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The Center on Race and Social Problems (CRSP) at the University of Pittsburgh School of Social Work was designed to address societal problems through research, intervention, and education. It is the first center of its kind to be housed in a school of social work and it is unique in both its multidisciplinary approach and its multiracial focus ...
Since the mid-20th century, researchers have found that benefits of racial diversity in schools for racial minority students include higher reading levels, increased likelihood of graduating high school, positive impact on work aspirations and higher educational attainment, greater interaction with other racial groups and creation of ...
Qualitative research has involved deductive and inductive methods, including the development of codebooks focusing on the conceptual framework and existing literature on education policy and disproportionality. [7] Quantitative research have coded articles based on the analysis used in each study, such as risk ratio, regression or multi-regression.
cUniversity of Pennsylvania Center for Mental Health Policy and Services Research, USA Accepted1November2004 Abstract The association between environmentally released mercury, special education and autism rates in Texas was investigated using data from the Texas Education Department and the United States Environmental Protection
The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. [1] It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while ...
Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools.
Minorities are more likely than white Americans to not have a banking account. 3.5% of Asians, 3.3% of white Americans, 21.7% of African Americans and 19.3% of Hispanics and 15.6% of remaining racial/ethnic categories do not have banking accounts. [31] Lusardi's research revealed that education increases one's chances of having a banking account.
Conversely, White students were over-represented in gifted education programs by 17% and Asian American minority students being labeled as gifted and talented, but research shows that there is a growing achievement gap between White students and non-Asian students of color. There is also a growing gap between gifted students from low-income ...