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However, inequities in access to technology still exist due to the lack of teacher training and, subsequently, confidence in use of technologic tools; the diverse needs of students; and administrative pressures to increase test scores. [14] [15] These inequities are noticeably different between high need (HN) and low need (LN) populations.
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.
Programs like the ones developed at the University of Maryland, Baltimore County work towards eliminating disparities in higher education access in minority students. Their programs mostly focus on minorities having better access and getting more involved in science, technology, engineering, and mathematics (STEM) fields. One program, the ...
Perhaps the most obvious is the isolation of minorities, which creates a deficit in the potential for developing human capital. Second, many of the public schools that areas of low socioeconomic status have access to are underperforming, in part due to the limited budgeting the district receives from the limited tax base in the same area.
The typical structured settlement arises and is structured as follows: An injured party (the claimant) comes to a negotiated settlement of a tort suit with the defendant (or its insurance carrier) pursuant to a settlement agreement that provides as consideration, in exchange for the claimant's securing the dismissal of the lawsuit, an agreement by the defendant (or, more commonly, its insurer ...
The settlement includes those who received erroneous overdraft fees in their checking accounts, misapplied payments in their auto loans and even negligent foreclosure proceedings.
Follow Through was the largest and most expensive experimental project in education funded by the U.S. federal government that has ever been conducted. The most extensive evaluation of Follow Through data covers the years 1968–1977; however, the program continued to receive funding from the government until 1995.
Special education referrals are, in most cases in the hands of the general education teacher, this is subjective and because of differences, disabilities can be overlooked or unrecognized. Poorly trained teachers at minority schools, poor school relationships, and poor parent-to-teacher relationships play a role in this inequality.