Kahindo Azida

I’m a dedicated and people-focused professional with a strong passion for helping others and making a positive difference in their lives. I take pride in creating meaningful connections built on trust, understanding, and genuine care. With experience in customer service, account management, and administrative support, I bring both strong organizational skills and a personal touch to everything I do.

I thrive in team-oriented environments where communication, collaboration, and problem-solving lead to great results. Known for being adaptable, reliable, and approachable, I always go above and beyond to ensure clients and colleagues feel supported. Whether it’s resolving customer inquiries, handling detailed tasks, or managing multiple priorities, I’m committed to maintaining high standards of excellence and professionalism while delivering outstanding service every time.

Licensed:

SIE - security Industry Essentials,

Series 63,

CNA

• Source 1 (Reardon, “Income Inequality and Educational Outcomes”)
• Source 2 (OECD Report, “Equity in Education”)
• Source 3 (Rothstein, “Class and Schools”)
• Source 4 (APA, “Poverty and Academic Achievement”)
• Source 5 (Chetty et al., “Mobility and Education”)

• Shows how wealthier families live in districts with better-funded schools.
• Emphasizes need-based funding to level school quality.
• Discusses how neighborhood wealth affects school resources.
• Notes that under-resourced schools can't provide needed support.
• Points out poor kids attend lower-performing schools.

• Test scores are consistently lower among low-income students.
• Gap in performance increases over time.
• Socioeconomic status is a stronger predictor than school quality.
• Emotional stress from poverty lowers performance.
• Low-income students show less upward mobility in test scores.

• Poor students less likely to graduate or attend college.
• Recommends intervention programs to help low-income youth.
• Argues that income shapes educational aspirations.
• Graduation rates tied to household income.
• College attendance linked to zip code and parent income.

• Constant financial stress impacts focus and learning.
• Not addressed.
• Mentions stress but doesn’t explore deeply.
• Links poverty to higher anxiety and lower self-esteem.
• Brief mention of stress reducing school engagement.

• Calls for progressive school funding.
• Supports tutoring, meals, and parental education.
• Focuses on early childhood support.
• Suggests community-based mental health services.
• Promotes mobility-focused education policies.