Journal articles on the topic 'Student income support'
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1
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.
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Zhou, Jiahua, and Qiping Zhang. "A Survey Study on U.S. College Students’ Learning Experience in COVID-19." Education Sciences 11, no. 5 (May 20, 2021): 248. http://dx.doi.org/10.3390/educsci11050248.
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COVID-19 affected various aspects of our life. Many college students were forced to take courses remotely. It was not clear how they adapted to this new environment and how their mental health was affected. The objective of this study is to understand college students’ learning experience one year after the outbreak of COVID-19. An online survey was developed to investigate students’ overall learning process, mental health, perception of the learning community and student support. Sixty-two college students in the U.S. were recruited through an online survey platform. Findings of this study revealed: (1) improved mental health of college students compared to the beginning of the pandemic; (2) an overall positive learning experience and perceived belongingness to their learning community, as well as high satisfaction with the student support; (3) the major hindrance in the online learning environment was the lack of interactions with teachers and classmates; (4) a relationship between family income and perception of the learning community was discovered, and the students from low-income families were found to feel more belonging to the learning community; (5) hybrid was the optimum learning mode during COVID-19; (6) on-campus students perceived more student support than off-campus students. These findings provided a guideline for future research to further explore, and improve, the online learning environment.
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Higginbotham, Kameron. "How First- Generation College Students Find Success: Reflections, Strategies, and Recommendations on What Colleges Can Do to Increase Retention Among Low-Income Students." Journal of Postsecondary Student Success 2, no. 1 (October 27, 2022): 12–20. http://dx.doi.org/10.33009/fsop_jpss131269.
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In this student voice essay, I reflect on my experiences thus far as a first-generation college student. I share how the Center for Academic Retention and Engagement (CARE) program at Florida State University has contributed to my success. I then discuss the problems and challenges faced by first-generation low-income college students. Next, I reflect on the mental health struggles I faced, which are common but too often not talked about, and how I stay grounded. I describe the struggles many students face—such as fear of the future—and the significance of having a solid social support network to rely on when college gets difficult. I conclude the essay by identifying strategic changes colleges and universities alike can implement to further support first-generation, low-income students that will ensure long-term retention and success. Lastly, I offer my recommendations to current or future college students, regardless of their backgrounds.
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Curtis, Susan, and Rita Klapper. "Financial support systems: the student experience in England and France." International Journal of Social Economics 32, no. 1/2 (January 1, 2005): 121–32. http://dx.doi.org/10.1108/03068290510575676.
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PurposeTo investigate how the financial status of students in England and France affects their experience of university life.Design/methodology/approachA questionnaire survey was carried out among undergraduates in two countries. There were 168 responses from students studying at a French university and 325 responses from students studying at an English university.FindingsThe financial burden in France rests with parents, while in England students are largely responsible for their own funding. Indicators suggest that English students may be suffering from financial difficulties. Students continue the tradition of enjoying themselves and socialising, whatever their nationality and financial status.Research limitations/implicationsThe comparison made was not between institutions of equal status. The Institut de Formation Internationale in Rouen is part of a Grande Ecole group which is private, and may attract students from higher income families. The students at Manchester Metropolitan University Cheshire study in a rural locale (the towns of Crewe and Alsager in south Cheshire), which is unusual for a UK university and it may well be that a lower proportion of these undergraduates come from higher income families than the French students.Practical implicationsWhile it would seem to be more equitable and economically efficient for individuals to pay directly for services they receive, rather than those services being funded by higher tax, this study highlights certain problems. The quality of the educational experience for English students may be reduced by their continuing to live at home with parents and carrying out low level work while studying.Originality/valueNo other research appears to have been carried out in the UK or in France on this topic.
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Marttinen, Risto, Kathleen Wilson, Kelly Johnston, Ray Fredrick III, Silvia Battistella, Samantha Ives, and Kelsey McAlister. "Fitness, PA, Perceived Competence, Parental Support, and Literacy Outcomes in the REACH After-School Sports Program." Collegium antropologicum 45, no. 3 (2021): 225–34. http://dx.doi.org/10.5671/ca.45.3.6.
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The purpose of this study was to assess the effectiveness of the REACH program in increasing physical activity (PA) levels, cardiorespiratory fitness, perceived competence, self-efficacy, parental support, and literacy across a year-long after-school PA intervention. Participants (N = 78) were students who volunteered from after-school program at either one of the two intervention schools or the control schools. Data are presented from two time points: Baseline (Aug/Sep 2017), and Post (end of the school year in May 2018). Data consisted of PA levels measured by PAC-Q, PACER test, Harter’s Perceived Competence questionnaire, parental support, and literacy tests. School differences in post-intervention scores were found in three (parental support, literacy, PACER) of seven intervention-related measures. Most notably parental support was higher in intervention schools over the control and PACER scores were higher in one intervention school than the control. The results demonstrate that data collection methods may need to be reconsidered in diverse low-income schools. The dramatic amount of missing data and lack of student effort points to students perhaps being overwhelmed with standardized tests and performing tasks for researchers. This leads to a dilemma in data collection in after-school programs in low-income schools: researchers need data to understand what is happening but how are students being served by the data collection process? Researchers should consider new approaches to collect data in low-income urban after-school programs to limit loss of data and to make the data collection meaningful to student participants.
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Iryna Iashchyshchak, Iryna. "TECHNOLOGIES OF SOCIAL SUPPORT FOR STUDENTS IN US UNIVERSITIES." Scientific Journal of Khortytsia National Academy, no. 2022-6 (June 29, 2022): 170–76. http://dx.doi.org/10.51706/2707-3076-2022-6-19.
