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Achievement gap refers to the observed and persistent disparity on a number of educational measures between the performance of groups of students, especially groups defined by gender, race/ethnicity, and socioeconomic status. The achievement gap can be observed on a variety of measures, including standardized test scores, grade point average, dropout rates, and college-enrollment and -completion rates. While this article focuses on the achievement gap in the United States, various gaps exist between groups in other nations as well. Research into the causes of gaps in student achievement between low-income minority students and middle-income white students have been ongoing since the publication of the report, "Equality of Educational Opportunity" (more widely known as the Coleman Report), commissioned by the U.S. Department of Education in 1966. That research suggests that both in-school factors and home/community factors impact the academic achievement of students and contribute to the gap.
The achievement gap, as noted in the trend data from the National Assessment of Educational Progress, has become a focal point of education reform efforts. Groups like The Education Trust, Democrats for Education Reform and The Education Equality Project have made it their mission to close the achievement gap. Efforts to combat the gap have been numerous but fragmented, and have ranged from affirmative action and multicultural education to finance equalization, improving teacher quality, and school testing and accountability programs to create equal educational opportunities.
Researchers have not reached consensus about the a priori causes of the academic achievement gap; instead, there exists a wide range of studies that cite an array of factors, both cultural and structural, that influence student performance in school. Annette Lareau suggested that students who lack middle-class cultural capital and have limited parental involvement are likely to have lower academic achievement than their better resourced peers.[1] Other researchers suggest that academic achievement is more closely tied to race and socioeconomic status and have tried to pinpoint why.[2] For example, being raised in a low-income family often means having fewer educational resources in addition to poor nutrition and limited access to health care, all of which could contribute to lower academic performance. Researchers concerned with the achievement gap between genders cite biological differences, such as brain structure and development, as a possible reason why one gender outperforms the other in certain subjects. For example, a Virginia Tech Study conducted in 2000 examined the brains of 508 children and found that different areas of the brain develop in a different sequence in girls compared to boys.[3] The differing maturation speed of the brain between boys and girls affects how each gender processes information and could have implications for how they perform in school.[4] Hernstein and Murray claimed in The Bell Curve,[5] creating much controversy, that genetic variation in average levels of intelligence (IQ) are at the root of racial disparities in achievement. Other researchers have argued that there is no significant difference in inherent cognitive ability between different races that could help to explain the achievement gap, and that environment is at the root of the issue.[6][7][8]
Research shows that the achievement gap, which often is first measured (by standardized tests) in elementary school, actually begins well before students reach kindergarten as a "school readiness" gap.[9] One study claims that about half the test score gap between black and white high school students is already evident when children start school.[10] A variety of different tests at kindergarten entry have provided evidence of such a gap, including the U.S. Department of Education's Early Childhood Longitudinal Survey of Kindergarten children (ECLS-K). While results differ depending on the instrument, estimates of the black-white gap range from slightly less than half a standard deviation to slightly more than 1 standard deviation.[11] This early disparity in performance is critical, as research shows that once students are behind, they do not catch up. Children who score poorly on tests of cognitive skills before starting kindergarten are highly likely to be low performers throughout their school careers.[12] The evidence of the early appearance of the gap has led to efforts focused on early childhood interventions (see "Narrowing the achievement gap" below).
The culture and environment in which children are raised may play a role in the achievement gap. Jencks and Phillips argue that African American parents may not encourage early education in toddlers because they do not see the personal benefits of having exceptional academic skills. As a result of cultural differences, African American students tend to begin school with smaller vocabularies than their white classmates.[13] However, poverty often acts as a confounding factor and differences that are assumed to arise from racial/cultural factors may be socioeconomically driven. Many children who are poor, regardless of race, come from homes that lack stability, continuity of care, adequate nutrition, and medical care creating a level of environmental stress that can affect the young child's development. As a result, these children enter school with decreased word knowledge that can affect their language skills, influence their experience with books, and create different perceptions and expectations in the classroom context.[14]
Studies show that when students have parental assistance with homework, they perform better in school.[15] This is a problem for many minority students due to the large number of single-parent households (67% of African-American children are in a single-parent household)[16] and the increase in non-English speaking parents. Students from single-parent homes often find it difficult to find time to receive help from their parent. Similarly, some Hispanic students have difficulty getting help with their homework because there is not an English speaker at home to offer assistance.[15]
Another explanation that has been suggested for racial and ethnic differences in standardized test performance is that some minority children may not be motivated to do their best on these assessments. The first explanation is that standardized IQ tests and testing procedures are culturally biased toward European-American middle class knowledge and experiences.[citation needed] Claude M. Steele suggested that minority children and adolescents may also experience stereotype threat—the fear that they will be judged to have traits associated with negative appraisals and/or stereotypes of their race or ethnic group which produces test anxiety and keeps them from doing as well as they could on tests. According to Steele, minority test takers experience anxiety, believing that if they do poorly on their test they will confirm the stereotypes about inferior intellectual performance of their minority group. As a result, a self-fulfilling prophecy begins, and the child performs at a level beneath his or her inherent abilities. Some researchers[17] also hypothesize that in some cases, minorities, especially African American students, may stop trying in school because they do not want to be accused of "acting white" by their peers.[18] It has also been suggested that some minority students simply stop trying because they do not believe they will ever see the true benefits of their hard work. As some researchers point out, minority students may feel little motivation to do well in school because they do not believe it will pay off in the form of a better job or upward social mobility.[13][19] By not trying to do well in school, such students engage in a rejection of the achievement ideology – that is, the idea that working hard and studying long hours will pay off for students in the form of higher wages or upward social mobility.
Different schools have different effects on similar students. Children of color tend to be concentrated in low-achieving, highly segregated schools. In general, minority students are more likely to come from low-income households, meaning minority students are more likely to attend poorly funded schools based on the districting patterns within the school system. Schools in lower-income districts tend to employ less qualified teachers and have fewer educational resources.[20] Research shows that teacher effectiveness is the most important in-school factor affecting student learning. Good teachers can actually close or eliminate the gaps in achievement on the standardized tests that separate white and minority students.[21]
Schools also tend to place students in tracking groups as a means of tailoring lesson plans for different types of learners. However, as a result of schools placing emphasis on socioeconomic status and cultural capital, minority students are vastly over-represented in lower educational tracks.[22] Similarly, Hispanic and African American students are often wrongly placed into lower tracks based on teachers' and administrators' expectations for minority students. Such expectations of a race within school systems are a form of institutional racism. Some researchers compare the tracking system to a modern form of racial segregation within the schools.[23] Studies on tracking groups within schools have also proven to be detrimental for minority students.[24] Once students are in these lower tracks, they tend to have less-qualified teachers, a less challenging curriculum, and few opportunities to advance into higher tracks.[25] There is also some research that suggests students in lower tracks suffer from social psychological consequences of being labeled as a slower learner, which often leads children to stop trying in school.[2] In fact, many sociologists argue that tracking in schools does not provide any lasting benefits to any group of students.[26]
Additionally, poor and minority students have disproportionately less access to high-quality early childhood education, which has been shown to have a strong impact on early learning and development. One study found that although black children are more likely to attend preschool than white children, they may experience lower-quality care.[27] The same study also found that Hispanic children in the U.S. are much less likely to attend preschool than white children. Another study conducted in Illinois in 2010[28] found that only one in three Latino parents could find a preschool slot for his or her child, compared to almost two thirds of other families. Finally, according to the National Institute for Early Education Research (NIEER), families with modest incomes (less than $60,000) have the least access to preschool education.[29] Research suggests that dramatic increases in both enrollment and quality of prekindergarten programs would help to alleviate the school readiness gap and ensure that low-income and minority children begin school on even footing with their peers.[27]
In addition to the moral and social justice arguments for closing the achievement gap, there are strong economic arguments for doing so. A 2009 report by the consulting firm McKinsey & Co. asserts that the persistence of the achievement gap in the U.S. has the economic effect of a "permanent national recession."[30] The report claims that if the achievement gap between black and Latino performance and white student performance had been narrowed, GDP in 2008 would have been $310 billion to $525 billion higher (2–4 percent). If the gap between low-income students and their peers had been narrowed, GDP in the same year would have been $400 billion to $670 billion higher (3–5 percent). In addition to the potential increase in GDP, the report projects that closing the achievement gap would lead to cost savings in areas outside of education, such as incarceration and healthcare. The link between low school performance and crime, low earnings and poor health has been echoed in academic research.[31][32]
Explanations for the achievement gap—and levels of concern over its existence—vary widely, and are the source of much controversy, especially since efforts to "close the gap" have become some of the more politically prominent education reform issues.
