Sentences with phrase «rates than white students»

During the December hearing, Sen. Chris Murphy (D - CT) asked Marcus what he thought about racial disparities in student discipline, such as black students facing harsh discipline at much higher rates than white students.

Other researchers have found that minorities have lower completion rates than white students.

He writes, «In the University of Michigan undergraduate case, Gratz v. Bollinger, Justice Ruth Bader Ginsburg, joined by Justices David H. Souter and Stephen Breyer, supported affirmative action with data finding that African - American and Hispanic students have higher poverty rates than white students (22.1 percent and 21.2 percent compared with 7.5 percent), and that black and Latino students «are all too often educated in poverty - stricken and underperforming institutions.»»

This is visible in the top of Chart 2 and, as in the case of early Algebra 1, the minorities are the prime beneficiaries here too, growing at a much faster rate than white students.

And the school - to - prison pipeline is a serious and legitimate concern with a study this year indicating that southern states suspend and expel African - American students at a significantly higher rate than white students.

And while I am the first to say we need better data and analysis in Oakland, according to the latest Oakland Achieves study, 95 percent of African - American charter high schoolers completed the A-G requirements, which is a higher rate than White students districtwide.

Not exact matches

White students in Troy were graduating at higher rates than all others until last year, when they were edged out by black and Hispanic students.

Their findings, published in American Psychologist (September 2004), demonstrated that although those who declined enrollment in the Meyerhoff Program often attended highly regarded HBCUs and Ivy League institutions, they were significantly less likely than Meyerhoff students to pursue and complete science Ph.D. s or M.D. / Ph.D. s. «If current Ph.D. receipt rates of program graduates continue,» Hrabowski says in American Psychologist, «UMBC will in all likelihood become the leading predominantly white baccalaureate - origin university for black STEM Ph.D. s in the nation.»

The students, who had no knowledge of the driver's race, rated speech toward black drivers as less respectful than speech toward white drivers overall.

Although African Americans with GPAs as high as 3.5 continue to have more friends than those with lower grades, the rate of increase is no longer as great as among white students.

• Debt and default among black or African - American college students is at crisis levels, and even a bachelor's degree is no guarantee of security: black BA graduates default at five times the rate of white BA graduates (21 versus 4 percent), and are more likely to default than white dropouts.

In 2006, a U.S. Department of Education report noted that black graduates were more likely to take on student debt, and in 2007, an Education Sector analysis of the same data found that black graduates from the 1992 - 93 cohort defaulted at a rate five times higher than that of white or Asian students in the 10 years after graduation (Hispanic / Latino graduates showed a similar, but somewhat smaller disparity).

Given recent school - related political conflicts in Wisconsin, it is of interest that only 42 percent of that state's white students are proficient in math, a rate no better than the nation as a whole.

«Disproportionate [disciplinary] rates should not be regarded as unjustified merely because they reflect higher rates of improper behavior by minority students than by white students.»

Given recent school - related political conflicts in Wisconsin, it is of interest that only 42 percent of that state's white students are proficient in math, a rate no better than the national average.

While the 42 percent rate of math proficiency for U.S. white students is much higher than the averages for students from African American and Hispanic backgrounds, U.S. white students are still surpassed by all students in 16 other countries.

However, white students had a higher participation rate than Hispanic and African American students, and higher - performing students participated at higher rates.

At the average college or university, only 51 percent of Hispanic students graduate within six years, while the typical six - year graduation rate for white students is 59 percent, says a new report that explores why some schools are more successful than others at graduating Hispanic students.

Yet disadvantaged and underrepresented minority students attend selective colleges at far lower rates than do higher - income and white students.

Previous studies have shown that minority and low - income students tend to participate in AP courses and take AP exams at lower rates than middle - class white students at the same high schools.

As Matt Barnum put it in a recent Chalkbeat article, «black and poor students have substantially higher suspension rates than white and more affluent peers.

Disproportionate rates should not be regarded as unjustified merely because they reflect higher rates of improper behavior by minority students than by white students.

One experimental study in 2014 by Anne Gregory and colleagues found that teachers in the MTP program suspended students less often than teachers in the control group, and when suspensions did occur, MTP teachers had equal suspension rates for African American and white students.

In a separate study, Russell Skiba and Natasha Williams further revealed that black students in the same schools or districts were not engaged in levels of disruptive behavior that would warrant higher rates of exclusionary discipline than white peers.

Additionally, the immediate college enrollment rate for White students was higher than that for Hispanic students from 2000 through 2010.

The immediate college enrollment rate for White students was higher in 2016 (71 percent) than in 2000 (65 percent), as was the rate for Hispanic students (71 percent in 2016 and 49 percent in 2000).