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The article expands on the meaning of the concept of «social support» as a term that is often interpreted differently by social workers. The relevance of the study of social support of students arises due to the following factors: the diversification of problems typical for modern students; the increase in the number of students in need of social support; the presence of positive experience of social support for students in higher education institutions in the United States whose competent use in Ukrainian universities will contribute to the progress of the domestic education system. Scientific researches of social support as a direction of social work are analyzed. The problems of students include: the unavailability of higher education due to its high cost, which is also growing every year; socio-psychological adaptation of freshmen to new conditions of studying and living; the possibility of employment during training and after graduation; organization of leisure. The main sources of social support for students are identified: they are parents, teachers, classmates, friends and student social services. The student service of the institution can perform such types of work as recruitment of students or their transfer from other universities; assistance to students in creating thier individual study plan; consultancy; financial assistance to low-income students; provision of services to students with disabilities; assistance to students who have not yet decided on the choice of future profession or place of work; assistance to servicemen who are legally educated on preferential terms; assistance to those who are lagging behind in education; assistance to students who came to study in the United States from other countries; assistance to those who receive education mainly through the Internet; publication of diplomas and statements. Social support for students at US universities includes moral (emotional), financial (technical), academic (informational), service (professional), religious, and online support. The best option for a student is to form their own individual network of social support. In US universities, student social support is better developed as more support is provided and more specialized services and professionals are available. In addition, student services can use a wider range of resources, and therefore social support is longer in duration and better in quality.
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Arifitama, Budi. "Decision Support System Scholarship Selection Using Simple Additive Weighting (SAW) Method." JISA(Jurnal Informatika dan Sains) 5, no. 1 (June 20, 2022): 80–84. http://dx.doi.org/10.31326/jisa.v5i1.1279.
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Scholarships are given to students to motivate students and compete with each other in pursuit of the best grades and achievements during their studies. As the name implies, factors such as GPA, competition participation, lecturer recommendations, and organizational participation are the criteria that will be considered for the selection process. In addition, parental income will also be an additional criterion. To minimize errors and reduce bias in the selection process, students who are eligible for scholarships will be assisted by using a Decision Support System (DSS). DSS will support decision making in selecting outstanding scholarship recipients from a pool of alternatives, namely students who register for the outstanding scholarship program by calculating student eligibility based on consideration of the criteria that students have in accordance with predetermined criteria. This calculation is carried out using the Simple Additive Weighting (SAW) method which is suitable for use in Multiple Attribute Decision Making (MADM) problems. As a result, each student will get an eligibility score which will influence the final decision. After the ranking of students who are most entitled to a scholarship according to the system calculations are obtained, the final decision will still be taken by the university.
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Rodriguez, Awilda, and Esmeralda Hernandez-Hamed. "Understanding Unfulfilled AP Potential Across the Participation Pipeline by Race and Income." Teachers College Record: The Voice of Scholarship in Education 122, no. 9 (September 2020): 1–38. http://dx.doi.org/10.1177/016146812012200909.
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Background/Context Each year, large shares of students who could do well in Advanced Placement courses and exams—known as AP potential students—do not participate, particularly students of color and low-income students. There are a number of prevailing reasons, both structural (schools do not offer the courses, or teachers do not accurately identify students) and as well as student- centered (lack of motivation, conflicts with other activities, or lack of self-efficacy). Purpose/Objective/Research Question/Focus of Study This study seeks to empirically test these common reasons for foregoing AP participation with the following research questions: How are student and school characteristics related to the probabilities of students attending a high school that offers a corresponding course, enrolling in the course, and taking the exam? To what extent are explanations such as students’ constraints on time, lack of motivation, or lack of self-efficacy related to the probability of AP course- and exam-taking, net of student- and school-level measures? How well do AP potential estimates align with teacher recommendations into advanced coursework? We focused on differences across race and class throughout. Research Design We define AP potential as a 60% percent probability or better of receiving at least a 3 on an AP exam in either math or English. Using a nationally representative sample of sophomores in 2002 whom we identified as having AP potential, we answered the first research question with a sequential logit. We then used postestimation commands in Stata to examine motivation, hours working, hours in extracurricular activities, and measures of English and math self-efficacy to address the second research question. For the third research question, we modeled the probability of student misidentification—or the probability that the teacher of a student with AP potential will not identify them for honors or AP courses—using a logit. Conclusions/Recommendations We found that large shares of students did not fulfill their AP potential, which varied by student background and subject area. We did not find support for many of the student-centered reasons for forgoing AP, such as lack of motivation and constraints on time due to work or extra-curricular activities. We did find, however, that teacher identification and academic self-efficacy mattered to AP course- and exam-taking, especially for marginalized students, suggesting viable policy and practice levers to improve equitable AP participation. We discuss implications for policy, practice, and research.
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Hamel, Lydia, Ashley Procum, Justin Hunter, Donna Gridley, Kathleen O'Connor, Thomas Fentress, Christopher Goenner, Sahaj Khalsa, and Alan M. Batt. "Local socioeconomic status and paramedic students' academic performance." International Paramedic Practice 10, no. 2 (June 2, 2020): 25–32. http://dx.doi.org/10.12968/ippr.2020.10.2.25.
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Research indicates that students of lower socioeconomic status are educationally disadvantaged. This study sought to examine differences in paramedic students' academic performance from counties with varied socioeconomic status in the United States of America. Student performance data and socioeconomic status data were combined for counties within the states of California, Mississippi, Louisiana, Texas and Virginia. Linear multiple regression modelling was performed to determine the relationship between income, high school graduation rate, poverty and food insecurity, with first-attempt scores on the Fisdap Paramedic Readiness Exam versions 3 and 4. Linear regression models indicated that there was a significant relationship between county-level income, poverty, graduation rate, food insecurity, and paramedic student academic performance. It remains unclear what type of relationship exists between individual socioeconomic status and individual academic performance of paramedic students. These findings support the future collection of individual student socioeconomic data to identify issues and mitigate impact on academic performance.
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Quirin, Jeffrey J., and David O'Bryan. "The Marriage of Sharon and Henry Sawbones: A Forensic Case Illustrating the Use of a Tax Return in a Litigation Advisory Services Context." Issues in Accounting Education 31, no. 3 (July 1, 2015): 347–54. http://dx.doi.org/10.2308/iace-51206.
