our founder
Ila Prabhuram
Hi! My name is Ila (ee-la), and I'm the founder & CEO of College Pathway. I'm a junior at Etowah High School in Georgia, and I started CP in my eighth-grade year. After seeing the disparities regarding one's socioeconomic status and educational attainment in my community, I felt compelled to do something about it. What started as a small
Hi! My name is Ila (ee-la), and I'm the founder & CEO of College Pathway. I'm a junior at Etowah High School in Georgia, and I started CP in my eighth-grade year. After seeing the disparities regarding one's socioeconomic status and educational attainment in my community, I felt compelled to do something about it. What started as a small fundraiser coalesced into a larger movement, powered by the support of my family, friends, and teachers. Running CP has been one of my favorite things over the past three years; from meeting people of vastly different backgrounds across the world to seeing the tangible impact our programs are having, CP has been quite an experience.
OUR THREE PILLARS
A.R.E. stands for the three core pillars that we operate on. We want to further accessibility, advocate for reform, and increase equity among students of all socioeconomic backgrounds.
causes of education inequity
disparities in the allocation of resources
Countries with greater inequity in education results are also those in which governments distribute resources according to the political pressure they experience in providing education.
Such pressures come from families in which the parents attended school, that reside in urban areas, belong to cultural majorities and who have a clear appreciation of the benefits of education. Much less pressure comes from rural areas and indigenous populations, or from impoverished urban areas. In these countries, fewer resources, including infrastructure, equipment, teachers, supervision and funding, are allocated to the disadvantaged, the poor and cultural minorities.
inadequate teacher training
Teachers are key agents for learning. Their training is crucial. When insufficient priority is given to either initial or in-service teacher training, or to both, one can expect learning deficits. Teachers in poorer areas tend to have less training and to receive less in-service support.
unhealthy learning environments
Disadvantaged students frequently encounter unfriendly or overtly offensive attitudes from both teachers and classmates. Such attitudes are derived from prejudices, stereotypes, outright racism and sexism. Students in hostile environments are affected in their disposition to learn, and many drop out early.