Sentences with phrase «poor and minority children need»

Not exact matches

These men and women have fought for the abolition of slavery (Wilberforce), established orphanages for abandoned children (Mueller), advanced civil rights for racial minorities (King), fought against HIV / AIDS (Koop), provided human touch, restored dignity, and shelter for the poor (Mother Teresa), created places of belonging and contribution for people with disabilities and special needs (Tada), and fought against the sex trade and human trafficking (Caine).

• Show that public charter schools could benefit the students most in need of new opportunities (poor and minority children in big cities).

The Forum declared that Education for All must take account of the needs of the poor and the disadvantaged, including working children, remote rural dwellers and nomads, ethnic and linguistic minorities, children, young people and adults affected by HIV and AIDS, hunger and poor health, and those with disabilities or special needs.

Well - intentioned school leaders want to ensure that poor, minority children get what they need to improve their reading scores and have been told that helping such students requires direct and explicit teaching of literacy skills.

This need for cultures that reaffirm the self - worth of poor and minority children (and ultimately, allow for them and their communities gain the knowledge needed to determine their own destinies) is why historically black colleges and universities, along with other minority - serving higher ed institutions, still exist.

When the group got its start in the mid-1990s, achievement for poor and minority children was lagging, and the education policy community largely ignored their needs.

Instead, it is about an important lesson reformers should be learning today from Doug Jones» victory yesterday over the notorious Roy Moore in yesterday's Alabama U.S. Senate special election: The need to rally poor and minority communities in advancing systemic reform to help all children.

This includes 20,000 teachers, including some 1,000 teachers working in traditional public and public charter schools thanks to Teach for America, who are helping poor and minority children gain the knowledge they need for lifelong success.

As Dropout Nation has noted ad nauseam, few of the accountability systems allowed to replace No Child's Adequate Yearly Progress provision are worthy of the name; far too many of them, including the A-to-F grading systems put into place by such states as New Mexico (as well as subterfuges that group all poor and minority students into one super-subgroup) do little to provide data families, policymakers, teachers, and school leaders need to help all students get high - quality education.

This isn't to say that these officials don't care about these children, but that they are disinterested in taking on the tough work needed to overhaul districts and schools in order provide kids with the schools they deserve — which includes challenging the soft bigotry of low expectations for poor and minority kids held by far too many adults working in American public education in Virginia and the rest of the nation, and the affiliates of the National Education Association which has succeeded for so long in keeping the Old Dominion's status quo quite ante.

Angry about what they perceived as years of turmoil and indifference to the needs of poor and minority children, the parents and community activists had little faith that new leadership would make a difference.

This would also require them to admit that their «social compact» is little more than a step back to the bad old days before No Child's passage, when states, districts, teachers, and school leaders were allowed to ignore the needs of poor and minority children with impunity.

ALEC initially pitched vouchers as a civil rights ticket for poor and minority children, and for foster children or special needs children.

The conviction jump - started the much - needed discussion over expanding inter-district public school choice and forced a new discussion about ending zip code education practices that condemn poor and minority children to the worst American public education offers (and keeps middle - class families from improving their own options).

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