Sentences with phrase «school type of racing»

Not exact matches

«I went to school with every race, creed and religion, every type of kid,» said Pichardo, who remarked that policing the city was a shared responsibility between citizens and cops.

NYC Schools Chancellor Carmen Fariña said she is concerned that holding mock presidential elections in schools could lead to the type of bullying common in the real race for the WhiteSchools Chancellor Carmen Fariña said she is concerned that holding mock presidential elections in schools could lead to the type of bullying common in the real race for the Whiteschools could lead to the type of bullying common in the real race for the White House.

Dana Dabelea, M.D., Ph.D., of the Colorado School of Public Health, Aurora, Colo., and Elizabeth J. Mayer - Davis, Ph.D., of the University of North Carolina, Chapel Hill, and colleagues with the SEARCH for Diabetes in Youth Study, examined whether the overall prevalence of type 1 and type 2 diabetes among U.S. youth has changed in recent years, and whether it changed by sex, age, and race / ethnicity.

Barnes, who focuses more on race - based bullying, said the team could only find two types of interventions used at schools that addressed race.

The Constitution can not be colorblind in the real world, he said, and school districts can adopt race - conscious measures as long as they don't treat «each student in a different fashion solely on the basis of a systematic, individual typing by race.»

The U.S. Department of Education's National Postsecondary Student Aid Study for the 2011 - 12 academic year (the most recent survey) includes data on how much graduate students borrow broken out by race and type of school.

The variables in the NPSAS dataset used for the analysis are SECTOR4 (the type of graduate school), OWEAMT2 (the principal balance owed on all graduate school debt), RACE (student race), and PROGSTAT (whether the student complete the degree in the 2011 - 12 school, the year the survey was administerRACE (student race), and PROGSTAT (whether the student complete the degree in the 2011 - 12 school, the year the survey was administerrace), and PROGSTAT (whether the student complete the degree in the 2011 - 12 school, the year the survey was administered).

The study, Resegregation in American Schools, analyzes the latest data from the National Center of Education Statistics» Common Core of Education Statistics, and examines changes in racial composition in American schools, national patterns of segregation, the relationship between segregation by race and schools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial sSchools, analyzes the latest data from the National Center of Education Statistics» Common Core of Education Statistics, and examines changes in racial composition in American schools, national patterns of segregation, the relationship between segregation by race and schools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial sschools, national patterns of segregation, the relationship between segregation by race and schools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial sschools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial schoolsschools.

For younger students, research has shown that chronic absenteeism in kindergarten is associated with lower achievement in reading and math in later grades, even when controlling for a child's family income, race, disability status, attitudes toward school, socioemotional development, age at kindergarten entry, type of kindergarten program, and preschool experience.

Therefore, OCR assesses the types, quantity, and quality of programs available to students across a school district to determine whether students of all races have equal access to comparable programs both among schools and among students within the same school.

However, in looking at the results for students separated by race and gender, both types of reforms had fairly large and statistically significant effects on the probability of completing high school for some groups.

In addition to examining various types of bias, including those based on race / ethnicity, religion, body size, and ability, this report provides a focused look at LGBTQ issues in secondary schools.

An admittedly indirect way to evaluate the effects of these unobserved differences in teacher quality is to consider how the performance gain associated with having a teacher of the same race varies across different types of schools.

The study also examined the effects that gender, race and ethnicity, family characteristics, type of school attended, and residential and school mobility had on student achievement.

Yet this is another example of the type of illogical circumstances by which schools must abide in order to meet the arbitrary (and often impossible) demands of ESEA Flexibility (and Race to the Top).

NAEP results are provided for groups of students defined by shared characteristics: gender, type of school, location, race / ethnicity, eligibility for free / reduced - price school lunch programs, students with disabilities, and students identified as English language learners.

As a national study, providing information at a high level of statistical precision about various subgroups (defined by characteristics such as race / ethnicity, sex, disability status, school type such as private versus public school, etc.), MGLS: 2017 is a large undertaking.

Results are provided for groups of students defined by shared characteristics — race or ethnicity, gender, eligibility for free / reduced - price school lunch, highest level of parental education, type of school, charter school, type of school location, region of the country, status as students with disabilities, and status as students identified as English language learners.

These events and races are divided by the type of bike you are in, which ranges from old - school slower bikes to top tier crotch - rocket bikes that defy all speed - limits.

It offers a satisfying collection of cars, tracks, and race types, plus its focus on arcade - mode action makes it feel a bit old - school in some regards.

The report took into account on only who experiences bullying, but the different types of bullying, race and ethnicity, school climate, bullying prevention programs, the negative impacts of bullying, and bystanders, among other issues.

I am a proud student currently attending northeast middle school and i love it to death we have the greatest time we learn a lot and still have a nice connection with the teachers there are all types of races and our school is all about activties to keep us in so in that they might even give us 3 math classes before msa to get us smart thats why i love northeast