The federal No Child Left Behind Act of 2002 (NCLB) focuses on standards, aligned tests and school accountability to ensure that all students have the same educational opportunities. As written, the legislation requires that all students in all groups eventually perform at grade level in all tests, and that schools show continual improvement toward this goal (otherwise known as "Adequate Yearly Progress," or AYP) or face sanctions. Some have noted that schools with the highest proportion of poor and minority students generally face the greatest challenges to meeting these goals, and are therefore punished unfairly by the law.
More recently, the Obama Administration has instituted the Race to the Top (RTTT) program which provides financial incentives to states to produce measurable student gains. RTTT's primary goals are to improve student achievement, close achievement gaps, and improve high school graduation rates.[33] The initiative is similar to the No Child Left Behind Act in that it has many of the same goals, though there is a bigger emphasis on closing the achievement gap between high and low performing schools[34] The major difference between the two educational reform programs is that RTTT is a competitive grant program that provides incentives for schools to change, while the NCLB Act mandated various changes in state and local education systems.[35]
A number of interventions have been implemented at the school, district and state level to address the achievement gap. These have included investment in pre-kindergarten programs, class size reduction, small schools, curricular reform, alignment of pre-kindergarten through college standards and expectations, and improved teacher education programs.[36] Many schools have started using after-school tutoring sessions and remedial programs. Such efforts aim to accelerate the learning of minority students to greater than a year's growth in one year's time so that over time they catch up to their peers. Other schools have started de-tracking their students in order to provide the same quality education for all students, regardless of race.
Another focus of reform efforts to address the achievement gap has been on teacher development, as research shows teachers to be the most important in-school factor affecting student achievement. This reform effort has been both top-down, in the form of higher state standards for teacher education and preparation,[37] as well as bottom-up, through programs like Teach for America and AmeriCorps that aim to address educational inequity by recruiting and training teachers specifically to work in high-needs schools.[38][39]
One policy strategy aimed at preventing, or at least mitigating, the achievement gap at its earliest stages is investment in early childhood education. Economic research shows that investment at this stage is both more effective and cost effective than interventions later in a child's life.[40] Head Start and various state-funded pre-kindergarten programs target students from low-income families in an attempt to equal the playing field for these children before school begins. In addition to increased access, there has also an increased national focus on raising quality standards for Head Start and state-funded pre-K programs, and in improving training and professional development for early care providers.[41] The evidence in favor of investing in early childhood education as a means of closing the achievement gap is strong: various studies, including the Carolina Abecedarian study, Child-Parent Center study, and HighScope Perry Preschool study, have shown that pre-K programs can have a positive and long-lasting impact on academic achievement of low-income and minority students.[42][43][44]
Sociologists Christopher Jencks and Meredith Phillips have argued that narrowing the black-white test score gap "would do more to move [the United States] toward racial equality than any politically plausible alternative".[13] As already discussed, there is also strong evidence that narrowing the gap would have a significant positive economic and social impact.[45]
Narrowing The Achievement Gap Through Technology
Computer and technology use have been linked to increased student achievement. "When teachers and administrators make a sustained commitment to the use of computers in the classroom, student achievement increases (Mann & Shafer, 1997).[46] Using technology as a tool for narrowing the achievement gap begins with a purpose, communication, listening, and collaboration. These skills can be achieved through the use of weblogs, social networking sites, feeds, and a myriad of other multimedia. In classrooms, students can communicate internally, or they can work side by side with others who are located thousands of miles away. Through the use of technology, presentations can be archived so that the material can be reviewed at anytime. "All teachers could record important parts of what they do in the classroom that can then be archived to the class Weblog and used by students who may have missed the class or just want a refresher on what happened." (Richardson, p. 117)[47] Having access to information on the web gives students an advantage to learning. "Students at all levels show more interest in their work and their ability to locate and reflect upon their work is greatly enhanced as are the opportunities for collaborative learning" (Richardson, p. 28).[47] Weblogs are different than posts or comments; they require students to analyze and synthesize the content and communicate their understanding with the audience responses in mind.
Technology has been incorporated into the Standards. Even though the NCLB Act holds school districts accountable for student achievement, there are still many students who do not have the resources at home to fully take part in these excellent educational tools. Some teachers feel that technology is not the solution and see it as a risk. Therefore, technology is not always being used to its fullest potential by teachers and students do not gain the advantages technology offers. "Given the fact that the amount of information going online shows no sign of slowing, if they are unable to consistently collect potentially relevant information for their lives and careers and quickly discern what of that information is most useful, they will be at a disadvantage." (Richardson, p. 73).[47] According to the U.S. Census, by 2012, it is estimated that 70% of homes will have broadband access. While this is a large percentage, it still leaves 30% of households without internet access. The government has lent its hand in closing the Global Achievement Gap by granting funding for low-income school districts for programs such as one-on-one computing, however, the fact that many of these students do not have online capability at home is still a main issue.
Exceptions to the achievement gap exist. Schools that are majority black, even poor, can perform well above national norms, with Davidson Magnet School[citation needed] in Augusta, Georgia being a prominent example. Another school with remarkable gains for students of color is Amistad Academy in New Haven, Connecticut. These schools offer more rigorous, traditional modes of instruction, including Direct Instruction. In one study, Direct Instruction was found to be the single most effective pedagogical method for raising the skill levels of inner-city students (Project Follow Through). [4] High performing Black schools are not unique to the twentieth century. In Washington, DC in the late 19th century, a predominantly low income Black school performed higher than three White schools in yearly testing. This trend continued until the mid 20th century, and during that time the M Street School exceeded national norms on standardized tests. [5]
In addition, each year the Education Trust identifies and honors high-performing high-poverty and high-minority schools. All of the "Dispelling the Myth" schools, as they are called, have made significant strides in narrowing achievement gaps, attaining proficiency levels that significantly exceed the averages in their states, or improving student performance at an especially rapid pace. These schools do not offer simple answers or easy solutions, but several common strategies emerge from their practices. They provide a rich curriculum coupled with strong, focused instruction. They have high expectations for all students. They use data to track student progress and individual student needs. And they employ purposeful professional development to improve teachers' skills.[citation needed]
The education of African Americans and some other minorities lags behind those of other U.S. ethnic groups, such as Whites and Asian Americans, as reflected by test scores, grades, urban high school graduation rates, rates of disciplinary action, and rates of conferral of undergraduate degrees. Indeed, high school graduation rates and college enrollment rates are comparable to those of whites 25 or 30 years ago. It should also be noted that the category of African immigrant population has one of highest educational attainment of any group in the United States, but they represent a small group within the larger African American population.[48]
Although African Americans generally lag behind Asian Americans in test scores, so do Whites to a lesser degree. However, compared with children in areas of China and India where some children, especially girls end their education after the elementary level, education in the United States is compulsory to age 16 regardless of race or class. It is expected that over half of public education students will be required to pass standards-based assessments which expect that all students to be at least exposed to algebra by high school and exit prepared for college. In many other nations, such as Germany and Japan, those with lower test scores may be tracked as skilled tradepersons or unskilled laborers.
(Issued August 2003) Educational attainment by race and gender: 2000[49] Census 2000 Brief Percent of Adults 25 and over in group Ranked by advanced degree HS SC BA AD Asian alone . .. . . . . . . . . . . . . . 80.4 64.6 44.1 17.4 Men . . . . . . . . . . . . . 80.1 52.5 26.1 10.0 White alone, not Hispanic or Latino.. . . . 85.5 55.4 27.0 9.8 White alone... . . . . . . . . . . . . . . 83.6 54.1 26.1 9.5 Women. . . . . . . . . . . . . . . . . . 80.7 51.1 22.8 7.8 Two or more races. . . . . . . . . . . . 73.3 48.1 19.6 7.0 Black or African American alone . . . . . 72.3 42.5 14.3 4.8 Native Hawaiian and Other Pacific Islander 78.3 44.6 13.8 4.1 American Indian and Alaska Native alone . . 70.9 41.7 11.5 3.9 Hispanic or Latino (of any race).. . . . . 52.4 30.3 10.4 3.8 Some other race alone . . . . . . . . . . . 46.8 25.0 7.3 2.3 HS = high school completed SC = some college BA = bachelor degree AD = advanced degree
African Americans lagged behind whites in 2000 by nearly a factor of two. However, it is less frequently observed[citation needed] that whites lag behind Asians by nearly as large a ratio. The group with the least education is not the African Americans, but the American Indians, Hispanic or Latino or other groups who have quite a different legacy of discrimination.[citation needed]
In 2008, over three millions degrees were awarded throughout the United States. Half of all degrees earned were bachelor's degrees. The bachelor's degree is one of the most awarded degrees for all ethnicities and races. Asians obtained bachelor's degrees more than any other race, followed by Whites. Asians obtains more first professional degree than any other race. A high percentage[clarification needed] of Hispanics and American Indians/Alaska Natives own an associate's degree compared with other races. About 1–2% doctorate degree are awarded to all races. The table below shows the number of degrees awarded for each group.
Status and Trends in the Education of Racial and Ethnic Groups (Source: United States Department of Education - 2008) [50]
Race | Associate's degree | Bachelor's degree | Master's degree | First professional degree | |
Whites | 9.3% | 21.1% | 8.4% | 3.1% | |
Blacks | 8.9% | 13.6% | 4.9% | 1.3% | |
Hispanics | 6.1% | 9.4% | 2.9% | 1.0% | |
Asians | 6.9% | 31.6% | 14.0% | 6.4% | |
American Indians/Alaska Natives | 8.4% | 9.8% | 3.6% | 1.4% |
Between 1978 - 2008, college enrollment rates increased for all races. The college enrollment rate is determined by the percentage of high school students who enroll in 2 year or 4 year college and universities immediately after completing high school. In 2008, the college enrollment rate for all races was 69%. Although the college rate increased for each racial and ethnic groups between 1980 and 2007, the enrollment rates for Blacks and Hispanics did not increase, the college enrollment rates for Blacks have increased from 44% to 56%. Between 1980 and 2007, the college enrollment rates for Hispanics have increased from 50% to 62%. There are no data for Asians or American Indians/Alaska Natives regarding enrollment rates from the 1980s to 2007.[51]
