Sentences with phrase «than white students on»

While Asian Americans do score lower than white students on some measures of psychosocial wellbeing, Americans as a whole score so abnormally high that, globally speaking, Asian American scores are «actually quite normal,» says Pittinsky.

Asian students have generally performed better than white students on state math tests in the city, and about the same on English tests.

In the traditional lectures, black students and students whose parents did not attend college performed worse than white students on exams.

If minorities are benefiting, why do black students score 20 points lower than white students on those tests?

Not exact matches

On average, white male students graduate with about 33 % more debt than their white female peers.

Being a student of Cryuff, Dennis has ALWAYS been tactically astute and more than aware of the atmosphere in the club adn its dressing room but being a amnage is more than simply drawing complex sketches on the white - board and screaming at players.

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.

They were consistently more accurate on all tasks than the controls and the students,» says Dr White.

Also, more American black students — irrespective of their class or background — will set off on this education path than their white counterparts.

Scarlett Johansson's role as a show dog / love interest called Nutmeg, who bears a strange resemblance in grooming and deportment to Lee Remick, is off to the side — more so than Greta Gerwig's feisty, thatch - haired student protester, busy speaking truth to power on mainland Japan while being, a little inexplicably, white.

With the white students and community ready to boycott the school, Boone concentrates on teaching his students something far more important than throwing a nice spiral.

According to the authors, minority students, with the exception of Asian students, fare worse on the eighth - grade MCAS than their white counterparts.

Other researchers have found that white students in charter schools transferred from schools that, on average, had a higher proportion of nonwhite students than their new charter school.

Rather than getting mad at a student with poor working memory who constantly forgets to write down homework assignments, a teacher could easily help that kid by verbalizing assignments and writing them down on the white board.

The Connecticut Civil Liberties Union (CCLU) has complained to two federal agencies that the Hartford school system is violating the rights of minority students by spending less money educating minorities than it spends on white students.

In 2006, a U.S. Department of Education report noted that black graduates were more likely to take on student debt, and in 2007, an Education Sector analysis of the same data found that black graduates from the 1992 - 93 cohort defaulted at a rate five times higher than that of white or Asian students in the 10 years after graduation (Hispanic / Latino graduates showed a similar, but somewhat smaller disparity).

Four years after earning a bachelor's degree, black graduates in the 2008 cohort held $ 24,720 more student loan debt than white graduates ($ 52,726 versus $ 28,006), on average.

The researchers found that citizens who are less educated, of lower income, or minority are no less able than better - educated, higher - income, or white citizens to evaluate the schools on the basis of student achievement.

Studies show a familiar pattern: middle - income black and Latino students faring worse than their white counterparts with respect to grades, enrollment in advanced courses, and performance on standardized tests.

On the other hand, Denver's steady improvement has widened the achievement gap, something that happens in many urban districts that improve, as white and middle - class students raise their scores faster than poor and minority students.

However, research shows that black students are more likely to be categorized as «acting white» based on their style or the music they listen to than on getting good grades.

Nationwide, on average, black students are four times more likely to live below the poverty line and 30 percent less likely to have a college - educated mother than white students.

White teachers were 9 percentage points less likely to expect a black student to earn a college degree than their black colleagues when both teachers were evaluating the same student — on average, 33 percent of black teachers expected the student to finish college, compared to 24 percent of white teacWhite teachers were 9 percentage points less likely to expect a black student to earn a college degree than their black colleagues when both teachers were evaluating the same student — on average, 33 percent of black teachers expected the student to finish college, compared to 24 percent of white teacwhite teachers.

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.

Where Prior Lake enrolls a little over 1,000 students, more than 90 percent of them white and only 1 in 20 on free or reduced - price lunch, Berkeley houses 3,000 students, one - fourth of whom are low - income and two - thirds of whom are nonwhite.

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 twelfth - graders are 2.6 times likelier to score below the proficient level on the NAEP reading exam than are white students.

On standardized tests, white students tend to perform significantly higher than black and Latino students.

If black students in the sample continue to lose ground through 9th grade at the rate experienced in the first two years of school, they will lag behind white students on average by a full standard deviation in raw math and reading scores and by more than two - thirds of a standard deviation in math even after controlling for observable characteristics (the gap would be substantially smaller in reading).

Black and Hispanic students are much less likely to be identified as «gifted» than their white and Asian counterparts — a disparity found in Oklahoma that mirrors national statistics on gifted and talented education.

