scholarly journals An analysis of the impact of the A+ schools program on student enrollment, certificate or degree completion and transitioning to a four-year university

2009 ◽  
Author(s):  
Patricia J. Holloway
Keyword(s):  
Degree Completion ◽  
Student Enrollment ◽  
The Impact

scholarly journals Three Essays on Adverse Events and Student Outcomes

2021 ◽  
Author(s):  
◽  
Olivia Wills
Keyword(s):  
High School ◽  
High School Students ◽  
Adverse Events ◽  
Administrative Data ◽  
Degree Completion ◽  
Student Outcomes ◽  
Fixed Effects ◽  
Hospital Admissions ◽  
The Impact ◽  
Low Ability

<p>This dissertation contains three essays on the impact of unexpected adverse events on student outcomes. All three attempt to identify causal inference using plausibly exogenous shocks and econometric tools, applied to rich administrative data.  In Chapter 2, I present evidence of the causal effects of the 2011 Christchurch earthquake on tertiary enrolment and completion. Using the shock of the 2011 earthquake on high school students in the Canterbury region, I estimate the effect of the earthquake on a range of outcomes including tertiary enrolment, degree completion and wages. I find the earthquake causes a substantial increase in tertiary enrolment, particularly for low ability high school leavers from damaged schools. However, I find no evidence that low ability students induced by the earthquake complete a degree on time.  In Chapter 3, I identify the impact of repeat disaster exposure on university performance, by comparing outcomes for students who experience their first earthquake while in university, to outcomes for students with prior earthquake exposure. Using a triple-differences estimation strategy with individual-by-year fixed effects, I identify a precise null effect, suggesting that previous experience of earthquakes is not predictive of response to an additional shock two years later.  The final chapter investigates the impact of injuries sustained in university on academic performance and wages, using administrative data including no-fault insurance claims, emergency department attendance and hospital admissions, linked with tertiary enrolment. I find injuries, including minor injuries, have a negative effect on re-enrolment, degree completion and grades in university.</p>

Mass Instruction or Higher Learning? The Impact of College Class Size on Student Retention and Graduation

2018 ◽  
Vol 13 (1) ◽  
pp. 97-118 ◽  
Author(s):  
Eric P. Bettinger ◽  
Bridget Terry Long
Keyword(s):  
College Students ◽  
Student Retention ◽  
Degree Completion ◽  
Class Size ◽  
Higher Learning ◽  
Secondary Schooling ◽  
Long Run ◽  
College Class ◽  
The Impact ◽  
Instrumental Variables Approach

This paper measures the effects of collegiate class size on college retention and graduation. Class size is a perennial issue in research on primary and secondary schooling. Few researchers have focused on the causal impacts of collegiate class size, however. Whereas college students have greater choice of classes, selection problems and nonrandom sorting make it difficult to estimate causal impacts. Using unique data and exogenous variation in class size, we estimate the impacts of class size using a sample of nearly 60,000 four-year college students. Using an instrumental variables approach to control for selection bias, the results suggest an increase in collegiate class size leads to an increase in dropout rates and a reduction in on-time degree completion, but no change in long-run degree completion.

Evaluating the Impact of the Accounting Doctoral Scholars Program on Academic Accounting in the US

2021 ◽  
Author(s):  
Jonathan S. Pyzoha ◽  
Timothy J. Fogarty
Keyword(s):  
Degree Completion ◽  
Completion Time ◽  
Business Schools ◽  
Doctoral Program ◽  
Doctoral Graduates ◽  
Accounting Faculty ◽  
Unmet Demand ◽  
The Us ◽  
Market Trends ◽  
The Impact

The accounting establishment and AICPA Foundation responded to an inadequate supply of new accounting faculty by creating the Accounting Doctoral Scholars (ADS) program. Between 2009–2018, the $17 million program enabled 105 practitioners to become audit and tax faculty. Based on market data and an ADS participant survey, we find an increase in doctoral graduates at ADS and non-ADS schools relative to pre-ADS years, and unmet demand for audit has decreased after ADS, whereas tax remains in need. Compared to the market, ADS graduates experienced somewhat better placements by moving up to more prestigious strata and were more likely to place at schools with a doctoral program. Additionally, we present results for ADS students’ motivations, degree completion time, and differences between audit and tax participants. Our findings have important implications for academic accounting, business schools, regulators, and policymakers. We also provide important context for changes in market trends preceding COVID 19.

scholarly journals How Do Their Initial Goals Impact Students' Chances to Graduate? An Exploration of Three Types of Commitment

2006 ◽  
Vol 26 (1) ◽  
pp. 13-18 ◽  
Author(s):  
Steven S. Graunke ◽  
Sherry A. Woosley ◽  
Laura L. Helms
Keyword(s):  
Degree Completion ◽  
Academic Major ◽  
Institutional Commitment ◽  
First Year ◽  
Educational Goal ◽  
First Year Students ◽  
Theory Research ◽  
The Impact ◽  
First Time ◽  
Students Success