In 2009, the enrollment rate increased tremendously. More than 70% of high schools students enrolled in college or university immediately after high school. Asian Americans have the highest enrollment rate (92.2%), followed by Whites (69.2%), Blacks (68.7%), and Hispanics (59.3%).[52]
Parenting methods are different across cultures, thus can have dramatic influence on education outcomes.[citation needed] For instance, many Asian parents apply strict rules and parental authoritarianism to their children while American parents deem creativity and self-sufficiency to be more valuable.[citation needed] The Battle Hymn of the Tiger Mom by Yale Professor Amy Chua, had especially highlighted some of the very important aspects in Asian parenting method in comparison to the "American way". Chua's books has generate much interests and controversies in "Tiger Mom" parenting method and its role in determining the education outcome of the children.[53]
African Americans were once denied equal educations. Even as late as 1947, about one third of African Americans over 65 were considered to lack the literacy to read and write their own names. However, by 1969, illiteracy as it had been traditionally defined, had been largely eradicated among African Americans—the number of among young adults was less than one percent, though African Americans still lag in more stringent definitions of document literacy. Inability to read, write or speak English in America today is largely an issue for immigrants, mostly from Asia and Latin America.
Illiteracy by Age And Race: 1947 to 1969
In thousands except percent
Civilian noninstitutional population 14 yrs and over
Source: US census
Nov 1969 | 14 ovr | 14-24 | 25-44 | 45-64 | 65+ |
Total | 1.0 | 0.3 | 0.5 | 1.1 | 3.5 |
White | 0.7 | 0.2 | 0.4 | 0.7 | 2.3 |
Black | 3.6 | 0.5 | 1.6 | 5.5 | 16.7 |
Mar 1959 | |||||
Total | 2.2 | 0.6 | 1.2 | 2.6 | 6.5 |
White | 1.6 | 0.5 | 0.8 | 1.8 | 5.1 |
Black | 7.5 | 1.2 | 5.1 | 11.3 | 25.5 |
Oct 1952 | |||||
Total | 2.5 | 1.2 | 1.3 | 3.5 | 6.9 |
White | 1.8 | 0.8 | 5.0 | ||
Black | 10.2 | 3.9 | 33.3 | ||
Oct 1947 | |||||
Total | 2.7 | 1.0 | 1.7 | 4.0 | 6.7 |
White | 1.8 | 0.6 | 4.9 | ||
Black | 11.0 | 4.4 | 32.4 |
Successive U.S. governments have implemented many policies aimed at improving African American education.[citation needed] Schools were once legally segregated, and African American children often assigned to inferior schools, before people like Ruby Bridges challenged these policies in the 1960s.[citation needed] However, scholars, such as Gary Orrfield of Harvard, observe that many African Americans continue to be effectively segregated from other races in low-scoring schools.[citation needed] Some desegregation programs, such as that in Seattle, Washington, have been opposed as stepping over the original goal of simply creating freedom to attend schools nearby their communities to making certain politically determined racial percentages a goal in itself.[citation needed]
Multiculturalism has been introduced to be more inclusive of African American and other minority cultures and history.[citation needed] Most school districts have also adopted diversity policies to encourage the hiring of more minority teachers and staff.[citation needed] Many progressive education curriculum reform policies, such as reform mathematics and inquiry-based science, were designed to be more inclusive of minority students and cultures and learning styles.[citation needed] As in the larger majority community, there remains a split between conservatives who believe that individuals should concentrate on a race-blind programs to master the same content as the most educated ethnic groups, and liberals who believe that the long historical legacy of discrimination and exclusion remains the largest impediment to equality in education. They emphasize race-conscious policies and the continued application of affirmative action and desegregation principles.
In Chicago, African American Marva Collins created a low cost private school specifically for the purpose of teaching low income African American children whom the public school system had labeled as being "learning disabled." [54] One article about Marva Collins' school stated, "Working with students having the worst of backgrounds, those who were working far below grade level, and even those who had been labeled as 'unteachable,' Marva was able to overcome the obstacles. News of third grade students reading at ninth grade level, four-year-olds learning to read in only a few months, outstanding test scores, disappearance of behavioral problems, second-graders studying Shakespeare, and other incredible reports, astounded the public." [55]
During the 2006-2007 school year, Collins' school charged $5,500 for tuition, and parents said that the school did a much better job than the Chicago public school system.[56] Meanwhile, during the 2007-2008 year, Chicago public school officials claimed that their budget of $11,300 per student was not enough.[57]
Educational attainment rates change when it comes to comparing the same races against immigrants or foreign born students. Black African and Caribbean immigrant groups to the U.S report having higher levels of education then any other group.[58] Of all foreign-born U.S. residents, foreign born Africans (those who came from the African continent) had a higher level of educational attainment than any other racial or ethnic group in the United States.[59][60] They tend to be highly educated and be fluent in English. This trend was first reported in the 1990s' by the Journal of blacks in Higher Education and still continues today.[61][62] According to the U.S census, "43.8 percent of African immigrants had achieved a college degree, compared with 42.5 of Asian-Americans, 28.9 percent for immigrants from Europe, Russia and Canada and 23.1 percent of the U.S. population as a whole."[63] The educational attainment amount varies by group. According to the U.S. Census, out of the African populations, Nigerians reported to having the highest level of education in the U.S Nigerian immigrants have the highest levels of education in this city and the nation, surpassing whites and Asians.[64]
Completed High School age 25-29 (1998)[65]
White | Black | Hispanic | Asian | |
25+ | 88% | 77% | 56% | 85% |
25-29 | 93% | 89% |
US Census surveys showed that by 1998, 89 percent of African Americans age 25 to 29 had completed high school, lagging only slightly behind 93 percent for whites. For all over the age of 25, clear majorities of whites, Asian Americans and African Americans had graduated at 88 percent, 85 percent and 77 percent, respectively. 56 percent, or barely over half of Hispanics 25 and over, had completed high school.
IQ tests have been largely banned for use in education in states such as California.[66] But new graduation examinations have raised the standards for a diploma to a level necessary to succeed in admission to college, rather than passing for a minimal level of effort and learning.[citation needed]
SAT Test scores vs income and race
white |black |Hispanic |Asian income verbamath |v m |v m |v m x$1,000 | | | under 10 409 460| 320 315| 330 386| 343 482 10-20 418 459| 337 369| 349 403| 363 500 20-30 428 471| 352 382| 369 420| 397 518 30-40 433 478| 362 393| 384 431| 415 528 40-50 439 488| 375 405| 399 446| 432 537 50-60 446 498| 382 414| 409 456| 444 549 60-70 453 506| 385 415| 415 458| 453 558 over 70 475 533| 407 442| 430 478| 476 595 overall 448 498| 376 426| 356 388| 418 538
Source: 1995 College Board SAT Profiles[67]
Conservative African American scholars such as Thomas Sowell observe that while SAT scores are lower for students with less parental education and income. Asian Americans who took the SAT with incomes below $10,000 score 482 in math in 1995, comparable to whites earning $30–40,000 and higher and blacks over $70,000. Test scores in middle-income black communities, such as Prince George County, are still not comparable to those in non-black suburbs.
Most state tests showing African American failure rates anywhere from two to four times the rate of whites, such as Washington State's WASL test, and only half to one-quarter as likely to achieve a high score, even though these tests were designed to eliminate the negative effects of bias associated with standardized multiple choice tests. It is a top goal of education reform to eliminate the Education gap between all races, though skeptics question whether legislation such as No Child Left Behind truly closes the gap just by raising expectations. Others, such as Alfie Kohn, observe it may merely penalize those who do not score as well as the most educated ethnic and income groups.[68]
Scored Level 3 on WASL Washington Assessment of Student Learning, Mathematics Grade 4 (1997) Data: Office Washington State Superintendent of Instruction
White | Black | Hispanic | Asian | Native American |
17.1% | 4.0% | 4.3% | 15.6% | 1.6% |
The amount of education completed varies greatly between members of religions in the United States. Over 74% of Hindus, 59% of Jews and 51% of Unitarians have 4 or more years of college, compared with 27% of the total population. Members of evangelical churches, historically black Protestant churches and Jehovah's Witness are just 20%, 16% and 9%, respectively.[69]
US Religions Ranked by percentage with 4 or more years of college From "Muslim Americans: Middle Class and Mostly Mainstream," Pew Research Center, 2007 Due to rounding, rows may not add to 100.
ranked by college+ lesshs hsgrad somecol colgrad postg sample colgrad+ 1 Hindu 4 12 10 26 48 253 74 2 JewishReform 1 17 17 31 35 315 66 3 Jewish 3 19 19 24 35 676 59 4 JewishConservative 4 18 21 23 35 218 58 5 Unitarian and Other Liberal Faiths 3 16 30 22 29 296 51 6 Buddhist 3 23 26 22 26 408 48 7 Orthodox 6 26 22 28 18 362 46 8 Greek Orthodox 2 33 21 25 18 168 43 9 Agnostic 5 22 29 23 20 825 43 10 Atheist 8 28 23 21 21 509 42 11 Other Christian 12 22 27 20 20 129 40 12 Other Faiths 7 25 28 18 21 448 39 13 Members of Mainline Protestant Churches 9 34 24 20 14 7,429 34 14 Secular Unaffiliated 10 35 24 17 13 1,995 30 15 Unaffiliated 13 34 24 16 13 5,009 29 16 Mormon 9 30 32 18 10 578 28 17 Total Population 14 36 23 16 11 35,298 27 18 Catholic 17 36 21 16 10 7,990 26 19 Total Protestants 14 38 24 15 9 18,825 24 20 Muslim* 21 32 23 14 10 1,031 24 21 New Age 13 38 25 13 11 118 24 22 Members of Evangelical Prot. Churches 16 40 24 13 7 9,411 20 23 Religious Unaffiliated 21 40 22 11 6 1,680 17 24 Members of Hist. Black Prot. Churches 19 40 25 11 5 1,985 16 25 Jehovah's Witness 19 51 22 6 3 211 9
As a whole, students in the United States lagged the best Asian and European nations in the TIMSS international math and science test. However, broken down by race, US Asians scored comparably to Asian nations, white Americans scored comparably to the best European nations. Although some racial generally score lower than whites in the US, they scored as well as whites in other European nations. Hispanic Americans averaged 505, comparable to students Austria and Sweden, while African Americans at 482 were comparable to Norway, and Ukraine.
International educational math scores (2007) (4th graders average score, TIMSS International Math and Science Study, 2007) | |||||
American students: (by origin) | Maths | ||||
Score | |||||
Asian American | 582 | ||||
European American | 550 | ||||
Hispanic American | 504 | ||||
African American | 482 | ||||
For the past fifty years, there has been a gap in the educational achievement of males and females in the United States, but which gender has been disadvantaged has fluctuated over the years. In the 1970s and 1980s, data showed girls trailing behind boys in a variety of academic performance measures, specifically in test scores in math and science.[71] However, data in the last twenty years shows the general trend of girls outperforming boys in academic achievement in terms of class grades across all subjects and college graduation rates, but boys scoring higher on standardized tests and being better represented in the higher-paying and more prestigious STEM fields (science, technology, engineering, and math).[71]
