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The COVID-19 pandemic imposed unprecedented disruptions on American education and contributed to profound learning loss. The stakes attached to learning loss are especially high for charter schools, whose survival and potential expansion or replication is heavily tied to test score performance. Using nationwide school-level proficiency data, this study examines achievement patterns in the charter sector between 2018-19 and 2020-21. Overall, it emerges that school proficiency rates in 2018-19 remained strongly predictive of proficiency rates in 2020-21. Still, certain notable patterns emerge from the data. Charters that serve more Black, Hispanic, and economically disadvantaged students lost more ground. Moreover, charters affiliated with education management organizations experienced less learning loss than other types of charter schools. [ABSTRACT FROM AUTHOR]

AbstractEco-Schools is the world’s largest sustainable school program. Drawing on biopolitical theory and fieldwork conducted in Rwanda, South Africa, Sweden and Uganda, this article explores and compares how Eco-Schools is enacted in contexts marked by widely differing socio-economic living conditions. Attention is drawn to the biopolitical rationalities and techniques through which Eco-Schools is rendered operable and to how the program’s peculiar combination of global standardization and flexible adaptation to context enables differentiation. The analysis demonstrates how poor students become educated for micro-entrepreneurial subsistence and community self-reliance, whereas wealthy students are targeted as mass consumers and rendered aware of problems that exist elsewhere for ‘others’. Ultimately the article suggests that the biopolitical rationalities and techniques though which Eco-Schools operate undermine the program’s efficacy to challenge inequality. These findings support previous studies arguing that current modes of local adaptation of sustainability education risk reproducing a global biopolitical divide between rich and poor. [ABSTRACT FROM AUTHOR]

This article examines the use of white space in W.B. Yeats's poem "Among School Children" and its significance in conveying meaning. The author argues that the white space between stanzas invites readers to infer moments of contemplation and allusion to Yeats's personal life. The poem reflects Yeats's feelings of inadequacy and alienation as a schoolchild, as well as his reflections on his love for Maud Gonne. The white space serves as a transition between different thoughts and emotions in the poem. Additionally, the text discusses the philosophical themes in the poem, where Yeats questions the ability of ancient philosophers to prevent aging and death, and instead finds hope in memory and art. Yeats believed in the timeless nature of beauty and the enduring spirit of the soul. The poem uses white space between stanzas to signify transitions in thought and contemplation of the impermanence of human experience. [Extracted from the article]

The Physical Fitness index measures the physical fitness for Muscular work & the ability to recover from the work. The present study was undertaken to assess the physical fitness index using Modified Harvard Step Test in young adult in the age group of 17 to 23 years with varying degree of physical activities. The study was undertaken to assess Physical Fitness Index (PFI) using modified Harvard step test . Out of 70 students 40 are males and 30 females. 14 students had Excellent Physical Fitness Index Scoring, 23 students had Good PFI scoring, 24 students had Fair PFI scoring,9 students had Poor PFI scoring. This study has clearly established that physical activity is an important determinant and predictor of physical fitness. [ABSTRACT FROM AUTHOR]

The evolution of artificial intelligence (AI) technology offers promising solutions to underserved populations in the United States. AI tools can reduce college access and academic barriers for low‐income students, first‐generation college students, racial and ethnic minorities, individuals with disabilities, and students living in rural areas. While AI tools offer support to college students from all demographics, they offer uniquely individualized assistance to underserved students to overcome the complex postsecondary schooling challenges they face. Examples of the nuanced, often complex, obstacles faced by these vulnerable students are discussed along with brief descriptions of AI tools that can help. AI tools leverage the power of high‐speed computing, expansive access to information, machine learning capabilities, and natural language processing. Utilizing the power of AI tools, vulnerable learners can increase their access to financial, academic, and social resources needed to attend and be successful in postsecondary education. AI tools also help close opportunity gaps as they provide means by which college students gain increased independence and control over their educational and career journeys. Note that the AI tools referenced in this article are included as examples only. We encourage ongoing discussion of AI‐powered tools and solutions to help underserved students gain more access to higher education and get individualized support for vulnerable learners. Practical Takeaways: Highlighting the potential of AI in addressing educational inequalities.Using AI in higher education settings for educators to better understand and respond to student needs.Implementing AI usage in higher education settings for underserved populations to reduce dropout rates.Leveraging technology to offer tailored guidance, bridging gaps, and fostering community among the underserved populations in higher education. [ABSTRACT FROM AUTHOR]

Guided by the STEM pathway model, our study hypothesizes that dual enrollment can serve as an effective strategy to improve and equalize college students' access to STEM programs. We analyzed a nationally representative dataset to disaggregate the influence of dual enrollment course-taking (i.e. participation, dual credits in Math/Science, number of dual credits) on students' STEM major selection, with a focus on traditionally underrepresented students in STEM. We found that taking dual enrollment courses in general is positively associated with the probability of majoring in STEM, especially at the baccalaureate level. However, taking dual enrollment courses in Math/Science is not associated with the probability of majoring in STEM when compared with students with no dual enrollment courses in Math/Science. The relationship between dual enrollment course-taking and STEM outcomes varies across different student background groups: It is consistently positive for students of higher household income to major in STEM but not statistically significant for low-income students. We discussed practical implications and future research with a focus on the role dual enrollment plays in advancing postsecondary STEM access. [ABSTRACT FROM AUTHOR]

