Sentences with phrase «poor kids in that neighborhood»

He was taking a big chunk of Harlem — twenty - four blocks, back then — and he was planning to address every problem that was holding back poor kids in that neighborhood, from their families to their schools to their community.

Not exact matches

Raider defensive end Anthony Smith has found his calling — helping kids from poor neighborhoods in L.A.

We've known for a while that kids born into poor families in neighborhoods like Harlem have big obstacles to overcome in order to succeed.

His conclusion: if you want poor kids to be able to compete with their middle - class peers, you need to change everything in their lives — their schools, their neighborhoods, even the child - rearing practices of their parents.

- about whether is it what happens in school or what happens around the school that's most important in determining whether kids from poor neighborhoods achieve, right?

And it's a story that you hear every once in awhile, of one kid from a really poor family in a bad neighborhood succeeding.

Poor kid, and poor everyone else — Griffin mildly chides Phoenix for lashing out at a woman scolding a child, telling her that taking it out on others isn't going to help, and then he vandalizes every car in the neighborhPoor kid, and poor everyone else — Griffin mildly chides Phoenix for lashing out at a woman scolding a child, telling her that taking it out on others isn't going to help, and then he vandalizes every car in the neighborhpoor everyone else — Griffin mildly chides Phoenix for lashing out at a woman scolding a child, telling her that taking it out on others isn't going to help, and then he vandalizes every car in the neighborhood.

For instance, although he cites one successful example of an effort to move poor kids into schools in better neighborhoods, the Moving to Opportunity program — a randomized, controlled trial of this approach — has not had much success in boosting school achievement among poor kids.

Percentage at the Proficient Level in Math Fall 2014 • Accompanies U.S. Students from Educated Families Lag in International Tests It's not just about kids in poor neighborhoods By Eric A. Hanushek, Ludger Woessmann and Paul E. Peterson

«U.S. Students from Educated Families Lag in International Tests: It's not just about kids in poor neighborhoods» will be available at http://educationnext.org/us-students-educated-families-lag-international-tests as of 12:01 AM on Tuesday May 13, and will appear in the Fall 2014 issue of Education Next.

The «educational challenge in America is not just about poor kids in poor neighborhoods,» he said.

'' [Lee Academy] is really intended to answer this question: «What would it take to get all kids in a poor neighborhood reading proficiently?»

But the reality that many kids must travel as long as two hours away from home in order to attend school (often on inefficient public transit) has also put a strain on the Crescent City's poorest families, who, like middle - class households, want high - quality schools within their own neighborhoods.

Poor black kids trapped in failing neighborhoods schools, that's the biggest race problem of today.

Today, the Friedman Foundation for Educational Choice, named in honor of Milton and his wife and collaborator Rose, fights America's educational status quo, calling it immoral for sticking the poorest kids from the worst neighborhoods in the worst schools.

It is starting to mirror the opt - out movement, which was mostly driven by well - off white parents concluding that the «poor kids» tests meant to spark more accountability in poor neighborhoods did little for their kids.

Although one can find heroic exceptions here and there (generally in schools led by extraordinary, beat - the - odds and damn - the - torpedoes principals), far too many public schools in tough neighborhoods and poor communities fail to get beyond the challenges of discipline, truancy, turnover of both students and staff, the ever - present risk of drop - outs, students» lack of basic skills, and such fundamental human needs as feeding breakfast to kids who come to school with empty stomachs.

Brinig: As we discuss in our book, the loss of Catholic schools is a «triple whammy» for our cities: When Catholic schools close, (1) poor kids lose schools with a track record of educating disadvantaged children at a time when they need them more desperately than ever; (2) poor neighborhoods that are already overwhelmed by disorder and crime lose critical and stabilizing community institutions — institutions that our research suggests suppress crime and disorder; and, (3) middle - class families must look elsewhere for educational options for their kids, leading many to migrate to suburbs with high - performing public schools.

We didn't know that this kind of thing still went on, but scientists spread «biosolids» on yards in poor black neighborhoods in Baltimore to test whether it might protect kids from lead poisoning.

These included characteristics on multiple levels of the child's biopsychosocial context: (1) child factors: race / ethnicity (white, black, Hispanic, and Asian / Pacific Islander / Alaska Native), age, gender, 9 - month Bayley Mental and Motor scores, birth weight (normal, moderately low, or very low), parent - rated child health (fair / poor vs good / very good / excellent), and hours per week in child care; (2) parent factors: maternal age, paternal age, SES (an ECLS - B — derived variable that includes maternal and paternal education, employment status, and income), maternal marital status (married, never married, separated / divorced / widowed), maternal general health (fair / poor versus good / very good / excellent), maternal depression (assessed by the Center for Epidemiologic Studies Depression Scale at 9 months and the World Mental Health Composite International Diagnostic Interview at 2 years), prenatal use of tobacco and alcohol (any vs none), and violence against the mother; (3) household factors: single - parent household, number of siblings (0, 1, 2, or 3 +), language spoken at home (English vs non-English), neighborhood good for raising kids (excellent / very good, good, or fair / poor), household urbanicity (urban city, urban county, or rural), and modified Home Observation for Measurement of the Environment — Short Form (HOME - SF) score.