The Impact of a Participant-Based Accounting Cycle Course on Student Performance in Intermediate Financial Accounting I

ERIC Educational Resources Information Center

Siagian, Ferdinand T.; Khan, Mohammad

2016-01-01

The authors investigated whether students in an Intermediate Financial Accounting I course who took a 1-credit, participant-based accounting cycle course performed better than students who did not take the accounting cycle course. Results indicate a higher likelihood of earning a better grade for students who took the accounting cycle course even…

Online Dual Credits: Measuring the Relationship between Grades Earned in Rural High School Dual Credit Courses and Grades Earned in Post High School College Credit

ERIC Educational Resources Information Center

Childs, Joe L.

2017-01-01

The extensive body of research into the relationship between online dual credit coursework and the academic success in subsequent coursework for South Dakota students is not well known. South Dakota students are flocking toward the online dual credit option for a number of reasons--reduction in tuition, expedient degree attainment, and to…

78 FR 66409 - Self-Regulatory Organizations; NYSE Arca, Inc.; Order Granting Approval of Proposed Rule Change...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-05

... principal and interest paid on the mortgage-backed securities. The Fund will earn or lose money on a... and repurchase, the Fund also earns money on the interest earned on the cash proceeds of the initial.... government securities, high-grade commercial paper, bank obligations, repurchase agreements, money market...

Profiles of higher earning wives in Hong Kong and the implications for marital satisfaction.

PubMed

Zhang, Huiping; Law, Frances Yik Wa; Hu, Debao; Fan, Susan; Yip, Paul Siu Fai

2015-01-01

Higher earning wives are emerging as a global phenomenon; however, the profiles of higher earning wives and the implications for marital satisfaction remain unknown in Hong Kong. On the basis of a representative household survey of 689 Hong Kong Chinese couples in 2012, this study aimed to explore the profiles of higher earning wives in Hong Kong and examine the effect of wives' income advantage on the couples' marital satisfaction. Results indicated that higher earning wives were clustered into 2 groups. One group of higher earning wives was older, was better educated, held managerial and professional jobs, and lived in high-income families compared with lower earning wives. The other group of higher earning wives was not well educated, held nonprofessional jobs, and lived in low-income families. Higher earning wives reported similar marital satisfaction with lower earning wives as well as their husbands. However, higher earning wives with nonprofessional jobs and from low-income families reported lower life and marital satisfaction than did those with better socioeconomic status. The implications of these findings are discussed.

The effect of class size in grades K-3 on adult earnings, employment, and disability status: evidence from a multi-center randomized controlled trial.

PubMed

Wilde, Elizabeth Ty; Finn, Jeremy; Johnson, Gretchen; Muennig, Peter

2011-11-01

Early education interventions have been forwarded as a means for reducing social disparities in income and health in adulthood. We explore whether a successful early education intervention, which occurred between 1985 and 1989, improved the employment rates, earnings and health of blacks relative to whites through 2008. We used data from Project STAR (Student Teacher Achievement Ratio), a four-year multi-center randomized controlled trial of reduced class sizes in Tennessee involving 11,601 students. Students were initially randomized within 79 schools to classes with 22-25 or 13-17 students. We linked subject records to Social Security Administration (SSA) earnings and disability data collected between 1997 and 2008-when the majority of subjects were between the ages of 18 and 28. We focused our analysis on annual, rather than cumulative, measures of earnings and employment because educational attainment after high school might reduce earnings through age 23. We considered three or more years of statistically significant positive (or negative) annual impacts to be a meaningful effect. Project STAR improved cognition and high school graduation rates. These benefits were primarily realized among low-income and minority students. These early education benefits did not translate into reduced disability claims in adulthood for treated subjects. However, exposure to small class size increased employment for blacks, and increased earnings for black males (p<0.05). Exposure to small classes also led to an increase in earnings for white males. However, white females exposed to small classes experienced a net decline in earnings and employment across the later years of follow up (p<0.05), offsetting any gains by white males. Exposure to small class size in grades K-3 appears to improve earnings and employment for black males and earnings for white males, while reducing employment and earnings among white females.

Will Not Want: Self-Control Rather than Motivation Explains the Female Advantage in Report Card Grades

PubMed Central

Duckworth, Angela L.; Shulman, Elizabeth P.; Mastronarde, Andrew J.; Patrick, Sarah D.; Zhang, Jinghui; Druckman, Jeremy

2015-01-01

Girls earn better grades than boys, but the mechanism explaining this gender difference is not well understood. We examined the relative importance of self-control and motivation in explaining the female advantage in grades. In Study 1, we surveyed middle school teachers and found they judged girls to be higher in both school motivation and self-control. In Studies 2 and 3—using self-reported motivation and teacher- and/or parent-reported self-control, and quarterly and final grades obtained from school records—we find that self-control, but not school motivation, helps to explain the gender gap in academic performance. In these studies, girls appeared to be more self-controlled than boys, but—contrary to teacher judgments in Study 1—did not appear to be more motivated to do well in school. PMID:25883522

Factors influencing medical informatics examination grade--can biorhythm, astrological sign, seasonal aspect, or bad statistics predict outcome?

PubMed

Petrovecki, Mladen; Rahelić, Dario; Bilić-Zulle, Lidija; Jelec, Vjekoslav

2003-02-01

To investigate whether and to what extent various parameters, such as individual characteristics, computer habits, situational factors, and pseudoscientific variables, influence Medical Informatics examination grade, and how inadequate statistical analysis can lead to wrong conclusions. The study included a total of 382 second-year undergraduate students at the Rijeka University School of Medicine in the period from 1996/97 to 2000/01 academic year. After passing the Medical Informatics exam, students filled out an anonymous questionnaire about their attitude toward learning medical informatics. They were asked to grade the course organization and curriculum content, and provide their date of birth; sex; study year; high school grades; Medical Informatics examination grade, type, and term; and describe their computer habits. From these data, we determined their zodiac signs and biorhythm. Data were compared by the use of t-test, one-way ANOVA with Tukey's honest significance difference test, and randomized complete block design ANOVA. Out of 21 variables analyzed, only 10 correlated with the average grade. Students taking Medical Informatics examination in the 1998/99 academic year earned lower average grade than any other generation. Significantly higher Medical Informatics exam grade was earned by students who finished a grammar high school; owned and regularly used a computer, Internet, and e-mail (p< or =0.002 for all items); passed an oral exam without taking a written test (p=0.004), or did not repeat the exam (p<0.001). Better high-school students and students with better grades from high-school informatics course also scored significantly better (p=0.032 and p<0.001, respectively). Grade in high-school mathematics, student's sex, and time of year when the examination was taken were not related to the grade, and neither were pseudoscientific parameters, such as student zodiac sign, zodiac sign quality, or biorhythm cycles, except when intentionally inadequate statistics was used for data analysis. Medical Informatics examination grades correlated with general learning capacity and computer habits of students, but showed no relation to other investigated parameters, such as examination term or pseudoscientific parameters. Inadequate statistical analysis can always confirm false conclusions.

Citizen Science: The Small World Initiative Improved Lecture Grades and California Critical Thinking Skills Test Scores of Nonscience Major Students at Florida Atlantic University.

PubMed

Caruso, Joseph P; Israel, Natalie; Rowland, Kimberly; Lovelace, Matthew J; Saunders, Mary Jane

2016-03-01

Course-based undergraduate research is known to improve science, technology, engineering, and mathematics student achievement. We tested "The Small World Initiative, a Citizen-Science Project to Crowdsource Novel Antibiotic Discovery" to see if it also improved student performance and the critical thinking of non-science majors in Introductory Biology at Florida Atlantic University (a large, public, minority-dominant institution) in academic year 2014-15. California Critical Thinking Skills Test pre- and posttests were offered to both Small World Initiative (SWI) and control lab students for formative amounts of extra credit. SWI lab students earned significantly higher lecture grades than control lab students, had significantly fewer lecture grades of D+ or lower, and had significantly higher critical thinking posttest total scores than control students. Lastly, more SWI students were engaged while taking critical thinking tests. These results support the hypothesis that utilizing independent course-based undergraduate science research improves student achievement even in nonscience students.

Ohio District Tests Performance Pay--for Students

ERIC Educational Resources Information Center

Viadero, Debra

2007-01-01

Coshocton district in Ohio takes part in an unusual experiment that pays students who pass or scores high in the state exams. Pupils here in grades 3 through 6 earn $15 for every "proficient" score and $20 for "accelerated" or "advanced" scores. With annual tests given in five subjects, students can earn up to $100 if…

Point by Point: Adding up Motivation

ERIC Educational Resources Information Center

Marchionda, Denise

2010-01-01

Students often view their course grades as a mysterious equation of teacher-given grades, teacher-given grace, and some other ethereal components based on luck. However, giving students the power to earn points based on numerous daily/weekly assignments and attendance makes the grading process objective and personal, freeing the instructor to…

How Much Is that Exam Grade Really Worth? An Estimation of Student Risk Aversion to Their Unknown Final College Course Grades

ERIC Educational Resources Information Center

Nalley, Lanier; McKenzie, Andrew

2011-01-01

This study created an experimental design with which students can empirically assess their risk behavior with respect to exam grades within an expected utility framework. Specifically, the authors analyzed students' risk preferences associated with taking exams and earning a "risky" unknown grade versus not taking exams and instead…

[Arizona] Field Test Report. Vol. 10. Learn to Earn. 1974-75.

ERIC Educational Resources Information Center

Small, Charles; And Others

The field test report on the "Learn to Earn" instructional unit for grade 6 is one of a series of reports on the Arizona developed Career Education Curriculum Units. Presented is specific information as to the success of the units in terms of the learner's cognitive, affective, and psychomotor behavior according to expressed performance…

Grades, Gender, and Encouragement: A Regression Discontinuity Analysis

ERIC Educational Resources Information Center

Owen, Ann L.

2010-01-01

The author employs a regression discontinuity design to provide direct evidence on the effects of grades earned in economics principles classes on the decision to major in economics and finds a differential effect for male and female students. Specifically, for female students, receiving an A for a final grade in the first economics class is…

Grades, Coursework, and Student Characteristics in High School Economics

ERIC Educational Resources Information Center

Rebeck, Ken; Walstad, William B.

2015-01-01

The authors use U.S. public and private high school transcripts to analyze grade distribution patterns in economics courses across student and school characteristics, and compare these grades to those earned in other selected high school courses. Results are reported for the 53 percent of 2009 high school graduates who took a basic economics…

Deflecting the trajectory and changing the narrative: how self-affirmation affects academic performance and motivation under identity threat.

PubMed

Sherman, David K; Hartson, Kimberly A; Binning, Kevin R; Purdie-Vaughns, Valerie; Garcia, Julio; Taborsky-Barba, Suzanne; Tomassetti, Sarah; Nussbaum, A David; Cohen, Geoffrey L

2013-04-01

To the extent that stereotype and identity threat undermine academic performance, social psychological interventions that lessen threat could buffer threatened students and improve performance. Two studies, each featuring a longitudinal field experiment in a mixed-ethnicity middle school, examined whether a values affirmation writing exercise could attenuate the achievement gap between Latino American and European American students. In Study 1, students completed multiple self-affirmation (or control) activities as part of their regular class assignments. Latino American students, the identity threatened group, earned higher grades in the affirmation than control condition, whereas White students were unaffected. The effects persisted 3 years and, for many students, continued into high school by lifting their performance trajectory. Study 2 featured daily diaries to examine how the affirmation affected psychology under identity threat, with the expectation that it would shape students' narratives of their ongoing academic experience. By conferring a big-picture focus, affirmation was expected to broaden construals, prevent daily adversity from being experienced as identity threat, and insulate academic motivation from identity threat. Indeed, affirmed Latino American students not only earned higher grades than nonaffirmed Latino American students but also construed events at a more abstract than concrete level and were less likely to have their daily feelings of academic fit and motivation undermined by identity threat. Discussion centers on how social-psychological processes propagate themselves over time and how timely interventions targeting these processes can promote well-being and achievement.

Why African American College Students Miss the Perfect Test Score

ERIC Educational Resources Information Center

Gentry, Ruben; Stokes, Dorothy

2016-01-01

Many African Americans were imbued with the cliché that they must work twice as hard as others to be a success in life. Entering college, students with this belief put extensive effort into earning top grades to ensure quality preparation for their chosen career; yet, some fail to earn top scores. Why? This is the million dollar question, but the…

Psychological Type and Undergraduate Student Achievement in Pharmacy Course in Military Medical University

ERIC Educational Resources Information Center

Shi, Ru; Shan, Shou-qin; Tian, Jian-quan

2007-01-01

The Myers-Briggs Type Indicator (MBTI) was given to 264 students in an undergraduate Pharmacy course at a military medical university. Selected MBTI personality types were compared for achievement in the course using a t-test to compare total points earned. High grades were earned by students stronger in the traits of introversion (I) and judgment…

High School Ability Patterns: A Backward Look from the Doctorate. Scientific Manpower Report No. 6.

ERIC Educational Resources Information Center

Harmon, Lindsey R.

Questionnaires were sent to U.S. high schools soliciting information on former students who had earned doctorates. The questionnaire provided data on grades, rank in graduating class, and mental test scores. The grades were summarized into four grade-point averages (GPA's), one each for English and foreign languages, social studies, mathematics,…

Open pit mining profit maximization considering selling stage and waste rehabilitation cost

NASA Astrophysics Data System (ADS)

Muttaqin, B. I. A.; Rosyidi, C. N.

2017-11-01

In open pit mining activities, determination of the cut-off grade becomes crucial for the company since the cut-off grade affects how much profit will be earned for the mining company. In this study, we developed a cut-off grade determination mode for the open pit mining industry considering the cost of mining, waste removal (rehabilitation) cost, processing cost, fixed cost, and selling stage cost. The main goal of this study is to develop a model of cut-off grade determination to get the maximum total profit. Secondly, this study is also developed to observe the model of sensitivity based on changes in the cost components. The optimization results show that the models can help mining company managers to determine the optimal cut-off grade and also estimate how much profit that can be earned by the mining company. To illustrate the application of the models, a numerical example and a set of sensitivity analysis are presented. From the results of sensitivity analysis, we conclude that the changes in the sales price greatly affects the optimal cut-off value and the total profit.

Do More Effective Teachers Earn More outside of the Classroom? Working Paper Series. PEPG 10-02

ERIC Educational Resources Information Center

Chingos, Matthew M.; West, Martin R.