This phenomenological study explored how five participants used their Texas state-approved definition of dyslexia to identify children with dyslexia as different from those with other global reading difficulties. Drawing on theories from disability studies in education and dis/ability critical race theory, I interviewed participants who identified dyslexia in terms of sociocultural differences, beliefs about intelligence, and reading ability. They frequently left unexamined concerns of race and how explanations of dyslexia privileged white, middle-class children over children of color and children in low-income schools. This study contributes to research that critically examines how these definitions of dyslexia segregate students with reading difficulties based on beliefs about intelligence, sociocultural factors, and the lack of conversations about race. Implications suggest that a growing focus on dyslexia may exacerbate inequalities already present in school systems. Stakeholders should critically examine their identification practices of reading difficulties to ensure that all children receive reading support. [ABSTRACT FROM AUTHOR]

Background Purpose Methods Results Conclusions Latinos/as/xs continue to face many barriers as they pursue engineering degrees, including remedial placement, lack of access to well‐funded schools, and high poverty rates. We use the concept of arrebatos to describe the internal reckoning that Latino/a/x engineering students experience through their journeys, particularly focusing on the impact of socioeconomic inequalities.To bring counternarratives in engineering education research focusing on the experiences and lived realities of low‐income Latino/a/x engineering students. These counternarratives are an important step in interrogating systemic biases and exclusionary cultures, practices, and policies at HSIs and emerging HSIs and within engineering programs.Pláticas were conducted with 22 Latino/a/x engineering undergraduates from four different universities in the US Southwest. These pláticas were coded and analyzed drawing from Anzaldúa's theoretical concept of el arrebato. Special attention was given to participants' arrebatos triggered by their college experiences as low‐income individuals.Analysis indicates that Latino/a/x engineering students' arrebatos arise from events that shake up the foundation of their own identity, including an institutional lack of sociopolitical consciousness. This lack of consciousness becomes evident not only in individuals' attitudes toward these students but also in institutional policies that put them at a further disadvantage.Findings have implications for engineering programs, particularly at HSIs and emerging HSIs regarding the creation of policies and practices that aim to secure the retention of low‐income Latino/a/x engineering students and alleviate the systemic barrier they face by affirming the practice of servingness. [ABSTRACT FROM AUTHOR]

Background: Asthma is a leading cause of children's hospitalizations, emergency department visits, and missed school days. Our school-based asthma intervention has reduced asthma exacerbations for children experiencing health disparities in the Denver Metropolitan Area, due partly to addressing care coordination for asthma and social determinants of health (SDOH), such as access to healthcare and medications. Limited dissemination of school-based asthma programs has occurred in other metropolitan and rural areas of Colorado. We formed and engaged community advisory boards in socioeconomically diverse regions of Colorado to develop two implementation strategy packages for delivering our school-based asthma intervention — now termed "Better Asthma Control for Kids (BACK)" — with tailoring to regional priorities, needs and resources. Methods: In this proposed type 2 hybrid implementation-effectiveness trial, where the primary goal is equitable reach to families to reduce asthma disparities, we will compare two different packages of implementation strategies to deliver BACK across four Colorado regions. The two implementation packages to be compared are: 1) standard set of implementation strategies including Tailor and Adapt to context, Facilitation and Training termed, BACK-Standard (BACK-S); 2) BACK-S plus an enhanced implementation strategy, that incorporates network weaving with community partners and consumer engagement with school families, termed BACK-Enhanced (BACK-E). Our evaluation will be guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework, including its Pragmatic Robust Implementation Sustainability Model (PRISM) determinants of implementation outcomes. Our central hypothesis is that our BACK-E implementation strategy will have significantly greater reach to eligible children/families than BACK-S (primary outcome) and that both BACK-E and BACK-S groups will have significantly reduced asthma exacerbation rates ("attacks") and improved asthma control as compared to usual care. Discussion: We expect both the BACK-S and BACK-E strategy packages will accelerate dissemination of our BACK program across the state – the comparative impact of BACK-S vs. BACK-E on reach and other RE-AIM outcomes may inform strategy selection for scaling BACK and other effective school-based programs to address chronic illness disparities. Trial registration: Clinicaltrials.gov identifier: NCT06003569, registered on August 22, 2023, https://classic.clinicaltrials.gov/ct2/show/NCT06003569. [ABSTRACT FROM AUTHOR]

Charter schools can serve as “laboratories of innovation,” generating evidence about effective educational practices via their random admissions lotteries. This paper synthesizes findings from charter school lottery-based studies and identifies future research priorities. Evidence shows charter schools can boost academic achievement and long-term outcomes, especially for lower-performing, nonwhite, low-income students and those with disabilities. However, these findings are limited to oversubscribed schools in urban areas. Future research should expand geographic coverage, update K-12 academic outcomes, and explore non-test-score outcomes, college, and earnings. Addressing these areas would strengthen evidence and inform education policymaking in the charter sector and beyond. [ABSTRACT FROM AUTHOR]

This document is a collection of abstracts from various presentations and studies on team communication and collaboration, highlighting the importance of effective communication in team dynamics and its impact on team performance and mental health. The abstracts cover topics such as mapping communication in teams, team coaching's impact on mental health, creating psychologically healthy veterinary teams, effective communication in cybersecurity, and the characteristics of high-performing teams. The studies emphasize the need for strategies to enhance team communication and collaboration in different fields. Another study examines the influence of parenting behavior on entrepreneurial intentions, suggesting that parenting behavior affects individuals' self-compassion, fear of failure, and willingness to start a business. The study proposes that self-compassion interventions can improve self-compassion levels, reduce fear of failure, and enhance entrepreneurial intentions. Additionally, a study explores the relationship between system justification beliefs and perceived income inequality across 40 societies, finding that stronger beliefs in meritocracy and equality of opportunities are associated with perceiving income inequality as less severe. Cultural orientations and economic development levels were found to moderate this relationship. Lastly, a study investigates the impact of top-management communication on organizational productivity, identifying various distortion styles in interpretations of organizational reality. These distortion styles can lead to moral disengagement, guilt, and closed-mindedness within organizations. [Extracted from the article]

