Sentences with phrase «serving minority children»

These included agencies that held contracts with the public child welfare agency or were serving minority children and families in the same service area as the public agency.

Not exact matches

Every state should determine how much high - quality education costs and guarantee that every school — especially those serving poor and minority children — has at least that much money.

A key reason behind the recent turnaround in breastfeeding among minority mothers in Illinois and particularly in the metropolitan Chicago area, state and local public health leaders say, is a common - sense peer counselor program launched in WIC (Women, Infants and Children program) clinics, which serve women who are poor and nutritionally «at risk.»

In June 2012, CDC awarded a 3 - year cooperative agreement to the National Initiative for Children's Healthcare Quality to assist 89 hospitals, mostly located in states that have lower breastfeeding rates and that serve low - income and minority women, with improving maternity care practices to support breastfeeding and to move toward the Baby - Friendly designation.

The National Democratic Congress Minority in Parliament will challenge the School Feeding Programme's 30 percent allocation of the schools in each district as protocol for the Minister of Gender, Children and Social Protection, «I want to serve notice that the Minority will challenge it because we think that it should not be allowed to go and this is not a charge...

But a chorus of Democrats, including Mayor Bill de Blasio, has called on Mr. Loeb to step down from Success Academy, a major network of charter schools that serves more than 90 percent minority children.

In the middle of the last decade, in urban communities across America, middle - class and upper - middle - class parents started sending their children to public schools again — schools that for decades had overwhelmingly served poor and (and overwhelmingly minority) populations.

The Dust - Up authors also use error - ridden information about a child's food stamp eligibility to argue, unconvincingly, that charter schools tend to serve the better - off segment of the minority community.

authors also use error - ridden information about a child's food stamp eligibility to argue, unconvincingly, that charter schools tend to serve the better - off segment of the minority community.

Despite all the emphasis on reading programs and encouraging students to read, many children, especially minority students, still do not read with a high level of comprehension and fluency, independently, or for fun, according to Dr. Sally M. Reis, a professor and the department head of the educational psychology department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented.

Is it enough that Success serves low - income minority children exceedingly well?

Is this school really more «public» than an inner - city Catholic school serving poor minority children?

«The challenged statutes do not inevitably lead to the assignment of more inexperienced teachers to schools serving poor and minority children,» said Boren, who received his judicial appointments from Republican Govs. George Deukmejian and Pete Wilson.

«The challenged statutes do not inevitably lead to the assignment of more inexperienced teachers to schools serving poor and minority children,» Presiding Justice Roger Boren said in the 3 - 0 ruling.

This need for cultures that reaffirm the self - worth of poor and minority children (and ultimately, allow for them and their communities gain the knowledge needed to determine their own destinies) is why historically black colleges and universities, along with other minority - serving higher ed institutions, still exist.

Philanthropic foundations that support education causes are interested in serving as many poor and minority children as possible; when 30 % to 40 % of a student body is made up of white or affluent students, the school is deemed suspect, as reform - minded foundations see such programs as «wasting» a third of their seats.

Many charters, backed by state law, specialize in serving low - income and minority children.

With a personal passion for serving children and helping them achieve higher levels of success, Mr. Davis founded the JANDT Foundation to aid minority children in attending private and parochial schools in the Washington, DC area.

Maintaining and updating the requirement that State title I plans describe how low - income and minority children enrolled in title I schools are not served at disproportionate rates by ineffective (this term was «unqualified» in the prior version of the ESEA), out - of - field, or inexperienced teachers.

I'd love to see charter associations ask OCR to investigate states that don't do enough to provide equitable funding to charter schools serving high proportions of poor and minority children.

This is particularly true in states where most charters serve poor and minority children.

I'd love to see charter associations throughout the country file complaints with OCR, asking it to investigate states that don't do enough to provide equitable funding to charter schools serving high proportions of poor and minority children.

She was a 2014 — 2015 Julius B. Richmond Fellow, and has focused much of her research on human development, early childhood care and education, and the general well - being of families with young children, with a focus on children and families from low - income, minority, and under - served populations.

The challenge is particularly acute in several states and in public schools that serve high proportions of minority and low - income children.

Under the proposed rules, teacher colleges will be motivated to steer their graduates away from school districts and schools that report low student achievement test scores, i.e., those serving poor and minority children and new learners of English.

Clearly there is much about schools, particularly those serving low - income and minority - group children, that must be improved.

As Barbour pointed out Wednesday, low - performing schools in the state are disproportionately serving low - income and minority children.

