Globals [
  ;; initializes the monitors for different levels of participation of students
  average-participation
  high-participation
  proportion-vuln-high
  low-participation
  quit-participating
  proportion-vuln-quit-participating
  num-dropped-out
  proportion-vuln-dropout
  vuln-ave-participation
  vuln-high-participation
  vuln-low-participation
  vuln-quit-participating
  vuln-dropped-out
  tot-vulnerable
  num-high-exposure
  num-not-high-exposure
]
;;  patches are students who have different levels of vulnerability based on
;; 'ability level' and 'marginalization' (e.g., orphan, minority race or religion), which together, influence the nature of the
;; the quality of the teachers' response (either positive or negative response), which in turn influence
;; student's willingness to raise their hand and answer questions (participate) in the future (next time)
Patches-own [vulnerability vulnerable?] ;; we are giving a prroperty  of the patch/patch=students. Also tag initiall high vulnerable patches/students.
Breed [ students student ] ;; students are represented by patches; 1 students is sprouted at each of 120 patchess pr "desks"
Breed [ teachers teacher ] ;; 1 teacher is sprouted at her desk in front of class.
Students-own [expos-to-adversity ] ; ; students have been exposed to different levels of adversity;

to setup
  ca
  resize-world -5 5 -5 5  ;; set up world with 121 patches, which will represent desks in the classroom
  ask patches [
    set pcolor cyan - 2
    set vulnerability 0 ;;initializes vulnerability
  ]

  ;; put teacher at a desk in the center front of the room;
  ask patch 0 5 [
    sprout-teachers 1 [
    set color black
    set shape "person" ]
    ]

  ;; color teacher's desk green
 ask patch 0 5 [
   set pcolor yellow
  ]

  ;; put one student at each desk/patch;
  ;; initialize all students to be average participators
  ask patches with [ pcolor != yellow  ] [
    sprout-students 1 [
    set color black
    set shape "person student"]
  ]

  setup-vulnerability ;; distributes vulnerabiliy level according to nature of school life
  setup-exposure-to-adversity ;; distributes exposure to adversity according to nature of school life

reset-ticks
end

to setup-vulnerability
      assign-vulnerability
      assign-vulnerability-score
      count-vulnerable
end

to assign-vulnerability
  if perceived-school-life = "more punitive"
    [ assign-vulnerability-more-punitive ]
  if perceived-school-life = "average school life"
    [ assign-vulnerability-average-school-life ]
  if perceived-school-life = "more positive"
    [ assign-vulnerability-more-positive ]
end


  ;; the following differentiates students(patches) according to their vulnerabililty based on distribution of student vulnerable conditioned on nature of school life
  ;; for the more punitive schools
  ;; assign 14% or approx 17 of 120 students (represented as patches) to low vulnerabiily/high participators
  ;; assign 23.1% or approx 28 of 120 students (represented as patches) to high vulnerability/low participators
  ;; Remaining 63% or approx 75 of 120 are cyan - 2 or turqoise, average vulnerability
to assign-vulnerability-more-punitive
ask patches with [ pcolor = cyan - 2 ] [
    if random 100 < 14.1
      [set pcolor green + 3] ;;sets patch color for low vulnerability/high participating students green +3 or light green
    if random 100 < 26.9
      [set pcolor yellow - 2 ] ;;sets patch color for high vulnerability/low participating students yellow -2 or mustard; remainder average or cyan - 2 Turquoise
  ]
end

   ;; for average school life schools
   ;; assign 21.1%  or approx 25 of 120 students (represented as patches) to low vulnerabiily/high participators; patch color green + 3 or light green
   ;; assign 16.9% or approx 20 of 120 students/patches to high vulnerability/low participators (see Info, defines vulnerability levels)
   ;; Remaining 62% or approx 75 of 120 are cyan - 2 or turqoise, average vulnerability
to assign-vulnerability-average-school-life
ask patches with [ pcolor = cyan - 2 ] [
    if random 100 < 21.2
      [set pcolor green + 3] ;;sets patch color for low vulnerability/high participating students green +3 or light green
    if random 100 < 21.5
      [set pcolor yellow - 2 ] ;;sets patch color for high vulnerability/low participating students yellow -2 or mustard; remainder average or cyan - 2 Turquoise
  ]
end

