Low-income Students Research Articles

Modern practise of financing higher education: an analysis of the experience of OECD countries and the Republic of Kazakhstan

Relevance. The study examines higher education financing systems in OECD countries and Kazakhstan, analyzing the contributions of different funding sources. This is relevant as education funding impacts access, quality, and economic development. Purpose. The main goal of the study is to determine the share of participation of the state, the private sector and other entities in financing the higher education system in the OECD countries in comparison with the Republic of Kazakhstan. Methodology. The research used economic and statistical methods, comparative analysis, and expert evaluation. Data was gathered from OECD, World Bank, UNESCO, and Kazakhstan government reports and statistics. Results. The study found four main models of higher education financing among OECD countries, varying in tuition costs and student support. Most OECD countries spend over 1.5% of GDP on higher education, with the public sector as the main funder in European countries. Kazakhstan spends only 0.3% of GDP on higher education, with 70% of students self-funding their education. Conclusions. Kazakhstan's higher education financing system provides limited government support and low tuition fees, resembling the fourth OECD model. To improve competitiveness, Kazakhstan needs to increase investment in higher education and human capital development, expanding funding sources and mechanisms based on OECD country experiences. The current grant allocation system is not equitable for low-income students and needs reform. Keywords: higher education; state funding; private sector; state budget expenditures

Culturally Sustaining Methods in a Mental Health Crisis

During the 2020–2021 school year, more than 60% of college students met the criteria for at least one mental health problem, according to the Healthy Minds Study, which collects data from 373 campuses nationwide. Since then, many colleges have developed mission statements that seek to ensure and preserve access to higher education and success for all students, particularly students of color, low-income students, and other historically underrepresented student populations. However, there are many gaps between those good intentions and the actual changes that are implemented across institutional roles. In this article, we reflect on our own personal encounters with students in distress and their efforts to address mental health issues within the institutional setting. We draw on a synthesis of institutional ethnography, autoethnography, and narrative to help document how related texts work with everyday practices to support or resist compliance, in contrast to dominant narratives of self-help and self-care. We emphasize the significance of transformative learning theory, experiential knowledge, and structural changes in fostering well-being and addressing mental health emergencies effectively. Strategies such as creating equitable spaces, prioritizing mental health, and including diverse voices in decision-making processes are crucial. We recommend that institutions employ institutional ethnography methods to first identify how differently situated actors experience the crisis. Finally, we conclude that for these efforts to be sustainable, transformative, and equitable, they must also be culturally sustaining, making room for multiethnic knowledge production.

College for All and the Struggles to Make It Work: Community College Student Feedback Data on Obstacles to College Completion

Background/Context: There is a misalignment in contemporary society between the assumption that all high school graduates can and should attend college and the lack of funding and support to make that happen. This is especially apparent at community colleges that enroll disproportionally low-income students, who deal with a variety of obstacles including a lack of family support, academic issues, and financial struggles. Purpose/Objective/Research Question/Focus of Study: The aim of this project is to better understand the life circumstances that contribute to students dropping out of community college before completing a degree. Research Design: I surveyed community college students on precollege planning, in-college experiences, and reasons for leaving before earning a degree. I assessed the associations of these circumstances with dropping out, using Pearson Chi-square tests, and applied logistic regressions. Conclusion/Recommendations: Students who dropped out of college were less likely to discuss their college plans with their parents; they struggled academically and financially and found themselves isolated and without assistance more often than those who stayed.

The Impact of Income on Private Schools in China: A Social Perspective

This study explores the intricate relationship between income and private education in China, focusing on how income levels affect access and quality of education. It analyzes the correlation between household income and private school enrollment rates, shedding light on educational decision-making in a changing societal landscape. Additionally, the research examines whether private education can facilitate upward mobility for lower-income students. The study's insights inform policymakers, educators, parents, and researchers on enhancing educational access, reducing inequality, and maintaining academic standards in the context of increasing private schools. It contributes to the discourse on educational justice amid socioeconomic transformation.

