Sentences with phrase «poverty in a few schools»

I recently learned that my work has been used as justification by school officials who advocate deliberately concentrating poverty in a few schools.

Not exact matches

As passionate as I was about social justice and alleviating poverty, child sponsorship struck me as an old - fashioned model for giving in which a few select children essentially walked through a breadline to receive meals, schools supplies, and medical attention from far - away white «saviors» whose first - world guilt was eased by letters ensuring that their contributions made a difference.

You see fewer and fewer kids who grew up in poverty who are getting into those schools and those programs.

As our schools serve greater numbers of Hispanic students and fewer whites, for example, we should expect achievement to decline somewhat because Hispanic students, who are more likely to live in poverty, tend to perform at lower levels, on average, than whites.

As we've seen in New York, which is a few years ahead of the curve when it comes to making its tests much harder, a higher cut score will make achievement gaps look much bigger, and the achievement of most high - poverty schools look much worse.

As in most other school districts, the teachers in higher - poverty schools in our sample have fewer years of experience than their counterparts in lower - poverty schools (11.8 years vs. 14.0 years).

Because academic resources are relatively scarce in higher - poverty schools (e.g., there are more disruptive peers, lower academic expectations, fewer financial resources, and less - competent teachers), parents in these schools seek teachers skilled at improving achievement even if this comes at the cost of student satisfaction.

We find few differences in proximity to private schools based on poverty.

«Students who live in poverty have few opportunities for schooling because their parents can not afford the school fees or buy uniforms or books,» Mrs. Bush said in a gathering at the Accra Teacher Training Institute in Accra, Ghana, on Jan. 17.

Preliminary results from a two - year research engagement include: Newest teachers are more likely to be assigned to the least prepared students There is significant variation in Delaware teachers» impact on student test scores Teachers» impact on student test scores increases most in the first few years of teaching A significant share of new teachers leave teaching in Delaware within four years High poverty schools in Delaware have higher rates of teacher turnover...

«To prove that poverty doesn't matter,» she writes in the Times essay, «political leaders point to schools that have achieved stunning results in only a few years despite the poverty around them.»

Policymakers and teachers are caught in a downward cycle where failures in past practice lead to increased external regulation, which in turn makes fewer talented people want to teach in the highest poverty schools, which in turn invites even greater regulation.

In the two previous years, 46 and 39 percent of urban schools were rated D or F. To be sure, fewer high - poverty schools will flunk under value - added as under a proficiency measure.

In fact, 14 percent of teachers in high - poverty schools have three or fewer years of experience, compared to 9 percent of teachers at low - poverty schools.In fact, 14 percent of teachers in high - poverty schools have three or fewer years of experience, compared to 9 percent of teachers at low - poverty schools.in high - poverty schools have three or fewer years of experience, compared to 9 percent of teachers at low - poverty schools.50

While many whole - school reform models geared to urban and high - poverty contexts provide excellent professional development for teachers, few provide anything that directly address the needs and experiences for principals in high poverty settings.

Ironically, these trends leave brilliant children who live in poverty with even fewer opportunities to develop their talents than they had before; their families can not afford the private schools and summer enrichment programs wealthier children have the option to attend.

These teacher felt that due to the high poverty level in the school, many of the students had few opportunities to experience the world.

Since 2007 there has been a national decline in the number of school library / media centers and there are fewer library / media centers operating in high ‐ poverty schools than in wealthier schools, especially low income schools in the inner cities, where the number has dropped by five percentage points.

In elementary schools with the highest ethnic minority populations, regardless of poverty levels, there are fewer libraries specialists per 100 students than low ethnic minority status.

We have school districts with few needy children, and those with high concentrations of children living in poverty, English language learners and students with disabilities.

In a world in which poverty, language barriers and the need for special education services are the three greatest factors limiting educational outcomes, charter schools have a lower percentage of poor students, fail to accept and keep their fair share of students who aren't fluent in English and take far fewer students who need special education serviceIn a world in which poverty, language barriers and the need for special education services are the three greatest factors limiting educational outcomes, charter schools have a lower percentage of poor students, fail to accept and keep their fair share of students who aren't fluent in English and take far fewer students who need special education servicein which poverty, language barriers and the need for special education services are the three greatest factors limiting educational outcomes, charter schools have a lower percentage of poor students, fail to accept and keep their fair share of students who aren't fluent in English and take far fewer students who need special education servicein English and take far fewer students who need special education services.

