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Blacks and Hispanics face extra challenges in getting home loans

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Blacks and Hispanics face extra challenges in getting home loans

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An examination of mortgage-market data indicates some of the continuing challenges black and Hispanic homebuyers and would-be homebuyers face. Among other things, they have a much harder time getting approved for conventional mortgages than whites and Asians, and when they are approved they tend to pay higher interest rates.

Even if denial rates had remained constant far fewer blacks and Hispanics would be receiving home loans, because mortgage applications from those groups have fallen dramatically

Lower down payments often translate into higher mortgage rates, and all else being equal, higher rates make homeownership less affordable because they increase the amount of a borrower’s monthly income devoted to his or her mortgage payment.

2015, fewer than two-thirds of black and Hispanic householders had mortgage rates below 5%, compared with 73% of white householders and 83% of Asian householders.

https://www.pewresearch.org/fact-tank/2017/01/10/blacks-and-hispanics-face-extra-challenges-in-getting-home-loans/

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California is pushing back school start times. 

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California is pushing back school start times. 

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https://www.nbcnews.com/news/education/california-pushing-back-school-start-times-move-could-sweep-nation-n1068641
This article is about how California moved their school start times back because Gov. Gavin Newsom realized that waking up early and having to do work is affecting high schoolers health.

Research shows that later school start times can increase the duration and quality of adolescent sleep, which has been linked to health benefits such as lower rates of depression and a reduced chance a teen will be involved in a car crash.

A later start to class can force parents to scramble for early morning child care before starting long commutes.

It also has been linked to health benefits such as lower rates of depression and a reduced chance a teen will be involved in a car crash.

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Interactive learning is a hands-on, real world learning environment.Interactive learning sharpens critical thinking, and help improve analytic skills. This skill also improves social communication skills.

https://www.scholastic.com/parents/family-life/social-emotional-learning/technology-and-kids/understanding-interactive-learning.html

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Doneal Mack was a competitive basketball player in college for 4 years. He wanted to get drafted but never got picked and had to drop out of the draft and give up on his basketball dream. He had a backup plan after college though, and this was to be a truck driver. It benefited him in the long run because he was prepared for failure and was ready and now he lives a successful life and is happy with his life.
URL:https://www.memphisflyer.com/life-after-sports

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This article is about how Mississippi was ordered to desegregate schools in 2016. On May 17, 1954, the U.S supermen court declared that segregated schools were unconstitutional. Just this week of May 17,2016 a federal judge had to force Mississippi to desegregate their schools.The town (Cleveland)of 12,000 people like many, many towns and cities in America  is racially segregated.

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Many teens dream of sleeping in each day, but it has nothing to do with laziness or lack of ambition. As children move into adolescence, their sleep cycles change. Adolescents naturally stay up later and get up later because of how their bodies release melatonin, a hormone that regulates sleep. Several studies show that teens cannot get out of this melatonin-induced sleep mode until at least 8:00 a.m., making later school start times desirable. Changing school start times has several benefits, but administrators must also consider the drawbacks of changing a familiar schedule.Teen drivers have several factors against them when it comes to their risk of motor vehicle accidents. Some teens drive while talking with friends or texting on their cell phones, taking their attention away from the road. Others are not mature enough to make good driving decisions, increasing the risk of accidents. What many people do not know is that sleepiness is a major factor in teen crashes. In fact, AAA says that drowsiness contributes to more than 100,000 crashes per year. When teens drive while they are drowsy, they have slowed reaction times and have a hard time paying attention to the road. Adolescents are especially at risk for driving drowsy because of early school start times. Moving school start times to at least 8:00 would give teens the opportunity to get more sleep each night.It is clear that sleep deprivation has a significant effect on academic performance. The American Academy of Sleep Medicine says that a lack of sleep impacts performance by reducing concentration, creating attention deficits, slowing reaction times, increasing distractibility, impairing decision-making skills and causing forgetfulness. AASM also says that sleep-deprived people are more prone to errors. These effects can have a serious impact on test scores and on the grades students receive on class projects and papers. James Maas, Ph.D., a leading expert on sleep, says that trying to educate teenagers so early in the morning does no good. Even if lectures and activities are interesting and stimulating, the urge to sleep still reduces alertness, memory and understanding.

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LGBTQ Students Face Unfair School Discipline, Pushing Many Out of School

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LGBTQ facing discrimination.   Travone Hamilton 

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LGBTQ facing discrimination.   Travone Hamilton 

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This article is about the LGBTQ community is facing discrimination about there sexuality in schools

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LGBTQ Students Face Unfair School Discipline, Pushing Many Out of School

Hostile School Climates as a Result of Bullying, Harassment and Discrimination Contribute to Pushing LGBTQ Youth Out of School, According to New GLSEN Report

NEW YORK (June 29, 2016) - Lesbian, gay, bisexual, transgender and queer (LGBTQ) students face high rates of school discipline, including detention, suspension and expulsion from school, according to a report released today by GLSEN, the leading national education organization focused on ensuring safe and affirming schools for all students. Compared to non-LGBTQ students, LGBTQ students were much more likely to have experienced each kind of discipline, often due to the harassment and discrimination that LGBTQ students face in school.

