scholarly journals Heterogeneity in the Returns to Credits for Public Two-Year College Entrants

2021 ◽  
Author(s):  
Lauren Schudde ◽  
Meghan Shea
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Fixed Effects ◽  
Degree Attainment ◽  
Two Year Colleges ◽  
College Credits ◽  
Two Year College ◽  
Fixed Effects Models ◽  
Growing Body ◽  
Different Types

AbstractPublic two-year colleges offer an entry point to postsecondary education for many Americans who might otherwise forgo college. Most students leave college without a credential. A growing body of research examines the returns to higher education among two-year college entrants but primarily focuses on returns to credentials. This study examines the returns to different types of credits, including academic, technical, and developmental credits. In a series of individual fixed effects models, we use state administrative data following a population of public two-year college entrants to understand which college credits yield the greatest returns and how returns to credits vary across degree attainment. Our findings illustrate that average estimates of the returns to credits obscure varied patterns of returns among two-year college students, where sub-baccalaureate credential recipients appear to experience different returns to academic and technical credits compared with their peers.

scholarly journals Creative solutions to making the technology work: three case studies of dyslexic writers in higher education

2006 ◽  
Vol 14 (1) ◽  
Author(s):  
Geraldine A. Price
Keyword(s):  
Higher Education ◽  
Real Time ◽  
Case Studies ◽  
Lower Order ◽  
Writing Process ◽  
Structured Interviews ◽  
Writing Anxiety ◽  
Creative Solutions ◽  
Growing Body ◽  
Different Types

Research into the behaviours manifested by the dyslexic condition has often focused upon younger dyslexic pupils and the lower-order skill difficulty in decoding and encoding. A surge in interest in the writing process has shifted the focus to higher-order skills, and a growing body of research is emerging within the higher education context (Hughes & Suritsky, 1994; McNaughton et al., 1997; Hatcher, 2001; Singleton & Aisbett, 2001; Farmer et al., 2002). Students are expected to be ‘expert’ writers, and the mark of a good student is the ability to use writing as a tool for thinking. Drawing upon data from semi-structured interviews with undergraduate and postgraduate dyslexic students and their real-time writing logs, three case studies are presented and used to explore creative ways of using technology to manage dyslexia. The students demonstrate how they use different types of software to overcome writing anxiety, ‘fear of the blank page’ syndrome and issues of plagiarism. The experiences of the students within the case studies demonstrate that often simple software can provide the best solutions, and that students combine features from software programs in creative ways to compensate for weaknesses in their cognitive profile.DOI: 10.1080/09687760500479894

scholarly journals How College Students Use Advanced Placement Credit

2018 ◽  
Vol 56 (3) ◽  
pp. 925-954 ◽  
Author(s):  
Brent J. Evans
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Fixed Effects ◽  
School Students ◽  
College Credit ◽  
Time To Degree ◽  
College Credits ◽  
Fixed Effects Regression

Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are related to reduced time to degree, double majoring, and more advanced coursework. Bounding exercises suggest the time to degree and double major outcomes are not likely driven by bias from unobserved student characteristics. Policies used to support earning college credits while in high school appear to enhance undergraduate education and may accelerate time to degree.

Influences on the Educational Degree Attainment of Two-Year College Students

2000 ◽  
Vol 2 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Karen Nippert
Keyword(s):  
Student Persistence ◽  
Degree Attainment ◽  
Two Year Colleges ◽  
Grade Point ◽  
Two Year College ◽  
Academic Activities ◽  
Educational Degree ◽  
Relationship Of ◽  
Persistence Behavior ◽  
The Relationship

With increasing numbers of students enrolling at two-year colleges, it is clear that additional research is needed to understand and predict the persistence behavior of this group of students. The central purpose of this study was to examine the effects of students' backgrounds, academic and social integration, external influences, and institutional satisfaction on the educational degree attainment of students who began their college experience at two-year colleges. The findings of this study are consistent with previous research and confirm the relationship of college academic activities and college grade point average with student persistence. Students' willingness to re-enroll in their freshman college was also found to positively influence educational degree attainment.

scholarly journals A New Measure of College Quality to Study the Effects of College Sector and Peers on Degree Attainment

2016 ◽  
Vol 11 (4) ◽  
pp. 369-403 ◽  
Author(s):  
Jonathan Smith ◽  
Kevin Stange
Keyword(s):  
Degree Attainment ◽  
High School Graduates ◽  
The United States ◽  
Bachelor's Degree ◽  
Structural Barriers ◽  
Two Year Colleges ◽  
Two Year College ◽  
Attainment Gap ◽  
Bachelor's Degree Attainment ◽  
Using Data

Students starting at a two-year college are much less likely to graduate than similar students who start at a four-year college, but the sources of this attainment gap are largely unexplained. This paper investigates the attainment consequences of sector choice and peer quality among recent high school graduates. Using data on all Preliminary SAT (PSAT) test-takers between 2004 and 2006, we develop a novel measure of peer ability for most two-year and four-year colleges in the United States—the average PSAT of enrolled students. We document substantial variation in this measure of peer quality across two-year colleges and nontrivial overlap between the two-year and four-year sectors. We find that half the gap in bachelor's degree attainment rates across sectors is explained by differences in peers, leaving room for structural barriers to transferring between institutions to also play an important role.

scholarly journals Women’s Attrition from Male-Dominated Workplaces in Norway: The Importance of Numerical Minority Status, Motherhood and Class

2021 ◽  
pp. 095001702110042
Author(s):  
Aleksander Å Madsen ◽  
Idunn Brekke ◽  
Silje Bringsrud Fekjær
Keyword(s):  
Sex Differences ◽  
Fixed Effects ◽  
Minority Status ◽  
Occupational Class ◽  
Attrition Rates ◽  
Administrative Records ◽  
Fixed Effects Models ◽  
Increased Risk ◽  
Male Dominated ◽  
Working Class Women