2010-01-01

We examine earnings records for more than 90,000 classroom teachers employed by Florida public schools between the 2001-02 and 2006-07 school years, roughly 20,000 of whom left the classroom during that time. A majority of those leaving the classroom remained employed by public school districts. Among teachers in grades 4-8 leaving for other…

Comparing Weighted and Unweighted Grade Point Averages in Predicting College Success of Diverse and Low-Income College Students

ERIC Educational Resources Information Center

Warne, Russell T.; Nagaishi, Chanel; Slade, Michael K.; Hermesmeyer, Paul; Peck, Elizabeth Kimberli

2014-01-01

While research has shown the statistical significance of high school grade point averages (HSGPAs) in predicting future academic outcomes, the systems with which HSGPAs are calculated vary drastically across schools. Some schools employ unweighted grades that carry the same point value regardless of the course in which they are earned; other…

Mentoring and Academic Performance of Black and Under-Resourced Urban Middle Grade Students

ERIC Educational Resources Information Center

Biggs, Shirley A.; Musewe, Lucas O.; Harvey, Jean P.

2014-01-01

Our study examines the impact of adult mentoring on Black, under-resourced, urban, middle grade students. First, we explore impact of mentoring on grades earned in the context of a comprehensive program which included one-on-one mentoring and an array of out-of-school enrichment activities. We also examine the nature of mentor-mentee engagement…

Long-Term Benefits of Full-Day Kindergarten: A Longitudinal Population-Based Study

ERIC Educational Resources Information Center

Brownell, M. D.; Nickel, N. C.; Chateau, D.; Martens, P. J.; Taylor, C.; Crockett, L.; Katz, A.; Sarkar, J.; Burland, E.; Goh, C. Y.

2015-01-01

In the first longitudinal, population-based study of full-day kindergarten (FDK) outcomes beyond primary school in Canada, we used linked administrative data to follow 15 kindergarten cohorts (n ranging from 112 to 736) up to grade 9. Provincial assessments conducted in grades 3, 7, and 8 and course marks and credits earned in grade 9 were…

An examination of the impact of a first year experience course on STEM persistence

NASA Astrophysics Data System (ADS)

Welchert, Tammy S.

A review of STEM literature indicates that increased attention is being paid to STEM initiatives particularly with K-12 teachers and programs designed to foster interest in STEM fields at the secondary education level, both of which feed the STEM pipeline. The President of the United States, Barack Obama, Presidents of Higher Education Institutions, and an increased global awareness of the shortfall of workers in the STEM pipeline are driving the increased attention. Recognition that an inability to meet STEM workforce demands may jeopardize the position of the United States as a world leader is significant. The purpose of this study was to examine the impact of a first year experience course, Biology 115: First Year Seminar, specifically with regards to academic performance and retention, and to evaluate how the impact changes when course instruction was delivered in a 16-week versus an 8-week model. Three sample groups (N = 596) consisting of first time college freshmen declared as biology majors from 2005-2012 at the University of Missouri-Kansas City were selected for participation. Data was collected from student's high school and college transcripts and college applications by the Office of Institutional Research. A three phase analysis including descriptive statistics and t-tests, principle component analysis, and binary logistic regression were performed using a hierarchical model informed by Alexander Astins' Input-Environment-Output model. The majority of students were female, residents of the State of Missouri, and White. Analysis results indicated that students enrolled in the Biology 115 course earned higher grade point averages, were in better academic standing, and were retained at a higher level than the control group. Additionally, students enrolled in the course in the 8-Week model earned higher grade point averages and had higher retention from Year 1 to Year 2 and retention as biology majors over the 16-week model.

Creature Features.

ERIC Educational Resources Information Center

Carter, Candy

Based on the contract grading system, this language arts course guide focuses on reading, writing, research, and film projects on topics which give people the "heebie-jeebies" and for which students earn points toward a final grade. Point values are dependent on the difficulty of the project or the length of the reading material. Contents of the…

5 CFR 531.404 - Earning within-grade increase.

Code of Federal Regulations, 2010 CFR

2010-01-01

...) upon meeting the following three requirements established by law: (a) The employee's performance must be at an acceptable level of competence, as defined in this subpart. To be determined at an... chapter) shall be at least Level 3 (“Fully Successful” or equivalent). (1) When a within-grade increase...

Gender Earnings Gap among Young European Higher Education Graduates

ERIC Educational Resources Information Center

Garcia-Aracil, Adela

2007-01-01

This paper examines the composition of the gender earnings gap among young European higher education graduates, with a particular focus on competencies controlling for individual background and job characteristics. The results show that much of the female worker's earnings advantage can be explained by job characteristics. With respect to the…

First-year success in a nursing baccalaureate plan of study: A descriptive research study.

PubMed

Ott, Vivian; Thomas, Jessica A; Fernando, Harshini

2018-08-01

Predicting students' aptitude for post-secondary success remains a widely studied topic. This descriptive study explored demographic variables contributing to success in quantitative courses required by the nursing degree plan. Identification of an "at risk" student profile may inform interventions with which to support attainment of an academic degree. The purpose of this study was to examine the associations between demographic characteristics and successful completion of baccalaureate nursing courses thought to enhance quantitative reasoning skills: first-year math, first-year chemistry, and second-year pathopharmacology nursing. This retrospective analysis accessed 4521 academic records of students who took these three courses at a United States university sometime between Fall 2008 and Fall 2015. De-identified student data included course grades, gender, full-time study, income, marital status, first generation, secondary school (also known as high school) location, dual credit, and high school and university grade point averages. Descriptive statistical analysis was conducted to describe the important features of the data. Of the 4521 records, 2556 undergraduates (57%) passed the courses in which they were enrolled. Among successful students, females outnumbered males (66%), ages ranged from 20 to 24 years, 86% were classified as low income, 54% fit the designation of first generation, and 12% earned dual credit (university credit during secondary school). Our data demonstrate a positive relationship between dual credit and success, with the strongest correlation (0.62) noted for students in pathopharmacology. In the baccalaureate-nursing plan of study, courses thought to enhance students' quantitative reasoning skills remain difficult for some to successfully complete. We conclude that the more successful students tend to be older, have a higher income, and a higher high school grade point average, while those less successful are directly out of high school and have not earned dual credit. Copyright © 2018 Elsevier Ltd. All rights reserved.

An Exploration of Maine Community College's Admission Process: A Recommendation to Maine's Department of Education

ERIC Educational Resources Information Center

Woodbury, Amanda L.

2012-01-01

It is no secret that the United States is falling way behind in world educational rankings. In 1995, the United States ranked 1st in the world for college graduates however, its ranking dramatically fell in 2005, earning 15th place (Woodruff, 2008). According to the U.S. Chamber of Commerce, most states earn a grade of C, D, or F when it comes to…

Predicting Long-Term College Success through Degree Completion Using ACT[R] Composite Score, ACT Benchmarks, and High School Grade Point Average. ACT Research Report Series, 2012 (5)

ERIC Educational Resources Information Center

Radunzel, Justine; Noble, Julie

2012-01-01

This study compared the effectiveness of ACT[R] Composite score and high school grade point average (HSGPA) for predicting long-term college success. Outcomes included annual progress towards a degree (based on cumulative credit-bearing hours earned), degree completion, and cumulative grade point average (GPA) at 150% of normal time to degree…

Organization and Development Features of Grade 8 and Grade 10 Writers: A Descriptive Study of Delaware Student Testing Program (DSTP) Essays

ERIC Educational Resources Information Center

Albertson, Bonnie

2007-01-01

The primary purpose of this study was to investigate the efficacy of formulaic writing such as the five-paragraph theme (FPT) or essay for the purpose of earning high scores on high-stakes writing assessments. This qualitative descriptive study analyzed more than 1000 essays from Delaware Grade 8 and 10 writers, written for a statewide…

The Athlete and the Grade Change

ERIC Educational Resources Information Center

Robinson, Tina I.; Skinner, Tracy

2008-01-01

This case study focuses on the moral and ethical issues surrounding changing an athlete's grade to make him eligible to play in a championship game. Jerome, a senior attending Woodrow Wilson High School, earned a D in his typing class, which made him ineligible to play in the basketball championship games. The principal and basketball coach made…

Pay for Grades

ERIC Educational Resources Information Center

Johnston, Howard

2008-01-01

The practice of paying students to earn good grades either in class or on standardized achievement tests has touched off a storm of controversy. Praised by some educators as a way of linking economic rewards to school performance, it is being tested in a number of large cities, such as New York, Baltimore and Chicago, as well as some smaller…

Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning

PubMed Central

Lang, Sarah; Maas, Martha

2010-01-01

We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups. PMID:21123696

The Gateway Science Workshop Program: Enhancing Student Performance and Retention in the Sciences Through Peer-Facilitated Discussion

NASA Astrophysics Data System (ADS)

Drane, Denise; Smith, H. David; Light, Greg; Pinto, Larry; Swarat, Su

2005-09-01

Minority student attrition and underachievement is a long-standing and widespread concern in higher education. It is especially acute in introductory science courses which are prerequisites for students planning to pursue science-related careers. Poor performance in these courses often results in attrition of minorities from the science fields. This is a particular concern at selective universities where minority students enter with excellent academic credentials but receive lower average grades and have lower retention rates than majority students with similar credentials. This paper reports the first year results of a large scale peer-facilitated workshop program designed to increase performance and retention in Biology, Chemistry, and Physics at a selective research university. After adjusting for grade point average or SAT-Math score, workshop participants earned higher final grades than nonparticipants in Biology and Chemistry, but not in Physics. Similar effects on retention were found. While, positive effects of the program were observed in both majority and minority students, effect sizes were generally largest for minority students. Because of practical constraints in Physics, implementation of the program was not optimal, possibly accounting for the differential success of the program across disciplines.

Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students

PubMed Central

Toven-Lindsey, Brit; Levis-Fitzgerald, Marc; Barber, Paul H.; Hasson, Tama

2015-01-01

The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most “gatekeeper” chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap. PMID:25828403

The Impact of Advanced Vocational Education and Training on Earnings in Sweden

ERIC Educational Resources Information Center

Andersson, Roland; Nabavi, Pardis; Wilhelmsson, Mats

2014-01-01

Researchers have established a relationship between greater education and training and higher earnings but it is difficult to infer that the former causes the latter if those with higher earnings tend to engage in more education and training. The present study attempts to control for ability and family background to see if stronger inferences can…

Motivation Classification and Grade Prediction for MOOCs Learners

PubMed Central

Xu, Bin; Yang, Dan

2016-01-01

While MOOCs offer educational data on a new scale, many educators find great potential of the big data including detailed activity records of every learner. A learner's behavior such as if a learner will drop out from the course can be predicted. How to provide an effective, economical, and scalable method to detect cheating on tests such as surrogate exam-taker is a challenging problem. In this paper, we present a grade predicting method that uses student activity features to predict whether a learner may get a certification if he/she takes a test. The method consists of two-step classifications: motivation classification (MC) and grade classification (GC). The MC divides all learners into three groups including certification earning, video watching, and course sampling. The GC then predicts a certification earning learner may or may not obtain a certification. Our experiment shows that the proposed method can fit the classification model at a fine scale and it is possible to find a surrogate exam-taker. PMID:26884747

Motivation Classification and Grade Prediction for MOOCs Learners.

PubMed

Xu, Bin; Yang, Dan

2016-01-01

While MOOCs offer educational data on a new scale, many educators find great potential of the big data including detailed activity records of every learner. A learner's behavior such as if a learner will drop out from the course can be predicted. How to provide an effective, economical, and scalable method to detect cheating on tests such as surrogate exam-taker is a challenging problem. In this paper, we present a grade predicting method that uses student activity features to predict whether a learner may get a certification if he/she takes a test. The method consists of two-step classifications: motivation classification (MC) and grade classification (GC). The MC divides all learners into three groups including certification earning, video watching, and course sampling. The GC then predicts a certification earning learner may or may not obtain a certification. Our experiment shows that the proposed method can fit the classification model at a fine scale and it is possible to find a surrogate exam-taker.

Student Estimates of Public Speaking Competency: The Meaning Extraction Helper and Video Self-Evaluation

ERIC Educational Resources Information Center

LeFebvre, Luke; LeFebvre, Leah; Blackburn, Kate; Boyd, Ryan

2015-01-01

Video continues to be used in many basic communication courses as a way for students to self-evaluate speechmaking. In this study, students (N = 71) presented speeches, viewed the video recordings, and produced self-generated feedback. Comparing student's self-estimated grades from the self-evaluation against earned grades resulted in composite…

The Influences of Course Effort and Outside Activities on Grades in a College Course

ERIC Educational Resources Information Center

Svanum, Soren; Bigatti, Silvia M.

2006-01-01

The influences of course effort and outside (family, job, social) activities on grades earned in a college course were examined for 230 urban college students. Multiple measurements of hours of work, social and family activities, and course effort were collected over a semester. Path modeling revealed that cumulative GPA and course effort had…

Miles for Motivation.

ERIC Educational Resources Information Center

Roessing, Lesley

2003-01-01

Considers how to transfer a community fund-raising motivational tool to the classroom. Describes the Hoppin' Frog Contest, a project in which students work to earn "miles" instead of working for grades. (SG)

Earnings of Students Who Change Universities

ERIC Educational Resources Information Center

Holmlund, Linda; Regner, Hakan

2012-01-01

Using data on Swedish university entrants, this study finds that earnings are significantly lower for students who change universities compared to students who do not change. Earnings differences decrease over time and over the earnings distribution. The pattern in the estimates seems consistent with non-transfer students having higher earnings…

Implications of Higher Education on Earnings: An Empirical Analysis of Skills and Competence

ERIC Educational Resources Information Center

Xia, Belle Selene; Liitiäinen, Elia

2016-01-01

One of the central topics in the research of higher education is the degree of match between education and work as measured by earnings. Traditional literature has shown the correlation between the duration of studies and earnings in the work life. The authors' present study aims to enlarge this scope by evaluating the impact of competence and…

Sifting through course evaluations: medical student comments driving surgery curriculum changes.

PubMed

French, Judith C; Bickett, Melissa M; Iocono, Joseph A

2013-01-01

Student empowerment of curriculum changes is a double-edged sword. When examining our third-year surgery course every year, we debate where the line is between improving education through student input against allowing the students to design "an easy course." Written student comments on end-of-course evaluations (from the academic years 2006-2007 to 2010-2011) were analyzed using the qualitative approach described by Miles and Huberman. We compared the grouped comments to the course changes that were made over these years to determine what extent were we listening to students. Finally, we took the course changes made and juxtaposed them with student grades and with student course perceptions provided by the end-of-course evaluation analysis. We identified 17 alterations to our curriculum since the year 2007-2008 and of those, 12 are directly related to student comments. Some examples of our changes were a grading-scale alteration, grouping of workshops, and adding a shelf examination review session. The overall course ratings by the students steadily rose over the 5-year period (2.57 to 3.39), while the percentages of A's earned by students decreased over that same time until the year 2010-2011 when the percent of A's earned increased by over 30%. Because of the fact that 12 of 17 course changes can be directly related back to the student comments, we feel confident that we are listening to students. The increase in perception of the course through the first 4 years did not coincide with higher grades. The changes made have been instrumental in the course winning the best clerkship award for the last 4 years. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

A social and academic enrichment program promotes medical school matriculation and graduation for disadvantaged students.

