Is It the Music or Is It Selection Bias? A Nationwide Analysis of Music and Non-Music Students’ SAT Scores

2013 ◽  
Vol 61 (2) ◽  
pp. 175-194 ◽  
Author(s):  
Kenneth Elpus
Keyword(s):  
High School ◽  
Fixed Effects ◽  
Standardized Test ◽  
The United States ◽  
Music Students ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
Data Set ◽  
Nationally Representative ◽  
Fixed Effects Regression

This study examined the college entrance examination scores of music and non-music students in the United States, drawing data from the restricted-use data set of the Education Longitudinal Study of 2002 (ELS), a nationally representative education study ( N = 15,630) conducted by the National Center for Education Statistics. Analyses of high school transcript data from ELS showed that 1.127 million students (36.38% of the U.S. class of 2004) graduated high school having earned at least one course credit in music. Fixed-effects regression procedures were used to compare standardized test scores of these music students to their non-music peers while controlling for variables from the domains of demography, prior academic achievement, time use, and attitudes toward school. Results indicated that music students did not outperform non-music students on the SAT once these systematic differences had been statistically controlled. The obtained pattern of results remained consistent and robust through internal replications with another standardized math test and when disaggregating music students by type of music studied.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

High School Music Ensemble Students in the United States

2011 ◽  
Vol 59 (2) ◽  
pp. 128-145 ◽  
Author(s):  
Kenneth Elpus ◽  
Carlos R. Abril
Keyword(s):  
United States ◽  
High School ◽  
English Language Learners ◽  
High School Students ◽  
Standardized Test ◽  
The United States ◽  
Music Students ◽  
School Students ◽  
Music Ensemble ◽  
School Music

The purpose of this study is to construct a national demographic profile of high school band, choir, and orchestra students in the United States using evidence from the 2004 follow-up wave of the Education Longitudinal Study of 2002. Results indicate that 21% of seniors in the United States’ class of 2004 participated in school music ensembles. Significant associations were found between music ensemble participation and variables including gender, race/ethnicity, socioeconomic status (SES), native language, parents’ education, standardized test scores, and GPA. Certain groups of students, including those who are male, English language learners, Hispanic, children of parents holding a high school diploma or less, and in the lowest SES quartile, were significantly underrepresented in music programs across the United States. In contrast, white students were significantly overrepresented among music students, as were students from higher SES backgrounds, native English speakers, students in the highest standardized test score quartiles, children of parents holding advanced postsecondary degrees, and students with GPAs ranging from 3.01 to 4.0. Findings indicate that music students are not a representative subset of the population of U.S. high school students.

scholarly journals Who’s Taking What? “Applied STEM” Coursetaking for High School Students With Learning Disabilities

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842199907
Author(s):  
Michael A. Gottfried ◽  
Jay Plasman ◽  
Jennifer A. Freeman ◽  
Shaun Dougherty
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Career And Technical ◽  
Nationally Representative ◽  
And Mathematics

Increasing and improving the science, technology, engineering, and mathematics (STEM) educational pipeline has been a point of emphasis for decades, and federal policy in the United States has urged high schools to embed new types of STEM courses into the curriculum. As one example, applied STEM courses—one growing branch within career and technical education (CTE)—are designed to reinforce traditional academic STEM content and to motivate students’ interests and long-term pursuits in STEM areas. That said, little is known about who takes these courses, and applied-STEM-CTE enrollment in these courses has not been explored in the research for students with learning disabilities. Using the High School Longitudinal Study (a nationally representative data set of high school students), we asked whether CTE coursetaking differed for students with learning disabilities compared with those without disabilities, and whether there were specific coursetaking differences in applied-STEM-CTE. We found that students with learning disabilities were more likely to earn more units in CTE courses compared with students without disabilities. Yet, when looking at applied-STEM-CTE courses, we see that although students with learning disabilities earn more CTE units than students without disabilities, students with learning disabilities do not take different amounts of applied-STEM-CTE courses. Implications are discussed.

scholarly journals National Hospitalization Trends and the Role of Preventable Hospitalizations among Centenarians in the United States (2000–2009)

2022 ◽  
Vol 19 (2) ◽  
pp. 795
Author(s):  
Sylvia E. Twersky ◽  
Adam Davey
Keyword(s):  
Length Of Stay ◽  
Fixed Effects ◽  
Negative Binomial ◽  
Hospital Admissions ◽  
The United States ◽  
Preventable Hospitalizations ◽  
Time Period ◽  
Nationally Representative ◽  
Fixed Effects Regression ◽  
Number Of Individuals

