The Rising Relative Presence of Whites in Majority Non-White Cities

After several decades of Whites fleeing large metropolitan areas, they are now increasingly gentrifying urban neighborhoods and communities. This analysis uses data from the 2000 decennial census and the 2012 and 2017 American Community Survey to assess the growing presence of Whites in U.S. cities. The analysis examines the extent to which Whites have experienced an increase in their percentage share of the populations of 212 majority non-White communities with 50,000 or more inhabitants over two time periods (2000 to 2008–2012 and 2008–2012 to 2013–2017). The results show that 39 communities have experienced an expanding relative presence of Whites in one or both periods. Whites generally are growing at a faster pace than Blacks and Latinos in these communities and there are large socioeconomic gaps favoring Whites. The article concludes with a discussion of the policy implications of the findings.

Socioeconomic Determinants of Cognitive Aging: A Cross-Country Comparison Between England and China

Lower educational attainment is associated with a higher risk of dementia and a steeper cognitive decline in older adults. However, less clear is how other socioeconomic markers contribute to cognitive ageing and if these socioeconomic influences on cognitive ageing differ between England and China. We examined the relationship of education, household wealth, and urbanicity with cognitive performance and rate of change over 7-8 years follow up in the English Longitudinal Study of Ageing and Chinese Health and Retirement Longitudinal Study, national representative samples of England and China. We found that the rate of cognitive change appears to be socioeconomically patterned, primarily by education and area-based characteristics (urban vs rural), with a stronger impact of inequalities seen in rural China. Public health strategies for preventing cognitive decline and dementia should target socioeconomic gaps to reduce health disparities and protect those particularly disadvantaged in England and China.

The Potential of International Large-Scale Assessments for Meta-Analyses in Education

Meta-analyses and international large-scale assessments (ILSA) are key sources for informing educational policy, research, and practice. While many critical research questions could be addressed by drawing evidence from both of these sources, meta-analysts seldom integrate ILSAs, and the current integration practices lack methodological guidance. The aim of this methodological review is therefore to synthesize and illustrate the principles and practices of including ILSA data in meta-analyses. Specifically, we (a) review systematically whether and how existing meta-analyses included ILSA data; (b) present four inclusion approaches (i.e., analytic steps, potential, challenges); and (c) illustrate the application of these approaches. Seeing the need for meta-analyses on educational inequalities, we situated the review and illustration in the context of gender differences and socioeconomic gaps in student achievement. Ultimately, we propose an analytic framework outlining the steps meta-analysts could take to utilize the potential and address the challenges of ILSA data for meta-analyses in education.

Shifting parental beliefs about child development to foster parental investments and improve school readiness outcomes

Socioeconomic gaps in child development open up early, with associated disparities in parental investments in children. Understanding the drivers of these disparities is key to designing effective policies. We first show that parental beliefs about the impact of early parental investments differ across socioeconomic status (SES), with parents of higher SES being more likely to believe that parental investments impact child development. We then use two randomized controlled trials to explore the mutability of such beliefs and their link to parental investments and child development, our three primary outcomes. In the first trial (NCT02812017 on clinicaltrials.gov), parents in the treatment group were asked to watch a short educational video during four well-child visits with their pediatrician while in the second trial (NCT03076268), parents in the treatment group received twelve home visits with feedback based on their daily interactions with their child. In both cases, we find that parental beliefs about child development are malleable. The first program changes parental beliefs but fails to lastingly increase parental investments and child outcomes. By contrast, in the more intensive program, all pre-specified endpoints are improved: the augmented beliefs are associated with enriched parent-child interactions and higher vocabulary, math, and social-emotional skills for the children.