Student-to-school counselor ratios: understanding the history and ethics behind professional staffing recommendations and realities in the United States

ABSTRACT This manuscript explores the argument for lower student-to-school counselor ratios in U.S. public education. Drawing upon a comprehensive historical review and existing research, we establish the integral role of school counselors and the notable benefits of reduced student-to-counselor ratios. Our analysis of national data exposes marked disparities across states and districts, with the most underfunded often serving higher percentages of low-income students and students of color. This situation raises significant ethical concerns, prompting a call for conscientious policy reform and targeted investment. Informed by emerging best practices, we propose recommendations for enhancing counselor staffing and ultimately student outcomes. This ethical argument underscores the need for proactive actions and provides a basis for future research to further delineate the impact of school counselor ratios on educational equity and student success.

School Reforms for Low-Income Students Under Conflict Theory

A solid education is one of the crucial elements of achieving the American Dream. However, the privileged dominate the distribution of limited educational resources, leading to a large academic gap between people with different economic statuses. Specifically, the influence of poor experiences on disadvantaged populations, such as low-income students, has been neglected in education development. Conflict theory provides a refreshing sight to examine what obstacles low-income students have confronted and motivate school changes. The literature review explores the unequal educational experiences in low-income students, indicating challenges on their academic achievement and possibilities to success. In addition, it illustrates how to understand school reforms making efforts to eliminate gaps between the wealthy and poor students to pursue educational equity under the conflict theory.

The Long-Term Impact of Student Debt on Career Choices and Social Mobility of Low-Income Students

This paper explores the long-term impact of student debt on the career choices and social mobility of low-income students in the United States. Utilizing a mixed-methods research design, the study combines quantitative data from national surveys and secondary sources with qualitative insights from in-depth interviews. The findings reveal that low-income students graduate with significantly higher levels of student debt compared to their higher-income peers, which constrains their career options and compels them to prioritize financial stability over personal interests. This debt burden also impedes their ability to achieve upward social mobility, as it limits their capacity to save, invest, and make significant life purchases such as buying a home. Moreover, the psychological stress associated with substantial debt further exacerbates these challenges, leading to chronic stress and mental health issues that impede career progression and overall quality of life. The intergenerational effects of student debt are also profound, as financial strain on parents and subsequent economic instability experienced by their children perpetuate cycles of poverty. This study underscores the need for comprehensive policy interventions to alleviate the burden of student debt and promote greater economic equity.

Poverty Rate VS TPACK Mastery: A Study of Physical Education Teachers Candidate from Low-Income Families

This study examined the mastery of Technological Pedagogical Content Knowledge (TPACK) for Physical Education (PE) teachers candidates from low-income families. Candidate teachers from low-income families have less access to information technology, so this research examines the mastery level of TPACK among physical education teachers from low-income families. This research used a quantitative approach with a survey method. The survey instrument utilized a TPACK survey to assess the mastery of technology in the teaching and learning process. The participants involved in this study were 146 students who received the Kartu Indonesia Pintar (KIP) Scholarship (government scholarship) and came from low-income families. The results showed that the candidate teachers were included in a Good TPACK skills category. This result indicates that low income does not affect the ability to master TPACK skills. This study rejects the notion that low-income students have low mastery of technology.

Determinants of Oral Hygiene Status among Adolescents in Jember, Indonesia

Background: Oral health problems affected 55.6% of adolescents aged 10-14 in Indonesia. This can be prevented by maintaining oral hygiene. Many physical and psychological changes happen in the adolescent phase, and more attention is needed to maintain oral hygiene. Oral hygiene is influenced by various factors, including demographic and socioeconomic factors. Objectives: This study aimed to determine factors associated with oral hygiene among adolescents in Jember, Indonesia. Method: There were 409 students from eight different junior secondary schools in Jember Regency as participants in this study. The sample was obtained using the cluster random sampling method. Data on oral hygiene as a dependent variable was collected through the OHI-S examination. Data on sex, school, ethnicity, mother and father education, father and mother employment, monthly income, and number of children as independent variables was gathered from questionnaires and students' data from the school database. First, a univariate Spearmen test was run for all independent variables (p<0.05). The significant variables were then analyzed using multiple regression to determine factors associated with oral hygiene (p<0.05). Results: The average OHI-S score was 2.53, which was categorized as moderate. Multivariate analysis results showed that females were more likely to have better OHIS-S scores than males (B=-0.716; p=0.000); ethnic Javanese were more likely to have better OHI-S scores than Maduranese (B=0.293; p=0.004); and middle-income students more likely have better OHI-S than low-income students (B=-0.307; p=0.003). Conclusion: It can be concluded from this study that adolescents' socioeconomic background is associated with their oral hygiene. This suggests the need to give more attention to a new model of oral health promotion programs targeting gender, ethnicity, and lower-income groups.