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ABSTRACT This case is designed for use in a forensic accounting curriculum at the undergraduate or graduate level. The case contains no allegations of fraud. Rather, it illustrates the subset of forensic accounting referred to as litigation advisory services and is based upon an actual case that was investigated by the lead author working as a litigation support consultant. The case utilizes the problem-based learning approach wherein students are put in the role of the forensic accountant and must request additional information from the instructor. Students must first review a personal income tax return to develop a list of financial documents that would serve as a discovery request when assisting a family law attorney and his divorcing client. Using the information obtained from their requests, students must then prepare an income exhibit and an asset/liability exhibit that will support the client's need for a division of the marital estate, spousal maintenance, and child support. The process of using a completed income tax return to reconstruct the couple's asset and income profile not only mirrors the real-world engagement, but also complements and reinforces any prior courses in taxation. Student feedback on the case was extremely positive across all dimensions. Students reported having a better understanding of the role of a forensic accountant in the litigation process and enhanced abilities in analyzing a personal income tax return.
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Stanfar, Karen, Deborah Cohen, Rebecca Brody, Riva Touger-Decker, and Joachim Sackey. "Exploring the Characteristics Associated With Food Insecurity Experienced by Graduate Students in a School of Health Professions." Current Developments in Nutrition 6, Supplement_1 (June 2022): 176. http://dx.doi.org/10.1093/cdn/nzac051.092.
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Abstract Objectives Food insecurity (FI) affects between 11% and 51% of health sciences graduate students attending universities across the United States. This study aimed to describe the food security status of health sciences graduate students during the COVID-19 pandemic and to determine the educational, social, and economic characteristics associated with having food insecurity. Methods This was a secondary analysis of data from a cross-sectional study of 579 health sciences graduate students attending a northeastern university who responded to a survey between January and March 2021. The United States Department of Agriculture (USDA) 6-item Short Form Food Security Survey was used to assess food security status. Descriptive statistics and Chi-Square tests were used to identify factors associated with FI. Results The majority of the sample was female (69.9%), non-white (57.4%), in a doctoral program (73.2%), and had a median age of 26.0 years. Sixty-seven % reported an annual personal income below $25,000, primarily sourced from student loans, grants, and family support; 20% reported supporting someone else with their annual personal income. Nineteen and three-tenths % (19.3%) of the health sciences graduate students had low or very low food security status. Those who financially supported someone else were significantly more likely to have FI (p = 0.04) than who did not financially support someone else. Those who lost employment income during the COVID-19 pandemic were more likely to experience FI. (p < 0.001) than those who did not have lost or reduced income. Conclusions Factors significantly associated with FI were income loss and financially supporting someone other than themselves. Qualitative research on student finances may further define the characteristics of health sciences graduate students who are at risk for FI. University-sponsored student health screenings for FI and targeted outreach to address it are needed. Funding Sources Department of Clinical and Preventive Nutrition Sciences at Rutgers University funded the gift cards for the raffle.
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Cahyanu, Ebet Tri, Siska Dewi Lestari, and Herry Hermawan. "Sistem Pendukung Keputusan Bagi Penerima Bantuan Siswa Miskin (BSM) Menggunakan Metode Simple Additive Weighting (SAW) di SMA Negeri 1 Raren Batuah Kabupaten Barito Timur." Journal of Applied Informatics and Computing 3, no. 2 (December 6, 2019): 114–18. http://dx.doi.org/10.30871/jaic.v3i2.1752.
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Raren Batuah 1 High School is a senior high school education level located at Unsum Village, Raren Batuah District, East Barito Regency, at Raren Batuah 1 High School, assistance is provided in the form of subsidies for Poor Student Assistance for the smooth teaching and learning process for students less fortunate. To help the selection process for recipients of Poor Student Assistance, a decision support system has been designed using the Simple Additive Weighting (SAW) method by prioritizing the criteria of parental income, the number of dependents of parents, and the value of student report cards that will be used for a reference decision making for the right recipient of Poor Student Assistance. Decision Support System Application (DSS) for Poor Student Assistance Recipients was designed using Flowchart and implemented using the Microsoft Visual Basic.Net 2010 programming language.
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Kantamneni, Neeta, Morgan R. C. McCain, Nichole Shada, Mary A. Hellwege, and Jessica Tate. "Contextual Factors in the Career Development of Prospective First-Generation College Students." Journal of Career Assessment 26, no. 1 (December 14, 2016): 183–96. http://dx.doi.org/10.1177/1069072716680048.
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Sociocultural influences may affect the academic and vocational development of first-generation college students; however, research in this area remains limited. The purpose of this study was to examine how contextual influences predicted academic and vocational outcomes for prospective first-generation college students. Participants included 142 (62 males and 80 females) high school students from low-income backgrounds enrolled in a college preparatory program. Path analyses tested the fit of a social cognitive career model examining how distal (e.g., ethnic identity) and proximal (e.g., parental support, perceptions of barriers) factors predicted vocational outcome expectations (VOE), vocational/educational self-efficacy, and student engagement. Results found an adequate fit for the social cognitive career model. Ethnic identity predicted VOEs and self-efficacy. Father support and perceived barriers predicted vocational/educational self-efficacy, whereas mother support (MS) predicted VOEs. Additionally, VOEs and MS predicted student engagement.
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Kim, Juhee. "Student Perspectives on Barriers to Timely Graduation." International Research in Education 10, no. 1 (May 20, 2022): 35. http://dx.doi.org/10.5296/ire.v10i1.19876.
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This study examines the barriers preventing students from graduating college in four years and proposes strategies for enhancing student academic completion and retention in higher education. To explore contemporary perspectives, Appreciative Inquiry was employed. The findings revealed the personal and institutional level of challenges as well as the need for a support system to ensure timely graduation. Addressing students’ biggest barriers to timely graduation require campus-wide engagement and deep collaboration across institutional functions. Specifically, higher education institutions need to provide adequate academic, social, and cultural assistance to embrace international, minority, low-income, and first-generation college students.