Traditionally, girls have outperformed boys in reading and writing. Although this gap may be minimal in kindergarten, it grows as students continue their education. According the 2004 National Reading Assessment measured by the US Department of Education, the gap between boys and girls, only slightly noticeable in 4th grade, left boys 14 points behind girls during their 12th grade year.[72] On the 2008 test, female students continued to have higher average reading scores than male students at all three ages. The gap between male and female 4th graders was 7 points in 2008. By 12th grade, there was an 11 point gap between males and females.[72]
On the 2002 National Writing Assessment, boys scored on average 17 points lower than girls in 4th grade. The average gap increased to 21 points by 8th grade and widened to 24 points by senior year in high school.[73] In the more recent 2007 National Assessment of Writing Skills, female students continued to score higher than male students, though margins closed slightly from previous assessments. The average score for female eighth-graders was 20 points higher than males, down 1 point from the 2002 score. For twelfth-graders, females outscored males by 18 points as opposed to 21 points in 2002.[74]
All of these assessments were conducted on a 100-point scale.[72][73][74]
Which gender is disadvantaged by the gap in math and science achievement largely depends on how academic achievement is being measured. Female students generally have better grades in their math classes, and this gap starts off very minimal but increases with age.[75] However, males score higher on standardized math tests, and these score gaps also increase with age. Male students also score higher on measures of college readiness, such as the AP Calculus exams and the math section of the SAT.[76] The differences in National Assessment for Educational Progress (NAEP) math scores between boys and girls nearly double from the 9-year olds to the 17-year olds.[77] This inconsistency in which gender shows more achievement could be due to the fact that class grades, especially in middle and high school, usually depend on a student's completion of homework assignments, and studies have shown that girls report spending more time on homework than boys.[78] The gender gap in mathematics is particularly large among the highest-achieving students; for example, there is a 2.1-1 male-female ratio among students who score an 800 on the math portion of the SAT.[79]
At least one study has challenged the existence of the gender gap in mathematics. In 2008 Janet Hyde and others published a study showing that male and female students did equally well on No Child Left Behind standardized tests that were administered in second through eleventh grades in ten states. However, Hyde and her team did find gaps that favored males at the upper end of the achievement distribution and tried to examine gaps on more difficult test questions (previous research has shown that males outperform females on more challenging items), but the tests they examined lacked adequately challenging items. This raised questions about whether there is still a gender gap in math achievement.[80]
There is also a large discrepancy between the number of men and women working in STEM fields. Women have been, and continue to be, underrepresented in these fields. This underrepresentation is evident in the distribution of college majors among men and women; from 1997 to 2007, women earned only 18% of engineering bachelor's degrees.[81]
According to recent data, 55 percent of college students are females and 45 percent are males. From 1995 until 2005, the number of males enrolled in college increased by 18 percent, while the number of female students rose by 27 percent.[82] Males are enrolling in college in greater numbers than ever before, yet less than two-thirds of them are graduating with a bachelor's degree. The numbers of both men and women receiving a bachelor's degree have increased significantly, but the increasing rate of female college graduates exceeds the increasing rate for males.[83] However, a higher proportion of men (29.4%) hold bachelor's degrees than women (26.1%). In 2007, the United States Census Bureau estimated that 18,423,000 males ages over the age of 18 held a bachelor's degree, while 20,501,000 females over the age 18 held one. In addition, fewer males held master's degrees: 6,472,000 males compared to 7,283,000 females. However, more men held professional and doctoral degrees than women. 2,033,000 males held professional degrees compared to 1,079,000, and 1,678,000 males had received a doctoral degree compared to 817,000 females.[84]
Although more women are graduating with undergraduate degrees, men are still earning disproportionately more in their lifetimes. This could be due to many factors, including different types of jobs for males and females. Females are greatly underrepresented in science and engineering fields, which are typically correlated with high lifetime earnings.[85] Males and females also have vastly different labor market histories based on type of job and time spent in each job.[81]
How a student interacts with and is evaluated by his or her teachers is closely correlated with that student's future academic achievement. According to researcher Thomas Good, there are two competing views of how teachers can indirectly impact the achievement of their students. The first is that teachers are more likely to give special attention and extra assistance to students who appear to be struggling in their class. In reading and writing classes, male students are often behind female students in terms of achievement. Therefore, male students are more likely to get more teacher attention, and this extra interaction could give males an advantage in terms of future achievement. The second view is that teachers demand more and show more respect toward students who they view to be high achievers, which creates a cycle in which only students who are perceived to be intelligent receive extra help and teacher attention.[86]
How teachers perceive students' knowledge and abilities varies by gender and influences classroom processes and student achievement in both reading and math. Teachers usually have higher expectations for students they view as higher achievers and treat these students with more respect.[86] A study by Tach and Farkas has also found that when students are split into reading groups based on their abilities, the students in the higher-ability reading groups are more likely to demonstrate positive learning behaviors and higher achievement.[87] Teachers are more likely to favor girls when evaluating what types of readers students seem to be. Because studies have shown that teacher perceptions of students can determine how much individualized attention a student receives and can serve as an indicator of future academic progress, if teachers underestimate males' reading abilities and use ability grouping in their classrooms, male students might be put at a disadvantage and have their learning in reading classes be negatively affected.[87][88] The opposite trend has been found in math classes. Teachers still tend to view math as a "masculine" subject and tend to have higher expectations for and better attitude towards their male students in these classes.[89] A study by Fennema et al. has also shown that teachers tend to name males when asked to list their "best math students."[90] Females are more likely than males to be negatively impacted than male students by this underestimation of their math abilities.[91] These gender-specific evaluations from teachers are implicit; usually the teachers have no idea that they are favoring one gender over the other until they are shown concrete evidence, such as a video recording of their classroom. However, even though the discrimination is implicit, it still has negative effects on both male and female students.[86]
There is conflicting evidence about whether teacher assessments of student performance and ability are consistent with cognitive assessments like standardized tests. Teacher assessment evidence comes from a relatively small number of classrooms when compared to standardized tests, which are administered in every public school in all fifty states.[92]
Gender stereotyping within classrooms can also lead to differences in academic achievement and representation for female and male students. Math and science are often perceived as "masculine" subjects because they lead to success in "masculine" fields, such as medicine and engineering. English and history, on the other hand, are often perceived as "feminine" subjects because they are more closely aligned with "feminine" jobs, such as teaching or care work. These stereotypes can influence student achievement in these areas.[93] Research on stereotype threat has shown that gender stereotypes decrease the mathematical self-esteem of many female students, and that this lack of academic confidence leads to anxiety and poorer performance on math exams.[94] If self-esteem declines throughout a student's schooling, the achievement gap between genders will increase.
How a child's parents view his or her skills can also contribute to the gender achievement gap in education. A study by Jacobs and Eccles has shown that adults rate female children as having better social skills than male children, and that girls are more likely to be seen as "good children" than boys.[95] These gender-based stereotypes can perpetuate the gender achievement gap in education by influencing parents' perceptions of their children's skills, and these perceptions can influence the types of activities and subjects parents steer their children toward.[95]
It is important to address the gender achievement gap in education because failure to cultivate the academic talents of any one group will have aggregate negative consequences. If women are underrepresented in STEM fields, and if men are underrepresented in the social sciences and humanities, both genders are missing opportunities to develop diverse skill sets that can help them in the workplace.[93] If the gender achievement gap in education continues to exist, so does the stereotype that medicine, science, and engineering are all "masculine" fields and that women belong in fields like teaching, counseling, or social work. This stereotype can lead to the image that women who pursue careers in the STEM fields are seen as "nerdy" or "geeky," and this can have a detrimental effect on the self-esteem of females who do choose to enter these fields.[93]
Researchers have found that the gender achievement gap has a large impact on the future career choices of high-achieving students. Part of this is a result of the college majors that men and women choose; men are more likely to major in engineering or the hard sciences, while women are more likely to receive degrees in English, psychology, or sociology. Therefore, men are statistically more likely to enter careers that have more potential for higher long-term earnings than women.[81] The careers that are aligned with these majors have different levels of prestige and different salaries, which can lead to a gender wage gap. U.S. Census data indicates that women who work full-time earn only 77% of what their male counterparts earn. For men and women who are ten years out of college, women earn only 69% of the salaries of their male workers.[81] The perpetuation of the gender achievement gap will also lead to the perpetuation of this gender wage gap.
There have been several studies done of interventions aimed at reducing the gender achievement gap in science classes. Some interventions, such as instituting mentoring programs aimed at women or restructuring the course curriculum, have had limited success. The most successful interventions have been a form of psychological interventions called values affirmation. In a famous study of women's achievement in college science by Miyake et al., values affirmation was successful in reducing the differences between male and female academic achievement in college-level introductory physics classes, and it has been particularly effective at combating the psychological phenomenon known as stereotype threat.[96] Values affirmation exercises require students to either write about their most important values or their least important values two times at the beginning of the 15-week course. After this intervention, the modal grades of women enrolled in the course increased from a C to a B. Psychological interventions such as this one show promise for increasing women's achievement in math and science courses and reducing the achievement gap that exists between the genders in these subject areas, but further research will need to be done in order to determine whether the positive effects are long-lasting.[96]


