Synthetic Longitudinal Education Database: Linking National Datasets for K-16 Education and College Readiness

<p style="text-align: justify;">What are missing in the U.S. education policy of “college for all” are supporting data and indicators on K-16 education pathways, i.e, how well all students get ready and stay on track from kindergarten through college. This study creates synthetic national longitudinal education database that helps track and support students’ educational pathways by combining two nationally-representative U.S. sample datasets: Early Childhood Longitudinal Study- Kindergarten (ECLS-K; Kindergarten through 8th grade) and National Education Longitudinal Study (NELS; 8th grade through age 25). The merge of these national datasets, linked together via statistical matching and imputation techniques, can help bridge the gap between elementary and secondary/postsecondary education data/research silos. Using this synthetic K-16 education longitudinal database, this study applies machine learning data analytics in search of college readiness early indicators among kindergarten students. It shows the utilities and limitations of linking preexisting national datasets to impute education pathways and assess college readiness. It discusses implications for developing more holistic and equitable educational assessment system in support of K-16 education longitudinal database.</p>

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Repositioning Trends of Latina/o/x Student Enrollments in Community Colleges

Association of Mexican American Educators Journal ◽

10.24974/amae.12.1.379 ◽

2018 ◽

Vol 12 (1) ◽

pp. 86 ◽

Cited By ~ 2

Author(s):

Desiree D. Zerquera ◽

Nancy Acevedo-Gil ◽

Elizabeth Flores ◽

Patrick Marantal

Keyword(s):

Community Colleges ◽

Postsecondary Education ◽

Future Research ◽

Policy Makers ◽

College Going ◽

Education Data ◽

Educational Pathways ◽

Student College ◽

Enrollment Data ◽

The U.S

This study used descriptive statistics to complicate the national narrative of Latina/o/x student college-going trends and aims to provide directions for future research on Latina/o/x students in the community college. Taking a state-by-state perspective, this study examined whether Latina/o/x college students enrolled in community colleges at higher rates than four-year colleges. The data for this study derived primarily from the Integrated Postsecondary Education Data System (IPEDS) enrollment survey for all states and sectors of higher education for the 2012-2013 academic year. We used geographic information systems (GIS) to spatially analyze and compare proportions of Latina/o/x undergraduate enrollments between sectors within states, then across states. Our analysis disaggregated enrollment data by state to reveal important variations among Latina/o/x student enrollments at community colleges across the U.S. In so doing, we aim to inform the work of researchers, policy makers, administrators and educators in efforts to support the educational pathways of Latina/o/x students in the U.S.

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Learning Apart, Living Apart: How the Racial and Ethnic Segregation of Schools and Colleges Perpetuates Residential Segregation

Teachers College Record ◽

10.1177/016146811011200603 ◽

2010 ◽

Vol 112 (6) ◽

pp. 1602-1630 ◽

Cited By ~ 1

Author(s):

Pat Rubio Goldsmith

Keyword(s):

High Schools ◽

Civil Rights ◽

Postsecondary Education ◽

Civil Rights Movement ◽

Longitudinal Design ◽

Racial Segregation ◽

Racial Composition ◽

Ethnic Segregation ◽

National Education ◽

Education Data

Background Despite a powerful civil rights movement and legislation barring discrimination in housing markets, residential neighborhoods remain racially segregated. Purpose This study examines the extent to which neighborhoods’ racial composition is inherited across generations and the extent to which high schools’ and colleges’ racial composition mediates this relationship. To understand the underlying social processes responsible for racial segregation, I use the spatial assimilation model, the place stratification model, and perpetuation theory. Population Data for this project are from the National Education Longitudinal Study (NELS), the Integrated Postsecondary Education Data System (IPEDS), and the U.S. Census. Research Design A longitudinal design tracks the racial composition of the schools, colleges, and neighborhoods from adolescence through age 26. Findings Holding constant the percent white in teenagers’ neighborhoods, socioeconomic status, and other variables, the percent white that students experience in high school and college has a lasting influence, affecting the percent white in young adult neighborhoods and explaining 31% of intergenerational continuity of neighborhood racial composition. Conclusions The analyses suggest that racial segregation in high schools and colleges reinforces racial segregation in neighborhoods.

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Two Models of Learning and Achievement: An Explanation for the Achievement Gap?

