University Strategies to Improve the Academic Success of Disadvantaged Students: Three Experiences in Chile

2018 ◽  
pp. 173-198 ◽  
Author(s):  
Oscar Espinoza ◽  
Noel McGinn ◽  
Luis Eduardo González
Keyword(s):  
Academic Success ◽  
Disadvantaged Students

scholarly journals Cuba’s Academic Advantage: Why Student’s in Cuba Do Better in School

2008 ◽  
Vol 17 (1) ◽  
Author(s):  
Michael O’Sullivan
Keyword(s):  
Social Capital ◽  
Academic Success ◽  
Student Success ◽  
Educational Reform ◽  
School System ◽  
Economic Indicators ◽  
Disadvantaged Students ◽  
Socially Disadvantaged ◽  
Language Tests

In Cuba’s Academic Advantage, Martin Carnoy analyses the success of the Cuban school system as measured by the results achieved by Cuban students in international math, science, and language tests. The study includes data from Chile and Brazil whose students consistently test less well than Cuban students on these same tests despite the fact that these two countries enjoy better socio-economic indicators than does Cuba and educational reform efforts have been undertaken by their respective governments. He references studies, the results of which are well known by researchers, which demonstrate that academic success among socially disadvantaged students is far less likely than for students from better-off families (p. 45). Why does this co-relation not hold true for Cuba? Carnoy argues that an important component of student success in Cuba, including students from lower socio-economic circumstances, is the result of what he terms state-generated social capital.

scholarly journals Students with Socioeconomic Disadvantages who have Academic Success in Language: Examining Academic Resilience in South America

2019 ◽  
Author(s):  
Sonia Salvo-Garrido ◽  
Horacio Miranda Vargas ◽  
Oscar Vivallo Urra ◽  
José Luis Gálvez-Nieto ◽  
Edgardo Miranda-Zapata
Keyword(s):  
Academic Success ◽  
Self Efficacy ◽  
Educational Leaders ◽  
Cross Sectional Study ◽  
Academic Resilience ◽  
Disadvantaged Students ◽  
Cross Sectional ◽  
Norms And Values ◽  
Multilevel Logistic Regression Model ◽  
Relevant Factors

Framed in a context with an emerging economy and with a high percentage of school failure, this study aimed to identify the factors that turn students with socioeconomic disadvantages into resilient students. Two questions guided the research: Can resilience be supported in students in adverse socioeconomic situations? What factors influence building resilient students? A cross-sectional study was carried out from 2011 to 2015 in Chile, using a multilevel logistic regression model with three levels, considering the hierarchical data structure. The behavior of 63100 to 76400 sampled students was analyzed. Results show five relevant factors in building resilience: self-efficacy in language, minor aggressions and violence perceived by students, norms and values of the establishment, interest in study, and self-efficacy. Some risk factors identified were an atmosphere of less respect and trust, engagement in physical education activities and good performance in carrying them out. These results could orient educational leaders interested in supporting the educational community in order to improve the academic success of disadvantaged students.

scholarly journals Strengthening the Intersections Between Secondary and Tertiary Education in Australia: Building Cultural Capital

2014 ◽  
Vol 11 (2) ◽  
pp. 69-83
Author(s):  
Katie Hughes ◽  
◽  
Claire Brown ◽  
Keyword(s):  
Academic Success ◽  
Social Inclusion ◽  
Tertiary Education ◽  
Bachelor's Degree ◽  
Disadvantaged Students ◽  
Widening Participation ◽  
Educational Mission ◽  
Future Success ◽  
Policy Direction ◽  
The Uk

This paper begins by outlining the ‘education revolution’ policy direction of the Australian federal government, and the ways in which it envisages meeting its goal of having a 40% of the population between 25 and 34 with a Bachelor’s degree by 2025, and ensuring that 20% of tertiary students come form LSES backgrounds. This is contrasted with the achievements of the UK government’s ‘Widening Participation’ strategy. It then discusses the institutional and policy challenges which broad social inclusion goals generate for secondary and tertiary sectors – challenges which are likely to fundamentally reshape both sectors whilst also forcing them to become partners in a national educational mission. The article then examines a framework from the OECD designed to strengthen schools in disadvantaged areas, with disadvantaged students in order that they complete secondary schooling and proceed to tertiary education. In response to the OECD’s recommendations, the paper then focuses on one example of a program in which both sectors are collaborating – for mutual benefit – to increase the numbers of LSES students aspiring to and accessing tertiary education and achieving success in tertiary studies, and makes predictions about its future success. This US initiative (AVID) has had significant success for over thirty years and is currently being trialed in a number of Australian schools and universities. It concludes by advocating that schools and universities partner more closely, and that AVID may well be a useful means of achieving this, whilst also enriching schools’ cultures and facilitating greater academic success at both university and school, for disadvantaged students.

scholarly journals What School Factors are Associated with the Success of Socio-Economically Disadvantaged Students? An Empirical Investigation Using PISA Data

2021 ◽  
Author(s):  
Tommaso Agasisti ◽  
Francesco Avvisati ◽  
Francesca Borgonovi ◽  
Sergio Longobardi
Keyword(s):  
Academic Success ◽  
Economically Disadvantaged ◽  
Large Scale ◽  
Student Assessment ◽  
School Level ◽  
Disadvantaged Students ◽  
Economically Disadvantaged Students ◽  
Additional Time ◽  
School Factors ◽  
International Student Assessment

AbstractMany school-level policies, such as school funding formulae and teacher allocation mechanisms, aim at reducing the influence of students’ low socio-economic condition on academic achievement. Benchmarks and indicators based on large-scale international assessments can be used to measure academic success and identify if and when disadvantaged students are successful. We build on such work and develop a new method for identifying a cross-country comparable metric of the academic success of socio-economically disadvantaged students using data from the Programme for International Student Assessment (PISA). We estimate the prevalence of successful disadvantaged students in 56 countries, as well as changes over time between 2006 and 2015. In addition, we focus on the PISA 2015 edition and explore school factors associated with the probability that disadvantaged students will be successful academically in a subsample of 18 countries. Findings reveal that successful disadvantaged students attend schools with a better disciplinary climate and that provide additional time for instruction in key subjects.

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Multiple Perspectives on the Barriers to Identification and Management of Pediatric Voice Disorders

2017 ◽  
Vol 2 (3) ◽  
pp. 49-56
Author(s):  
Jana Childes ◽  
Alissa Acker ◽  
Dana Collins
Keyword(s):  
Academic Success ◽  
Voice Disorders ◽  
School Personnel ◽  
Voice Disorder ◽  
Multiple Perspectives ◽  
Vocal Qualities ◽  
High Prevalence ◽  
Pediatric Populations ◽  
Low Incidence ◽  
University Settings

Pediatric voice disorders are typically a low-incidence population in the average caseload of clinicians working within school and general clinic settings. This occurs despite evidence of a fairly high prevalence of childhood voice disorders and the multiple impacts the voice disorder may have on a child's social development, the perception of the child by others, and the child's academic success. There are multiple barriers that affect the identification of children with abnormal vocal qualities and their access to services. These include: the reliance on school personnel, the ability of parents and caretakers to identify abnormal vocal qualities and signs of misuse, the access to specialized medical services for appropriate diagnosis, and treatment planning and issues related to the Speech-Language Pathologists' perception of their skills and competence regarding voice management for pediatric populations. These barriers and possible solutions to them are discussed with perspectives from the school, clinic and university settings.

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