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This study tests the effectiveness of a program designed to use extrinsic incentives in improving the motivation of disadvantaged students to achieve academic success. This study seeks to determine whether the specific extrinsic rewards provided in the program actually improve the success of students on classroom tests. A secondary purpose of the study is to assess the extent to which that success, if achieved, becomes itself a reinforcement sufficient to maintain continued success in the classroom. Ignoring age and grade, students from the sixth, seventh, and eighth grades were grouped by their skill level in mathematics and assigned to an individual teacher. The study was conducted during four consecutive two-week periods. Base-line data were obtained during the first two-week period of both experimental and control students under regular classroom conditions. Extrinsic incentives were applied to the experimental group during each of the following two-week periods and identical measures were taken during the same period of both the experimental and control groups. The analysis-of-covariance statistical treatment was used to compare changes on test success. The .05 level of confidence was held as the standard for statistical significance. Two extrinsic incentives, a free movie and a monetary reward, were employed to bring about improved performance on mathematical tests. Separate and combined effects of the incentives were examined for the total group and for subgroups based on sex, ethnicity, and initial mathematics ability.

This thesis focuses on two research questions: 1. What is the impact of Barnardos� Tutoring Program on the students involved? 2. How has the program influenced the parents, teachers and tutors? In examining the literature I have identified a complex set of dynamics that affects students� school performance. The themes of relevance to this study are: the concept of disadvantage and poverty; the role of literacy and numeracy in educational attainment; the importance of social acceptance for student well-being; aspects of mentoring and tutoring, and issues related to homework. In this study I examine the degree to which a tutor�s involvement improves students� homework performance, literacy and numeracy, social skills and engagement with school. I also examine how the tutoring program enhances parents� involvement with their children�s education. And I assess the tutors� contribution, the influence of the program on the teachers, and the implications for the program. My methods involved sending questionnaires out to 44 teachers, 41 students, 40 parents and 44 tutors. I also interviewed seven students under 10 years old. In addition to the questionnaires, I interviewed a core group of parents, students, teachers and tutors who had been involved with the program since 1999 (six tutors, five students, five parents and four teachers). My findings indicate that homework places considerable strain on students who do not have adequate resources or support available to them, in their homes, to undertake their homework tasks. Tutoring programs which take place outside of the school environment and which are based on the one-to-one principle of mentoring programs offer considerable benefits to students and their families. The study indicates that the tutoring program has brought about significant changes to the homes and the lives of the students. These changes include a greater engagement with learning and an increased interest in school. The students also have better relationships with their peers and feel that they are valued members of their class. The parents believe that they have the support that they need and as a result there is less tension in the home with regard to homework. The study also suggests that although the main role of the tutors is to help at-risk students with their homework and schoolwork, their role is much more diverse.

Published Article / South Africa underwent political reform in 1994 from an apartheid government to a democratic state. Former white universities, known for their high standards and academic excellence, experienced an influx of black students who previously were excluded from these institutions. This article reports on a study which investigated the extent of learning barriers that previously disadvantaged black students at a renowned higher education institution experience, and endeavours to determine the learning support they need in order to succeed academically. A qualitative approach was followed and data were gathered by means of focus group interviews and participants' photo portfolios. The data were interpreted with reference to recent perceptions on adult learning, particularly in the African context. Implications for higher education in general are indicated.

The overwhelming majority of students entering the Historically Disadvantaged Institutions (HDIs) of Higher Learning in South Africa have not had any exposure to ICTs (computers) when they first start their education. This study examined the level of students’ ICT use and the extent that it was influenced by their cultural and motivational background. It then examined the instances where academic performance could be attributed to ICT use. While the role of technology was clearly found to be of vital importance, its impact on academic performance was manifested only when ICT use is encouraged through academic programs. The mere use of ICTs or the length of student experience with ICTs did not show a demonstrable difference, in most cases, in terms of academic performance. In particular, the use of the Internet,email and online search were found to influence academic performance when encouraged by the academic community. Intrinsic, extrinsic and self-efficacy otivation were tested using the Motivated Strategies for Learning Questionnaire (MSLQ) and were found not to be predictors of academic results as anticipated by the literature. However, strong evidence for self-directed learning in disadvantaged students was found where ICTs are used in pursuit of their academic goals. The study showed that the students despite their lack of ICT background were highly motivated to acquire the required skills and use them when needed. Off campus access was shown to be problematic, and, unless special provisions are made to compensate for this lack of access, disadvantaged students’ full academic potential will remain unrealized. / Thesis (PhD)--University of Pretoria, 2010. / Science, Mathematics and Technology Education / unrestricted

The No Child Left Behind Act (2001) requires schools to increase academic performance and close the achievement gaps between sub-groups of students. As schools work to increase student performance in all academic areas, educators must identify the needs of each sub-group of students they services and determine which instructional practices meet their unique needs. Students living in poverty enter school with a distinctive set of needs and therefore require instructional practices that meet these needs. The researcher in this study strived to identify instructional practices that were being used in high and low performing Title I schools and compared the similarities and differences between the practices. Data reported from the study might inform school leaders regarding what instructional practices are effective when working in schools with high concentrations of students living in poverty. This qualitative study of four Title I eligible schools in an urban district in southeastern Virginia, involved interviews and focus groups. Interviews and focus groups focused on instructional practices (strategies, programs, and other factors) that influence academic achievement of students in high and low performing Title I eligible schools. Findings revealed that high performing Title I schools used student performance data to drive instruction; focused on teaching students enriching vocabulary; used the strategies of note taking, explicit instruction, similarities and differences, nonlinguistic representation, graphic organizers, and cooperative learning; conducted mentorship programs for teachers and students; utilized computer based instructional programs with fidelity; believed in their students and cared about their students; provided professional development to teachers; and implemented student reward/recognition programs. / Ed. D.

