scholarly journals Has the Portuguese Compensatory Education Program Been Successful in Reducing Disadvantaged Schools’ Performance Gaps? A 15-Year Quantitative Analysis of National Exams

2019 ◽  
Vol 9 (4) ◽  
pp. 270
Author(s):  
Hélder Ferraz ◽  
Tiago Neves ◽  
Gil Nata
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Public Schools ◽  
Quantitative Analysis ◽  
Education Program ◽  
Compensatory Education ◽  
Disadvantaged Students ◽  
Socioeconomically Disadvantaged ◽  
Disadvantaged Schools

A central goal of the Portuguese compensatory education program—Territórios Educativos de Intervenção Prioritária (TEIP)—is the improvement of the academic performance of socioeconomically disadvantaged students. In this article, we seek to understand whether the schools involved in the program have been successful in reducing their academic performance gaps—as measured by grades in national exams—relative to non-TEIP schools. We also analyze the evolution in the proportion of national exams carried out in TEIP schools relative to non-TEIP schools, as these are a proxy for students’ desire to proceed into higher education. The analysis points to a general failure of the program in reducing the gap between TEIP and non-TEIP public schools regarding academic performance. In addition, the proportion of national exams undertaken in TEIP schools has been decreasing. These results question TEIP’s ability not only to enhance academic performance, but also to drive students into higher education.

scholarly journals O nível socioeconômico dos alunos das escolas públicas e as condições de oferta de ensino nos municípios brasileiros

2012 ◽  
Vol 20 ◽  
pp. 2
Author(s):  
Thiago Alves ◽  
Maria Aparecida Gouvêa ◽  
Adriana Backx Noronha Viana
Keyword(s):  
Public Schools ◽  
Elementary School Students ◽  
Disadvantaged Students ◽  
Socioeconomic Background ◽  
Socioeconomic Level ◽  
Socioeconomically Disadvantaged ◽  
School Students ◽  
Use Of Data ◽  
Socioeconomic Index ◽  
Educational Assessments

The purpose of this article is to analyze the socioeconomic background of elementary school students from public schools in the Brazilian municipalities, through a synthetic measure, the Student Socioeconomic Index of the Municipalities (ISE-M). It also aims to analyze the achievement in educational assessments and the conditions for the provision of education in the municipalities. The ISE-M was generated through factor analysis with the use of data from the contextual questionnaire of Prova Brasil 2007 (2007 Brazil Test) held with approximately 4.1 million students in 5,553 municipalities. The results ratified the association between the socioeconomic level of students and the educational outputs observed in other studies. In addition, they showed that there is a relationship between the socioeconomic status and the educational infrastructure available in the municipalities, because there is evidence that the conditions for the provision of education are lower in places that have a higher proportion of socioeconomically disadvantaged students.

scholarly journals Listening skill among socially disadvantaged students in relation to academic performance at higher education in West Bengal

2020 ◽  
Vol 16 ◽  
pp. 99-107
Author(s):  
Chayan Adak ◽  
Bijoy Krishna Panda
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
West Bengal ◽  
Statistical Significance ◽  
Disadvantaged Students ◽  
Listening Skills ◽  
Socially Disadvantaged ◽  
Listening Skill ◽  
High Statistical Significance ◽  
Processing Information

Listening is the key to all effective communication. Good listening ability helps a person to make ideas, processing information, making pertinent comments, and ask relevant questions. This study aimed to understand existing listening skills among the socially disadvantaged students based on different demographic indicators and check whether listening skill and academic performance are somehow related when both the category of students are considered in higher education in West Bengal. Undergraduate freshman students of college and universities at West Bengal consisted of the population for the study where 225 students who regularly attended the course after successful completion of the higher secondary level selected as sample. Major findings revealed that the gender, stream, and medium of instruction has a significant contribution in a variation of listening skill (p<0.05); also, listening skill and academic performance is positively correlated with high statistical significance (p<0.01).

Research into Strategy Implementation in Public Schools of Higher Education in Poland

2011 ◽  
Vol 2011 (5 (148)) ◽  
Author(s):  
Szymon Cyfert ◽  
Jakub Jasiczak ◽  
Cezary Kochalski
Keyword(s):  
Higher Education ◽  
Public Schools ◽  
Strategy Implementation

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

scholarly journals Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

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