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Putri, Debby Cyntia Ganesha, Wahyu Sri Handayani, and V. N. Sulistyawan. "Empower Educated Unemployment to Support Learning Process Using Website Development." International Journal of Innovation in Enterprise System 2, no. 01 (January 31, 2018): 1–12. http://dx.doi.org/10.25124/ijies.v2i01.11.
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There are so many graduated people from university, and it affects the number of unemployment who are educated and have specific knowledge in some field. In the other side, in our new education curriculum, students have to learn much by their self. The teacher only needs to monitor them. They do not teach at all. Students usually search the review their courses from the internet which are not valid at all because it is usually opinion from the author. Therefore, the educated person is essential to support education in informal learning. In this paper, authors made an innovation of website which can be used to confront educated unemployment with students to share and learn a specific knowledge. By using a website (such as a common website for marketplace), both of unemployment and student can get the benefit, such as knowledge and skill for students, and also profit/income for unemployment. This informal learning process would be held either online or offline, which unemployment as a teacher and students meet to do learning process. This website would provide benefits for all entities which involved in business processes, such as salary from the student for the teacher and profit from sharing with the teacher, promotion on the website, and sponsor of the website for the service provider.
Keywords—Education, students, unemployment, website.
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Stefansson, Gunnar, and Jamie Lentin. "From Smileys to Smileycoins: Using a Cryptocurrency in Education." Ledger 2 (December 18, 2017): 38–54. http://dx.doi.org/10.5195/ledger.2017.103.
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This paper describes a cryptocurrency to reward students for their studies. The currency bears the apt name Smileycoin or SMLY and is used within the tutor-web online learning platform. In order to make the SMLY attractive to students several approaches have been used, including support from companies whose services can be purchased for SMLY. The paper describes the use of the SMLY as a reward mechanism in a large undergraduate calculus course, including student adoption, student use of SMLY, coinbase use for education in low-income areas, and response to abuse.
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Quynh Nga, Nguyen Thi, and Phan My Huyen. "Evaluating student satisfaction with 24-hour convenience stores in Ho Chi Minh City." Science & Technology Development Journal - Economics - Law and Management 3, no. 3 (December 7, 2019): 199–210. http://dx.doi.org/10.32508/stdjelm.v3i3.560.
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The research presents the results of student satisfaction with 24-hour convenience stores in Ho Chi Minh City (HCMC). The data was collected from a survey of 275 students as customers of 24-hour convenience stores in HCMC. Employing quantitative analysis to analyze reliability, EFA factors and regression analysis, the author identified determinants of student satisfaction with 24-hour convenience stores, thereby analyzing satisfaction assessment results obtained from the regression model. The results show that price has the strongest impact on student satisfaction, followed by staff, goods, support services, facilities, and distribution channels. The findings are consistent with the fact that low-income people like students, price, quality, and support services are of extreme importance. The study assists managers in decision making and working out strategies so as to enhance student satisfaction and other customer groups in an ever increasing competitive market, thereby contributing to the development of this business model.
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Kitchen, Joseph A., Rosemary Perez, Ronald Hallett, Adrianna Kezar, and Robert Reason. "Ecological Validation Model of Student Success: A New Student Support Model for Promoting College Success Among Low-Income, First-Generation, and Racially Minoritized Students." Journal of College Student Development 62, no. 6 (December 2021): 627–42. http://dx.doi.org/10.1353/csd.2021.0062.
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Azis, Abdul, Bagus Adhi Kusuma, and Alfika Maselia. "Support System for Determination of Low-Income Students Scholarship (BSM) with Technique for Order Preference by Similarity to Ideal Solution (TOPSIS)." IJIIS: International Journal of Informatics and Information Systems 3, no. 1 (March 1, 2020): 1–11. http://dx.doi.org/10.47738/ijiis.v3i1.2.
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Muhammadiyah 3 Middle School in Purwokerto is the school that organizes the Low-Income Students Scholarship (BSM) program every first semester held in each new school year. During this time, processing student data and other equipment have been processed with manual calculations, as well as data storage using only Microsoft Excel. In selecting ranking, it still uses paper. The paper calculation on the selection of BSM recipients in the previous year is often lost and hard to find already needed, also there is no particular system for processing the data so that the subjective method is still needed by relying trusts on personal. The purpose of this study is the creation of a Decision Support System (DSS) application for Determining Low-Income Students Scholarship (BSM) using the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) method at Muhammadiyah 3 Middle School in Purwokerto so that the selection process of Low-Income Students Scholarship (BSM) can be used. So that it is right on target to students who are entitled to BSM and can store data safely. The system development method used is a waterfall.
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Keating, Patricia A. "Establishment and first awarding of IPA Student Awards." Journal of the International Phonetic Association 42, no. 3 (November 23, 2012): 376. http://dx.doi.org/10.1017/s0025100312000291.
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In April 2012, the IPA Council voted to establish a new support mechanism for student members of the IPA: the IPA Student Awards. Student members who will present their research at international conferences, symposia and workshops which are (co-)sponsored by the IPA may apply for these awards. Unemployed members, members under age 35, or members from low-income-level countries may also apply. IPA Student Awards are separate from the IPA's Gösta Bruce Scholarships, which are dedicated to supporting student travel to International Congresses of Phonetic Sciences. The number and amount of IPA Student Awards will be decided separately for each conference, and will depend on such factors as the funds available at the time, the number of students attending the conference, and the costs to students of attending. Selection of recipients will be made by the IPA Executive Council.
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Grubb, W. Norton. "The Long-Run Effects of Proprietary Schools on Wages and Earnings: Implications for Federal Policy." Educational Evaluation and Policy Analysis 15, no. 1 (March 1993): 17–33. http://dx.doi.org/10.3102/01623737015001017.