PubMed

Keith, L; Hollar, D

2012-07-01

This study assessed the impact of a pre-medical pipeline program on successful completion of medical school and the capacity of this program to address achievement gaps experienced by disadvantaged students. The University of North Carolina (USA) Medical Education Development (MED) program provides intensive academic and test skills preparation for admission to medical, dental, and other allied health professions schools. This retrospective study evaluated the academic progress of a longitudinal sample of 1738 disadvantaged college students who completed MED between 1974 and 2001. Data sources included MED participant data, medical school admissions data for the host school, aggregate data from the Association of American Medical Colleges (AAMC), and individual MED participant data from AAMC. Methods of analysis utilized Chi-square, independent samples t test, and logistic regression to examine associations between factors. Of the 935 students in MED from 1974 to 2001, who had indicated an interest in medical school, 887 (94.9%) successfully matriculated and 801 (85.7%) successfully earned the MD degree. Using logistic regression, factors that were significantly correlated with earning the medical degree included the student's race, college undergraduate total and science grade point averages, with Hispanic, African American, and Native American participants earning the medical degree at rates comparable to Caucasian participants. MED students successfully earned the MD degree despite having significantly lower Medical College Admissions Test (MCAT) scores and undergraduate grade point averages compared to all United States medical school applicants: MCAT scores had little relationship with student's success. These findings suggest that an intensive, nine-week, pre-medical academic enrichment program that incorporates confidence-building and small-group tutoring and peer support activities can build a foundation on which disadvantaged students can successfully earn matriculation to and graduation from medical school.

Earnings and Benefits of Contingent and Noncontingent Workers [and] Earnings and Benefits of Workers in Alternative Work Arrangements.

ERIC Educational Resources Information Center

Hipple, Steven; Stewart, Jay

1996-01-01

Contingent workers generally earn less income and are less likely to receive health insurance and pension benefits through their employers than are noncontingent workers. However, many earn higher wages than those in traditional arrangements and have access to health insurance from other sources. (Author)

The Power of Numbers: Grades and Female Density in Influencing the Persistence of Women in Engineering Majors

ERIC Educational Resources Information Center

Stine, Michelle L.

2010-01-01

Female participation in engineering has never topped 20% nationally for the proportion of bachelor's degrees earned by women. Research on this topic, as well as related self-esteem literature, suggest that women may be more likely than men to leave engineering if they have unmet grade expectations. Additionally, the presence of more women in…

Explaining Academic-Track Boys' Underachievement in Language Grades: Not a Lack of Aptitude but Students' Motivational Beliefs and Parents' Perceptions?

ERIC Educational Resources Information Center

Heyder, Anke; Kessels, Ursula; Steinmayr, Ricarda

2017-01-01

Background: Boys earn lower grades in languages than girls. The expectancy-value model by Eccles" et al." (1983, "A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches," W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender…

End of Course Grades and End of Course Tests in the Virtual Environment: A Study of Correlation

ERIC Educational Resources Information Center

Philipp, Jamie Gilbert

2014-01-01

The purpose of this correlational study is to understand the relationship between end-of-course grades as assigned by teachers and standardized end-of-course scores earned by students in Algebra, Geometry, Biology, Physical Science, and U.S. History courses at one virtual charter school in the State of Georgia. Pearson Product-Moment Correlation…

Academic and emotional functioning in middle school: the role of implicit theories.

PubMed

Romero, Carissa; Master, Allison; Paunesku, Dave; Dweck, Carol S; Gross, James J

2014-04-01

Adolescents face many academic and emotional challenges in middle school, but notable differences are evident in how well they adapt. What predicts adolescents' academic and emotional outcomes during this period? One important factor might be adolescents' implicit theories about whether intelligence and emotions can change. The current study examines how these theories affect academic and emotional outcomes. One hundred fifteen students completed surveys throughout middle school, and their grades and course selections were obtained from school records. Students who believed that intelligence could be developed earned higher grades and were more likely to move to advanced math courses over time. Students who believed that emotions could be controlled reported fewer depressive symptoms and, if they began middle school with lower well-being, were more likely to feel better over time. These findings illustrate the power of adolescents' implicit theories, suggesting exciting new pathways for intervention.

Selecting Students for Pre-Algebra: Examination of the Relative Utility of the Anchorage Pre-Algebra Screening Tests and the State of Alaska Standards Based Benchmark 2 Mathematics Study. An Examination of Consequential Validity and Recommendation.

ERIC Educational Resources Information Center

Fenton, Ray

This study examined the relative efficacy of the Anchorage (Alaska) Pre-Algebra Test and the State of Alaska Benchmark in 2 Math examination as tools used in the process of recommending grade 6 students for grade 7 Pre-Algebra placement. The consequential validity of the tests is explored in the context of class placements and grades earned. The…

The influence of enterprise resource planning (ERP) systems' performance on earnings management

NASA Astrophysics Data System (ADS)

Tsai, Wen-Hsien; Lee, Kuen-Chang; Liu, Jau-Yang; Lin, Sin-Jin; Chou, Yu-Wei

2012-11-01

We analyse whether there is a linkage between performance measures of enterprise resource planning (ERP) systems and earnings management. We find that earnings management decreases with the higher performance of ERP systems. The empirical result is as expected. We further analyse how the dimension of the DeLone and McLean model of information systems success affects earnings management. We find that the relationship between the performance of ERP systems and earnings management depends on System Quality after ERP implementation. The more System Quality improves, the more earnings management is reduced.

Women planning to major in computer science: Who are they and what makes them unique?

NASA Astrophysics Data System (ADS)

Lehman, Kathleen J.; Sax, Linda J.; Zimmerman, Hilary B.

2016-12-01

Despite the current growing popularity of the computer science (CS) major, women remain sorely underrepresented in the field, continuing to earn only 18% of bachelor's degrees. Understanding women's low rates of participation in CS is important given that the demand for individuals with CS training has grown sharply in recent years. Attracting and retaining more women to high-paying fields like CS may also help narrow the gender pay gap. Further, it is important that women participate in developing new technology so that technology advances serve the needs of both women and men. This paper explores the background characteristics, career aspirations, and self-perceptions of 1636 female first-year college students in the United States who intend to major in CS and compares them with 4402 male CS aspirants as well as with 26,642 women planning to major in other STEM sub-fields. The findings reveal a unique profile of women who pursue the CS major and notes many significant differences between men and women in CS and between women in CS and those in other STEM fields. For instance, women in CS tend to earn lower high school grades than women in other STEM fields, but earn higher SAT verbal scores. They also rate themselves higher than men in CS and women in other STEM fields on measures of their artistic ability, but rate themselves lower on other self-ratings, including academic and leadership ability. Further, women in CS are more likely to be undecided in their career plans than men in CS and women in other STEM fields. Understanding the unique characteristics of women in CS will help inform policies and recruitment programs designed to address the gender gap in computing.

What makes siblings different? The development of sibling differences in academic achievement and interests.

PubMed

Jensen, Alexander C; McHale, Susan M

2015-06-01

To illuminate processes that contribute to the development of sibling differences, this study examined cross-lagged links between parents' beliefs about sibling differences in academic ability and differences between siblings' grade point averages (GPAs), and cross-lagged links between differences in siblings' GPAs and sibling differences in academic interests. Data were collected from mothers, fathers, firstborn youth (M age at Time 1 = 15.71, SD = 1.07), and secondborn youth (M age at Time 1 = 13.18, SD = 1.29) from 388 European American families on 3 annual occasions. Findings revealed that, after controlling for siblings' average grades and prior differences in performance, parents' beliefs about sibling differences in academic ability predicted differences in performance such that youth rated by parents as relatively more competent than their sibling earned relatively higher grades the following year. Siblings' relative school performance, however, did not predict parents' beliefs about differences between siblings' competencies. Further, after controlling for average interests and grades, sibling differences in GPA predicted differences in siblings' interests such that youth who had better grades than their siblings reported relatively stronger academic interests the following year. Differences in interest, however, did not predict sibling differences in GPA. Findings are discussed in terms the role of sibling dynamics in family socialization. (c) 2015 APA, all rights reserved).

What Makes Siblings Different? The Development of Sibling Differences in Academic Achievement and Interests

PubMed Central

Jensen, Alexander C.; McHale, Susan M.

2015-01-01

To illuminate processes that contribute to the development of sibling differences, this study examined cross lagged links between parents’ beliefs about sibling differences in academic ability and differences between siblings’ grade point averages (GPAs), and cross lagged links between differences in siblings’ GPAs and sibling differences in academic interests. Data were collected from mothers, fathers, firstborn (M age at Time 1 = 15.71, SD = 1.07) and secondborn (M age at Time 1 = 13.18, SD = 1.29) youth from 388 European American Families on three annual occasions. Findings revealed that, after controlling for siblings’ average grades and prior differences in performance, parents’ beliefs about sibling differences in academic ability predicted differences in performance such that youth rated by parents as relatively more competent than their sibling earned relatively higher grades the following year. Siblings’ relative school performance, however, did not predict parents’ beliefs about differences between siblings’ competencies. Further, after controlling for average interests and grades, sibling differences in GPA predicted differences in siblings’ interests such that youth who had better grades than their siblings reported relatively stronger academic interests the following year. Differences in interest, however, did not predict sibling differences in GPA. Findings are discussed in terms the role of sibling dynamics in family socialization. PMID:26053351

Needs of students seeking careers in communication sciences and disorders and barriers to their success.

PubMed

Fuse, Akiko

The purpose of this study was to identify the needs for and barriers to success of underrepresented students in the Communication Sciences and Disorders field and to determine factors linked to student persistence and academic achievement. An online survey was completed by 126 undergraduates pursuing graduate studies in Communication Sciences and Disorders. Data were subjected to Mann-Whitney U and Kruskal-Wallis H tests. Survey responses indicated that financial matters exerted the most influence on students' preparation for and number of choices for graduate-school applications. However, socioeconomic status was associated with needed financial support for paying tuition and completing the admission process. In addition, students at lower socioeconomic status reported spending fewer hours studying for tests and earned lower grade-point averages than peers who self-identified with a relatively high socioeconomic status. The findings also show a relationship between students' grade-point averages and family members' levels of education. The majority reported that mothers had earned the highest degree in their household, followed by siblings, themselves, and fathers. The findings suggest that students of low socioeconomic status were less academically prepared than those self-reporting a higher status. Moreover, the presence of a role model, such as a college-educated family member, may affect academic performance. Therefore, interventions for students at risk of not gaining admissions to graduate school include financial assistance and mentoring and advising programs. Copyright © 2018 Elsevier Inc. All rights reserved.

Predictors of performance of students in biochemistry in a doctor of chiropractic curriculum.

PubMed

Shaw, Kathy; Rabatsky, Ali; Dishman, Veronica; Meseke, Christopher

2014-01-01

Objective : This study investigated the effect of completion of course prerequisites, undergraduate grade point average (GPA), undergraduate degree, and study habits on the performance of students in the biochemistry course at Palmer College of Chiropractic Florida. Methods : Students self-reported information regarding academic preparation at the beginning of the semester using a questionnaire. Final exam grade and final course grade were noted and used as measures of performance. Multivariate analysis of variance was used to determine if number of prerequisites completed, undergraduate GPA, undergraduate degree, hours spent studying in undergraduate study, and hours spent studying in the first quarter of the chiropractic program were associated significantly with the biochemistry final exam grade or the final grade for the biochemistry course. Results : The number of prerequisites completed, undergraduate degree, hours spent studying in undergraduate study, and hours spent studying in the first quarter of the chiropractic program did not significantly affect the biochemistry final exam grade or the final grade for the biochemistry course, but undergraduate GPA did. Subsequent univariate analysis and Tukey's post hoc comparisons revealed that students with an undergraduate GPA in the 3.5 to 3.99 range earned significantly higher final course grades than students with an undergraduate GPA in the 2.5 to 2.99 range. Conclusion : No single variable was determined to be a factor that determines student success in biochemistry. The interrelationship between the factors examined warrants further investigation to understand fully how to predict the success of a student in the biochemistry course.

Keeping on: How ALP Brings Disaffected Youth Back to School in Liberia

ERIC Educational Resources Information Center

von Hahmann, Gail; Tengbeh, Josephine F. D.

2008-01-01

Moses is entering 7th grade this semester. He is a graduate of the Accelerated Learning Program (ALP), a Liberian government initiative to assist over-age students to complete six grades of primary school in three years. He has all the interests of a typical 15-year old--fixing generators, playing football, earning money to buy a school uniform.…

Shaping up Your Financial Future, Grades 6-8. Teacher Guide [and] Student Workouts. Financial Fitness for Life.

ERIC Educational Resources Information Center

Flowers, Barbara; Gallaher, Sheryl Szot

Middle school students enjoy personal finance because it involves making decisions about their lives, both in the present and in the future. This teacher's guide and student workouts package consists of 17 economics lessons for students at grades 6-8 that are divided into 5 theme areas: the economic way of thinking; earning an income; saving;…

Testing Our Assumptions: The Role of First Course Grade and Course Level in Mathematics and English

ERIC Educational Resources Information Center

Callahan, Janet; Belcheir, Marcia

2017-01-01

Methods that provide an early indicator of factors that affect student persistence are important to colleges and universities. This quantitative research focused on the role of level of entry mathematics and English and also on grades earned in those classes, as they relate to persistence after 1 year. The research showed that by far, the variable…

Reducing the Grade Disparities between American Indians and Euro-American Students in Introduction to Psychology through Small-Group, Peer-Mentored, Supplemental Instruction

ERIC Educational Resources Information Center

Okun, Morris Alan; Berlin, Anna; Hanrahan, Jeanne; Lewis, James; Johnson, Kathryn

2015-01-01

Supplemental instruction (SI) is a small-group, peer-mentored programme which is compatible with the learning preferences of American Indian students. We tested the hypothesis that SI is a compensatory strategy that reduces the differences in the grades earned in introduction to psychology by Euro-American and American Indian students. The sample…

Predicting Student Grade Point Average at a Community College from Scholastic Aptitude Tests and from Measures Representing Three Constructs in Vroom's Expectancy Theory Model of Motivation.

ERIC Educational Resources Information Center

Malloch, Douglas C.; Michael, William B.

