Academic literature on the topic 'Student income support'
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Journal articles on the topic "Student income support"
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Potter, Mark. "Student Success for All: Support for Low-Income Students at an Urban Public University." Metropolitan Universities 28, no. 2 (May 17, 2017): 63–71. http://dx.doi.org/10.18060/21512.
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Although federal financial aid has increased in recent years, the costs of college tuition and living expenses have increased even more, leaving larger numbers of students with unmet need. Restructuring of financial aid, however, is insufficient to address the problem of diverging attainment gaps between low-income students and their more advantaged peers. Low-income students share patterns and traits that put them at greater risk of dropping out of college. In response, the Lumina Foundation published the report Beyond Financial Aid, which identifies six strategies for supporting low-income students, offers examples of how those strategies may be implemented, and provides an institutional self-assessment tool. At Metropolitan State University of Denver, a cross-functional team of faculty and staff at MSU Denver gained considerable insight by using and discussing the Beyond Financial Aid assessment tool. The action plan that emerged from the team’s work consists of five goals: Take advantage of easy wins; use data to know our low-income students; increase broad-based support for low-income students; foster culture change; and enhance financial literacy. Additionally, MSU Denver has leveraged partnerships to strengthen support for its low-income students as a natural extension of the University’s regional stewardship mission.
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Wimberley, Laura, Elizabeth Cheney, and Yi Ding. "Equitable student success via library support for textbooks." Reference Services Review 48, no. 3 (July 13, 2020): 373–83. http://dx.doi.org/10.1108/rsr-03-2020-0024.
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Purpose The cost of course materials to the individual student has increased over the past decade, contributing to educational inequity. Open educational resources (OERs) may be a solution and research validates their positive impact on student success outcomes (Colvard et al., 2018; Feldstein et al., 2012). Few studies, however, examine the role that library collections play in addressing course materials cost and student success. This paper aims to investigate whether materials costs are a significant factor in course pass rate and whether the library has a positive impact on pass rates. Design/methodology/approach Using required texts listed in syllabi for select undergraduate courses at California State University, Northridge (CSUN), the authors compare course materials costs for each course to the pass rate. The authors then measure the impact of course materials cost on the achievement gap between Pell Grant eligible and non-eligible students. Findings This study confirms previous research indicating that reduced course materials costs have a measurable impact on student success, in that the total minimum cost of required materials has a statistically significant effect on the percentage of students who pass a course. However, course reserves slightly increase the disparity between high-income and low-income students, suggesting that course reserves are a less effective way of supporting the latter compared to OERs. Originality/value This study is unique in examining the effect of the cost of course materials on students, regardless of the source of cost reductions. Most literature focuses on the qualitative efficacy of OERs instead of measured impact or the relationship between the cost of course materials and student success. The authors investigate the connection between OERs, library engagement and student success.
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Lochner, Lance, Todd Stinebrickner, and Utku Suleymanoglu. "Parental Support, Savings, and Student Loan Repayment." American Economic Journal: Economic Policy 13, no. 1 (February 1, 2021): 329–71. http://dx.doi.org/10.1257/pol.20180401.
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Using unique survey and administrative data from Canada, we document that parental support and personal savings substantially reduce student loan repayment problems. Developing a model of student borrowing and repayment, we show that nonmonetary costs of applying for income-based repayment assistance are critical to understanding our findings. Furthermore, we show that eliminating these costs may be inefficient. Empirically, we show that expanding Canada’s Repayment Assistance Plan to automatically cover all borrowers could reduce program revenue by half over early repayment years. Finally, we show how student loan programs can be more efficiently designed. (JEL G51, I22, I23, I28)
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Parolin, Zachary. "Income Support Policies and the Rise of Student and Family Homelessness." ANNALS of the American Academy of Political and Social Science 693, no. 1 (January 2021): 46–63. http://dx.doi.org/10.1177/0002716220981847.
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This study investigates whether the generosity and accessibility of publicly provided income support contributes to levels of family homelessness. Using data on student homelessness from most public school districts in the United States, I find that greater access to cash assistance from the Temporary Assistance for Needy Families (TANF) program reduces levels of family homelessness and that the reduction is particularly strong for majority–Black and Native American school districts. The results suggest that the observed decline in access to TANF cash assistance may be an important driver of the rise in family homelessness. Evidence is inconclusive about whether greater access to the Supplemental Nutrition Assistance Program (SNAP) or greater generosity of the Earned Income Tax Credit (EITC) reduces levels of homelessness.
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Ruiz Alvarado, Adriana, Theresa Stewart-Ambo, and Sylvia Hurtado. "High School and College Choice Factors Associated with High-Achieving Low-Income Students’ College Degree Completion." Education Sciences 10, no. 6 (June 2, 2020): 153. http://dx.doi.org/10.3390/educsci10060153.
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Gaps in college degree completion between low-, middle-, and high-income college students are typically attributed to differences in academic preparation and ability. However, high-achieving, low-income students are still less likely to graduate from college than their high-achieving, high-income counterparts. This study explores completion rates at the end of the Great Recession, using a community cultural wealth framework to examine additional pre-college factors and college attendance behaviors that contribute to the degree completion of high-achieving, low-income students. Longitudinal data using the Freshmen Survey and National Student Clearinghouse were collected from 2004 to 2010, comparing 9300 high-achieving students entering 455 colleges from low-, middle-, and high-income backgrounds. Hierarchical linear modeling (HGLM) was used to identify student and institutional factors that predict college completion during this era. Findings indicate that navigational capital and college attendance patterns (attending a summer session, selective college, and/or private institution) are key factors for high-achieving, low-income student completion. Cultural wealth anti-deficit measures could not explain the low-income Latinx lower likelihood of college completion nor gender differences across income groups. Implications of the results address concerns regarding the COVID-19 pandemic recession in terms of what institutions can do to support students.
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Schuler, Brittany R., Brit I. Saksvig, Joy Nduka, Susannah Beckerman, Lea Jaspers, Maureen M. Black, and Erin R. Hager. "Barriers and Enablers to the Implementation of School Wellness Policies: An Economic Perspective." Health Promotion Practice 19, no. 6 (January 18, 2018): 873–83. http://dx.doi.org/10.1177/1524839917752109.
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Background. Local wellness policies (LWPs) are mandated among school systems to enhance nutrition/physical activity opportunities in schools. Prior research notes disparities in LWP implementation. This study uses mixed methods to examine barriers/enablers to LWP implementation, comparing responses by student body income. Method. Schools ( n = 744, 24 systems) completed an LWP implementation barriers/enablers survey. Semistructured interviews ( n = 20 random subsample) described barriers/enablers. Responses were compared by majority of lower (≥50% free/reduced-price meals; lower income [LI]) versus higher income (HI) student body. Results. In surveys, LI and HI schools identified common barriers (parents/families, federal/state regulations, students, time, funding) and enablers (school system, teachers, food service, physical education curriculum/resources, and staff). Interviews further elucidated how staffing and funding served as enablers for all schools, and provide context for how and why barriers differed by income: time, food service (HI schools), and parents/families (LI schools). Conclusions. Findings support commonalities in barriers and enablers among all schools, suggesting that regardless of economic context, schools would benefit from additional supports, such as physical education and nutrition education resources integrated into existing curricula, additional funding, and personnel time dedicated to wellness programming. LI schools may benefit from additional funding to support parent and community involvement.
