Research demonstrates low - income students struggle to learn at the same pace as middle and
upper income white students do.
Not exact matches
(Crack cocaine tends to be more prevalent in low -
income minority communities while powder cocaine is primarily used in
upper - class,
white communities.)
Many of these new schools are focused on solving one of our society's most intractable problems: how to close the achievement gap between low -
income minority students in our nation's inner cities and their
white middle - and
upper - class contemporaries in the suburbs.
The cultural differences between the newcomers and the old - timers in gentrifying neighborhoods can be easily, though inadequately, summarized:
white,
upper - middle - class families prefer a progressive and discursive style of interaction with their children, both at home and in school, and lower -
income, nonwhite families prefer a traditional or authoritarian style of interaction with their children in these same venues.
Unsurprisingly, this pool is disproportionately
white and
upper -
income.
[8] While the Broward district is overwhelmingly low -
income, black and Hispanic, its gifted program was filled with
upper -
income,
white students when it relied on teacher and parent referrals to fill seats.
Mr. Card and Ms. Giuliano found evidence suggesting that private testing gives an advantage to
upper -
income families, who tend to be
white.
New York city district administrators, therefore, now face the challenge of drawing and redrawing school zones as they try to find a balance between this intense segregation in these schools, the influx of
white middle and
upper - class families as gentrifiers, and the low -
income minority families already in the neighborhood.
The influx of
white middle - class and
upper - class students, however, threatens this funding and endangers the programs that help and support low -
income students in these schools.
Posey - Maddox would cite this disparity in funding as one of the ways in which
white middle - class and
upper - class parent involvement and fundraising in «recreate new patterns of inequality within schools» (92 - 3) because they create new norms and expectations that are exclusive of low -
income and minority parents.
Looking at the map below, it becomes evident that many of the cities that are not part of LAUSD are primarily
white and middle and
upper income areas.
It found that among young, college educated,
upper -
income,
white families, home ownership fell 6 percent from 2000.