Toward a Common Research Model: Leveraging Education Abroad Participation to Enhance College Graduation Rates

2018 ◽  
Vol 22 (2) ◽  
pp. 91-107
Author(s):  
John Haupt ◽  
Anthony C. Ogden ◽  
Donald Rubin
Keyword(s):  
Graduation Rates ◽  
Meta Analysis ◽  
Descriptive Analysis ◽  
Value Added ◽  
College Graduation ◽  
Research Model ◽  
Education Abroad ◽  
National Education ◽  
College Graduation Rates ◽  
The Impact

This article calls for a common research model that can be replicated across institutions to systematically collect data on the impact of education abroad participation on college graduation rates. The ultimate goal of the proposed GRAD LEAP (Leveraging Education Abroad Participation for Graduation) model is to facilitate a meta-analysis yielding generalizable findings that can inform both institutional and national education abroad policy. The model consists of two levels of analysis: (a) a descriptive analysis to estimate and compare true graduation rates for education abroad participants and nonparticipants, and (b) a parametric analysis to estimate the value-added of education abroad participation, beyond factors already understood to impact graduation rates. The proposed research model can be expanded to include analysis of the impact of specific program factors on graduation rates (e.g., program duration, program type, student accommodation, etc.).

scholarly journals Common Tongue: The Impact of Language on Educational Outcomes

2017 ◽  
Vol 77 (2) ◽  
pp. 473-510 ◽  
Author(s):  
Tarun Jain
Keyword(s):  
Graduation Rates ◽  
Educational Outcomes ◽  
Educational Achievement ◽  
Medium Of Instruction ◽  
College Graduation ◽  
Official Language ◽  
Language Policies ◽  
Indian States ◽  
College Graduation Rates ◽  
The Impact

This article investigates the impact of official language policies on education using state formation in India. Colonial provinces consisted of some districts where the official language matched the district's language and some where it did not. Linguistically mismatched districts have 18.0 percent lower literacy rates and 20.1 percent lower college graduation rates, driven by difficulty in acquiring education due to a different medium of instruction in schools. Educational achievement caught up in mismatched districts after the 1956 reorganization of Indian states on linguistic lines, suggesting that political reorganization can mitigate the impact of mismatched language policies.

How Much Is Too Much: Educational Loans and College Graduation

2016 ◽  
Vol 32 (7) ◽  
pp. 993-1017
Author(s):  
Min Zhan ◽  
Xiaoling Xiang ◽  
William Elliott
Keyword(s):  
Graduation Rates ◽  
Race And Ethnicity ◽  
Hispanic Students ◽  
Ethnic Disparities ◽  
Longitudinal Survey ◽  
Event History ◽  
College Graduation ◽  
Racial And Ethnic Disparities ◽  
College Graduation Rates ◽  
Ethnicity Data

This study examines the association between educational loans and college graduation rates, with a focus on differences by race and ethnicity. Data come from the 1997 National Longitudinal Survey of Youth. Results from the event history analyses indicate that educational loans are positively related to college graduation rates, but only up to a point (about US$19,753). Although this nonlinear relationship holds true among White, Black, and Hispanic students, there are differences in the level of loans where its effect turns negative on graduate rates. There is little evidence overall that educational loans reduce racial and ethnic disparities in college graduation.

scholarly journals European myriad of approaches to parasitic commercial practices

2017 ◽  
Vol 8 (2) ◽  
pp. 167 ◽  
Author(s):  
Radka MacGregor Pelikánová
Keyword(s):  
Quantitative Research ◽  
Meta Analysis ◽  
Value Added ◽  
Unfair Competition ◽  
Member States ◽  
Secondary Sources ◽  
Eu Member States ◽  
Unfair Commercial Practices Directive ◽  
The Impact ◽  
The Eu

Research background: The Post-Lisbon EU aims at smart, sustainable, and inclusive growth on the single internal market, as indicated by the Europe 2020. The interplay of the competition and consumer protection on such a market is subject to harmonization. The Unfair Commercial Practices Directive has been made in order to achieve a full harmonization in this respect in 2007. However, EU member states share different social, political, legal and economic traditions and their approaches to unfair competition, in particular if committed via parasitic commercial practices, are dramatically diverse. In such a context, is it feasible, effective and efficient to install a full harmonization?Purpose of the article: The primary purpose of this article is to describe and assess ap-proaches to unfair competition, in particular if committed via parasitic commercial practices, by the EU law and EU member states law. The secondary purpose is to study and evaluate possibilities for the feasible, effective and efficient harmonization, or their lack. Methods: The cross-disciplinary and multi-jurisdictional nature of this article, and its dual purposes, implies the use of Meta-Analysis, of the critical comparison of laws and the impact of their application, to the holistic perception of historical and national contexts, and to case studies. The primary and secondary sources are explored and the yield knowledge and data are confronted with the status quo. The dominating qualitative research and data are complemented by the quantitative research and data.Findings & Value added: The EU opted for an ambitious challenge to install via the Unfair Commercial Practices Directive a full harmonization of the regime against unfair commercial practices, including parasitic ones. The exploration pursuant to the duo of purposes suggests that the challenge is perhaps too ambitious and that the EU underestimated the dramatic diversity of approaches to unfair commercial practices, especially parasitic ones.

Issues of Developmental Instruction in Higher Education and the Need for Change

2020 ◽  
pp. 253-270
Author(s):  
Theresa Neimann
Keyword(s):  
High School ◽  
High School Students ◽  
Graduation Rates ◽  
High School Graduates ◽  
College Graduation ◽  
School Students ◽  
High School Graduation Rates ◽  
College Credits ◽  
College Ready ◽  
College Graduation Rates

Achievement gaps are responsible for low high school graduation rates, low college enrollments, low college graduation rates, and lack of job readiness. Because many of today's high school students are not college ready, there is the need for developmental education in community colleges. Approximately 60% of high school graduates need to take remedial education courses before they can take credit bearing classes, and 76% of high school graduates do not meet ACT college readiness benchmarks. Dual enrollment is one way to address this issue. Opportunities to extend college credits to interested high school students have been increasing as an intervention strategy in preparing students for college, improving graduation rates, and reducing the time of college completion.

Improving U.S. College Graduation Rates with Quality Online and Blended Degree Completion Programs

2017 ◽  
pp. 40-59
Author(s):  
Lisa Braverman
Keyword(s):  
Graduation Rates ◽  
Degree Completion ◽  
College Education ◽  
College Graduation ◽  
College Graduation Rates ◽  
Adult Degree Completion ◽  
Degree Completion Programs ◽  
Sufficient Degree ◽  
Economic Vitality ◽  
The U.S

The Lumina Foundation estimates the number of American adults possessing some college education, but no degree, to hover at about 47 million. CAEL approximates this number to be about 100 million when including adults without any previous college study. This chapter questions whether there are sufficient degree completion programs available in the U.S. to meet current demand. With the U.S. a dismal 19th in the 2015 OECD rankings of college graduation rates, this chapter makes the case that there is more work for American colleges and universities to do to address the gaping disparity between the number of Americans holding four-year degrees and those needed to provide the innovation required to maintain future American economic vitality. Finally, the chapter reviews the blended classroom approach as a highly effective model for serving the adult degree completion population and describes a successful program that was recently created at Long Island University.

Sign in / Sign up

Export Citation Format

Share Document