The report, Educational Exclusion: Drop Out, Push Out, and the School-to-Prison Pipeline among LGBTQ Youth, also found:

Two in five LGBTQ students reported receiving detention, in-school or out-of-school suspension and/or expulsion from school. LGBTQ Black/African American, LGBTQ Hispanic/Latino, and LGBTQ Multiracial students; LGBTQ students experiencing homelessness; and LGBTQ students with disabilities experienced higher rates than others.

Compared to cisgender LGBQ students, transgender students were more likely to receive school discipline and over three times as likely to report that they might not complete high school. Among LGBTQ students, the most common reason cited for not planning to graduate high school or being unsure if they would graduate was an unsupportive or hostile school environment.

Bullying, harassment and absenteeism may contribute to high rates of discipline. Among LGBTQ students, higher levels of victimization were associated with higher rates of school discipline, potentially because bullying incidents put LGBTQ students in greater contact with school authorities. Lack of safety resulted in many LGBTQ students missing school, putting them at risk for disciplinary sanctions for truancy. Students who had missed school because of feeling unsafe or uncomfortable were more likely to have been disciplined at school than those who had not (54 percent vs. 34 percent).

Anti-LGBTQ discriminatory policies and practices may also contribute to high rates of discipline. Over half (56 percent) of LGBTQ students experienced some form of anti-LGBTQ discrimination at school, and these students were more likely to have received school discipline than those who did not experience discrimination (48 percent vs. 32 percent). Almost one in ten students (9 percent) even reported being disciplined specifically because they were LGBTQ.

Victimization, absenteeism and discrimination may also increase LGBTQ students' risk of contact with the justice system. LGBTQ students who reported high levels of victimization, absenteeism or discrimination were more likely to have been involved with the justice system as a result of school discipline. The likelihood of this involvement was five times higher for LGBTQ students experiencing homelessness than for those who lived with a parent or guardian. Transgender students and LGBTQ students with disabilities were also more likely to have been involved with the justice system due to school discipline.

"It is abundantly clear that LGBTQ students face disproportionately high levels of school discipline due to hostile school climates that ultimately deprive many of them, not only of their education, but also the success in life that education affords," said Dr. Joseph Kosciw, GLSEN's Chief Research & Strategy Officer. "Given the findings of Educational Exclusion, we must redouble our efforts to create supportive schools for LGBTQ students, particularly transgender and gender nonconforming students, students experiencing homelessness, students with disabilities and students of color."
In light of the report's findings, GLSEN put forth a number of recommendations to keep LGBTQ students in school and out of the juvenile and criminal justice systems. Some of these recommendations are:

At the school, district, state and federal levels, laws and policies should specifically protect LGBTQ students from harassment and discrimination.

Rather than zero-tolerance policies, schools should employ graduated approaches to discipline, ensuring that disciplined students still have access to learning opportunities.

Teachers should employ culturally responsive teaching and incorporate positive representations of LGBTQ people and topics into their curriculum.

If School Resource/Safety Officers are used in schools, they must be trained to appropriately respond to anti-LGBTQ bias and not discriminate against LGBTQ students.

Alternative paths to high school completion, such as GED programs, alternative schools, and education in juvenile detention centers, should be available, safe and affirming for LGBTQ youth.

All staff should intervene when bullying occurs, in ways that do not blame the victims of bullying incidents, and consider using restorative practices rather than only punitive discipline measures.

The full Educational Exclusion report can be found at www.glsen.org/educationalexclusion.
About GLSEN

GLSEN champions safe and affirming schools for all students. We envision a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. Each year, GLSEN programs and resources reach tens of thousands of K-12 schools across the United States, and our network of chapters brings GLSEN's expertise to their local communities. GLSEN's progress and impact have won support for our work at all levels of education in the United States and sparked an international movement to ensure equality for LGBTQ students and respect for all in schools. For more information on GLSEN's policy advocacy, student leadership initiatives, public education, research and educator training programs, please visit glsen.org.

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LGBTQ Students Face Unfair School Discipline, Pushing Many Out of School

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NEW YORK (June 29, 2016) - Lesbian, gay, bisexual, transgender and queer (LGBTQ) students face high rates of school discipline, including detention, suspension and expulsion from school, according to a report released today by GLSEN, the leading national education organization focused on ensuring safe and affirming schools for all students.

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This article is about what athletics did before that got famous in pro sports. One example of this is George Medich a pitcher use to work in a restaurant chain. This just shows that if these pro athletics did not make it they could be in these type of jobs. The website URL:https://www.nytimes.com/1982/11/28/sports/after-the-games-are-over-athletes-in-the-work-force.html