text:
The Vanishing | E5 6a | ||
28m. 7a+ S1. Approach by boat, or from below The Conger, enter the cave by ducking under a low roof and traversing wet rock to a ledge at the back of the cave. From the ledge, move up and left across a slab onto an arete (spotter needed). Climb the arete to the top of the cave and a good rest. Move down and out to The Conger chimney via complex moves. Finish as for The Conger. © ROCKFAX FSA. Mike Robertson 16.8.2001 16/Aug/2001
Ticklists: Swanage wild pumpfests.
Submit a new photo of this climb. | |||

subset: commoncrawl


text: #3808: PulseAudio-3.0 won't build with JSON-C-0.10 ----------------------+----------------------------------------------------- Reporter: wblaszcz | Owner: blfs-book@… Type: defect | Status: new Priority: normal | Milestone: current Component: BOOK | Version: SVN Severity: normal | Keywords: ----------------------+----------------------------------------------------- The following error occurs during make: In file included from pulse/format.c:28:0: /usr/include/json/json.h:27:34: fatal error: json_object_iterator.h: No such file or directory compilation terminated. The json_object_iterator.h file is not installed during JSON install. -- Ticket URL: <http://wiki.linuxfromscratch.org/blfs/ticket/3808> BLFS Trac <http://wiki.linuxfromscratch.org/blfs> Beyond Linux From Scratch


text:
I kegged a batch of beer 6 days ago that had been fermenting for 13 days. I actually overflowed the keg a bit when filling, but made a little room and put about 20 psi on it. I left the keg in the same spot it was fermenting and saw yesterday there was some foam that leaked through the keg lid. There was still just a tad bit of pressure inside, so I added more gas to pressurize. Should I have any reason to worry about infection? Its been a day or two since I noticed, should I open it back up, clean and sanitize the lid and replace or leave as is?
"I'd rather have a bottle in front of me than a frontal labotomy"
if it was mine, i wouldn't be very worried about infection, but I would make sure that I cranked up the pressure on it, to make sure that the lid seals properly this time. 30psi, perhaps? just clean it up well.
-I'm not getting older, but the floor is getting further away.
I've found that keg lube helps immensely.
also you don't want to over fill the keg so that the beer is high enough to get sucked back into the gas line. because beer in a regulator = NO BUENO -=jason=-
I just did this earlier today. I overshot the batch volume, and it filled the keg to the brim! I could hear it bubbling in there as it carbonated... lol Fortunately I was able to drink it down to a safe level without letting any beer go up the gas line


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Carp's Crew - Walking to Defeat ALS by Carps_Crew - over 5 years ago
"This is a shot of Carp's Crew, a team organized to honor our friend Steve who is battling ALS (Lou Gehrig's disease). We wore our CustomInk shirts with pride for the "Walk to Defeat ALS†hel..." view full details
Country Fest 2009 by nelsokat - over 5 years ago
"In June 2009, a group of us went to Country Fest in Cadott, Wisconsin. It's a 4-day event full of music and fun! We made these bright green shirts as a little memento and to make our group stand ou..." view full details
Coonhounds volleyball by zak-gak - over 5 years ago
"coonhounds volleyball team in greenbay wisconsin winning every week and looking good doing it thanks to customink" view full details
Minotaur Football Team by Heath_Harriel - over 5 years ago
"This is our team after a game in Eau Claire, WI. We are comprised of Army guys from an Engineer Battalion here in Eau Claire. I had shirts made from CustomInk while I was stationed in Iraq, and th..." view full details
More Beers....In More Places by Oktoberfesters - over 5 years ago
"A group of friends celebrating the annual Octoberfest celebration during the parade in La Crosse, WI....lots of fun, food, and jello-shots beginning at 10:00 am!!!! Our experience was great with C..." view full details
Pilgrim Lutheran Church Confirmation Retreat 2009 by wayne3410 - over 5 years ago
"A confirmation retreat for all 7th and 8th grade students from Pilgrim Lutheran Church at Camp LuWiSoMo in Wild Rose, WI. CustomInk is the best!" view full details
After The Show! by My_Fair_Share - over 5 years ago
"This picture was taken after our concert at The Rave in Milwaukee, WI on Sept 19. It was our first big gig, and it was great to have a bunch of sweaty rock fans to wear our awesome Custom Ink shirt..." view full details
Team Shark at Ironman Wisconsin by TeamSchark - over 5 years ago
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Team Phillips Waiting for Iron Man Dave by TeamPhillips - over 5 years ago
"We spent the weekend in Madison Wisconsin cheering on my husband Dave as he completed his first Iron Man event. We all looked great in our t-shirts and most important, Dave was able to see us chee..." view full details
Girls Weekend 09 by Gweekend - over 5 years ago
"This is our annual Girls Weekend up in Wisconsin, our one weekend getaway each year! This was our 5th time up there but 1st with shirts and we all LOVED them! Custom Ink was the only website with o..." view full details


