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Course, Counselor, And Teacher Gaps: Addressing The College Readiness Challenge In High-Poverty High Schools, Rhonda Tsoi-A-Fatt Bryant
Course, Counselor, And Teacher Gaps: Addressing The College Readiness Challenge In High-Poverty High Schools, Rhonda Tsoi-A-Fatt Bryant
Rhonda Tsoi-A-Fatt Bryant
More than half of all public school children live in low-income families. As the number of poor children has risen, so has the number of children who attend high-poverty schools. According to 2012 data, the most recent available, 1 in 5 children attend a school where at least 75 percent of students qualify for free or reduced-price lunch—up from 12 percent just 12 years ago. Concentrated poverty is most prevalent in urban areas, where 34 percent of students attend high-poverty schools. Given the racial/ethnic makeup of our nation's urban centers, many of these students are children of color.Students in high-poverty …
Examining The Relationship Between Received Remittances And Education In Malawi, Kasvi Malik
Examining The Relationship Between Received Remittances And Education In Malawi, Kasvi Malik
CMC Senior Theses
This thesis examines the relationship between received remittances and education using random samples from panel survey data from households in rural Malawi collected between 2008 and 2010. Past research as well as that conducted in this paper point to the fact that remittances and education share an important correlation. The results of this study indicate that on a microeconomic level, remittances have a highly significant and positive impact on household education. Other remittance-related factors such as the distance from agent, the remittance amount, and the type of account held by an individual also have a significant impact on the highest …
Educators' Perceptions Of High-Stakes Testing In Low And High Poverty Schools, Natasha Marie Domond
Educators' Perceptions Of High-Stakes Testing In Low And High Poverty Schools, Natasha Marie Domond
Walden Dissertations and Doctoral Studies
Since the development and implementation of the No Child Left Behind Act (NCLB) of 2002, educators have received pressure from local, state, and federal policyholders for students to achieve academically and for schools to make adequate yearly progress to avoid state and federal sanctions. The purpose of this study was to examine educators' perceptions of the effects of high-stakes testing and the accountability policies in high poverty and low poverty schools. The theoretical frameworks were conservation of resources theory, jobs demands-resources model, and job autonomy and control theory. Research questions focused on understanding educators' perception of high-stakes testing regarding curricula, …