Sentences with phrase «students out of poverty»

Not exact matches

If, however, our scenario had been a different topic — say, a student had experienced extreme poverty for the first time, or realized the magnitude of the global AIDS crisis and wanted to talk to her pastor about how her faith speaks to that — I imagine the response would have been easier for our students to get out and distinctly Christian.

Mothers and children trapped in poverty in our inner cities; rusted - out factories, scattered like tombstones across the landscape of our nation; an education system flush with cash, but which leaves our young and beautiful students deprived of all knowledge; and the crime, and the gangs, and the drugs that have stolen too many lives and robbed our country of so much unrealized potential.

Roland Fryer, a celebrated young professor of economics at Harvard University, has spent the past decade testing out a variety of incentive schemes in experiments with public school students in Houston, New York, Chicago, and other American cities that have school systems with high poverty rates.

With those funds, Miner and de Blasio say cities could provide programming that would lift students and families out of poverty, which is what's they say is one of the biggest issues facing their cities.

As the Government's welfare bill is in the Commons today, Harriet Harman has published a reasoned amendment laying out the bits of the bill Labour agrees with (the benefits cap, turning student maintenance grants to loans) and the bits it does not agree with (abolishing child poverty targets).

At a state Assembly hearing on receivership, held, ironically, just after my visit, experienced educators and sociologists also testified that it takes more than a year or two to break the cycle of poverty and truly help students climb the ladder of success out of poverty and into the middle class.

Addressing that chronic absenteeism was like untangling a rope, loosening knotted - up, long - established habits, cultural issues, and the persistent barriers of poverty that can keep children out of school, leaders in the district of 835 students said.

Without the financial support of students» parents, many teachers from high - poverty schools think that crowdfunding pages are out of the question.

This workshop teaches students about how not just transport, but the infrastructure surrounding it, is crucial for the most simple things - trade, education, healthcare, communication, enjoyment - and ultimately for climbing out of poverty.

First Generation tells the story of four high school students - an inner city athlete, a small town waitress, a Samoan warrior dancer, and the daughter of migrant field workers - who set out to break the cycle of poverty and bring hope to their families and communities by pursuing a college education.

«I had never seen poverty like that,» Dabrieo says of the community in which he was placed, admitting he often questioned his students for not doing their homework only to learn they had been working or that their families» generators ran out of oil.

You do that through statistical procedure where you're basically taking the kids who show up at a teacher's doorstep and getting all the information that you can about them: their incoming tests, their poverty level, demographics, identification for special needs, etc., and trying to statistically factor those things out so that you are left with a clear picture of what teachers are contributing to student learning gains.

School choice also provides a passport out of poverty for those students whose parents could not afford an expensive house at all.

More specifically, improving students» reading, math, and science knowledge and skills will help poor children climb out of poverty, and will help all children prepare for the rigors of college and the workplace.

Some of the disparity in suspension rates may stem from racism or variations in discipline policies but some may stem from differences in student behavior — differences driven by poverty and the other out - of - school factors.

Isn't it likely that at least some of the suspensions gap stems not from racism or variations in discipline policies but from differences in student behavior — differences driven by poverty and the other out - of - school factors mentioned above?

Researchers Craig Howley, of Ohio University and the Appalachia Educational Laboratory, and Robert Bickel, of Marshall University, set out to find out whether smaller schools could reduce the negative effects of poverty on student achievement.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

Too many students in our high - poverty communities are falling behind academically while also missing out on opportunities to excel in a well - rounded set of subjects and activities, such as arts, music, physical education, robotics, foreign language, and apprenticeships.

«It's surprising that the court, which used its bully pulpit when it came to criticizing teacher protections, did not spend one second discussing funding inequities, school segregation, high poverty or any other out - of - school or in - school factors that are proven to affect student achievement and our children.

Hanushek points out that actual spending increases during the time period they studied was more like 100 percent, gaps have not closed, and other explanations for low performance such as increases in the numbers of students in poverty don't explain the difference.

The graph shows a simple correlation between black - white discipline disparities (the percentage of black students given one or more out - of - school suspensions in 2013 — 14 divided by the percentage of white students given the same) versus black - white poverty disparities (the percentage of black children between the ages of five and seventeen in the district living below the poverty line divided by the percentage of white children living below the poverty line).

As parents, teachers, students and community members, we know that to win the schools all our children deserve we must take the fight beyond the classroom and lift families and communities out of poverty.

Less than half of that reached the schools though — the rest went to central bureaucracy — and the district couldn't pull its students out of a persistent, poverty - driven cycle of academic failure.

What is front and center in Vilson's narrative — and why it's such an important complement to Green's — is that he grew up in the same circumstances as his students, navigating poverty, making some bad choices, getting into and out of scrapes.

Providing low - income students with a great education can open doors and provide a pathway out of poverty.