1981-01-01

This study was designed to determine whether an unweighted linear combination of community college students' scores on standardized achievement tests and a measure of motivational constructs derived from Vroom's expectance theory model of motivation was predictive of academic success (grade point average earned during one quarter of an academic…

The Impact of Teacher Preparation on Academic Achievement of Eighth Grade Students in a South Texas School District

ERIC Educational Resources Information Center

Brinkman, Barbara Ann

2014-01-01

The purpose of the study was to examine the impact of a teacher's preparation program on the academic achievement of eighth grade students in the areas of mathematics, reading, science, and social studies. Prior to the implementation of the No Child Left Behind Act (NCLB) in 2001, the majority of classroom teachers earned their teaching…

Gender Segregation in Fields of Study at Community Colleges and Implications for Future Earnings. Fact Sheet #C395

ERIC Educational Resources Information Center

Moughari, Layla; Gunn-Wright, Rhiana; Gault, Barbara

2012-01-01

Postsecondary education yields myriad benefits, including increased earnings potential, higher lifetime wages, and access to quality jobs. But postsecondary degrees are not all equal in the benefits they bring to students, and women tend to obtain degrees in fields with lower earnings. Women with associate degrees earn approximately 75 percent of…

Educational Pairings, Motherhood, and Women's Relative Earnings in Europe.

PubMed

Van Bavel, Jan; Klesment, Martin

2017-12-01

As a consequence of the reversal of the gender gap in education, the female partner in a couple now typically has as much as or more education compared with the male partner in most Western countries. This study addresses the implications for the earnings of women relative to their male partners in 16 European countries. Using the 2007 and 2011 rounds of the European Union Statistics on Income and Living Conditions (N = 58,292), we investigate the extent to which international differences in women's relative earnings can be explained by educational pairings and their interaction with the motherhood penalty on women's earnings, by international differences in male unemployment, or by cultural gender norms. We find that the newly emerged pattern of hypogamy is associated with higher relative earnings for women in all countries and that the motherhood penalty on relative earnings is considerably lower in hypogamous couples, but neither of these findings can explain away international country differences. Similarly, male unemployment is associated with higher relative earnings for women but cannot explain away the country differences. Against expectations, we find that the hypogamy bonus on women's relative earnings, if anything, tends to be stronger rather than weaker in countries that exhibit more conservative gender norms.

Do people with type 2 diabetes and their carers lose income? (T2ARDIS-4).

PubMed

Holmes, Jeremy; Gear, Elena; Bottomley, Julia; Gillam, Stephen; Murphy, Moira; Williams, Rhys

2003-06-01

T(2)ARDIS is a study of the full costs of care for a sample of people with type 2 diabetes in the UK. This paper reports on individual earnings lost by patients (n=653) and carers (n=253) aged <65 years, based on 1998 values. Mean annual lost earnings are calculated on three different bases. Across the total survey population aged <65 years, mean lost earnings are estimated at pound 869 (S.D. pound 4109) per patient and pound 1300 (S.D. pound 4093) per carer. However, for the sub-set of respondents who actually lose earnings, the mean levels are pound 13841 (S.D. pound 9551) and pound 10960 (S.D. pound 6002), respectively. Patients and carers who lose earnings incur higher personal care-related expenditure than those who do not lose earnings (although for the patients this is not statistically significant). Patients who lose earnings also report poorer health-related quality of life and carers who lose earnings report higher levels of strain. Only one third of carers report receiving state benefits, and for both carers and patients the shortfall between reported benefits received and lost earnings is substantial. A strong association was found between patients' loss of earnings and the presence of diabetic complications (P<0.001), especially micro-vascular complications. Policy priorities should, therefore, include facilitating comprehensive access to state benefits (especially for carers) and a clear focus on reducing the incidence of diabetic complications.

Determining Whether Including Student-Generated Drawing before Narrative Writing Increases the Clarity and Description Used by Third-Grade Students

ERIC Educational Resources Information Center

Anderson, Susan M.

2010-01-01

The purpose of this quantitative study was to determine whether asking third grade students in one school district in the Metro Detroit area to draw a picture of a narrative story idea before writing about it would improve the points earned on the Michigan standardized writing assessment (MEAP test). One half, or four out of eight, of the…

Finding actionable data to support student success in introductory science courses

NASA Astrophysics Data System (ADS)

Horodyskyj, L.; Mead, C.; Anbar, A. D.

2017-12-01

Effective education demands an understanding of students' prior knowledge, prior experiences, and predispositions. Knowledge surveys are one way to match instruction to students' needs, but measure only one way in which students' needs vary. Computer learning systems can give instructors detailed, real-time information about cognitive biases or effort in key lessons. We show how the design of the online course Habitable Worlds facilitates the collection and use of these kinds of student data. Early effort in a course is thought to predict success, but our results show that more effort is not always a positive indicator. Unit 1, the introduction, is scored on completion, but requires a correct answer to each question to progress. An ANOVA found that a student who earns anything less than full points for Unit 1 will have a course grade 1.3 letter grades lower than a student who earns full points (F(1, 1272) = 136.4, p < .001). A second analysis included only students who earned a C or better and full Unit 1 points, to deemphasize very low performers. On 180 separate "screens" in Unit 1, the median screen attempts was 249. An ANOVA shows that students taking more attempts than the median earn lower course grades by 0.25 letter grades (F(1, 919) = 35.8, p < .001). These results show the value in tracking completion (too little effort) as well as difficulty or challenge (unexpectedly high effort). We are working to create interventions to aid students on both ends of this spectrum in future offerings. In addition to measures of objective course performance, we can also examine more subtle student characteristics. In Unit 1, students are asked to describe an image of a cloud that resembles an angel. Some provide an observation (cloud), while others make an interpretation (angel). Even this seemingly trivial question shows significant predictive value in two subsequent exercises that ask students to classify statements as observations or interpretations (F(1, 292) = 30.2, p < .001) and to distinguish scientific versus non-scientific evidence and claims (F(1, 292) = 17.4, p < .001). In each case, the "cloud" students make fewer mistakes than the "angel" students. Here, an intervention could elaborates on the difference between observations and interpretations, but also re-emphasize the reasons scientists separate those concepts the way they do.

Vocational Certificates and College Degrees. ERIC Digest No. 212.

ERIC Educational Resources Information Center

Brown, Bettina Lankard

Many studies have verified that education beyond high school results in higher earnings. The highest earnings benefits depend upon certification or degree achievement. Not obtaining a degree results in some penalty: individuals who have some college credit but no degree earn less than associate degree holders. Professional and vocational…

The flipped classroom allows for more class time devoted to critical thinking.

PubMed

DeRuisseau, Lara R

2016-12-01

The flipped classroom was utilized in a two-semester, high-content science course that enrolled between 50 and 80 students at a small liberal arts college. With the flipped model, students watched ~20-min lectures 2 days/wk outside of class. These videos were recorded via screen capture and included a detailed note outline, PowerPoint slides, and review questions. The traditional format included the same materials, except that lectures were delivered in class each week and spanned the entire period. During the flipped course, the instructor reviewed common misconceptions and asked questions requiring higher-order thinking, and five graded case studies were performed each semester. To determine whether assessments included additional higher-order thinking skills in the flipped vs. traditional model, questions across course formats were compared via Blooms Taxonomy. Application-level questions that required prediction of an outcome in a new scenario comprised 38 ± 3 vs. 12 ± 1% of summative assessment questions (<0.01): flipped vs. traditional. Final letter grades in both formats of the course were compared with major GPA. Students in the flipped model performed better than their GPA predicted, as 85.5% earned a higher grade (vs. 42.2% in the traditional classroom) compared with their major GPA. These data demonstrate that assessments transitioned to more application-level compared with factual knowledge-based questions with this particular flipped model, and students performed better in their final letter grade compared with the traditional lecture format. Although the benefits to a flipped classroom are highlighted, student evaluations did suffer. More detailed studies comparing the traditional and flipped formats are warranted. Copyright © 2016 the American Physiological Society.

Post-Service Earnings of Veterans: A Survey and Further Research

DTIC Science & Technology

1991-03-01

its impact on a veteran’s earnings potential in the civilian sector becomes extremely important. A potential enlistee’s decision to join the military...to investments in human capital and their subsequent influence on the earnings ability of veterans entering the civilian sector . Although human...non-veterans in the early years of their civilian worklife (Bryant and Wilhite, 1990; Daymont and Andrisani, 1986) but have higher earnings growth

Graduation Outcomes of Students Who Entered New York City Public Schools in Grade 5 or 6 as English Learner Students. REL 2017-237

ERIC Educational Resources Information Center

Kieffer, Michael J.; Parker, Caroline E.

2017-01-01

This longitudinal study analyzes high school graduation outcomes of students who entered New York City public schools in grade 5 or 6 as English learner students. It extends the work of Kieffer and Parker (2016) by investigating the high school graduation rates and the types of diploma earned by the 1,734 students who entered New York City public…

Exploring the Wealth Returns to Latino Higher Educational Attainment: Estimates of Work-Life Earnings Profiles

ERIC Educational Resources Information Center

Robles, Barbara J.

2009-01-01

A significant research gap exists in our knowledge of how educational attainment affects wealth building and intergenerational wealth transfers among Latinos. Wealth includes earnings but is a much wider and more fundamental measure of economic mobility. The education-earnings-wealth relationship is explored by constructing estimates of social…

Procrastination, Flow, and Academic Performance in Real Time Using the Experience Sampling Method.

PubMed

Sumaya, Isabel C; Darling, Emily

2018-01-01

The authors' aim was to first provide an alternative methodology in the assessment of procrastination and flow that would not reply on retrospective or prospective self-reports. Using real-time assessment of both procrastination and flow, the authors investigated how these factors impact academic performance by using the Experience Sampling Method. They assessed flow by measuring student self-reported skill versus challenge, and procrastination by measuring the days to completion of an assignment. Procrastination and flow were measured for six days before a writing assignment due date while students (n = 14) were enrolled in a research methods course. Regardless of status of flow, both the nonflow and flow groups showed high levels of procrastination. Students who experienced flow as they worked on their paper, in real time, earned significantly higher grades (M = 3.05 ± 0.30: an average grade of B) as compared with the nonflow group (M = 1.16 ± 0.33: an average grade of D; p = .007). Additionally, students experiencing flow were more accurate in predicting their grade (difference scores, flow M = 0.12 ± 0.33 vs. nonflow M = 1.39 ± 0.29; p = .015). Students in the nonflow group were nearly a grade and a half off in their prediction of their grade on the paper. To the authors' knowledge, the study is the first to provide experimental evidence showing differences in academic performance between students experiencing flow and nonflow students.

Lifetime earnings patterns, the distribution of future Social Security benefits, and the impact of pension reform.

PubMed

Bosworth, B; Burtless, G; Steuerle, E

2000-01-01

In order to assess the effect of Social Security reform on current and future workers, it is essential to accurately characterize the initial situations of representative workers affected by reform. For the purpose of analyzing typical reforms, the most important characteristic of a worker is the level and pattern of his or her preretirement earnings. Under the current system, pensions are determined largely by the level of the workers' earnings averaged over their work life. However, several reform proposals would create individual retirement accounts for which the pension would depend on the investment accumulation within the account. Thus, the pension would also depend on the timing of the contributions into the account and hence on the exact shape of the worker's lifetime earnings profile. Most analysis of the distributional impact of reform has focused, however, on calculating benefit changes among a handful of hypothetical workers whose relative earnings are constant over their work life. The earnings levels are not necessarily chosen to represent the situations of workers who have typical or truly representative earnings patterns. Consequently, the results of such analysis can be misleading, especially if reform involves introducing a fundamentally new kind of pension formula. This article presents two broad approaches to creating representative earnings profiles for policy evaluation. First, we use standard econometric methods to predict future earnings for a representative sample of workers drawn from the Survey of Income and Program Participation (SIPP). Our statistical estimates are based on a simple representation of typical career earnings paths and a fixed-effect statistical specification. Because our estimation file contains information on each worker's annual earnings from 1951 through 1996 as reported in the Social Security Administration's earnings files, we have a record (though an incomplete one) of the actual earnings that will be used to determine future benefit payments. Our estimates of the earnings function permit us to make highly differentiated predictions of future earnings for each member of our sample. By combining the historical information on individual earnings with our prediction of future earnings up through the normal retirement age, our first approach produces tens of thousands of predicted career earnings paths that can be used in microsimulation policy analysis. Our second approach to creating lifetime earnings profiles is similar in some ways to the traditional method. For example, it is based on the creation of only a handful of "stylized" career earnings patterns. An important difference with the traditional method, however, is that we define the career earnings patterns so that they are truly representative of patterns observed in the workforce. We use simple mathematical formulas to characterize each stylized earnings pattern, and we then produce estimates of the average path of annual earnings for workers whose career earning path falls within each of the stylized patterns we have defined. Finally, we calculate the percentage of workers in successive birth-year cohorts who have earnings profiles that match each of the stylized earnings patterns. Although this method may seem simple, it allows the analyst to create stylized earnings patterns that are widely varied but still representative of earnings patterns observed among sizable groups of U.S. workers. The effects of policy reforms can then be calculated for workers with each of the stylized earnings patterns. Our analysis of U.S. lifetime earnings patterns and of the impact of selected policy reforms produces a number of findings about past trends in earnings, typical earnings patterns in the population, and the potential impact of reform. The analysis focuses on men and women born between 1931 and 1960. Along with earlier analysts, we find that men earn substantially higher lifetime wages than women and typically attain their peak career earnings at a somewhat earlier age. However, the difference in career earnings patterns between men and women has narrowed dramatically over time. Workers with greater educational attainment earn substantially higher wages than those with less education, and they attain their peak career earnings later in life. For example, among men with the least education, peak earnings are often attained around or even before age 40, whereas many men with substantial postsecondary schooling do not reach their peak career earnings until after 50. Our tabulations of the lifetime earnings profiles of the oldest cohorts (born around 1930) and projections of the earnings of the youngest profiles (born around 1960) imply that the inequality of lifetime earnings has increased noticeably over time. Women in the top one-fifth of female earners and men in the top one-fifth of male earners are predicted to receive a growing multiple of the economy-wide average wage during their career. Women born between 1931 and 1935 who were in the top fifth of female earners had lifetime average earnings that were approximately equal to the average economy-wide wage. In contrast, women born after 1951 who were in the top fifth of earners are predicted to earn almost 50 percent more, that is, roughly 150 percent of the economy-wide average wage. Women with a lower rank in the female earnings distribution will also see gains in their lifetime average earnings, but their gains are predicted to be proportionately much smaller than those of women with a high rank in the distribution. Men with high earnings are also predicted to enjoy substantial gains in their relative lifetime earnings, while men with a lower rank in the earnings distribution will probably see a significant erosion in their typical wages relative to the economy-wide average wage. That is mainly the result of a sharp decline in the relative earnings of low-wage men born after 1950. In creating stylized earnings profiles that are representative of those of significant minorities of U.S. workers, we emphasized three critical elements of the earnings path: the average level of earnings over a worker's career, the upward or downward trend in earnings from the worker's 30s through his or her early 60s, and the "sagging" or "hump-shaped" profile of earnings over the worker's career. That classification scheme yields 27 characteristic patterns of lifetime earnings. Surprisingly, the differnce between men and women within each of those categories is quite modest. The main difference between men and women is in the proportions of workers who fall in each category. Only 14 percent of men born between 1931 and 1940 fall in earnings categories with the lowest one-third of lifetime earnings, whereas 53 percent of women born in those years have low-average-earnings profiles. On the other hand, women born in those years are more likely to have a rising trend in lifetime earnings, while men are more likely to have a declining trend. We find that the distribution of lifetime earnings contains relatively more workers with below-average earnings and relatively fewer with very high earnings than assumed in the Social Security Administration's traditional policy analysis. For example, the "low earner" traditionally assumed by the Office of the Chief Actuary is assigned a level of average lifetime earnings that we find to be higher than the average earnings of persons in the bottom one-third of the lifetime earnings distribution. The stylized earnings profiles developed here can be used for policy evaluation, and the results can be compared with those from the more traditional analysis. That comparison produces several notable findings. Because earnings profiles that are actually representative of the population tend to have lower average earnings than assumed in the traditional analysis, workers typically accumulate somewhat less Social Security wealth than implied in the traditional analysis. On the other hand, because the basic benefit formula is tilted in favor of lower-income workers, the internal rate of return on Social Security contributions is somewhat higher than detected in the traditional analysis. Moreover, the primary insurance amount measured as a percentage of the worker's average indexed earnings tends to be higher than implied by the traditional analysis. Finally, the stylized earnings patterns can be used to compare benefit levels enjoyed by workers under the traditional Social Security formula and under an alternative plan based on individual investment accounts. That comparison shows, as expected, that the traditional formula favors low-wage workers and one-earner couples, while an investment account favors single, high-wage workers. Comparing two workers with the same lifetime average earnings, the traditional formula favors workers with rising earnings profiles (that is, with lifetime earnings heavily concentrated at the end of their career), while investment account pensions favor workers with declining earnings profiles (that is, with earnings concentrated early in their career).

