Sentences with phrase «school than their white peers»

Recent school safety proposals introduced after Parkland — like potentially arming some teachers and staff — also ignore that students of color, especially black students, are more likely to face discipline and punishment in schools than their white peers, and that many of these disparities could be exacerbated by recent proposals to arm teachers or increase school security.

The theory behind the «school - to - prison pipeline» concept is that black and Latino students experience harsher discipline in school than their white peers, and that these school - based experiences increase the likelihood of their eventual engagement with the criminal justice system.

In fact they found that black teachers were slightly more likely to return to New Orleans schools than their white peers.

Emmanuel: With all of this, the original idea was that these measures would only be needed temporarily, but that was assuming policies would work in concert — that policies aimed at reducing housing segregation would have worked, and we wouldn't see that black and Hispanic students are still much more likely to attend high poverty schools than their white peers.

African American students suffer the most: in Charlottesville and Albemarle County, they are three times more likely to drop out of school than their white peers.

But by the fall of 7th grade, African - American students reported significantly less trust in their schools than their white peers.

Not exact matches

Racial differences in school discipline are widely known, and black students across the United States are more than three times as likely as their white peers to be suspended or expelled, according to Stanford researchers.

According to federal data, black girls are suspended from school at a rate that is six times higher than that of their white female peers.

Recent evidence from Arkansas confirms that black students attending public schools there are punished more harshly than their white peers, but also suggests that most of the difference is attributable to the schools that students attend.

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.

It also shows that white and black students who attend the public schools in which ELL students are concentrated are doing worse than their peers who attend public schools with few English language learner students.

«But,» he writes, «schools serving more students of color are less likely to offer advanced courses and gifted and talented programs than schools serving mostly white populations, and students of color are less likely than their white peers to be enrolled in those courses and programs within schools that have those offerings.»

By exploring districts» racial makeups, we see that across the board, Illinois has historically funded student groups in majority - White school districts better than their peers in districts with more students of color.

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.

Black students continue to be disciplined at school more often and more harshly than their white peers, often for similar infractions, according to a new report by Congress's nonpartisan watchdog agency, which counters claims fueling the Trump administration's efforts to re-examine discipline policies of the Obama administration.

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.

While the state eventual aims to ensure that two - thirds of all black high school students are proficient in Algebra, that level of proficiency is still nearly 15 points lower than that for their white peers.

And of the cities studied, only in New Orleans did white students face longer school commutes than their black peers.

That's nearly 20 percentage points lower than the proficiency expectations the Evergreen State has set for districts in improving achievement of white middle - school students, which, in turn, are slightly lower than for Asian peers.

But she, along with Ushomirsky and Williams illustrate that in the case of Florida, where the proficiency levels for black students in A-ranked schools are, on average, four percentage points lower than for white peers in C - ranked schools.

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.

Maryland's public school students made greater gains on a national standardized test than their peers in nearly every other state, although the achievement gap between white and minority students persists.

Moreover, punishments given out by school administrators, such as suspensions and expulsions, are three times more likely to be meted out to black students than to their white peers.

Both white and minority children in Connecticut's magnet schools showed stronger connections to their peers of other races than students in their home districts, and city students made greater academic gains than students in non-magnet city schools, Casey Cobb and a team of colleagues found in this research commissioned by the state of Connecticut.

As a local example, one study focused on Charlotte - Mecklenburg shows both black and white students who attended desegregated elementary schools performed better on standardized tests than peers who attended segregated schools.

Petrilli argued that it required schools to reduce suspensions without providing any supports, but Jimenez and Kristen Harper of Child Trends argued that it did not require any changes without supports, but instead called attention to a discipline crisis where students of color were punished more regularly and harshly than their white peers.

Black students in school districts from Madison to Milwaukee and Green Bay to Kenosha also graduate at much lower rates than their white peers.

For example, DPI changed how it measures the closing of achievement gaps so that it now compares minority groups with white peers statewide, rather than at the same school.

School records show that African - American middle school students were disciplined more often than their white School records show that African - American middle school students were disciplined more often than their white school students were disciplined more often than their white peers.

Research has shown that minority students attending inner - city campuses are more likely to be held back a grade than their white peers at more affluent neighborhood schools.

However, comprehensives studies show Consortium Schools have higher graduation rates, better college attendance rates, and smaller gaps in outcomes between students of color and their white peers than the rest of New York's public sSchools have higher graduation rates, better college attendance rates, and smaller gaps in outcomes between students of color and their white peers than the rest of New York's public schoolsschools.

Coleman's arguments lamenting students of color score worse on the tests than their white peers — without acknowledging the ways in which systematic underfunding of schools, poverty, and institutional racism have disfigured our school system — end up pathologizing communities of color rather than supporting them.

In Tennessee, districts will only need only to ensure that two - thirds of all black high school students are proficient in Algebra in the next few years, 15 points lower than that for their white peers.

This has resulted in states such as Tennessee letting traditional districts get away with low bar goals, such as ensuring 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.

YES Prep's African - American students also performed higher than their white peers statewide in nearly all subjects and school levels.

Black elementary school students are 2.65 times more likely to be suspended than their white peers.

High - achieving, Black, elementary school students are much less likely than their White peers to receive assignments to gifted and talented programs in math and reading, according to a new study.

While the number of students who are expelled or sent home for misbehaving in D.C. public schools and public charter schools has decreased overall, recent findings show that black students are nearly seven times more likely to be suspended than their white peers.

Starting in prekindergarten, black boys and girls were disciplined at school far more than their white peers in 2013 - 2014, according to a government analysis of data that said implicit racial bias was the likely cause of these continuing disparities.

In particular, low - income students and students of color tend to benefit more from using a school voucher than their more affluent, white peers.

· Nationally and in Rhode Island in 2015, White, non-Hispanic high school students report higher rates of being bullied on school property than their Hispanic or Black, non-Hispanic peers.»