Download or read book Determinants of Educational Success in Secondary and Postsecondary Education written by Jessica Munz Scheld and published by . This book was released on 2016 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Expanding access to quality education is important to both policymakers and the nation as a whole. Although many policies have been designed to address inequality in educational opportunities, research does not always support their ability to intervene effectively. Two such policies intended to increase educational opportunities are introducing competition in public school districts and providing access to postsecondary schooling via community colleges. My dissertation examines the effects of these interventions with respect to a recent cohort of students in a period of economic instability. In the first chapter of my dissertation, I examine the effect competition has on public schools in Massachusetts using publicly available data from the Massachusetts Department of Education. With eight years of data, from school year 2007-2008 to school year 2014-2015, I am able to construct a panel data set of public high schools. I define test scores as an outcome, using both statewide graduation requirements and the SAT. During this time frame, Massachusetts used the Massachusetts Comprehensive Assessment System (MCAS), which is comprised of three separate exams: Mathematics, English/Language Arts, and, starting in 2008, Science/Technology. As a measure of competitive influence, I construct the ratio of charter and private school enrollments to public school enrollments by district. Using a model which allows for school district fixed effects, I find little evidence of positive effects of competition from charter schools on public school student test performance. Increased private school penetration has negative effects on Math MCAS scores and positive impacts on Math SAT scores, both of which are driven by the suburban districts. Because this model heavily relies on the within-district variation to identify the impact, as an alternative, I employ a control function approach. This method allows for more flexibility in the model and identifies the effect using heteroskedasticity in the error terms. Because alternative school locations are not random, I first estimate a Tobit model to predict the alternative enrollment ratio. Using this in the second stage together with the control variable generated from the error terms, I estimate the effect of alternative enrollment on public school exam scores. Results from this approach indicate a positive impact of alternative schools on public school test performance. As these two methods are quite different, it is not surprising that they produce different results. The main concern moving forward is identifying the appropriate model. At this point, all I can conclude is that the effect of competition is highly dependent upon model choice, which in itself is fruitful for the literature. In my second and third chapters, I make use of the Education Longitudinal Study of 2002 (ELS: 2002) data set, produced by the National Center for Education Statistics, to analyze the effect of attending two-year colleges on eventual educational attainment and labor market outcomes. The NCES sampled 750 high schools, and within each school, about 30 students were randomly chosen to participate. Students were surveyed beginning in 2002, as high school sophomores, through 2012, eight years after most graduated high school. Compared to students who began at four-year colleges, students who started at two-year colleges earned about thirty fewer postsecondary credits, one fewer year of education, and were twenty-five percentage points less likely to earn a bachelor's degree. Further, I examine whether the gap varies by racial, socioeconomic, or academic differences. I find mixed results by racial groups, although Hispanic students seem to be most negatively impacted by starting at a two-year college, whereas Asian students do not seem to be impacted at all. Additionally, low income students who start at two-year colleges are less likely to earn a baccalaureate degree if they begin their postsecondary career at a two-year college instead of a four-year college. Finally, students with high school GPAs over 3.0 are disproportionately hurt by attending community colleges as they are less likely to earn a bachelor's degree, relative to their peers with high school GPAs above 3.0 who began at a four-year college. Finally, I consider the effects of educational choices in the labor market. By 2012, almost a third of the ELS respondents had completed some college but had not earned a degree. I find no significant difference in wages or employment status in 2012 between high school graduates and students with some postsecondary attendance but no degree. Further, there are benefits to earning a certificate or associate degree over some two or four-year college credits. I find that males see negative labor market returns in terms of income when earning some college credits without earning a degree, relative to students with a high school degree or GED. Women see no impact from earning some credits in two-year colleges, but have positive returns to some four-year college credits relative to high school graduates. For both genders, the wage benefits of earning a bachelor's degree range from twenty-two to sixty-four percent by age twenty-six. The range of returns is larger than earlier studies, but still suggests that earning a bachelor's degree provides the greatest wage benefits, even in an unstable economy and among those early in their career.
