scholarly journals What is the College-Educated Voter? A framework for analysis and discussion of 2020 voter data.

2020 ◽  
Author(s):  
Irene Harwarth ◽  
Cynthia Miller
Keyword(s):  
Educational Attainment ◽  
College Attendance ◽  
Education Level ◽  
Voter Preference ◽  
Voter Preferences ◽  
The Impact ◽  
College Educated

The 2016, 2018, and 2020 elections brought unprecedented attention to political polling and especially to analysis of voter preferences by education level. In addition to affecting collection of voter data, how a survey defines and categorizes college attendance and completion and whether participants are presented with levels to define their educational attainment or whether they self-identify, can also affect analysis of voter data collected in surveys of voter preference. This paper examines the current polls leading up to the 2020 election and the impact that defining education may be having on predicting outcomes.

Educational Attainment Model for Children: Differential Impact of Parents' Education Level for Children Who Lived with Both Parents or Not

2020 ◽  
Author(s):  
Eric W. Christensen
Keyword(s):  
Educational Attainment ◽  
Educational Level ◽  
Functional Form ◽  
Education Level ◽  
Family Characteristics ◽  
Household Type ◽  
Differential Impact ◽  
Independent Variables ◽  
Education Levels ◽  
The Impact

Abstract This study is a modification of the Kane, Spizman, and Donelson, (2013) model for educational attainment of children. The primary modification is to provide separate models for children who lived with both parents compared to those who did not to allow for differential impacts of family characteristics by household type on the children's educational attainment. The study also (1) captures five additional years of educational attainment data that were not available for the Kane, et al., (2013) study, (2) does not impose a functional form on some of the independent variables, (3) modifies the model to facilitate the inclusion of observations for which some data are missing, and (4) provides estimates for the average age at the time various degrees are obtained. The results show that the education levels of both parents are impactful for the educational attainment of children who lived with both parents and that there is no statistical difference between the impact of mother's and father's education level. In contrast, the results show the relatively greater impact of the mother's compared to the father's educational level on the educational attainment of children in households that did not include both parents.

scholarly journals Parental divorce is not uniformly disruptive to children’s educational attainment

2019 ◽  
Vol 116 (15) ◽  
pp. 7266-7271 ◽  
Author(s):  
Jennie E. Brand ◽  
Ravaris Moore ◽  
Xi Song ◽  
Yu Xie
Keyword(s):  
Educational Attainment ◽  
Educational Outcomes ◽  
Parental Divorce ◽  
College Attendance ◽  
Marital Stability ◽  
Adjustment Difficulties ◽  
Negative Effect ◽  
Outcomes For Children ◽  
The Impact ◽  
Parental Marital Status

Children whose parents divorce tend to have worse educational outcomes than children whose parents stay married. However, not all children respond identically to their parents divorcing. We focus on how the impact of parental divorce on children’s education varies by how likely or unlikely divorce was for those parents. We find a significant negative effect of parental divorce on educational attainment, particularly college attendance and completion, among children whose parents were unlikely to divorce. Families expecting marital stability, unprepared for disruption, may experience considerable adjustment difficulties when divorce occurs, leading to negative outcomes for children. By contrast, we find no effect of parental divorce among children whose parents were likely to divorce. Children of high-risk marriages, who face many social disadvantages over childhood irrespective of parental marital status, may anticipate or otherwise accommodate to the dissolution of their parents’ marriage. Our results suggest that family disruption does not uniformly disrupt children’s attainment.

A Factor Structure for Social and Personal Development Outcomes in College

NASPA Journal ◽  
1997 ◽  
Vol 34 (3) ◽  
Author(s):  
Steve Graham ◽  
Irv Cockriel
Keyword(s):  
Personal Development ◽  
College Attendance ◽  
Faculty Members ◽  
Public Concern ◽  
College Administrators ◽  
College Outcomes ◽  
Development Outcomes ◽  
Social Gain ◽  
Self Examination ◽  
The Impact

The issues of accountability and increased public concern have contributed to widespread institutional self-examination and to a greater emphasis placed on assessing the impact of college attendance. This study focuses on 36 items in the ACT College Outcomes Survey to identify specific areas of personal and social gain where students percieved colleges to have the greatest impact. Identification of these general constructs provides guidance for college administrators and faculty members on areas where the colleges can focus their attention to achieve their greatest impact.

scholarly journals Polygenic burden has broader impact on health, cognition, and socioeconomic outcomes than most rare and high-risk copy number variants

2021 ◽  
Author(s):  
Elmo Christian Saarentaus ◽  
Aki Samuli Havulinna ◽  
Nina Mars ◽  
Ari Ahola-Olli ◽  
Tuomo Tapio Johannes Kiiskinen ◽  
...  
Keyword(s):  
High Risk ◽  
Educational Attainment ◽  
Household Income ◽  
Copy Number ◽  
Copy Number Variants ◽  
Well Being ◽  
Subjective Health ◽  
Polygenic Risk Score ◽  
The Impact ◽  
Health Cognition

