The main part played by engagement cannot be over-emphasized for the students whose achievements have been hurdled by limited experiences, resources as well as support and the conventional instructional practices have been identified as the main causes of increased risk of delays in students. Critical dissimilarities in achievement outcomes also favor the engaged students more than their disengaged counterparts who have the same level of ability. As the number of low-income students continues to increase, the number of low income students who complete their college their college education is significantly lower than those who come from high income families. “One explanation is simply that the rich have clearly gotten richer” (DeParle)
Even though there are numerous challenges faced by the students who hail from low income families in regard to enrolment to colleges, the financial challenges they face can be mitigated through creation of policies that will reduce the costs these students have to incur. Decreased costs may reverse the fact that the low-income students are averse to debts and will try their best to avoid borrowing to go to college. High loans as well as the abhorrence to amass debts develop consequences that affect increased production in education. The students who have large loans have lower levels of persistence as compared with the ones who have considerably lower loans or no financial aid. Even the students who attend the less expensive community colleges are affected by the same phenomenon, as those who have loans are not as persistent in their education when compared to those who do not have loans. The low-income students also experience “under-matching, choosing a close or familiar school instead of the best they can attend” (DeParle).
When the needs of the students are not meant through ...Show more