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Although proprietary schools serve large (and increasing) numbers of students, including many low-income students, the large amounts of student aid going to them, the high default rates of their students, and news about fraud and abuse suggest substantial problems. Unfortunately, information about proprietaries is sparse. This article summarizes what is known from several national data sets, particularly about the amounts of aid allocated to proprietary school students, student composition, completion and noncompletion rates, and effects on wages and earnings. The findings provide little support for proprietary schools on average, though the averages may mask substantial benefits for some schools. One implication is that the assumptions necessary for student loans are not met, and even grants to students in proprietary schools may not be warranted. Another is that requiring better information about the effects of proprietary schools would help in regulating such schools and would improve student choices.
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Lavecchia, Adam M., Philip Oreopoulos, and Robert S. Brown. "Long-Run Effects from Comprehensive Student Support: Evidence from Pathways to Education." American Economic Review: Insights 2, no. 2 (June 1, 2020): 209–24. http://dx.doi.org/10.1257/aeri.20190114.
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Offering comprehensive education support services to disadvantaged students shows promise for improving academic attainment. We explore longer-term impacts of the Pathways to Education program, a set of coaching, tutoring, group activities, and financial incentives initially offered in 2001 to grade-nine students living in the largest public housing community in Toronto. Using a difference-in-difference methodology and matching school records to income tax data through age 28 for a sample of students living in public housing under similar circumstances, we find that Pathways eligibility increased adult annual earnings by 19 percent, employment by 14 percent, and reduced welfare receipt by more than 30 percent. (JEL I22, I23, I24, I26, I28, L31)
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Angrist, Joshua, David Autor, and Amanda Pallais. "Marginal Effects of Merit Aid for Low-Income Students." Quarterly Journal of Economics 137, no. 2 (December 20, 2021): 1039–90. http://dx.doi.org/10.1093/qje/qjab050.
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Abstract Financial aid from the Susan Thompson Buffett Foundation (STBF) provides comprehensive support to a student population similar to that served by a host of state aid programs. In conjunction with STBF, we randomly assigned aid awards to thousands of Nebraska high school graduates from low-income, minority, and first-generation college households. Randomly assigned STBF awards boost bachelor’s (BA) degree completion for students targeting four-year schools by about 8 points. Degree gains are concentrated among four-year college applicants who would otherwise have been unlikely to pursue a four-year program. Degree effects are mediated by award-induced increases in credits earned toward a BA in the first year of college. The extent of initial four-year college engagement explains differences in impact by target campus and across covariate subgroups. The projected lifetime earnings effect of awards exceeds marginal educational spending for all of the subgroups examined in the study. Projected earnings gains exceed funder costs for urban students and for students with relatively weak academic preparation.
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Hartanto, Budi, and Bramasto Wiryawan Yudanto. "Sistem Seleksi Calon Siswa Bidik Misi Menggunakan Metode Simple Additive Weighting." Jurnal Teknologi Informasi dan Komunikasi (TIKomSiN) 9, no. 1 (April 30, 2021): 69. http://dx.doi.org/10.30646/tikomsin.v9i1.549.
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Vocational Senior High School of Muhammadiyah 2 Sukoharjo, opens Student Scholarship of Bidik Misi to accept new students in every admission period of academic year. This school has difficulty to decide the candidates of scholarship grantee. In this research, there is solution by creating selection system to select the candidate of scholarship grantee using Simple Additive Weighting method. This research uses parents’ income, family living cost, students’ grades, and students’ achievement. This research also uses a Usecase Diagram to design the system. To test the system, this research uses Blackbox testing method. There are 25 valid questions in research result so that this application is suitable to select the new students. Based in its result, additive simple weighting method can be used as a method to support decision, especially in the selection of scholarship grantee candidates.Keywords: Simple Additive Weighting, Decision Support System, New student selection.
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Ganesha Putri, Debby Cintia, Wahyu Sri Handayani, and Vera N. Sulistyawan. "Empower Educated Unemployment to Support Learning Process Using Website Development." International Journal of Innovation in Enterprise System 1, no. 02 (December 20, 2017): 1. http://dx.doi.org/10.25124/ijies.v1i02.7.
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Abstract—There are so many graduated people from university, and it affect to the number of unemployment who are educated and have specific knowledge in some field. Actually, the knowledge can give benefit for them. In the other side, in our new education curriculum, students have to learn much by their self. Teacher only need to monitoring them. They do not teach at all. Students usually search their courses from the internet which are not valid at all because it usually opini from the author. Because of that, educated people is really important to support education in informal learning.
In this paper authors try to make an innovation of website which can be used to confront educated unemployment with students to share and learn a specific knowledge. By using website (such as common website for marketplace), both of unemployment and student can get benefit, such as knowledge and skill for students, and also profit/income for unemployment.
This informal learning process will be held either online or offline, which unemployment as a teacher and students meet to do learning process. They can directly make a conversation regarding the courses using voice or text as well. While monitor will show blank space to write something related to the courses.
This website hopefully will give benefit for all entity who involve to the business process, such as payment form the student for teacher; and profit from profit sharing with the teacher, promotion in the website, and sponsor of the website for the service provider.
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Eustache, Eddy, Margaret E. Gerbasi, Jennifer Severe, J. Reginald Fils-Aimé, Mary C. Smith Fawzi, Giuseppe J. Raviola, Sarah Darghouth, et al. "Formative research on a teacher accompaniment model to promote youth mental health in Haiti: Relevance to mental health task-sharing in low-resource school settings." International Journal of Social Psychiatry 63, no. 4 (April 3, 2017): 314–24. http://dx.doi.org/10.1177/0020764017700173.