College education plays a crucial role in upward social mobility. However, despite applying to and being accepted by colleges, students often fail to matriculate—a phenomenon known as "summer melt". The summer after high school graduation is a vulnerable period for these students due to limited counseling support from both high schools and accepted colleges. While summer counseling has been studied as an intervention to address summer melt, little research exists on programs using "near-peer" counselors, despite evidence from smaller-scale interventions suggesting their positive impact and cost-effectiveness. This study utilizes administrative data for 54,000 New York City high school seniors who graduated in June 2020 at the peak of the COVID-19 Pandemic. It aims to examine the impact of a remote near-peer college matriculation support program on students' enrollment in Fall 2020 using propensity score matching. The results indicate that the program increased matriculation by seven percentage points. Notably, it proved particularly effective for Black and Hispanic students, as well as students residing in low-income neighborhoods—groups that are typically underserved in higher education. These findings, drawn from the largest public school system in the nation, offer evidence supporting the efficacy of near-peer mentoring programs in promoting college matriculation. [ABSTRACT FROM AUTHOR]

Intercultural competence (IC), a desired outcome in many international schools, comprises the necessary knowledge, skills, and attitudes to effectively navigate intercultural situations. However, international schools are often elite institutions catering to affluent expatriates and host country nationals, thus aligning the development of IC to elite norms. This study explored the perspectives of six local scholarship students in a Central American international school, finding that these students have internalised this elitism as part of their IC development. This suggests that international schools could better serve the broader community by incorporating a critical stance towards IC that promotes equity without reinforcing elitism. [ABSTRACT FROM AUTHOR]

A deeper understanding of low-income and first-generation college student experiences is essential to advancing diversity and equity in higher education. Due to a significant gap in college enrollment and graduation rates for low-income and first-generation college students, specifically after COVID-19, it is important to identify factors affecting their success. The Upward Bound Math and Science (UBMS) Program at New Mexico Tech (NMT) supports high school students who are either first-generation college students and/or from low-income families to prepare them with the skills and motivation necessary to complete high school and enter and succeed in a program of postsecondary education. These students face unique challenges during their time at college. To identify the factors that affect the success of these students, we surveyed several of our UBMS program participants who chose to attend NMT after completing high school. All participants said support from UBMS staff was critical when starting college at NMT. Participants also mention building a support system with their fellow UBMS alumni to deal with the struggles that being at STEM-focused institutions brings. This study also resulted in several suggestions for faculty and staff members to improve academic outcomes for all students. [ABSTRACT FROM AUTHOR]

With the rapid adoption of online learning across higher education, there is an urgent need to identify its challenges and ways of addressing them. Online group projects, in particular, present significant issues for educators. This paper presents the findings of a systematic literature review identifying the key challenges of online group projects, together with strategies to address them. From a corpus of 114 recent papers, the 57 most relevant were analysed, to identify themes related to challenges and strategies. Key challenges were: low and uneven participation by students; a lack of clarity and preparation for students; and poor relationships. Strategies for addressing challenges were: careful design of projects, particularly regarding fair assessment; clear guidance and preparation of students; and practical and emotional support throughout, to encourage confidence and engagement. The findings of this review will enable educators to design and facilitate online group projects which students find rewarding and valuable. [ABSTRACT FROM AUTHOR]

As businesses increasingly rely on written communication for various purposes, the ability to articulate ideas, convey information, and engage stakeholders through written mediums has become a vital competency. This study delves into the challenges faced by students when they write business letter, report and email in English at Techno Link College, Burayu Campus. The research aims to comprehensively analyze the issues surrounding business writing, exploring how students perceive and approach the learning of this crucial skill. To conduct this investigation, a mixed-methods approach was employed and both quantitative and qualitative methodologies were utilized. A sample of 165 students was randomly selected, and their insights were gathered through a survey questionnaire. The findings of the research revealed that the majority of the students struggle to master the art of effective business writing. The results show that the majority of students exhibited poor performance across these essential business communication tasks such as composing emails, letters and reports. [ABSTRACT FROM AUTHOR]

This study uses a randomized vignette experiment to explore the impact of classroom composition on students’ teacher-perceived school performance. It hypothesizes that in classrooms with a high share of disadvantaged students, teachers rate the school performance of both disadvantaged and non-disadvantaged students lower than in classrooms with a low share of disadvantaged students. The experimental design disentangles two mechanisms behind compositional effects: ethnicity and social-status. Findings indicate the more disadvantaged perceptions of Roma and non-Roma students in classrooms with a high (rather than a low) share of Roma students. No similar findings were found concerning the share of poor students. [ABSTRACT FROM AUTHOR]

We seek to offer a threefold contribution to extant knowledge regarding the effect of public service motivation on the actual behavior of individual citizens. First, theoretically, we examine the role of public service motivation as a potential antecedent of in-group favoritism and out-group discrimination in an inter-country context through a configurational lens. Second, empirically, we contribute to the state of the art by conducting an incentivized donation study in which Chinese participants have to decide about giving away real money to poor students in the Chinese province Yunnan and/or neighboring country Myanmar. Third, methodologically, we analyze the impact of bundles of potential conditions promoting donation by applying fuzzy-set Qualitative Comparative Analysis, next to classic probabilistic regression. [ABSTRACT FROM AUTHOR]

