Sentences with phrase «white students remain»

White students remain disproportionately isolated with other whites.

Across all grades taken together, white students remain the largest group — 31 percent — but that number has fallen sharply since 1970, when more than 90 percent of students were white.

The report shows that all racial groups except white people experienced considerable diversity in their schools; however, white students remain overwhelmingly in white schools, even in regions with very large non-white enrollments.

The achievement gap between Black and Hispanic students and white students remained, but the minority students outperformed their counterparts on a national level.

According to KPCC's coverage of the suspension report, «Researchers found that while suspension rates for Asian and white students remained largely unchanged between 1973 and 2010, suspension rates for African - American and Latino students doubled.»

Meanwhile, 8th grade reading scores were even worse — with 8th graders in 2015 also performing no better overall than in 2000, but with the gap between Black and White students remaining unchanged in that time and the gap between students in poverty and students not in poverty growing from 13 points to 23 points.

Not exact matches

A young white podiatry student living in another Chicago project said: «The only difficulty in this project is some of the families that the management has admitted and then permitted to remain.

Performance gaps between black and Latino students and their white and Asian counterparts remained wide — some 30 points in ELA and even more in math.

Then they asked white college students to rate how much the remaining on - screen characters, who were white, liked or were positive toward the cropped - out character.

Even in the unlikely scenario that ending racial preferences forced all these students to surrender their seats to white and Asian - American students, acceptance rates for the remaining students would only increase from 10 to 12 %.

At a time when students of color now comprise a majority in the nation's schools, the supply of principals, much like the teaching profession, remains overwhelmingly white.

Approximately 83 percent of students are white, 12 percent are Hispanic, and the remaining 5 percent are black, Asian, Pacific Islander, American Indian, or Native Alaskan.

While black students» share of student enrollment has remained virtually constant since 1968 (between 15 and 17 percent), white students» enrollment share has declined from 80 percent in 1968 to 51 percent 2012.

Though the goal of the busing program was to integrate P.S. 183, the students there remained predominantly white and from high - income families.

Too many black students, even those in predominantly white schools, continue to trail their white peers; too many schools have remained segregated for too long; too little attention is being given to teaching students how to read, write, and calculate.

The gap between white and minority students remained wide, as only 16 percent of black students and 18 percent of Hispanic students were deemed proficient in English.

In Ohio, the findings were positive: The introduction of voucher competition modestly improved the outcomes of students who remained in their public schools — in the range of one - eighth of the magnitude of the black - white test - score gap.

The report, Resegregation in American Schools, published by the Civil Rights Project, Harvard University, found that minorities tend to go to school with other minorities in impoverished neighborhoods and that white students go to schools that remain overwhelmingly white and middle class.

Overall scoring patterns in New York State remained largely unchanged, with black and Hispanic students making small proficiency gains but remaining at least 20 percentage points behind white test - takers.

Figure 2 also shows the large differences in exclusionary discipline rates between black students and white students, a gap that remains substantial regardless of the race and gender of the teacher.

Overall, roughly two - thirds of the students in the remaining sample were white.

While there is no indication of racial motivation among the Indiana lawmakers who created the voucher program, the effects are clear: Indiana's voucher program increasingly benefits higher - income white students, many of whom are already in private schools, and diverts funding from all other students who remain in the public school system.

And as the student population continues to grow more racially, ethnically, and linguistically diverse, the teacher workforce remains overwhelmingly white.3 Research shows, however, that students of color benefit from having teachers with whom they share the same race or ethnicity, 4 and white students benefit from having nonwhite teachers as well.5 In order to increase the number of teacher candidates of color enrolling in and graduating from teacher preparation programs, several states are developing initiatives to intentionally recruit high - achieving people of color into the teaching profession.

«In actuality,» writes historian Robert A. Pratt, «race was the only criterion considered; the Pupil Placement Board assigned very few black students to white schools in Virginia while it remained in operation.»

Minority students have been closing gaps with their white peers in recent years, but those gaps remain substantial: In 2013, 86.6 percent of white students graduated on time, compared with 75.2 percent of Hispanic students and 70.7 percent of black students, according to the annual GradNation report.

Gaps in achievement between black and white students in Maryland remain among the largest in the country.

The gap between black and white high school students, kids at the threshold of adult life, remains profound.

The state's public school system remains largely segregated and black students continue to fare worse economically and academically than white students.

Of the remaining students, the Alliance schools are 5 % African American compared with 2 % in the Traditional schools, and the traditional schools have slightly more Asian (2 % vs. 1 %) and White (2 % vs. 1 %) students compared to Alliance [26].

But although its ranking improved and the math and English scores of black students rose, critics and researchers have pointed to the fact that the scores of white students — who make up about 85 percent of the state's student population — remained mostly stagnant on both NAEP and the ACT.

Zimmer, King and Torlakson stayed away from some of less positive news from the test results, including that the achievement gaps between some minority groups and white students, and between students from economically challenged backgrounds and their wealthier peers, remained close to the same as last year.

While minorities and subgroups showed improvements, so did white students and those not from wealthier backgrounds, so the gaps remained at close to the same levels.

For example, White students are more than 4 times more likely to be meeting or exceeding standards in Math than Black students, and this has remained consistent since testing began a few years ago.

While white students» trust in their teachers remained unchanged after receiving the note, African - American students who received the note had less discipline issues in the following school year.

In the next few decades, despite the official end of segregation, the school's student population remained almost exclusively middle - class and white.

Besides suspensions, Achievement First was criticized for socially isolating students in a separate room, allowing them to remain in class only if students opted to wear white «reorientation» shirts.

The share of white students in the Richmond - Petersburg metro declined by almost ten percentage points to 51 % between 1989 and 2010, even as the share of the black enrollment remained steady at 37 %.

For these reasons, it remains vital to explore and understand the extent to which other racial groups are exposed to white students.

Achievement gaps between white and minority students remain large.

The gaps have remained, however, and this year, the ever so slight narrowing of gaps between white and black students is due to drops in the scores of white students — hardly a civil rights victory.

Although the increase is attributed to improved graduation rates for specific groups of students that have traditionally struggled to earn a diploma — including a 15 percentage point gain for Hispanic students and a 9 percentage point gain for black students over the past decade — gaps still remain when comparing these students to their white and Asian peers.

As the number of Hispanic students in Connecticut's schools continues to rise, the achievement gap between these students and their white classmates remains.

For lesser offenses, he was given «re-orientation» where he could remain in class, but had to wear a white shirt and other students were not allowed to talk to him.

Those gaps remain substantial with black students scoring about 10 to 11 percent lower than white students in each grade and subject.

As the student population in the state has grown more diverse over the last several years, the state's teaching corps has remained predominately white.

While each subgroup of students — including economically disadvantaged children — made progress this year, achievement gaps remained stubbornly large: 92 percent of white students were proficient in reading, for example, compared with 52 percent of Hispanic students, 44 percent of black students and 42 percent of poor children.

«We're concerned, and remain concerned over the achievement gaps we see between our black and Hispanic students and their white peers.

But as student demographics change and achievement gaps between white and minority students remain wide, principals face growing challenges to serve an increasingly diverse population.

«As the nation moves forward, we are seeing a rapid increase in the diversity of our student body while the teaching force remains dominated by white, middle - class females.

While graduation rates improved for all student subgroups, large gaps between white students and students statewide of color remain.