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Pollock, Mica, Susan Yonezawa, Hilary Gay, and Lilia Rodriguez. "Pursuing Deep Equity in “Blended” Classrooms: Exploring the In-Person Teacher Role in Supporting Low-Income Youth through Computer-Based Learning." Teachers College Record: The Voice of Scholarship in Education 121, no. 5 (May 2019): 1–40. http://dx.doi.org/10.1177/016146811912100509.
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Background/Context Efforts to increase low-income, underrepresented students’ access to coursework increasingly tap computer-based course materials. Yet as we turn increasingly to computers for instruction, what might the in-person teacher still be needed to do? This paper presents seven in-person “teacher roles” that precollege low-income youth and their teachers deemed necessary for supporting students as they used computer-based materials. Data were collected across two years in 19 summer school classrooms where 400 high school students took computer-based college-preparatory courses supported in person by teachers and teachers’ assistants (TAs). We offer an empirically informed conceptual framework supporting next research on (and innovation of) equity-minded “blended” classroom practice. We define “equity” effort as active effort to meet the needs of each student and all groups of students; here, the effort was to sufficiently prepare each and all students for college. Purpose/Objective/Research Question/Focus of Study We used focus groups, classroom observations, and interviews to study the roles that teachers embraced and students valued. We asked two research questions: (1) How do in-class teachers (teachers and TAs) support students as students access material online? (2) According to student and adult participants, which teacher supports are key to student success in the courses? Research Design Researchers observed classrooms to capture patterns of frequently repeated adult-student and peer interaction. Through informal and semi-structured ethnographic interviews and focus groups, we invited participants to comment on needed supports for classrooms and on the supports they saw as particularly valuable (or not). We conducted approximately 46 hours of interviews and focus groups and 500 hours of observation. Conclusions/Recommendations We describe three in-person teacher roles that participants said assisted students in achieving basic equity with computer materials—that is, precollege content access and course credit otherwise denied. We explore four in-person teacher roles that participants called particularly necessary for deep equity—to support students’ individual and collective comprehension of the online materials, often through dialogue. We conclude that the teacher's overarching role for achieving equity in these blended classrooms was to continually adjust pedagogy as needed to ensure each and all students both accessed and understood the precollege content. This suggests that adding technology to classrooms to support all students fundamentally requires teachers.
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Kezar, Adrianna, and Joseph A. Kitchen. "Supporting First-Generation, Low-Income, and Underrepresented Students’ Transitions to College Through Comprehensive and Integrated Programs." American Behavioral Scientist 64, no. 3 (August 21, 2019): 223–29. http://dx.doi.org/10.1177/0002764219869397.
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This special issue of American Behavioral Scientist focuses on college transition programs that have either comprehensive or integrated designs, exploring whether, how, and why these programs are making progress toward improving success among marginalized student populations to address long-standing retention and completion gaps that have troubled higher education for decades. Comprehensive programs offer a broad range of supports coordinated within a single program. Integrated programs link students to several existing supports on campus so that they essentially become a comprehensive support program. There are multiple institutional and structural factors that can thwart the success and development of underrepresented and marginalized students. Comprehensive and integrated programs represent an opportunity to structure or coordinate an environment within the larger university community that is explicitly oriented toward the particular needs and success of these student populations. This volume of articles focuses on two major comprehensive and integrated programs: (1) the Thompson Scholars Learning Communities program and (2) the California State University STEM Collaboratives Initiative.
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Holcombe, Elizabeth, and Adrianna Kezar. "Ensuring Success Among First-Generation, Low-Income, and Underserved Minority Students: Developing a Unified Community of Support." American Behavioral Scientist 64, no. 3 (September 11, 2019): 349–69. http://dx.doi.org/10.1177/0002764219869413.
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Recent research has demonstrated the value of comprehensive, integrated programs that combine and align several interventions to create a seamless learning environment for undergraduate students in STEM (science, technology, engineering, and mathematics). While there is emerging evidence of the value of these integrated programs for student success, there is little understanding of exactly how and why they are effective. This study of integrated programs at several California State University campuses indicates that successful integrated programs are effective because they create what we term a unified community of support for students, faculty, and staff. A unified community of support leverages structural changes to campus policies and practices to promote individual changes to faculty and staff knowledge, beliefs, actions, and relationships. This combination offers a unique and novel way of both organizing and conceptualizing student support within higher education, as most existing programs are based around either structural changes or individual support, rather than a mutually reinforcing combination of the two.
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Kezar, Adrianna, Rosemary J. Perez, Joseph A. Kitchen, and Ronald E. Hallett. "Learning How to Tailor Programmatic Offerings to Support Low-income, First-generation, and Racially Minoritized Student Success." Journal of Postsecondary Student Success 1, no. 1 (August 31, 2021): 25–57. http://dx.doi.org/10.33009/fsop_jpss127933.
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This study focused on the process of how the staff at the Thompson Scholars Learning Community (TSLC), a comprehensive college transition program, tailored the programmatic offerings to meet the needs of low-income, first generation and racialized minority students. Because college students are complex individuals, each of whom faces a unique set of challenges and opportunities, it is reasonable to hypothesize that tailoring support services to the multiple needs of each student may make them more effective. The research identifies a four-part iterative and cyclical process to tailor the programmatic offerings for students – beginning with the individual student and then using information about individual needs to scale to broader group level tailoring. This broadening or scaling process is a new contribution to the literature that has not previously been identified. The tailored approach we identified works at both individual and group levels, which makes it viable as an intervention for large numbers of students. The effort to attend to and learn about individual students ensures that the intervention still meets the needs of individuals, but the testing of these interventions more broadly allows for understanding how these approaches will work for diverse group level tailoring.
Dissertations / Theses on the topic "Student income support"
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Malatino, Kristin Wieneke. "The Impact of a Systemic Approach to Student Support on Middle-Childhood Development for Low-Income, Urban Children." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2424.