Teachers College Record ◽

10.1177/016146811511701208 ◽

2015 ◽

Vol 117 (12) ◽

pp. 1-48

Author(s):

Stuart Yeh

Keyword(s):

Longitudinal Study ◽

Achievement Gap ◽

Minority Students ◽

Performance Feedback ◽

Data Sets ◽

National Education ◽

Proposed Model ◽

Table Analysis ◽

Education Longitudinal Study ◽

Nationally Representative

Background/Context Despite decades of research, the persistence of the gap in student achievement between disadvantaged minority students and their middle-class peers remains unexplained. Purpose/Objective The purpose of the current article is to propose a new model of the achievement gap. Research Design Data were analyzed from three nationally representative data sets: The Early Childhood Longitudinal Study of the Kindergarten Class of 1998–1999 (ECLS-K), the National Education Longitudinal Study (NELS), and the Education Longitudinal Study of 2002 (ELS). Findings/Results The achievement gap may be explained as a consequence of the conventional structure of schooling and the failure to individualize task difficulty and provide performance feedback in a way that is necessary to ensure that all students experience mastery. Many students become disengaged and the effect is most severe for disadvantaged minority students. Alternative theories of the achievement gap do not adequately explain the observed pattern of data. A league table analysis indicates that interventions based on the proposed model of the achievement gap are more efficient than 21 alternative approaches for raising achievement and suggest a promising strategy for addressing the achievement gap.

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The Effect of The Using of Computer Games On Academic Success In Teaching English To 8th Grade Students

10.31124/advance.7775678.v1 ◽

2019 ◽

Cited By ~ 1

Author(s):

Bulent Dos ◽

Zeynep Sinem Balıkçıoğlu ◽

Semih Şengel

Keyword(s):

Academic Success ◽

Computer Games ◽

Experimental Information ◽

Control Group ◽

Traditional Teaching ◽

National Education ◽

8Th Grade ◽

Post Test ◽

Education Measurement ◽

The One

<p>In this study, the effect of using computer games in an English teaching classof the 8th grade students in secondary school is investigated. A total of 112 8th grade students, 57 in the experimental group and 55 in the control group, participated in the study. Academic Achievement Tests prepared by Ministry of National Education, Measurement, Evaluation and Exam Services Department were used as pre-test and post-test. Eight of the games, which were prepared specifically for Grade 8 students, were used in the Experimental Information Network (EBA). Preliminary tests as covariant, final tests as dependent variables and applied to groups of teaching and traditional teaching were discussed as independent variables. According to the one-way covariance analysis (COVARIANCE) results, it was found that the game was more effective than traditional teaching and this effect was moderate. In addition, it was determined that 36% of the final test scores of the students learning the game were explained by the game.</p>

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Sexual Minority Status and Marijuana Initiation during Adulthood: A Longitudinal Study Using Nationally Representative Data

Substance Use & Misuse ◽

10.1080/10826084.2021.1906704 ◽

2021 ◽

pp. 1-8

Author(s):

Dale S. Mantey ◽

R. Andrew Yockey ◽

Joseph G. L. Lee

Keyword(s):

Longitudinal Study ◽

Sexual Minority ◽

Minority Status ◽

Representative Data ◽

Nationally Representative

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Validation of Self‐Reported Rheumatoid Arthritis Using Medicare Claims: A Nationally Representative Longitudinal Study of Older Adults

ACR Open Rheumatology ◽

10.1002/acr2.11229 ◽

2021 ◽

Vol 3 (4) ◽

pp. 239-249

Author(s):

Michael J. Booth ◽

Daniel Clauw ◽

Mary R. Janevic ◽

Lindsay C. Kobayashi ◽

John D. Piette

Keyword(s):

Rheumatoid Arthritis ◽

Older Adults ◽

Longitudinal Study ◽

Medicare Claims ◽

Nationally Representative

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Association between polypharmacy and falls in older adults: a longitudinal study from England

BMJ Open ◽

10.1136/bmjopen-2017-016358 ◽

2017 ◽

Vol 7 (10) ◽

pp. e016358 ◽

Cited By ~ 51

Author(s):

Nafeesa N Dhalwani ◽

Radia Fahami ◽

Harini Sathanapally ◽

Sam Seidu ◽

Melanie J Davies ◽

...