Consultant Learning: A Model for Student-Directed Learning in Management Education.

ERIC Educational Resources Information Center

Kunkel, Scott W.

2002-01-01

Consultant learning turns the management classroom into a laboratory for free enterprise. Students determine their own grades by earning consulting fees for completing projects they design and propose. Project work becomes a portfolio for future employment. (Contains 15 references.) (SK)

Higher Education, Productivity, and Earnings: A Review.

ERIC Educational Resources Information Center

Pencavel, John

1991-01-01

Provides a review of research on the contribution of education to the organization and productivity of a nation's resources. Focuses on what is known about the particular contribution of higher education to U.S. economic growth. Discusses the relationship between earnings and additional schooling. Concludes that increased education probably has…

EARNINGS MANAGEMENT IN U.S. HOSPITALS.

PubMed

Dong, Gang Nathan

2016-01-01

This paper examines the hospital management practices of manipulating financial earnings within the bounds of generally accepted accounting principles (GAAP). We conduct regression analyses that relate earnings management to hospital characteristics to assess the economic determinants of hospital earnings management behavior. From the CMS Cost Reports we collected hospital financial data of all U.S. hospitals that request reimbursement from the federal government for treating Medicare patients, and regress discretionary accruals on hospital size, profitability, asset liquidity, operating efficiency, labor cost, and ownership. Hospitals with higher profit margin, current ratio, working capital, days of patient receivables outstanding and total wage are associated with more earnings management, whereas those with larger size and higher debt level, asset turnover, days cash on hand, fixed asset age are associated with lower level of earnings manipulation. Additionally, managers of non-profit hospitals are more likely to undertake some form of window-dressing by manipulating accounting accruals without changing business models or pricing strategies than their public hospital counterparts. We provide direct evidence of the use of discretionary accruals to manage financial earnings among U.S. hospitals and the finding has profound policy implications in terms of assessing the pervasiveness of accounting manipulation and the overall integrity of financial reporting in this very special public and quasi-public service sector.

The Flexible Fairness: Equality, Earned Entitlement, and Self-Interest

PubMed Central

Gu, Ruolei; Broster, Lucas S.; Shen, Xueyi; Tian, Tengxiang; Luo, Yue-Jia; Krueger, Frank

2013-01-01

The current study explored whether earned entitlement modulated the perception of fairness in three experiments. A preliminary resource earning task was added before players decided how to allocate the resource they jointly earned. Participants’ decision in allocation, their responses to equal or unequal offers, whether advantageous or disadvantageous, and subjective ratings of fairness were all assessed in the current study. Behavioral results revealed that participants proposed more generous offers and showed enhanced tolerance to disadvantageous unequal offers from others when they performed worse than their presumed “partners,” while the reverse was true in the better-performance condition. The subjective ratings also indicated the effect of earned entitlement, such that worse performance was associated with higher perceived feelings of fairness for disadvantageous unequal offers, while better performance was associated with higher feelings of fairness for advantageous unequal offers. Equal offers were considered “fair” only when earned entitlement was even between two parties. In sum, the perception of fairness is modulated by an integration of egalitarian motivation and entitlement. In addition to justice principles, participants were also motivated by self-interest, such that participants placed more weight on entitlement in the better-performance condition than in the worse-performance condition. These results imply that earned entitlement is evaluated in a self-serving way. PMID:24039867

Investigating MBA Degrees Earned by Women: A Decade of Change

ERIC Educational Resources Information Center

McConnell, Cheryl; Rush, Douglas; Gartland, Myles

2016-01-01

The authors examined master of business administration (MBA) degrees earned by women at U.S. higher education institutions at three specific years spanning a decade: 2003, 2008, and 2013 to determine whether there was a significant difference in the percentage of MBA degrees earned by women based on the independent variables of institutional type,…

Hidden Benefits: The Impact of High School Graduation on Household Wealth. Issue Brief

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2007

2007-01-01

Several recent reports have highlighted the earnings gap between high school graduates and dropouts; however, earnings tell only part of the story. Families rely on income from salary for regular expenses, but real economic security requires accumulated wealth. Education can be the key to higher earnings, but it is even more importantly linked to…

Earnings and Financial Compensation from Social Security Systems Correlate Strongly with Disability for Multiple Sclerosis Patients.

PubMed

Kavaliunas, Andrius; Wiberg, Michael; Tinghög, Petter; Glaser, Anna; Gyllensten, Hanna; Alexanderson, Kristina; Hillert, Jan

2015-01-01

Multiple sclerosis (MS) patients earn lower incomes and receive higher benefits. However, there is limited knowledge of how this is correlated with their disability. To elucidate sources and levels of income among MS patients with different disability, assessed with the Expanded Disability Status Scale. A total of 7929 MS patients aged 21-64 years and living in Sweden in 2010 were identified for this cross-sectional study. Descriptive statistics, logistic and truncated linear regression models were used to estimate differences between MS patients regarding earnings, disability pension, sickness absence, disability allowance, unemployment compensation, and social assistance. The average level of earnings was ten times lower and the average level of health- related benefits was four times higher when comparing MS patients with severe and mild disability. MS patients with severe disability had on average SEK 166,931 less annual income from earnings and SEK 54,534 more income from benefits compared to those with mild disability. The combined average income for MS patients was 35% lower when comparing patients in the same groups. The adjusted risk ratio for having earnings among MS patients with severe disability compared to the patients with mild disability was 0.33 (95% CI 0.29-0.39), while the risk ratio for having benefits was 1.93 (95% CI 1.90-1.94). Disease progression affects the financial situation of MS patients considerably. Correlations between higher disability and patient income were observed, suggesting that earnings and benefits could be used as measures of MS progression and proxies of disability.

Health Risk Behaviors and Academic Achievement

MedlinePlus

... 2009 † Health-Risk Behaviors Percentage of U.S. high school students who engaged in each risk behavior, by type of grades mostly earned A’s B’s C’s D’s/F’s Unintentional Injury and Violence-Related Behaviors Rarely or never wore a seat ...

Education and Lifetime Earnings in the United States.

PubMed

Tamborini, Christopher R; Kim, ChangHwan; Sakamoto, Arthur

2015-08-01

Differences in lifetime earnings by educational attainment have been of great research and policy interest. Although a large literature examines earnings differences by educational attainment, research on lifetime earnings--which refers to total accumulated earnings from entry into the labor market until retirement--remains limited because of the paucity of adequate data. Using data that match respondents in the Survey of Income and Program Participation to their longitudinal tax earnings as recorded by the Social Security Administration, we estimate the 50-year work career effects of education on lifetime earnings for men and women. By overcoming the purely synthetic cohort approach, our results provide a more realistic appraisal of actual patterns of lifetime earnings. Detailed estimates are provided for gross lifetime earnings by education; net lifetime earnings after controlling for covariates associated with the probability of obtaining a bachelor's degree; and the net present 50-year lifetime value of education at age 20. In addition, we provide estimates that include individuals with zero earnings and disability. We also assess the adequacy of the purely synthetic cohort approach, which uses age differences in earnings observed in cross-sectional surveys to approximate lifetime earnings. Overall, our results confirm the persistent positive effects of higher education on earnings over different stages of the work career and over a lifetime, but also reveal notably smaller net effects on lifetime earnings compared with previously reported estimates. We discuss the implications of these and other findings.

Affirming Independence: Exploring Mechanisms Underlying a Values Affirmation Intervention for First-Generation Students

PubMed Central

Tibbetts, Yoi; Harackiewicz, Judith M.; Canning, Elizabeth A.; Boston, Jilana S.; Priniski, Stacy J.; Hyde, Janet S.

2016-01-01

First-generation college students (students for whom neither parent has a 4-year college degree) earn lower grades and worry more about whether they belong in college, compared to continuing-generation students (who have at least one parent with a 4-year college degree). We conducted a longitudinal follow-up of participants from a study in which a values-affirmation intervention improved performance in a biology course for first-generation college students, and found that the treatment effect on grades persisted three years later. First-generation students in the treatment condition obtained a GPA that was, on average, .18 points higher than first-generation students in the control condition, three years after values affirmation was implemented (Study 1A). We explored mechanisms by testing if the values-affirmation effects were predicated on first-generation students reflecting on interdependent values (thus affirming their values that are consistent with working-class culture) or independent values (thus affirming their values that are consistent with the culture of higher education). We found that when first-generation students wrote about their independence, they obtained higher grades (both in the semester in which values affirmation was implemented and in subsequent semesters) and felt less concerned about their background. In a separate laboratory experiment (Study 2) we manipulated the extent to which participants wrote about independence and found that encouraging first-generation students to write more about their independence improved their performance on a math test. These studies highlight the potential of having FG students focus on their own independence. PMID:27176770

Educational homogamy and gender-specific earnings: Sweden, 1990-2009.

PubMed

Dribe, Martin; Nystedt, Paul

2013-08-01

Several studies have shown strong educational homogamy in most Western societies, although the trends over time differ across countries. In this article, we study the connection between educational assortative mating and gender-specific earnings in a sample containing the entire Swedish population born 1960-1974; we follow this sample from 1990 to 2009. Our empirical strategy exploits a longitudinal design, using distributed fixed-effects models capturing the impact of partner education on postmarital earnings, relating it to the income development before union formation. We find that being partnered with someone with more education (hypergamy) is associated with higher earnings, while partnering someone with less education (hypogamy) is associated with lower earnings. However, most of these differences in earnings emerge prior to the time of marriage, implying that the effect is explained by marital selection processes rather than by partner education affecting earnings. The exception is hypogamy among the highly educated, for which there are strong indications that in comparison with homogamy and hypergamy, earnings grow slower after union formation.

Impact of a Dual PharmD/MBA Degree on Graduates' Academic Performance, Career Opportunities, and Earning Potential

PubMed Central

Chumney, Elinor C.G.; Jones, Kathy J.

2008-01-01

Objective To evaluate the academic experience and satisfaction of students who completed a dual PharmD/MBA degree program and the program's long-term impact on the students' career choice and earning potential. Methods GPAs, job placement, and starting job salaries were compared between graduates who completed the dual PharmD/MBA program and those who completed only the PharmD program. A satisfaction survey instrument was administered to 17 students who completed the dual PharmD/MBA degree program in May 2007. Data from a standardized job placement and starting salary survey instrument completed by all PharmD graduates were also obtained, as well as all students' final grade point averages (GPAs). GPAs, job placement, and starting job salaries were compared between graduates who had completed the dual PharmD/MBA program and those who had completed only the PharmD program. Results The graduating GPAs of dual-degree students were higher than those of both pharmacy (3.52 vs 3.41, p > 0.10) and business (3.82 vs. 3.68, p = 0.018) students not enrolled in the dual-degree program. Dual-degree students were slightly less likely to enter a residency (17% vs. 27%, p = 0.44) than other pharmacy graduates. Among those who elected not to pursue a residency, both mean starting salaries ($111,090 vs. $101,965) and mean total first-year compensation ($127,290 vs. $110,388) were significantly higher for dual-degree graduates compared to the PharmD graduates. Conclusions Students enrolled in the dual-degree program did slightly better academically than students who completed only the MBA or PharmD programs and indicated a high level of satisfaction with the program. Dual-degree graduates reported increased career opportunities and were slated to earn significantly more during their first year in the workforce. These results affirm continuation of our program and make the case for support of similar programs across the nation. PMID:18483594

Exploring the Alignment between Post-Secondary Education Programs and Earnings: An Examination of 2005 Ontario Graduates

ERIC Educational Resources Information Center

Frank, Kristyn; Walters, David

2012-01-01

This study examines the influence that field of study and level of post-secondary education have on the earnings of recent graduates in Ontario. Graduates of trades, community college, and university programs are compared. Results suggest that graduates of applied and technical programs obtain higher earnings within two years of graduation than…

Education and Synthetic Work-Life Earnings Estimates. American Community Survey Reports. ACS-14

ERIC Educational Resources Information Center

Julian, Tiffany; Kominski, Robert

2011-01-01

The relationship between education and earnings is a long-analyzed topic of study. Generally, there is a strong belief that achievement of higher levels of education is a well established path to better jobs and better earnings. This report provides one view of the economic value of educational attainment by producing an estimate of the amount of…

Building human capital to increase earning power among people living with mental illnesses.

PubMed

Gao, Ni; Schmidt, Lisa T; Gill, Kenneth J; Pratt, Carlos W

2011-01-01

Human Capital Theory, a well-established model from the field of economics, maintains that a person's lifetime earnings are affected by the amount of education and job training they receive. This study uses Human Capital Theory to predict wages and explain employment outcomes among individuals living with psychiatric illnesses. Hourly wages were examined between 100 individuals with mental illnesses and 100 matched comparisons who had no mental illnesses. The study found that participants with mental illnesses earned $12.19 an hour vs. $14.54 an hour earned by their counterparts without disability. The study also revealed that higher educational attainment and longer work history predicted higher wages among participants with mental illnesses. The severity of psychiatric symptoms and diagnosis, however, did not predict wages. These findings indicate that human capital variables are correlated with wages earned by persons living with mental illnesses. Findings also suggest that assisting mental health consumers in the pursuit of education and job training may increase earning potential which can lead to financial independence and community integration. This supports the value in developing and implementing Supported Education to assist consumers in acquiring education and job training.

