Nebraska's
population of children of color is growing, much like the population in the rest of the country.
Karin Chenoweth: I was hired by the Achievement Alliance to identify and describe schools that have substantial
populations of children of color and children of poverty that are high achieving or rapidly improving.
Not exact matches
I am proud to be affiliated with organizations that offer continuing education workshops and trainings that are rooted in the latest neurobiological research and how yoga and mindfulness practices that support stress management and wellbeing can be integrated into work with vulnerable
populations that include
children, adolescents and adults, survivors or domestic violence, and people
of color.
With a rising immigrant
population, a well - documented achievement gap between white students and students
of color, and broadening gaps in wealth
of Americans, Deb Delisle, the assistant secretary for elementary and secondary education for the U.S. Department
of Education, said that the odds that are against these
children were are really related to a gap in «educational opportunity.»
School leaders must reconsider their priorities and their responsibilities when it comes to vulnerable
children of color, and they must make every effort to meet the needs
of this often - neglected student
population.
These factors help develop trusting teacher - student relationships.18 Minority teachers can also serve as cultural ambassadors who help students feel more welcome at school or as role models for the potential
of students
of color.19 These
children now make up more than half
of the U.S. student
population in public elementary and secondary schools.20
Our aim is to begin a dialogue about how to diversify the teacher workforce to include highly effective teachers
of all racial and ethnic backgrounds in elevating the achievement and attainment
of the most rapidly growing segment
of the American
population —
children of color.
(e) The board shall establish the information needed in an application for the approval
of a charter school; provided that the application shall include, but not be limited to, a description
of: (i) the mission, purpose, innovation and specialized focus
of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization
of the school by ages
of students or grades to be taught, an estimate
of the total enrollment
of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance
of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs
of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment
of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education
of their
children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation
of the school; (xi) the provision
of school facilities and pupil transportation; (xii) the number and qualifications
of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement
of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis
of race,
color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision
of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student
population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations
of the charter school to other non-charter public schools.
WHEREAS, the NAACP recognizes that at best, quality charter schools serve only a small percentage
of children of color and disadvantaged students for whom the NAACP advocates relative to said
population left behind in failing schools; and
Purpose Prep, a school in its third year
of existence with a student
population comprised
of 98 % students
of color, 74 % economically disadvantaged and nearly every
child is reading at or above grade level.
Climate change impacts add to the cumulative stresses currently faced by vulnerable
populations including
children, the elderly, the poor, some communities
of color, and people with chronic illnesses.
Children of color in the
child welfare system: Toward explaining their disproportionate involvement in comparison to their numbers in the general
population.
As
of 2015,
children of color comprised more than half
of the
population of children under age 5.41 As the
population of young
children continues to diversify, it is critical to ensure that the demographics
of the workforce reflect those
of the
children in its care.
NACAC believes that community - based (i.e. churches, advocacy groups, and other organizations reflective
of populations of color) minority and specialty foster care and adoption agencies offer excellent opportunities for recruiting families who reflect the racial and ethnic background
of children in care.
A system must be developed that creates pathways to ensure that persons
of color with language backgrounds
of the young
child population can fill these teaching roles.