   ;; for more positive schools (see Info Tab, defines vulnerability levels based on real data from Uganda)
   ;; assign 25%  or approx 30 of 120 students (represented as patches) to low vulnerabiily/high participators; patch color green + 3 or light green
   ;; assign 13.5% or approx 16 of 120 students/patches to high vulnerability/low participators (see Info, defines vulnerability levels)
   ;; Remaining 61.5% or approx 74 of 120 are cyan - 2 or turqoise, average vulnerability
to assign-vulnerability-more-positive
ask patches with [ pcolor = cyan - 2 ] [
    if random 100 < 25.1
      [set pcolor green + 3] ;;sets patch color for low vulnerability/high participating students green +3 or light green
    if random 100 < 17.1
      [set pcolor yellow - 2 ] ;;sets patch color for high vulnerability/low participating students yellow -2 or mustard; remainder average or cyan - 2 Turquoise
  ]
end

    ;; assigns students (represented by patches) vulnerability scores
    ;; these scores at set-up are used to influence the probability of a teacher's having a positive response to a students answer
    ;; the scores will change as a product of the student teacher interaction - if a teacher has a positive or negative response to the student
    ;; recall mustard patches represent is high vulnerability; turquoise is average; and light green is low vulnerabillity
to assign-vulnerability-score
  ask patches with [ pcolor != yellow ] [
  if pcolor = green + 3 [set vulnerability 1.5] ;;low vulnerability/high participators
  if pcolor = yellow - 2 [set vulnerability .5] ;; high vulnerability/low participators
  if pcolor = cyan - 2 [set vulnerability 1] ;; average vulnerability/average participators
  ]
    ;; labels the students at set up who were most vulnerable or mustard color patch ; yellow - 2 so that we can monitor their progress separately
  ask patches [
    ifelse pcolor = yellow - 2
      [ set vulnerable? true ]
      [ set vulnerable? false ]
    ]
end

    ;; counts students with average, high, or low levels of vulnerability at setup;
    ;; when vulnerability drops to zero the student quits participating and patch color changes to black
to count-vulnerable
  ask patches with [ pcolor != yellow ] [
    set average-participation count patches with [pcolor = cyan - 2 ]
    set high-participation count patches with [pcolor = green + 3]
    set low-participation count patches with [pcolor = yellow - 2]
    set quit-participating count patches with [pcolor = black]
  ]

    ;; counts only vulnerable students at setup ;; at set up this should only be the count of most vulnerable pupils; but this defines all possibilities for monitors
  ask patches [
    set vuln-ave-participation count patches with [vulnerable? = true and pcolor = cyan - 2 ]
    set vuln-high-participation count patches with [vulnerable? = true and pcolor = green + 3]
    set vuln-low-participation count patches with [vulnerable? = true and pcolor = yellow - 2]
    set vuln-quit-participating count patches with [vulnerable? = true and pcolor = black ]
    set tot-vulnerable count patches with [vulnerable? = true and pcolor = yellow - 2]
  if quit-participating != 0 [
      set proportion-vuln-quit-participating vuln-quit-participating /  quit-participating ]
  if high-participation != 0 [
    set proportion-vuln-high vuln-high-participation / high-participation ]
  ]
end


to setup-exposure-to-adversity
  if perceived-school-life = "more punitive"
    [ tell-expos-to-adversity-more-punitive ]
  if perceived-school-life = "average school life"
    [ tell-expos-to-adversity-average-school-life ]
  if perceived-school-life = "more positive"
    [  tell-expos-to-adversity-more-positive ]
end