In addition, the enrollment rate for Asian students was higher than the rate for White students every year since 2004.

If black students in the sample continue to lose ground through 9th grade at the rate experienced in the first two years of school, they will lag behind white students on average by a full standard deviation in raw math and reading scores and by more than two - thirds of a standard deviation in math even after controlling for observable characteristics (the gap would be substantially smaller in reading).

Achievement gaps between students of color and white students are higher than the national average, as are the gaps between the college enrollment rates of students of color and white students.

Commissioned by the Charleston, W.Va. - based Education Alliance, the report found that African - American students rated their schools significantly lower than their white peers did in seven out of eight categories: academic expectations, instruction, course - taking, counseling about education options, respect, mentoring and caring relationships, and fairness.

Students from some racial - and ethnic - minority groups and those from low - income families enroll in college and succeed there at lower rates than their white, wealthier peers.

It bemoans the fact, for example, that «while schools that earn Celebration Eligible or Reward status under Minnesota's accountability system demonstrate higher on - track rates for both white and African American students than schools identified for intervention, the difference in on - track rates for white and African American students among these recognized schools are still vast.»

For instance, black and Latino students are five times more likely to attend high - poverty schools than white students.44 Recent census data also show that black and Hispanic Americans live in poverty at more than twice the rate of non-Hispanic whites, and they are significantly much more likely to live in extreme poverty.45

About one in six black students received an out - of - school suspension during the 2009 — 10 U.S. school year — more than three times the rate of white students — according to a new analysis of data collected by the U.S. Department of Education's Office for Civil Rights.

In Tennessee, for example, the state's traditional districts need only to ensure that 42.8 percent of black high school students are proficient in Algebra I during the 2012 - 2013 school year, some 20 percentage points lower than the rate of proficiency for white peers.

In data collected by the University of California, Los Angeles, Civil Rights Movement, they found that while Asian and white students had similar suspension rates, other minority students were suspended at more than twice those rates.

According to the Civil Rights Data Collection, black students are suspended and expelled at a rate three times greater than white students.

Then there is North Carolina, which expects that its districts will get only 61.7 percent of black students in grades three - through eight toward reading proficiency in 2012 - 2013, while expecting only 64.7 percent of Latino and 65.2 percent of American Indian and Alaska Native kids to become proficient in reading; by 2014 - 2015, far lower than the proficiency rates for white and Asian peers; Tar Heel State leaders expect districts bring black, Latino, and Native students to proficiency levels of 69.3 percent, 71.7 percent, and 72.2 percent, respectively, by 2015.

Last month, an opinion piece on Bloomberg.com encouraged the DoE to withdraw their guidance and let schools and districts manage their discipline policies without oversight — despite clear evidence that prior to the 2014 guidance, African American students and other groups were (and in many cases still are) more likely to receive heavier punishment for the same offenses than white students, and to be suspended at a higher rate.

Students who are Black, Latino, and English language learners are disproportionately suspended, expelled, and placed into substantially separate special education programs and lower academic tracks at significantly higher rates than their white and Asian, middle class peers.

As Ushomirsky, Williams, and Hall point, out, the average gap in on - track performance rate for black and white students in Recognized schools is 18 percentage points, a mere two points better than for peers in low - performing schools.

Losen says more than one out of every three black male disabled students were suspended once in 2011 - 2012, which is more than twice the rate of white males with disabilities.

In the all - charter district of New Orleans — that Chait described at the 2015 anniversary of Hurricane Katrina as «spectacular» in another defense of charters — virtually no (less than one percent) white students attend schools in that have earned a «D» or «F» performance rating.

Students of color even graduate from college at lower rates than their white peers.

Under the plan, Asian students are expected to achieve a higher pass rate on state exams than white students, while the state sets lower goals for Hispanic, black and special - education students.

About 18 percent of African American students were chronically absent, a rate more than three times higher than for white and Asian students and nearly twice as high as that for Latinos.

The author points out that disproportionate suspension and expulsion rates are more often the result of inequitable discipline practices than differences in behavior between students of color and their white peers.

The authors argue that it is possible to reduce achievement gaps, and they illustrate that gaps between Latino and white students have narrowed at a faster rate than gaps for other groups.

He did not mention that black and Hispanic students still graduate from high school at far lower rates than their white and Asian counterparts — 64.6 percent and 63.5 percent, compared with 80 percent and 83.3 percent.

Its graduation rate rose from 64.3 percent in 2007 to 78.8 percent in 2012, according to data provided by the district, and it narrowed the achievement gaps between the district's Hispanic students and Texas» white students by more than 50 percent on state tests in high school math and science.