text:
The third photo in the series of Sunday wine photographs. The Kante Winery in Fruili, Italy is one of many visited during the post European Wine Bloggers Conference trips. These are the blue-lit steps down to the cellar hollowed out from the hard bed rock.
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10 Fresh Brown-Bag Lunches for Kids
by Dana Angelo White in Back to School, August 27, 2012
Don't let packing back-to-school lunches stress you out; we've got 10 fun and fresh ideas the kiddies will gobble up.
Safety First
Start by ensuring your little ones' lunches are safe from food germs. Here are our food safety tips for packing kids' lunches.
1.) Yogurt Parfait
Pack up yogurt, with small containers of fresh fruit and granola for crunch, and let kids layer them at lunchtime. Or try making the parfait ahead of time in a screw-top jar for a fun and healthy on-the-go lunch.
Regular or Greek? Find out which yogurt wins our Food Fight
2.) Quesadillas
Give grilled cheese a makeover! Combine whole-grain tortillas, veggies and cheese. Melt in the microwave, slice, and voila – excellent finger food hot or cold.
Get more quesadilla recipe ideas
3.) Sandwiches with Star-Power
Jazz up the kids' favorite sandwiches by cutting bread into fun shapes with cookie cutters, but save the scraps for the chef, they make great breadcrumbs and croutons.
4.) Souper!
Hot or cold soup along with a cheese stick and whole grain roll make a yummy and satisfying lunch. Plus, soup is a great way to get more veggies into the day.
Packing tip: Store soup in reusable container with a screw on top to avoid spills
5.) Mini Pies
Who wouldn't devour chicken and veggies tucked into a bite-sized pie? These babies will take some extra time to make so cook up a big batch and store some in the freezer.
Recipe: Mini Chicken and Broccoli Pot Pies
6.) Skewers
Kids love just about anything they can eat off a stick. Try veggies and dip, fruit and yogurt (for dunking) or this recipe for Spiced Chicken and Grape Skewers.
7.) Pasta Salad
It's a great way to use up leftover chicken, cheese and vegetables. Cut into small pieces and toss with vinaigrette and whole-grain pasta. Try fun shapes like orzo, wagon wheels or fusilli.
See our tips for creating light, flavorful and healthy pasta salads, or make Ellie Krieger's Rainbows and Butterflies Pasta Salad recipe (pictured above)
8.) Pinwheels
Give cold cuts a delicious spin! Try Food Network Kitchen's Ham Pinwheels.
9.) Nut Free
To keep students with allergies safe, lots of schools put the kibosh on PB & J. Try tasty peanut butter alternatives like soy nut or sunflower butter with jam on whole-grain bread.
Make a sandwich extra special by making your own jam
10.) Stuffed Potato
Top a baked regular or sweet potato with fixings like salsa, shredded cheese, grilled chicken or broccoli and your kids will be the envy of the lunchroom.
Similar Posts
Kids' Snacks To Watch Out For
These snacks sound healthy, but are often junk foods in disguise. ...Comments (
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text:
Recent Articles by Parramatta Eels
Club Statement: Jarryd Hayne
THE Pirtek Parramatta Eels have this morning filed a complaint with Police regarding an incident involving Jarryd Hayne last night at Beach Haus nightclub in Potts Point.
Pirtek Eels Media - Young Guns Stick With Eels
THE Pirtek Parramatta Eels today announced the re-signing of a batch of youngsters Club captain Nathan Hindmarsh rates as good as any to have come through the Blue and Gold junior system.
Hayne retains five eighth role for Bandaged Bears Cup
PIRTEK Parramatta Eels coach Stephen Kearney has retained Jarryd Hayne at five-eighth for this Friday's Bandaged Bear Cup clash with the Bulldogs at ANZ Stadium.
Parramatta welcome back origin stars
THE Pirtek Parramatta Eels welcome back NSW Origin stars Jarryd Hayne and Tim Mannah for Friday night's clash with the Wests Tigers at Parramatta Stadium.
Maitua named on extended bench for Eels clash with Broncos
PIRTEK Parramatta Eels forward Mitchell Allgood will make his second start for the Club this Friday while Manase Manuokafoa has received his first call-up of the 2011 season, in a number of changes to the side.


text:
Sorry, this product has not yet been added to our database, so until then you will not be able to submit a user review. Please come back soon and try again.
Technika DAB107 user reviews
Surprisingly, this DAB/FM clock radio from Tesco house-brand Technika manages to feel and look overpriced Tested at £30.00


text:
The MOF has recently approved the opening of three offices by KPMG Huazhen (Special General Partnership) in Chengdu, Xiamen and Qingdao. Localisation has been one of the basic strategies of KPMG China's operations.
The award recognises a select number of leading professional firms and advisers that have performed to exceptional levels, even during the most difficult period that the global economy has experienced for decades.
What start-ups need to consider? Where to get access to information? What events they can consider to attend?
This guide reflects IFRSs in issue at 1 December 2014 that are required to be applied by an entity with an annual period beginning on 1 January 2014.
The content is based on the responses of 213 senior business decision-makers across five key countries: Australia, China, Indonesia, the Philippines and Singapore. It analyses the state of D&A maturity across the Asia-Pacific region.
We are looking for talented students who:• Are full-time university students
• Are ambitious, pro-active and highly motivated
• Have a strong desire to pursue a career in the accounting industry after graduation
• Have good academic performance
• Can manage both their university studies and internship responsibilities
Who is eligible?• Bachelor students who are at their penultimate Year Two, or Master students, at all disciplines
• Opening available: Beijing, Tianjin, Qingdao, Shenyang, Shanghai, Hangzhou, Chengdu, Nanjing, Guangzhou, Shenzhen, Foshan, Xiamen, Hong Kong, Macau
How to apply? Step 1 Complete online application form Step 2 Attend aptitude tests Step 3 Successfully meet our requirements and join the KPMG Internship programme
How to apply?
Step 1
Complete online application form
Step 2
Attend aptitude tests
Step 3
Successfully meet our requirements and join the KPMG Internship programme
Got questions?For more information, please contact us
Got questions?
FAQsFor more information, please click here


text:
Proper Eats Cafe: Sustainable Food and Vibrant Community
Evening News
program date:
Tue, 04/15/2008 Pete Anderson Interviews Piper, co-owner of Proper Eats Cafe of St. John's near North Portland. Proper Eats creates sustainability and connectivity through preparing and providing organic, vegetarian, vegan, locally made and earth respecting food.
- Title: Proper Eats Cafe: Sustainable Food and Vibrant Community
- Length: 9:51 minutes (9.02 MB)
- Format: MP3 Mono 44kHz 128Kbps (CBR)


