共查询到20条相似文献，搜索用时 22 毫秒
1.
Andrew McGee 《Economics of Education Review》2011,30(1):109-129
Learning disabled youth in the Child and Young Adult samples of the NLSY79 are more likely to graduate from high school than peers with the same measured cognitive ability, a difference that cannot be explained by differences in noncognitive skills, families, or school resources. Instead, I find that learning disabled students graduate from high school at higher rates than youth with the same cognitive abilities because of high school graduation policies that make it easier for learning disabled youth to obtain a high school diploma. The effects of these graduation policies are even more remarkable given that I find evidence that learning disabled youth have less unmeasured human capital than observationally equivalent youth as after high school they are less likely to be employed or continue on to college and earn less than their observationally equivalent non-learning disabled peers. 相似文献
2.
Youth who share a school and neighborhood often show similar levels of academic achievement, but some studies find all or most of this correlation is due to sorting (not causation). We analyze the National Education Longitudinal Survey (NELS) in three ways to decompose sorting versus causality: We first control for much richer measures of family background than other analysts have used. We next use characteristics of the students’ future high school as an instrument for family background (as future high school quality is correlated with unobserved family background but cannot cause junior high test scores). Finally, we use regression and semi-nonparametric matching methods to look at changes in test score when youth change schools. The results create a collage of evidence that a significant fraction of the correlation is causal. 相似文献
3.
Because entrepreneurial activity is a key source of economic growth, promoting youth entrepreneurship has become a priority for policymakers. School choice programs force administrators and teachers to be more entrepreneurial in their jobs by encouraging innovation and by creating competition and a more business-like environment in K-12 education. Does going to school in this climate make students more likely to become entrepreneurs? In this paper we test whether youth entrepreneurship rates are higher in counties with school choice programs. We find that voucher programs create higher rates of youth entrepreneurship, while charter schools do not, relative to traditional public schools. 相似文献
4.
Carrie L. Shandra Dennis P. Hogan 《International Journal of Disability, Development & Education》2009,56(4):363-379
This article uses data from the National Longitudinal Survey of Youth 1997 (NLSY97) to examine the relationship between disability, parental and youth university expectations in 1997, and youth high school completion and university enrolment by 2003. Results indicate that educational attainment is not equal for young adults with and without disabilities in the United States. Parents—but not adolescents—are likely to reduce their educational expectations when adolescents have a mild or serious disability, net of school performance. These parental—but not adolescent—expectations are significantly associated with high school completion. Finally, even after controlling for educational expectations and school performance, youth with serious disabilities are much less likely to graduate from high school than youth without disabilities. Despite the considerable strides made in the implementation of the Individuals with Disabilities Education Act, students with disabilities are not achieving educational parity in graded schooling. 相似文献
5.
Over the past decade, several state and federal policies have directed schools to mainstream English Language Learner (ELL) students into English-only instruction classrooms. While there is mixed evidence on the effects of these immersion policies on the ELL students, research examining potential peer effects on their non-ELL classmates is non-existent. This paper begins to fill in this gap by using a nationally representative longitudinal sample of children in early elementary grades. Results indicate that having an ELL classmate during kindergarten and first grade is associated with lower test score gains in reading but not necessarily in math for non-ELL students whose primary language is English, controlling for unobserved fixed school characteristics as well as individual characteristics. The negative peer effects on reading test score gain are sensitive to the frequency of within classroom ability grouping usage, gender, and household income level of non-ELL children. 相似文献
6.
Martin Camiré 《Quest (Human Kinetics)》2013,65(4):495-511
Millions of high school student-athletes in North America practice sport, and national federations communicate through their mission statements that this fosters student-athletes’ positive development. The purpose of the current study was to review the recent literature to examine whether the educational claims made for youth development in the context of high school sport are substantiated by empirical evidence. The review indicates that recent research efforts have focused primarily on the positive outcomes and that much less is known of the possible negative outcomes of participation in high school sport. Researchers have examined stakeholders’ perspectives on development, but studies are scarce that objectively measure the actual developmental outcomes of participation in high school sport. The little available evidence indicates that adult stakeholders seldom interact and do not collaborate to foster student-athlete development. This narrative review provides insights on the current status of research on high school sport, and recommendations are provided to further facilitate youth development in this setting. 相似文献
7.