Similarly, studies based on observations from actual classrooms often find that black students with white teachers receive less attention, are praised less, and are scolded more often than their white counterparts.

On average, a black student with a black teacher in a school where more than two - thirds of the student - body is black is still more likely to experience exclusionary discipline, compared to a black student assigned to a white teacher in a school where black students accounted for less than a third of the student population.

It bemoans the fact, for example, that «while schools that earn Celebration Eligible or Reward status under Minnesota's accountability system demonstrate higher on - track rates for both white and African American students than schools identified for intervention, the difference in on - track rates for white and African American students among these recognized schools are still vast.»

Since white students score higher than black students on average, let's say that the average white score is 100, while the average score for black students is 80.

It may also be that black teachers simply have more effective classroom - management practices than white teachers, on average, and are therefore better able to induce misbehaving students to exhibit better behavior.

Superintendent White's plan would allow schools to enroll students on the waiting list if the schools agree in writing to accept a potential «worst - case scenario» of a nominal payment from the state of less than $ 100 per child for the year.

White, African American, and Latino students all scored higher on those NAEP tests than did students from the same racial and ethnic groups in the 1970s, but African American and Latino students made greater gains than white studWhite, African American, and Latino students all scored higher on those NAEP tests than did students from the same racial and ethnic groups in the 1970s, but African American and Latino students made greater gains than white studwhite students.

Last month, an opinion piece on Bloomberg.com encouraged the DoE to withdraw their guidance and let schools and districts manage their discipline policies without oversight — despite clear evidence that prior to the 2014 guidance, African American students and other groups were (and in many cases still are) more likely to receive heavier punishment for the same offenses than white students, and to be suspended at a higher rate.

But she, along with Ushomirsky and Williams illustrate that in the case of Florida, where the proficiency levels for black students in A-ranked schools are, on average, four percentage points lower than for white peers in C - ranked schools.

African - American 12th - graders scored on average 30 points lower than their white peers on the 2015 National Assessment of Educational Progress math exam, while Hispanic students scored 22 points lower.

As Ushomirsky, Williams, and Hall point, out, the average gap in on - track performance rate for black and white students in Recognized schools is 18 percentage points, a mere two points better than for peers in low - performing schools.

On average, both Hispanic and Black students across grade levels are one and one half times more likely to be retained than White students (see graph).

The proposal to put the science - lab cuts on the table was approved recently by Berkeley High's School Governance Council, a body of teachers, parents, and students who oversee a plan to change the structure of the high school to address Berkeley's dismal racial achievement gap, where white students are doing far better than the state average while black and Latino students are doing worse.

Maryland's public school students made greater gains on a national standardized test than their peers in nearly every other state, although the achievement gap between white and minority students persists.

Under the plan, Asian students are expected to achieve a higher pass rate on state exams than white students, while the state sets lower goals for Hispanic, black and special - education students.

Twenty - one percent of Latino students read at the highest levels on NAEP in 2015 (a one point increase over 2013 and a six point gain over 2002); 21 percent of Native students read at Proficient and Advanced levels (unchanged from two years ago, and a one point decline over 2002); 36 percent of white students read at Proficient and Advanced (unchanged from 2013, but five points higher than in 2002); and 54 percent of Asian students read at the highest levels on NAEP (two points higher than two years ago, and 17 points higher than in 2002).

This implies that high - poverty schools are, on average, much less effective than lower - poverty schools, and suggests that strategies that reduce the differential exposure of black, Hispanic, and white students to poor classmates may lead to meaningful reductions in academic achievement gaps.

Twenty - one percent of Latino eighth - graders read at the highest levels on NAEP in 2015 (unchanged from 2013, but five points higher than in 2002); 44 percent of white eighth - graders read at Proficient and Advanced (two points lower than in 2013, but three points higher than levels 13 years ago); 22 percent of Native eighth - grade students read at the highest levels (three points higher than in 2013, and four points higher than in 2002); and 52 percent of Asian eighth - graders read at Proficient and Advanced levels (unchanged from 2013, but 16 points higher than levels 13 years ago).

As a local example, one study focused on Charlotte - Mecklenburg shows both black and white students who attended desegregated elementary schools performed better on standardized tests than peers who attended segregated schools.

Its graduation rate rose from 64.3 percent in 2007 to 78.8 percent in 2012, according to data provided by the district, and it narrowed the achievement gaps between the district's Hispanic students and Texas» white students by more than 50 percent on state tests in high school math and science.