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Background: Task-sharing with teachers to promote youth mental health is a promising but underdeveloped strategy in improving care access in low-income countries. Aims: To assess feasibility, acceptability and utility of the teacher accompaniment phase of a school-based Teacher- Accompagnateur Pilot Study (TAPS) in Haiti. Methods: We assigned student participants, aged 18–22 years ( n = 120), to teacher participants ( n = 22) within four Haitian schools; we instructed participants to arrange meetings with their assigned counterparts to discuss mental health treatment, academic skills, and/or well-being. We measured student and teacher perceived feasibility, acceptability and utility of meetings with self-report Likert-style questions. We examined overall program feasibility by the percentage of students with a documented meeting, acceptability by a composite measure of student satisfaction and utility by the percentage with identified mental health need who discussed treatment with a teacher. Results: Favorable ratings support feasibility, acceptability and utility of teacher- accompagnateur meetings with students. The majority of students (54%) met with a teacher. Among students with an identified mental disorder, 43.2% discussed treatment during a meeting. Conclusion: This accompaniment approach to mental health task-sharing with teachers provided a school-based opportunity for students with mental health need to discuss treatment and has potential relevance to other low-income settings.
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Pholphirul, Piriya. "Pre-primary education and long-term education performance: Evidence from Programme for International Student Assessment (PISA) Thailand." Journal of Early Childhood Research 15, no. 4 (January 29, 2016): 410–32. http://dx.doi.org/10.1177/1476718x15616834.
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Several research papers have assessed the long-term benefits of pre-primary education in terms of academic performance and labor market outcomes. This study analyzes data obtained from the Programme for International Student Assessment (PISA) to estimate the effects of preschool enrollment of Thai students on producing long-term benefits in their academic performance. Results show that a mother’s educational attainment has a significant impact on the decision to enroll her child in preschool. Regarding the long-term benefits, our findings show that pre-primary education bears a significant and positive association with cognitive skills in all three areas of literacy tested under PISA, namely, reading, mathematics, and sciences. Regarding the economic status of students’ families, results indicate that the benefits of pre-primary education in cognitive skill improvement tend to be greatest in the case of students from low- to middle-income families. Evidence supports the promotion of long-term benefits of pre-primary education and, thus, the universal early childhood education policy. In particular, support should be given to childhood education programmes that specifically target children from disadvantaged groups and low-income households.
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Thieman, Gayle Y., and Tatiana Cevallos. "Promoting educational opportunity and achievement through 1:1 iPads." International Journal of Information and Learning Technology 34, no. 5 (November 6, 2017): 409–27. http://dx.doi.org/10.1108/ijilt-06-2017-0047.
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Purpose The purpose of this paper is to expand the growing body of research on the educational impact of 1:1 mobile devices, investigating the iPad’s potential to reduce the disparity of access to high-quality instructional technology and achievement for low income, racially, and linguistically diverse students. Design/methodology/approach This three-year, mixed-method study investigated the degree to which a 1:1 iPad initiative reduced the disparity of technology access and instructional use and improved student learning and attendance. The research design included survey data on student technology skills, experiences and use and teacher focus groups to confirm and contextualize the survey data. Findings Across all three years, ninth graders and students who were white, female, eligible for free/reduced lunch and those with stable enrollment were more likely to have an individual iPad (THP). Having a THP was associated with greater satisfaction, ease and frequency of technology use, higher attendance and GPA. Research limitations/implications Inequitable distribution, inconsistent administrative support, and uneven faculty support for iPads limit generalizability. Practical implications This research identifies barriers to successful technology integration and impact on student achievement including inequitable access, inconsistent administrative and teacher support, and limited professional development. Originality/value This research focuses on an issue of digital equity that has not yet been studied in depth with 1:1 iPads and investigates students’ technology access, experiences and use to support student achievement in a high poverty, highly diverse high school.
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Khotimah, Khusnul, Lintang Wahyu Anggraini, Weersa Talta Alfirnanda, and Imam Tahyudin. "Decision Support System for Selecting KIP-K Recipients at Amikom University, Purwokerto Using the TOPSIS Method." Internet of Things and Artificial Intelligence Journal 2, no. 4 (November 23, 2022): 279–90. http://dx.doi.org/10.31763/iota.v2i4.566.
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The Indonesia Smart College Card Program (KIP-K) is a tuition assistance program (scholarship) from the Government through the Ministry of Education, Culture, Research and Technology (Kemdikbudristek). In the KIP-K scholarship selection process, criteria are needed to determine who is right to receive the KIP-K scholarship. This study aims to carry out the process of determining the ranking of KIP-K scholarship recipients based on the TOPSIS method. To determine scholarship recipients with outstanding achievements, Amikom Purwokerto University selects prospective scholarship recipients based on several criteria. The criteria used are Student DTKS Status, Parents' Income, Parents' Dependents, Average School Exams, Student Transportation Costs. The results obtained from this study are in the form of ranking obtained from the highest value to the lowest value. There were 112 prospective students who were entitled to get KIP-K scholarships out of a total of 314 applicants.
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Balzer Carr, Brandon, and Rebecca A. London. "Healthy, Housed, and Well-Fed: Exploring Basic Needs Support Programming in the Context of University Student Success." AERA Open 6, no. 4 (July 2020): 233285842097261. http://dx.doi.org/10.1177/2332858420972619.
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Meeting college students’ basic needs is the goal of a new set of student success initiatives that address students’ urgent food, housing, or financial hardships in an effort to help them remain and succeed in college. Focusing on one California public university, we describe one such basic needs program, identifying the students who participate, their hardships and services received, and their retention over time. Students presented with issues in four main areas: food insecurity, mental health, multiple severe hardships, and need for one-time supports. In general, participants were retained at lower rates than the campus average, which is to be expected given their severe hardships. However, those who enrolled in the Supplementation Nutrition Assistance Program (SNAP) were retained at higher rates, on par with or higher than university-wide retention. California has amended SNAP regulations to waive work requirements for low-income students, making it easier for college students to qualify.
