Sentences with phrase «than white students for»

They are also likely to be punished more severely than white students for minor misbehavior, contributing to the achievement gap and high dropout rates for these students.

Not exact matches

And it's hardly racially balanced: Black students are three times more likely to be suspended or expelled than white students, according to the Education Department's Office for Civil Rights, and research in Texas found students who have been suspended are more likely to be held back a grade and drop out of school entirely.

In fact, the researchers report that «if similar success could be achieved for all minority students nationwide, it could close the gap between white and minority test scores by at least a third, possibly by more than half.»

But as it stands now, all we can say for certain is that in 1988 at Clemson University, among the mostly young white students questioned, men had a greater tendency than women to try and like fiery - foods.

The research also finds that black students are 54 percent less likely than white students to be identified as eligible for gifted - education services after adjusting for the students» previous scores on standardized tests, demographic factors, and school and teacher characteristics.

A crew of white - coat - clad kitchen employees is preparing locally landed Acadian redfish fillets topped with oyster cracker crumbs and seasoned with Old Bay for more than 2,000 elementary school students.

Their findings, published in American Psychologist (September 2004), demonstrated that although those who declined enrollment in the Meyerhoff Program often attended highly regarded HBCUs and Ivy League institutions, they were significantly less likely than Meyerhoff students to pursue and complete science Ph.D. s or M.D. / Ph.D. s. «If current Ph.D. receipt rates of program graduates continue,» Hrabowski says in American Psychologist, «UMBC will in all likelihood become the leading predominantly white baccalaureate - origin university for black STEM Ph.D. s in the nation.»

For more than a century, resources had been distributed unequally among the races, so the college's facilities, its academic standards, and the academic preparation of its students could not match those of selective white colleges.

According to a March 31 white paper from the Institute for International Education in New York City, more than 15,000 university students — mostly in graduate programs — and 2,100 scholars currently in the US are from the six countries named in Trump's executive order.

The results show that, after adjusting for differences in family background, black students at any class level are more likely than their white counterparts to attend a four - year university.

For the most part, he and others were not aware they were receiving anything less than white students were in other areas; they simply were not exposed to it.

For example, Florida State University's 2017 study of the Florida Tax Credit Scholarship Program found that participants were four percentage points less likely to be white, one percentage point more likely to qualify for free lunch, and had prior math and reading scores that were two to four percentile points lower than eligible students that did not participate in the choice progrFor example, Florida State University's 2017 study of the Florida Tax Credit Scholarship Program found that participants were four percentage points less likely to be white, one percentage point more likely to qualify for free lunch, and had prior math and reading scores that were two to four percentile points lower than eligible students that did not participate in the choice progrfor free lunch, and had prior math and reading scores that were two to four percentile points lower than eligible students that did not participate in the choice program.

• A 2014 study by Goldrick - Rab, Kelchen, and Houle and a 2015 report by Demos show that black students borrow more than other students for the same degrees, and black borrowers are more likely than white borrowers to drop out without receiving a degree.

There are also articles about obstacles to greater progress: a study reveals that teacher expectations impact students» likelihood of completing college and are often lower for black students than for their white counterparts, even after accounting for students» academic and demographic backgrounds; and a look at how allowing laptop use in the classroom actually distracts from student learning.

New research by Morgan, Farkas, Hillemeier and Maczuga once again finds that when you take other student characteristics — notably family income and achievement — into account, racial and ethnic minority students are less likely to be identified for special education than white students.

But controlling for other factors that might put students at risk for problems at school, Paul Morgan and George Farkas find that minority students are actually less likely to receive special ed services than similarly situated white students.

Another literature review, conducted by economists Jeffrey Grogger and Derek Neal, found few clear - cut gains for white students, while «urban minorities in Catholic schools fare much better than similar students in public schools.»

[xv] While this may be a positive trend in general, we also find that among graduate school enrollees, more than a quarter (28 percent) of black graduate students enroll in for - profit institutions — compared to just 9 percent among white graduate students.

Using the B&B: 08/12 data, we examine total debt - to - income ratios for individuals who are employed full - time in 2012 and not currently enrolled, and find that black students with graduate degrees have debt - to - income ratios that are 27 percentage points higher than white graduate degree holders (even after controlling for other characteristics such as parental education and income).

For exactly this reason, writes Gloria Ladson - Billings, a black professor at the University of Wisconsin — Madison, in a recent essay in Ed Week, «There is something that may be even more important than black students having black teachers, and that is white students having black teachers.

While the 42 percent rate of math proficiency for U.S. white students is much higher than the averages for students from African American and Hispanic backgrounds, U.S. white students are still surpassed by all students in 16 other countries.

