Sentences with phrase «teachers by minority students»

«However, in our study, we were surprised to find that minority teachers are not just viewed more highly than White teachers by minority students, but in many cases by White students as well.»

Not exact matches

One seminary teacher tells of being at his greatest effectiveness during the days that he shared with his students the blow - by - blow account of his dealings with real estate people as he sold his house to a member of a minority group and tried, at the same time, to act responsibly toward his neighbors.

The union is hoping to reverse, Vergara v. State of California, a landmark decision that concluded California's teacher tenure and dismissal process violates students» rights by leaving low - income and minority students with the worst teachers.

«Minority teachers may be perceived more favorably by minority students because they can serve as role models and are particularly sensitive to the cultural needs of their students,» said study author Hua - Yu Sebastian Cherng, assistant professor of international education at NYU SteMinority teachers may be perceived more favorably by minority students because they can serve as role models and are particularly sensitive to the cultural needs of their students,» said study author Hua - Yu Sebastian Cherng, assistant professor of international education at NYU Steminority students because they can serve as role models and are particularly sensitive to the cultural needs of their students,» said study author Hua - Yu Sebastian Cherng, assistant professor of international education at NYU Steinhardt.

If basic literacy is in fact necessary for a teacher to be effective in the classroom, the victims of this policy will be the students; in New York City, minority students will be its primary victims, as most students taught by minority teachers are of the same background.

Her book, Balancing Acts: Youth Culture in the Global City (University of California Press 2010), challenges teachers, administrators, and parents to look beneath the outward manifestations of youth culture — the clothing, music, and tough talk — to better understand the internal struggle faced by many minority students and children of immigrants as they try to fit in with peers while working to lay the groundwork for successful lives.

The book is edited by Nancy Kreinberg and Harriet Nathan, who are both associ - ated with EQUALS, a program at the University of California - Berkeley's Lawrence Hall of Science, which helps K - 12 teachers retain more female and minority students in mathematics.

The proportion of minority teachers at independent schools in the Midwest falls significantly below the proportion of minority students enrolled in those schools, according to a recent survey by the Independent Schools Association of the Central States.

The Court of Appeal acknowledged that the challenged statutes increase the number of ineffective teachers in California schools and that low - income and minority students in California are disproportionately taught by less effective teachers.

Her forthcoming book, Balancing Acts: Youth Culture in the Global City (University of California Press 2010), challenges teachers, administrators, and parents to look beneath the outward manifestations of youth culture — the clothing, music, and tough talk — to better understand the internal struggle faced by many minority students and children of immigrants as they try to fit in with peers while working to lay the groundwork for successful lives.

Given that the targeted school population for charters is almost all low - income minorities, the contrast seen during school visits can be startling: black and brown students who are taught by white teachers.

In addition, a state plan must describe how the state will address disparities that result in low - income and minority students being taught by ineffective teachers at a disproportionate rate.

According to California's educator equity plan, in 2013 — 14, twice as many students in high - minority as in low - minority schools were being taught by a teacher on a waiver or permit (a teacher not yet even enrolled in a preparation program).

Citing multiple studies by reputable scholars, it reports that schools with large numbers of minority students tend to employ less - experienced and less - effective teachers, which adversely affects student achievement.

(i) Ensure the equitable distribution of teachers and principals by developing a plan, informed by reviews of prior actions and data, to ensure that students in high - poverty and / or high - minority schools (both as defined in this notice) have equitable access to highly effective teachers and principals (both as defined in

KIPP started in Houston 10 years ago, founded by two young teachers who believed low - income, minority students could excel with intensive teaching in fifth through eighth grade.

By 2025, the MDE has set a goal of increasing the number of minority teachers in critical shortage school districts by 25 %, better reflecting the student population in these districtBy 2025, the MDE has set a goal of increasing the number of minority teachers in critical shortage school districts by 25 %, better reflecting the student population in these districtby 25 %, better reflecting the student population in these districts.

The No Child Left Behind Act in 2001 included language requiring states to «ensure that poor and minority students are not taught at higher rates than other children by inexperienced, unqualified, or out - of - field teachers.»