This study, conducted in Pantar District, Lanao del Norte, during 2023-2024, explored how poverty affected student engagement and motivation. Using a descriptive-correlational design, 100 teachers observed poverty's impact on underprivileged students. Findings revealed that poverty moderately affected student engagement, particularly attendance and interconnected aspects like attention span, peer relationships, and class participation. Students consistently agreed on poverty's impact, emphasizing shared perceptions. On motivation, poverty had a moderate impact, influencing interest in learning, attitudes, and self-efficacy. Low standard deviation indicated agreement on poverty's motivational impact, urging tailored interventions. Academic performance was generally positive indicating "Satisfactory" standards and excelling Very Satisfactory. No students fell below expectations, highlighting overall positive academic trends. In analyzing factors influencing student motivation, attendance, attention span, and peer relationships did not predict motivation significantly. However, class participation emerged as a crucial positive predictor, underlining its role in fostering student motivation. Analyzing academic performance and student engagement or motivation did not yield significant results, emphasizing the complexity of factors influencing student achievement. In conclusion, poverty consistently impacted student engagement and motivation, urging targeted interventions. Despite challenges, positive academic trends highlighted students' resilience. Class participation was crucial for motivation, emphasizing the need for a holistic understanding of factors shaping academic success. Nonsignificant findings suggested a need for further exploration into the intricate relationship between student engagement, motivation, and achievement in the context of economic disparities. [ABSTRACT FROM AUTHOR]

Background: To study and make a comparative analysis on knowledge, attitude, and practice pattern regarding eye donation amongst MBBS, BDS, Homeopathy and Nursing students in a tertiary care medical college hospital in Central India. Materials and Methods: It is a population based cross sectional study involving 369 MBBS & Paramedical students. A structured questionnaire including 21 questions divided in three sections assessing knowledge, attitude and practice pattern is noted. Chi square test is done for dependent and independent variables. Test performed at 95% confidence interval with p value <0.05 considered statistically significant. Results: Mean knowledge score was 3.875±2.185. MBBS students had a mean score of 5.150 (SD = 1.400, range 1-9) indicating a higher level of knowledge than other medical courses. Knowledge score among nursing students was the least 2.180 (SD = 2.222, range 0-7). Willingness to donate eyes also showed a significant association with knowledge (χ2=371.471, p<0.001). Conclusion: MBBS students had better knowledge than paramedic students. Higher knowledge is linked to positive attitude towards eye donation. The practice pattern regarding pledging is poor in all the students. Thus, structured eye donation awareness programmes targeting medical and paramedical students are recommended. [ABSTRACT FROM AUTHOR]

Primary–secondary school transitions are widely recognised as pivotal developmental periods, which can have positive and negative longitudinal implications on the education, wellbeing and mental health of children. Yet few studies have sought the voice of children through interviews, and especially children in receipt of pupil premium funding (PPF) (a government grant given to schools in England to support disadvantaged pupils from low socio‐economic status [SES] backgrounds). This is concerning, given that children who receive PPF are at greater risk of poorer academic, social and emotional outcomes and exclusion during this time. Our study aims to explore the perspectives of such children to better understand their lived experience of primary–secondary school transitions. The sample consisted of nine Year 6 (last year of primary school in England) children who received PPF, recruited from two schools in Greater Manchester. The children participated in semi‐structured Zoom interviews. Transcribed audio‐recordings were analysed using reflexive thematic analysis. The children discussed a mixture of contrasting feelings towards the emotional, social, academic and practical aspects of primary–secondary school transitions. In addition, children highlighted the supportive value of having older siblings, cousins and friends already at secondary school and discussed the range of support that had been offered by their schools and how this could be improved. The study makes a unique empirical contribution to understanding the lived experiences of children in receipt of PPF leading up to primary–secondary school transitions. In doing so, we make a unique theoretical contribution to multiple and multi‐dimensional transitions theory in exploring the impact of wider social factors, such as SES, on primary–secondary school transitions experiences. This understanding has important implications for educational policy and practice, in addition to further research, especially given the methodological, theoretical and conceptual considerations discussed. [ABSTRACT FROM AUTHOR]

This study explores the grading disparities among ninth-grade students within the American educational system, emphasizing the comparative analysis between economically disadvantaged students (indicated by free or reduced-price lunch status) and their more advantaged counterparts across urban, suburban, and rural locales. Drawing on a robust dataset of 65,017 first-time, full-time ninth graders from Arkansas, spanning the academic years 2020--21 to 2021--22, this research employs logistic regression analysis to uncover the nuanced relationships of socioeconomic status and geographical setting on course failure rates. The ninth grade is highlighted as a critical juncture in the U.S. educational trajectory, serving as a foundational year that significantly influences students' future academic and career pathways. My findings reveal that, although rural students initially present with lower failure rates, a detailed logit analysis accounting for individual and district-level characteristics demonstrates that rural ninth graders face the highest risk of course failure, especially among those with free or reduced lunch status. These results underscore the pressing need for implementing equitable grading practices and bolstering professional development for educators in rural areas to mitigate these disparities. This study contributes to the broader field of educational equity by highlighting systemic challenges and advocating for targeted interventions to support disadvantaged students, particularly in the pivotal year of ninth grade. [ABSTRACT FROM AUTHOR]

The charter school sector has expanded beyond brick-and-mortar schools to cyber schools, where enrollment grew almost tenfold between 2015 and 2020. While a large literature documents the effects of charter schools on test scores, fewer studies explore impacts on attainment or postsecondary outcomes and there is almost no work exploring the consequences of cyber charter enrollment for these outcomes. In this paper, I examine the impacts of Pennsylvania's charter high schools on student attendance, achievement, graduation, and postsecondary enrollment, distinguishing the impacts of brick-and-mortar from cyber schools. I find that brick-and-mortar charters have no or positive effects across outcomes, and that effects are concentrated in urban districts and among Black and economically disadvantaged students. By contrast, attending a cyber charter is associated with almost universally worse outcomes, with little evidence of heterogeneity. Students who enroll in a cyber charter at the beginning of ninth grade are 9.5 percentage points (pp) less likely to graduate, 16.8 pp less likely to enroll in college, and 15.2 pp less likely to persist in a postsecondary institution beyond one semester. These results suggest that additional regulation and oversight of cyber charter schools is warranted and also bring into question the efficacy of online education. [ABSTRACT FROM AUTHOR]