   ; ; sets proportion of children who have had high exposure to adverse events at 38%
   ; ; note based on proportion of Grade 2 pupils in "more punitive schools" who
   ; ; have had high exposure to serious violence in school
to tell-expos-to-adversity-more-punitive
  ask students
    [ ifelse random 100 < 63
    [ set expos-to-adversity 1 ]
    [ set expos-to-adversity 2 ]
  ]
  ask students [
    if expos-to-adversity = 1 [set color blue - 1 ] ; ; sets color of students who have not had high exposure to adversity to dark blue
    if expos-to-adversity = 2 [set color red - 2 ]  ; ; sets color of students who have had high exposure to adversity to dark red
    set num-not-high-exposure count students with [ color = blue - 1 ] ; ; outputs initial counts for students who have not had high exposure to adversity
    set num-high-exposure count students with [ color = red - 2 ] ; ; outputs initial counts for student who have had high exposure to adversity
  ]
end

   ; ; sets proportion of children who have had high exposure to adverse events at 33%
   ; ; based on proportion of Grade 2 pupils in "average school life schools" who
   ; ; have had high exposure to serious violence in school
to tell-expos-to-adversity-average-school-life
  ask students
    [ ifelse random 100 < 68
    [ set expos-to-adversity 1 ]
    [ set expos-to-adversity 2 ]
  ]
  ask students [
    if expos-to-adversity = 1 [set color blue - 1 ] ; ; sets color of students who have not had high exposure to adversity to dark blue
    if expos-to-adversity = 2 [set color red - 2 ]  ; ; sets color of students who have had high exposure to adversity to dark red
    set num-not-high-exposure count students with [ color = blue - 1 ] ; ; outputs initial counts for students who have not had high exposure to adversity
    set num-high-exposure count students with [ color = red - 2 ] ; ; outputs initial counts for student who have had high exposure to adversity
  ]
end

   ; ; sets proportion of children who have had high exposure to adverse events at 24%
   ; ; based on proportion of Grade 2 pupils in "less punitive school life schools" who
   ; ; have had high exposure to serious violence in school
to tell-expos-to-adversity-more-positive
  ask students
    [ ifelse random 100 < 77
    [ set expos-to-adversity 1 ]
    [ set expos-to-adversity 2 ]
  ]
  ask students [
    if expos-to-adversity = 1 [set color blue - 1 ] ; ; sets color of students who have not had high exposure to adversity to dark blue
    if expos-to-adversity = 2 [set color red - 2 ] ; ; sets color of students who have had high exposure to adversity to dark red
    set num-not-high-exposure count students with [ color = blue - 1 ] ; ; outputs initial counts for students who have not had high exposure to adversity
    set num-high-exposure count students with [ color = red - 2 ] ; ; outputs initial counts for student who have had high exposure to adversity
  ]
end

To go

    ;; call on one student/patch that is not the teacher and determine local-prob conditioned on student vulnerability
    ;; adjust vulnerability accordingly
  ask one-of patches with [pcolor != yellow ] [  ;; skip the teacher
    let local-prob prob-positive-response
    set local-prob prob-positive-response * vulnerability
    ifelse random-float 1 < local-prob
     [set vulnerability vulnerability + impact-on-participation] ;; pos response (float < local-prob) decreases vulnerability (increases vulnerability score);
     [set vulnerability vulnerability - impact-on-participation] ;; neg response (float > local-prob) increases vulnerability (decreases vulnerability score)
  ]

     ;; reset pcolor to align with adjusted vulnerability scores
  ask patches with [ pcolor != yellow ] [
    if vulnerability <= 0 [set pcolor black]
    if vulnerability > 0 and vulnerability <= .5 [set pcolor yellow - 2]
    if vulnerability > .5 and vulnerability < 1.5 [set pcolor cyan - 2 ]
    if vulnerability >= 1.5 [set pcolor green + 3 ]
  ]
    ;; students drop out if they quit participating and are among those with high levels of exposure to adversity
  ask students with [ color = red - 2 ] [
   if pcolor = black [
    set num-dropped-out num-dropped-out + 1
    die ]
]
    ;; sets dropout patch color where there are no students to grey; counts and gives proportion of dropouts
  ask patches [ if not any? turtles-here [ set pcolor gray + 2 ]
  ]

  ask patches [
    set vuln-dropped-out count patches with [vulnerable? = true and pcolor = gray + 2 ]
  ]

  ask patches [
    if num-dropped-out != 0 [
      set proportion-vuln-dropout vuln-dropped-out / num-dropped-out ]
    ]