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Anderson, Damon. "Student perceptions of Career Development and Employment Services in Tafe." Australian Journal of Career Development 6, no. 3 (October 1997): 15–21. http://dx.doi.org/10.1177/103841629700600307.
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Career development and employment services in TAFE perform a vital role in terms of providing students with information to make appropriate course and career choices, opportunities to gain work experience, and access to alternative sources of income. This article analyses the findings of a national study of student perceptions of career development and employment services in TAFE. The survey results show that although students rate career development and employment services among the 12 most important support services in TAFE, there is a high degree of dissatisfaction with the current level and quality of provision. The article argues that a significant improvement is required in the provision of career development and employment services if the vocational needs of TAFE students are to be satisfied and student wastage is to be minimised.
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Fan, Sha, Qingjie Liu, Kunling Zhang, Biliang Hu, and Liwen Ma. "Education Effect of the Belt and Road Initiative–an Empirical Study on International Students in China." Beijing International Review of Education 4, no. 2 (June 9, 2022): 245–73. http://dx.doi.org/10.1163/25902539-04020005.
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Abstract International student education in China is an important aspect of the Belt and Road Initiative (bri) construction, as well as a beginning point for enhancing the internationalization level of education. China has become the world’s top ten recipients of international students, and its worldwide influence on education is increasing. This research investigates the factors that influence the scale of international students in China and the impact of the bri on education by employing the “Push-Pull Theory”. In particular, we find that joining the bri will significantly increase a country’s student scale in China, both for degree and non-degree education. This effect is especially noticeable in the African region, as well as in middle- and low-income countries. These empirical findings support policy implications for international student education in China.
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Cerven, Christine. "Public and Private Lives: Institutional Structures and Personal Supports in Low-Income Single Mothers’ Educational Pursuits." education policy analysis archives 21 (February 25, 2013): 17. http://dx.doi.org/10.14507/epaa.v21n17.2013.
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Drawing on a case study of 60 low-income single mothers in California, I present a grounded account of the barriers and supports single mothers encounter in their pursuit of postsecondary education (PSE) and detail what the women themselves attributed to their success. I highlight the role both significant others (peers, family, friends) and institutional structures (the county welfare department and a community college district) played in their access and persistence within a community college district. In doing so, I provide a rich portrait of single mothers’ pursuits of postsecondary education to inform the empirical research gaps in the literature on the effects of welfare reform on the pursuit of PSE. I find that not only does the support of significant others play an important role in single mothers’ access of PSE, but that referrals to PSE from the county welfare department were as equally important—a finding that counters the dominant discussion in scholarly work on the barriers welfare departments pose to welfare recipients’ pursuit of PSE. Supportive significant others remained an important factor in the women’s abilities to persist in their postsecondary pursuits, but the women also cited student support programs designed to address the needs of low-income students as facilitating their persistence. The implications for the impact of welfare department practices, community college support structures and close networks of significant others on low-income single mothers’ access and persistence in a community college district are discussed.
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Santibañez, Lucrecia, and Loris Fagioli. "Nothing succeeds like success? Equity, student outcomes, and opportunity to learn in high- and middle-income countries." International Journal of Behavioral Development 40, no. 6 (July 9, 2016): 517–25. http://dx.doi.org/10.1177/0165025416642050.
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A strong relationship between article background and educational outcomes fuels a negative inequality cycle. This paper explores the interplay between student socioeconomic status and educational outcomes, and the mediating role of Opportunity-to-Learn (OTL) in high- and middle-income countries. Using data from PISA 2012, we find that the relationship between OTL and mathematics achievement is mostly positive. The magnitude of this relationship is higher in more affluent societies. Our results raise the possibility that unobserved teacher quality, school leadership, or other features of schools in lower-income countries make OTL less productive than in more developed nations. This lends support to the “complementary process” hypothesis and the notion that success (or riches) begets success. The analysis also shows that OTL mediates the effect of individual socioeconomic and cultural background on educational outcomes. This finding lends support for a policy emphasis on classroom-level practices as one key lever for improving learning and upward mobility for disadvantaged students.
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Preuss, Michael, Eric M. Sosa, Jason C. Rodin, and Christine R. Dorsett. "Students at Hispanic-Serving Institutions (HSI) in Texas and New Mexico: An In-Depth Profile of Their Backgrounds, Commitments, and Perspectives." International Journal of Research in Education and Science 7, no. 2 (February 21, 2021): 287–326. http://dx.doi.org/10.46328/ijres.1984.
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Hispanic-Serving Institutions (HSI) educate nearly two-thirds of the Hispanic/Latinx students who attend college. Yet little is known about the student populations they serve. Findings from two NSF-funded surveys completed with students at 14 HSIs in Texas and New Mexico in 2018 and four HSIs in TX in 2019 are presented. The combined sample was 1,293 students. A description of the backgrounds, commitments, experiences, and preferences of students at HSIs and differences found between responses from Hispanic/Latinx and non-Hispanic students are discussed. Primary topic areas are demographics, first-generation student standing, cultural orientation, primary language and fluency in Spanish, family and work commitments, relationship status, family support, living arrangements, means of financing college, course load, STEM identity, annual income of household of origin and of personal household, locus of control orientation, familism, and experience in college. The result is a thorough and up-to-date profile of the HSI student population in TX and NM. Statistical analysis revealed multiple significant differences between Hispanic/Latinx and non-Hispanic students attending the HSIs and the presence of several significant predictors for forms of activity and patterns of commitment. The findings are immediately applicable to process, program, student support, and instructional planning, implementation, and evaluation for over 120 HSIs in the region and, by extension, to hundreds more across the United States.
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Beard, Chris. "Introducing the CI model for intercultural contact." Transitions: Journal of Transient Migration 4, no. 2 (October 1, 2020): 235–47. http://dx.doi.org/10.1386/tjtm_00024_1.