A growing body of research documents that various forms of violence exposures are interrelated. This paper presents a conceptual model, which accounts for the relationship between youth witnessing intimate partner violence (IPV) at home and their subsequent engagement in bullying behaviors and victimization by peers. A comprehensive search of major databases was conducted within a 12-year period (1999–2011). Based on this review, we provide empirical evidence, which documents that youth who witness IPV are at increased risk for bullying behaviors and peer victimization. Next, we posit a mediational model, which suggests that the relationship between witnessing IPV and bullying behavior and peer victimization is mediated by psychological problem behaviors, lower school success, and problematic peer interactions. We also explore potential moderating factors that may exacerbate or buffer the effects of witnessing IPV, such as age, gender, race/ethnicity, parenting practices, and peer relationships. This overall conceptual model should be empirically tested and has important implications for guiding future research on the relationship between IPV and bullying behaviors and victimization among youth. 相似文献
8.
This study sought to assess current and future school psychologists’ attitudes toward and preparedness to address the needs of lesbian, gay, bisexual, and transgender (LGBT) students in schools. Two‐hundred seventy‐nine school psychologists (n = 162, 58%) and school psychology graduate students (n = 117, 42%) were included in the study. Participants completed measures of attitudes toward LGBT students, preparedness to address the needs of LGBT youth, and social desirability. For both school psychologists and graduate students, increased education was associated with improved attitudes and increased preparedness to treat LGBT youth. For school psychologists, presence of a gay‐straight alliance was associated with increased knowledge about LGBT youth, as well as higher ratings of preparedness to treat LGBT youth; the same associations did not hold true for the graduate students. These findings have implications for the training and practice of school psychologists in addressing the needs of LGBT youth in schools. 相似文献
9.
David P. Sims 《Economics of Education Review》2011,30(5):1034-1044
Despite a large literature examining the effect of litigation on education finance and student achievement, there is relatively little recent evidence about how extra resources generated by litigation are spent. This paper uses national data to examine the effects of high court finance rulings from 1991 to 2002 on school districts’ education spending: including the categories of capital, plant, and support expenses as well as the teacher wage bill. It also decomposes the latter change into a quantity effect from teacher hiring and a price effect due to increased wages. I find that the largest spending increase comes from salary increases to teachers, with other large increases for hiring more instructors and increasing support spending. Further evidence suggests that the higher salaries are manifest more in an increased experience premium rather than higher salaries for new teacher hires. This evidence helps rationalize the role teachers unions play in supporting, and sometimes originating finance lawsuits. 相似文献
10.
In Northern Ireland, attention is currently focused on youth work in the context of wider changes associated with the integration of services for young people. Policy‐makers there have identified youth work as having potential to link formal and informal education. However, youth work has often been understood as predominantly out‐of‐school provision embodying different values and principles from that of schooling. Increasingly, and as ideas about education shift, schools have become an important setting for youth work, generating much debate amongst policy‐makers, youth workers and teachers. One important question is whether the school setting is an appropriate context for informal learning. This article draws on interviews completed with teachers and youth workers and explores their experiences of school‐based youth work in one part of Northern Ireland. 相似文献
11.
Thomas S. Dee 《Economics of Education Review》2011,30(5):924-937
Wisconsin's influential Learnfare initiative is a conditional cash penalty program that sanctions a family's welfare grant when covered teens fail to meet school attendance targets. In the presence of reference-dependent preferences, Learnfare provides uniquely powerful financial incentives for student performance. However, a 10-county random-assignment evaluation suggested that Learnfare had no sustained effects on school enrollment and attendance. This study evaluates the data from this randomized field experiment. In Milwaukee County, the Learnfare procedures were poorly implemented and the random-assignment process failed to produce balanced baseline traits. However, in the nine remaining counties, Learnfare increased school enrollment by 3.5 percent (effect size = 0.08) and attendance by 4.5 percent (effect size = 0.10). These results suggest that well-designed financial incentives may be an effective mechanism for improving the school persistence of at-risk students at scale. 相似文献
12.
This paper uses student level data from New York City to study the relationship between a public school losing enrollment to charter school competitors and the academic achievement of students who remain enrolled in it. Geographic measures most often used to study the effect of school choice policies on public school student achievement are not well suited for densely populated urban environments. I adopt a direct approach and measure charter school exposure as the percentage of a public school's students who exited for a charter school at the end of the previous year. Depending on model specification, I find evidence that students in schools losing more students to charter schools either are unaffected by the competitive pressures of the choice option or benefit mildly in both math and English. 相似文献
13.
In this paper I analyze longitudinal data from North Carolina to study K-12 school district consolidations, or the merging of multiple districts into a single administrative unit. I use difference-in-differences and event study models to identify effects on theoretically related school- and district-level mechanisms as well as long-term youth outcomes. In contexts where districts consolidate, per-pupil expenditures on instruction and district support services decrease, and schools become more racially integrated. However, youth exposed to mergers are no more likely to be convicted of a crime in early adulthood than those unexposed. These null effects hold when looking at conviction rates by race and by type of crime and when analyzing another key outcome, educational attainment. My results thus provide causal evidence confirming prior research suggesting that consolidation may: 1) reduce the operational costs of schools without negatively affecting students, and 2) support efforts to address persistent racial isolation between schools. 相似文献
14.
