Sentences with phrase «students of a particular race»

But the category of English - language learners differs from other subgroups, such as students of a particular race.

The departments, citing the Civil Rights Act of 1964, gave the school districts «guidance on how to identify, avoid, and remedy discriminatory discipline,» telling them they risked legal action if school disciplinary policies had «a disparate impact, i.e., a disproportionate and unjustified effect on students of a particular race.»

Referencing Title IV and Title VI of the Civil Rights Act, the letter warns against discipline policies that result in «different treatment based on the student's race,» or policies that while seemingly race - neutral, actually have «a disproportionate and unjustified effect on students of a particular race.»

Yet the administration's position is much more radical, stating clearly that a «policy that is neutral on its face» and «administered in an even - handed manner» can still «result in unlawful discrimination» if it has a «disproportionate and unjustified effect on students of a particular race.»

District officials were advised that they risk legal action if school disciplinary policies have «a disparate impact, i.e., a disproportionate and unjustified effect on students of a particular race.»

The package included a «Dear Colleague» letter, issued jointly by DOE and DOJ, warning against intentional racial discrimination but also stating that schools unlawfully discriminate even «if a policy is neutral on its face — meaning that the policy itself does not mention race — and is administered in an evenhanded manner but has a disparate impact, i.e., a disproportionate and unjustified effect on students of a particular race.»

In 2014 the departments of Education and Justice together sent each school district a letter advising them that they risked legal action if disciplinary policies had a disparate impact on students of a particular race.

... instances where students of a particular race, as compared to students of other races, are disproportionately: sanctioned at higher rates; disciplined for specific offenses; subjected to longer sanctions or more severe penalties; removed from the regular school setting to an alternative school setting; or excluded from one or more educational programs or activities.

The program puts an emphasis on reducing significant disproportionality, meaning that schools do not discipline students of a particular race or ethnicity at a higher rate than other students.

(1) Has the discipline policy resulted in an adverse impact on students of a particular race as compared with students of other races?

Not exact matches

Students can peruse the biographies and photographs of the entrants and select a particular team they are interested in following through the duration of the race.

As a first test for nonrandom selection of students into or out of particular schools and cohorts of students, we examined whether peer family violence appears to have an effect on cohort size or student characteristics such as race, gender, and income.

The number of students who have felt unwelcome or rejected by a particular group because of their academic ability, athletic ability, beliefs, ethnicity, family income, gender, hobbies / interests, home neighborhood, primary language spoken, musical interest, personal appearance, race, sexual orientation, or style.

A student who is using a voucher and is attending fifth grade, has family income near the poverty line, a particular race or ethnicity, and has low math and reading test scores, for example, would be matched to one or more students who are also attending fifth grade, have incomes near the poverty line, are of that race or ethnicity, and have low reading and math scores, but do not use vouchers.

Students learn how theory and practice inform each other through coursework that investigates adolescent development; race and power in urban classrooms; social - emotional learning; and methods of teaching particular subject matter, special education students, and English - language lStudents learn how theory and practice inform each other through coursework that investigates adolescent development; race and power in urban classrooms; social - emotional learning; and methods of teaching particular subject matter, special education students, and English - language lstudents, and English - language learners.

The AOCC seeks to inspire and impact the improvement of the education sector by annually convening Harvard Graduate School of Education alumni, students, and friends concerned with issues of race, class and education as they pertain to all people, and in particular to communities of color.

In each case, the school district relies upon an individual student's race in assigning that student to a particular school, so that the racial balance at the school falls within a predetermined range based on the racial composition of the school district as a whole.

Parents of students denied assignment to particular schools under these plans solely because of their race brought suit, contending that allocating children to different public schools on the basis of race violated the Fourteenth Amendment guarantee of equal protection.

The BCR study calculated suspension rates as the number of suspensions involving a particular race divided by the student enrollment of that race.

In particular, the Obama administration, through its Race to the Top competitive grants and its waivers of No Child Left Behind Act (NCLB) requirements, is putting pressure on states to incorporate student test scores as a significant component of any new teacher evaluation system.

In particular, through our IDRA EAC - South, we build bridges among administrators, teachers, parents, students and community members so that all stakeholders can find that common higher ground where all students will benefit inclusive of race, gender, national origin or religion.

Planners can gain additional insights by analyzing the performance of subgroups of students, in particular the learning progress of students of different socioeconomic backgrounds, ability levels, language experiences, ethnicities, races, and genders.

ASCD invites you to participate in an educator - driven discussion on how school systems and communities can best meet the diverse needs of the modern learner, with a particular emphasis on addressing student equity, race, poverty, gender communities, mental health, language, and technology.

For example, schools can draw attendance zones based on the racial composition of particular neighborhoods because students in those neighborhoods would be treated the same regardless of race.

Since the only differences in the profiles across participants will be the gender or racial origin of the names on top, we would expect no significant difference by race or gender in the average likelihood of survey participants recommending a particular student profile for advanced coursework.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

In particular, focusing on college - bound high school students, we use a difference - in - difference methodology to analyze the impact of the end of race - based affirmative action at the University of California in 1998 on both the overall level of SAT scores and high school GPA, and the racial gap in SAT scores and high school GPA.

The Student Loan Marketing Association (and, if the Association is privatized under section 440, any successor entity functioning as a secondary market for loans under this part, including the Holding Company described in such section) shall not engage directly or indirectly in any pattern or practice that results in a denial of a borrower's access to loans under this part because of the borrower's race, sex, color, religion, national origin, age, disability status, income, attendance at a particular eligible institution, length of the borrower's educational program, or the borrower's academic year at an eligible institution.