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International education has become a dynamic export sector and a key source of income for education providers in New Zealand. Its development in the last twenty years has been characterized by steady growth of student numbers, and yet the economic good news has been tempered by a growing awareness of the acculturative stress and anxiety international students’ experience. This concern is exacerbated by news stories that depict international students as a disadvantaged group, and the profound impact of COVID-19 has highlighted international students’ vulnerability to a global pandemic. In the light of these complex challenges, there is a strengthening case for focused work on theory-to-practice models that support international student acculturation in educational contexts. This article introduces the CI model for intercultural contact as a framework that supports education providers’ engagement with international students. It draws on indigenous perspectives embedded in New Zealand’s bicultural heritage and presents three key concepts underpinned by research findings and practitioner experience: cross-disciplinary inquiry, comprehensible input and collaborative intervention.
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Farida, Intan Nur, and Ratih Kumalasari Niswatin. "Penggunaan Algoritma Naive Bayes Untuk Mengevaluasi Prestasi Akademik Mahasiswa Universitas Nusantara PGRI Kediri." Jurnal Sains dan Informatika 3, no. 2 (November 30, 2017): 122–27. http://dx.doi.org/10.34128/jsi.v3i2.113.
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Students' academic activities result in achievements that can be known in each semester until the graduation stage. This study classifies student achievement in the appropriate graduation category or not in the fifth semester. As attributes used include attributes of origin, High School origin, employment and income of parents, Comrade Achievement Index (IPK) and Achievement Index (IP) semesters one to five. The purpose of this study is the application to obtain academic achievement of students Nusantara PGRI Kediri University uses the naïve bayes algorithm. Train data used is the data of student class 2010 to 2012 on the Faculty of Engineering, with a focus on Informatics Engineering courses. Next is calculated using naïve bayes algorithm to classify student achievement. While the test data using student academic data generation 2013. Research results Student's previous academic achievement. This research is useful to know the factors that influence student achievement that can be used to support the making of university policy, for example on the target of new student admission promotion.
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Zabin, Rakha. "International Student Challenges Further Amplified in the Era of a Pandemic." Journal of International Students 12, S2 (August 21, 2022): 193–211. http://dx.doi.org/10.32674/jis.v12is2.4315.
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International students have always been in challenging situations and this pandemic amplified it further. To smoothly transition to the educational platforms and integrate into a new country, especially during and after the Covid-19 pandemic, international students need adequate support from educational institutions and governments. Integration plays a dominant role in adaptation to life in a foreign country and academic success. Based on Tinto's (2011) integration model, this study explores the unique challenges based on the lived experiences of an international doctoral student from a lower-income country, Bangladesh, enrolled in an Ontario university. It focuses on the learning experience of the international doctoral student's integration to become a scholar within this changing time. Self-reflection on the hurdles experienced and the coping strategies during the evolution inform the analysis. Finally, the study concludes by highlighting the role of adequate institutional and government support services by offering valuable recommendations for international students’ integration.
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Sianturi, Betaria Sonata, Volvo Sihombing, and Ibnu Rasyid Munthe. "SISTEM PENDUKUNG KEPUTUSAN UNTUK MENENTUKAN PENERIMA BEASISWA MENGGUNAKAN METODE ELECTRE." Jurnal Teknik Informasi dan Komputer (Tekinkom) 5, no. 2 (December 23, 2022): 247. http://dx.doi.org/10.37600/tekinkom.v5i2.684.
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This study aims to address the problem of determining whether or not students are eligible to receive scholarships at SMP Pembangunan Bagan Batu. Determination of scholarship recipients is done by building a computer-based decision support system that helps make it easier to determine students who are entitled to get the scholarship. Decision support system built using the Electre method. The criteria used in the DSS Electre Method consist of the Average Student Report Card Score, Total Parental Income, Total Dependents of Parents, Total Achievements of the student with a weight of 3,3,2,2 for each criterion. The final result of the DSS Electre method is a recommendation through favorable matrix data which is determined based on the highest number of 1s. The results of this research case study, alternatives with a value of at least 1 can be eliminated. The biggest score was obtained by Alternative Siswa_01 with the highest score of 1.
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Whitworth, Tanya. "MID-LIFE PARENTS' MATERIAL SUPPORT OF CHILDREN IN COLLEGE: A TYPOLOGY AND VARIATION BY SOCIOECONOMIC STATUS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 58. http://dx.doi.org/10.1093/geroni/igac059.225.
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Abstract Many imagine the “typical” college student to be 18-22 years old, attending a four-year institution, living on campus, and receiving financial support from parents. This perception does not align with actual patterns. While some parents facilitate this “traditional college experience” for their children, others substitute co-residence for or combine co-residence with financial support; still others provide no material support at all. Using a diverse sample of U.S. college students from the Panel Study of Income Dynamics Transition into Adulthood Supplement (n = 1,579), this paper demonstrates variation in material support provided by parents. I employ a latent class approach to categorize students into assistance “types,” and then use multilevel multinomial logistic regression models to predict assistance types from parents’ socioeconomic status (SES). Lower SES parents have a higher probability of providing co-residence, while higher SES parents have a higher probability of providing financial support to students living away from home.
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Dahir, Carol A. "Closing the Gap to Postsecondary Success: A High School and University Partnership." Professional School Counseling 23, no. 1_part_2 (January 2020): 2156759X1989918. http://dx.doi.org/10.1177/2156759x19899180.
Full textAbstract:
Low-income students, many of whom reside in urban environments, often lack the support they need to prepare for postsecondary education, identify the best fit schools, apply for financial aid, enroll and persist in their studies, and, ultimately, graduate with a degree. Since 2014, a university school counseling department and a New York City high school collaborated to provide targeted and focused college readiness, awareness, and engagement activities to each and every student in the senior class through the direct involvement of school counseling preservice graduate students. The project’s primary goals focused on student outcomes related to an improved graduation rate and postsecondary participation rate, with varying degrees of success. Participants in the high school–university partnership realized the value and importance of engaging students much earlier in career and college planning process.