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Low-income Students (low-income + student)
Selected AbstractsBeyond Access: Persistence Challenges and the Diversity of Low-Income StudentsNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 121 2003Melanie E. Corrigan Public policy often emphasizes access to higher education, but low-income students face more difficult challenges on the path to degree attainment. Adult low-income students have different obligations and goals than their younger counterparts. Institutional leaders and policymakers can encourage persistence among low-income students with flexible policies that accommodate new enrollment patterns, diverse family structures, and differing educational and economic goals. [source] Bursaries and Student Success: a Study of Students from Low-Income Groups at Two Institutions in the South WestHIGHER EDUCATION QUARTERLY, Issue 2 2005Sue Hatt This article draws on quantitative and qualitative data from two institutions to compare the student experience of those with and without bursary awards. Using the student life cycle model, the article examines the ways in which bursaries impact on the student experience before they enter the institution, in the early weeks of their studies and as they progress through their programmes. At these two institutions, students with bursaries were more likely to be retained and to perform well during the first year than those without bursaries. The study found that bursaries can ease financial pressures during their transition to higher education (HE) and that institution-specific bursaries can affect students' perceptions of an institution and their commitment to succeed. After 2006, those institutions wishing to charge variable fees will be required to provide bursary support for low-income students. The findings from this article suggest that HE providers should consider the timing of the bursary payments and the implicit message the bursary sends to applicants if they want to ensure that their bursaries have a positive impact on the student experience. [source] A combinatorial auction improves school meals in Chile: a case of OR in developing countriesINTERNATIONAL TRANSACTIONS IN OPERATIONAL RESEARCH, Issue 6 2004Rafael Epstein Abstract The Chilean State delivers essential meal services at schools for low-income students. Junta Nacional de Auxilio Escolar y Becas, the institution in charge of covering 1,300,000 children, leases the meal service to private enterprises. We developed an integer linear programming model to assign the meal contracts, in a process known as combinatorial auctions. The resulting model, which is NP-hard, led to significant improvements in efficiency and also contributed to making the process more transparent. The results are apparent in substantial improvements in quality and coverage of the service, and important savings to the country, which are equivalent to feeding 300,000 children in addition. We developed techniques to solve the combinatorial models and also to analyze and compare multiple scenarios to find robust solutions. For the objective function of this problem, we analyzed several options to consider different kinds of social benefits. In this paper, we describe the problem, the methodology and the results. We also present empirical results based on 6 years of experience. Finally, we discuss the relevance and impact of using operations research in these central issues in developing countries. [source] Historically underserved students: What we know, what we still need to knowNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 135 2006Denise Green Assistant Professor of Educational Psychology Community colleges educate many traditionally underserved students, including students of color, first-generation students, and low-income students. This chapter discusses what we know about these students, how they have fared in college transitions, how educational pipeline and deficit models have helped or hindered their progress, and what community college educators should seek to understand about this diverse population of students. [source] Beyond Access: Persistence Challenges and the Diversity of Low-Income StudentsNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 121 2003Melanie E. Corrigan Public policy often emphasizes access to higher education, but low-income students face more difficult challenges on the path to degree attainment. Adult low-income students have different obligations and goals than their younger counterparts. Institutional leaders and policymakers can encourage persistence among low-income students with flexible policies that accommodate new enrollment patterns, diverse family structures, and differing educational and economic goals. [source] A descriptive study of school discipline referrals in first gradePSYCHOLOGY IN THE SCHOOLS, Issue 4 2007Julie C. Rusby School discipline referrals (SDRs) may be useful in the early detection and monitoring of disruptive behavior problems to inform prevention efforts in the school setting, yet little is known about the nature and validity of SDRs in the early grades. For this descriptive study, SDR data were collected on a sample of first grade students who were at risk for developing disruptive behavior problems (n = 186) and a universal sample (n = 531) from 20 schools. Most SDRs were given for physical aggression and the predominant consequence was time out. As expected, boys and at-risk students were more likely to receive an SDR and to have more SDRs than were girls and the universal sample. A large difference between schools regarding the delivery of SDRs was found. A zero-inflated Poisson model clustered by school tested the prediction of school-level variables. Students in schools that had a systematic way of tracking SDRs were more likely to receive one. Also, schools with more low-income students and larger class sizes gave fewer SDRs. SDRs predicted teacher ratings, and to a lesser extent, parent ratings of disruptive behavior at the end of first grade. Practitioners and researchers must examine school-level influences whenever first grade discipline referrals are used to measure problem behavior for the purpose of planning and evaluating interventions. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 333,350, 2007. [source] | ||||||||||