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The Oakland proposal was explained as follows: that Black students would perform better in school and more easily learn standard American English if textbooks and teachers incorporated AAVE in teaching Black children to speak Standard English rather than mistakenly [51] [52] equating nonstandard with substandard and dismissing AAVE as the latter.
In 2015, the average SAT scores on the math section were 598 for Asian-Americans, 534 for White Americans, 457 for Hispanic Latinos and 428 for Black Americans. [20] Additionally, 10% of Asian-Americans, 8% of whites, 3% of Mexican Americans, 3% of Native Americans and 2% of Black Americans scored above 600 on the SAT verbal section in 1990. [21]
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 ...
It’s written in African-American Vernacular English—better known as “Ebonics”—and includes phrases like “mama Jeep run out of gas” and “she walk yesterday.” The first response from her students is always the same: The writer doesn’t understand possession, he’s failing to show subject-verb agreement, he’s struggling with ...
A new lawsuit alleges that Walden University, an online, for-profit institution, engaged in “reverse redlining,” targeting minority communities and misrepresenting The post Lawsuit alleges ...
Waning interest has led to 900,000 fewer college students being enrolled in the four years since the start of the pandemic, and that has prompted many to look to learn skills elsewhere.
The Massachusetts Institute of Technology's incoming freshman class this year dropped to just 16% Black, Hispanic, Native American or Pacific Islander students compared to 31% in previous years ...
Racial disparities in high school completion are a prominent reason for racial imbalances in STEM fields. While only 1.8% of Asian and 4.1% of White students drop out of high school, 5.6% of Black, 7.7% of Hispanic, 8.0% of Pacific Islander, and 9.6% of American Indian/Alaskan Native students drop out of high school. [6]