scholarly journals Educational Consequences of Paternal Incarceration: Evidence from a Danish Policy Reform

2021 ◽  
Author(s):  
Anne Sofie Tegner Anker
Keyword(s):  
Grade Point Average ◽  
Educational Outcomes ◽  
Causal Effect ◽  
Compulsory Schooling ◽  
Collateral Consequences ◽  
Grade Point ◽  
Paternal Incarceration ◽  
9Th Grade ◽  
Sentencing Reform ◽  
Alternatives To Incarceration

Abstract Objectives This study estimates the causal effect of paternal incarceration on children’s educational outcomes measured at the end of compulsory schooling (9th grade) in Denmark. Methods I use Danish administrative data and rely on a sentencing reform in 2000, which expanded the use of non-custodial alternatives to incarceration for traffic offenders, for plausibly exogenous variation in the risk of experiencing paternal incarceration. Results The results show that paternal incarceration does not affect academic achievement (grade point average), but that it does reduce the number of grades obtained, and–most importantly–roughly doubles the risk of not even completing compulsory school and getting a 9th grade certificate. These findings are driven mainly by boys for whom paternal incarceration appear to be particularly consequential. Conclusions The findings presented in this study highlight the presence of unintended and collateral consequences of penal policies–even in the context of a relatively mild penal regime. Effects are, however, estimated for a subgroup of Danish children experiencing paternal incarceration, and how results translate to other subgroups and beyond the Danish context is open for speculation.

scholarly journals Predicting key educational outcomes in academic trajectories: a machine-learning approach

2020 ◽  
Vol 80 (5) ◽  
pp. 875-894 ◽  
Author(s):  
Mariel F. Musso ◽  
Carlos Felipe Rodríguez Hernández ◽  
Eduardo C. Cascallar
Keyword(s):  
Machine Learning ◽  
Grade Point Average ◽  
Learning Strategies ◽  
Degree Completion ◽  
Educational Outcomes ◽  
Background Information ◽  
Grade Point ◽  
Methodological Approaches ◽  
Artificial Neural ◽  
Academic Retention

Abstract Predicting and understanding different key outcomes in a student’s academic trajectory such as grade point average, academic retention, and degree completion would allow targeted intervention programs in higher education. Most of the predictive models developed for those key outcomes have been based on traditional methodological approaches. However, these models assume linear relationships between variables and do not always yield accurate predictive classifications. On the other hand, the use of machine-learning approaches such as artificial neural networks has been very effective in the classification of various educational outcomes, overcoming the limitations of traditional methodological approaches. In this study, multilayer perceptron artificial neural network models, with a backpropagation algorithm, were developed to classify levels of grade point average, academic retention, and degree completion outcomes in a sample of 655 students from a private university. Findings showed a high level of accuracy for all the classifications. Among the predictors, learning strategies had the greatest contribution for the prediction of grade point average. Coping strategies were the best predictors for degree completion, and background information had the largest predictive weight for the identification of students who will drop out or not from the university programs.

University Dropout

2008 ◽  
Vol 29 (3) ◽  
pp. 134-147 ◽  
Author(s):  
Manuel C. Voelkle ◽  
Nicolas Sander
Keyword(s):  
Grade Point Average ◽  
Structural Equation ◽  
Unobserved Heterogeneity ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Hands On ◽  
University Dropout ◽  
The Individual ◽  
A Prospective Study

University dropout is a politically and economically important factor. While a number of studies address this issue cross-sectionally by analyzing different cohorts, or retrospectively via questionnaires, few of them are truly longitudinal and focus on the individual as the unit of interest. In contrast to these studies, an individual differences perspective is adopted in the present paper. For this purpose, a hands-on introduction to a recently proposed structural equation (SEM) approach to discrete-time survival analysis is provided ( Muthén & Masyn, 2005 ). In a next step, a prospective study with N = 1096 students, observed across four semesters, is introduced. As expected, average university grade proved to be an important predictor of future dropout, while high-school grade-point average (GPA) yielded no incremental predictive validity but was completely mediated by university grade. Accounting for unobserved heterogeneity, three latent classes could be identified with differential predictor-criterion relations, suggesting the need to pay closer attention to the composition of the student population.

The Importance of Counseling Basic Skills for the Councelors in School

2018 ◽  
Author(s):  
Nova Erlina ◽  
Syafrimen Syafril ◽  
Norhayati Mohd. Noor ◽  
Jusnimar Umar
Keyword(s):  
Social Science ◽  
Grade Point Average ◽  
Quantitative Method ◽  
Basic Skills ◽  
Counseling Session ◽  
Grade Point ◽  
Faculty Of Education ◽  
Teachers Training

Basic competence used during counseling session is the development of trained skills and experienced obtained by counselor candidate during their education. To obtain the skills the counselors have to seriously pass some training phases. This study is aimed at finding out the basic competence possessed by counselor candidate during counseling session in Faculty of Education and Teachers Training in Islamic University of Raden Intan Lampung. This research applied quantitative method, involving 145 of final year students who were randomly selected. Data was collected by distributing the questionnaire of counseling basic competence and analyzed by using descriptive statistic aided by Statistics Package for Social Science (SPSS version 22.0). Generally the findings of the study reveals that the counseling basic competence possessed by the counselor candidates is placed on Average/Simple level. The study also shows that there is no difference competence pursuant to gender and Grade Point Average (GPA) achieved by the object of the study. It implies that the basic competence in conducting counseling session is extremely important and prominent prossesed by the counselors in schools.