Background: The issue of headaches is urgent to address as it can have a significant impact on the global community at large. Various factors influence headaches, one of which is the quality of sleep. This research is conducted to investigate the relationship between sleep quality and primary headaches among students in the Medical Bachelor's Program at Udayana University. Materials and Methods: This study was conducted with a descriptive analysis regarding sleep quality and primary headaches in 164 students. Data collection was done online through questionnaires on primary headaches and the Pittsburgh Sleep Quality Index (PSQI). The data were then analyzed using the contingency coefficient correlation test. Results: A total of 68.3% of students experienced primary headaches, while 87.8% of students had poor sleep quality. There is a relationship between sleep quality and primary headaches (p=0.017) with a correlation value of 0.183, indicating a very weak relationship between the two. Conclusion: There is a significant relationship between the quality of sleep and primary headaches among medical undergraduate students of Udayana University with a very weak correlation. Therefore, providing a better understanding of maintaining a more regular sleep schedule to students is recommended. [ABSTRACT FROM AUTHOR]

Further education and sixth form colleges are key institutions for facilitating skill acquisition among 16–19 year olds in the UK. They enrol half a school cohort after completion of their lower secondary education, and this includes a disproportionate number from low‐income backgrounds. Yet little is known about what could improve performance in these institutions. We conduct the world's first management practices survey in such institutions, and match this to administrative longitudinal data on over 40,000 students. Value‐added regressions with rich controls suggest that structured management matters for educational outcomes, especially for students from low‐income backgrounds. For this group, in a hypothetical scenario where an individual is moved from a college at the 10th percentile of management practices to the 90th, this would be associated with 8% higher probability of achieving a good high school qualification, nearly half of the educational gap between those from poor and non‐poor backgrounds. Hence improving management practices may be an important channel for reducing inequalities. This paper is part of the Economica 100 Series. Economica, the LSE "house journal" is now 100 years old. To commemorate this achievement, we are publishing 100 papers by former students, as well as current and former faculty. Anna Valero is a distinguished Policy fellow at CEP and Deputy Director of POID and associate at GRI. Sandra McNally is Director of the Education and Skills Programme at the CEP. Luis Schmidt‐Rivera is a Researcher at STICERD. [ABSTRACT FROM AUTHOR]

The effects of Project-Based Learning (PBL) on student performance and involvement in Technical-Vocational-Livelihood Home Economics (TVL-HE) education are examined in this study. By means of a descriptive and correlational methodology, the study sought to assess the efficiency of PBL in improving learning outcomes and to pinpoint elements that might affect these outcomes. This study made use of two research designs: experimental and descriptive correlational design. Specifically, one group quasi experimental research with pretest and post-test design and descriptive correlational design. The students were selected using a technique called purposive sampling, which involves selecting students who fulfil the study's inclusion criteria. The inclusion criteria include of a.) enrolment in the TVL-HE, b.) current enrolment in PBL classes, c.) willingness to participate in the study, and d.) parental consent for students under 18 years of age. According to the results of the study, most of the study participants are between the ages of 17 and 18, with a little larger proportion of women. Potential socioeconomic difficulties are indicated by the fact that 78% of the respondents came from families with monthly incomes below 10,000.00. Most of the pretest scores below 15 showed a general lack of cooking skill. Post-test scores after PBL interventions significantly increased; 40% of students scored between 31 and 35, indicating better knowledge and skills. With high mean scores for "Reflection on Learning" and "Showcase and Share," students also had favorable opinions of PBL. The results imply that PBL can successfully raise students' performance and involvement in TVL-HE instruction. To sustain high degrees of proficiency, recommendations include strengthening teaching strategies, offering more help to low-income students, and promoting more project-based activities. Descriptive analysis and pretest-posttest design of the study help to clarify PBL's function in TVL-HE education. [ABSTRACT FROM AUTHOR]

This study focused on the lived experiences of resiliency of economically disadvantaged students in face-to-face learning. Economically disadvantaged students faced different challenges to be resilient in learning, on how their day to day learning activities can survive due to financial difficulties to support their everyday needs. This phenomenon was considered since it had an impact on students' learning performance. The study was anchored on theories on Resilience Theory as popularized by Tellegen (2012) and Self-Determination Theory by Deci and Ryan (2008). This study employed a qualitative research method: namely, a transcendental method of research to explore and understand the lived experiences of resiliency of economically disadvantaged students in their learning, as well as their challenges and practices to continue in their learning, acquiring data from 10 participants in Barangay Bagnoy, San Juan, Aliaga, Nueva Ecija. The participants were chosen using purposive sampling technique wherein thematic analysis was used to analyze all the gathered data. The findings revealed that socio-economic status impacted economically disadvantaged students' educational experiences. The study generated five (5) themes, categories and codes. This study found out that being economically disadvantaged students do not prevent them to employ various strategies in learning towards improvement of their academic performance. It was also found out that classmates and friends, family and teachers were all the factors that contributed to students' resiliency and academic success. And to overcome academic challenges, economically disadvantaged students used coping strategies such as good study habits, time management, financial planning, and high sense of self-determination. [ABSTRACT FROM AUTHOR]

