Sentences with phrase «scores than white students»

At both grades, black and Hispanic students posted lower average scores than white students and Asian students.

«We show that minority students have lower achievement scores than white students with the same cognitive ability, and that placement in a [gifted] class effectively closes this minority underachievement gap,» the authors wrote.

The other good long term news is that Black and Hispanic students, who usually have much lower test scores than white students, are making greater long - term progress than whites — shrinking the achievement gap between whites and the other two groups.

Not exact matches

In fact, the researchers report that «if similar success could be achieved for all minority students nationwide, it could close the gap between white and minority test scores by at least a third, possibly by more than half.»

The research also finds that black students are 54 percent less likely than white students to be identified as eligible for gifted - education services after adjusting for the students» previous scores on standardized tests, demographic factors, and school and teacher characteristics.

For example, Florida State University's 2017 study of the Florida Tax Credit Scholarship Program found that participants were four percentage points less likely to be white, one percentage point more likely to qualify for free lunch, and had prior math and reading scores that were two to four percentile points lower than eligible students that did not participate in the choice program.

In a demographically diverse district of urban, suburban, and rural areas, the percentages of black students scoring below state standards were two to four times greater than for white students.

In reading, the achievement gap has improved slightly more than in math (0.3 standard deviations), but after a half century, the average black student scores at just the 22nd percentile of the white distribution.

On the other hand, Denver's steady improvement has widened the achievement gap, something that happens in many urban districts that improve, as white and middle - class students raise their scores faster than poor and minority students.

If minorities are benefiting, why do black students score 20 points lower than white students on those tests?

Both GPA and standardized - test - score averages are lower for black students than for white students.

African - American twelfth - graders are 2.6 times likelier to score below the proficient level on the NAEP reading exam than are white students.

According to the Program for International Student Assessment (PISA), there are more than a dozen other nations where, by the time children reach 15, math problem - solving scores are higher than for white students in the United States.

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).

• With few exceptions, students eligible for free and reduced - priced lunch and students of color in the cities were less likely than white students to enroll in high - scoring elementary and middle schools, take advanced math courses, and take a college entrance exam.

While Asian Americans do score lower than white students on some measures of psychosocial wellbeing, Americans as a whole score so abnormally high that, globally speaking, Asian American scores are «actually quite normal,» says Pittinsky.

Due to Simpson's Paradox, where the size of the group can mask aggregated data, the scores of white students, black students, and Hispanic students all gained more than the national average.

Since white students score higher than black students on average, let's say that the average white score is 100, while the average score for black students is 80.

Although all races are rising individually, scores are rising faster for black and Hispanic students than they are for white students or for the overall composite.

Notice in my example that the average score of black students lies at the same point in the white distribution in both the 5th and the 8th grades: around 75 percent of white students score higher than the average black student in both grades.

Disproportionately poor, and sometimes not speaking English at home, Hispanics tend to score considerably lower than white students.

For instance, between the early 1970s and 2008, reading scores for 9 - year - olds rose by 14 points for white students, 34 points for African American students, and 25 points for Latino students — more in every case than the average gain of 12 points for 9 - year - olds overall.

Despite gains in achievement, African American and Latino students still score significantly lower in the aggregate than white students.

«The [Tulane] authors also report that the [academic] gains were not equal across groups: white students gained more than black students from the reforms,» according to the NEPC, also noting that a large - scale out - migration of higher income students may have resulted in inflated growth scores for the charter schools.

When you break the test scores down by ethnicity and weight them by their percentage of the student population, it's interesting to see how both white and Hispanic test gains contributed more to the average score than black gains.

White, African American, and Latino students all scored higher on those NAEP tests than did students from the same racial and ethnic groups in the 1970s, but African American and Latino students made greater gains than white studWhite, African American, and Latino students all scored higher on those NAEP tests than did students from the same racial and ethnic groups in the 1970s, but African American and Latino students made greater gains than white studwhite students.

African - American 12th - graders scored on average 30 points lower than their white peers on the 2015 National Assessment of Educational Progress math exam, while Hispanic students scored 22 points lower.

Breaking the scores down shows that African - American students fare much worse than their white peers.

In Denver, white students are much more likely than Denver's majority racial - minority student population to enroll in high - scoring schools and in advanced courses.

In 2015, black students had an average fourth - grade reading score that was 33 points lower than that for white students, and this performance gap was not significantly different from that in 1998 (31 points).

The gains for Hispanic students (five points) and black students (three points) were greater than those for white students (one point), narrowing the score gap among the groups from 2009.

However, black students score consistently lower than whites, regardless of the mix of black or white students at a school.

Approximately 45 to 50 percent of low - income, Black, Hispanic, American Indian students, and English language learners (ELL) score below the basic level on the NAEP, while less than 10 percent of high income, White and Asian / Pacific Islanders score below the basic level (NCES, 2001).

When the study compared white students of similar backgrounds, they were not scoring any better in the «whitest» schools than they were in the «blackest».

More than three times as many English language learner students score below the basic level on eighth - grade national math and reading exams as their white, English - proficient peers.

Black or Hispanic students similarly score lower on standardized tests, on average, than white or Asian students.

And attending a school in which blacks and Hispanics make up more than 75 percent of the student body lowers achievement of black, Hispanic, and Asian students but does not affect white students (in some of the analyzed years it actually had a small positive influence on math test scores for whites).

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.

Never mind that, in Abigail Fisher's case, only five of the 47 students admitted with lower grades and test scores than Abigail's were minority, while 42 were white.

As a result, the test score gaps between high - need students and white students are larger on the SBAC than they were on CST for both math and ELA (Figure 1).3 In particular, the gap in math between EL students and white students was 80 percent on the SBAC, compared to 38 percent on the CST — in other words, the share of EL students who met the standard for the SBAC was 80 percent lower than the share of white students who met those standards.

Across the 50 cities, white students were four times more likely than black students to enroll in a top - scoring elementary or middle school.

One of the biggest changes in achievement gaps between 1971 and 2012 is a 27 - point narrowing between the average reading scores of black and white 17 - year - old students.The report's data indicate that such race - based gaps have narrowed because black and Hispanic students have made larger gains than their white peers.

While black and Hispanic students in particular have shown impressive gains over the years, their test scores are still lower than those of white students, at both a district and statewide level.

According to KIPP, last school year, more than 70 percent of Morfin's class scored proficient or advanced in English on the California Assessment of Student Performance and Progress state tests, while only 37 percent of California's Latino fifth - graders and 65 percent of their white counterparts achieved the same results.

Meanwhile, 8th grade reading scores were even worse — with 8th graders in 2015 also performing no better overall than in 2000, but with the gap between Black and White students remaining unchanged in that time and the gap between students in poverty and students not in poverty growing from 13 points to 23 points.

Those gaps remain substantial with black students scoring about 10 to 11 percent lower than white students in each grade and subject.

Second, the gains were larger for kids of color than for white students, suggesting that this could make a slight dent in longstanding test - score gaps.

As a group, these mostly Hispanic students have long scored significantly lower than their white peers on standardized tests like the National Assessment of Educational Progress, known as the nation's report card.

Chicago test scores are still about 1 to 1 1/5 below the national average, and the achievement gaps remain even though Hispanic achievement grew faster than white students.

As a group, these largely Hispanic students have persistently scored significantly lower than their white peers on standardized tests like the National Assessment of Educational Progress (NAEP), known as the nation's report card, despite increased attention to this «achievement gap.»