Sentences with phrase «racial achievement gap as»

Not exact matches

The achievement gap between low - income and wealthy students has grown significantly, exacerbating socioeconomic and racial tensions and heightening the sense of inequality among various underserved communities, as large achievement gaps in educational outcomes based on race and ethnicity remain, or by some accounts, even worsen.

Carranza's priorities rang familiar to New Yorkers Monday as he stressed lower reliance on testing, a focus on social services, LGBTQ rights, support for immigrant children and closing racial achievement gaps.

If improvements continue at the same rate as seen since 1965, it will be two and a half centuries until racial achievement gaps are closed in math and over one and a half centuries for them to close in reading.

Since the 1970s, policymakers have relied on test - based accountability (TBA) as a primary tool for improving student achievement and for reducing racial and socioeconomic achievement gaps.

The rosy proclamation obscured the fact that racial achievement gaps were nearly as wide as when he entered the White House.

But just as much of the racial achievement gap can be explained by out - of - school factors, so too, I suspect, can much of the racial suspensions gap be explained by differences in behavior that are driven in large part by those same background factors.

Achievement gaps between students of different genders and racial, economic, and linguistic groups are large and persistent for the nation's top - performing students, even as they seem to be narrowing for K - 12 students as a whole, according to a new report.

As he noted in a 1967 essay for The Public Interest, his report's most startling finding — that students» achievement appeared to be more strongly related to their family background than their schools» resources — posed a challenge for policymakers seeking to narrow racial gaps in achievement.

2002); Brief for Armor et al. as Amici Curiae, with Rosen, Perhaps Not All Affirmative Action is Created Equal, N. Y. Times, June 11, 2006 (quoting David Armor as commenting»» [w] e did find the [racial] achievement gap changing significantly»» and acknowledging that he» «did find a modest association for math but not reading in terms of racial composition and achievement, but there's a big state variation»» (emphasis added)-RRB-.

Nonetheless, «racial academic achievement gaps in fourth grade declined at roughly the same rate as kindergarten entry gaps,» said Reardon.

Public expenditures on early childhood programs are nearly always justified as investments that will eliminate socioeconomic and racial gaps in school readiness and elevate subsequent student achievement and life success.

Nevertheless, racial academic achievement gaps in fourth grade fell at roughly the same rate as kindergarten entry gaps, Reardon said, adding, «This suggests that the primary source of the reduction in racial achievement gaps in fourth grade is the reduction in kindergarten readiness gaps, not a reduction in the rate at which gaps change between kindergarten and fourth grade.»

If, as is likely to be the case, fewer black and Hispanic students are enrolled in advanced courses, will that finding be interpreted as discriminatory or a nearly inevitable result of the very racial achievement gap we are trying to reduce?

This shift in focus creates a problem for certain subgroups, such as students with limited English proficiency or students from racial or ethnic backgrounds, because these individuals are frequently the ones on the lower grid of the achievement gap.

Madison schools are dominated by white staff, and the mostly white School Board and teachers union have a generally dim view of charter and voucher schools and anything else that veers too far from the traditional (white - dominated) model of Madison public education — even as that model has long been plagued by racial achievement gaps.

As little as one year in a Boston charter closes about one - third of the racial achievement gap between black and white studentAs little as one year in a Boston charter closes about one - third of the racial achievement gap between black and white studentas one year in a Boston charter closes about one - third of the racial achievement gap between black and white students.

Tom and I exchanged views last year in The Washington Monthly, and in his current piece he continues to sidestep or ignore the bad stuff, such as the revolving door for principals, the swollen central office bureaucracy, and the widening racial and economic achievement gaps.

Though we must certainly strive to close racial achievement gaps in mathematics and reading, we run the risk of substituting one form of inequity for another, ultimately denying our most vulnerable students the full liberal arts curriculum our most privileged youth receive almost as a matter of course.

If improvements continue at the same rate as seen since 1965, it will be 2 1/2 centuries until racial achievement gaps are closed in math and over 1 1/2 centuries for reading.

And the racial achievement gap for reading for students whose families don't qualify for subsidized lunch is nearly as large.

The Fordham Institute initially opposed the Obama administration's guidance under the belief that its supporters attribute the «entirety of the gap... to racial bias in the system,» arguing that «the racial suspensions gap [can] be explained by differences in behavior that are driven in large part by those same background factors [that affect the achievement gap],» such as poverty, fatherlessness, and low levels of parental education.

As in previous years, scores from last year's Badger Exam and the ACT continued to reflect significant achievement gaps across racial, ethnic and income groups, a persistent trend state Superintendent called «most troubling.»

Clearly, any attempt to improve achievement and to reduce racial and economic achievement gaps across the United States must involve these school districts as a major focus of action.

It includes measures of academic achievement and achievement gaps for school districts and counties, as well as district - level measures of racial and socioeconomic composition, racial and socioeconomic segregation patterns, and other features of the schooling system.

Many districts have seen measurable gains in reading / English / language arts, math, and science, as well as reduced achievement gaps between economic, racial, and special needs groups.

State Superintendent of Public Instruction Tom Torlakson pointed to the Local Control Funding Formula (LCFF) as the main way the state can work at closing the racial achievement gap.

Brief, targeted self - affirmation writing exercises have recently been offered as a way to reduce racial achievement gaps, but evidence about their effects in educational settings is mixed, leaving

Simply equalizing a school's racial composition, the analysis concludes, can reduce the achievement gap by about 25 % — an impact as great as any reform strategy has had to date.

If the events in Newtown are of any indication (especially against backdrop of the challenges of our urban districts and our failure to close the racial achievement gap), «more effective communication» is at the heart of what we need as a nation to bring about and sustain more transformative learning communities.

The risk of confirming negative stereotypes about one's social group, known as stereotype threat, depresses academic achievement among students of color and contributes to racial gaps in achievement.

No Child Left Behind, on the books since 2002, was supposed to close achievement gaps for disadvantaged students (racial and ethnic minorities, low - income students, youngsters with special needs and English learners) and to eliminate what President George W. Bush decried as «the soft bigotry of low expectations.»

Topics range from using racial incidents as teachable moments and responding to the «n - word» to valuing students» home worlds, dealing daily with achievement gaps, and helping parents fight ethnic and racial misconceptions about their children.

As education leaders strive to promote excellence for all students, they confront sharply contrasting schools of thought about the best way to close achievement gaps between students of different racial and socioeconomic backgrounds.

The accountability measures imposed by NCLB implicitly rejected any argument that racial and economic achievement gaps were the result of broad societal inequities, such as the effects of poverty.

i3 funds are competitive grants (Development, Validation and Scale - up) given to LEAs and nonprofit organizations that have significantly closed the achievement gaps between economically disadvantaged students, students from major racial and ethnic groups, students with limited English proficiency, students with disabilities; or have demonstrated success in significantly increasing student academic achievement for all groups of students; or have made significant improvements in other areas such as graduate rates or increased recruitment and placement of high - quality teachers and principals.

Fourteen years — and numerous reports on racial and gender achievement gaps — later, the former Chicago Public Schools Chief of Staff's grassroots efforts have fostered organizations focused on improving education for young black men such as UCLA's Black Male Institute and Success for Black Boys.

The plans focuses on schools ranked among the very lowest performers on state tests, now called Priority Schools, or those with the widest gaps in achievement between different racial groups and other groups of children, labeled as Focus Schools.