scholarly journals Youth Pathways in Articulated Postsecondary Systems: Enrolment and Completion Patterns of Urban Young Women and Men

1999 ◽  
Vol 29 (1) ◽  
Author(s):  
Lesley Andres ◽  
Harvey Krahn
Keyword(s):  
High School ◽  
High School Graduates ◽  
Family Background ◽  
Tracking System ◽  
Strong Predictor ◽  
Academic Program ◽  
Educational Activity ◽  
School Tracking ◽  
And Gender ◽  
Institutional Choices

This paper uses panel survey data to document the postsecondary educational activity of high school graduates in Edmonton and Vancouver over a five-year period. It enquires whether, in "articulated" postsecondary systems offering a range of institutional choices and a variety of transfer options, large class and gender differences in participation and completion continue to be observed. The results reveal that even in systems explicitly designed to improve access to and encourage completion of postsecondary programs, family background continues to strongly influence postsecondary outcomes. In both cities, social class advantages appear to be passed from one generation to the next, to a large extent, through the high school tracking system, since high school academic program is a strong predictor of postsecondary participation and completion. Gender also continues to matter, but in more subtle ways than in the past.

scholarly journals Is The Wage Gap Between High School And College Graduates Widening? A Panel Analysis

2011 ◽  
Vol 7 (12) ◽  
Author(s):  
Diamando Afxentiou ◽  
Paul Kutasovic
Keyword(s):  
High School ◽  
College Graduates ◽  
High School Graduates ◽  
Wage Gap ◽  
Primary Determinant ◽  
Polarization Theory ◽  
Service Jobs ◽  
And Gender ◽  
The Impact ◽  
Positive Effect

<p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt;"><span style="color: black; font-size: 10pt;"><span style="font-family: Times New Roman;">This study examines the wage growth of high school graduates and college graduates. The NLSY-79 data is employed. The data shows that college graduates earn a premium over high school graduates and the premium is widening over time. <span style="mso-spacerun: yes;">&nbsp;</span>A panel regression model was estimated for the years 1982 until 2004. The results show that education has a significant positive effect on wages and it is the primary determinant of the wage gap. Also, age and gender were found to have a significant effect on wages. Testing the impact of occupation, only managerial, clerical, and service jobs had a significant effect on wages.<span style="mso-spacerun: yes;">&nbsp; </span>Production jobs were statistically insignificant as suggested by the labor market polarization theory.</span></span></p>

scholarly journals Field of Study and Earnings: The Role of Abilities, Personality, and Family Background

2020 ◽  
Author(s):  
Adam Ayaita ◽  
Marion Spengler ◽  
Benjamin Nagengast ◽  
Ulrich Trautwein
Keyword(s):  
High School ◽  
Structural Equation ◽  
Structural Equation Models ◽  
High School Graduates ◽  
Family Background ◽  
Field Of Study ◽  
Control Variables ◽  
Engineering Technology ◽  
Business Economics

The question of how field of study at university predicts later earnings is of great theoretical and practical relevance. However, when investigating the role of field of study for earnings, researchers often rely on descriptive data with only a few control variables. The present study went beyond such estimates by investigating how field of study relates to earnings when holding important psychological and sociological constructs at the end of high school constant. The analyses were based on a unique longitudinal dataset of 1,162 German high school graduates followed for 14 years, which includes measures of abilities, personality, and family background. Structural equation models revealed significant earnings premia for the fields of engineering/technology, medicine/health, and business/economics even after controlling for abilities, personality, and family background. Including those control variables reduced the raw field of study effects.

scholarly journals Intergenerational Education and Late-life Cognitive Decline among Latinos and Non-Hispanic Whites

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 919-919
Author(s):  
Erika Meza ◽  
Yea-Hung Chen ◽  
Isabel Allen ◽  
Hector Gonzalez ◽  
M Maria Glymour ◽  
...  
Keyword(s):  
High School ◽  
Cognitive Decline ◽  
Verbal Memory ◽  
First Generation ◽  
Educational Achievement ◽  
High School Graduates ◽  
Strong Predictor ◽  
Joint Effect ◽  
Verbal Recall ◽  
Intergenerational Education

Abstract Latinos face a growing burden of Alzheimer’s Disease and related dementia (ADRD). Although education has been established as a strong predictor of ADRD, evidence to date is primarily for non-Latino cohorts. Few studies have assessed the relationship between intergenerational education and one’s cognitive decline. Using the US Health and Retirement Study (N=20,860) we evaluated the joint effect of parental and own educational attainment on immediate and delayed verbal memory scores (range 0-10) from 1998 to 2016. The exposure was a 4-category variable based on parents’ (highest of mother’s or father’s) and participant’s own high school attainment: first-generation (parents’ education &lt;12; own ≥12); multi-generation (both ≥12: REF); neither graduated high school (both &lt;12) and parent(s) graduated high school but not respondent (parents ≥12; own &lt;12). Linear mixed effects models with subject-specific random intercepts and random slopes were stratified by race/ethnicity and tested for a 3-way interaction term (exposure x Latino x time). Models controlled for age, sex, place of birth and retest effects. Baseline verbal memory scores did not differ for first-generation compared to multi-generation high school graduates. Verbal memory decline was faster for first- compared to multi-generation high school graduates among non-Hispanic whites (e.g., β=-0.04; 95% CI: -0.05, -0.03, delayed verbal recall); among Latinos, first and multi-generation high school graduates had similar rates of decline (e.g. β=0.00; 95% CI: -0.03, 0.04, delayed verbal recall; p&lt;0.001 for three-way interaction). Our findings suggest social and economic policies that facilitate educational achievement, particularly for important population subgroups, may reduce ADRD risk.

After Commencement, Clarity

ASHA Leader ◽  
2013 ◽  
Vol 18 (4) ◽  
pp. 52-55 ◽  
Author(s):  
Linda Freeman
Keyword(s):  
High School ◽  
High School Graduates ◽  
Autism Spectrum ◽  
Speech Language Pathologists

Without the supports of IEP programming, high school graduates on the autism spectrum may struggle. Here are five ways speech-language pathologists in schools can help them transition to what's next.

Russian Education in the Mirror of Demography

2003 ◽  
pp. 4-25 ◽  
Author(s):  
L. Grebnev
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Graduates ◽  
Educational Institutions ◽  
Level Of Education ◽  
Demographic Indicators ◽  
Federal Districts ◽  
Stage System ◽  
Migration Flows ◽  
Russian Education

The dynamics of several demographic indicators of Russia - child and teenage cohorts in 1970-2000, life expectancy in 1995-2000, migration flows among federal districts in the period between two censuses of 1989 and 2002 - are considered in the article. The author puts forward the hypothesis about the influence of these indicators on the level of education in narrow and broad senses - in educational institutions and the society as a whole. He estimates the perspectives of regional higher educational institutions under conditions of absence of plan distribution of graduates and the double cyclical fall in the number of high school graduates. The agenda for the development of a two-stage system of higher education corresponding with international integration processes is formulated.

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