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The current study was undertaken to examine the effectiveness of the Rowan University-School of Osteopathic Medicine - Summer Pre-Medical Research and Education Program (Summer PREP), a postsecondary medical sciences enrichment pipeline program for under-represented and disadvantaged students. Thirty-four former program participants were surveyed (Male=11; Female=23) regarding their current vocational status, undergraduate experience, attributions of success, aspirations for advancement and satisfaction with their professional outcomes and Summer PREP experience. The 5-year undergraduate graduation rate and post-baccalaureate enrollment rate was higher than a national reference population of young adults. The group's average GPA and average MCAT score were comparable to those of other minority applicants and matriculants to osteopathic medical schools nationally. Female respondents reported lower levels of satisfaction with the program and their current academic and professional attainments (p<.05) relative to male participants. They also reported much lower expectations for remaining or advancing in their chosen fields (p<.003). Students rated the contribution of medical specialty area seminars, interactions with interns, residents, medical and graduate students, and faculty mentoring highest among the program's components. The study demonstrated that Summer PREP had a significant impact at the student level and was valued by former participants. The results were similar to other successful models of undergraduate pipeline programs designed to help prepare minority and disadvantaged students for entry into medical and graduate school. Implications for policy, future research, and program practice and administration at the postsecondary and professional school level are addressed. The value of the discourse is rooted in the need for supplemental education and training programs designed to improve postsecondary success among minority and disadvantaged students, their representation among healthcare professionals, and the expected increase in healthcare demands within minority, rural and underserved areas resulting from implementation of the Patient Protection & Affordable Care Act. / Educational Leadership

Heterogeneity in the school education quality plays an important role for those who want to pursue a bachelor's degree in Peru since access to higher education is highly correlated with socioeconomic status. In that sense, an intervention for disadvantaged students took place for the first time in 2022 and was constrained to the assessment of a scholarship called “Beca 18”, the biggest scholarship that the public institution called PRONABEC addresses every year since 2012. The intervention included additional tools for a group of applicants: (i) full-time online classes for 2 to 4 months; (ii) an electronic device with an internet connection; and (iii) the admission exam payment fully covered up to 2 times. The objective of this thesis is to evaluate the effectiveness of this intervention in increasing the likelihood of the treated to access higher education through the 2022 “Beca 18” scholarship process. As the treatment was not randomly assigned, a control group was estimated using the Propensity Score Matching methodology based on individual characteristics. Results showed that there is no statistically significant effect of the intervention in the treated applicants and invite to re-evaluate its design and implementation.

Doctor of Education / Department of Educational Leadership / Teresa N. Miller / This case study explored multiple teachers’ instructional strategies in several eleventh grade Language Arts classrooms in one successful Midwest school. A “successful” Midwest school was defined as having attained AYP at least three consecutive years. The study focused on the specific instructional strategies and activities used when preparing disadvantaged students for the state reading assessment. The strategies were implemented with disadvantaged students who were difficult to motivate, were slower learners, and were categorized in at least one subgroup. Interviews were conducted with the eleventh grade Language Arts teachers to determine (a) the strategies used when motivating and preparing disadvantaged students for state assessments, (b) the formative practice assessment data used, (c) the instructional changes made based on the formative practice assessment results, (d) the perceived impacts of the preparation process on student improvement, and (e) the recommendations of the eleventh grade Language Arts teachers in preparation for the state reading assessment. Furthermore, this case study explored the perspectives of administrative leaders on the preparation of eleventh grade Language Arts teachers preparing eleventh grade disadvantaged Language Arts students for the state reading assessment. Interviews were conducted with the administrative leaders to determine (a) the resources available in the school district to assist eleventh grade disadvantaged Language Arts students in preparation for the state reading assessment (b) the workshops and conferences that the school district allowed eleventh grade Language Arts teachers to attend in order to increase their understanding of different strategies, and (c) the recommendations of the administrative leaders in preparation for the state reading assessment. Data support that the components of the framework (recognition, memorization, conservation of constancy, classification, spatial orientation, temporal orientation, and metaphorical thinking) were implemented by all of the eleventh grade Language Arts teachers in a variety of ways. The eleventh grade Language Arts teachers also implemented research-based strategies in the classroom to strengthen the framework. The research-based strategies included: structured lessons, relevant curriculum, comprehensive instruction, collaborative learning, strategic tutoring, formative assessment, drill and practice, test-taking strategies, hands-on experience, special privileges, and extra time. Furthermore, the eleventh grade Language Arts teachers administered four formative practice assessments. With the results of these assessments, the eleventh grade Language Arts teachers determined what the eleventh grade disadvantaged Language Arts students understood and what the students did not understand. Based on the formative practice assessment results, the eleventh grade Language Arts teachers changed their strategies and focused on the components in which the eleventh grade disadvantaged Language Arts students were weak.