Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
14,269
result(s) for
"Student assistance programs."
Sort by:
Wraparound Guide
Your school has the power to help students overcome barriers to well-being and academic achievement--from mental health issues to substance abuse to trauma. With this timely guide, you will learn how to launch and sustain high-quality wraparound services embedded within your school that meet the needs of every learner. Use the book's actionable steps to amplify student voice, establish community partnerships, and design programming that fully supports the whole child. Use this resource to establish processes that address the what, how, where, and who of the wraparound center. * Recognize the impact of outside influences on students and how they affect their classroom learning. * Design processes to hear student voices and identify their needs. * Forge relationships with students and establish community partnerships. * Design and fund services and programs that meet student needs. * Connect students and families with the support they need to enable learning, wellness, and healthy relationships. Contents: Introduction Part I: Laying the Foundation Chapter 1: Understand Core Concepts Part II: Gathering Student Voice Chapter 2: Identify Needs Chapter 3: Establish Priorities Part III: Building Your Infrastructure Chapter 4: Identify Resources Chapter 5: Establish Partnerships Chapter 6: Secure Funding Chapter 7: Create Your Structure Part IV: Launching and Sustaining Wraparound Services Chapter 8: Connect Students and Families With Services Chapter 9: Sustain Wraparound Programming Epilogue Appendix: Pull It All Together References Index
eBook
Multi-tiered systems of support in secondary schools : the definitive guide to effective implementation and quality control
\"Multi-Tiered Systems of Support in Secondary Schools is a humanistic guide used to produce reliable human capital outputs while ensuring the promotion of socially just practices on campus. Featuring real perspectives from practitioners, this text shows how to make manageable changes at secondary schools in accordance with public policy mandates and evidence-based practices by developing smart teams and programs, identifying roles and responsibilities, implementing layers of academic support and services, improving behavioral and mental health of students, and creating an inclusive school culture. This unique guide assists practitioners in implementing systemic change in a bureaucratic system while simultaneously strengthening the health and cohesion of the organization.\" -- Provided by publisher.
Book
Financial aid and early admissions at selective need-blind colleges
I study a college-admissions model with two need-blind colleges and heterogeneous students. In a game in which colleges can choose a financial aid policy and either binding, nonbinding, or no early admissions, a unique equilibrium outcome exists. In equilibrium, the more prestigious and wealthier college is more selective, has a more generous financial aid policy, and offers nonbinding early admissions, whereas the other college offers a binding program. Compared to the counterfactual in which only regular admissions are offered, early admissions make the more prestigious college worse off, the other college better off, and students, in the aggregate, better off.
Journal Article
Increasing Expended Effort on Low-Stakes Accountability Tests via Priming: Effectiveness with Graduating University Students
Priming incoming and second-year college students with questions about effort prior to completing low-stakes assessments has increased testtaking effort. We extended this research by randomly assigning college seniors to one of three priming conditions prior to completing low-stakes assessments: answering three questions about intended effort that infused positive self-identity, answering three questions about intended effort that incorporated the university's creed, or answering no priming questions. The self-identity questions resulted in higher self-reported effort than the control condition, the university creed questions resulted in higher testing time than the control condition, and neither priming condition increased test performance. However, Pell Grant eligibility moderated the priming effect on effort. Priming resulted in self-reported effort for Pell eligible students being the same or higher than noneligible students. Likewise, ethnicity moderated the priming effect on test scores. White students scored higher than underrepresented students in the control condition, but this difference disappeared with priming.