Effects of a Mentorship Program on High Need College Students: Reflections from Mentors and Mentees

On average, the college graduation rates for minority and/or high-need students are generally low. To address this situation, a Mid-Atlantic Consortium recently secured a grant to improve 4-year graduation rates of high-need students (i.e., new first-time students and transfer students who qualify as low-income students, first-generation college students, adult students, and/or students of color) by 20% over each selected college’s baseline. The purpose of this qualitative case study was to explore the experiences of students and faculty mentors toward accomplishing this goal. Data were transcribed, coded, and analyzed thematically. Some of the effects identified in this study included enhanced academic and career planning, strengthening relationships between mentors–mentees through enhanced communication and trust building, enhanced research skills, development of mentorship skills, development of intellectual curiosity, and improved academic outcomes. We discuss implications for practice, policy, and further research.

Leading Indicators of Academic Achievement: Investigating the Predictive Validity of an Observation Instrument in a Large District

Instructional leaders require timely and predictive data to guide post-pandemic systemic changes. We investigated the predictability of an observational instrument, the Rigor Appraisal, and its association with achievement and other school effectiveness measures in a sample of 53 schools in Illinois. We found that increases in the Rigor Appraisal had a small to moderate and statistically significant association with achievement, a positive and moderate statistically significant association with attendance, a negative relationship between referrals and suspensions, and a positive and moderate statistically significant association with the 5Essentials. Additionally, the implementation of academic teaming was associated with greater achievement in schools with more low-income students. We also found that leaders who conducted non-evaluative instructional walks experienced a positive and statistically significant impact on achievement. As such, the Rigor Appraisal merits further study in different contexts, as it shows promise as a leading indicator that can be used for the continuous improvement of instructional systems.

Moral Injury in K-12 Education: A Phenomenological Inquiry at the Intersection of Race and Class

This study is a phenomenological exploration of moral injury among K-12 professionals who work in schools in which the large majority of students are students of color and are eligible for free or reduced lunch. All participants worked in one urban school district in the Midwest of the United States. Professionals identified harsh discipline practices, insincere restorative justice programs, deceptive use of outcome data, and a pitying approach to the education of low-income students of color as morally injurious practices. The paper ends with recommendations for how the construct of moral injury can be useful in identifying and confronting sources of educational injustice.

Six Years Later: Examining the Academic and Employment Outcomes of the Original and Reinstated Summer Pell Grant

Abstract The Pell Grant, while offering substantial financial support for low-income students pursuing higher education, historically covered only the costs of two full-time semesters per year and did not include assistance for summer courses. Research has consistently demonstrated that continuous enrollment throughout the academic year enhances college persistence and degree completion. In response to this understanding, the Summer Pell (SP) program was introduced in the summer of 2009, providing eligible low-income students with an additional grant to cover summer tuition and related expenses. However, after a brief period of operation, the SP program was discontinued in 2011, only to be reinstated in 2017. We utilize administrative data obtained from New York City in the context of differences-in-differences analyses spanning both program periods, and find that SP-eligible students exhibited a higher retention rate in the fall of their second year, achieved higher rates of associate's and bachelor's degree attainment, and experienced greater earnings gains up to nine years after college entry compared with SP-ineligible students. Our analysis of heterogeneity further underscores that the benefits of the SP program were pronounced among Black students and older students.

School Meal Nutrition Standards Reduce Disparities Across Income and Race/Ethnicity

Children's diets in the U.S. typically fail to meet dietary recommendations, contributing to associated adverse health outcomes. The Healthy, Hunger-Free Kids Act (HHFKA) of 2010 required the U.S. government to update nutrition standards for school meals to align with the Dietary Guidelines for Americans (DGAs). This study estimates the evolving impact of substituting school-prepared food for home-prepared food on overall daily diet quality and by subcomponents of diet quality. Subgroup analyses are performed by race/ethnicity and income. Two, nonconsecutive days of dietary recall data from the National Health and Nutrition Examination Survey (2005-March 2020) are used to calculate schoolchildren's Healthy Eating Index (HEI)-2020 scores. The study includes children with complete two-day dietary intakes who attend kindergarten through twelfth grade in a school offering lunch. An individual-level fixed effects regression is employed to examine the relationship of school food consumption on HEI-2020 scores before and after HHFKA-mandated changes in nutrition standards. Analyses were conducted on September 23, 2023. Prior to changes in standards (2005-2008), school food did not impact diet quality within the overall group of children. In 2009-2012, positive associations between school food and diet quality emerged for low-income students and for non-Hispanic Black students. By 2013-2020, improvements were seen across all groups. The association between school food and diet quality was most attributable to more favorable consumption of dairy, fruit, whole grains, refined grains, added sugars and saturated fats. HHFKA-based nutrition standards were associated with beneficial dietary changes and reduced dietary disparities for children across diverse backgrounds.

