Examples of legacy student in the following topics:
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- Many prestigious colleges and universities in the U.S. are known to give preference to "legacy students," or the children of alumni.
- Such educational inequality is further reinforced by legacy admission, the preference given by educational institutions to applicants who are related to alumni of that institution.
- Ivy League institutions admit roughly 10% to 30% of students from each incoming class based on this factor.
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- In American society, children born to well-educated parents have greater educational attainment than their peers -- a recent Harvard study found that legacy students were 45% more likely than other applicants to be admitted to Ivy League colleges.
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- Harvard researcher Michael Hurwitz found that legacy students were 45% more likely to be admitted to elite colleges.
- Working-class students learn obedience; upper-middle class students learn leadership and creativity.
- Upper-middle class students participate in activities that focus on public performance and skill development.
- Working-class students participate in informal play, visiting family, and ‘hanging out. ' Socialization brings the acceptance of a culture that justifies inequality, and it normally brings an acceptance of one's relative position in the system of inequality.
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- Gamoran's study (1992) shows that students are more likely to form friendships with other students in the same tracks than students outside of their tracks.
- Tracking sorts and separates students by academic ability.
- Students attend academic classes only with students whose overall academic achievement is the same as their own.
- Since tracking separates students by ability, students' work is only compared to that of similar-ability peers.
- Thus, tracking may have emotional benefits for students: it may prevent damage to self-esteem that could result from comparisons with the work of higher ability students or inflating the egos of the high-ability students when compared to low-ability students.
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- A 1992 study by Kulik and Kulik found that high-ability students in tracked classes achieved more highly than similar-ability students in non-tracked classes.
- Some studies suggest that tracking can influence students' peer groups and attitudes regarding other students.
- A 1992 study by Gamoran showed that students are more likely to form friendships with other students in the same tracks than students outside of their tracks.
- Additionally, some studies suggest that tracking can influence students' peer groups and attitudes regarding other students.
- A 1992 study by Gamoran showed that students are more likely to form friendships with other students in the same tracks than students outside of their tracks .
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- They concern not what students learn but how and when they learn.
- The hidden curriculum is rooted in professors' assumptions and values, students' expectations, and the social context in which both professors and students find themselves.
- For example, students may adopt a strategy of selective negligence.
- Students may feel frustration and anger at professors who deny them high grades, who object to creativity, and who demand that students fall in line with the hidden curriculum.
- But typically students must contain this anger or direct it inward.
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- Teachers' perception of students' knowledge and abilities influences classroom processes and student achievement.
- Teachers usually have higher expectations for students they view as higher achievers and treat these students with more respect.
- How teachers perceive students' knowledge and abilities influences classroom processes and student achievement.
- In other words, when teachers believe students will be high achievers, those students achieve more; conversely, when teachers believe students will be low achievers, those students tend to achieve less.
- Teachers usually have higher expectations for students they view as higher achievers, and treat these students with more respect.
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- In 2000, affluent students, students who could otherwise afford to pay for college, received "merit" scholarships worth 82% of the need-based aid received by students with the lowest family incomes.
- But unequal school funding may afford students from poorer families fewer opportunities, reinforcing the status quo.
- In 2000, affluent students, students who could otherwise afford to pay for college, received "merit" scholarships worth 82% of the need-based aid received by students with the lowest family incomes.
- As a result, there is less funding available for students who actually need it.
- Examine the inequality in public school systems and the implications for a student's future
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- The 2002 No Child Left Behind law shifted attention away from gifted students.
- The law aims to bring proficiency of all students to grade level, but critics note it does not address the needs of gifted students who perform above grade level.
- In compacting, students are pre-tested to determine which skills or content they have already mastered, thus allowing students to skip repetitive practice.
- In self-pacing, students advance at their own speeds.
- Many students do not exhibit both at the same time.
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- Student achievement is highly correlated with family characteristics, including household income and parental educational attainment.
- Not only do wealthier students tend to attend better-funded schools, but they often also benefit from family background characteristics.
- News & World Report), colleges favor students with higher standardized test scores and aggressively recruit them using "merit" scholarships.
- In 2000, affluent students, students who could otherwise afford to pay for college, received "merit" scholarships worth 82% of the need-based aid received by students with the lowest family incomes.
- Examine the various factors within family background that give students an advantage in the educational realm