Sentences with phrase «with high percentages of minority students»

Schools with high percentages of minority students and urban schools are harder to staff, and teachers tend to leave these schools when more attractive opportunities become available.

School districts with high percentages of minority students have the highest number of ineffective teachers.

Theme may be important too; looking at the table above, we can see that the themes with the highest percentage of minority students, character education *, college prep, and career prep, enroll 48.5 %, 43.5 %, and 43.1 % Hartford students, respectively, while the themes with the lowest percentage of minority students, early childhood *, STEM, and arts, enroll 24.8 %, 35.7 %, and 39.4 % Hartford students respectively (weighted averages based on total school enrollment).

Not exact matches

We chose three urban districts with high percentages of minority and low - income students (at least 60 percent on both counts) in each region (Northeast, Midwest, South, West).

Typically, urban and rural schools serving poor and minority students have the highest turnover rates, and as a result they have the highest percentages of first - year teachers, the highest percentages of teachers with fewer than five years of teaching experience, the lowest paid teachers, and the lowest percentages of accomplished teachers.

The higher the threshold — say, requiring a subgroup to represent at least 15 percent of the student body, as opposed to 5 or 10 percent — the lower the failure rate will be for schools with small percentages of disadvantaged minority students.

Uncertified teachers, teaching fellows, and TFA corps members all tend to teach in schools that, relative to those employing more certified teachers, have a higher percentage of minority students; more low - income, ESL, and special - education students; and students with lower achievement levels.

These five schools were located in neighborhoods with some of the highest retention rates in the city (after the promotion policy took effect), and they had large percentages of minority and poor students.

This finding is particularly important given that schools with higher percentages of low - income students, lower performing schools, or schools with predominantly minority students more often report difficulty finding and keeping principals.

This discovery was highlighted in a StudentsFirstNY report released last month that examined the distribution of teacher quality across NYC and found that students in schools with high poverty or percentages of minority students were more likely to have teachers rated «Unsatisfactory.»

This makes the new goal set by the major charter school networks, to grade themselves on the percentage of their students who go on to earn four - year college degrees in six years, all the more radical — especially given the fact that these networks educate low - income, minority students, whose college graduation rates pale in comparison to their more affluent white peers — a mere 9 percent earning degrees within six years, compared with 77 percent of students from high - income families as of 2015.

As noted in the 2015 Texas Equity Plan, «schools with high concentrations of minority students and students living in poverty have higher percentages of inexperienced teachers than schools with low concentrations of those students.

More than 1.2 million students in the United States and Canada drop out of high school each year (with the percentages skewed toward males, low - income and minority students).