School Leadership Capacity and Student Achievement: A Study of High Schools

Organizationally, what does not get measured is not prioritized or improved. Unlike student outcomes, the leadership environment that produces the results is rarely examined for its merit and impact. In this study, a quantitative survey gathered information to investigate the impacts of leadership capacity constructs on academic achievement. Principals from 161 public high schools and their schools provided the data (leadership capacity, demographics, and reading and math scores). Data were analyzed using descriptive, correlational, and regression statistics. Findings indicated significant high correlations among leadership capacity variables, significant relationships between school demographics (total school enrollment, percentage of low-income students, average class size, and attendance) and reading and math scores, and non-significant correlations between leadership capacity and academic achievement. The study delineated specific leadership capacity behaviors within the constructs that predicted student academic achievement in math and reading. The study suggests increased capacity and practice of these leadership behaviors to improve work setting and student achievement.

Young Black Teachers Taking to Social Media to Shame Black Students and Parents: A Narrative Review

Social media is a group of technologies that offers people avenues to engage with one another in a virtual and digital space through their computer or smartphone (Ober & Wildman, 2015) with young black Americans consuming social media more, proportionally, than any other demographic. As such, young Black educators are increasingly availing themselves to social media as a space to communicate and share their professional experiences with other black educators, and the world. In so doing, some young black educators opt to use their social media platform, and their institutional authority to shine a negative light on their black students and parents. In this narrative review, I explore social media consumption, shaming within the educational context, and black teachers as distinct from lower income black parents and students to argue that rather than using their positions as educators to protect their students and parents, young black teachers who have achieved middle-class status and use social media to display their professional frustrations with their black students and parents, only accomplishes the shaming of those with less power and agency - the very people black teachers traditionally protected from harm.

Assessing Utilization and Accessibility of Public Cash Assistance Benefits among Postsecondary Students

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.

High School Brain Health: How sports and music can form a more brain-healthy student experience.

This paper investigates the link between adolescent mental health and involvement in sports and music. With a focus on preventive measures, it introduces the concept of brain health, a holistic framework intersecting cognitive development and mental health. The paper explores the roles of music and sports in enhancing high school students' brain health. Music, encompassing instrument training, therapy, and listening, proves beneficial cognitively and clinically. However, accessibility challenges, particularly for lower-income students, underscore the need for affordable education and increased support for music therapy. Parallel insights into sports highlight cognitive and mental health benefits but underscore information barriers hindering student participation. The paper proposes practical solutions, including beginner music courses, affordable instrument access, increased support for music therapy, increased access to non-competitive sports, and improved communication regarding high school sports and music. The research urges a change, recognizing brain health as integral to holistic well-being, and calls for actionable integration of music and sports into high school environments for lasting positive impact.

Self-Judgment and Depression Among Students of Color During the Transition to College: Gender Differences

Research has demonstrated the link between experiences of mental health concerns, such as depression, and college attrition. The risk for mental health concerns is higher among lower-income first-year students of color. Higher levels of self-judgment have been shown to lead to poorer mental health. Female students tend to be higher in self-judgment, and lower-income students are at higher risk for mental health concerns, such as depression, during their first year of college. This study used longitudinal data from three time points to investigate gender's moderating effect on a causal association of self-judgment leading to depression among first-year college students identified by their university as being economically and academically disadvantaged, controlling for time ( N = 118; 92.37% non-White; 61.02% female). The findings suggest that self-judgment may be causally related to depression for only female students. Interventions aimed at increasing retention among academically and economically disadvantaged first-year students by targeting a self-judgment-to-depression causal link may be most effective for females.

Guidance for educators seeking to build validating relationships that promote college success for low-income students.

Guidance for educators seeking to build validating relationships that promote college success for low-income students.