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Thesis advisor: Mary E. WalshDevelopmental-contextual theory asserts that the contexts in which children develop have the potential to foster or inhibit healthy development (Lerner, 1984; 1995). Given the potential for developmental contexts to promote positive development for at-risk children, systemic student support interventions have been developed to change school contexts into more supportive environments for healthy child development (e.g., BCCOSS, 2010; Communities in Schools, 2010; Dryfoos, 2003). The current study examined the effects of one such student support program, City Connects (formerly Boston Connects). Previous evaluation research has found that City Connects positively impacts multiple factors of child development (BCCCFCP, 2009; BCCOSS, 2010). This study expanded upon the evaluation research to investigate the relationship between the City Connects intervention and specific domains of social development: friendship, bullying, peer victimization, relationship with teacher, and school belonging. Positive social development has been found to foster resilience and promote positive child development in other domains. Thus, this study also examined these domains of social development as the mechanisms through which City Connects is related to student report card grades in math, reading, behavior, and work habits. Within the current study sample of 3rd through 5th grade students in 2007, significant direct relationships between City Connects and domains of social development were not found. Since City Connects did not significantly predict improvements in social development, the mediating hypothesis was not supported. However, follow-up analyses revealed indirect relationships between City Connects and domains of social development, which were mediated by report card grades in reading and work habits. Reading grades significantly mediated the relationships between City Connects and school belonging, peer victimization, and bullying behavior. Work habit grades approached significance as a mediator of the relationships between City Connects and school belonging, relationship with teacher, bullying behavior and peer victimization. The current study underscores the complexity of developmental pathways, and the need for complex, multifaceted student support interventions to help support positive child development for low-income, urban children
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Warren, Valencia Dee. "Low income African-American fourth-grade students' perception of academic achievement relative to student self-concept, parental support and teachers attitude." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/976.
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This study examines low income fourth-grade students' perception of academic achievement in relationship to student self-concept, parental support, and teacher attitudes.
The study was based on the fourth-grade failure syndrome. This syndrome is a withdrawal of interest by children of this age in school-related activities with resultant academic failure. Fourth-grade students were surveyed to determine if their perception of self-concept, parental support, and teacher attitudes were related to their academic achievement. The researcher found that when students had a positive perception of selfconcept, parental support, and teacher attitudes, they obtained above average achievement. Data gathered during this research can be used to broaden the body of knowledge among social workers, psychologists, counselors, and school administrators who are in a position to rectify the decline in the academic success of African-American students.
The conclusion drawn from these findings supports that the students' perception of self-concept, parental support, teacher attitudes, and academic achievement are inter related. Neither factor significantly outweighed the other; however, all factors contributed to the academic success of low income African-American students.
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Bergeron, Dyonne Michelle. "The Relationship of Perceived Intellectual and Social Attainment to Academic Success of First-Generation, First-Year College Students Participating in a First Generation Access Program." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4637.
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The purpose of this study was to advance understanding of perceived intellectual and social attainment gains of first-generation, first-year college students participating in First Generation Access Programs at the University of South Florida (USF), a large, public research university in Florida. Understanding the self-reported intellectual and personal/social gains of these students in higher education can lead to higher retention rates, creative strategies that promote academic success, affective cognitive and personal development activities and services that meet the needs of this rapidly growing at-risk student population with their persistence and transition to college.
Researchers have sought to examine variables that may help to increase the persistence rates of students by understanding the impact of students enrolled in First Generation Access Programs on first-generation students' academic success, as measured by grade point average. Several studies have indicated that first-generation, first-year college students have pre-collegiate characteristics that impede their intellectual and personal/social growth. In addition, research studies show that First Generation Access Programs are successful in assisting at-risk student populations successful in their transition to and persistence in college. However, there is scarcity of literature that examines the estimates of intellectual and personal/social gains of first-generation, first-year students enrolled in First Generation Access Programs. As such, this study explored the extent to which self-reported intellectual and personal/social gains predict the academic success, as measured by grade point average, for first-generation, first-year college students enrolled in First Generation Access Programs.
Theoretical frameworks from higher education were used to provide an understanding of perceived intellectual and personal/social attainment and academic success of first-generation, first-year, students enrolled in First Generation Access Programs for the context of this study. According to Kuh (1995), college impact models from Astin and Tinto and Pusser were studied, as they have been used to assist higher education professionals in understanding "outcomes produced by interactions between students and their institutions' environments..." (p. 126 - 127). In the context of both college impact models, Astin's Inputs-Environment-Outcomes Model (1991) and Tinto and Pusser's Model of Institutional Action for Student Success (2006), results of this study indicated that First Generation Access Programs increase the intellectual and personal/social attainment of first-generation, first-year students.
Several statistical analyses were conducted to examine relationships between variables (self-reported intellectual and personal/social gains, gender, and academic success) including multivariate analysis of variance (MANOVA), simple regression tests, and Pearson Product Moment Correlation. Results of this study were based on the responses of 184 participants. Results indicated that the participants self-reported significant intellectual and personal/social gains. However, findings indicated that there is no statistically significant relationship between self-reported gains and academic success as measured by grade point average, but there is a statistically significant relationship based on gender.
One implication for higher education administrators and student affairs professionals is the need to investigate alternative measures for academic success of first-generation, first-year students enrolled in First Generation Access Programs. Grade point average does not seem to accurately measure academic success on perceived intellectual and personal/social gains of this at-risk population. Second, institutions should seek to understand the factors and specific strategies of First Generation Access Programs that increase the cognitive and social growth and development of first-generation, first-year college students so that it may be successfully implemented for first-generation, first-year college students who do not participate in FGAP.
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Childs, Sidney Robert. "Impact of the Student Support Services/TRIO Programming on Persistence and Academic Achievement." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1372075402.
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Strode, Christopher N. "Supportive Measures: An Analysis of the TRIO Program - Student Support Services at East Tennessee State University from 2001 – 2004." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1235.
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The purpose of this study was to examine the academic performance of the first-time, full-time, traditional-aged students in the Student Support Services program at East Tennessee State University. This was accomplished by comparing their academic performance with the academic performance of first-time, full-time, traditional-aged non-SSS participants, including students in both the SSS eligible and SSS ineligible study groups. Incoming freshman cohorts from 2001, 2002, 2003, and 2004 were used to create the 3 distinct study groups. Demographic and performance outcome variables were used for comparison among the 3 groups. The cumulative college GPA, fall-to-fall retention, and 6-year graduation status of the 3 study groups were of primary interest in this study. Prediction models for these 3 variables were a secondary consideration. Thirteen research questions guided this study and were analyzed using one-way analysis of variance, two-way contingency tables, multivariate linear regressions, and binary logistic regressions. Results indicated that there were significant differences in demographic and performance outcomes among the 3 study groups. SSS participants were found to have a significantly lower cumulative GPA at graduation than their peers, but exceeded them in fall-to-fall retention status and 6-year graduation status. The prediction models showed that the first-year cumulative college GPA was a powerful predictor of fall-to-fall retention status and 6-year graduation status for first-time, full-time traditional-aged freshman students.
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Underwood, Evelyn Burnett. "Survey of educational support for low-income, at-risk middle school students in Champaign-Urbana public schools /." View online, 1993. http://repository.eiu.edu/theses/docs/32211998883194.pdf.
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Higgins, Timothy Sean. "Essays in the Development and Costing of Income Contingent Loans." Phd thesis, 2010. http://hdl.handle.net/1885/7182.