AbstractCopy number variants (CNVs) are associated with syndromic and severe neurological and psychiatric disorders (SNPDs), such as intellectual disability, epilepsy, schizophrenia, and bipolar disorder. Although considered high-impact, CNVs are also observed in the general population. This presents a diagnostic challenge in evaluating their clinical significance. To estimate the phenotypic differences between CNV carriers and non-carriers regarding general health and well-being, we compared the impact of SNPD-associated CNVs on health, cognition, and socioeconomic phenotypes to the impact of three genome-wide polygenic risk score (PRS) in two Finnish cohorts (FINRISK, n = 23,053 and NFBC1966, n = 4895). The focus was on CNV carriers and PRS extremes who do not have an SNPD diagnosis. We identified high-risk CNVs (DECIPHER CNVs, risk gene deletions, or large [>1 Mb] CNVs) in 744 study participants (2.66%), 36 (4.8%) of whom had a diagnosed SNPD. In the remaining 708 unaffected carriers, we observed lower educational attainment (EA; OR = 0.77 [95% CI 0.66–0.89]) and lower household income (OR = 0.77 [0.66–0.89]). Income-associated CNVs also lowered household income (OR = 0.50 [0.38–0.66]), and CNVs with medical consequences lowered subjective health (OR = 0.48 [0.32–0.72]). The impact of PRSs was broader. At the lowest extreme of PRS for EA, we observed lower EA (OR = 0.31 [0.26–0.37]), lower-income (OR = 0.66 [0.57–0.77]), lower subjective health (OR = 0.72 [0.61–0.83]), and increased mortality (Cox’s HR = 1.55 [1.21–1.98]). PRS for intelligence had a similar impact, whereas PRS for schizophrenia did not affect these traits. We conclude that the majority of working-age individuals carrying high-risk CNVs without SNPD diagnosis have a modest impact on morbidity and mortality, as well as the limited impact on income and educational attainment, compared to individuals at the extreme end of common genetic variation. Our findings highlight that the contribution of traditional high-risk variants such as CNVs should be analyzed in a broader genetic context, rather than evaluated in isolation.

scholarly journals The Impact of Patient Education Level on Split-Dose Colonoscopy Bowel Preparation for CRC Prevention

2021 ◽  
Author(s):  
Katherine Donovan ◽  
Nihita Manem ◽  
David Miller ◽  
Michael Yodice ◽  
Ghassan Kabbach ◽  
...  
Keyword(s):  
Patient Education ◽  
Bowel Preparation ◽  
Education Level ◽  
Split Dose ◽  
The Impact

Effect of education on migration decisions in Ghana: a rural-urban perspective

2016 ◽  
Vol 43 (2) ◽  
pp. 336-356 ◽  
Author(s):  
Franklin Amuakwa-Mensah ◽  
Louis Boakye-Yiadom ◽  
William Baah-Boateng
Keyword(s):  
Educational Attainment ◽  
Rural Areas ◽  
Migration Decision ◽  
Skilled Workers ◽  
Mixed Effect ◽  
Content Type ◽  
Rural And Urban ◽  
Migration Decisions ◽  
Negative Effect ◽  
The Impact

Purpose – The purpose of this paper is to investigate the effect of education on migration decisions focusing on rural and urban in-migrants by comparing the 2005/2006 and 2012/2013 rounds of the Ghana Living Standards Survey (GLSS5 and GLSS6). After correcting for selectivity bias, the authors observed that anticipated welfare gain and socio-economic variables such as sector of employment, sex, experience, age, educational level and marital status significantly affect an individual’s migration decision. Design/methodology/approach – The authors made use of Sjaastad’s (1962) human capital framework as a basis for examining the impact of education on migration. The migration decision equation was based on the Heckman two stage procedure. Findings – While educational attainment is observed to have a positive effect on migration decision in the period 2005/2006, the authors find a negative effect of educational attainment on migration decision in the period 2012/2013. The effect of educational attainment on migration decision in 2005/2006 for urban in-migrant is higher than the effect for rural in-migrant, with its significance varying for the different stages of educational attainment. In absolute terms, whereas the effect of secondary educational attainment on migration decisions for urban in-migrant is higher than that of rural in-migrant, the reverse holds for higher educational attainment during the period 2012/2013. Social implications – Based on the mixed effect of education on migration decision as evident from the study, policies to enhance the educational system in Ghana should be complemented with job creations in the entire country. Moreover, special attention should be given to the rural sector in such a way that the jobs to be created in the sector do not require skilled workers. With quality education and job creation, the welfare of individuals living in urban and rural areas will be enhanced. Originality/value – In spite of the importance of education in migration decisions, there is scanty literature on the rural-urban dimension. To the best of the author’s knowledge there is no literature in the Ghanaian context which examines the rural and urban perspective of the impact of education on migration with a much recent data. Further, the author consider how the determinants of migration decision have changed over time focusing on rural and urban perspectives.

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