  ;; re-counts students with average, high, or low likelihood of participation based on their vulnerabiilty
  ask patches with [ pcolor != gray + 2 ] [
  set average-participation count patches with [pcolor = cyan - 2 ]
  set high-participation count patches with [pcolor = green + 3]
  set low-participation count patches with [pcolor = yellow - 2]
  set quit-participating count patches with [pcolor = black]
  ]

  ;; re-counts only vulnerable students
  ask patches [
  set vuln-ave-participation count patches with [vulnerable? = true and pcolor = cyan - 2 ]
  set vuln-high-participation count patches with [vulnerable? = true and pcolor = green + 3]
  set vuln-low-participation count patches with [vulnerable? = true and pcolor = yellow - 2]
  set vuln-quit-participating count patches with [vulnerable? = true and pcolor = black]
  if quit-participating != 0 [
      set proportion-vuln-quit-participating vuln-quit-participating /  quit-participating ]
  if vuln-high-participation != 0 [
      set proportion-vuln-high vuln-high-participation / high-participation ]
  ]

  ;; because some students with high-exposure to adversity will dropout - re-counts number of pupils with high-exposure-to-adversity
  ask students [
  set num-not-high-exposure count students with [ color = blue - 1 ]
    set num-high-exposure count students with [ color = red - 2 ]
  ]

  tick
end
@#$#@#$#@
GRAPHICS-WINDOW
323
16
786
480
-1
-1
41.4
1
10
1
1
1
0
0
0
1
-5
5
-5
5
1
1
1
ticks
30.0

BUTTON
81
10
147
43
NIL
setup
NIL
1
T
OBSERVER
NIL
NIL
NIL
NIL
1

MONITOR
4
352
161
397
Num Ave Vuln/Ave Part
average-participation
0
1
11

MONITOR
159
354
324
399
Num Lo Vuln/High Partic
high-participation
0
1
11

MONITOR
4
404
159
449
Num Hi Vuln/Low Part
low-participation
0
1
11

SLIDER
40
52
280
85
prob-positive-response
prob-positive-response
0
1
0.8
.1
1
NIL
HORIZONTAL

SLIDER
58
92
261
125
impact-on-participation
impact-on-participation
0
1.0
0.8
0.1
1
NIL
HORIZONTAL

MONITOR
162
403
314
448
Num Quit Participating
quit-participating
0
1
11

PLOT
12
191
307
341
Numbeer of Types of Participators Over Time
Time
Count
0.0
100.0
0.0
100.0
true
true
"" ""
PENS
"AVE" 1.0 0 -13840069 true "" "plot average-participation"
"HI" 1.0 0 -2674135 true "" "plot high-participation"
"LO" 1.0 0 -13791810 true "" "plot low-participation"
"QUIT" 1.0 0 -16777216 true "" "plot quit-participating"
"DROPOUT" 1.0 0 -955883 true "" "plot num-dropped-out"

BUTTON
156
11
219
44
NIL
go
T
1
T
OBSERVER
NIL
NIL
NIL
NIL
0

CHOOSER
63
138
227
183
perceived-school-life
perceived-school-life
"more punitive" "average school life" "more positive"
1

MONITOR
7
462
133
507
Num Dropped Out
num-dropped-out
17
1
11

MONITOR
951
171
1100
216
Num Hi Vuln/Lo Partic
vuln-low-participation
0
1
11

MONITOR
1103
169
1270
214
Num Ave Vuln/Ave Partic
vuln-ave-participation
0
1
11

MONITOR
800
230
1040
275
Num Initial Hi Vuln=>Lo Vuln_Hi Part
vuln-high-participation
0
1
11