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(Note: Abridged abstract) Income contingent loans (ICL) are policy instruments that can enable participation in activities that yield both public and private benefits, with repayment conditions that promote equity, remove the risk of loan default, smooth consumption, and thus increase utility for loan recipients. Three essays are presented on the development and costing of ICLs. The first two essays consider the application of ICLs to paid parental leave and to student income support, and they are approached from the perspective of financial product design: context and motivation are described; product features are chosen to balance consumer needs and affordability with provider costs; models are developed and populated with assumptions and parameters; and the models are used to undertake risk assessment and costing. In the first essay, an ICL is developed as an extension to the recently introduced Australian statutory paid parental leave scheme. Design features are proposed to mitigate adverse selection and moral hazard, and it is shown that the ICL could be a cost effective and equitable means of providing parents with the necessary leave so as to optimise both private and public returns. In the second essay, an ICL is motivated and developed for the shortfall in student income support for higher education. The consequences of different loan indexation arrangements to expected taxpayer costs, loan recipient outlays, cross-subsidisation, and participation rates are discussed. A novel ICL sourced from superannuation is proposed separately as a means of financing income support for mature aged students. The viability of ICLs will depend, in part, on aggregate taxpayer costs. In the final essay, labour force and earnings models are developed to explore how ICL cost estimates are affected by model structures and assumptions. Nested bivariate logistic models for labour force transitions are developed that incorporate lagged labour states. Hourly wage is modelled, and residuals from the mean fit are partitioned into permanent and transitory components, incorporating serial dependency and non-normal shocks. A non-parametric model for weekly hours worked is developed that incorporates conditional transition probabilities. Monte Carlo simulation is used to estimate ICL debt, repayments and subsidies under the fitted models. It is found that under a wide range of conditions, dynamic stochastic earnings models lead to greater repayments, lower projected debt, and significantly lower aggregate taxpayer subsidies when compared with models that ignore earnings mobility.
Books on the topic "Student income support"
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United States. Congress. House. Committee on Education and Labor (2007). Subcommittee on Higher Education, Lifelong Learning, and Competitiveness. Higher Education Act: Institutional support for colleges and universities under Title III and Title V : hearing before the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, first session, hearing held in Austin, TX, June 4, 2007. Washington: U.S. G.P.O., 2008.
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Higher Education Act: Institutional support for colleges and universities under Title III and Title V : hearing before the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, first session, hearing held in Austin, TX, June 4, 2007. Washington: U.S. G.P.O., 2008.
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Karpova, Elena, and Elena Chumachenko. Finances of organizations (enterprises). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1003768.
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The tutorial discusses the finances of organizations (enterprises), which are an independent part of financial system that supports the production of goods and services. It is in this part of financial system accounts for a significant part of national income of the country, carried out the distribution of income within organizations and partial redistribution through the budget system and the system of extra-budgetary funds.
Meets the requirements of Federal state educational standards of higher education of the last generation. Structure of the study was developed based on the requirements to level of preparation of graduates in accordance with the competence model of higher education.
For students enrolled in fields of study 38.03.01 "Economics" and 38.03.02 "Management". May be of interest to graduate students, teachers of economic universities, as well as for employees of financial services of commercial organizations.
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Golonka, Susan. Opening doors: Expanding educational opportunities for low-income workers. [New York, N.Y.]: Manpower Demonstration Research Corporation, 2001.
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McCrory Calarco, Jessica. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190634438.003.0001.
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How does the middle class secure advantages in school? Research provides clear evidence that parents’ education and income are the best predictors of children’s educational outcomes. Explanations for that middle-class advantage typically focus on the match between middle-class culture and school culture. From that perspective, teachers reward students whose behaviors meet their expectations. This book argues that the middle-class advantage is also, at least in part, a negotiated advantage. Middle-class students secure advantages not only by complying with teachers’ expectations but also by requesting (and successfully securing) support in excess of what is fair or required. This chapter provides an overview of the book as a whole, describing the research questions, the data and methods used to answer those questions, and the answers to those questions. This chapter also situates those questions and answers in a review of prior research and concludes with a brief summary of the remaining chapters.
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Archibald, Robert B., and David H. Feldman. The Road Ahead for America's Colleges and Universities. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190251918.001.0001.
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This book evaluates the threats—real and perceived—that American colleges and universities must confront over the next thirty years. Those threats include rising costs endemic to personal services like higher education, growing income inequality in the United States that affects how much families can pay, demographic changes that will affect demand, and labor market changes that could affect the value of a degree. The book also evaluates changing patterns of state and federal support for higher education, and new digital technologies rippling through the entire economy. Although there will be great challenges ahead for America’s complex mix of colleges and universities, this book’s analysis is an antidote to the language of crisis that dominates contemporary public discourse. The bundle of services that four-year colleges and universities provide likely will retain their value for the traditional age range of college students. The division between in-person education for most younger students and online coursework for older and returning students appears quite stable. This book provides a view that is less pessimistic about the present, but more worried about the future. The diverse American system of four-year institutions is resilient and adaptable. But the threats this book identifies will weigh most heavily on the schools that disproportionately serve America’s most at-risk students. The future could cement in place a bifurcated higher education system, one for the children of privilege and great potential and one for the riskier social investment in the children of disadvantage.
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Warren, Mark R. Willful Defiance. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197611500.001.0001.
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Willful Defiance documents how Black and Brown parents, students and members of low-income communities of color organized to dismantle the school-to-prison pipeline in their local schools and built a movement that spread across the country. The book begins in the Mississippi Delta where African American families were some of the first to name and speak out against the school-to-prison pipeline and challenge anti-Black racism, exclusionary discipline policies that suspend and expel students of color at disproportionate rates and policing practices that lead students into the juvenile and criminal justice systems. The book examines organizing processes in Mississippi, Los Angeles, Chicago, and other localities, showing how groups led by parents and students of color built the power to win policy changes to reduce suspensions and expulsions by centering the participation of people most impacted by injustice and combining deep local organizing with resources from the national movement. It shows how an intersectional movement emerged as girls of color and gender nonconforming students asserted their voice, the movement won victories to remove or defund school police and sought to establish restorative justice alternatives to transform deep-seated racism in public schools. The book documents the struggle organizers waged to build a movement led by community groups accountable to people most impacted by injustice rather than Washington-based professional advocates. It offers a new model for federated movements that operate simultaneously at local, state, and national levels, while primarily oriented to support local organizing and reconceptualizes national movements as interconnected local struggles whose victories are lifted up and “nationalized” to transform racially inequitable policies at multiple levels.
Book chapters on the topic "Student income support"
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Contini, Dalit, and Roberto Zotti. "Do Financial Conditions Play a Role in University Dropout? New Evidence from Administrative Data." In Teaching, Research and Academic Careers, 39–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_3.
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AbstractA large strand of research in the economics and sociology of education has highlighted the existence of deeply rooted inequalities in educational choices along socioeconomic lines, even when net of prior performance. These disparities may take different forms at different stages of schooling and across institutional systems. Yet, due to the lack of data, it is often difficult to disentangle the role played by the various dimensions of socioeconomic background on students’ educational careers. While parental education and occupation may shape aspirations (and thus the wish to undertake ambitious educational programmes), lack of income could represent a material obstacle to the continuation of study. In this chapter, we focus on the effect of financial conditions on the probability of dropping out from university. Italy is an interesting study case, because the education system is mainly public and university tuition fees are relatively low and income progressive. Because direct costs for disadvantaged students are low, we would expect income not to be highly relevant in this context. By exploiting a unique data set from the University of Torino (in northern Italy) linking administrative data from students’ university careers and information on parental characteristics collected at matriculation, we analyse how socioeconomic background influences the first-year dropout probability. While extremely relevant in earlier educational outcomes, parental education and occupation no longer exert a sizable effect at this point in students’ lives. Instead, we find that economic conditions greatly influence the chances of completing university. This result suggests that low tuition fees may be insufficient to foster the participation of low-income high school graduates and that additional forms of support might be needed to ensure equity and, at the same time, raise the share of young people with higher education degrees, which is still too low in Italy.