A major reason for this discrepancy is something that has long plagued America's schools: minority students are more likely to have ineffective teachers — by any measure.

Teachers are further challenged by students who are exceptional in more than one area (twice - or thrice - exceptional), are minority, or are from a low SES status.

A 2015 report by the National Research Council, the research arm of the National Academies of Sciences, Engineering and Medicine, said the District's poor and minority students were still far less likely than their peers to have a quality teacher in their classrooms, perform at grade level and graduate from high school in four years.

Originally seen as a challenge to teacher seniority, Reed vs. California was filed in 2009 by the ACLU on behalf of students at three low - income schools against the state and the LA Unified school district, alleging that widespread seniority - based layoffs enacted during the budget crisis of 2008 — 2009 disproportionately affected low income and minority students, depriving them of equal access to a quality education.

Civil Rights Data Collection Minority students across the country face harsher discipline, have less access to rigorous coursework, and are more often taught by lower - paid and less - experienced teachers, according to new data from the U.S. Department of Education's Office for Civil Rights (OCR).

A report released by the Center for American Progress (2011) indicated minority students made up more than 40 percent of the national public school population, while only 17 percent of the nation's teachers are teachers of color.

Do we intend to continue to ignore a system that promotes and protects mostly white teachers who don't do right by their largely minority students?

Among its promises are that Democrats will support free community college for all, make it easier to repay student loans, allow borrowers with student loans to discharge their debts in bankruptcy if necessary, strengthen higher education schools that serve minorities, crack down on «for - profit schools that take millions in federal financial aid,» and continue to work to improve public schools by holding teachers and schools «accountable.»

As Dropout Nation has noted ad nauseam, few of the accountability systems allowed to replace No Child's Adequate Yearly Progress provision are worthy of the name; far too many of them, including the A-to-F grading systems put into place by such states as New Mexico (as well as subterfuges that group all poor and minority students into one super-subgroup) do little to provide data families, policymakers, teachers, and school leaders need to help all students get high - quality education.

Or, as education professors Richard Ingersoll and Henry May have argued, «minority students benefit from being taught by minority teachers, because minority teachers are likely to have «insider knowledge» due to similar life experiences and cultural backgrounds.»

Segregated minority schools are almost always segregated by poverty as well as race, and sometimes by language as well; they typically have less experienced teachers, less educated and less powerful parents, more untreated student health problems, and many other forms of inequality (Orfield, 2009).

In a follow - up question by Associate Justice Brian M. Hoffstadt, he asks about how grossly ineffective teachers are impacting minority students.

A few terms coined by the corrupt system translated for the rest of us, especially minority students and their teachers:

The process of sorting students by their achievement level has the consequence of exposing minority and poor students to lower quality teachers and less - resourced classmates.

The plaintiffs in Vergara v. California argued that the state's employment rules leave so many ineffective teachers on the job that some students — many of them low - income and minority — fail to receive the education guaranteed by the state constitution.

Though preliminary, there is evidence that active engagement from teachers stands to improve the trust deficit reported by minority students.

ESSA, the federal law that replaced No Child Left Behind and goes into effect this fall, requires that states define «ineffective» and «inexperienced» teachers in their plans, and describe ways they'll ensure low - income and minority students aren't being taught by them at higher rates than their peers.

As part of this vision, the NTC scales high quality teacher induction services to a national audience and works closely with educators and policymakers nationwide to serve low - income students, minority students, and English language learners, who are otherwise often taught by inexperienced teachers.

«The harm to California's low - income students of a short gap without a state standardized test score is dwarfed by the life - long effects that millions of low - income and minority students nationwide will experience as a result of the Department's failure to monitor and enforce their right to equitable access to qualified, experienced, and effective teachers.»

According to California's educator equity plan, in 2013 — 14, nearly twice as many students in high - minority as in low - minority schools were being taught by a teacher on a waiver or permit (a teacher not yet even enrolled in a preparation program).