Low-income students struggle with resources while trying to achieve future financial stability. As colleges explore ways to support students, one solution is integration with public benefits. This study focuses on Temporary Assistance for Needy Families (TANF), a program that offers cash assistance to low-income adults with children. Statistical analysis of New Jersey data on applications from students (N = 1,064) is complemented by interviews with higher education experts (N = 6). Findings indicate that knowledge about the program is lacking. Among students who do apply, many either withdraw their application or do not complete the requirements. Findings offer recommendations to improve access for students. [ABSTRACT FROM AUTHOR]

As institutions of higher education prepare students for their careers, there is often a focus on teaching students how to demonstrate professional behavior to secure employment. Yet, definitions of professionalism may vary across contexts, and many reflect hegemonic norms, which are not reflective of the realities of low-income students. As such, teaching these students about professionalism may highlight the tensions between framing higher education as a lever for social advancement while it concurrently serves as a tool of social reproduction. Acknowledging these tensions, this constructivist qualitative case study examined how a comprehensive college transition program designed to serve low-income students socialized these students to notions of professionalism. Drawing from observational data collected over 4 years, we found that the program largely framed professionalism as essential for students' social mobility and used programming to provide information about professional dress, communication, and interactions through a lens that reflected middle-class, gender normative values. Complicatedly, the program also at times described professionalism as a tool that could be used to advance one's abilities as a leader and to serve one's communities. Our findings have implications for educators working to support low-income students' career preparation and to promote their success. [ABSTRACT FROM AUTHOR]

Holistic mentoring ecosystems are a comprehensive approach to addressing the diverse needs of students through interconnected support networks. While mentoring has been well-documented in existing literature, more research is needed to determine the effectiveness of mentoring ecosystems in mitigating the impact of critical junctures for vulnerable, high-attrition student populations. Guided by Tinto's model of retention, this qualitative case study investigated the role of holistic mentoring ecosystems in mitigating the impacts of the two combined critical junctures--the COVID-19 pandemic and the first year of college--on low-income STEM undergraduates. Our findings suggest that holistic mentoring ecosystems were essential in helping students adjust to the academic environment and fostering a sense of belonging in the STEM community amid the severe limitations imposed by the pandemic. This study adds to the growing body of literature investigating the approaches and strategies effective in supporting vulnerable student populations through critical junctures in their educational journey. [ABSTRACT FROM AUTHOR]

This Article revisits the convention that equality demands race neutrality from one unexpected perspective: the experiences of poor white students from rural Appalachia, often derogatorily referred to as “poor white trash” (“PWT”). The recent Students for Fair Admissions v. Harvard case, where race-based admissions were struck down by the Supreme Court, brought the intersection of race and education back into the spotlight. The Court’s decision and Justice Thomas’s concurring opinion both hailed the ideal of meritocracy and “objective grading scales” as “the great equalizer.” Marginalized white students’ exclusion from higher education was rhetorically recruited to argue in favor of race-neutral admissions. This Article challenges the notion that race-neutral decision-making in education benefits marginalized whites. By examining historical accounts of PWT and their stigmatization as intellectually inferior, the Article reveals how racist ideologies, including white supremacy, have perpetuated this group’s exclusion and segregation within the education system, precisely through “objective grading scales.” Centering the voices of self-identified PWT, as well as school ethnographies from recent years, this Article uncovers two mechanisms that perpetuate educational injustice of poor white students today: (1) the formation of ability-based groups; and (2) the classification of PWT students as having cognitive and behavioral disabilities. Together, this elementary-to-high-school segregative dynamic rigidifies path dependencies that inevitably influence college admission decisions. PWT educational segregation rests on allegedly neutral logic. It is based on educational ability, a seemingly relevant criterion for separation, and it segregates poor whites, who are not typically viewed as a distinct social group. Therefore, it generally evades accusations of bias or discrimination. Developing a novel methodological PWT lens—comprised of class, race, disability, and gender—this Article is the first to both expose and lift the veil of neutrality from the current practice of PWT educational segregation and to place it in line with other forms of discrimination. Moving beyond the descriptive, this Article develops a normative case against PWT educational segregation, arguing against the bias embedded in the initial classification of “abilities” and the social ramifications of such classifications. The argument raises doubts concerning seemingly meritbased classifications more generally. Finally, building on Justice Ginsburg’s groundbreaking strategy of promoting gender equality by centering male plaintiffs, this Article proposes recognizing PWT ability-based segregation as discrimination. Societal unawareness of PWT ability segregation, this Article argues, is the crack through which white supremacy, sexism, ableism, and classism sneak into the U.S. educational system, shaping its core logics around superiority and exclusion. Developing new approaches to combat PWT ability-based segregation could open avenues for advancing racial justice and dismantling other forms of discrimination in schools and in higher education. [ABSTRACT FROM AUTHOR]

Low-income students' preferences for higher education might depend on the uncertainty of financial aid. Using a time discontinuity design, this paper exploits the unanticipated cancellation of a nationwide Colombian merit and need-based scholarship, called Ser Pilo Paga, to study its consequences on students' preferences for higher education. Preferences are measured using a discrete choice experiment administrated to 949 low-income high school students in 2018. The findings reveal that the scholarship's cancellation reduced higher education ambitions among low-income students due to the decreased interest in both financial aid and high-quality universities. The effects were particularly concentrated on income-eligible individuals who were more likely to obtain the scholarship, as their choices for financial aid and high-quality institutions declined by 15 to 50% of the baseline preference. [ABSTRACT FROM AUTHOR]

