QuestBridge, which has quietly become one of the biggest players in elite-college admissions. Almost 300 undergraduates at Stanford this year, or 4 percent of the student body, came through QuestBridge. The share at Amherst is 11 percent, and it’s 9 percent at Pomona. At Yale, the admissions office has changed its application to make it more like QuestBridge’s.
Founded by a married couple in Northern California — she an entrepreneur, he a doctor-turned-medical-investor — QuestBridge has figured out how to convince thousands of high-achieving, low-income students that they really can attend a top college. “It’s like a national admissions office,” said Catharine Bond Hill, the president of Vassar.
Showing 134 posts tagged poverty
Anthony P. Carnevale, director of Georgetown University’s Center on Education and the Workforce in Generation Later, Poor Are Still Rare at Elite Colleges
The average cost of raising a child from birth through age 18 is about $250,000 (excluding the cost of birth, college, and lost wages in between) or $13,900 per year. That Department of Agriculture estimate includes an extra bedroom and some transportation cost which, for some families, may not be a marginal cost. But it is still breathtakingly high–about a quarter of annual median income of $54,000.
While more than 90% of parents take advantage of free public education, they and other citizens pay for it through income and property tax (and, for college, lots of student loan debt). The grand total of $32,600 to raise a kid raises questions about economic sustainability. The disproportionality that falls on low income families raises questions about equity.
The dramatic increase in children traveling to the U.S. without their parents from Honduras, El Salvador and Guatemala, is largely the result of high rates of poverty and violence in their home countries, according to U.S. Department of Homeland Security documents.
The phrase “soft bigotry of low expectations” is inevitably associated with George W. Bush, who used it frequently. But whatever your politics, the idea has undeniable merit: If schools don’t expect much from their students, the students are not likely to accomplish much.
A new international study, set to be released Tuesday, argues that the United States has an expectation problem.
July 4th - Peaceful Picnic at Pere Marquette Park
Here, from the non-profit Economic Policy Institute, is a snapshot of how segregated public schools are, starting in kindergarten. It was written by Elaine Weiss and Emma García. Weiss has served as the national coordinator for the Broader, Bolder Approach to Education since 2011. García, who joined the Economic Policy Institute in 2013, specializes in the economics of education and education policy. EPI was created in 1986 to broaden the discussion about economic policy to include the interests of low- and middle-income workers.
The way kids interact with computers and software — and the support they get from adults — is more important to improve learning outcomes than merely having access to the technology, study finds.
Researchers at Dartmouth College say these findings suggest that schools serving low-income students should work brief bouts of exercise into their daily schedules.
image via flickr:CC | tom@hk
Sir Nigel Rodley, human rights lawyer and UN committee chairman
New research shows the mere fact of being poor can affect kids’ brains, making it difficult for them to succeed in school.
Los Angeles public schools — where more than 80 percent of students live in poverty — illustrate the challenges for these students. Less than half of third graders in L.A. Unified read at grade level and 20 percent of students will have dropped out by senior year.
But researchers also offer hope. They said the right interventions can make a difference. And one school in MacArthur Park is battling biology by helping children with life as well as school — to growing success.
In discussions about education it is easy to point out the many challenges facing families and schools alike. But when we take a step back and look at things on larger scale, it becomes clear that students in United States are, at least, making progress. Across all reported races and ethnicities, scores on the reading and math sections of the National Assessment of Education Progress (NAEP) have increased since 1990. While there is still much room to improve, these small gains warrant some congratulations—and they give hope for what else is possible.
In districts that substantially increased their spending as the result of court-ordered changes in school finance, low-income children were significantly more likely to graduate from high school, earn livable wages, and avoid poverty in adulthood.
So concludes a working paper published this month by the National Bureau of Economic Research, or NBER, a private, nonpartisan research organization with headquarters in Cambridge, Mass.
image via flickr:CC | SalFalko