Social-Emotional Learning Iterations to Strengthen Programs in India for Gifted Students in Poverty

A nonresidential gifted program for economically disadvantaged students in India (Grades 6 through 12) uses a continuum of services for social emotional learning (SEL) support to prepare students for college admission. The program stands in contrast to the residential gifted schools in India, which have minimal SEL considerations. SEL is deeply integrated with the Sitare Foundation program's design and evaluation by using emotional intelligence assessments and action plans to customize support for its students and staff. During the coronavirus pandemic, SEL training and mentoring of the city coordinators provided resilience models to encourage continued commitment to the program, especially for female gifted students. Three specific examples (student, leader, and coordinators) are presented as illustrations of growth and transformation. Continuous gathering of both qualitative and quantitative SEL data, combined with traditional academic records, is recommended for effective program iterations.

Hindrance to Online Education during Lockdowns

This study aims to identify the hindrances to online education students in schools and colleges during the lockdown. The online survey through Google Forms with a structured questionnaire with both restricted and unrestricted responses was designed to identify the hindrance to online education during the third lockdown. Total of 425 responses of students who attend online classes during lockdown from Phuentsholing Higher Secondary, Phuentsholing Middle Secondary, Sonamgang Middle Secondary Schools, and College of Science and Technology in Phuentsholing, Bhutan. The result indicates that socio-economic, technological, and psychological situations hinder effective online teaching and learning. Household chores, large family members, data packages, and poor internet connectivity are other difficulties students face making online education ineffective. Some of the measures to support economically disadvantaged students and provide personal computers/laptops to teachers for preparing and developing teaching-learning materials are suggested. Other recommendations and viable measures based on surveys are suggested to overcome such challenges for students and support providers to make online education effective and focused

Strategi Dalam Meningkatan Pendidikan Wajib Belajar 12 Tahun di Kabupaten Demak

This study aims to examine strategies in improving the 12 year compulsory education. This research was conducted to obtain information related to government support in the implementation of 12 year compulsory education in Demak district. This includes understanding the factors that cause children to drop out of school from internal factors and external factors. Internal factors are due to the lack of family income and the low level of parental education. External factors are caused by environmental factors. Based on the descriptive qualitative approach this research was carried out in Demak Regency. Data collection was carried out through observation and literature study. The results showed that government support for the implementation of the 12 year compulsory education in Demak Regency with the provision of "let's go back to school" starting from primary education to senior secondary education is given to economically disadvantaged students in order to increase student participation in school.

Patterns in the Pandemic Decline of Public School Enrollment

Early evidence indicates that the COVID-19 pandemic sharply reduced public school enrollment in many states. However, little is known about the underlying patterns of these declines. Using new district-level data from Massachusetts, we find that these declines were concentrated in traditional districts while charter, virtual, and vocational districts increased their enrollment. Though the enrollment declines in traditional districts were widespread, we also find that the percent declines were significantly larger in smaller districts and those serving higher concentrations of White and economically disadvantaged students. The implications for understanding the pandemic’s effects on learning opportunities and the anticipated fiscal stress on public schools are discussed.

Exploring the Cross-Level Impact of Counseling Satisfaction from the Longitudinal Study of Learning Outcomes: A Case Study of Economically Disadvantaged Students

This paper discusses the connotations between the learning outcomes of economically disadvantaged students and time factors. We recruited 1,053 economically disadvantaged students from a private university as participants and collected their mean scores in professional courses for 4 years. After observing the initial learning outcomes and academic growth rates of the students, this study concluded that counseling satisfaction had a cross-level moderating effect on learning outcomes. Additionally, the learning outcomes of economically disadvantaged students in professional courses exhibited decelerating growth with time, whereas cross-level counseling satisfaction had a significant influence and moderating effect on academic growth rate.

