Upper secondary tracks and student competencies: a selection or a causal effect? Evidence from the Italian case

2021 ◽  
pp. 100626
Author(s):  
Moris Triventi ◽  
Carlo Barone ◽  
Marta Facchini
Keyword(s):  
Causal Effect ◽  
Italian Case ◽  
Upper Secondary ◽  
Student Competencies

Causal Returns to Education

2006 ◽  
Vol 226 (1) ◽  
Author(s):  
Anton L. Flossmann ◽  
Winfried Pohlmeier
Keyword(s):  
Educational Attainment ◽  
Educational Policy ◽  
Empirical Evidence ◽  
Returns To Education ◽  
Causal Effect ◽  
Causal Effects ◽  
Continuous Treatment ◽  
Treatment Variable ◽  
Secondary Schooling ◽  
Upper Secondary

SummaryThis paper surveys the empirical evidence on causal effects of education on earnings for Germany and compares alternative studies in the light of their underlying identifying assumptions. We work out the different assumptions taken by various studies, which lead to rather different interpretations of the estimated causal effect. In particular, we are interested in the question to what extend causal return estimates are informative regarding educational policy advice. Despite the substantial methodological differences, we have to conclude that the empirical findings for Germany are quite robust and do not deviate substantially from each other. This also holds for the few studies which rely on ignorability conditions, regardless of whether they use educational attainment as a continuous treatment variable or as a discrete treatment indicator. Own estimates based on the matching approach indicate that the selection into upper secondary schooling is suboptimal

scholarly journals Do Grants Improve the Outcomes of University Students in a Context with High Dropout Rates? Evidence from a Matching Approach.

2019 ◽  
Author(s):  
Marta Facchini ◽  
Moris Triventi ◽  
Loris Vergolini
Keyword(s):  
Secondary School ◽  
Southern Italy ◽  
Causal Effect ◽  
Educational Opportunities ◽  
Drop Out ◽  
Dropout Rates ◽  
Upper Secondary ◽  
Prolonged Duration ◽  
Matching Procedure ◽  
Counterfactual Approach

We investigate whether grants improve the academic outcomes of students from socioeconomicallydisadvantaged families and, by this way, contribute to reducing inequalitiesof educational opportunities. Differently from most previous studies, we focus on Italy, acontext with high dropout rates and prolonged duration of higher education studies. Toestimate the causal effect of the grant we followed a counterfactual approach relying ona three-step reweighting matching procedure, applied to survey data collected at nationallevel by ISTAT on a sample of upper secondary school graduates in 2004 and 2007. We?find that grants reduce drop-out and increase timely graduation, with larger effects amongmales and students in Central-Southern Italy, those who are more at risk of withdrawalfrom university.

Estimating the Magnitude of the Relation Between Bullying, E-Bullying, and Suicidal Behaviors Among United States Youth, 2015

Crisis ◽  
2019 ◽  
Vol 40 (3) ◽  
pp. 157-165 ◽  
Author(s):  
Kevin S. Kuehn ◽  
Annelise Wagner ◽  
Jennifer Velloza
Keyword(s):  
Adolescent Suicide ◽  
Suicide Attempts ◽  
Causal Effect ◽  
Strong Association ◽  
Cross Sectional ◽  
Average Causal Effect ◽  
Effects Of Bullying ◽  
Pc Algorithm ◽  
Nationally Representative ◽  
Significant Covariates

Abstract. Background: Suicide is the second leading cause of death among US adolescents aged 12–19 years. Researchers would benefit from a better understanding of the direct effects of bullying and e-bullying on adolescent suicide to inform intervention work. Aims: To explore the direct and indirect effects of bullying and e-bullying on adolescent suicide attempts (SAs) and to estimate the magnitude of these effects controlling for significant covariates. Method: This study uses data from the 2015 Youth Risk Behavior Surveillance Survey (YRBS), a nationally representative sample of US high school youth. We quantified the association between bullying and the likelihood of SA, after adjusting for covariates (i.e., sexual orientation, obesity, sleep, etc.) identified with the PC algorithm. Results: Bullying and e-bullying were significantly associated with SA in logistic regression analyses. Bullying had an estimated average causal effect (ACE) of 2.46%, while e-bullying had an ACE of 4.16%. Limitations: Data are cross-sectional and temporal precedence is not known. Conclusion: These findings highlight the strong association between bullying, e-bullying, and SA.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

Land tenure and rural social change: The italian case

Erdkunde ◽  
1983 ◽  
Vol 37 (3) ◽  
Author(s):  
Russel King ◽  
Laurence Took
Keyword(s):  
Social Change ◽  
Land Tenure ◽  
Italian Case

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

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