Although previous research has not consistently shown that uncertainty about academic major negatively impacts graduation, commitment is largely believed to affect college students' success. We investigated the impact of institutional commitment, commitment to an educational goal, and commitment to an academic major on the probabilities of graduation for a cohort of first-time first-year students. Results indicate that students with high institutional commitment and commitment to an educational goal were the most likely to graduate within 6 years, while commitment to an academic major was negatively associated with probabilities of degree completion. Suggested implications for advisors include fostering educational development, enhancing a student's bond with the institution, and encouraging students to explore academic major options. Relative emphasis: * theory, research, practice

scholarly journals The Perceived Impact of COVID-19 on Student Well-Being and the Mediating Role of the University Support: Evidence From France, Germany, Russia, and the UK

2021 ◽  
Vol 12 ◽  
Author(s):  
Maria S. Plakhotnik ◽  
Natalia V. Volkova ◽  
Cuiling Jiang ◽  
Dorra Yahiaoui ◽  
Gary Pheiffer ◽  
...  
Keyword(s):  
University Students ◽  
Degree Completion ◽  
Meaning Making ◽  
Well Being ◽  
Equation Modeling ◽  
Mediating Role ◽  
University Support ◽  
Perceived Impact ◽  
The Impact ◽  
Job Prospects

The rapid and unplanned change to teaching and learning in the online format brought by COVID-19 has likely impacted many, if not all, aspects of university students' lives worldwide. To contribute to the investigation of this change, this study focuses on the impact of the pandemic on student well-being, which has been found to be as important to student lifelong success as their academic achievement. Student well-being has been linked to their engagement and performance in curricular, co-curricular, and extracurricular activities, intrinsic motivation, satisfaction, meaning making, and mental health. The purpose of this study was to examine how student perceptions of their degree completion and future job prospects during the pandemic impact their well-being and what role university support plays in this relationship. We used the conservation of resources theory to frame our study and to develop five hypotheses that were later tested via structural equation modeling. Data were collected from 2,707 university students in France, Germany, Russia, and UK via an online survey. The results showed that university support provided by instructors and administration plays a mediating role in the relationship between the perceived impact of COVID-19 on degree completion and future job prospects and levels of student well-being. Student well-being is decreased by their concerns for their degree completion but not by their concerns for future job prospects. In turn, concerns for future job prospects affect student well-being over time. These results suggest that in a “new normal,” universities could increase student well-being by making support to student studies a priority, especially for undergraduates. Also, universities should be aware of the students' changing emotional responses to crisis and ensure visibility and accessibility of student support.

Increasing Minority Student Enrollment in Counselor Education

2009 ◽  
Vol 23 (3) ◽  
pp. 183-192
Author(s):  
Mona C. Robinson ◽  
Denise Lewis ◽  
DeAnna Henderson ◽  
Carl R. Flowers
Keyword(s):  
Counselor Education ◽  
Race And Ethnicity ◽  
Minority Student ◽  
Student Enrollment ◽  
Education Student ◽  
Education Programs ◽  
Student Body ◽  
Retention Model ◽  
Post Secondary ◽  
The Impact

Counselor education programs across the country often fail to attract, enroll and graduate students in proportion that reflects the diversity of the nation. As our country's demography changes, the impact of race and ethnicity within the client-counselor relationship is likely to have greater importance and, as such, counselor education programs must ensure a diverse group of students and graduates. Accordingly, counseling programs must recruit, retain and graduate minority students. This article reviews information concerning (a) the increasing diversity within the country and, in particular, student enrollment in post-secondary educational programs; (b) the importance of having a diverse counselor education student body; and (c), a minority student recruitment and retention model currently being used by a Council on Rehabilitation Education (CORE) accredited program.

The Impact of Merit Aid on College Choice and Degree Attainment: Reexamining Florida’s Bright Futures Program

2021 ◽  
pp. 016237372110304
Author(s):  
Oded Gurantz ◽  
Taylor K. Odle
Keyword(s):  
Degree Completion ◽  
White Students ◽  
Associate Degree ◽  
Degree Attainment ◽  
Merit Aid ◽  
Lower Socioeconomic Status ◽  
Percentage Points ◽  
Lower Socioeconomic ◽  
Bright Futures ◽  
The Impact

We replicate and extend prior work on Florida’s Bright Futures merit aid scholarship to consider its effect on college enrollment and degree completion. We estimate causal impacts using a regression discontinuity design to exploit SAT thresholds that strongly determine eligibility. We find no positive impacts on attendance or attainment, and instrumental variable results generally reject estimates as small as 1 to 2 percentage points. Across subgroups, we find that eligibility slightly reduces 6-year associate degree attainment for lower socioeconomic status students and may induce small enrollment shifts among Hispanic and White students toward 4-year colleges. Our findings of these minimal-at-best impacts contrast those of prior works, attributable in part to methodological improvements and more robust data, and further underscore the importance of study replication.

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