By ALAN J. BORSUK Posted: June 20, 2005 The nation's largest teachers union and a partner organization on Monday announced a $ 500,000 grant to support efforts in Milwaukee to close achievement gaps between racial minority students and white students and between low - income students and others.

We use panel data in Washington State to study the extent to which teacher assignments between fourth and eighth grade explain gaps between advantaged and disadvantaged students — as defined by underrepresented minority status (URM) and eligibility for free or reduced price lunch (FRL)-- in their eighth grade math test scores and high school course taking.

The consideration of teacher movements across schools suggests that principals follow patterns quite similar to those of teachers — preferring schools that have less demands as indicated by higher income students, higher achieving students, and fewer minority students.

According to the ruling, tenure affects minority students adversely and unequally by making it difficult to fire ineffective teachers, who predominantly teach low - income, minority students.

A vigorous dissent by three judges, argued, «By erroneously affirming the district court's decision, we allow the State of California to perpetuate discrimination against qualified minority teachers, who are already seriously underrep - resented in the California public school system, and, derivatively, against minority students as well.&raquby three judges, argued, «By erroneously affirming the district court's decision, we allow the State of California to perpetuate discrimination against qualified minority teachers, who are already seriously underrep - resented in the California public school system, and, derivatively, against minority students as well.&raquBy erroneously affirming the district court's decision, we allow the State of California to perpetuate discrimination against qualified minority teachers, who are already seriously underrep - resented in the California public school system, and, derivatively, against minority students as well.»

Previously, the renewal application was to be akin to initial waiver applications, with a particular focus on plans for using federal Title II funds for evidence - based professional development and for using teacher - evaluation data to ensure that poor and minority students are not taught by ineffective teachers at disproportionate rates.

$ 7,662,612 in Teacher Quality Partnerships grants to improve student achievement; improve the quality of new prospective teachers by improving their preparation and enhancing professional development activities for teachers; hold teacher preparation programs at institutions of higher education accountable for preparing highly qualified teachers; and recruit highly qualified individuals, including minorities and individuals from other occupations, into the teachingTeacher Quality Partnerships grants to improve student achievement; improve the quality of new prospective teachers by improving their preparation and enhancing professional development activities for teachers; hold teacher preparation programs at institutions of higher education accountable for preparing highly qualified teachers; and recruit highly qualified individuals, including minorities and individuals from other occupations, into the teachingteacher preparation programs at institutions of higher education accountable for preparing highly qualified teachers; and recruit highly qualified individuals, including minorities and individuals from other occupations, into the teaching force.

Current teaching programs in place ought to expand their underrepresented minority recruitment and retention initiatives in order to help bring teachers into the classroom and help struggling Asian American students excel in the classroom by providing a role model to whom they can relate.

A June 2014 report released by the National Council on Teacher Quality (NCTQ) claimed that, «When teachers are absent 10 days, the decrease in student achievement is equivalent to the difference between having a brand new teacher and one with two or three years more experience... Worse yet, a number of studies have found there to be a disproportionately high rate of teacher absenteeism in schools serving low income and minority students, providing yet another obstacle to closing the achievement gap.Teacher Quality (NCTQ) claimed that, «When teachers are absent 10 days, the decrease in student achievement is equivalent to the difference between having a brand new teacher and one with two or three years more experience... Worse yet, a number of studies have found there to be a disproportionately high rate of teacher absenteeism in schools serving low income and minority students, providing yet another obstacle to closing the achievement gap.teacher and one with two or three years more experience... Worse yet, a number of studies have found there to be a disproportionately high rate of teacher absenteeism in schools serving low income and minority students, providing yet another obstacle to closing the achievement gap.teacher absenteeism in schools serving low income and minority students, providing yet another obstacle to closing the achievement gap.»

States and school divisions had to ensure that poor or minority students were not assigned to classes taught by unqualified, inexperienced, or out - of - field teachers at a greater rate than other students.

It would be great if you could conduct primary research and investigate the opinion of those people who were directly affected by the affirmative action (minority students and teachers, for example).

Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and education in China, his father's career in engineering, his mother's background and education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.