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

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.

The Brief and Its Role in the Development of Visual Identity Through Academic Intervention in EPS Organizations

This study was developed in the framework of the research project of the University of Guayaquil, called Visual Identity of the Organizations of the Popular and Solidarity Economy (VIPSE), to identify the role that the brief instrument had as an information collector in the development of visual identity, since at the beginning of the design process there were problems in the collection of information in the interviews; the methodology used is qualitative, since it was verified that the use of this instrument was effective in the development of visual identities. By applying this instrument, the brand identity of 112 organizations of the popular and solidarity economy with 1,200 beneficiaries and 15 records was created, and the design was affected by the way the brief was developed during the design process.

A study of the teacher perceptions of the boost program : a tier two academic intervention program at a middle school

Higher achievement scores, skill building, and closing the achievement gap are all anticipated results when providing academic interventions to students. When using Response to Intervention (RtI), a three tiered model where academic interventions are provided systematically to improve student outcomes, teachers would expect academic success from students. However, one middle school is experiencing positive unintended consequences that are lifelong skills students need to succeed. Accountability, self-advocacy and relationship building are all components that have been reported by teachers who are using BOOST, a RtI model created uniquely to fit the needs of a middle school in the Midwest. BOOST stands for Broadening Opportunities to Obtain Superior Thinking; it is a tier two academic intervention program. This qualitative study used focus groups and interviews to gain perceptual data regarding the use of a tier-two academic intervention model.