percent of their white peers.

Only 14 percent of white students attend «multicultural» schools (in which three racial groups each make up at least 10 percent of the pupil population).

Forty - eight percent of white eighth graders earned proficient or advanced math scores, which was statistically similar to achievement in 2015.

That gap was more than twice as large as the racial disparity in national graduation rates, which saw 87.6 percent of white students graduate in four years compared to 74.6 percent of black students.

Eighty - seven percent of white students attend majority - white schools, even though such youngsters make up just over half of the public school population.

In comparison, 13 percent of Latino boys in high school and 6 percent of white / Asian high school boys received the same discipline in 2013 - 14.

While Latinx enrollment in public and private colleges reached a record high of 3.6 million26 in 2016, Latinxs are still less likely to graduate from a four - year college than any other racial group.27 According to the most recent available data, in Texas, for example, 34 percent of white students graduated from public universities in four years, while less than 19 percent of Latinx students met the same threshold.28

More than 10 percent of black students in the city's schools were suspended at least once, compared with fewer than 1 percent of white students.

Fifty - two percent of white Virginia fourth graders performed at or above the proficient level, compared with 19 percent of blacks, and 32 percent of Hispanics.

Fifty - six percent of white fourth graders achieved proficient or advanced mathematics scores, as did 22 percent of black students, 32 percent of Hispanic students, and 70 percent of Asian students.

Forty - five percent of white eighth graders in Virginia earned proficient or advanced reading scores, as did 17 percent of black students, 26 percent of Hispanic students and 49 percent of Asian students.

Fifty - seven percent of white Virginia fourth graders earned proficient or advanced scores, compared with 25 percent of blacks, and 29 percent of Hispanics.

23 percent of black fourth graders, and 32 percent of Hispanic fourth graders achieved at or above the proficient level, compared with 63 percent of white fourth - grade students.

While each subgroup of students — including economically disadvantaged children — made progress this year, achievement gaps remained stubbornly large: 92 percent of white students were proficient in reading, for example, compared with 52 percent of Hispanic students, 44 percent of black students and 42 percent of poor children.

According to members of the Education Complex, more money will somehow change the fact that, according to the 2013 ACT report on Georgia, 94 percent of black students, 81 percent of Hispanic students, and 65 percent of white students in Georgia who graduate from high school are not college - ready in all four major subjects.

The «Opportunities Suspended» report used federal data and also found that 5 percent of white students and 17 percent of black students received out - of - school suspensions.

Seventeen percent of black fourth - graders reading at Proficient and Advanced levels, a one percent increase over 2011, and a four percentage point increase over 2002; 36 percent of white students read at Proficient and Advanced levels, a two percentage point increase over 2011 and a five point increase over 2002

By comparison, about 53 percent of black students and 36 percent of white students had suspensions.

In the Chicago Public Schools, about 29 percent of Latino male students with disabilities had been suspended at least once, compared with a shocking 73 percent of black students and 20 percent of white students.

While no student population is showing levels of achievement we should feel satisfied with, just 34 percent of Latino students met standards compared with 66 percent of their white peers.

The latest attrition study by the Intercultural Development Research Association (IDRA) shows that 53 percent of Hispanic students and 48 percent of Black students were lost from public school enrollment, compared to 31 percent of White students, between 1995 - 96 and 1998 - 99 in Texas.

While 42 percent of white fourth - graders read on grade level, only 16 percent of black youngsters do.

Certainly this is nearly double the 5.9 percent of white peers in Ferguson deemed special ed cases in the top five categories.

According to KIPP, last school year, more than 70 percent of Morfin's class scored proficient or advanced in English on the California Assessment of Student Performance and Progress state tests, while only 37 percent of California's Latino fifth - graders and 65 percent of their white counterparts achieved the same results.

Just 24 percent of White teachers expected their Black students to finish high school and higher education, according to a 2017 study led by Seth Gershenson of American University and Nicholas Papageorge of Johns Hopkins University.

Fifty six percent of Asian students, 53 percent of black or African - American students and 52 percent of Hispanic or Latino students reported that they felt academically prepared for college level courses, compared to just 50 percent of white students and 46 percent of multi-racial students.

State statistics show 68 percent of white students in 2015 - 16 passed the test on the first try, but only 39 percent of African Americans passed.

23 percent of white students in Charlotte attend majority - poverty schools while 77 percent of black students and 80 percent of Latino students go to these schools.

About 15 percent of black students and 12 percent of Hispanic students were chronically absent, compared to 8.3 percent of their white counterparts.

The results showed a continued racial divide — in ninth grade language arts, about 90 percent of white students are in honors, compared to less than 50 percent of black students.

Forty - four percent of Black voters and 55 percent of Hispanic voters gave high ratings to their schools, compared to 75 percent of White voters.

In biology, 36 percent of black students are in honors, compared to 89 percent of white students.

Twenty - nine percent of Hispanic students and less than 26 percent of black students met the English 10 standards, compared to 52 percent of white students and 61 percent of Asian students.

According to a nationwide study from UCLA 24 percent of black secondary - school students were suspended at least once during the 2009 - 2010 school year versus 7 percent of white students.

Nationally, about 95 percent of White elementary students have White teachers, but only 22 percent of their Black peers have Black teachers.

The study also found that 89 percent of African - American boys and 74 percent of Hispanic boys had received at least one discretionary violation — that is, a violation of the school's code of conduct — compared to 59 percent of white boys.

Statewide, 30 percent of black students passed the English exam compared to 67 percent of white students.

Meanwhile, 56 percent of white students scored proficient in reading on the tests and 63 percent in math.

Only 21 percent of Latino eighth - graders read at a «proficient» or «advanced» level, compared with 44 percent of white eighth - graders, according to the National Assessment of Educational Progress (NAEP).

• Among full - time, first - time students seeking bachelor's degrees, 40 percent of black students, 52 percent of Hispanic students, and 40 percent of American Indian and Alaska Native students earned a degree in four years, compared with 63 percent of white students.

In Louisiana, 30 percent of white, non-Hispanic students whose family incomes are low enough to qualify them for the National Lunch Program read at or above grade level on the National Assessment of Educational Progress (NAEP) grade 4 reading test.

During the 2009 - 10 school year, only 66 percent of black students, 71 percent of Hispanic students, and 69 percent of Native American students graduated in four years, compared with 83 percent of white students.

Meanwhile, 59 percent of white third - graders are considered proficient in reading, as are 68 percent of white fifth - graders and 59 percent of white eighth - graders.

Only 2 percent of black students and 3 percent of Hispanic students are in gifted - and - talented programs, compared with 4 percent of white students and 6 percent of Asian students, according to an analysis of federal data since 1998.

That's compared to 7 percent of white students, which is down from 9 percent the year before.

About 40 percent of all white students are enrolled at the most selective schools, which also tend to have the best graduation rates, compared with 25 percent of all black students.

In the 2013 - 14 school year, about 9 percent of Memorial's black students tested proficient in math and 13 percent in reading, compared to 46 percent of white students in math and 51 percent in reading.