Sentences with phrase «rich white school»

When a teacher pleads with Arnold to want more, to escape the hopelessness of the rez, Arnold switches to a rich white school and immediately becomes as much an outcast in his own community as he is a curiosity in his new one.

Not exact matches

Selective preschools, tracked classes, small schools within schools and enrichment programs are presented as open to all students but in reality are open only to the children of the most savvy parents — that is, to the children of rich white parents who possess the social and cultural capital to manipulate the institution to serve their needs.

As far as I know, President Obama is still a member of the United Church of Christ — a progressive, mostly white, mainline Protestant Christian denomination with a rich American history that includes, among many others, the Pilgrims and Congregationalists of New England and many African - American churches, schools and colleges established in the south after the Civil War.

When I have only $ 1.36 to spend on food for school lunch ($ 0.23 for white skim milk, $ 0.27 for all - you - will - eat salad bar fresh veggies, $ 0.10 for 1/2 cup steamed veggie, 40.23 for 1/2 cup fresh fruit, $ 0.10 for 1/2 cup canned in juice fruit... leaving me $ 0.43 cents for an entrée that has 2oz protein and 2 servings whole grain rich grain), it leaves many of us no choice but to offer other alternatives to stay in the black.

Flying in the face of scientific and practical realities, the White Paper makes the preposterous suggestion that school lunch officials reduce cholesterol on their menu by «discarding half of the cholesterol - rich (egg)

And we were told this by rich white men educated in private schools and employed briefly in the City or Fleet Street before becoming career politicians (some in Westminster, one notably not).

«The concern is not that kids with different ethnicities are going to be schooled with our [so - called] «rich white kids,»» said Abramson.

«There is mounting scientific evidence that diets including less low - quality carbohydrates, such as white breads, potatoes, and sweets, and higher in protein - rich foods may be more efficient for weight loss,» said first and corresponding author Jessica Smith, Ph.D., a visiting scholar at the Friedman School and a research fellow at the Harvard T.H. Chan School of Public Health.

Labor Day signaled the end of summer and so the rich would «return home» from vacations / traveling, etc. and stop wearing white after Labor Day because they'd be back in the cities / towns, back at school, maybe back to work... (source, this TIME article was really helpful!)

It's not the most promising way to kick things off (Brewer uses it to illustrate the deadly, post-party car crash that incites the no - song - and - dance law in the film's setting of Bomont, Tennessee), but its poor impression doesn't last long, as Brewer makes quick work of establishing a liberal and plausible adolescent atmosphere in which Big & Rich can be listened to just after Wiz Khalifa, an antagonist is offhandedly chewed out for using the word «fag,» and the black students nearly outnumber the white students in the high school hallways.

It's creating the best opportunity in a generation to create racially and socioeconomically integrated public schools, which research shows can benefit rich and poor, white and minority students alike.

«Not only will this format give school systems the flexibility to use an assessment that reflects their curricular program, but also it will reinforce the kinds of content - rich academic instruction Louisiana wants to encourage statewide,» said State Superintendent John White.

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.

This 2014 white paper jointly produced by AASA: the School Superintendents Association and BBA as a companion to the documentary Rich Hill illustrates the unique challenges many rural schools face in meeting their students» needs.

Her book is rich with suggestions for working in our schools today, where we find a primarily white teaching force and an expanding population of students of color.

As Checker himself acknowledges, a sizable proportion of parents — rich, poor, white, black, and Hispanic — would like to choose diverse schools for their children.

Moreover, all students — rich or poor, white and nonwhite alike — miss out on the substantial benefits of learning in richly diverse classrooms.9 As the research shows, students across the spectrum are better prepared for post-secondary success when they have been educated in diverse schools and have learned alongside peers who come from all walks of life.10

They promised to end bureaucracy, to ensure that poor children were not neglected, to empower poor parents, to enable poor children to escape failing schools, and to close the achievement gap between rich and poor, black and white.

Just as school consolidation makes integrated schools possible, school secession has proven to be a tool to keep the education of black and white and rich and poor children separate — most recently in Jefferson County, Alabama, and in Shelby County, Tennessee.

Looking at an analysis performed by my colleague (and public school parent), Brookings economist Makada Henry - Nickie, socioeconomically diverse schools cluster along the rich - poor, black - white dividing line in Washington, D.C. (See fig. 3 below.)

Private schools go to rich, white areas and charter schools are placed in low - income and / or black communities.

Then I taught public school in northern Virginia where you see all types of students... black, white, asian, hispanic, rich, poor, middle class....

They were only considering private schools where she would be surrounded by rich white kids.

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».

Though his ruling was about Connecticut, he spoke to a larger nationwide truth: After the decades of lawsuits about equity and adequacy in education financing, after federal efforts like No Child Left Behind and Race to the Top, after fights over the Common Core standards and high - stakes testing and the tug of war between charter schools and community schools, the stubborn achievement gaps between rich and poor, minority and white students persist.

Rather than focus attention and resources on schools that serve just 4 % of our students, let's focus resources and support on the schools that serve the vast majority of all students: rich and poor, black and white, typical and disabled, English speakers and English language learners.

Although the gap between rich and poor schools may be closing in terms of computer - to - student ratios, a new digital divide separates white and minority students (Benton Foundation, 1998, 2003; Moersch, 1995; Piller, 1992; Technology Counts, 2001), particularly in opportunities to use computers to engage higher order thinking skills (Wenglinski, 1998).

A new report looks at the phenomenon of rich, white neighborhoods splitting off from their local school districts.

Therefore, while Mrs. Blake's opinion of the white population is negative, she is willing to make changes to the school system in the form of integration and representation if it means Hartford students, including her own children, are provided with a rich, thorough, engaging, and sustainable schooling.

Yet, in previous posts, I have noted that the richer, whiter schools still tend to rise to the top of the Core Index.

«The bottom line is: schools are responsible for the education of children — for all children, be they Black, Brown, White, poor, rich, female, male, disabled, non-disabled, English - speaking or not,» said Dr. María «Cuca» Robledo Montecel, IDRA president

«They think of it as some Trojan horse for rich white people who want to privatize schools.»

Also, if you look — and I am assuming that Rich White reads at at least a 4th grade level — you will see that the Magnet school forecasts 20 students per classroom, has paraprofessionals, curriculum specialists, etc, while the differentiated classroom often has 27 students, some of whom are not at grade level, and maybe no paraprofessionals or teacher's aids.

One, a system of elite private and religious schools for well - to - do, mostly White parents with the means to afford expensive tuition payments, staffed by qualified, certified teachers, with a rich curriculum based on face - to - face instruction in clean, safe, well - maintained schools...

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.

Set in the 1930s and drawing from the rich themes of noir - era storytelling, White Night blends third - person action, exploration and puzzle - solving with the mature tension, challenge and tone of old - school survival horror adventures.

Selected previous exhibitions include Dreamers Awake, White Cube Bermondsey (2017), Royal Academy Schools Show (2017), Everyone is Rich Now Apparently, Supplement at 255 Canal St, NYC (2017), Gabriella Boyd & Marco Giordano, Art Park, Glasgow International (2016).

For a great many poor people in America, particularly poor black men, prison is a destination that braids through an ordinary life, much as high school and college do for rich white ones.