Bringing Mathematics To Life.

ERIC Educational Resources Information Center

Castle, Marrietta; Lewis, Cathie

1996-01-01

Describes grade-appropriate weekly activities designed to appeal directly to students by giving them open-ended questions. Activities may be worked on individually, in pairs, or in small groups. This particular set of activities focuses on stories from literature involving measurement, earning money, marketing a product, and setting up a…

Education and Lifetime Earnings in the United States

PubMed Central

Tamborini, Christopher R.; Kim, ChangHwan; Sakamoto, Arthur

2015-01-01

Differences in lifetime earnings by educational attainment have been of great research and policy interest. Although a large literature examines earnings differences by educational attainment, research on lifetime earnings—which refers to total accumulated earnings from entry into the labor market until retirement—remains limited because of the paucity of adequate data. Using data that match respondents in the Survey of Income and Program Participation to their longitudinal tax earnings as recorded by the Social Security Administration, we estimate the 50-year work career effects of education on lifetime earnings for men and women. By overcoming the purely synthetic cohort approach, our results provide a more realistic appraisal of actual patterns of lifetime earnings. Detailed estimates are provided for gross lifetime earnings by education; net lifetime earnings after controlling for covariates associated with the probability of obtaining a bachelor’s degree; and the net present 50-year lifetime value of education at age 20. In addition, we provide estimates that include individuals with zero earnings and disability. We also assess the adequacy of the purely synthetic cohort approach, which uses age differences in earnings observed in cross-sectional surveys to approximate lifetime earnings. Overall, our results confirm the persistent positive effects of higher education on earnings over different stages of the work career and over a lifetime, but also reveal notably smaller net effects on lifetime earnings compared with previously reported estimates. We discuss the implications of these and other findings. PMID:26100983

Earned Degrees Conferred: 1969-70 Summary Data.

ERIC Educational Resources Information Center

Hooper, Mary Evans

This document presents a report of earned degrees conferred by institutions of higher education in the United States in 1969-1970. Some of the highlights of the report include: (1) 1,072,581 degrees were conferred at the bachelor's and higher levels at 1,617 institutions; (2) publically controlled institutions awarded 65% of all degrees; (3)…

Comparative Study of University and Polytechnic Graduates in Finland: Implications of Higher Education on Earnings

ERIC Educational Resources Information Center

Xia, Belle Selene; Liitiainen, Elia; Rekola, Mika

2012-01-01

This study explores the implications of higher education on earnings in Finland. The challenges as well as opportunities of obtaining a university degree as compared to graduating from polytechnics are evaluated using the REFLEX (The Flexible Professional in the Knowledge Society) data. As a Nordic country, Finland is known for its educated…

Association between exercise-induced pulmonary hemorrhage and performance in Thoroughbred racehorses.

PubMed

Hinchcliff, Kenneth W; Jackson, Melissa A; Morley, Paul S; Brown, James A; Dredge, Anthony E; O'Callaghan, Paul A; McCaffrey, John P; Slocombe, Ronald E; Clarke, Andrew E

2005-09-01

To determine whether exercise-induced pulmonary hemorrhage (EIPH) was associated with racing performance inThoroughbred horses not medicated with furosemide and not using nasal dilator strips. Observational cross-sectional study. 744 two- to 10-year-old Thoroughbred horses racing in Melbourne, Australia. Horses were enrolled prior to racing, and a tracheobronchoscopic examination was performed after 1 race. Examinations were recorded on videotape, and presence and severity (grade 0 to 4) of EIPH were subsequently determined by 3 observers blinded to the horses' identity. Race records were abstracted for each horse examined. Overall, 52.1% of horses eligible for participation in the study were examined, and horses that were examined did not differ from horses that were not examined in regard to age, sex distribution, or proportion of horses that won or finished in the first 3 positions. Horses with EIPH grades < 1 were 4.0 times as likely to win, 1.8 times as likely to finish in the first 3 positions, and 3.03 times as likely to be in the 90th percentile or higher for race earnings as were horses with grades > 2. Horses with EIPH grades > 1 finished significantly farther behind the winner than did horses without EIPH. However, odds that horses with grade 1 EIPH would win or finish in the first 3 positions were not significantly different from odds for horses without EIPH. Results suggest that EIPH is associated with impaired performance in Thoroughbred racehorses not medicated with furosemide and not using nasal dilator strips.

Earnings and Income Volatility in America: Evidence from Matched CPS. Discussion Paper Series. DP 2010-05

ERIC Educational Resources Information Center

Ziliak, James P.; Hardy, Bradley; Bollinger, Christopher

2010-01-01

In this paper we offer new evidence on earnings and income volatility in the United States over the past four decades by using matched data from the March Current Population Survey. We find that between 1973 and 2008 family income volatility rose by 38 percent, primarily as a result of higher volatility of husbands earnings and non means-tested…

$320,000 Kindergarten Teachers

ERIC Educational Resources Information Center

Chetty, Raj; Friedman, John N.; Hilger, Nathaniel; Saez, Emmanuel; Schanzenbach, Diane Whitmore; Yagan, Danny

2010-01-01

In Project STAR, 11,571 students in Tennessee and their teachers were randomly assigned to different classrooms in their schools from kindergarten to 3rd grade. Researchers learned that kindergarten test scores are highly correlated with such outcomes as earnings at age 27, college attendance, home ownership, and retirement savings. Students who…

An Analysis of Alternative School Effectiveness on Student Achievement

ERIC Educational Resources Information Center

Moger, Scott Douglas

2010-01-01

This study is a comparative analysis investigating student achievement, attendance rates, grade point average and credit earned by at-risk students attending an alternative high school of choice, at-risk students attending a traditional high school and at-risk students attending a Disciplinary Alternative Education Placement Campus within the same…

Shopping Mall 101.

ERIC Educational Resources Information Center

Canny, Marie C.

1996-01-01

An alternative high school program operates at a shopping center in Northern Virginia. Landmark Career Academy is a partnership between the Fairfax County Schools, a private organization that helps fund school-to-work programs, and Landmark Mall. So far, academy students are earning better grades than they did in their traditional high school…

Some Little Night Problems.

ERIC Educational Resources Information Center

Cannon, Lawrence O.; Elich, Joe

In most mathematics problem solving work, students' motivation comes from trying to please their teachers or to earn a good grade. The questions students must tackle are almost never generated by their own interest. Seven open-ended college algebra-level problems are presented in which the solution of one question suggests other related questions.…

Computation of Capacitors in Complex Arrangements

ERIC Educational Resources Information Center

Rizhov, Alexander

2011-01-01

There is a remarkable difference between formal knowledge and true understanding of the subject. While the former helps students earn top grades, the latter is crucial to the solution of real-world problems. An excellent example is the computation of capacitance, with which some students have difficulty. Also, most textbooks limit problem analysis…

Plumbing the STEM Pipeline: Exploring Areas of Influence for Promoting STEM Education

NASA Astrophysics Data System (ADS)

Linger, Matthew

The U.S. has enjoyed several decades of science, technology, engineering and math (STEM) success but that is changing as U.S. students show less interest in advanced learning in STEM fields. Consequently, U.S. students are less scientifically and mathematically literate than past generations, a state that may negatively impact their chances of educational and career success. The reasons for the decline in STEM interest are unclear as many U.S. students still go on to earn STEM degrees and work in STEM fields. Often, these are students who showed a particular capacity for STEM subjects, identified through existing research as earning higher than average SAT scores, especially SAT-math, or high science and math achievement test scores. This study looked at these and other factors as a means to determine what impact they have on U.S. students' interest in pursuing a STEM line of study. The study aimed to determine in what way the U.S. educational system can positively influence high school students toward pursuing a STEM college education. The High School Longitudinal Study of 2009 (HSLS:09) was used as the data source. More than 21,000 students were part of the observations. Factor analysis was used to turn related variables into larger constructs. Constructs and original HSLS:09 variables were analyzed through logistic regression analysis with STATA software. Few high school level instructional and non-instructional interventions were found to have an impact on a student's career choice in 9 th grade of his or her choice of college major in 12th grade. On the contrary, student attitudinal variables were shown to be most influential.

Intergenerational Long-Term Effects of Preschool - Structural Estimates from a Discrete Dynamic Programming Model*

PubMed Central

Heckman, James J.; Raut, Lakshmi K.

2015-01-01

This paper formulates a structural dynamic programming model of preschool investment choices of altruistic parents and then empirically estimates the structural parameters of the model using the NLSY79 data. The paper finds that preschool investment significantly boosts cognitive and non-cognitive skills, which enhance earnings and school outcomes. It also finds that a standard Mincer earnings function, by omitting measures of non-cognitive skills on the right-hand side, overestimates the rate of return to schooling. From the estimated equilibrium Markov process, the paper studies the nature of within generation earnings distribution, intergenerational earnings mobility, and schooling mobility. The paper finds that a tax-financed free preschool program for the children of poor socioeconomic status generates positive net gains to the society in terms of average earnings, higher intergenerational earnings mobility, and schooling mobility. PMID:26709326

Profiles of High-Performing STEM Majors. ACT Research Report Series 2017-2

ERIC Educational Resources Information Center

Westrick, Paul

2017-01-01

Building upon the research findings in an earlier ACT Research Report (Westrick, 2016), this study used data from 119,131 students at 26 four-year institutions to make comparisons between STEM majors earning semester GPAs of 3.0 or higher and their STEM peers earning semester GPAs less than 3.0. The results indicate that the higher-performing…

Education Pays 2016: The Benefits of Higher Education for Individuals and Society. Trends in Higher Education Series

ERIC Educational Resources Information Center

Ma, Jennifer; Pender, Matea; Welch, Meredith

2016-01-01

This report documents differences in the earnings and employment patterns of U.S. adults with different levels of education. It also compares health-related behaviors, reliance on public assistance programs, civic participation, and indicators of the well-being of the next generation. In addition to reporting median earnings by education level,…

Employment and Earnings Outcomes for Recent Graduates of Public Higher Education Institutions in West Virginia, 1995. Research Report 1997-2.

ERIC Educational Resources Information Center

Krotseng, Marsha V.; Glenn, Darrell E.

This report presents information on employment and earnings outcomes for recent graduates of West Virginia public higher education institutions. Data from the Central Office Student and Graduation files and the West Virginia Bureau of Employment Programs (WVBEP) wage and employment files were merged, creating a database that makes possible the…

Why do very unattractive workers earn so much?

PubMed

Kanazawa, Satoshi; Hu, Shihao; Larere, Adrien

2018-05-01

Kanazawa and Still (2018) showed that very unattractive workers earned more than unattractive workers, sometimes more than average-looking or attractive workers, because they had higher levels of intelligence and education, but they did not explain why very unattractive workers had higher intelligence and education. There are both theoretical and empirical reasons to expect that some intelligent men may prefer to marry very unattractive women. The analysis of the National Longitudinal Study of Adolescent Health (Add Health) shows that very unattractive women were significantly more likely to be married at Age 29 than unattractive or average-looking women, and their spouses or partners earned significantly more than those of unattractive or average-looking women. If intelligent men have historically preferred to marry very unattractive women generation after generation, then, because both general intelligence and physical attractiveness are highly heritable, this can explain why very unattractive workers are more intelligent and achieve higher education, thereby earning more. It can also explain why the positive correlation between intelligence and physical attractiveness is not larger despite assortative mating of intelligent men of higher status and physically attractive women over many generations. Copyright © 2018 Elsevier B.V. All rights reserved.

Pay and Representation of Racial/Ethnic Minorities in Higher Education Administrative Positions: The Century So Far. A CUPA-HR Research Brief

ERIC Educational Resources Information Center

Bichsel, Jacqueline; McChesney, Jasper

2017-01-01

The pay gap between minority men and White men has remained virtually unchanged since 1980, with Hispanic men currently earning 69 cents and Black men currently earning 73 cents on the dollar that White men earn. The pay gap is even greater for minority women. The College and University Professional Association for Human Resources (CUPA-HR) has…

The effects of skin tone, height, and gender on earnings

PubMed Central

2018-01-01

Using a theoretical approach grounded in implicit bias and stereotyping theories, this study examines the relationship between observable physical characteristics (skin tone, height, and gender) and earnings, as measured by income. Combining separate streams of research on the influence of these three characteristics, we draw from a sample of 31,356 individual-year observations across 4,340 individuals from the National Longitudinal Study of Youth (NLSY) 1997. We find that skin tone, height, and gender interact such that taller males with darker skin tone attain lower earnings; those educated beyond high school, endowed with higher cognitive ability, and at the higher income level (>75th percentile) had even lower levels of earnings relative to individuals with lighter skin tone. The findings have implications for implicit bias theories, stereotyping, and the human capital literature within the fields of management, applied psychology, and economics. PMID:29293634

The effect of near-peer tutoring on medical students' performance in anatomical and physiological sciences.

PubMed

Morgan, Katrina M; Northey, Emily E; Khalil, Mohammed K

2017-10-01

Healthcare professional schools across the world are implementing near-peer tutoring (NPT) programs owing to numerous benefits to both tutors and tutees. This study determined whether higher attendance at NPT sessions led to improvements in course grades for high and low performing students. Fourth-year medical students used the USMLE Step 1 question format to tutor first-year medical students during the second half of the Structure and Function (SF) module, i.e., SF2. Attendance was recorded and students were accordingly divided into three groups: high, moderate, and low-no attendance. Students' performances in SF1 and SF2 were compared using Student's t-test. Differences among the three groups were analyzed using ANOVA and Scheffé post hoc test (P< 0.05). Students who earned 70-79% (C) in SF1 were further examined on the basis of their attendance rate and performance in SF2. Those who attended three or more sessions completed a survey evaluating the NPT program. Course grades were significantly higher in SF2 than SF1 for all students, regardless of attendance rate. However, students who received a C grade in SF1 and had high or moderate attendance improved significantly in their SF2 course grade. Most students agreed that the NPT program was valuable and they evaluated the tutors highly. They also agreed that NPT prepared them for course exams and Step 1, but did not reduce anxiety and stress about Step 1. The positive effect of the NPT program resulted in its expansion to include all first-year modules. Clin. Anat. 30:922-928, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Earnings Quality Measures and Excess Returns

PubMed Central

Perotti, Pietro; Wagenhofer, Alfred

2014-01-01

This paper examines how commonly used earnings quality measures fulfill a key objective of financial reporting, i.e., improving decision usefulness for investors. We propose a stock-price-based measure for assessing the quality of earnings quality measures. We predict that firms with higher earnings quality will be less mispriced than other firms. Mispricing is measured by the difference of the mean absolute excess returns of portfolios formed on high and low values of a measure. We examine persistence, predictability, two measures of smoothness, abnormal accruals, accruals quality, earnings response coefficient and value relevance. For a large sample of US non-financial firms over the period 1988–2007, we show that all measures except for smoothness are negatively associated with absolute excess returns, suggesting that smoothness is generally a favorable attribute of earnings. Accruals measures generate the largest spread in absolute excess returns, followed by smoothness and market-based measures. These results lend support to the widespread use of accruals measures as overall measures of earnings quality in the literature. PMID:26300582

Earnings Quality Measures and Excess Returns.