As Dropout Nation has pointed out ad nauseam since the administration unveiled the No Child waiver gambit two years ago, the plan to let states to focus on just the worst five percent of schools (along with another 10 percent or more of schools with wide achievement gaps) effectively allowed districts not under watch (including suburban districts whose failures in serving poor and minority kids was exposed by No Child) off the hook for serving up mediocre instruction and curricula.

The rules requiring waiver states to submit plans for providing poor and minority children with high - quality teachers was unworkable because it doesn't address the supply problem at the heart of the teacher quality issues facing American public education; the fact that state education departments would have to battle with teachers» union affiliates, suburban districts, and the middle - class white families those districts serve made the entire concept a non-starter.

Among the facts from the National Assessment of Educational Progress (NAEP) Fourth Grade Reading report cited by FairTest: — There has been no gain in NAEP grade four reading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped since 1996.

These factors help develop trusting teacher - student relationships.18 Minority teachers can also serve as cultural ambassadors who help students feel more welcome at school or as role models for the potential of students of color.19 These children now make up more than half of the U.S. student population in public elementary and secondary schools.20

California charter schools are increasingly serving inner - city and minority children.

Not only does this describe an uphill battle, but it serves to illustrate the puzzling priorities we often emphasize — one half of minority children don't complete high school, over one half of third graders can not read at grade level, and our policy and media attention are focused on affirmative action to achieve diversity in admissions as a compelling objective at our two flagship universities!

Simplistic «pro- «and «anti- «teacher rhetoric is distracting from efforts to improve teacher quality, especially in schools serving urban, minority children.

Rather than require that all teachers of core academic subjects be «highly qualified,» the bill simply mandates that states must ensure that all teachers and paraprofessionals working in schools receiving Title I funds meet applicable state certification and licensure requirements, and provide a description of how low - income and minority children enrolled in these schools are not served at disproportionate rates by ineffective, out - of - field, or inexperienced teachers.

Because there are no more than four ineffective teachers in any one district, Utah has determined that minority and low - income children are not served at disproportionate rates.»

He wrote, «The RSD is better serving the education needs of underprivileged, minority children there than perhaps at any time in history.

Due to the requirement under the federal No Child Left Behind Act that each state's Title I plan must describe «the specific steps that the state education agency will take to ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified, or out - of - field teachers and the measures that the state education agency will use to evaluate and publicly report the progress,» TEA formed a stakeholder group, upon which TCTA served, to develop its State Educator Equity Plan.

These are the few low - income minority children whom some high - profile charter schools serve.

According to federally funded research, students who are living in poverty, are learning English as a second language, and are from racial and ethnic minority groups are 250 percent less likely to be identified for, and served in gifted programs, even when they perform at a comparable level to children in the program.

Democrats argued that rescinding the rules opens loopholes that states can use to shield poorly performing schools from scrutiny, especially when they fail to serve poor children, minorities, English - language learners and students with disabilities.

as long as those policies only apply to children who are attending urban schools that serve our minority and poor students.

He played a leadership role on the National Reading Panel (NRP), and chaired two other influential federal research review panels the National Literacy Panel for English Minority Children and Youth, and the National Early Literacy Panel (making him the only scholar to serve on all three national literacy research panels).

«Sadly, gifted minority children living in poverty are 250 % less likely to be identified for, and served in gifted programs, even when they are performing at the same level as their peers.

The data once again serves as a reminder that educational malpractice borne upon poor and minority children visit their better - off peers in the form of academic neglect.

The success of high - quality charter schools serving mostly - minority children in those urban communities (where the schools tend to also be segregated thanks to pernicious zip code education policies) also proves lie to the idea of integration as school reform.

«These results could easily indicate nothing other than the simple fact that charter schools are typically asked to serve problematic students in low - performing districts with many poor, minority children.»

Considering that Teach For America is has been dedicated from day one to providing poor and minority children with high - quality education, it also can not ignore the injustices happening outside schools to the students their recruits serve.

From the so - called gifted - and - talented programs that end up doing little to improve student achievement (and actually do more damage to all kids by continuing the rationing of education at the heart of the education crisis), to the evidence that suburban districts are hardly the bastions of high - quality education they proclaim themselves to be (and often, serve middle class white children as badly as those from poor and minority households), it is clear that the educational neglect and malpractice endemic within the nation's super-clusters of failure and mediocrity isn't just a problem for other people's children.

It also means that teachers who are improving the quality of education for poor and minority children will also end up being deported, harming the futures of the children they serve.