Sentences with phrase «poor and minority children with»

The Trump Administration's proposed $ 250 million increase in funding for the federal Charter School Fund (as well as another $ 1 billion in Title I funds devoted to expanding intra-district choice for low - income children) is offset by the elimination of $ 2.2 billion in funding for Americorps, the program that helps districts provide poor and minority children with Teach for America recruits proven to improve their academic achievement.

If you want to understand how poorly suburban districts do in providing their growing enrollments of poor and minority children with high - quality education — and why reformers can not simply ignore those woes — take a glimpse at the school districts in tony Hamilton County, Ind., outside of Indianapolis, whose suburbs are home to some of the Hoosier State's most - prosperous families.

Considering that Teach For America is has been dedicated from day one to providing poor and minority children with high - quality education, it also can not ignore the injustices happening outside schools to the students their recruits serve.

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.

Emboldened by a California case overturning tenure on the grounds that it sticks too many poor and minority children with bad teachers, New York City parents are preparing to sue.

The rules requiring waiver states to submit plans for providing poor and minority children with high - quality teachers was unworkable because it doesn't address the supply problem at the heart of the teacher quality issues facing American public education; the fact that state education departments would have to battle with teachers» union affiliates, suburban districts, and the middle - class white families those districts serve made the entire concept a non-starter.

Not exact matches

Together these leaders — long identified with the struggle for racial and economic justice — demand a test of vouchers with one basic criterion in mind: «Do public scholarships help or hurt our poorest children and the children of ethnic minorities?

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).

He has observed that the marginalization of women, racial / ethnic / minorities, Dalits, the poor, children, elderly and the sick, in short the majority of the people the world over, has escalated with the spread of the forces of globalization.

We seek through the vitality of influence and power to arrest the injustice of others but impose in turn new forms of injustice because we are never as just as we claim to be: parent with child, children with parents, protesters with establishment, majorities with minorities, minorities with majorities, rich nations with poor, and poor nations with rich.

(vi) engage particularly with groups of fathers who previously have been excluded from services and whose children are at risk of poor outcomes — including young fathers and black and minority ethnic fathers;

Some of the potential causes of poor breastfeeding outcomes among black and Puerto Rican women include breastfeeding ambivalence (7), the availability of free formula from the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC)(8), a high level of comfort with the idea of formula feeding (9), limited availability and lower intensity of WIC breastfeeding support for minority women (10, 11), and issues surrounding trust building and perceived mistreatment by providers (12).

Anne Pope, with the NAACP, says the cap unfairly hurts poor and minority school children.

Scientists have chronicled the impact of negative expectations in settings where they occur naturally, such as classrooms that «track» students from early youth and in society's treatment of stigmatized groups such as racial minorities, the poor, the elderly, the homeless, convicts and children with learning disabilities.

Though Jacob's school had won a national award for its work with poor and minority children and the principal was kind to Veronica and Jacob, Veronica had a nagging feeling that something was not right.

A study of 49 states by The Education Trust found that school districts with high numbers of low - income and minority students receive substantially less state and local money per pupil than school districts with few poor and minority children.

The suit, filed on behalf of Beatriz Vergara, a Los Angeles high school student, and eight other public school students, claims that the law protects poor - performing teachers assigned to working with low - income, minority children.

Some have argued that the legal basis for this mandate can be found in section 1111 (a)(8), the so - called «equitable teacher distribution» requirement, which asks states to submit plans to the Secretary that describe «steps that the State educational agency will take to ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified, or out - of - field teachers, and the measures that the State educational agency will use to evaluate and publicly report the progress of the State educational agency with respect to such steps.»

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.

But the near - unanimous vote by the conference committee in favor of the deal belied growing anxiety on the left, with civil rights advocates and education reformers becoming increasingly nervous they had spent close to a year working on an education bill that will ultimately harm poor and minority children.

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.

Mr. Klein began to use test scores to measure schools» performance, and joined with the Rev. Al Sharpton in forming the Education Equality Project in 2008 to promote good instruction and education reform for minority and poor children.

I'd love to see charter associations throughout the country file complaints with OCR, asking it to investigate states that don't do enough to provide equitable funding to charter schools serving high proportions of poor and minority children.

More importantly, the most - successful efforts to expand school choice (including Virginia Walden Ford's work in Washington, D.C., Steve Barr's work with Latino communities in Los Angeles, and Parent Revolution's Parent Trigger efforts), have been ones led by poor and minority communities who explicitly made the case for helping their own children escape failure mills that damaged their families for generations.

What Kline essentially proposes to do is allow states and districts to spend federal education subsidies as they see fit without being accountable for providing all children — including those from poor and minority backgrounds — with high - quality teaching and comprehensive college - preparatory curricula.