PubMed

Perotti, Pietro; Wagenhofer, Alfred

2014-06-01

This paper examines how commonly used earnings quality measures fulfill a key objective of financial reporting, i.e., improving decision usefulness for investors. We propose a stock-price-based measure for assessing the quality of earnings quality measures. We predict that firms with higher earnings quality will be less mispriced than other firms. Mispricing is measured by the difference of the mean absolute excess returns of portfolios formed on high and low values of a measure. We examine persistence, predictability, two measures of smoothness, abnormal accruals, accruals quality, earnings response coefficient and value relevance. For a large sample of US non-financial firms over the period 1988-2007, we show that all measures except for smoothness are negatively associated with absolute excess returns, suggesting that smoothness is generally a favorable attribute of earnings. Accruals measures generate the largest spread in absolute excess returns, followed by smoothness and market-based measures. These results lend support to the widespread use of accruals measures as overall measures of earnings quality in the literature.

House Price Growth When Children Are Teenagers: A Path to Higher Earnings? Working Paper No. 14-13

ERIC Educational Resources Information Center

Cooper, Daniel; Luengo-Prado, María José

2014-01-01

This paper examines whether a rise in house prices that occurs immediately prior to children entering college has an impact on their earnings as adults. Higher house prices provide homeowners with additional funds to invest in their children's human capital. The results show that a 1 percentage point increase in house prices, when children are 17…

The gender earnings gap among pharmacists.

PubMed

Carvajal, Manuel J; Armayor, Graciela M; Deziel, Lisa

2012-01-01

A gender earnings gap exists across professions. Compared with men, women earn consistently lower income levels. The determinants of wages and salaries should be explored to assess whether a gender earnings gap exists in the pharmacy profession. The objectives of this study were to (1) compare the responses of male and female pharmacists' earnings with human-capital stock, workers' preferences, and opinion variables and (2) assess whether the earnings determination models for male and female pharmacists yielded similar results in estimating the wage-and-salary gap through earnings projections, the influence of each explanatory variable, and gender differences in statistical significance. Data were collected through the use of a 37-question survey mailed to registered pharmacists in South Florida, United States. Earnings functions were formulated and tested separately for male and female pharmacists using unlogged and semilog equation forms. Number of hours worked, human-capital stock, job preferences, and opinion variables were hypothesized to explain wage-and-salary differentials. The empirical evidence led to 3 major conclusions: (1) men's and women's earnings sometimes were influenced by different stimuli, and when they responded to the same variables, the effect often was different; (2) although the influence of some explanatory variables on earnings differed in the unlogged and semilog equations, the earnings projections derived from both equation forms for male and female pharmacists were remarkably similar and yielded nearly identical male-female earnings ratios; and (3) controlling for number of hours worked, human-capital stock, job preferences, and opinion variables reduced the initial unadjusted male-female earnings ratios only slightly, which pointed toward the presence of gender bias. After controlling for human-capital stock, job-related characteristics, and opinion variables, male pharmacists continued to earn higher income levels than female pharmacists. Copyright © 2012 Elsevier Inc. All rights reserved.

Determinants of reinforcer accumulation during an operant task.

PubMed

McFarland, J M; Lattal, K A

2001-11-01

Responses by rats on an earn lever made available food pellets that were delivered to a food cup by responses on a second, collect, lever. The rats could either collect and immediately consume or accumulate (defined as the percentage of multiple earn responses and as the number of pellets earned before a collect response) earned pellets. In Experiment 1, accumulation varied as a function of variations in the earn or collect response requirements and whether the earn and collect levers were proximal (31 cm) or distal (248 cm) to one another. Some accumulation occurred under all but one of the conditions, but generally was higher when the earn and collect levers were distal to one another, particularly when the earn response requirement was fixed-ratio (FR) 1. In Experiment 2, the contributions of responses and time to accumulation were assessed by comparing an FR 20 earn response requirement to a condition in which only a single earn response was required at the end of a time interval nominally yoked to the FR interval. When 248 cm separated the earn and collect levers, accumulation was always greater in the FR condition, and it was not systematically related to reinforcement rate. In Experiment 3, increasing the earn response requirement with a progressive-ratio schedule that reset only with a collect response increased the likelihood of accumulation when the collect and earn levers were 248 cm apart, even though such accumulation increased the next earn response requirement. Reinforcer accumulation is an understudied dimension of operant behavior that relates to the analysis of such phenomena as hoarding and self-control, in that they too involve accumulating versus immediately collecting or consuming reinforcers.

Determinants of reinforcer accumulation during an operant task.

PubMed Central

McFarland, J M; Lattal, K A

2001-01-01

Responses by rats on an earn lever made available food pellets that were delivered to a food cup by responses on a second, collect, lever. The rats could either collect and immediately consume or accumulate (defined as the percentage of multiple earn responses and as the number of pellets earned before a collect response) earned pellets. In Experiment 1, accumulation varied as a function of variations in the earn or collect response requirements and whether the earn and collect levers were proximal (31 cm) or distal (248 cm) to one another. Some accumulation occurred under all but one of the conditions, but generally was higher when the earn and collect levers were distal to one another, particularly when the earn response requirement was fixed-ratio (FR) 1. In Experiment 2, the contributions of responses and time to accumulation were assessed by comparing an FR 20 earn response requirement to a condition in which only a single earn response was required at the end of a time interval nominally yoked to the FR interval. When 248 cm separated the earn and collect levers, accumulation was always greater in the FR condition, and it was not systematically related to reinforcement rate. In Experiment 3, increasing the earn response requirement with a progressive-ratio schedule that reset only with a collect response increased the likelihood of accumulation when the collect and earn levers were 248 cm apart, even though such accumulation increased the next earn response requirement. Reinforcer accumulation is an understudied dimension of operant behavior that relates to the analysis of such phenomena as hoarding and self-control, in that they too involve accumulating versus immediately collecting or consuming reinforcers. PMID:11768714

Comparing team-based and mixed active-learning methods in an ambulatory care elective course.

PubMed

Zingone, Michelle M; Franks, Andrea S; Guirguis, Alexander B; George, Christa M; Howard-Thompson, Amanda; Heidel, Robert E

2010-11-10

To assess students' performance and perceptions of team-based and mixed active-learning methods in 2 ambulatory care elective courses, and to describe faculty members' perceptions of team-based learning. Using the 2 teaching methods, students' grades were compared. Students' perceptions were assessed through 2 anonymous course evaluation instruments. Faculty members who taught courses using the team-based learning method were surveyed regarding their impressions of team-based learning. The ambulatory care course was offered to 64 students using team-based learning (n = 37) and mixed active learning (n = 27) formats. The mean quality points earned were 3.7 (team-based learning) and 3.3 (mixed active learning), p < 0.001. Course evaluations for both courses were favorable. All faculty members who used the team-based learning method reported that they would consider using team-based learning in another course. Students were satisfied with both teaching methods; however, student grades were significantly higher in the team-based learning course. Faculty members recognized team-based learning as an effective teaching strategy for small-group active learning.

Smartphones in the Classroom as Impediments to Student Learning

ERIC Educational Resources Information Center

Synnott, C. Kevin

2015-01-01

The author examined the literature regarding college students' use of smartphones during class time. Findings included the following: Students believe they are capable of multitasking with smartphones, but they are not and earn lower grades as a result; students misperceive that their peers use smartphones during class time more than they do to…

Grade Expectations: How Marks and Education Policies Shape Students' Ambitions

ERIC Educational Resources Information Center

OECD Publishing (NJ3), 2012

2012-01-01

While enrolment in tertiary education has increased dramatically over the past decades, many university-aged students do not enrol, nor do they expect to earn a university degree. While it is important to promote high expectations for further education, it is equally important to ensure that students' expectations are well-aligned with their…

Effects of Instructions, Self-Instructions and Discipline on Children's Donating.

ERIC Educational Resources Information Center

Brown, Margery S.; Israel, Allen C.

In a study of children's donating behavior, the effects of experimenter instructions, perceived maternal discipline, and self-instructive cognitions were investigated. Seventy-two second; third; and fourth-grade girls who viewed their mothers as inductive or power assertive earned tokens in a size-judgement task. They observed a model donate and…

Who Is Repeating Anatomy? Trends in an Undergraduate Anatomy Course

ERIC Educational Resources Information Center

Schutte, Audra F.

2016-01-01

Anatomy courses frequently serve as prerequisites or requirements for health sciences programs. Due to the challenging nature of anatomy, each semester there are students remediating the course (enrolled in the course for a second time), attempting to earn a grade competitive for admissions into a program of study. In this retrospective study,…

The Utility of the MAPI in Predicting Urban Middle School Competence.

ERIC Educational Resources Information Center

Paulus, John A.; Perosa, Linda M.

A sample of 107 eighth graders from a large urban middle school in the Midwest was administered the Millon Adolescent Personality Inventory (MAPI) to determine its utility in predicting grades earned, attendance, and social competence. The results of hierarchical multiple regression analysis indicated that the MAPI coping patterns significantly…

Factors Affecting the Underachievement of Academically Able College Students.

ERIC Educational Resources Information Center

Teitelbaum, Herta

Reasons for the underachievement of 44 qualified college freshmen were studied. The students had above-average scores on the American College Testing program examination but earned below-average grades in their first year in college. They were invited to discuss their academic status and perceptions of college life with an academic advisor. It was…

Model Minority, Self-Perception and Schooling: Multiple Voices of Korean Students in China

ERIC Educational Resources Information Center

Gao, Fang

2009-01-01

Koreans have been successful in nesting their educational achievement in places like China, where they have earned the title of the "model minority", due primarily to their educational success. Drawing on data from ethnographic research on fourth-grade Korean students in a bilingual Korean school, this article examines the relationship…

The Influence of Dentist and Nondentist Parents on Dental Students.

ERIC Educational Resources Information Center

Romberg, Elaine; And Others

1983-01-01

A study supported three hypotheses, that students with dentist parents: (1) receive greater reinforcement of their education; (2) interact more with their parents on dentally related material; and (3) perceive greater well-being during their dental school years. A fourth hypothesis, that students with dentist parents earn better grades, was not…

A Comparison of Positive Reinforcement and Punishment in Two Special Education Classes.

ERIC Educational Resources Information Center

Otto, Richard G.

Compared was the effectiveness of punishment and positive reinforcement on the nonattending behaviors and academic achievement of 18 elementary grade children in two special classes for children with social or adjustment problems. During the positive reinforcement condition each student earned a slash mark whenever he was observed attending to…

Some Relationships Between Birth Order, Sex, Family Size, Sibling Span, and Reading Achievement.

ERIC Educational Resources Information Center

Grygo, Rosemary E. Cox

Reading scores earned by 286 fifth-grade pupils taking the California Test of Basic Skills were used in a study examining the relationship between reading achievement and birth order and related family factors. Vocabulary scores were significantly related to birth order, family size, and socioeconomic status. Comprehension scores were…

My Classroom: India

ERIC Educational Resources Information Center

Hart, Blaire Creamer

2017-01-01

Dr. Santosh Kumar Mahapatra did not grow up speaking English, and studying English in secondary school was not easy for him. In fact, he almost failed the subject in Grades 10 and 12. Later, after he earned a master's degree in English Literature but still felt he could not speak the language well, he improved his English-speaking skills while…

The impact of taking a college pre-calculus course on students' college calculus performance

NASA Astrophysics Data System (ADS)

Sonnert, Gerhard; Sadler, Philip M.

2014-11-01

Poor performance on placement exams keeps many US students who pursue a STEM (science, technology, engineering, mathematics) career from enrolling directly in college calculus. Instead, they must take a pre-calculus course that aims to better prepare them for later calculus coursework. In the USA, enrollment in pre-calculus courses in two- and four-year colleges continues to grow, and these courses are well-populated with students who already took pre-calculus in high school. We examine student performance in college calculus, using regression discontinuity to estimate the effects of taking college pre-calculus or not, in a national US sample of 5507 students at 132 institutions. We find that students who take college pre-calculus do not earn higher calculus grades.

ASIAN AMERICAN-WHITE DIFFERENCES IN THE EFFECT OF MOTHERHOOD ON CAREER OUTCOMES

PubMed Central

Greenman, Emily

2014-01-01

U.S.-born Asian Americans are unique among American minority groups in that they lack earnings disadvantages relative to Whites with similar education levels. Controlling for education and age, there is little difference in the earnings of U.S.-born Asian and White men, but Asian women have higher earnings than comparable White women. Using data from SESTAT, this study tests the hypothesis that Asian American women’s high earnings may result from adjusting their labor supply less than White women in response to parenthood, leading to greater work experience over time. Findings show that Asian American women are less likely than White women reduce labor supply in response to parenthood, and that their resulting greater work experience explains their high rate of earnings growth. PMID:25580053

How do marital status, work effort, and wage rates interact?

PubMed

Ahituv, Avner; Lerman, Robert I

2007-08-01

How marital status interacts with men's earnings is an important analytic and policy issue, especially in the context of debates in the United States over programs that encourage healthy marriage. This paper generates new findings about the earnings-marriage relationship by estimating the linkages among flows into and out of marriage, work effort, and wage rates. The estimates are based on National Longitudinal Survey of Youth panel data, covering 23 years of marital and labor market outcomes, and control for unobserved heterogeneity. We estimate marriage effects on hours worked (our proxy for work effort) and on wage rates for all men and for black and low-skilled men separately. The estimates reveal that entering marriage raises hours worked quickly and substantially but that marriage's effect on wage rates takes place more slowly while men continue in marriage. Together; the stimulus to hours worked and wage rates generates an 18%-19% increase in earnings, with about one-third to one-half of the marriage earnings premium attributable to higher work effort. At the same time, higher wage rates and hours worked encourage men to marry and to stay married. Thus, being married and having high earnings reinforce each other over time.

Racial/Ethnic Variations in the Consequences of Religious Participation for Academic Achievement at Elite Colleges and Universities

PubMed Central

Owens, Jayanti

2014-01-01

Research has not investigated how much of the previously documented positive association between high school religious service attendance and college grades is mediated by campus religious group participation. Nor do we know whether campus religious group involvement is an important mediator for black and Hispanic students who experience grade-lowering stereotype threat at historically white institutions. Path analyses conducted on a racially diverse sample of students at 28 elite institutions indicate that religious group involvement in college mediates the positive relationship between high school service attendance and college grades for Hispanic and to some extent black students. For Asian and white students, high school service attendance is positively associated with grades net of religious group involvement on campus. Asians frequently attending high school services on average earn a grade-point average of 0.12 points above Asians who never attended, net of controls. PMID:24855331

Predictive effects of teachers and schools on test scores, college attendance, and earnings.