Journal Article
Demographics, Socioeconomic Status, Social Distancing, Psychosocial Factors and Psychological Well-Being among Undergraduate Students during the COVID-19 Pandemic
The COVID-19 pandemic impacted on academic routine because of the social distancing measures. This study examined the relationships of sociodemographic characteristics, social distancing aspects and psychosocial factors on psychosocial well-being among undergraduate students during the social distancing period due to COVID-19. A web-based survey was conducted of undergraduate students at a public university in Brazil (n = 620). Demographics, socioeconomic status (SES), social distancing factors, negative affectivity (DASS-21), sense of coherence (SOC-13), social support and psychosocial well-being (GHQ-12) were measured. The direct and indirect links between was variables was tested using structural equation modelling. The estimated model showed that greater social support, higher sense of coherence and lower negative affectivity were directly associated with better psychological well-being. Female gender, higher SES, not working during the social distancing period and availability of online modules were indirectly associated with psychological well-being through psychosocial factors. Working during the social distancing period and availability of online modules mediated the link of age, gender, SES with psychological well-being. Our findings suggest the need to provide psychological support, online teaching and financial aid to undergraduate students during the social distancing period due to COVID-19 pandemic to improve their psychological well-being.
Journal Article
Financial Aid Policy: Lessons from Research
In the nearly fifty years since the adoption of the Higher Education Act of 1965, financial aid programs have grown in scale, expanded in scope, and multiplied in form. As a result, financial aid has become the norm among college enrollees. Aid now flows not only to traditional college students but also to part-time students, older students, and students who never graduated from high school. Today aid is available not only to low-income students but also to middle- and even high-income families, in the form of grants, subsidized loans, and tax credits. The increasing size and complexity of the nation's student aid system has generated questions about effectiveness, heightened confusion among students and parents, and raised concerns about how program rules may interact. In this article, Susan Dynarski and Judith Scott-Clayton review what is known, and just as important, what is not known, about how well various student aid programs work. The evidence, the authors write, clearly shows that lowering costs can improve college access and completion. But this general rule is not without exception. First, they note, the complexity of program eligibility and delivery appears to moderate the impact of aid on college enrollment and persistence after enrollment. Second, for students who have already decided to enroll, grants that tie financial aid to academic achievement appear to boost college outcomes such as persistence more than do grants with no strings attached. Third, compared with grant aid, relatively little rigorous research has been conducted on the effectiveness of student loans. The paucity of evidence on student loans is particularly problematic both because they represent a large share of student aid overall and because their low cost (relative to grant aid) makes them an attractive option for policy makers. Future research is likely to focus on several issues: the importance of program design and delivery, whether there are unanticipated interactions between programs, and to what extent program effects vary across different types of students. The results of this evidence will be critical, the authors say, as politicians look for ways to control spending.
Journal Article
Understanding Food and Nutrition Insecurity Among College Students: Evidence from a Cross-Campus Study
Background: Food insecurity is defined as having limited access to food, while nutrition insecurity is characterized as a lack of consistent access to affordable and acceptable foods that support health, manage or prevent disease, and meet daily nutritional needs. College students face increased risks of food and nutrition insecurity, yet the issue is understudied. This study examined the patterns of food and nutrition insecurity among students at a public university across main and regional campuses. Methods: We conducted a cross-sectional survey using Qualtrics for participant recruitment in November 2023. The USDA’s 10-item toolFood insecurity was measured using the USDA’s 10-item tooland housing security was measured using the U.S. Census Bureau’s National Survey of Income and Program Participation 6-item tool. We used ANOVAs and logistic regression to examine differences across demographics. Data analysis was done using SPSS version 29. Results: There were 6538 student responses. Of these, 36% of students were food insecure, while 20% were nutritionally insecure. Comparatively, food and nutrition insecurity were significantly higher among students with low-income (p < 0.001), housing instability (p < 0.001), a higher number of dependents, and those indicating that they were single/unmarried (p = 0.005), first-generation (p < 0.001), and Pell grant eligible (p < 0.001). Annual income and housing security emerged as significant predictors: lower income was approximately twice as likely to be associated with food insecurity, while those reporting housing insecurity were six times more likely to experience food insecurity. Conclusions: The study findings reveal disparities in food and nutrition insecurity among a diverse student population at a public university. Addressing the issue among them is crucial and requires a multifaceted, inclusive approach. Emergency financial assistance and structural interventions that promote housing security are warranted.
Journal Article