Sentences with phrase «serving poor minority children»

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

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 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 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.

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.

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.

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.

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.

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.

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.

«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.

At last, grueling effort has translated into test score gains at a school serving poor, minority students and a continually increasing number of children with learning and emotional disabilities.

More importantly, it serves children struggling with reading and other achievement gaps — especially kids from poor and minority households — abysmally.