Keyword(s):

Longitudinal Study ◽

Total Population ◽

Incidence Rate Ratio ◽

The Past ◽

Longitudinal Association ◽

Falls In Older Adults ◽

Nationally Representative ◽

English Longitudinal Study ◽

Complex Drug

ObjectivesAssess the longitudinal association between polypharmacy and falls and examine the differences in this association by different thresholds for polypharmacy definitions in a nationally representative sample of adults aged over 60 years from England.DesignLongitudinal cohort study.SettingThe English Longitudinal Study of Ageing waves 6 and 7.Participants5213 adults aged 60 or older.Main outcome measuresRates, incidence rate ratio (IRR) and 95% CI for falls in people with and without polypharmacy.ResultsA total of 5213 participants contributed 10 502 person-years of follow-up, with a median follow-up of 2.02 years (IQR 1.9–2.1 years). Of the 1611 participants with polypharmacy, 569 reported at least one fall within the past 2 years (rate: 175 per 1000 person-years, 95% CI 161 to 190), and of the 3602 participants without polypharmacy 875 reported at least one fall (rate: 121 per 1000 person-years, 95% CI 113 to 129). The rate of falls was 21% higher in people with polypharmacy compared with people without polypharmacy (adjusted IRR 1.21, 95% CI 1.11 to 1.31). Using ≥4 drugs threshold the rate of falls was 18% higher in people with polypharmacy compared with people without (adjusted IRR 1.18, 95% CI 1.08 to 1.28), whereas using ≥10 drugs threshold polypharmacy was associated with a 50% higher rate of falls (adjusted IRR 1.50, 95% CI 1.34 to 1.67).ConclusionsWe found almost one-third of the total population using five or more drugs, which was significantly associated with 21% increased rate of falls over a 2-year period. Further exploration of the effects of these complex drug combinations in the real world with a detailed standardised assessment of polypharmacy is greatly required along with pragmatic studies in primary care, which will help inform whether the threshold for a detailed medication review should be lowered.

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The Effects of the Expansion of For-Profit Colleges on Student Enrollments and Outcomes at Community Colleges

Educational Evaluation and Policy Analysis ◽

10.3102/0162373718795053 ◽

2018 ◽

Vol 40 (4) ◽

pp. 631-652 ◽

Cited By ~ 2

Author(s):

Adela Soliz

Keyword(s):

Community College ◽

Postsecondary Education ◽

Large Scale ◽

Higher Education System ◽

For Profit ◽

Education Data ◽

Education Levels ◽

Short And Long Term ◽

Using Data ◽

The Impact

This study is the first large-scale examination of the impact of for-profit colleges on the enrollment and outcomes of students at other postsecondary institutions. Using data primarily from the Integrated Postsecondary Education Data System (IPEDS) and a differences-in-differences approach, I estimate the effect of a new for-profit college opening on community college enrollments and degree completions, as well as county education levels. My results suggest that community college enrollments and degree completions do not decline when a new degree-granting for-profit college opens nearby. Furthermore, I find evidence that the county-level production of short- and long-term certificates increases after a new for-profit college opens, though the number of associate’s degrees does not increase. This evidence should serve to broaden conversations about the role of for-profit colleges in the larger landscape of the American higher education system.

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Heterogeneity of Older Learners in Higher Education

Adult Learning ◽

10.1177/1045159518812077 ◽

2018 ◽

Vol 30 (1) ◽

pp. 23-33 ◽

Cited By ~ 2

Author(s):

Phyllis A. Cummins ◽

J. Scott Brown ◽

Peter Riley Bahr ◽

Nader Mehri

Keyword(s):

Postsecondary Education ◽

Age Groups ◽

Postsecondary Institutions ◽

Full Time ◽

Older Learners ◽

Public College ◽

Enrollment Trends ◽

Education Data ◽

Part Time ◽

Time Basis

Recent years have seen growing recognition of the importance of a college-educated workforce to meet the needs of employers and ensure economic growth. Lifelong learning, including completing a postsecondary credential, increasingly is necessary to improve employment outcomes among workers, both old and young, who face rising demands for new and improved skills. To satisfy these needs, many states have established postsecondary completion goals pertaining to the segments of their population ages 25 to 64 years. Although it is not always clear how completion goals will be attained for older students, it is widely recognized that community colleges will play an important role. Here, we use data from the Integrated Postsecondary Education Data System (IPEDS) to examine enrollment trends by part-time and full-time status for students enrolled in Ohio’s public postsecondary institutions from 2006 to 2014. Unlike previous research that considers all students 25 and older as a homogeneous group, we divide older learners into two groups: ages 25 to 39 and ages 40 to 64. We find that adults in these age groups who attend a public college are more likely to attend a community college than they are a 4-year institution and are more likely to attend on a part-time basis. We discuss the implications of these trends and their relevance to college administrators.

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