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Reimers, Fernando M. "Conclusions and Implications." In Primary and Secondary Education During Covid-19, 461–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_17.
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AbstractThis chapter concludes the book, drawing on the preceding chapters to identify overarching themes that summarize the nature of the educational impact of COVID-19. It describes the educational loss that was created by the pandemic, particularly for disadvantaged students and more so in countries with lower levels of per capita income. Those losses were the result of impacts of the pandemic on poverty and household conditions, as well as the result of insufficient capacity of remote instruction to adequately sustain opportunity to learn. The efforts to maintain educational opportunity and to close equity gaps during the pandemic in some countries are also discussed, in the context of the role of educational inequality before the pandemic and of initial conditions to support remote instruction. The chapter examines also some of the silver linings resulting from the pandemic in the education sector, such as the greater recognition of the importance of schools, and of in person schooling, and the necessity to support the emotional and social development of students, in addition to their cognitive development. The chapter concludes discussing the challenges ahead created by the pandemic and underscores the urgency of maintaining the priority of education and remediating those learning losses during the remaining period of the pandemic and in the immediate aftermath, to mitigate the likely increase in poverty and social inequality that would result from the educational losses during COVID-19.
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Eastman, Rayshawn L., April Eddie, and Kelli Johnson. "Don't Forget About Us." In Strategies for Student Support During a Global Crisis, 126–40. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7000-5.ch008.
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Through narratives, this chapter explores the perspectives of three higher education professionals who served diverse student bodies during a pandemic. Detailing their experiences, the authors address efforts made to support underrepresented students during a pandemic. The effects of COVID-19 were vast and even more impactful for underrepresented students. The challenges of taking classes during a pandemic, combined with the known social challenges of 2020, made for an unforgettable period of time. This chapter addresses lessons learned, best practices, and suggestions for supporting students during a pandemic. The authors define underrepresented students as first-generation, LGBT+, low-income, and ethnic/racial minority students.
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Ssenyonga, Joseph, and Proscovia B. Nakiganda. "Postgraduate Student Research Realities in Uganda." In Postgraduate Research Engagement in Low Resource Settings, 150–72. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0264-8.ch009.
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Globally, there is a high quest for graduate education with many prospective students aspiring to attain advanced qualifications to obtain a better career path and higher income. Besides, postgraduate education fosters skills development. However, in Uganda, many students enroll in different graduate programs but fail to complete them in the stipulated timeframe. Furthermore, most of the master's students tend to successfully finish their first year which basically has the coursework component yet fail to complete the second year that has the research component. Doctoral students make little progress when it comes to their research. The authors will examine general research preparation, writing, and methodology skills that are critical to graduate studies and research. With the necessary support, mentoring, and planning, graduate research can be made a better process for students and supervisors.
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Kose, Huri B., Isha Kalanee, and Yetkin Yildirim. "Recovering Higher Education During and After the Pandemic." In Handbook of Research on Future of Work and Education, 14–26. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8275-6.ch002.
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This chapter discusses the economic, academic, and socioemotional effects of the COVID-19 pandemic on low-income students and the institutes of higher education that serve them. Income-based inequities among students have been amplified significantly by the economic recession and the shift to remote learning. This chapter examines the federal and state-level plans that aim to address these inequities by providing/redistributing aid to universities. Additionally, updated pedagogies that are attuned to the needs of remote/hybrid learning are proposed, since keeping student motivation (and graduation rates) high will be a priority for universities as they recover from this pandemic. Universities must therefore provide their students with the sufficient monetary, academic, and emotional support needed to ensure both their students' and their own success.
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Tshishonga, Ndwakhulu Stephen. "Addressing the Unemployed Graduate Challenge Through Student Entrepreneurship and Innovation in South Africa's Higher Education." In Advances in Business Strategy and Competitive Advantage, 161–81. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7724-0.ch008.
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This chapter addresses graduate unemployment through student entrepreneurship in the context of South African higher education. The graduate unemployment rate of South Africa is estimated at 33.5% for the youth (15–24) and 10.2% for those aged 25–34. Unemployed graduate phenomenon as depicted by the FeesMustFall campaign is exacerbated by untransformed curriculum which does not provide students with the relevant skills to match the labour demands. In this regard, this chapter argues that student entrepreneurship remains one of the strategies university-based youth or students could not only a space to gain business skills and experience, but also a forum where they can put their creative ideas into income generating projects. The chapter first looks at student entrepreneurship and the challenges faced by tertiary students. Second, it explores the opportunities created through entrepreneurship, the challenges faced by student entrepreneurs, and finally, the support needed to run successful student entrepreneurship.
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Branson, Dana C., Valdis Zalite, Wendell T. Stapleton, and Mya Weakley. "Mentoring, Partnering, and Follow-Through." In Using Self-Efficacy for Improving Retention and Success of Diverse Student Populations, 40–64. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5039-0.ch003.
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TRIO programs partner with low-income, first-generation, and/or students with disabilities to address academic and personal challenges, as well as social capital deficits that can cause students to struggle with feelings of isolation and a lack of belonging to the university community. This can place students at risk for leaving academia prematurely. The chapter will discuss the history of TRIO programs and the development of the eight specific programs currently available to students. Barriers to student social and educational success will be discussed, specifically intersectionality of oppression, the hidden curriculum, and lack of cultural humility by faculty and administrators. TRIO programs provide various services to students that have been found to be highly successful with student retention rates, academic performance, and increased self-efficacy. The chapter will discuss TRIO staff characteristics, needed administrative and faculty support, and university community buy-in for overall success. The chapter includes TRIO student and staff member testimonies.
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"Minimizing the Impact of the COVID-19 Pandemic on Nontraditional Learners." In Meeting the Needs of Nontraditional Undergraduate Students, 208–37. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8323-4.ch009.
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This chapter examines the short- and long-term consequences of the worldwide COVID-19 pandemic on adult learners. The pandemic has affected enrollment overall, but has also disproportionately affected low-income students, which includes many nontraditional learners. Nontraditional learners, especially those who are low-income, racial, and ethnic minority women, are struggling with more demands on their time and energy, which can affect their mental health and educational success. Faculty are experiencing the effects of the pandemic as well, which has resulted in fewer diversity hires and struggles to meet students' needs and administrators' demands. There is a discussion of the possible long-term effects of the COVID-19 pandemic, and how universities will have to prioritize student and faculty recruitment, support, and retention in order to rise to the challenges of this new reality, along with suggestions for improvement upon current strategies and implementation of new ones.