I fear your advisors, especially those allied with the teachers unions, have convinced you that pulling back on your previous support of charter schools is a «gimmie,» a political move that costs you nothing... (R) apidly expanding charters offer many poor and minority children their best chance of emerging from K - 12 schools ready for a job or further education.

After several congressional leaders — most notably Rep. Barbara Lee of California — roasted U.S. Secretary of Education Betsy DeVos for continuing to weaken the department's Office for Civil Rights and effectively abandoning the federal role in protecting the civil rights of poor and minority children, Harris essentially encouraged DeVos (along with the planned commission on school safety over which she will be chairing) to toss the school discipline reform measure into the ashbin.

IDRA works with school systems, institutions of higher education, and communities across the country to create education that works for all children, particularly those who are minority, poor or limited - English - proficient.

As Dropout Nation has pointed out ad nauseam since the administration unveiled the No Child waiver gambit two years ago, the plan to let states to focus on just the worst five percent of schools (along with another 10 percent or more of schools with wide achievement gaps) effectively allowed districts not under watch (including suburban districts whose failures in serving poor and minority kids was exposed by No Child) off the hook for serving up mediocre instruction and curricula.

While Coates doesn't touch on education policy, he essentially makes a strong historical case for why reformers (especially increasingly erstwhile conservatives in the movement) must go back to embracing accountability measures and a strong federal role in education policymaking that, along with other changes in American society, are key to helping children from poor and minority households (as well as their families and communities) attain economic and social equality.

No one should be surprised that the U.S. Department of Education's new guidance for 41 states to renew the waivers granted to them under the Obama Administration's effort to eviscerate the No Child Left Behind Act and its accountability provisions effectively allows states to get away with continuing their shortchanging of poor and minority children.

As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve success.

I disagree with most of the Democrat Party agenda, but no position is more EVIL than their mindless fealty to the teacher unions and the resulting damage they do to poor children — overwhelmingly minority children.

But the fact that the Obama administration granted Virginia a waiver in the first place in spite of its record of obstinacy on systemic reform, along with the fact that many of the 32 other states granted waivers (along with the District of Columbia) have also set low expectations for districts and schools to improve the achievement of the poor and minority kids in their care, has put President Obama in the uncomfortable position of supporting the soft bigotry of low expectations for children — especially those who share his race and skin color.

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.

The National Education Policy Center has an extensive track record of finding fault with any and all research in support of the idea that poor and minority children in Milwaukee, and elsewhere, deserve the opportunity to choose their own school.

Thanks to the accountability provisions, states and districts have also taken the first key steps in providing all children, especially those from poor and minority backgrounds, with the strong, comprehensive college preparatory curricula.

Yet, staff stability actually varies considerably across schools with similar numbers of poor and / or minority children.

Democrats argued that rescinding the rules opens loopholes that states can use to shield poorly performing schools from scrutiny, especially when they fail to serve poor children, minorities, English - language learners and students with disabilities.

What future do we anticipate poor and minority children will have with these academic outcomes?

To repeat, the Common Core SBAC pass / fail rate is intentionally set to ensure that the vast majority of public school students are deemed failures, and making the situation even more unfair, the Common Core SBAC scheme particularly targets minority students, poor students, children who are not proficient in English and students with disabilities that require special education services.

With their increased authority from NCLB, Williams encourages states to adopt an «attitude of urgency» when addressing education reform for poor and minority children.

We agree with Senator Corman and most strongly urge the legislature to hold public hearings on the impact that inadequate and inequitable state education funding has on educational opportunities available to poor minority children and on schools» ability to offer all students quality CTE opportunities.

No Child also helped force states and districts into taking the first key steps in providing all children, especially those from poor and minority backgrounds, with the strong, comprehensive college preparatory curricula.

At last, grueling effort has translated into test score gains at a school serving poor, minority students and a continually increasing number of children with learning and emotional disabilities.

Instead of providing all kids with college - oriented learning (as Eliot supported), these educators pushed what would become the comprehensive high school model, with middle - class white kids (along with those few children of émigrés deemed worthy of such curricula) getting what was then considered high - quality learning, while poor and minority kids were relegated to shop classes and less - challenging coursework.

More importantly, it serves children struggling with reading and other achievement gaps — especially kids from poor and minority households — abysmally.

When poor children are more likely to get sick and die than children in wealthier neighborhoods just across town; when rural families are more likely to go without clean water; when ethnic and religious minorities, or people with disabilities, or people of different sexual orientations are discriminated against or can't access education and opportunity — that holds all of us back.

Adverse impacts are especially severe for the elderly, children, and those with respiratory disease.In addition, the poor, minority groups, and people who live in areas downwind of multiple power plants are likely to be disproportionately exposed to the health risks and costs of fine particle pollution.

Social risk factors such as growing up in poverty, racial / ethnic minority status, and maternal depression have been associated with poorer health outcomes for children.