Sentences with phrase «poor white kid»

Because these Plessy v. Ferguson - like proficiency targets are tied to the accountability systems, low expectations for black, Latino, low - income Asian, and poor white kids are being compounded.

Not exact matches

The self - described «poor skinny white kid» played hiphop and house music in black, Latino and gay clubs.

The New Yorker Book of Kids» Cartoons (2001) features only three cartoons with families of more than two children — one a family of fish, another of cats, and a third an obviously poor, white, working - class family.

And of course it made sense — a bunch of entitled rich white kids with an poor African - American woman at their mercy.

Lots of poor, brown skinned kids put behind bars and had their futures runined so Skelos and the TEAPbulicans could look like they were tough on drugs — a popular political position in what were then the all white suburbs that served as their political base..

The city's new Parks Commissioner, Veronica White, is best known for her controversial anti-poverty experiments, including trying to pay poor people to attend parent - teacher conferences and take their kids to the dentist.

The film also weaves in lots of scenes that are meant to make us think that Barnum was the first 21st century - style «woke» white straight man in America — a goodhearted fellow who gave circus jobs to outcasts of one kind or another (talk about a big tent: the repertory company includes African - Americans, little people, giants, conjoined twins and a bearded lady), not just because they happened to possess certain talents or physical characteristics that Barnum could exploit (often by appealing to the majority's prurient interests or bigotries) but because the onetime poor boy Barnum sees himself in their striving, and wants to build a theatrical - carnival arts utopia in America's largest city with help from his new partner, rich kid turned playwright Philip Carlyle (Zac Efron).

Rather than getting mad at a student with poor working memory who constantly forgets to write down homework assignments, a teacher could easily help that kid by verbalizing assignments and writing them down on the white board.

Now states will be able to claim that they have «narrowed achievement gaps» when all they've done is make their tests so easy to pass that virtually all kids — black and white, rich and poor — do so, magically erasing any group differences.

Wouldn't you like to know whether it's more successful with girls or boys, with rich or poor kids, with white or minority students, etc.?

If kids from all walks of life — wealthy, poor, white, black, Hispanic, Asian, gay, straight, immigrant, native born, Native American, with and without special needs, bilingual, monolingual, rural, suburban, urban — even if kids from all of these groups got equally high test scores, would that satisfy us that we could stop waging this civil rights struggle?

In other words, parents of means (white, Black, Latino, Asian) are happy to send their kids to school with poor students (of various religions).

Piney Branch Elementary serves an incredibly diverse group of 3rd, 4th, and 5th graders, from the children of übereducated white and black middle - class families, to poor immigrant children from Latin America, Ethiopia, and Eritrea, to low - income African American kids.

The brainchild of President Obama's Secretary of Education, John B. King Jr., the program had attracted interest from 26 school districts across the country that believed kids would be better off in schools that educate rich and poor, and white and minority students, together rather than separately.

The nation's schools had become more racially integrated, certainly, but were still profoundly segregated: Poor kids, black and white alike, found themselves clustered in largely poor schoPoor kids, black and white alike, found themselves clustered in largely poor schopoor schools.

The Obama Administration's decision to allow states to implement supposedly «ambitious» yet «achievable» proficiency targets — usually with lower proficiency rates for poor and minority kids than for middle - class and white counterparts — allow districts and schools to do little to help those kids succeed.

Meanwhile it allowed states such as Virginia, Florida, and Tennessee to define proficiency down for poor and minority kids by setting Plessy v. Ferguson - like proficiency targets that only require districts to ensure that fewer black and Latino kids are learning at proficient levels than their white and Asian counterparts.

He also finds it particularly interesting that Common Core foes say they want high - quality education for all children, yet fail to consider that their opposition to the standards hurts poor and minority kids as well as middle class white and Asian children in suburbia, both of which have few options — including vouchers and charter schools — to which they can avail in order to get high - quality education.

The Massachusetts Comprehensive Assessment System is being dropped by half of Massachusetts school districts in favour of a new test (PARCC) which the Commissioner of the state's Department of Elementary and Secondary Education said would «help the state reduce the stubborn achievement gaps between rich and poor, white and minority, by giving teachers better information about which kids need extra support».

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.

Few senators seem concerned with the fact that the administration's gambit takes away real data on school performance (making it more difficult for families from being the lead decision - makers reformers need in order for overhauls to gain traction, and making it more difficult for researchers to do their work), and lets states and mediocre districts off the hook for poorly educating black, Latino, Native and poor white and Asian kids in their care.

According to the podcast, there's a «problem we all live with... trying to get poor minority kids performing as well as white kids.»

Making the case that choice allows for all families, poor or middle class, to meet the particular needs of their children can win support, especially from white middle class families who realize that how they are hurt by school zones and other Zip Code Education policies (and are also condescended by teachers and school leaders when they want more for their kids), but don't see any other way to avoid those problems beyond paying for private schools out their own pockets.

From the so - called gifted - and - talented programs that end up doing little to improve student achievement (and actually do more damage to all kids by continuing the rationing of education at the heart of the education crisis), to the evidence that suburban districts are hardly the bastions of high - quality education they proclaim themselves to be (and often, serve middle class white children as badly as those from poor and minority households), it is clear that the educational neglect and malpractice endemic within the nation's super-clusters of failure and mediocrity isn't just a problem for other people's children.

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.

Today, when White speaks in support of the Common Core, he can seem to talk minimally (or too little) about its impact on middle - class schools, reserving his most impassioned rhetoric for the ways in which the Common Core will help the poorest and neediest in the state, offering those students the caliber of education rich kids in high - performing East Coast suburbs are getting.

The hero is not a rich white man but a poor black kid in the South, Eddie, whose young life unravels when his activist father is murdered.

We've had the chance to appreciate its nuances and its sharp contrasts, the poor yet soulful black communities and the star - spangled - banner - wearing white ones, with their drinking habits and skating rebel kids.

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.