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"Obstacles, Responsibilities, and Life Stressors for the Adult Learner." In Meeting the Needs of Nontraditional Undergraduate Students, 27–57. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8323-4.ch002.
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This chapter takes a deeper look at the barriers that exist for nontraditional learners. These students are typically older, employed, have children or other dependents, and have had a long break from the classroom. These traits combine to produce time constraints, lower self-confidence, and prevent nontraditional learners from connecting with their peers, which in turn impedes success. The prevalence of Horn and Carroll's nontraditional characteristics and the ways in which they hinder student success in the classroom are discussed, as well as the challenges faced by first-generation students, students from low-income families, veterans, and non-White learners. Support services for nontraditional learners should be flexible, inclusive, and specific to their unique needs.
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Kim, Hannah. "Toward Culturally Responsive Social-Emotional Learning (SEL)." In Handbook of Research on Race, Culture, and Student Achievement, 44–65. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5705-4.ch003.
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Although teachers' awareness of SEL plays a critical role in successful SEL implementation, most research is focused on the effects of SEL policy/programs on students and schools with little attention to teachers' experiences of SEL implementation, especially those serving low-income predominantly non-dominant communities. In fact, teachers in underserved schools are reported to have greater needs for support to adapt SEL programs to their students' different backgrounds. This qualitative research explores how teachers experience the SEL policy/programs at one elementary school implementing SEL pilot programs in Colorado, with a high percentage of racially and linguistically minoritized students facing economic challenges. This research draws upon culturally responsive pedagogy frameworks to capture teachers' praxis of culturally responsive SEL in an underserved multilingual/multicultural school and what challenges they are navigating. This study's more situated data extends the theory and practices of culturally responsive SEL.
Conference papers on the topic "Student income support"
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Careemdeen, Jalal Deen. "The Effect of Demographic Factors on Students’ Virtual Environmental Support in Learning." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.211.
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The virtual environment provides the platform where a learner acquires knowledge, attitudes and skills, leading to lifelong learning. This research aimed to determine the level of students’ virtual environmental support for their learning, mainly taking into account demographical factors that affect students’ virtual environment for their learning. The design of this study is a survey and a questionnaire instrument used for data collection. A total number of 1350 secondary school children has been selected based on a stratified random sampling technique. Data are analyzed using the Statistical Package for Social Sciences (SPSS) Version 23. The descriptive such as mean, standard deviation and inferences analysis such as MANOVA used to analyse the data. The descriptive research shows a moderate level of virtual-environmental support ( mean = 3.467, S.D = 1.022) for student learning. The results demonstrate that the virtual environmental support was at moderate levels. The inferences analysis show significant differences in virtual platforms based on gender, mother’s education and parent income. Accordingly, the analysis shows that virtual environmental support significantly decreases while parental income and the mother’s educational level decrease. The implications of the study show that the Ministry of Education can provide tablets and mobile devices for needy students and Internet facilities for the lower classes of society. Parents should maximize their earnings to provide the necessary devices that can improve their children’s wellbeing. Parents and teachers can encourage students to use devices for education.
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Masunaga, Hiromi, and Tianni Zhou. "Reasons why students decide to leave a university." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002540.
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This project was designed to expand our understanding about (1) who drops out, and (2) what predicts student attrition in the first two years at a university. The university where this project has been conducted is a 4-year Hispanic Serving institution in California. The university currently involves approximately 34,000 undergraduate students, 44% of whom are from Hispanic/Latino background. Other groups are Asian (20%), White (16%), and African-American, American Indian and others (15%). We invited freshmen and sophomores to participate in this project when they had no registered courses two months after the registration period started (i.e., approximately three weeks before the start of the following semester). Our understanding was that the delay in the registration reflected cognitive and non-cognitive factors that would seriously and negatively impact continuous enrollment. A series of surveys and focus groups examined students’ decision-making motives and non-cognitive factors that would inhibit their academic progress, retention, and success. Non-cognitive reasons examined are:1. Financial problems, 2. Poor secondary school preparation, 3. Undecided/ Unsatisfactory majors, 4. Conflict with work and family commitments, 5. Increasing difficulty in academic success/progress, 6. Lack of quality time with faculty and counselors, 7. De-motivating school environment, 8. Undesirable experiences in classes, and 9. Lack of student support (Bownan et al., 2019; Goldrick-Rab, 2018; Kim, 2019; Kirp, 2019ab; Moody, 2019; Sagenmuller, 2019; Saunders-Scott, et al., 2018; Silver Wolf et al., 2017; Yool, 2019). This project additionally examined the impact from COVID-19. As compared to those participants who intended to return to the university, those who indicated that they would not return to the university presented a wider range of inhibiting factors, including: •Financial difficulties •Undecided, Undeclared, Undesirable, & Unsuitable Majors•Difficulties in maintaining good Academic Progress•Not being in contact with faculty & counselors•Not being connected with faculty & advisors•Perceived non-support - “Please reach out to me!”•Intimidation - Difficulty in reaching out to instructors or counselors•Low levels of awareness, access and use of University Support Services•Lack of understanding/support for college education from family•Lack of support on family needs that conflict with academic pursuit•Multitudes of obligations (e.g., financial, caregiving)•Some self-regulatory factors (e.g., time management, procrastination, goal setting)•Difficulty in online modalities of instruction during COVID-19The findings suggest a strong need to systematically support students who struggle. The majority of struggling students are first-time college students in the family, and low-income and under-represented students who have been strongly affected by COVID-19. When struggled, those students were not necessarily aware of campus resources or did not utilize the existing support services even when they were aware. Students sought individualized advising and wanted to be reached out. In order to promote students’ success, a holistic system must be built. For instance, it might be helpful if we try to: (1) unite financial aid, career advising, physical and mental health support, counseling, and academic support in order to ease access by students, and (2) promote student sense of belonging and connectedness as soon as they start their college lives.
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Rayra Fonseca Ferreira, Lorena, and Chesil Batista Silva. "Academic entrepreneurship -The applicability of doctoral and doctoral theses from Campos dos Goytacazes -RJ in the entrepreneurial market." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212422.
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Knowledge combined with innovation has been shown to be a driving factor for the growth and development of sustainable economic markets and, given the reality of the current scenario in Brazil in relation to social, political and economic aspects, see the high rate of unemployment and informal workers that they need emergency governmental support to survive, the importance of cooperative union between academic centers, scientific society, government and private initiative to induce public and institutional policy strategies that cause scientific, technological and social advances, transforming the knowledge in market innovations that generate jobs and income for social actors. In this scenario, stricto sensu postgraduate courses, especially doctorates, have contributed to the advancement of Innovation, Science and Technology, considered to be driversof economic and social change. Thus, assuming that all theses created in university centers precede an intellectual innovation, this research aims to highlight the reasons that lead to low entrepreneurial applicability among doctoral and doctoral student research. The hypothesis raised is that the lack of disciplines interconnected to entrepreneurship in graduate studies creates an imprisonment of Brazilian scientists' ideas in the academic field without other ramifications. The methodological procedures used will be of a qualitative quantitative approach, with regard to the objectives, the research is presented as descriptive and exploratory, having as a procedure bibliographic studies and the creation and application of a questionnaire for doctors and doctoral students in the city of Campos dos Goytacazes-RJ. As a result of this research, I hoped to understand the reasons that lead to the low applicability and insertion of academic ideas in local entrepreneurship and the statistical survey of alternatives for interconnection between researchers and the market.
