scholarly journals Understanding the Effects of COVID-19 on the Education of Low-Income Students in Khamariya, Nepal

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Meghna Katyal ◽  
Andrea Charlton
Keyword(s):  
Low Income ◽  
Education System ◽  
Primary Students ◽  
Disadvantaged Students ◽  
Minimal Access ◽  
Low Income Students ◽  
Remote Communities ◽  
Remote Community ◽  
Access To Technology ◽  
Cycle Of Poverty

This paper addresses the impacts COVID-19 is having on the learning of upper-primary students in a remote community in Nepal. These findings are based on interviews with 15 students in Khamariya— a small village with limited infrastructure and minimal access to technology. In this paper, the education system in Nepal before COVID-19 is discussed and compared with the current learning that is happening throughout the pandemic. The shortcomings of government solutions are discussed, the benefits of the pandemic on students' learning are evaluated, and the implications of changes in students’ learning due to the pandemic are analyzed. Overall, through the interviews, it has been determined that the education system in remote communities in Nepal before the pandemic was below standard. However, COVID-19 is exacerbating these negative aspects of the education system even further. The pandemic is specifically targeting impoverished students’ education. As well, it is increasing the gap between advantaged and disadvantaged students, which is contributing to the cycle of poverty.

Other Challenges

2018 ◽  
pp. 328-370
Author(s):  
Steven Brint
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Education System ◽  
Resource Constraints ◽  
Low Income Students ◽  
Higher Education System ◽  
Underrepresented Groups ◽  
The U.S

This chapter discusses other major challenges to the U.S. higher education system: rising costs, online competition, and controversies over permissible speech. These challenges can be interpreted as problems of growth in the context of resource constraints. Cost problems were largely attributable to universities' requirements for sufficient revenues to support larger staffs and new responsibilities within the context of state disinvestment. Online competition was a result of the search for market alternatives to traditional, high-cost residential campuses within the context of an expanding system that included many low-income students. And the conflicts over speech were, in most cases, the by-product of tensions between students from comparatively privileged backgrounds and those from underrepresented groups.

Privilege and Disadvantage in Education

Contexts ◽  
2021 ◽  
Vol 20 (3) ◽  
pp. 68-69
Author(s):  
Blake R. Silver
Keyword(s):  
Low Income ◽  
Disadvantaged Students ◽  
Low Income Students ◽  
Elite University ◽  
Elite Colleges

This book review explores The Privileged Poor: How Elite Colleges are Failing Disadvantaged Students by Anthony Abraham Jack, which offers a fascinating look at the diverse experiences of low-income students at an elite university.

Achievement Unlocked: Effective Curriculum Interventions With Low-Income Students

2017 ◽  
Vol 62 (1) ◽  
pp. 68-82 ◽  
Author(s):  
Joyce VanTassel-Baska
Keyword(s):  
Low Income ◽  
Culturally Diverse ◽  
Gifted Students ◽  
Low Income Students ◽  
Curriculum Intervention ◽  
Curriculum Interventions ◽  
Diverse Backgrounds ◽  
Motivation And Learning ◽  
Cycle Of Poverty ◽  
Positive Intervention

This article explores the world of curriculum intervention for gifted students from low-income and culturally diverse backgrounds. It delineates both general and specific approaches to practices that can be used in classrooms and beyond. Affective and conative concerns are addressed as they have an impact on motivation and learning. Efforts toward more positive intervention at these levels are both necessary and important to future student success and satisfaction. Breaking the cycle of poverty in respect to educational disadvantages can and should be consistently addressed and overcome.

Intensive College Counseling and the Enrollment and Persistence of Low-Income Students

2018 ◽  
Vol 13 (1) ◽  
pp. 19-41 ◽  
Author(s):  
Benjamin Castleman ◽  
Joshua Goodman
Keyword(s):  
Grade Point Average ◽  
Degree Completion ◽  
Low Income ◽  
College Counseling ◽  
Disadvantaged Students ◽  
Completion Rates ◽  
Low Income Students ◽  
Grade Point ◽  
Second Year ◽  
The Impact

Though counseling is one commonly pursued intervention to improve college enrollment and completion for disadvantaged students, there is relatively little causal evidence on its efficacy. We use a regression discontinuity design to study the impact of intensive college counseling provided by a Massachusetts program to college-seeking, low-income students that admits applicants partly on the basis of a minimum grade point average requirement. Counseling shifts enrollment toward four-year colleges that are less expensive and have higher graduation rates than alternatives students would otherwise choose. Counseling also improves persistence through at least the second year of college, suggesting a potential to increase the degree completion rates of disadvantaged students.