In a demographically diverse district of urban, suburban, and rural areas, the percentages of black students scoring below state standards were two to four times greater than for white students.

This pattern likewise falls disproportionately along racial lines: for example, Latino students are 1.4 times more likely than white students to attend a school with a law enforcement officer but not a school counselor (while Asian students are 1.3 times as likely and black students are 1.2 times as likely).

At the average college or university, only 51 percent of Hispanic students graduate within six years, while the typical six - year graduation rate for white students is 59 percent, says a new report that explores why some schools are more successful than others at graduating Hispanic students.

Research shows that racial and ethnic minority students are less likely to be identified for special education than white students when you take other student characteristics into account.

Empowering parents is one of the best ways to combat the persistent finding that black children are statistically more likely than white children to be designated as special education students, according to the National Association for the Education of African American Children with Learning Disabilities.

When he controlled for student gender, SES, prior achievement, and misbehavior (e.g, suspensions and fights), and for teachers gender, race, years of experience, teaching credential, and education., Cooc found teachers were more likely to believe that white students, rather than minorities, have disabilities.

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.»

Both GPA and standardized - test - score averages are lower for black students than for white students.

In both reading and math, while the absolute performance of white students in Houston is higher than that of Hispanics and African - Americans, it is clear that the upward trend in performance for minority students in Houston is steeper than that of whites.

They find black and Hispanic students were more likely to be disciplined conditional on receiving a referral for «minor misbehavior» than were their white peers.

More troublingly, we also find that white teachers, who comprise the vast majority of American educators, have far lower expectations for black students than they do for similarly situated white students.

Moreover, the reason for a school's failure to win an award was often not that African - American and Latino students were lagging behind, but that white non-Hispanic students experienced slower growth in achievement: the average school with multiple racial subgroups witnessed larger gains for African - American and Latino students than for white students.

For the first time, more Asian - American than white students have been admitted to the University of California system.

The school has diversity of its own to draw on: Including those in the Bilingual Orientation Center, 27 percent of students at Stanford speak English as a second language, 28 percent qualify for free or reduced - cost lunch, and fewer than half the students are white.

African - American students are far more likely than their white peers to receive a subpar education, in larger classes taught by unqualified teachers in decaying buildings, according to the National Association for the Advancement of Colored People.

One experimental study in 2014 by Anne Gregory and colleagues found that teachers in the MTP program suspended students less often than teachers in the control group, and when suspensions did occur, MTP teachers had equal suspension rates for African American and white students.

Kozol points out that the wealthiest suburban school districts surrounding New York City, for example, spend more per pupil to educate their mostly white student bodies than the city spends to educate its mostly minority population.

According to the Program for International Student Assessment (PISA), there are more than a dozen other nations where, by the time children reach 15, math problem - solving scores are higher than for white students in the United States.

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.

For instance, because there was greater between - school variance in outcomes for African American students than for white students (especially in the South), Coleman concluded that black students would be more responsive to school differencFor instance, because there was greater between - school variance in outcomes for African American students than for white students (especially in the South), Coleman concluded that black students would be more responsive to school differencfor African American students than for white students (especially in the South), Coleman concluded that black students would be more responsive to school differencfor white students (especially in the South), Coleman concluded that black students would be more responsive to school differences.

Additionally, the immediate college enrollment rate for White students was higher than that for Hispanic students from 2000 through 2010.

For example, one study documented that «black and white students in desegregated schools are less racially prejudiced than those in segregated schools,» and that «interracial contact in desegregated schools leads to an increase in interracial sociability and friendship.»

They brought this action in the United States District Court for the District of Kansas to enjoin enforcement of a Kansas statute which permits, but does not require, cities of more than 15,000 population to maintain separate school facilities for Negro and white students.

But once the data are adjusted for the effects of the key background characteristics identified above, black students appear to lose much more ground than they do in the raw averages, falling 0.16 standard deviations in math and 0.19 standard deviations in reading relative to white students (see Figure 1).

African - American students in Kentucky, Montana, Utah, and Minnesota were three times more likely to be identified as emotionally disturbed while black students in Louisiana, Washington, Oregon, West Virginia, and North Carolina were more than twice as likely as white students to be targeted for such special programs.

If, as some have argued, white teachers have lower expectations for black children, one would predict that black students with white teachers would lose more ground than black students with black teachers.

The immediate college enrollment rate for White students was higher in 2016 (71 percent) than in 2000 (65 percent), as was the rate for Hispanic students (71 percent in 2016 and 49 percent in 2000).

In addition, the enrollment rate for Asian students was higher than the rate for White students every year since 2004.

Moreover, the impact may have been particularly great for black and Hispanic students larger shares of whom enter high school with weak mathematics skills than of white students.