text:
Deportation is possible for 18-year-old
WILLMAR -- An 18-year-old man from Mexico was sentenced Tuesday to a year and a day in prison, which was stayed, three years of probation and 180 days in the county jail for driving drunk and crashing an SUV into a Willmar family's minivan and then driving away.
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Google Ads – all profits go to buy public records from Dave Hubin
Recent Comments. Deleted if (content + humor)/nastiness < Euler's number. Please use a screen name.
- UO drops counter-claim, but still... (62)
- uomatters Coltrane does seem to have a knack for making an ungracious apology. – Friday
- anonymous UO Interim President Scott Coltrane said today that the UO heard from "many different people on campus, and we really wanted to get away from... – Friday
- Fishwrapper ...and slightly more than daft. – Thursday
- Gina Psaki Dropping the counterclaim was the only rational response to a pointless, bizarre, sophomoric, damaging miscalculation by the attorneys. Whatever the technical accuracy of the online... – Thursday
- Nobody I'm sure this was all Doug Park considering he likes to make it known that he and he alone advises the president on all legal... – Thursday
- Anon Coltrane doesn't know how to lead. He just reacts. And only after he's been bit on the ass. – Thursday
- Working GTF I fear it doesn't mean much more than someone in JH understands bad optics. I think it's past the time where we hope for convictions... – Thursday
- just different Pursuing a countersuit was probably part of the whole corporatizing mentality that's permeated the UO leadership. The difference is that everyone expects corporations to be... – Thursday
- Union proposes 7% + 6%... (13)
- Jack Straw Man Actually, Dog, that question was asked and answered at the bargaining session today. Yes, of course they're aware of it, and are hoping to work... – Thursday
- Three-Toed Sloth You may be sure, effing Dog, that they do. – Thursday
- that effing Dog again Doe the Union realize that, in principle, application of external equity can produce internal equity issues? Example: If some one really got a 5% raise... – Thursday
- Jack Straw Man Dropped in to watch bargaining for about 20 minutes this morning, all I could spare. My first time doing so. Just want to thank the... – Thursday
- that effing Dog again well let's do a simple Economic Straw Man in 2003 the ratio of Admin to Faculty is 1.77 let's assume over the last 12 years... – Thursday
- another union member Meanwhile, classified staff fall further and further behind. Hey! We're bargaining now, too! – Thursday
- Carla McNelly, President, SEIU Local 085 SEIU Higher Education bargaining with USSE (University Shared Services Enterprise, formerly known as OUS) Thursday and Friday at the Riverfront Research Park. Rally Friday, 12:15pm-12:45pm,... – Thursday
- duckduckgo There would be no downward pressure on admin salaries. Remember what happened to retirement benefits when the legislators got the same deal? The voted in... – Wednesday
- What's Gottfredson's PAGIA up to? (1)
- anon Good move. I look forward to this. – Thursday
- UO Board Trustee Susan Gary... (19)
- uomatters Thanks. Good to know who's in charge of the "Faculty Trustee". – Thursday
- acrobat The metadata in the .pdf of the "third" memo that was circulated today (the first one that many faculty have seen, except here of course),... – Thursday
- uomatters You win ;) – Wednesday
- cynic Sure, I can be as pedantic as you. ;) e·lect (ĭ-lĕkt′) tr.v. e·lect·ed, e·lect·ing, e·lects 1. To select by vote for an office or for... – Wednesday
- uomatters Paris was not elected. Margie Paris (Law) nominated her, and John Kitzhaber (former Governor) then sent her name to the OR Senate, and they appointed... – Wednesday
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- Beavers to Ducks: Our economic... (9)
- eugenenative So the UO is the "flagship" of the one-campus University of Oregon system? Congratulations, I guess. – Wednesday
- Drew (I don't know why my last submission of this comment didn't show up, but here it is again.) So let me get this straight. You... – Tuesday
- Fishwrapper Yes, the College Board, that august body that bestows its determination of flagship status on name recognition polling as much as, or arguably more than,... – Tuesday
- Drew A couple of corrections * OUS no longer governs UO, OSU, or PSU * It's not just UO and Wikipedia claiming we're a flagship university.... – Tuesday
- Fishwrapper That's a lot of NikeU swoosh shirts being sold... – Tuesday
- Ben Yet despite OUS insistence that there is no flagship, UO recruiting materials still lie about it, making wikipedia impossible to correct, resulting in countless uneducated... – Tuesday
- elitist oregonian When you say "disconcerting to the state's flagship" do you mean OSU? I'm confused. – Tuesday
- Eugenenative The State of Oregon has no "Flagship" University. – Tuesday
- Things our administration has money... (4)
- Nobody I thought changing security to police was going to save a bunch of money. At least that was the lie the idea was sold on.... – Wednesday
- Oryx Exactly. This is outrageous. Is the administration seriously claiming that it can't hire an assistant campus police chief for less than $139k? Is there such... – Tuesday
- anonymous "homegrown, alpha cluster of companies" Alpha cluster-fuck. I hope there is a major boycott- due to the counter lawsuit of the rape survivor. As in... – Tuesday
- Number of times people have... (6)
- uomatters Nope, that's a new one. You got something I should post, or something I shouldn't? – Tuesday
- just different Well, that narrows it down. – Tuesday
- temp_anon123 Does it have anything to do with a Dean search? – Tuesday
- uomatters All over the map. The only unifying theme is "WTF?" – Tuesday
- Ben Come on... can't even tell us the subject? What a tease! – Tuesday
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- UO drops counter-claim, but still... (62)
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- Friday: UO Coalition to protest admin efforts to silence sex assault survivors: 1PM Friday 2/27, outside Johns... http://t.co/R5IvLwAAoh, 9 hours ago
- RT @I_am_orange: Gee @johncanzanobft do you really think #goducks are better after reading this http://t.co/cbeY8BVOdU via @uomatters, 10 hours ago
- UO to drop counter-claim, Coltrane to apologize to alleged rape survivor. Next up, the UO Archivists? http://t.co/JkVDHM7N0G, 16 hours ago
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App Description
Finally a Girl Party app that let's you make your favorite treats! Have a Slumber Party everyday! Get your friends together and make the sweetest treats!Tons of girl fun packed into one game!
❤ Ice Cream Sundae Maker!
❤ Brownie Maker!
❤ Chocolates!
❤ Candy!
❤ Slumber Party Fun!
Look out for updates and new foods!
App Changes
April 07, 2013 Initial Release


text: Am Montag, 26. Mai 2008 23:59:30 schrieb Tobias Gasser: > > The reason Courier was removed from the book was discussed > > in this forum a long time ago. We had no choice as the > > instructions in BLFS did not work (very broken as package > > requirements and methods changed) with newer Courier versions. It seems so that this is a bit of time ago and the situation may have changed in the meanwhile. On the other side, it is quite neccessary that we do not add packages to the book which than got rapidly unmaintained (the books pages). > > i'm running a mailserver here since about 18 month, including virtual > domains. > > courier-authlib 0.58 > cyrus-sasl 2.1.21 > courier-imap 4.1.1 > postfix 2.3.3 So there is no courier mta. You (as me as well) are using postfix as mta. > > if there is anybody interested in a hint, i'd write it... I have a quite similar setup. I selected courier because i found that this is one which can handle virtual users without the overkill of having a database or a LDAP server running for my three users. Maybe it is possible with others too. I hacked such a hint together after that setup was running stable... (if you are interested you may have a view at http://equinox.homelinux.org/cms/node/2 ) If there is something in you may find helpful, just use it. Or we may extend the book in adding courier-{authlib,imapd} to the mail server section. Than we have all of the packages in the book we need to setup a well functional mail system. Adding some other perl modules and postgrey, spamassassin, squirrelmail and so on would make the installation complete. But here i think is the problem: This mail setup alone could fill up a book because in that complexity it is not enough to simply show the build instructions. They are almost the same as usual. But the real challenge is the configuration of them (and maybe even some additional scripting) to make the world go round. And, the configuration can only be as good as it is described. I think that is basically what Robert has brought up initially. I think we need a good balance of reinventing the wheel when describing a package and its configuration on the one side and focus on the build instructions on the other side. -- Thomas


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We need money to pay for footage rights for a documentary short on "The Smut Capital of America" -- San Francisco in the 1970s Read more
We need money to pay for footage rights for a documentary short on "The Smut Capital of America" -- San Francisco in the 1970s
About this project
We're almost there, at least for this round of funding! That's not to say that we won't take your hard-earned dollars over the $5000 mark -- to be sure, the actual budget will end up be significantly higher, not counting our sanity and our credit history. So as we enter the home stretch, thanks again for your continued support, and thanks for all the pledges! Keep 'em coming -- I'm not busking outside the BART yet, but I will if it means I can get this movie done!
More about 'Smut" We're raising money to pay for footage for our documentary about 'the Smut Capital of America' -- San Francisco in the late 60s and early 70s -- and we need your help!
While researching a project on pornographer-philanthropist Chuck Holmes, we came across a 1971 NYTimes article on the city, and on then-Supervisor Dianne Feinstein's attempt to clean it up. We've been talking to people who were there -- porno house operators, models, filmmakers -- from San Francisco's Tenderloin, trying to figure out how porn came out of the closet, and why it happened in San Francisco.
We're close to finishing the project -- in fact, the interviews are complete and we've pieced together a clip from our 15 minute opus above -- but the footage that we need to use to tell the story is very expensive. Much of that footage from that era is on old 16mm reels which costs a lot of money to reconstitute and digitize. And rights to other footage, like news footage, can cost up to $150 PER SECOND. Even the rights to photos cost money.
The fifteen minute short will screen at festivals this winter, but only if we're able to raise the money to pay for the footage. We're making deals to get discounts on this footage now and are paying for it out of pocket as well, but we still need more than $7,500 to make our actual budget. Help us excavate one of the forgotten sites from the Sexual Revolution -- San Francisco's Tenderloin.
Getting Our Rocks Off: A Historical Perspective (SF Bay Guardian)
SF Lovingly Called "Smut Capital of America"
San Francisco: The Real Smut Capital? (Violet Blue's Open Source Sex)
A Historical Look at Hardcore (The Sword)
Have a question? If the info above doesn't help, you can ask the project creator directly.
Pledge $5 or more
8 backers
A hippie-style hug
Pledge $15 or more
6 backers
Our dossier of articles, including the Porn Capital of America article that inspired the piece, from NY Times, SF Chronicle, The Berkeley Barb, Playboy and others about San Francisco's role as the center of porn in America in the late 60s and early 70s.
Pledge $20 or more
5 backers
A digital copy of the finished short, Smut Capital of America (delivered right to your in-box without FBI interference).
Pledge $25 or more
27 backers
The articles above, as well as a copy of the full short once footage has been paid for.
Pledge $100 or more
5 backers
Special Thanks credit, as well as all of the above.
Pledge $150 or more
7 backers
Invitation to the SF Premiere of 'Smut Capital' as well as the above.
Pledge $500 or more
3 backers
Associate Producer Credit and a night out with the filmmakers in the Tenderloin, plus all of the above and our undying appreciation.
Funding period
- (35 days)