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Koita, Mohamed El Bechir, and Hakan Adanacıoğlu. "Marketing Channels of Mango Farmers in Mali." In International Students Science Congress. Izmir International Guest Student Association, 2021. http://dx.doi.org/10.52460/issc.2021.008.
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Mango (Mangifera indica Linn) plays a central role as fruit crop among the horticultural fruits in Mali. Mali is among the largest mango producers in West Africa and among the fastest growing mango exporters in the world. The volume of mangoes produced is estimated at 575000 tons per year. Mango production is an important socio-economic activity in Mali, providing employment in rural areas and income through exportation. The study focused on marketing channels of mango famers in Mali. The secondary data were used to investigate marketing channels of mango in Mali. This paper consists of three parts. In the first part, the socio-economic characteristics of mango farmers in Mali were explained. In the second part, information about the development of Mango production and trade in Mali was given. In the third part, marketing channels of Mango farmers were examined. In general, it is difficult to say that Mango marketing channels operate effectively in Mali. The ineffectiveness of marketing channels occurs mostly at the local market level. It is important to strengthen the marketing infrastructure for Mango's marketing channels in Mali to be more effective. The government of Mali needs to implement a special incentive program, especially for wholesalers, who play an important role in increasing post-harvest losses. There is a need for financial support and training of wholesalers during the transportation, storage and processing of fresh mango. It is also important to extend these supports for mango producers.
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Murray, Ellen. "How Occupational Therapy Students Learn to Support Low-Income Clients: Modeling the Learning Context." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1434936.
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Firth, Caislin, Rachana Seelam, Anthony Rodriguez, Regina Shih, Joan Tucker, Elizabeth D'Amico, and Eric Pedersen. "The Cannabis Retail Environment for Young Adults in Los Angeles: Which Metrics Matter." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.7.
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Background: Currently, there is no consensus on how to measure cannabis retailer density. Researchers and policy makers need clear measures to support policies that mitigate unintended harms of legalization. To address this gap, our unique study leverages cannabis retailer location data in Los Angeles County (LA), California, and home addresses from an LA-based cohort of young adults (21-25 years) to develop a series of cannabis retailer density metrics and assess their relationship with cannabis use. Methods: Drawing from GIS-based measures of alcohol outlet density, we developed a series of cannabis retailer density metrics: proximity, counts within 5- 10- 15-, and 30-minute driving distances, and considered retail licensure. Retailer addresses were compiled by webscraping cannabis registries (e.g. Weedmaps) and conducting field visits (March 2019). Home addresses were geocoded for participants who completed a 2019 survey (n 1097). A series of retailer metrics was created for each person. We fit a series of multi-level logistic regression models with a random intercept by census tract (CT) (models adjusted for age, gender, race/ethnicity, college student, and CT median household income) to assess which retailer metrics were associated with any past month cannabis use. Results: Thirty percent of participants used cannabis in the past month, and 430 retailers were operating in LA in 2019. Thirty-nine percent of participants had a retailer within a mile from home and an average of 14 retailers within a 10-minute drive. Licensed retailers were less prevalent; the nearest licensed retailer was on average 2.4 miles from home. The odds of past month cannabis use significantly increased by 3% (OR:1.03, 95% CI:1.00–1.07) for every additional licensed retailer within a 10-minute drive in adjusted model; use was also significantly associated with licensed retailers within a 30-minute drive (OR:1.01, 95% CI:1.00–1.01). Proximity metrics were not significantly associated with past month cannabis use.
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Bassett, Becca. "Moral Mobility Cultures: How Two Universities Recognize and Support Their Low-Income, First-Generation Students." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682138.
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Marko Šidlovský, Marko Šidlovský, Filip Ravas Filip Ravas, and Václav Jirovský Václav Jirovský. "Uniqway - students' carsharing project transforms mobility." In FISITA World Congress 2021. FISITA, 2021. http://dx.doi.org/10.46720/f2021-dgt-040.
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"When we try to have a clear look at the evolution of transportation, we could see bright beginnings with shady todays. Many governmental organizations, institutions, technological companies, and even NGOs are trying to deal with current challenges in transport, mostly resulting in costly congestions. Moreover, almost everybody is expecting the change will be instant. A scientific view of the topic cannot be that simple. The current world of transport offers many data-based so-called solutions dealing with congestions. Furthermore, we have new transport devices, smaller, efficient, single purpose. Last but not least, old technological tools are being transformed by a new approach to the relation between the transportation provider and its user. We can see navigation apps enhanced with real-time traffic data promoting selfish behavior leading to the devastation of calm neighborhoods and local roads by directing high traffic through such places. History of narrow city streets is thwarted by oversized shared bicycles waiting for their next rider or literally blocked by piles of e-scooters. Hence, the environment is adapting to these novelties. Often it is performed in the most convenient way, not in an optimal manner. One of the new approaches to old types of transport is carsharing – user still drives a car by himself, but he does not own the vehicle. It is expected that the current global vehicle fleet of private cars could be reduced almost by 30% if proper carsharing systems are widely adopted. However, proper adoption and time to achieve it are the most significant challenges. The average lifecycle of a single vehicle ends after ca. twenty years of service. Technologies, which allowed the rise of carsharing exist and have widely penetrated into the market in the last few years, even though the carsharing itself is known since ca. 1950s. Therefore, if we would like to observe the real benefit of carsharing, we need to wait until the lifecycle of at least 30% of vehicles will end, while the carsharing is highly available to anybody anywhere. It could be a very long time. On the other hand, current trends in ownership show a different approach to the new generations. Some of the studies doubt the longevity of their alternative attitude, as the needs change with age, family life, employment, etc. Nevertheless, dealing with the young generation, such as students, means dealing with people without a car and relatively low income. Thus, on the one hand, it is an excellent opportunity to reduce the number of stationary vehicles on the streets in the future, but it is a tough challenge in promoting relatively expensive service. Project Uniqway is a carsharing service entirely developed and operated by students with the financial support of ŠKODA AUTO. The student team's limited capacity and focus on development resulted in heavy deployment automation and migration from custom high maintenance and virtual machine-based solutions to cloud-based infrastructure. Challenges of this transformation and data-driven approach pointing out specifics of immensely successful carsharing service in the Czech Republic are unveiled in the proposed article."
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Zhao, Wei-Yong, and Toshihiko Wakahara. "A Support System Using Moodle for Improving Students Understanding." In 2011 Third International Conference on Intelligent Networking and Collaborative Systems (INCoS). IEEE, 2011. http://dx.doi.org/10.1109/incos.2011.43.
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Hunt, Emily M., Pamela Lockwood-Cooke, and Paul Fisher. "A Practical Approach for Problem-Based Learning in Engineering." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42088.