MONITOR
1034
230
1238
275
Num Initial Hi Vuln=> Quit Part
vuln-quit-participating
0
1
11

MONITOR
1210
229
1421
274
Num Initial Vuln=>Dropped Out
vuln-dropped-out
0
1
11

PLOT
811
11
1121
161
Tracking Vulnerable Participation
Time
Count
0.0
1000.0
0.0
20.0
false
true
"" ""
PENS
"AVE" 1.0 0 -13840069 true "" "plot vuln-ave-participation "
"HI" 1.0 0 -2674135 true "" "plot vuln-high-participation"
"LO" 1.0 0 -13791810 true "" "plot  vuln-low-participation"
"QUIT" 1.0 0 -16777216 true "" "plot vuln-quit-participating"
"DROPOUT" 1.0 0 -955883 true "" "plot vuln-dropped-out"

MONITOR
802
171
945
216
Initial Hi Vuln/Lo Part
Tot-Vulnerable
0
1
11

MONITOR
1243
281
1440
326
Prop Initial Hi Vuln of Tot Dropout
proportion-vuln-dropout
4
1
11

MONITOR
1038
282
1238
327
Prop Initial Hi Vuln of Tot Quit Part
proportion-vuln-quit-participating
4
1
11

PLOT
799
344
1203
480
Tracking Prop Vulnerable of Total_Quit Dropout
NIL
NIL
0.0
100.0
0.0
1.1
true
true
"" ""
PENS
"QUIT" 1.0 0 -16777216 true "" "plot proportion-vuln-quit-participating"
"DROPOUT" 1.0 0 -955883 true "" "plot proportion-vuln-dropout"
"HIGH" 1.0 0 -11221820 true "" "plot proportion-vuln-high"

MONITOR
796
283
1035
328
Prop Initial Hi Vuln of Tot Hi Vuln/Lo Part
proportion-vuln-high
4
1
11

MONITOR
275
488
547
533
Num Students High Exposure to Adversity
num-high-exposure
0
1
11

MONITOR
554
487
851
532
Num Students Not High Exposure to Adversity
num-not-high-exposure
0
1
11

@#$#@#$#@
## WHAT IS IT?
The overarching phenominon of interest is:  Education equity in Low- and Middle- Income Countries (LMICs).  

This experiment models teacher-pupil interactions in a classroom and allows the user to manipulate key inputs to help understand how equality of participation is either impeded or catalyzed by the interaction of student vulnerability and the teacher's response to students who answer questions (i.e., a positve teacher response or negative teacher response) and the influence of the school environment or the characteristics of school life as measured by students' perceptions of school climate. 

The basic model attempts to explain the interaction between: (a) Grade 2 students' vulnerability (a function of reading ability and marginalization status - family wealthindex, disability, orphan status and older than for grade); (b) likelihood of a teacher calling on the student; (c) the teachers' response (positive or negative) to the student's answers; and (d)influence of the teacher's response on the child's willingness to raise their hand to answer again..... Ultimately, we are able to observe how equality in student participation is impacted by these interactions. 

The extended model draws from real data from Grade 2 pupils in Uganda, and adds two new variables to the model: 
(1) perceived school life: represented by an "chooser" in the interface that assigns schools into one of three categories - more punitive, average school life, and more postive; 
(2) student exposure to adverse events - depending on the category of school life selected in the chooser interface, students in the model are assigned to one of two categories:  high exposure to adverse events and low-to-average exposure or simply students who did not qualify for having high exposure to violence.  Students with high exposure were students who reported experiencing multiple experiences of two out of three types of serious violence in the past school term, which are: 
 - multiple incidents of both physical and relational bullying; 
 - multiple incidents of physical punishment;
 - multiple incidents of physical sexual violence
(3) the characteristics of school life (more punitive, average, more postive) also determine the distribution of vulnerability in the school/classroom.  For example, in more punitive schools (<25th%ile on a measure of "perceived school climate") will have a higher percentage of students in the high vulnerability group with the opposite situation for schools measured to be "more positive (>75th %ile on a measure of "perceived school climate)