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The company hopes FlexPath will save students time and money, and renew its growth.
Capella University has received federal approval for programs based on self-learning and demonstrated competency.
Capella Education Co. unveiled a new style of self-paced online education that it said could save time and money for students, and allow them to get degrees faster.
On Monday, the U.S. Department of Education approved Capella's FlexPath degree track, which is based on self-learning and demonstrated competency rather than on time in class or credit hours.
The company submitted the program for review after the department in March notified educational institutions of its interest in promoting what has become known as "competency-based" education.
As a result, the Minneapolis-based company's main service, called Capella University, will begin in October to offer FlexPath options for two of the 47 college degrees it offers, the bachelor of science in business and the master of business administration, or MBA.
"The traditional theory of higher education is that if you spend enough time on a subject, learning occurs," Capella CEO Kevin Gilligan said. "But that's a fallacy, because learning time varies. Some people learn faster than others, and for those people the extra time in school won't help them."
Capella's students are largely working adults who turn to its online courses for undergraduate and graduate degrees. The company is the second in the country, following the College for America program at Southern New Hampshire University, and the first for-profit education firm to receive government approval for the competency-based approach.
The innovation comes even as nontraditional colleges continue fighting to demonstrate their value and overcome other criticisms. A year ago, a U.S. Senate committee produced a report that said many students of for-profit colleges leave without getting a degree and are saddled with high costs. A trade group of for-profit universities called the report flawed and unfair.
Using FlexPath, a student could cut the $60,000, four- to six-year program for an undergraduate business degree to about $20,000 and two to three years, said Scott Kinney, president of Capella University. An MBA, which normally costs $36,000 and takes a year to 18 months, could be done for half the cost and in half the time, he said.
The company has been working on regulatory approval since the government's March request and investors have been anticipating it. Jerry Herman, an analyst with Stifel Nicolaus in Baltimore, said in a July report that FlexPath "could help improve affordability, time to completion, flexibility and return on investment for learners."
The big difference between FlexPath and regular Capella classes is that there are no official timelines and no scheduled classes, said Chief Academic Officer Deb Bushway.
"Assessments are provided by the faculty, but learners can take as little or as much time between assessments as their time and expertise allow," Bushway said. "They are not on a calendar, and there are no seat-time requirements."
Under the FlexPath program, students wouldn't "test out" of classes to get credits, as college students have done for decades, Gilligan said. Instead, they would write papers and demonstrate to faculty members that they had mastered concepts, such as how to read and use a balance sheet.
Testing involved 400 students
While Capella officials are convinced that FlexPath works as well as regular college classes, they say they can't prove it yet because only about 400 Capella students have tried it during a test phase. Kinney said more time is needed before the effectiveness of FlexPath can be proven.
"Out of the gate, our focus is on getting the academic model right," Gilligan said.
The executives hope that FlexPath will help Capella reignite its growth. The company's revenue fell 2 percent last year to about $420 million and continued to drop at a similar rate through the first two quarters of this year.
"In 2010, the market began to change dramatically with demand becoming flat and not growing," Gilligan said. "As a result, we needed to change our business model to compete."


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Olympia Washington Surveyor
Can anyone recommend a good surveyor preferably near Olympia or Seattle Washington?
Regards, Steve |
Re: Olympia Washington Surveyor
John Baird with Zenith Maritime is good Steve. I think he's out of Seattle, but will travel.
We used him for a valuation survey of Laurie Anne, and his partner that does USCG license training is a friend of ours. Zenith Maritime Seattle - professional maritime education |
Re: Olympia Washington Surveyor
Sounds good John, just what I needed.
Regards, Steve |
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Winnipeg Free Press - ONLINE EDITION
Second-wave flu death?
Number of people with severe respiratory illnesses on the rise in city
THE first suspected flu death this season is under review as the number of people on ventilators with a severe respiratory illness rises in city intensive care units.
Manitoba's chief medical officer, Dr. Joel Kettner, said officials are investigating whether the second wave of H1N1 influenza has killed a Manitoban. He would not confirm when or where the person died, or the person's age or gender.
The news comes as the number of people sick with a severe respiratory illness surges -- a total of 20 people have been hospitalized in intensive care for a severe respiratory illness since Oct. 8, including one confirmed case of H1N1. There are currently 14 patients on ventilators in intensive care.
Health officials say most, if not all, suspected cases are likely due to H1N1 and an investigation is underway to see how many sick patients received the vaccine before they fell severely ill.
Kettner said it can take up to two weeks before the body develops an immunity to H1N1 after receiving the vaccine, so people who were vaccinated last week aren't instantly protected. He urged anyone on the priority list who hasn't received the vaccine to get in line and get the shot as soon as possible.
"A large number of these people, their illness began too soon to be expected to have benefited from the vaccine, even if they were vaccinated," Kettner said. "You're not immediately protected when you get the shot. You're protected in a week or two."
Kettner said most of the people who are severely ill are among those considered high risk and on the priority list to receive the vaccine.
Nearly half of the people on ventilators were aboriginal, Kettner said, and four patients with severe illness were under 18. One pregnant woman, a child under six months and one school-aged child were also among those on ventilators.
Kettner said the school-aged child had health conditions that put the child at high risk of severe illness.
It's a similar scenario to what happened when the first severe wave of H1N1 hit last spring, Kettner said.
"Many, if not most, will turn out to be H1N1 because these are cases that do not have an alternative diagnosis yet," Kettner said.
Winnipeg Regional Health Authority chief executive officer Dr. Brian Postl said city hospitals are seeing more children with relatively mild flu symptoms and that physicians are prescribing antivirals such as Tamiflu to prevent the illness from worsening.
Most of the 66 lab-confirmed H1N1 cases reported across Manitoba are mild and did not require hospitalization.
Kettner said anyone on the priority list with fever, cough and other symptoms such as fatigue or sore throat should not delay seeking medical attention. He said it's too early to say what the flu will do, but that H1N1 could potentially be more severe than it was last spring when seven Manitobans died and 38 people were on ventilators at the peak.
"This fall and winter could be way worse," he said.
The province received another shipment of vaccine doses on Wednesday, and expects to receive another shipment next Wednesday.
Provincial officials will not say when the priority list will be revised to include more Manitobans.
Flu clinics for those on the list will continue on Friday at 12 city locations between 9:30 a.m. and 4 p.m.
That list includes: people under 65 with a chronic medical condition or other risk factors, including obesity and alcoholism, anyone with a weakened immune system or those who live with and care for them, disadvantaged individuals, people who live in remote or isolated areas, single parents, pregnant women and people who live with or care for infants under six months.
Meanwhile, across Canada, hospital admissions, intensive-care unit transfers and deaths from H1N1 are three times higher this week than last, says Canada's chief public health officer.
Dr. David Butler-Jones said the H1N1 virus is surging across the country, with the western provinces, the territories and Newfoundland and Labrador hit particularly hard.
"We expect to hear of more illness and deaths in the coming weeks as we go further into the second wave," Butler-Jones said Thursday.
Butler-Jones says overall flu activity is still below its peak during the virus's first wave in June, but he expects to surpass that spring high point within a few weeks.
"We're now, as of last week, we were below the peak weeks of June," he said.
"Now we're catching up. So we're not quite there yet, but over the next few weeks we're going to see perhaps what we saw in June.
"By then, I'm hoping that we'll have sufficient people immunized that we can slow this down."
-- With files from Canadian Press
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Jodi Saeland is a part-time KSL Meteorologist and full-time Mom of an eight-year-old daughter and six-year-old son. Follow Jodi as she explores the trials and triumps of skiing with your kids. Gain practical real-world advice on how to pack, dress, communicate and ski with your kids on Utah's famous slopes. How to be a skier while having an avid, excited budding snowboarder!
With her experience as a meteorologist, Jodi shares a bit of knowledge about Utah's weather forecasts and The Greatest Snow on Earth®
June 19 2014 2 Comments
A rare June storm brought nearly a foot of snow to the mountains of Utah this week. I like a little pool time but my kids, they want to get their skis and boards and take a run!
April 8 2014 0 Comments
It isn't often you get to go to a parade and see some of the best Olympians in the world. This past weekend that happened in Park City, a welcome home for the Utah Olympians, and a chance for the kids to give them a hug and get plenty of pictures and autographs. Great role models for kids to have, look up to, and aspire to be.
April 3 2014 0 Comments
Spring skiing is really some of the best skiing of the year. Tons of powder, no crowds and the deepest bases of the year. My day at Alta was gorgeous with over 2 feet of snow in the first couple days of April.
March 24 2014 0 Comments
It is the time of the year where the crowds thin, but the snow is still amazing! All this week Park City Mountain Resort is hosting Snowasis, a fun filled week of activities and entertainment for kids and adults!


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Deal Advisory


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Welcome to week 10 of my 365. Each week I will be sharing photos of Miss B creating a 365 of her first year just like I did with her big brother!
March 5
March 6
Nap time before big brother gets home!
March 7
And so the adventures with Sophie begin!
March 8
March 9
Cutie Pie dressed in cherries!
March 10
I'm not sure I like being held up in the air like this!
March 11
She is 3 months old today!!
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