Penolakan Rektor Perguruan Tinggi Negeri dan Perguruan Tinggi Swasta atas Demands Deliverance Uang Kuliah Tahunan Mahasiswa yang Terdampak Akibat Virus Covid-19

This study aims to determine the response of the leadership of PTS and PTN rectors throughout Indonesia regarding the full exemption of UKT for students who are affected by the Covid 19 virus and the impact of criminal and civil law on leaders or higher education institutions. In the context of this problem, the authors see from the optical psychology of law aspects in the legal review process, with two approaches to religious norms and an approach with positive legal norms. Furthermore, to support the purpose of this study, the paradigm used in this study is the post-positivism paradigm. The results of the study show that, based on the formulation of the criminal provisions of Law No.12 of 2012 on Higher Education, criminal provisions are regulated for those who commit criminal offenses. Meanwhile, regarding administrative sanctions for PTS and PTN higher education institutions that violate it, they are subject to administrative sanctions. Of the various administrative sanctions that have been regulated, there are also no rules for PTS and PTN to get sanctions, if they do not give full UKT exemption to students. What is regulated relating to students is only in Article 76 (1) "the government, local governments, and / or tertiary institutions are obliged to fulfill the rights of economically disadvantaged students to be able to complete their studies in accordance with academic regulations.

A Public Health Summer Experience for High School Students

Prior to the COVID-19 pandemic, many high school students were unaware of careers in public health—that there are many options available for those interested in improving health and preventing disease beyond being a doctor or a nurse. The Rutgers School of Public Health (R-SPH) developed PHocus (Public Health: Outbreaks, Communities, and Urban Studies) to introduce high school students to the interdisciplinary field of public health as well as to promote population and individual health. The PHocus Summer Experience was designed for high school students to explore population health and learn about the fundamentals of epidemiology, the breadth of topics addressed by public health, and public health careers. R-SPH hosted PHocus as 1-week sessions in Summer 2018 and 2019, available at both the School’s Piscataway, New Jersey, and Newark, New Jersey, locations. The Newark sessions targeted recruitment from high schools with underserved, minority, and/or economically disadvantaged students, and tuition for these students was supported through external funding. Across 2018 and 2019 PHocus Summer Experiences, 130 students participated, representing 63 high schools, in four 1-week sessions. The experience was rated very highly by participants; on a 4-point scale (1 = strongly disagree to 4 = strongly agree), the median score for the program being a worthwhile experience was 4.0. R-SPH faculty, staff, and students, as well as external stakeholders, eagerly volunteered to be part of the program, suggesting that this educational program can be reproduced at other schools and programs of public health.

A Negotiated Disadvantage? California Collective Bargaining Agreements and Achievement Gaps

Using panel data from three successive collective bargaining (CBA) negotiation cycles from 277 California school districts in a difference-in-differences framework, I investigate the relationship between changes in CBA restrictiveness and racial and economic achievement gaps over time. I find that achievement gaps in California are smaller where contracts increase in restrictiveness in class size and larger where contracts increase in restrictiveness in teacher evaluation and leave policies over time, though this is not the case for all student subgroups. These effects are primarily concentrated in math, are small in magnitude, and are sometimes delayed in their timing. Altogether, this study provides some evidence that contract changes are associated with the educational opportunities of school districts’ diverse and economically disadvantaged students.

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

Many 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.

Does Texas’ compensatory education funding get to the intended students?

Two questions about Texas school expenditure patterns are examined. First, “How progressive are spending patterns among high and low poverty schools?” Second, “How unequal are expenditures per pupil between schools with at least 70% of their students classified as economically disadvantaged, in different districts?” The data, for school year 2017-2018, are restricted to 3,453 elementary and middle schools in 90 large Texas districts. The schools in each district were divided into high and low poverty groups. The differences in the average per pupil spending for operations between the two groups ranged from plus $1,382 in one district to a negative $802 in another. The average expenditures in schools with at least 70% economically disadvantaged students were 75% greater in one district than in another. It is demonstrated that districts with less extreme average levels of low-income students have more opportunity to act as good Samaritans, generally exhibiting substantially greater spending in their high poverty schools. This finding supports arguments for student funding weights that increase with increasing proportions of economically disadvantaged students. An incidental finding is that a commonly used measure of funding progressivity is a direct function of district and school level variances in poverty averages, and is therefore biased by them.