Their research also reveals how ethnic background plays a significant role in grammar school entry, with disadvantaged Indian pupils four times more likely
than disadvantaged white British pupils to attend a grammar school.
It reports that disadvantaged Chinese pupils are fifteen times as likely
than disadvantaged white British pupils to attend a grammar school.
Disadvantaged Indian pupils were four times more likely
than disadvantaged white British pupils to attend a grammar school, while disadvantaged Chinese pupils were 15 times as likely.
Disadvantaged Indian pupils are four times more likely to attend a grammar
than disadvantaged white British pupils, and disadvantaged Chinese pupils fifteen times more.
Not exact matches
White men hate their rivals far worse than those they deem as inferior, and, often times, there are great disadvantages for being w
White men hate their rivals far worse
than those they deem as inferior, and, often times, there are great
disadvantages for being
whitewhite.
Gifted students in LUSD are far less likely to be economically
disadvantaged and more likely to be
white or Asian
than other students in the district.
However, according to Loveless, «If tracking and accelerated coursework in eighth grade represent the beginning of a pipeline for promising young stars in mathematics or literature, that opportunity is more open to
white and Asian students in suburban schools
than to
disadvantaged youngsters in schools serving students of color.»
Yet
disadvantaged and underrepresented minority students attend selective colleges at far lower rates
than do higher - income and
white students.
Prior research by William Howell and Paul Peterson suggested that the reason low - income inner - city African Americans benefit most from private - school choice is that moving to the new school represents a more dramatic improvement in the school environment for them
than for less -
disadvantaged white and Hispanic students.
When African Americans in Minnesota (as elsewhere) are significantly more likely
than white students to be growing up in poverty, to be living in single - parent families, to be coming into school with all manner of
disadvantages?
Disadvantaged white children far less likely to get grammar school places
than ethnic minority kids (Lynn Davidson, The Sun)
That gap is wide: Data from the state Department of Education shows the achievement gap between
white and black students in Mississippi is 28 percent, larger
than the gaps for other traditionally
disadvantaged subgroups in the state, including those between English speakers and English - language learners and between students in special education and general education, according to Mississippi Department of Education data.
On Wednesday, the education select committee called for greater efforts to support poor
white pupils, who had much worse exam results
than disadvantaged black and Asian pupils.
But to begin to close that gap,
disadvantaged students need to improve faster
than white ones.
A surprising implication of these findings is that, relative to
white children, black boys fare worse
than their sisters in significant part because black children — both boys and girls — are raised in more
disadvantaged family environments.
The CST gaps between EL and
white students (61 %) and between economically
disadvantaged and
white students (31 %) are both smaller
than those for the Smarter Balanced test (79 % and 54 %, respectively).
Students from
disadvantaged groups experience two to three times the average gains from smaller classes
than middle class
white students.
Accordingly, difference blindness, which holds all lawyers accountable to seemingly neutral standards, disproportionately
disadvantages diverse populations and normalizes the dominance of certain actors — here,
white men — by creating the illusion that success or failure depends upon individual rather
than structural constraints.