For poor and minority students, risks are higher: 26 percent of those who face the «double jeopardy» of poverty and low reading proficiency fail to earn high school diplomas, and Hispanic and African American children who lack proficiency by third grade are twice as likely to drop out of school as their white counterparts.

Rather than waiting to see how those changes would affect their schools, the district set out in 2008 to incorporate a bold vision into its strategic plan: Vancouver would create an «opportunity zone» where schools would focus on addressing the impact of poverty that can affect students» classroom performance.

Faced with the challenge of successfully serving students living in high poverty, LaVergne High School (LHS) sought out best practices from across the nation and molded them to create highly effective schoolwide programs.

Why that happens can range from poor leadership and ineffective teachers to out - of - school factors that affect student learning, such as living in poverty.

Table 3 - 4 presents suspension data broken out by the percentage of students qualifying for free and reduced price meals (FRPM), a traditional indicator of school poverty.

The UK's Education Act 2011 points to an interesting approach: it raises academic accountability by means of reforming qualifications, a concept almost unheard of in American education politics, which practices giving out money to students primarily in proportion to their poverty instead of to their having earned that public support.

We did the same thing at the school level, to be certain that we ruled out school - level factors that might have impacted instruction and hence, achievement, such as proportion students of color, school size, poverty level, and how well students had done on the assessments the prior year.

This goes for all races, but the trend is that many of the students with families living in poverty drop out of high school, or are just not getting the right education needed and end up on the lowest part of the achievement gap.

A decade ago, 40 percent of the district's schools weren't meeting annual improvement targets, he points out, but now it's one of the top performing districts in the state, despite 60 percent poverty among students.

The scenarios offer a chance to think boldly about one of the most powerful ways to lift children out of poverty and provide all students with a chance at lifelong success: a great education, led by consistently excellent teachers.

Our leaders seek to solve the problem of the poor by blaming the teachers and schools that seek to serve them, calling the deepening levels of poverty an «excuse,» rewarding schools that keep out and push out the highest need students, and threatening those who work with new immigrant students still learning English and the growing number of those who are homeless, without health care and without food.

At Liberty, a school for students at risk of dropping out where 87 percent of students are eligible for free or reduced price lunch — a measure of poverty — the faculty has attended multiple district - run trainings on the new standards and overhauled lesson plans.

Instead, it promotes a «money follows the child» funding system that our reviewer points out would have the effect of making the system even more inequitable by shifting funding away from students learning English and those in poverty.

Connecticut experts with decades of educational experience working with Connecticut educators were replaced by five out - of - state consultants with virtually no experience working with the biggest issues facing poorer school districts; poverty, language barriers and the large number of students who need special education services.

According to «Out of the Loop,» a recent report by the National School Boards Association, «Poverty, isolation, and inequities are exacerbated for rural students by the lack of attention to the unique needs of this considerable population.»

Our innovative approach is made successful by partnering with educators and school leaders in Battle Creek who support our goal of assisting African - American, Latino and English Learner students out of the educational inequality poverty trap by improving student achievement outcomes.

Because high school dropouts earn $ 250,000 less on average over a lifetime less than graduates do (U.S. Bureau of the Census, 2006), their children are more likely to be raised in poverty — and students from impoverished households with undereducated parents are themselves more likely to drop out.

This is cause for immense celebration as more students are on their pathways out of poverty.

Unfortunately, adults can not get it right that every child deserves a free high quality education: society has contributed to expanding poverty, deferring dreams, under educating, over policing, over reliance of out - of - school suspensions, push - outs, extremely low graduation for student of color, and arrest and incarceration can be used interchangeable at schools.

States would still have to test students in reading and math in grades 3 through 8 and once in high school, and break out the data for whole schools, plus different «subgroups» of students (English - learners, students in special education, racial minorities, those in poverty).

With poverty rates in Illinois increasing and postsecondary attainment more important than ever, a new report from the Partnership for College Completion reveals low completion rates, persistent achievement gaps between groups, and highlights how the rising cost of college combined with state budget cuts has put college diplomas farther out of reach for low - income students and students of color.

Conversations about education reform have generally avoided or minimized the impact of poverty on student success, either because of the belief that poverty is too difficult a challenge to address directly or out of concern that poverty will be used as an excuse for poor performance.

Lots of things stand out in this story, but here's one «Nine of the top - ranked 10 schools with student poverty rates of 85 percent or more are charters that employ strategies similar to Hiawatha's.»

The school - to - prison pipeline phenomenon that has been a major topic of discussion in education circles in recent years is defined as a result of policies that encourage a police presence at schools, harsh tactics such as extreme physical restraint, zero - tolerance policies and other automatic punishments that result in suspensions and out - of - class time, and other actions that could increase a student's chances of landing in the criminal justice system, according to Teaching Tolerance magazine, a project of the Southern Poverty Law Center.