Download or read book Factors that Impact Successful Student Achievement in Post secondary Online Courses written by Meranda Lychelle Esters and published by . This book was released on 2015 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there was a significant differences in students based of education demographics and what factors contributed to the successful completion of online courses for postsecondary education students. Specifically, this study sought to determine if there was a significant difference between certain educational demographics (gender, race, classification, course, and professor) and grade; a significant relationship between specific online course features (availability of chat, videos, discussion boards, and video conferences) and grade; a significant relationship between certain student behaviors (location of access, time to complete assignments, interaction with content, frequency of access, interaction with instructor, and interaction with students) and grade; and students’ perception and grades. A Kruskal-Wallis analysis was conducted to analyze differences within and between groups by educational demographics. Spearman Rho’s Correlations were computed to examine if a significant relationship existed between the aforementioned independent variables and the dependent variable of students’ grades. After the data were collected and analyzed, the findings showed that there were no statistically significant differences among students who completed online courses. There was no statistically significant relationships between the independent variables and students’ grades.
Download or read book 4 CORE Factors for School Success written by Jeffrey Zoul and published by Routledge. This book was released on 2013-09-13 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book clarifies the core values which all great educators have in common and contribute to school success. For all those who want to create better schools, these factors are at the center of behaviors which lead to results. The 4 CORE Factors are Communication, Observation, Relationships, and Expectations.
Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Download or read book Career and College Readiness and Success for All Students written by Corinne Alfeld and published by IAP. This book was released on 2018-03-01 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most Americans no longer question whether and which students should be prepared for college. Rather, it is now widely accepted that ALL students should be prepared for postsecondary education in some form (e.g., certificate, 2- or 4-year degree), as these credentials are not only required for many jobs but are also the surest path to upward mobility (Carnevale, Rose, Cheah, 2011). There is also greater recognition that in addition to a more traditional approach to preparation for postsecondary education (e.g., taking college preparatory classes), students should also graduate high school with technical knowledge and employability skills to secure, retain, and advance their employment when they leave school, at whatever level that may be. Simply put, today’s high school graduates need a broad-based education that combines an array of knowledge, skills, and experiences to prepare them for life after high school. And indeed, state’s definitions of college and career readiness have broadened in recent years to include a variety of skills and dispositions, such as critical thinking skills, social emotional skills such as collaboration, and interpersonal skills such as resilience and perseverance (English, Rasmussen, Cushing, & Therriault, 2016). The Every Student Succeeds Act (ESSA) of 2015, the key federal K-12 legislation, explicitly supports the notion of a “well-rounded” student, emphasizing readiness in areas beyond its predecessor’s (the No Child Left Behind Act, or NCLB) focus on core academic content. ESSA mandates that states ensure that students are provided an enriched, accelerated curriculum beyond courses and content areas in which state assessments are given (e.g., mathematics, reading) and that is aligned with the postsecondary experiences students are likely to encounter. ESSA also supports an expansion of readiness goals through provisions for the improvement of conditions for student learning that support social-emotional learning, intrapersonal skills, and other employability skills. And ESSA includes provisions in states’ accountability systems that support emphasis on broader definitions of readiness. Additionally, ESSA’s accountability framework includes important principles for supporting a broader definition of what students need to know and be able to do once they graduate high school. Accountability systems under ESSA may include multiple measures of college and career readiness. Indeed, several states had already added a career-focused indicator prior to ESSA passing (such as pathway completion or technical assessment achievement) to their accountability systems, and the number of states publicly reporting such indicators continues to increase (Achieve & AdvanceCTE, 2016). As definitions and measures of college and career readiness continue to evolve, we know one thing for sure: we need to better prepare ALL students for success after high school. This book explores the ways in which some education researchers are approaching this task. This was written in Corinne Alfeld's official capacity as part of the national conversation on education, is intended to promote the exchange of ideas among researchers and policy makers and to express views as pail of ongoing research and analysis, and is not intended to necessarily reflect the official views of the U.S. Department of Education.