The advent of digitalization has been hailed as a remedy to mitigate the impact of the Covid-19 pandemic. However, it has also brought to light the existence of a digital divide, exacerbating the hardships faced by those who are digitally excluded. Amidst the turmoil of the crisis, there has been limited attention given to addressing the digital divide in developing countries including Malaysia. In response, Malaysian universities swiftly transitioned to online learning to curb the spread of the contagion. Nonetheless, this rapid shift has inadvertently marginalized underprivileged students, hindering their access to the benefits of online education. Employing the three-level digital divide framework, this study aims to probe into the extent of the digital divide among Malaysian university students and evaluate its progression. Through mean score and frequency analyses, we assessed the magnitude of the digital divide among these students. Furthermore, we employed partial least squares structural equation modeling to gauge the flow of the digital divide from the initial level to the third level. Subsequently, we examined the mediating roles of material access, digital skills, and digital usage. The findings revealed that the digital divide persists across all three levels among university students in Malaysia. The path analysis lends support to all proposed hypotheses, with the exception of digital usage as a predictor of student satisfaction and as a mediator. [ABSTRACT FROM AUTHOR]

Headsprout Early Reading is a computer-based program designed on behavioral principles to enhance the basic skills that underpin the initial development of reading. In a within and between groups design, and using primary schools within Northern Ireland that had a currently high proportion of disadvantaged pupils, children who were behind their peers in progress with reading were randomly allocated to an intervention group (n = 79), where the target was to work through 80 reading training episodes within a school year, or a teaching as usual group (n = 44). Reading skills were assessed in all children before, at the midpoint, and after the intervention using a flashcard-based phonics identification test with three levels of difficulty, and before and after intervention using a standardized reading assessment, which generated a sentence reading age and a phonics reading age. Both groups showed increased scores on all measures over the 6 months of the study, but the intervention group showed markedly greater improvement. Importantly, the mean scores on sentence reading age and phonics reading age for the intervention group increased by over 17 months and 12.1 months, respectively, as opposed to 7.6 months and 7.8 months with the control group. These findings also validated the use of the flashcard-based phonics identification test with this population. This study indicates that widespread use of Headsprout Early Reading in mainstream education could be highly effective. [ABSTRACT FROM AUTHOR]

Later school start times have emerged as a potential policy to improve the sleep and educational outcomes of teenagers. This study uses a quasi-experimental comparative interrupted time series approach to examine a 90-min delay in start times in an urban district in North Carolina. Results show that the later start time resulted in more sleep for students and improved course grades but limited evidence of benefits to other educational outcomes. In addition, the evidence suggests that disruptions from the change may temporarily decrease some educational outcomes, and that these disruption effects are concentrated among low-income students and students of color. [ABSTRACT FROM AUTHOR]

This article examines the impact of educational migration on the development of Bukchon, a neighborhood in Gyeongseong (now Seoul), South Korea. It discusses the concentration of prestigious schools in Bukchon and how this was influenced by power dynamics and social status. The article also explores the role of education in social reproduction and upward mobility, as well as the transformation of Bukchon into a modern city during the Japanese occupation. Overall, the research aims to understand the relationship between educational institutions and the transition of Bukchon to a modern urban area, providing insights into the historical context of education and class reproduction in Korea. [Extracted from the article]

The institutions of higher learning in South Africa (HEIs) still suffer from the remains of colonialism. Many different activities in HEI have exposed such legacy. For instance, the 2015/2016 #fees must fall, and Rhodes must fall mass student's protest exposed struggle for transformation in academic institutions. The current article wants to understand participants (which are graduates) experiences with regards to accessing the university. Twenty-two graduates were interviewed through individual semi-structured interviews. In a setting that still suffer from legacies of oppression, participants emphasised absence of easy access at the university as symbolising the still existing European domination in African institutions. Thus, poor students access experiences at the university are marked by misperceptions and disappointments due to several obstacles. There is a need for fundamental change in HEIs, by making certain that an inclusive admission of poor students in post-colonial South African universities is evident. [ABSTRACT FROM AUTHOR]

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Many schools are experiencing troubling numbers of vacant teaching positions, with student achievement substantially below pre‐pandemic levels. At the same time many states and districts are discussing substantial across‐the‐board increases in teacher salaries, often aspiring to some arbitrary benchmark. General increases in teacher salaries may well be warranted in some, or even many, districts. However, existing research suggests that by themselves, across‐the‐board increases are not the most effective policy. This policy brief examines these issues in Virginia. It shows that schools with concentrations of poor students have substantially more teaching vacancies and much lower student achievement. It also shows that starting teacher salaries in Virginia have declined over the last 16 years and that lower salaries are associated with teacher vacancies. It is likely that the patterns documented in Virginia are found in many, perhaps most, other states. Policies to address these issues would increase teacher salaries generally with much larger increases for effective teachers who teach in high poverty schools and subjects with greater shortages, such as special education, math, and science. [ABSTRACT FROM AUTHOR]

Designing a relevant teaching-learning program amid a pandemic when in-person learning is suspended poses a significant challenge for any educational institution. At a particular Catholic university in the Philippines, an undergraduate course offered a service-learning (SL) activity wherein students actively served as online tutors to underprivileged students. Due to the health crisis, the SL activity seemed impossible, but a carefully planned program was created to continue the students' formation. The implementation of electronic service-learning (ESL) is executed through the collaborative efforts of the different offices and the partner community. This qualitative research utilizes two methods: the formulation of tutorial guidelines and a narrative approach by exploring the experience of the student tutors as expressed in their reflection papers. Three recurrent themes emerged from the participants' reflections, which can be considered significant components of their learning experience--civic learning, a more profound understanding of the course, and the adaptation of essential virtues. This paper validates the claim that the online teaching services rendered by students are indeed beneficial in their formation as socially responsible citizens. In the same way, the tutees have realized that despite their poor economic situation, they are not alone in battling to have a more comfortable life. Lastly, the study findings also helped the school implement its programs despite the suspension of in-person schooling continuously. [ABSTRACT FROM AUTHOR]