This study explores women’s attrition from male-dominated workplaces based on Norwegian public administrative records, covering individuals born 1945–1983, in the period between 2003 and 2013. It examines sex differences in rates of attrition and tests the significance of two commonly proposed explanations in the literature, namely the degree of numerical minority status and motherhood. It also investigates whether these explanations vary by occupational class. Selection into male-dominated workplaces is accounted for by using individual fixed effects models. The results show that attrition rates from male-dominated workplaces are considerably higher among women than among men. Moreover, the risk of female attrition to sex-balanced workplaces increases, regardless of occupational class, with increases in the percentage of males. Childbirth is associated with an increased risk of attrition to female-dominated workplaces, while having young children (⩽ 10 years old) lowered the risk. This association, however, was primarily evident among working-class women in manual occupations.

scholarly journals Association of UCP1 and UCP2 variants with diabetic retinopathy susceptibility in type-2 diabetes mellitus patients: a meta-analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Xujia Liu ◽  
Zehua Jiang ◽  
Guihua Zhang ◽  
Tsz Kin Ng ◽  
Zhenggen Wu
Keyword(s):  
Diabetes Mellitus ◽  
Diabetic Retinopathy ◽  
Fixed Effects ◽  
Literature Search ◽  
Meta Analysis ◽  
Sensitivity Analyses ◽  
Fixed Effects Models ◽  
Type 2 Dm ◽  
Subgroup Analyses

Abstract Background Genetic association of uncoupling proteins (UCPs) variants with the susceptibility of diabetic retinopathy (DR) in diabetes mellitus (DM) patients has been reported but with controversy. Here we aimed to conduct a meta-analysis to confirm the association of different UCPs variants with DR. Methods Three databases (Medline Ovid, Embase Ovid and CENTRAL) were applied in the literature search. Five genetic models, including allelic, homozygous, heterozygous, dominant and recessive models, were evaluated. Odds ratios (OR) were estimated under the random or fixed-effects models. Subgroup analyses, publication bias and sensitivity analyses were also conducted. Results Eleven studies on 2 UCPs variants (UCP1 rs1800592 and UCP2 rs659366) were included. Our meta-analysis showed that UCP1 rs1800592 was not associated with DR in type-2 DM patients, and UCP2 rs659366 also showed no association with DR. In the subgroup analyses on the stage of DR, allele G of UCP1 rs1800592 significantly increased the susceptibility of proliferative diabetic retinopathy (PDR) in type-2 DM patients in the allelic (OR = 1.26, P = 0.03) and homozygous models (OR = 1.60, P = 0.04). Subgroup analysis on ethnicity did not found any significant association of rs1800592 and rs659366 with DR. Conclusion Our meta-analysis confirmed the association of UCP1 rs1800592 variant with PDR in patients with type-2 DM, suggesting its potential as a genetic marker for PDR prediction in population screening.

scholarly journals Increasing University Competitiveness through Assessment of Green Content in Curriculum and Eco-Labeling in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 712
Author(s):  
Andrea Okanović ◽  
Jelena Ješić ◽  
Vladimir Đaković ◽  
Simonida Vukadinović ◽  
Andrea Andrejević Panić
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Comparative Analysis ◽  
Environmental Problems ◽  
Green Jobs ◽  
Positive Effects ◽  
The World ◽  
Different Types ◽  
Novi Sad ◽  
The University

Growing environmental problems and increasing requirements of green jobs force universities around the world not only to transform their curricula but also to enrich existing ones with contents related to the promotion of sustainable development. This paper aims to show the importance of measuring and monitoring the share of green contents in all university activities, as only in that way it is possible to monitor trends and give realistic assessments of their effect and importance. The paper presents a comparative analysis of different types of methodologies for assessing sustainable activities at universities as well as research conducted at the University of Novi Sad in Serbia and its comparison with the University of Gothenburg (Sweden). This research aims to point out the importance of increasing competitiveness in higher education through assessment of green content in a curriculum and its promotion. In this way, through eco-labeling methodology, it would be easier to identify those contents that, in a certain share, contribute to the promotion of sustainable development. Furthermore, this methodology can easily be extended across the country and the region, which would bring positive effects to all stakeholders in higher education.

The Element of Surprise: Election Timing and Opposition Preparedness

2021 ◽  
pp. 001041402199717
Author(s):  
Charles T. McClean
Keyword(s):  
House Of Representatives ◽  
Fixed Effects ◽  
Conventional Wisdom ◽  
Economic Conditions ◽  
Alternative Mechanism ◽  
Election Campaigns ◽  
Electoral Accountability ◽  
Fixed Effects Models ◽  
Level Data ◽  
Election Timing

How can incumbent governments benefit when they control the timing of elections? The conventional wisdom is that incumbents gain an advantage by timing elections to coincide with favorable economic conditions. An alternative mechanism that has received less attention is the element of surprise: the incumbent’s ability to exploit the opposition’s lack of election preparedness. I theorize and empirically test this surprise mechanism using candidate-level data from Japanese House of Representatives elections (1955–2017). The results show that in surprise elections, opposition parties recruit fewer, lower-quality candidates, spend less money campaigning, coordinate their candidates less effectively, and ultimately receive fewer votes and seats. Evidence from fixed effects models and exogenously timed by-elections further suggest that surprise matters more in shorter, competitive election campaigns and helps incumbents more with confronting inter-party as opposed to intra-party electoral competition. These findings add to our understanding of how strategic election timing can undermine electoral accountability.

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