Download or read book Post secondary Education for Individuals with Complex Learning Disabilities written by Donald Winget and published by . This book was released on 2006 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1999 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Structural Model of the Determinants of Educational Success written by Robert H. Haveman and published by . This book was released on 1998 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Determinants of School Achievement written by Ernesto Schiefelbein and published by . This book was released on 1981 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Toward Resiliency written by Laura Horn and published by Department of Education Office of Educational. This book was released on 1998 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined whether or not student, parent, and peer engagement factors that contribute to at-risk students' success in graduating from high school continue to be important in making the transition from high school to postsecondary education. The data set used was the National Education Longitudinal Study of 1988, which included 1994 data obtained two years after students' scheduled high school graduation. At-risk students exhibited two or more of six risk factors, including "family in the lowest socioeconomic quartile" or "held back a grade". Analysis used alternative statistical methodology, specifically regression analysis and the "odds ratios" produced by this procedure. Key findings indicated that: (1) students whose parents frequently discussed school-related matters and/or had high educational expectations were much more likely than other students to enroll in postsecondary education; (2) students who reported that most or all of their high school friends planned to attend college were far more likely to attend themselves; (3) participating in college preparation activities such as gathering information about financial aid increased the odds of enrolling in postsecondary education; and (4) moderate- to high-risk students participating in college outreach programs were more likely to attend college. Appended are a glossary and technical and methodology notes. (Contains 11 references.) (DB)
Download or read book An Empirical Analysis of the Determinants of Postsecondary Educational Attainment written by Kevin Michael Stange and published by . This book was released on 2008 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Raising Minority Academic Achievement written by Donna Walker James and published by . This book was released on 2001 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Measuring the Value of a Postsecondary Education written by Ken Norrie and published by McGill-Queen's Press - MQUP. This book was released on 2013-03-02 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Measuring the Value of a Postsecondary Education is an insightful collection of essays that respond to current and pressing questions in the field of higher education: What do we mean by "quality" of education? What do courses and programs promise to deliver, and do they succeed? What do we know about improving learning outcomes, and is reform possible? Comprised of papers presented at a conference of experts convened by the Higher Education Quality Council of Ontario in 2011, the book begins by evaluating pioneering initiatives in Europe, and follows this with reports on efforts to measure and evaluate learning outcomes. Drawing on over two decades of work by international agencies, governments, and foundations in identifying and evaluating learning outcomes in higher education, Measuring the Value of a Postsecondary Education encourages educational institutions to draw on this evidence in revising course and program offerings. Bringing together international leaders and innovators in the field, this book is an important analysis of progress in enhancing learning quality and directions for future reform. Contributors include Jeana Abromeit (Alverno College), Roger Benjamin (Council for Aid to Education), Ken Dryden (Canadian politician), Michael Gallagher (Group of Eight), Virginia Hatchette (Postsecondary Education Quality Assessment Board), Jillian Kinzie (Indiana University), Diane Lalancette (Organisation for Economic Co-operation and Development), Holiday Hart McKiernan (Lumina Foundation), Robert Wagenaar (University of Groningen), and Lorne A. Whitehead (University of British Columbia).
Download or read book Optimizing Student Success in School with the Other Three Rs written by Robert J. Sternberg and published by IAP. This book was released on 2006-06-01 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Other Three R’s model began as an American Psychological Association (APA) initiative, sponsored by Robert J. Sternberg, IBM Professor of Psychology and Education at Yale University and Past President of the APA. For both this initiative and this edited volume, Sternberg assembled a diverse team of experts who identified reasoning, resilience and responsibility as three learnable skills that, when taken together, have great potential for increasing academic success. The authors of this volume present in detail their evidence-based arguments for promoting TOTRs in schools as a way to optimize student success.
Download or read book Successful Schools and Competent Students written by James Garbarino and published by Free Press. This book was released on 1981 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Socioeconomic Status and Its Effect on Postsecondary Success written by and published by . This book was released on 2015 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This thesis investigates the effects of socioeconomic status (SES) on postsecondary success, and, more specifically, how SES influences K-12 education which sets the foundation and trajectory for post-secondary success. Current research indicates that there exists a direct correlation between SES and academic success. Low-SES students are less likely to attend a 4-year college or achieve a post-secondary degree within five years of graduation and post-secondary achievement informs future SES. Low-SES students are also at risk for increased rates of special education placement, behavior disorders, and dropping out of high school. Various factors associated with low-SES influence these findings including parenting abilities and styles, lack of educational resources, and learning gaps originating even prior to kindergarten. Creative strategies are evaluated to provide educators with ideas to meet the needs of low-SES students so they can be successful beyond high school."--leaf 3.
Download or read book Black Males in Secondary and Postsecondary Education written by Erik M. Hines and published by Emerald Group Publishing. This book was released on 2023-12-13 with total page 401 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black Males in Secondary and Postsecondary Education contributes to the existing literature on this population with a focus on teaching, mentoring, advising, and counseling Black boys and men, from preschool to graduate/professional school and beyond into their careers.