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Problem-based Learning (PBL) is a motivating, problem-centered teaching method with exciting potential in engineering education. PBL can be used in engineering education to bridge the gap between theory and practice in a gradual way. The most common problem encountered when attempting to integrate PBL into the undergraduate engineering classroom is the time requirement to complete a significant, useful problem. Because PBL has such potential in engineering, mathematics, and science education, professors from engineering, mathematics, and physics have joined together to solve small pieces of a large engineering problem concurrently in an effort to reduce the time required to solve a complex problem in any one class. This is a pilot project for a National Science Foundation (NSF) supported Science Talent Expansion Program (STEP) grant entitled Increasing Numbers, Connections, and Retention in Science and Engineering (INCRSE) (NSF 0622442). The students involved are undergraduate mechanical engineering students that are co-enrolled in Engineering Statics, Calculus II, and Engineering Physics I. These classes are linked using PBL to increase both student engagement and success. The problem addresses concepts taught in class, reinforces connections among the courses, and provides real-world applications. Student, faculty, and industry assessment of the problem reveals a mutually beneficial experience that provides a link for students between in-class concepts and real-world application. This method of problem-based learning provides a practical application that can be used in engineering curricula.
Reports on the topic "Student income support"
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McGee, Steven, Lucia Dettori, and Andrew Rasmussen. Impact of the CPS Computer Science Graduation Policy on Student Access and Outcomes. The Learning Partnership, December 2022. http://dx.doi.org/10.51420/report.2022.4.
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The Chicago Public Schools (CPS) leads the nation in computer science education. Each year 14,000 Chicago Public Schools students graduate with at least one year of computer science. This is the result of a graduation requirement that CPS enacted in 2016. The foundational course that most students completed to fulfill the requirement is Exploring Computer Science (ECS). This evaluation of the impact of the graduation requirement was framed around the CAPE framework. To ensure that a district supports equal outcomes in computer science, they need to develop Capacity for schools to offer computer science, increase Access to computer science, ensure equal Participation, and then examine how computer science Experiences lead to equal outcomes. The analysis was conducted through a CME-funded summer fellowship program, which included advanced graduate students and early career researchers. They found the following results. The ECS professional development program supported a rapid expansion of school Capacity after the enactment of the graduation requirement. At the time the graduation requirement was enacted, roughly half of the schools did not offer any computer science and 2/3 did not have sufficient capacity to support computer science for all students. Larger schools with fewer low-income students and a strong college going climate were more likely to offer computer science just before the enactment of the graduation requirement. Access to computer science expanded significantly after the computer science graduation requirement. Participation in computer science significantly increased across all demographic groups after the graduation requirement. By the time the 2nd cohort graduated after the requirement, the demographics of students taking computer science matched the demographics of the district. Students’ Experiences with ECS led to equivalent course performance between students taking ECS before and after the enactment of the graduation requirement. The number of students pursuing computer science pathways in CPS doubled after the enactment of the graduation requirement.
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Sacks, Vanessa, Kristin Anderson Moore, Alison McClay, and Gabriel Piña. Integrated Student Supports in Schools May Boost Lifetime Incomes for Students in Families with Low Incomes. Child Trends, Inc., December 2022. http://dx.doi.org/10.56417/2754c1596w.
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Hayes, Anne M., Eileen Dombrowski, Allison H. Shefcyk, and Jennae Bult. Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. RTI Press, April 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0052.1804.
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Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.
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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.
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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
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Sitabkhan, Yasmin, Matthew C. H. Jukes, Eileen Dombrowski, and Indrah Munialo. Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya. RTI Press, December 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0084.2212.
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There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used classroom observations and teacher interviews to understand how teachers approached differentiation during language and mathematics lessons, including understanding why teachers were making the moves we observed. All teachers differentiated instruction to some extent in our findings, and we provide detailed descriptions of the ways that teachers adapted content to fit the needs of their students. We also provide recommendations, including how to support teachers in creating activities that are appropriate for different abilities of students in the same classrooms, and suggest next steps for research in this area.
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.
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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, and Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.
Full textAbstract:
At present the information and communication technologies in education can be a catalyst in solving important social problems connected with increasing the educational resources and services availability and quality, real and equal opportunities in getting education for citizens despite their residence, social status and income. One of the most important education tasks is to develop students’ active cognitive attitude to knowledge. Cognitive activity in universities is a necessary stage in preparing for further professional life. The solution of task of formation of ecological competence of mining profile engineer requires the reasonable selection of the means of information and communication technologies conducing formation of ecological competence. Pressing task is constructive and research approach to preparation of future engineers to performance of professional duties in order to make them capable to develop engineering projects independently and exercise control competently. The relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future Mining Engineers. We analyze the source with problems of formation of ecological competence. The article focuses mainly general-purpose computer system support learning Moodle, which allows you to organize individual and collective work of students to master the specialized course teaching material used in teaching special course "Environmental Geoinformatics" in the implementation of educational research.
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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.
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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.
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Every Learner Everywhere and Lighthouse Institutions: First-Year Experiences. Digital Promise, March 2020. http://dx.doi.org/10.51388/20.500.12265/99.
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In this report, Every Learner Everywhere & Lighthouse Institutions share first-year experiences of 2- and 4-year colleges piloting new versions of gateway courses incorporating adaptive learning in an effort to address achievement gaps for first-generation students, low-income students, and students of color by improving teaching and learning with the support of adaptive tools.
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Does your Local Control Accountability (LCAP) Plan deliver on the promise of increased or improved services for English Learners? 10 research aligned rubrics to help answer the question and guide your program. The Center for Equity for English Learners (CEEL), 2015. http://dx.doi.org/10.15365/ceel.lcap2015.1.
Full textAbstract:
As California’s Local Control Funding Formula (LCFF) came into effect in 2013, districts were given more flexibility to use state resources and create a new school finance system to improve/increase services for students with greater needs for support, including English Learners (ELs), students from low-income backgrounds, and foster youth. Local Education Agencies (LEAs) were tasked with preparing the Local Control and Accountability Plans (LCAPs) to describe how districts use their plans to meet their annual goals for all students. To aid LEAs in their design and implementation of programs to address the needs of ELs, Californians Together, the California Association for Bilingual Education (CABE), California Rural Legal Assistance (CRLA), and the Center for Equity for English Learners (CEEL) collaboratively developed the rubrics with 10 focus areas that have a high impact on ELs. These areas include: (1) English Language Development, (2) Parent Engagement, (3) Professional Development, (4) Programs and Course Access, (5) Expenditures, (6) District Wide Use of Concentration and Supplemental Grant Funds, (7) School Wide Use of Concentration and Supplemental Grant Funds, (8) Actions and Services, (9) Proportionality, and (10) English Learner Data to Inform Goals. These 10 rubrics and their corresponding indicators are based on research-based principles and practices for English Learners. These rubrics were first employed in the review of first-year LCAPs by the above-mentioned organizations and remain an important analytical instrument for district leaders to gain insights into the planning for and improving programs and services for ELs.