Do high-income households 'label' family cash transfers? Evidence on family expenditures from Australia

Naming cash benefits with explicit reference to “families” or “children” can nudge households into labelling the extra cash for child goods and child-oriented savings. Labelling has mainly been assessed among lower-income households. Yet if also higher-income households engage in labelling, family cash benefits may very well help with the costs of raising children, but not mitigate stark disparities in child-related investments along the income distribution.Relatively overlooked, we thus examine the occurrence of labelling among higher-income households. We exploit recent reforms that progressively excluded high-income households from Australia’s main cash provision for families with children, Family Tax Benefit. We use longitudinal data from Household, Income, and Labour Dynamics in Australia (HILDA) and an instrumented difference-in-differences design. We find that, in the absence of reforms, higher-income households would have kept labelling Family Tax Benefit for child goods (clothing), substituting for adult goods (alcohol). Different from lower-income households, those with higher incomes in our sample do not seem to assign family cash benefits to essentials in the home environment. Finally, we find suggestive evidence that higher-income households earmark cash benefits for children’s education fees, not on average, but only when women are the main financial decision-maker in the household. We conclude that expenditure responses, heterogeneous across households, may inform the design of family cash benefits, especially when socioeconomic gaps in family investments are a concern.

Measuring the Effect of Student Loans on College Persistence

Governments around the world use grant and loan programs to ease the financial constraints that contribute to socioeconomic gaps in college completion. A growing body of research assesses the impact of grants; less is known about how loan programs affect persistence and degree completion. We use detailed administrative data from Chile to provide rigorous regression-discontinuity-based evidence on the impacts of loan eligibility for university students who retake the national admission test after their first year of studies. Those who score above a certain threshold become eligible for loans covering around 85% of tuition costs for the duration of their program. We find that access to loans increases the fraction who return to university for a second year by 20 percentage points, with two-thirds of the effect arising from a reduction in transfers to vocational colleges and one-third from a decline in the share who stop post-secondary schooling altogether. The longer-run impacts are smaller but remain highly significant, with a 12-percentage point impact on the fraction of marginally eligible retakers who complete a bachelor's degree.

Is remote working here to stay? Lessons and ideas for a post-pandemic future

The article studies the impact of the Covid-19 pandemic on the labor market for what concerns the diffusion of remote working in Italy. First, it shows how working remotely represents a possibility for a minority of the workforce. Then, it discusses the presence of structural socioeconomic gaps between those who can and cannot work remotely in terms of income, unemployment, and health security at work. Finally, it addresses the issue of poor regulation on remote working by offering an overview of the national regulatory framework and describing recent trends in collective bargaining.

URGENSI DAKWAH PEMBERDAYAAN MASYARAKAT DI ERA INDUSTRY 4.0

Community empowerment is part of da’wah activities which are often interpreted as oral activities. Da'wah in the form of community empowerment activities is known as Da'wah billhal. Preaching by action (bilhal) is not only aimed at improving the quality of your faith, but also as an effort to improve the standard of life of the people as mad'u. Improving the standard of living of the community can be done with empowerment patterns. In tune with the paradigm of community empowerment, that preaching has the aim to change the situation of honey through economic, social, political, cultural, educational, health and so forth. Community empowerment positions madu as both subject and object in da'wah activities. In the Islamic perspective community empowerment has a noble goal of eliminating socioeconomic gaps between one another. So that in Islam the principles of social justice are taught, the principle of equality, the principle of participation, the principle of respect for the work ethic, and the principle of help. There are two ways taken in Islam in community empowerment, namely consumer empowerment that is consumptive and community empowerment that is productive.

Observed damage in public school buildings during the 2017 Mexico earthquakes

In September 2017, two major earthquakes struck south and central Mexico. These earthquakes produced widespread damage in public and private school infrastructure. In Mexico, all school buildings are classified as essential infrastructure and are expected to attain an immediate occupancy performance level after major earthquakes. However, there is a large variation in the quality of the design and construction practices of these buildings due to age of construction, material quality and availability, and great socioeconomic gaps around the country. In this article, an analysis of the observed damage in public school buildings is presented. The results are analyzed depending on the structural system, construction material, and year of construction. The results showed that damage intensity in seismically designed buildings was significantly lower than that observed in the pre-1985 structures. Load bearing and infill masonry walls were the most damaged structural elements.