## HOW IT WORKS

The context or model environment is a classroom made up of students with varying degrees of vulnerability and who have had varying degrees of exposure to adversity  - the distributions of which are given by the "nature of school life. Teachers call on a student to answer a question, the student answers, and the teacher responds either positively or negatively. The teacher's response influences the student's willingness to raise his/her hand to participate next time. Using the interface sliders and chooser, the modeler can experiment with: 
(1) different probabilities of a teacher's response being positive;
(2) different impact on student willingness to raise hand/participate following a teachers response to them 
(3) the modeler can choose from the chooser interface the nature of school life: more punitive; average school life; and more positive. The nature of school life determines:
 --- the distribution of levels of vulnerability (high vulnerability, average, low    vulnerability
 --- the proportion of students who have had high exposure to adversity 
Note:  The three variables: nature of school life (on chooser), vulnerability level, and exposure to violence and the respective distribution of vulnerability and exposure to violence based on nature of school life are all based on real data from Grade 2 pupils in government schools in Uganda.

Shifts in equality of participation are represented by the distribution of student participation levels, which shift over time as a consequence of the teacher-pupil interactions. 
Student participation levels are represented by the desk/patch color where the student is sitting, as follows: (1) light green (less vulnerable/highest participation); (2) dark cyan (average participation); (3) mustard (high vulnerability/low participation; (4) black - student reaches zero participation and quits participating.  
If a pupil reaches zero participation AND is a student who has had high exposure to adversity - that student will drop out and the patch changes to light grey with no student in it. 

Student exposure to adversity is represented as the color of student: dark red - high exposure; dark blue - low or average exposure (does not meet criteria for high exposure). 
Note: Participation directly corresponds to the value of the variable "vulnerability". 
-- Criteria for high vulnerability: non-reader, below 50th percentile in wealth index, and one or more of the following: older than expected age for grade, disability, or orphan.
-- Criteria for low vulnerability: oral reading fluence at > 13 wpm, above 50th percentile in wealth index, appropriate age for grade, and not an orphan and not with a disability. 
-- Criteria for average is all the rest. 

Assumptions
-- Teachers' likelihood of calling on a student is influenced by student vulnerability (more vulnerable students are less likely to raise their hand to answer). 
-- Teachers' response (positive or negative) is also influenced by student vulnerability (teachers are more likely to respond negatively to more vulnerable children - for one reason, more vulnerable children are more likely to make a mistake.  
-- The nature of the teachers'response (positive or negative) impacts the student who answers by either increasing the student's willingness to participate/raise hand next time or decreasing the student's willingness to participate/raise hand next time.


## HOW TO USE IT

The modeler observes the set up with 121 desks where one teacher and 120 students sit; The distribution of vulnerability levels can be seen in the code and depend on the nature of school life (punitive, average, positive). Very vulnerable is represented by a mustard colored desk/path; average, a dark cyan color patch, and low vulnerable, a light green patch. The monitors and plots show the distribution of these at setup and how the distribution changes over time, including students who quite participating or dropout. 

The modeler can also observe students who drop out by observing the patches that have turned light grey and do not have a student in them. (Students drop out when they quit participating and are a student who has experienced high exposure to adverse events. 

The modeler can manipulate (1) "probability of positive (teacher response) see slider; (2) "impact on participation" (conditioned by teacher response) - see slider; and for the extended model, the modeler can use the interface chooser to select "perceived school life" as "more punitive" "average school life" or "more positive" and see how the setup distribution of vulnerability and exposure to adversity is influenced by whether the school is punitive, average, or positive. 