Income Segregation between School Districts and Inequality in Students’ Achievement

2017 ◽  
Vol 91 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Ann Owens
Keyword(s):  
Achievement Gap ◽  
School Districts ◽  
Low Income ◽  
White Students ◽  
High Income ◽  
Achievement Gaps ◽  
Disadvantaged Students ◽  
Low Income Students ◽  
White Families ◽  
Income Segregation

Large achievement gaps exist between high- and low-income students and between black and white students. This article explores one explanation for such gaps: income segregation between school districts, which creates inequality in the economic and social resources available in advantaged and disadvantaged students’ school contexts. Drawing on national data, I find that the income achievement gap is larger in highly segregated metropolitan areas. This is due mainly to high-income students performing better, rather than low-income children performing worse, in more-segregated places. Income segregation between districts also contributes to the racial achievement gap, largely because white students perform better in more economically segregated places. Descriptive portraits of the school districts of high- and low-income students show that income segregation creates affluent districts for high-income students while changing the contexts of low-income students negligibly. Considering income and race jointly, I find that only high-income white families live in the affluent districts created by income segregation; black families with identically high incomes live in districts more similar to those of low-income white families. My results demonstrate that the spatial inequalities created by income segregation between school districts contribute to achievement gaps between advantaged and disadvantaged students, with implications for future research and policy.

Access to Technology for Communication Improves Health-Related Quality of Life for Low Income Families after NICU Discharge:

PEDIATRICS ◽  
2016 ◽  
Vol 137 (Supplement 3) ◽  
pp. 491A-491A
Author(s):  
Nicole I. Flores ◽  
Philippe Friedlich ◽  
Mandy Belfort ◽  
Douglas L. Vanderbilt ◽  
Roberta Williams ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Low Income ◽  
Health Related Quality ◽  
Access To Technology ◽  
Related Quality ◽  
Health Related ◽  
Low Income Families

scholarly journals Optimizing the Environmental and Economic Sustainability of Remote Community Infrastructure

2020 ◽  
Vol 12 (6) ◽  
pp. 2208 ◽  
Author(s):  
Jamie E. Filer ◽  
Justin D. Delorit ◽  
Andrew J. Hoisington ◽  
Steven J. Schuldt
Keyword(s):  
Environmental Impacts ◽  
Sustainability Assessment ◽  
Model Performance ◽  
Assessment Model ◽  
Remote Communities ◽  
Remote Community ◽  
Rural Villages ◽  
Sustainable Technologies ◽  
Study Results

Remote communities such as rural villages, post-disaster housing camps, and military forward operating bases are often located in remote and hostile areas with limited or no access to established infrastructure grids. Operating these communities with conventional assets requires constant resupply, which yields a significant logistical burden, creates negative environmental impacts, and increases costs. For example, a 2000-member isolated village in northern Canada relying on diesel generators required 8.6 million USD of fuel per year and emitted 8500 tons of carbon dioxide. Remote community planners can mitigate these negative impacts by selecting sustainable technologies that minimize resource consumption and emissions. However, the alternatives often come at a higher procurement cost and mobilization requirement. To assist planners with this challenging task, this paper presents the development of a novel infrastructure sustainability assessment model capable of generating optimal tradeoffs between minimizing environmental impacts and minimizing life-cycle costs over the community’s anticipated lifespan. Model performance was evaluated using a case study of a hypothetical 500-person remote military base with 864 feasible infrastructure portfolios and 48 procedural portfolios. The case study results demonstrated the model’s novel capability to assist planners in identifying optimal combinations of infrastructure alternatives that minimize negative sustainability impacts, leading to remote communities that are more self-sufficient with reduced emissions and costs.

scholarly journals The Potential of Advanced Placement to Improve College Outcomes and Narrow Racial/Ethnic and Socioeconomic Disparities

2021 ◽  
pp. 1932202X2110186
Author(s):  
Sarah Fierberg Phillips ◽  
Brett Lane
Keyword(s):  
Advanced Placement ◽  
Low Income ◽  
Latino Students ◽  
Socioeconomic Disparities ◽  
Low Income Students ◽  
College Outcomes ◽  
Highly Educated ◽  
And Performance ◽  
Racial Ethnic ◽  
Better Than

The U.S. economy requires a highly educated workforce, yet too few black, Latino, and low-income students attend, persist, and graduate from college. The present study examines the college outcomes of participants in a model Advanced Placement® (AP) intervention to shed light on its effectiveness and determine whether improving AP participation and performance is a promising strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes. Findings suggest the college outcomes of program participants are better than those of similar students statewide while also highlighting variation within and across subgroups. At the same time, they confirm that AP participation and performance predict college outcomes and suggest that improving AP participation and performance among low-income white, black, and Latino students could be a useful strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes.

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