Increases in life expectancy mean that an unprecedented number of individuals are reaching centenarian status, often with complex health concerns. We analyzed nationally representative hospital admissions data (200–2009) from the National Inpatient Study (NIS) for 52,618 centenarians (aged 100–115 years, mean age 101.4). We predicted length of stay (LOS) via negative binomial models and total inflation adjusted costs via fixed effects regression analysis informed by descriptive data. We also identified hospitalizations due to ambulatory care-sensitive conditions defined by AHRQ Prevention Quality Indicators. Mean LOS decreased from 6.1 to 5.1 days, while over the same time period the mean total adjusted charges rose from USD 13,373 to USD 25,026 in 2009 dollars. Black, Hispanic, Asian, or other race centenarians had higher cost stays compared to White, but only Black and Hispanic centenarians had significantly greater mean length of stay. Comorbidities predicted greater length of stay and higher costs. Centenarians admitted on weekends had higher costs but shorter length of stay. In total, 29.4% of total costs were due to potentially preventable hospitalizations for total charges (2000–2009) of USD 341.8M in 2009 dollars. Centenarian hospitalizations cost significantly more than hospitalization for any other group of elderly in the U.S.

scholarly journals A Longitudinal Analysis of the Association between Transition into Marriage and Life Satisfaction and Childhood Parental Divorce as a Moderator

2021 ◽  
Vol 59 (1) ◽  
pp. 113-125
Author(s):  
Yoonjoo Lee
Keyword(s):  
Life Satisfaction ◽  
Fixed Effects ◽  
Parental Divorce ◽  
Panel Study ◽  
Positive Association ◽  
Ordinary Least Squares ◽  
Social Selection ◽  
Data Set ◽  
Nationally Representative ◽  
Fixed Effects Regression

Previous research on the association between marriage and life satisfaction is limited due to the lack of attempts to investigate the time profiles of life satisfaction around marriage. This study addresses unresolved questions about the positive association between marriage and life satisfaction as well as tests if it is moderated by childhood parental divorce. Using 14 waves of the Korean Welfare Panel Study(N=3,890 individuals or 25,338 person-year observations), the author first used an ordinary least squares model with clustered standard errors and found that married people reported higher life satisfaction before marriage, compared to people who remained single during the survey. This result supports a social selection perspective. Next, the author used a fixed effects regression model and found that the transition into marriage was associated with an initial rise and subsequent decline in life satisfaction. Life satisfaction increased after reaching its lowest level in the third year of marriage. Life satisfaction after the transition into marriage was significantly higher than that observed three or more years prior to marriage. The result supports a social causation perspective. Such changing patterns were not moderated by parental divorce during childhood. This study advances the current literature on marriage and life satisfaction by using a nationally representative longitudinal data set as well as by testing social selection and causation perspectives.

scholarly journals The COVID Connection: Pandemic Anxiety, COVID-19 Comprehension, and Digital Confidence

2021 ◽  
pp. 000276422110031
Author(s):  
Laura Robinson ◽  
Jeremy Schulz ◽  
Øyvind N. Wiborg ◽  
Elisha Johnston
Keyword(s):  
Logistic Models ◽  
The United States ◽  
Sociodemographic Factors ◽  
Future Research ◽  
Lower Probability ◽  
Data Set ◽  
Digital Inequality ◽  
Partner Status ◽  
General Anxiety ◽  
Nationally Representative

This article presents logistic models examining how pandemic anxiety and COVID-19 comprehension vary with digital confidence among adults in the United States during the first wave of the pandemic. As we demonstrate statistically with a nationally representative data set, the digitally confident have lower probability of experiencing physical manifestations of pandemic anxiety and higher probability of adequately comprehending critical information on COVID-19. The effects of digital confidence on both pandemic anxiety and COVID-19 comprehension persist, even after a broad range of potentially confounding factors are taken into account, including sociodemographic factors such as age, gender, race/ethnicity, metropolitan status, and partner status. They also remain discernable after the introduction of general anxiety, as well as income and education. These results offer evidence that the digitally disadvantaged experience greater vulnerability to the secondary effects of the pandemic in the form of increased somatized stress and decreased COVID-19 comprehension. Going forward, future research and policy must make an effort to address digital confidence and digital inequality writ large as crucial factors mediating individuals’ responses to the pandemic and future crises.

Epidemiology of 10,000 High School Football Injuries: Patterns of Injury by Position Played

2013 ◽  
Vol 10 (2) ◽  
pp. 160-169 ◽  
Author(s):  
Marcus A. Badgeley ◽  
Natalie M. McIlvain ◽  
Ellen E. Yard ◽  
Sarah K. Fields ◽  
R. Dawn Comstock
Keyword(s):  
High School ◽  
Athletic Trainers ◽  
Injury Rate ◽  
The United States ◽  
Data Collection Tool ◽  
High School Athletes ◽  
High School Football ◽  
Certified Athletic Trainers ◽  
Nationally Representative ◽  
Patterns Of Injury

Background:With more than 1.1 million high school athletes playing annually during the 2005−06 to 2009−10 academic years, football is the most popular boys’ sport in the United States.Methods:Using an internet-based data collection tool, RIO, certified athletic trainers (ATs) from 100 nationally representative US high schools reported athletic exposure and football injury data during the 2005−06 to 2009−10 academic years.Results:Participating ATs reported 10,100 football injuries corresponding to an estimated 2,739,187 football-related injuries nationally. The injury rate was 4.08 per 1000 athlete-exposures (AEs) overall. Offensive lineman collectively (center, offensive guard, offensive tackle) sustained 18.3% of all injuries. Running backs (16.3%) sustained more injuries than any other position followed by linebackers (14.9%) and wide receivers (11.9%). The leading mechanism of injury was player-player contact (64.0%) followed by player-surface contact (13.4%). More specifically, injury occurred most commonly when players were being tackled (24.4%) and tackling (21.8%).Conclusions:Patterns of football injuries vary by position. Identifying such differences is important to drive development of evidence-based, targeted injury prevention efforts.