Large literatures have shown important links between the quantity of completed education and health outcomes on one hand and the quality or selectivity of schooling on a host of adult outcomes, such as wages, on the other hand. However, little research attempts to produce evidence of the link between school quality and health. The paper presents the first evidence in the literature on the potential short and intermediate term effects of attending a selective college on health behaviors during and following college attendance. Using a variety of empirical methods, this paper shows strong evidence that college selectivity reduces tobacco and marijuana use but has small and possibly positive effects on binge drinking. The effects on weight behaviors are suggestive of reduced weight, potentially through diet, but not exercise change. 相似文献
15.
This paper provides evidence on strategic interaction among public school districts in Massachusetts. The open enrollment program in Massachusetts is unique in testing the strategic competition thesis because it allows students to attend public schools located outside their home district. For each student who transfers out, funds are deducted from the sending district's local aid distribution and added to the receiving district's local aid. Thus, school districts no longer have the assurance of a ready supply of students and funding, instead they have to compete with neighboring districts, and enact strategies that will help retain as well as attract more students. A spatial econometric framework is applied to disentangle the correlation due to strategic interaction from the one that is simply due to spatially correlated error shocks. The results show that public school districts respond positively to the expenditure decisions of neighboring districts, thereby acting strategically when setting their own spending levels. 相似文献
16.
While research suggests that working more than 20 hr weekly is associated with greater antisocial behavior among middle‐ and upper‐class youth, some have argued that employment benefits at‐risk youth and leads to desistance from crime among youthful offenders. This study investigates the relation between hours worked, school attendance, and employment characteristics on antisocial behavior in a sample of approximately 1,300 juvenile offenders (ages 14–17 at baseline) tracked over 5 years. The combinations of high‐intensity employment and irregular school attendance, unemployment and irregular school attendance, and unemployment and not being enrolled in school are associated with significantly greater antisocial behavior, particularly during early adolescence. High‐intensity employment diminishes antisocial behavior only when accompanied by attending school. 相似文献
17.
Using a sample of youth who graduated from high school in the late 1990s and early 2000s, this paper examines the impact of high school math curriculum on the decision to go to college. Results that control for unobserved differences between students and their families suggest that a more rigorous high school math curriculum is associated with a higher probability of attending college and of attending a 4-year college. The household fixed effect results imply that students who take an advanced academic math curriculum in high school (algebra II or precalculus, trigonometry, or calculus) are about 17 percentage points more likely to go to college and 20 percentage points more likely to start college at a 4-year school by age 21 compared to those students whose highest math class was algebra I or geometry. 相似文献
18.
This paper contributes to the important but small body of research on the role of private schools in Indian education. It uses a household dataset from India with a rich set of household covariates and student performance data on reading, writing, and mathematics. For both rural and urban India the results from regression analyses indicate that private school students perform better on tests controlling for covariates. In both contexts, however, the private school benefit becomes largely, statistically, insignificant after conducting multivariate analysis on data balanced using the propensity score matching technique. The paper also makes an initial attempt to identify ‘low-fee’ private schools; within the regression framework it finds that children in such schools may perform no better than their public school counterparts. The data and methods used in this paper are not without limitations; however these analyses call into question the claim that private school effect may be unequivocally positive and highlights the potential heterogeneity in private school performance in the Indian context. 相似文献
19.
Duha Altindag 《Economics of Education Review》2011,30(5):792-812
The theory on the demand for health suggests that schooling causes health because schooling increases the efficiency of health production. Alternatively, the allocative efficiency hypothesis argues that schooling alters the input mix chosen to produce health. This suggests that the more educated have more knowledge about the health production function and they have more health knowledge. This paper uses data from the 1997 and 2002 waves of the NLSY97 to conduct an investigation of the allocative efficiency hypothesis by analyzing whether education improves health knowledge. The survey design allows us to observe the increase in health knowledge of young adults after their level of schooling is increased by differential and plausibly exogenous amounts. Using nine different questions measuring health knowledge, we find weak evidence that an increase in education generates an improvement in health knowledge for those who ultimately attend college. For those with high school as the terminal degree, no relationship is found between education and health knowledge. These results imply that the allocative efficiency hypothesis may not be the primary reason for why schooling impacts health outcomes. 相似文献
20.
《The Educational forum》2012,76(4):430-433
Abstract This article shares findings from a year-long study about social practices of high school youth with mobile devices during school time. In particular, this study found that students see their school time as fluidly social and academic. Educators and policy-makers need to carefully consider these social practices when preparing 21st century youth for engaging with technology in responsible and meaningful ways beyond their time in school. 相似文献