Authorizers may choose to prioritize applications for schools located in the areas with the fewest high - quality educational opportunities, which are often communities with concentrated poverty.

This followed an earlier study from the department finding that «many high - poverty schools receive less than their fair share of state and local funding... leav (ing) students in high - poverty schools with fewer resources than schools attended by their wealthier peers.»

In high - achieving countries like Finland and Singapore, strong social safety nets ensure that virtually all schools have fewer than 10 % of their students living in povertIn high - achieving countries like Finland and Singapore, strong social safety nets ensure that virtually all schools have fewer than 10 % of their students living in povertin poverty.

In Philadelphia, what is most vexing are the politicians who have, or whose children have, attended magnet and criteria - based schools — schools that have historically been closed to most black children, have fewer children in poverty than the city's average, fewer students with special needs or ELL support, and who screen entry of its students studiously, and vigilantlIn Philadelphia, what is most vexing are the politicians who have, or whose children have, attended magnet and criteria - based schools — schools that have historically been closed to most black children, have fewer children in poverty than the city's average, fewer students with special needs or ELL support, and who screen entry of its students studiously, and vigilantlin poverty than the city's average, fewer students with special needs or ELL support, and who screen entry of its students studiously, and vigilantly.

Newark's North Star Academy, for example, which is run by Uncommon Schools, may beat city - wide averages, but it loses half of its students between grades five through 12, it serves half the percentage of students with disabilities and 15 percent fewer of its students are in poverty, notes Bruce Baker, a professor of education finance at Rutgers University.

They will talk about turning around 1,000 schools, when in fact very few of the schools stay «turned around» because the poverty in the communities and special learning needs of the students are not being addressed.

For example, African American children born in poverty who participated in early childhood education programs had higher graduation rates, higher adult earnings, and fewer arrests than their peers.102 A similar study found that students who participated in early intervention programs maintained higher high school GPAs, were two times more likely to have attended a four - year college, and were more likely to hold a job than their peers.103 Furthermore, research finds that participation in state - funded preschool programs improves children's language, literacy, and mathematical skills.104

Second, even though we provide few supports for children growing up in poverty, we expect schools to succeed in educating them to high standards.

«Although the approach is appropriate for students of all backgrounds, many community schools serve neighborhoods where poverty and racism erect barriers to learning, and where families have few resources to supplement what typical schools provide,» said Jeannie Oakes, who is an LPI scholar in residence and Presidential Professor Emeritus in Educational Equity at the University of California, Los Angeles.

Students with fewer advantages who have endured more hardships may need even more resources, and their teachers may need more PD over long periods of time, particularly in high poverty schools with high turnover.

Rita was a reading specialist in a K — 5 school that had high levels of poverty and a high transiency rate but few support services and no Title I funding.

Teachers in high - poverty schools report fewer computers and less training on how to use technology with students compared to their colleagues in wealthier districts — leading to decreased confidence for these teachers when it comes to using educational technology.

If the A-F grading system remains as is, by and large high poverty - serving schools with fewer resources would continue to receive failing grades while schools that serve higher income populations would receive better marks — a trend we just saw continue for the second year in a row.

We should provide greater incentives for fully certified, and experienced, teachers to work for more than a few years in schools attended primarily by students living in poverty.

Several reports over the past few years have purported to show that large numbers of schools serving low - income students have succeeded in overcoming the effects of poverty.

In the article, Sharpe is trying to say that fewer students left... of course, in high poverty areas, students are in and out of schoolIn the article, Sharpe is trying to say that fewer students left... of course, in high poverty areas, students are in and out of schoolin high poverty areas, students are in and out of schoolin and out of schools.

Somerset County improved in a few areas, including a decrease in child poverty and increases in median family income and the percent of low - income children receiving breakfast at school, the report said.