The Epidemiology of US High School Basketball Injuries, 2005–2007

2008 ◽  
Vol 36 (12) ◽  
pp. 2328-2335 ◽  
Author(s):  
Laurel A. Borowski ◽  
Ellen E. Yard ◽  
Sarah K. Fields ◽  
R. Dawn Comstock
Keyword(s):  
High School ◽  
Confidence Interval ◽  
Rate Ratio ◽  
Knee Injuries ◽  
Injury Rate ◽  
The United States ◽  
Basketball Players ◽  
Knee Ligament ◽  
Prevention Interventions ◽  
Nationally Representative

Background With more than a million high school athletes playing during the 2006–2007 academic year, basketball is one of the most popular sports in the United States. Hypothesis Basketball injury rates and patterns differ by gender and type of exposure. Study Design Descriptive epidemiology study. Methods Basketball-related injury data were collected during the 2005–2006 and 2006–2007 academic years from 100 nationally representative US high schools via Reporting Information Online. Results High school basketball players sustained 1518 injuries during 780 651 athlete exposures for an injury rate of 1.94 per 1000 athlete exposures. The injury rate per 1000 athlete exposures was greater during competition (3.27) than during practice (1.40; rate ratio, 2.33; 95% confidence interval, 2.10–2.57) and was greater among girls (2.08) than among boys (1.83; rate ratio, 1.14; 95% confidence interval, 1.03–1.26). The ankle/foot (39.7%), knee (14.7%), head/face/neck (13.6%), arm/hand (9.6%), and hip/thigh/upper leg (8.4%) were most commonly injured. The most frequent injury diagnoses were ligament sprains (44.0%), muscle/tendon strains (17.7%), contusions (8.6%), fractures (8.5%), and concussions (7.0%). Female basketball players sustained a greater proportion of concussions (injury proportion ratio, 2.41; 95% confidence interval, 1.49–3.91) and knee injuries (injury proportion ratio, 1.71; 95% confidence interval, 1.27–2.30), whereas boys more frequently sustained fractures (injury proportion ratio, 1.87; 95% confidence interval, 1.27–2.77) and contusions (injury proportion ratio, 1.52; 95% confidence interval, 1.00–2.31). The most common girls’ injury requiring surgery was knee ligament sprains (47.9%). Conclusion High school basketball injury patterns vary by gender and type of exposure. This study suggests several areas of emphasis for targeted injury prevention interventions.

Racial Sentiment and Public Support for Arming Teachers with Guns in the United States

2021 ◽  
pp. 215336872110389
Author(s):  
Andrew J. Baranauskas
Keyword(s):  
United States ◽  
African Americans ◽  
Minority Groups ◽  
Public Support ◽  
The United States ◽  
Data Set ◽  
Racial Issue ◽  
Racial Resentment ◽  
Nationally Representative ◽  
Negative Feelings

In the effort to prevent school shootings in the United States, policies that aim to arm teachers with guns have received considerable attention. Recent research on public support for these policies finds that African Americans are substantially less likely to support them, indicating that support for arming teachers is a racial issue. Given the racialized nature of support for punitive crime policies in the United States, it is possible that racial sentiment shapes support for arming teachers as well. This study aims to determine the association between two types of racial sentiment—explicit negative feelings toward racial/ethnic minority groups and racial resentment—and support for arming teachers using a nationally representative data set. While explicit negative feelings toward African Americans and Hispanics are not associated with support for arming teachers, those with racial resentments are significantly more likely to support arming teachers. Racial resentment also weakens the effect of other variables found to be associated with support for arming teachers, including conservative ideology and economic pessimism. Implications for policy and research are discussed.

scholarly journals Utility-value intervention with parents increases students’ STEM preparation and career pursuit

2017 ◽  
Vol 114 (5) ◽  
pp. 909-914 ◽  
Author(s):  
Christopher S. Rozek ◽  
Ryan C. Svoboda ◽  
Judith M. Harackiewicz ◽  
Chris S. Hulleman ◽  
Janet S. Hyde
Keyword(s):  
United States ◽  
High School ◽  
Science Achievement ◽  
Standardized Test ◽  
The United States ◽  
Long Term Effects ◽  
Stem Careers ◽  
Stem Career ◽  
Career Pursuit ◽  
Mathematics And Science

During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States’ continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school–aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students’ attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later.

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