Explaining the Variability in School Nurse Workload and Educational Outcomes

2021 ◽  
pp. 019394592110179
Author(s):  
Claire McKinley Yoder ◽  
Mary Ann Cantrell ◽  
Janice L. Hinkle
Keyword(s):  
High School ◽  
Educational Outcomes ◽  
Structural Equation ◽  
Secondary Analysis ◽  
School Nurse ◽  
Equation Model ◽  
Individual Student ◽  
Student Records ◽  
9Th Grade ◽  
Nurse Workload

This secondary analysis examined the variability in the effects of school nurse workload on individual student outcomes of 9th grade attendance, being on track to graduate, and high school graduation. A principal axis factor analysis of the variables underlying school nurse workload and a structural equation model of the latent construct school nurse workload in 5th grade and the three outcome variables was tested using data from student records ( N = 3,782). Two factors explained 82% of the variability in school nurse workload: acuity and volume factor and social determinants of health factor. The model had acceptable fit indices and school nurse workload explained between 35% and 52% of the variability in the outcomes with a moderate effect size (.6–.72). Creating school nurse workload assignments that maximize student educational outcomes may improve graduation from high school, which in turn increases the resources available for lifelong health.

Relationships of the D 48 With Otis Iq and Grade Point Average

1973 ◽  
Vol 33 (2) ◽  
pp. 453-457 ◽  
Author(s):  
William A. McLaurin ◽  
Pauline Pendergrass ◽  
Sandra Kennedy
Keyword(s):  
Grade Point Average ◽  
Grade Point

Diploma Program Graduates’ CGPA as Predictor of Success in the Teachers’ Professional Licensing Written Exam Result with Gender Analysis

2017 ◽  
Vol 26 (4) ◽  
pp. 321-335
Author(s):  
Yoseph Shumi Robi
Keyword(s):  
Grade Point Average ◽  
Gender Analysis ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Professional Licensing ◽  
Valid Predictor ◽  
Predictor Of Success ◽  
Diploma Program ◽  
Graduating Students ◽  
Exam Result

The purpose of this study was to investigate the extent to which diploma graduates’ Cumulative Grade Point Average (CGPA) predicts their success in teachers’ professional licensing written exam result (TPLWER). A total of 588 graduating students (317 males and 271 females) were included in the study. Correlation, simple regression analyses, and independent sample t-test were employed on the data. The result revealed a statistical significant correlation between CGPA and TPLWER. CGPA appeared to be valid predictor of success of TPLWER and accounted for 33.40% of the variation in TPLWER. The results indicated statistically significant gender differences in diploma graduates’ CGPA and TPLWER.

Sibling Rivalry: Evidence from China’s Compulsory Schooling Reform

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Guanfu Fang ◽  
Yu Chen
Keyword(s):  
Labor Market ◽  
Causal Effect ◽  
Compulsory Education ◽  
Spillover Effects ◽  
Resource Reallocation ◽  
Compulsory Schooling ◽  
Market Outcomes ◽  
Geographical Variations ◽  
Negative Impacts ◽  
Older Siblings

AbstractThis study investigates the causal effect of older siblings’ schooling on their younger siblings’ schooling and labor market outcomes by exploiting the temporal and geographical variations in the implementation of compulsory schooling laws in China. Reform exposure is quantified as the number of years that an individual is eligible for compulsory education. We find that older siblings’ exposure to compulsory schooling reform had negative impacts on their younger siblings’ academic achievement and labor market performance. We provide some suggestive evidence for the mechanism of resource reallocation within households. These findings suggest that we may be overestimating the social benefits of compulsory schooling reforms by ignoring the resources constraints within households and the spillover effects on siblings.

Predictors of Academic Self-Concept for African American College Students

2016 ◽  
Vol 43 (6) ◽  
pp. 636-653
Author(s):  
Andrew S. Franklin ◽  
Scott M. Debb ◽  
Darlene G. Colson
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
Grade Point Average ◽  
Self Concept ◽  
African American College Students ◽  
Online Questionnaire ◽  
Convenience Sample ◽  
Grade Point ◽  
Historically Black University

This study explored the roles of demographic variables, grade point average, centrality (an aspect of racial identity), and student-professor interactions in predicting academic self-concept. A convenience sample of 132 African American students (104 females and 28 males) ranging in age from 18 to 38 ( Mage = 26), attending a historically Black university completed an online questionnaire assessing demographic information, grade point average, an aspect of racial identity from the Multidimensional Inventory of Black Identity, student-professor interactions, and academic self-concept. Results showed that grade point average and student-professor interactions characterized by faculty’s level of care were significant factors in predicting academic self-concept. These relationships may be important for understanding salient factors that influence the academic self-concept in African American college students.

Attention Problems and Hyperactivity as Predictors of College Grade Point Average

2007 ◽  
Vol 11 (3) ◽  
pp. 368-373 ◽  
Author(s):  
Kerry A. Schwanz ◽  
Linda J. Palm ◽  
Sara A. Brallier
Keyword(s):  
Grade Point Average ◽  
Attention Problems ◽  
Grade Point
Sign in / Sign up

Export Citation Format

Share Document