Recent national trends in the United States indicate a significant increase in childhood obesity, a major public health concern with documented physical and mental comorbidities and sociodemographic disparities. We aimed to estimate the prevalence of obesity and severe obesity among youth in New York City (NYC) before the COVID-19 pandemic and examine time trends overall and by key characteristics. We included all valid height and weight measurements of kindergarten through 8th grade public school students aged 5 to 15 from school years 2011–12 through 2019–20 (N = 1,370,890 unique students; 5,254,058 observations). Obesity and severe obesity were determined using age- and sex-specific body mass index percentiles based on the Centers for Disease Control and Prevention growth charts. Analyses were performed using multivariate logistic regression models with repeated cross-sectional observations weighted to represent the student population for each year and clustered by student and school. Among youth attending public elementary and middle schools in NYC, we estimate that 20.9% and 6.4% had obesity and severe obesity, respectively, in 2019–20. While consistent declines in prevalence were observed overall from 2011–12 to 2019–20 (2.8% relative decrease in obesity and 0.2% in severe obesity, p<0.001), increasing trends were observed among Black, Hispanic, and foreign-born students, suggesting widening disparities. Extending previous work reporting prevalence estimates in this population, nearly all groups experienced significant increases in obesity and severe obesity from 2016–17 to 2019–20 (relative change = 3.5% and 6.7%, respectively, overall; p<0.001). Yet, some of the largest increases in obesity were observed among those already bearing the greatest burden, such as Black and Hispanic students and youth living in poverty. These findings highlight the need for greater implementation of equity-centered obesity prevention efforts. Future research should consider the influence of the COVID-19 pandemic and changes in clinical guidance on childhood obesity and severe obesity in NYC. [ABSTRACT FROM AUTHOR]

Preparatory popular courses play a crucial role in democratizing preuniversity education, especially for low-income students. These initiatives provide access to quality academic preparation that would often be out of reach for these students. A significant example is the implementation of inclusive activities, such as the use of tactile maps in Geography classes. These activities not only make learning more accessible but also promote a deep and meaningful understanding of the content. The collective construction of pedagogical materials involves active student participation, strengthening a sense of community and collaboration. This process facilitates learning geographical concepts and develops important cognitive, social, and emotional skills. By working together on creating these materials, students learn to value teamwork, communication, and critical thinking. This experience report in Geography classes at the "Cursinho Educação e Cidadania" of the Federal University of São Carlos (UFSCar) highlights how studying urban and environmental issues through cartography and inclusive methods, such as tactile maps, can transform learning and empower students. These approaches improve academic performance and contribute to the formation of more engaged and critical individuals. [ABSTRACT FROM AUTHOR]

School choice policies can, by design or in implementation, give schools and districts discretion over enrollment. In this study, I examine the effect of local discretion over inter-district open enrollment on non-resident enrollment. I use longitudinal data on open enrollment patterns and policies in the metropolitan Detroit area. I find that when districts set more restrictive open enrollment policies, they enroll fewer new non-resident students overall, due to a decrease in new Black, Hispanic, and low-income non-resident students specifically. When districts allow inter-district open enrollment, racial and socioeconomic segregation within those districts do not change, and racial isolation slightly increases. My findings suggest that regulating enrollment policies to reduce discretionary exclusion can increase access to inter-district choice for some low-income and racially minoritized students, but that these kinds of policy changes are unlikely to reduce racial segregation and socioeconomic stratification more broadly. [ABSTRACT FROM AUTHOR]

Educational inequality undermines the pivotal role of education in increasing the ability of the poor to move up the income ladder. This paper investigates educational inequality that arises from low-income students' lack of monetary resources that higher-income students invest in education. We show low-income students' inability to make monetary investments in education reduces their incentive to study and contributes to educational inequality. In the context of developing markets, we study implications of a reservation policy that aims to reduce inequality by reserving some college seats for students of the disadvantaged group. The policy essentially transfers college seats from the advantaged student group to the disadvantaged student group and as a result increases the welfare of students from the disadvantaged group. In some cases, the seat transfer also improves the welfare of higher-income students. We show such a transfer, if small, can enhance overall student welfare in developing markets. However, a large transfer may reduce overall student welfare. Finally, we show the welfare-maximizing transfer is usually smaller than inequality-minimizing transfer of seats. This paper was accepted by Dmitri Kuksov, marketing. Funding: J. Ni was partially supported by the National Natural Science of China Grant [71832010]. Supplemental Material: The online appendix is available at https://doi.org/10.1287/mnsc.2021.00249. [ABSTRACT FROM AUTHOR]

There is a nationwide effort to increase the representation and engagement of minoritized students in computer science education. Discourse about the barriers to diversity among computer science majors is often characterized by student pathologies and does not consider the impacts of classroom culture and instructor pedagogies. Amid the push for strategies to recruit and retain minoritized students in computer science, little has been done to transform curriculum and analyze faculty perspectives on curriculum and pedagogy as methods to increase students' access to the computer science major. This paper presents an example of curriculum redesign for an undergraduate introductory computer science course (ICS) that sought to address issues of inequitable representation by centering student identities and redistributing power in favor of students. The authors draw upon critical sociocultural and the 4Es heuristic for disciplinary literacy to reimagine the ICS course as a space that centers on the important roles of identity and power in solving for diversity in computer science education. We highlight for researchers and practitioners how our work may be used to disrupt meritocratic practices that alienate minoritized and economically disadvantaged students and to expand definitions of mastery and expertise in computer science education. [ABSTRACT FROM AUTHOR]