To run the model --- Go Button
To stop the model -- Go Button

Note the reporters given on the interace that shows the outputs: 
--On Left, Totals Over time: Total counts of total ave, low, and high participaters and total who quit participating and total dropouts
--On Right, For only students that were originally "High Vulnerability" - we track countss over time of their changing status of ave, low, and high participaters and vulneerable who quit participating and vulnerale who drop out.
--On Right, for high participators, quit participating and dropout - we count the proportion of those who were originally high vulnerale of total in these high, quit, and dropout categories. 
--Below the World or on the bottom you see the counts of students with high exposure to adversity and not-high exposure to adversity (based on real data and conditioned on nature of school life)


## THINGS TO NOTICE

 - Observe:  The Reporters and corresponding plots as you manipulate the interfaces: Counts of (a) High, (b) Low, (c) Average student participators, (d) students who quit participating and (e) dropouts
 - Observe:  Changes in equality of participation by observing how the patch color changes (designating high, average or low participator status given by the color of the patches/desks; light green = low vulnerability/high participators; green = average vulnerability/average participators; and mustard = high vulnerability and low participators) --- watch the environment in the big square --- slow down the speed by reducing the speed slider at the top of the interface screen; this will help you track the changes in vulnerability and participation conditioned on the teacher response and impact of the teacher response. 
- Watch the plots and monitors.  How do your manipulations of the sliders and choosers given on the left in green specificallly impact the students that were originally in the High Vulnerabiilty group?
- Notice (in the monitors below the world) that the number of students with high exposure to adversity  will decrease because students who dropout are only among those with high exposure to adversity (e.g., rule for dropout is meeting the conditions of quit participating and student with high exposure to adveesity). 

## THINGS TO TRY

- Manipulate the entry level "probability of a positive response". What happens when this is almost 100%? 
- Manipulate the entry level "impact on participation".  What happens when this is set to a big number or a low number? On the slider.
- What can you do (manipulate the sliders ) to achieve high participation of all students? That is, all students are high level participaters? 
- Consider the impact of high exposure to adversity by comparing the number of drop-outs that occur when you choose the extremes of 'perceived school life' -- i.e., more punitive and less punitive. 
- How  do manipulations of the sliders and choosers given on the left in green (probability of teacher response being positive, impact of response on participation, and chooser status  of 'life at school') specifically impact the students that were originally in the High Vulnerabiilty group?

## EXTENDING THE MODEL

This model can be extended in many ways, with illustrative ideas as follows.

-- Bring in a context variable:  Conflict, Rural Agriculture, Urban Poor, etc
Change the entry distribution of vulnerability based on real data about marginalized groups and achievement from these different context. 
-- Extend the type of range of teacher responses.  For exammple, if the response is negative, provide a scale of '"negative" that depicts different levels of severity (e.g., scale from 1 - 4 representing beating, verbal reprimand, tell to sit-down, ignore & ask another) - Place this on a slider
- Scale the level of positivity. If the response is positive (based on the slider and probability of positive) a positivity scale from 1-4 might be, for example, a tangible reward, group clap for student or other praise, appreciation of trying, or joining two children to help each other. 
-- Manipulate the environment that better reflects the local culture. 
-- Add a shape such as hand raise and observe how often a student raises his hand to be called upon and which students get called upon. 
-- Track a single child's changes in participation in each category - high, low, regular vulnerability -- over time.

## NETLOGO FEATURES

Able to make a classroom by changing the global view
Represent students and teachers visibly and use the patch color to represent changing levels of vulnerability/participation.
By using the interface chooser "percevied school life" the user can set up the model to represent the proportion of children who have had high exposure to adversity, conditioned on perceived school life. 
By tracking an individual pupil and patch the user can see the differential impact of teacher resonses on their particiption. 
The ability to set a model in its simplistic form and build from there. 

## RELATED MODELS

In Open ABM:  
classrooms-teachers-students-and-learning_v1-2
modeling-the-transition-to-public-school-choice-model-ii-from-paper_v1
relational-integration-in-schools-through-seating-assignments_v1

## CREDITS AND REFERENCES

Do not have as of yet.
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