PubMed

Chamberlain, Gary E

2013-10-22

I studied predictive effects of teachers and schools on test scores in fourth through eighth grade and outcomes later in life such as college attendance and earnings. For example, predict the fraction of a classroom attending college at age 20 given the test score for a different classroom in the same school with the same teacher and given the test score for a classroom in the same school with a different teacher. I would like to have predictive effects that condition on averages over many classrooms, with and without the same teacher. I set up a factor model that, under certain assumptions, makes this feasible. Administrative school district data in combination with tax data were used to calculate estimates and do inference.

How much do cancer specialists earn? A comparison of physician fees and remuneration in oncology and radiology in high-income countries.

PubMed

Boyle, Seán; Petch, Jeremy; Batt, Kathy; Durand-Zaleski, Isabelle; Thomson, Sarah

2018-02-01

The main driver of higher spending on health care in the US is believed to be substantially higher fees paid to US physicians in comparison with other countries. We aim to compare physician incomes in radiology and oncology considering differences in relation to fees paid, physician capacity and volume of services provided in five countries: the United States, Canada, Australia, France and the United Kingdom. The fee for a consultation with a specialist in oncology varies threefold across countries, and more than fourfold for chemotherapy. There is also a three to fourfold variation in fees for ultrasound and CT scans. Physician earnings in the US are greater than in other countries in both oncology and radiology, more than three times higher than in the UK; Canadian oncologists and radiologists earn considerably more than their European counterparts. Although challenging, benchmarking earnings and fees for similar health care activities across countries, and understanding the factors that explain any differences, can provide valuable insights for policy makers trying to enhance efficiency and quality in service delivery, especially in the face of rising care costs. Copyright © 2017 Elsevier B.V. All rights reserved.

Integration Interrupted: Tracking, Black Students, and Acting White after "Brown"

ERIC Educational Resources Information Center

Tyson, Karolyn, Ed.

2011-01-01

An all-too-popular explanation for why black students aren't doing better in school is their own use of the "acting white" slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness,…

Developing a Community of Practice through Learning Climate, Leader Support, and Leader Interaction

ERIC Educational Resources Information Center

Baker-Eveleth, Lori J.; Chung, Yunhyung; Eveleth, Daniel M.; O'Neill, Michele

2011-01-01

The Communities of Practice (CoP) concept and the knowledge management literature both provide useful frameworks for conceptualizing how an individual's performance in the classroom (e.g., earning a grade) or in an organization (e.g., solving a client's problem) can be supported by a collection of other individuals performing similar tasks and…

The Role of Academic Preparation and Interest on STEM Success. ACT Research Report Series

ERIC Educational Resources Information Center

Radunzel, Justine; Mattern, Krista; Westrick, Paul

2016-01-01

Research has shown that science, technology, engineering, and mathematics (STEM) majors who are more academically prepared--especially in terms of their mathematics and science test scores--are more likely to be successful across a variety of outcomes: cumulative grade point average (GPA), persistence in a STEM major, and ultimately earning a STEM…

Career Performance of Marginally Scholastic Graduates of the Air Force Institute of Technology’s Resident Master’s Degree Programs

DTIC Science & Technology

1984-09-01

between graduate grade point average (GGPA) and various measures of career performance. Most of the research has dealt with graduates of business ... schools and the most frequently measured criterion of career performance is compensation in the form of earnings and salary. Some researchers have found

School-Community Gardening: Learning, Living, Earning, and Giving

ERIC Educational Resources Information Center

Gallavan, Nancy P.; Bowles, Freddie A.

2012-01-01

Elementary teacher Ms. Huff realized that her third grade students were limited in their knowledge and experiences related to gardening. Most of today's young learners in the United States do not live on farms, and few families maintain gardens. Only a few of Ms. Huff's students could say they had a family garden. In schools, students learn about…

The State "of" State U.S. History Standards 2011

ERIC Educational Resources Information Center

Stern, Sheldon M.; Stern, Jeremy A.

2011-01-01

This study is the Thomas B. Fordham Institute's first review of the quality of state U.S. history standards since 2003. Key findings include: (1) A majority of states' standards are mediocre-to-awful. The average grade across "all" states is barely a D. In twenty-eight jurisdictions--a majority of states--the history standards earn Ds or…

Educational Opportunity Program (EOP) at a Selective Public University: Initial Findings from a Longitudinal Evaluation Study

ERIC Educational Resources Information Center

Winograd, Greta; Verkuilen, Jay; Weingarten, Alison; Walker, Lucy

2018-01-01

In this study, we examined academic outcomes among students from low-income and academically disadvantaged backgrounds who participated in the Educational Opportunity Program (EOP) at a selective four-year public comprehensive college in the Northeast. We found that provisionally admitted EOP students earned comparable first-semester grades and…

Developing the Motivation within: Using Praise and Rewards Effectively

ERIC Educational Resources Information Center

Crow, Sherry R.; Small, Ruth V.

2011-01-01

Motivation is a complicated issue. There are myriad reasons why people choose to do what they do. For example, employees usually work for money, students study to earn grades, heart attack victims learn that when they diet they will live longer--the list of extrinsic motivators is endless. Conversely, there are things people do just for the…

Course Pass Rates in Fall 1993. Enrollment Analysis EA94-4.

ERIC Educational Resources Information Center

Diehl, Patricia K.

Student performance in individual courses constitutes a fundamental learning outcome, as assessed by the faculty. Examination of student outcomes at the course level is especially appropriate at community colleges, since as many as half the students in credit courses have no intention of earning a degree. Fall 1993 final course grades of students…

Process Improvement: Addressing Attrition from the Uniformed Services University of the Health Sciences Nurse Anesthesia Program.

PubMed

Wilson, John Tyler; Gibbons, Susanne W; Wofford, Kenneth

2015-10-01

This retrospective cohort study examined the Uniformed Services University of the Health Sciences Registered Nurse Anesthesia program to identify reasons for high attrition rates. Relevant data were examined for 180 students enrolled in classes from 2005 through 2011. During that period, 40 students were dismissed or disenrolled, with the highest attrition rate (35%) occurring in the class of 2010. Evidence from this investigation indicates students who completed the program were younger, earned higher grade point averages while completing their undergraduate bachelor of science in nursing, and achieved higher analytic and total Graduate Record Examination scores than did students who withdrew or were dismissed. Gender differences were noted, as a greater proportion of women completed the program compared with men. Personal, family, and other issues frequently overlapped, with academic performance problems leading to attrition. Based on these findings, a number of important changes were made in the admission process to the USUHS RNA program and in the nonacademic mentoring and assistance offered to students.

It is not known the impact or implications of a study skills class and its effect on high school students in relation to performance on math and science Georgia High School Graduation Test

NASA Astrophysics Data System (ADS)

Smith, Mary E.

The Georgia State Board of Education has put in place requirements that high school students must meet in order to advance to a higher grade level and to achieve credits for graduation. Georgia requires all ninth, tenth, eleventh, and twelfth graders to take an end-of-course test after completing class time for academic core subjects. The student's final grade in the end-of-course test course will be calculated using the course grade as 85% and the end-of-course test score as 15%. The student must have a final course grade of 70 or above to pass the course and to earn credit toward graduation. Students in Georgia are required to take the Georgia High School Graduation Test. The tests consist of five parts, writing, math, science, social studies and language arts. Students must make a minimum score of 500 which indicates the student was proficient in mastering the objectives for that particular section of the test. Not all students finish high school in four years due to obstacles that occur. Tutorial sessions are provided for those that wish to participate. High schools may offer study skills classes for students that need extra help in focusing their attention on academic courses. Study skill courses provide the student with techniques that he or she may find useful in organizing thoughts and procedures that direct the student towards success.

Gender, race & the veteran wage gap.

PubMed

Vick, Brandon; Fontanella, Gabrielle

2017-01-01

This paper analyzes earnings outcomes of Iraq/Afghanistan-era veterans. We utilize the 2009-2013 American Community Survey and a worker-matching methodology to decompose wage differences between veteran and non-veteran workers. Among fully-employed, 25-40 year-olds, veteran workers make 3% less than non-veteran workers. While male veterans make 9% less than non-veterans, female and black veterans experience a wage premium (2% and 7% respectively). Decomposition of the earnings gap identifies some of its sources. Relatively higher rates of disability and lower rates of educational attainment serve to increase the overall wage penalty against veterans. However, veterans work less in low-paying occupations than non-veterans, serving to reduce the wage penalty. Finally, among male and white subgroups, non-veterans earn more in the top quintile due largely to having higher educational attainment and greater representation in higher-paying occupations, such as management. Copyright © 2016 Elsevier Inc. All rights reserved.

Increasing persistence in undergraduate science majors: a model for institutional support of underrepresented students.

PubMed

Toven-Lindsey, Brit; Levis-Fitzgerald, Marc; Barber, Paul H; Hasson, Tama

2015-01-01

The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most "gatekeeper" chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap. © 2015 B. Toven-Lindsey et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Effects of traditional and discovery instructional approaches on learning outcomes for learners of different intellectual development: A study of chemistry students in Zambia

NASA Astrophysics Data System (ADS)

Mulopo, Moses M.; Seymour Fowler, H.

This study examined the differential effectiveness of traditional and discovery methods of instruction for the teaching of science concepts, understandings about science, and scientific attitudes, to learners at the concrete and formal level of cognitive development. The dependent variables were achievement, understanding science, and scientific attitude; assessed through the use of the ACS Achievement Test (high school chemistry, Form 1979), the Test on Understanding Science (Form W), and the Test on Scientific Attitude, respectively. Mode of instruction and cognitive development were the independent variables. Subjects were 120 Form IV (11th grade) males enrolled in chemistry classes in Lusaka, Zambia. Sixty of these were concrete reasoners (mean age = 18.23) randomly selected from one of the two schools. The remaining 60 subjects were formal reasoners (mean age 18.06) randomly selected from a second boys' school. Each of these two groups was randomly split into two subgroups with 30 subjects. Traditional and discovery approaches were randomly assigned to the two subgroups of concrete reasoners and to the two subgroups of formal reasoners. Prior to instruction, the subjects were pretested using the ACS Achievement Test, the Test on Understanding Science, and the Test on Scientific Attitude. Subjects received instruction covering eight chemistry topics during approximately 10 weeks. Posttests followed using the same standard tests. Two-way analysis of covariance, with pretest scores serving as covariates was used and 0.05 level of significant was accepted. Tukey WSD technique was used as a follow-up test where applicable. It was found that (1) for the formal reasoners, the discovery group earned significantly higher understanding science scores than the traditional group. For the concrete reasoners mode of instruction did not make a difference; (2) overall, formal reasoners earned significantly higher achievement scores than concrete reasoners; (3) in general, subjects taught by the discovery approach earned significantly higher scientific attitude scores than those taught by the traditional approach. The traditional group outperformed the discovery group in achievement scores. It was concluded that the traditional approach might be an efficient instructional mode for the teaching of scientific facts and principles to high school students, while the discovery approach seemed to be more suitable for teaching scientific attitudes and for promoting understanding about science and scientists among formal operational learners.

Patriarchal Pressures: An Exploration of Organizational Processes That Exacerbate and Erode Gender Earnings Inequality.

ERIC Educational Resources Information Center

Anderson, Cynthia D.; Tomaskovic-Devey, Donald

1995-01-01

Analysis of data from the North Carolina Employment and Health Survey examined organizational characteristics that affect gender inequality: organizational resources, regional culture, market sector, organization size, and employment relations. Gender earnings inequality ranged from 51% to parity, were higher where organizational resources are…

Salaried and Professional Women: Relevant Statistics. Publication #92-3.

ERIC Educational Resources Information Center

Wilson, Pamela, Ed.

This document contains 29 statistical tables grouped into five sections: "General Statistics,""Occupations and Earnings,""Earnings of Selected Professional Occupations,""Women and Higher Education," and "Family Income and Composition." Among the tables are those that show the following: (1) 1991 annual average U.S. civilian work force by…

Modeling the Success of Metropolitan College. The Business-Higher Education Forum's Simulation Series

ERIC Educational Resources Information Center

Sturtevant, Daniel

2011-01-01

"Learn and Earn" programs offer one channel for ameliorating some of the workforce challenges that are of concern. Learn and Earn programs involve partnerships between postsecondary education institutions and employers to provide opportunities for adults to attend college while maintaining their employment. One such example is…

A Random Assignment Evaluation of Learning Communities Seven Years Later: Impacts on Education and Earnings Outcomes

ERIC Educational Resources Information Center

Weiss, Michael J.; Mayer, Alexander; Cullinan, Dan; Ratledge, Alyssa; Sommo, Colleen; Diamond, John

2014-01-01

Empirical evidence confirms that increased education is positively associated with higher earnings across a wide spectrum of fields and student demographics (Barrow & Rouse, 2005; Card, 2001; Carneiro, Heckman, & Vytlacil, 2011; Dadgar & Weiss, 2012; Dynarski, 2008; Jacobson & Mokher, 2009; Jepsen, Troske, & Coomes, 2009; Kane…

Yes, but Can They Earn a Living? Methods for Creating an Effective System of Measuring Labor Market Outcomes in Higher Education. Research & Occasional Paper Series: CSHE.5.13

ERIC Educational Resources Information Center

Moore, Richard W.; Chapman, Kenneth; Huber, Bettina; Shors, Mark

2013-01-01

A new federal initiative calls for a College Scorecard which will include a yet to be determined measure of graduate earnings. In this paper we examine the political context that drives this initiative and examine the nascent efforts of four states to develop statewide systems to measure the labor market outcomes of higher education. We propose…

Individual and societal impact on earnings associated with serious mental illness in metropolitan China

PubMed Central

Lee, Sing; Tsang, Adley; Huang, Yue-qin; He, Yan-ling; Liu, Zhao-rui; Zhang, Ming-yuan; Shen, Yu-cun; Kessler, Ronald C.

2013-01-01

To evaluate individual-level and societal-level losses of income associated with serious mental illness in metropolitan China, a multi-stage probability survey was administered to adults aged 18–70 in Beijing and Shanghai. We used data to estimate individual-level expected earnings from a model that included information about the respondents’ education level, marital status, age, and gender. Expected earnings were compared to observed earnings among respondents with mental illness and serious disability. The result shows that the 12-month prevalence of such serious mental illness was 0.6%. Its impact on earnings was significant in the total sample and was higher for males (76% of gender-specific expected salary was lost) than females (32%). When projected to societal level, the annual impact was estimated to be 466 million Renminbi (RMB 8.27= USD 1), less than 0.2% of the Gross Domestic Product (GDP) of the two cities. Serious mental illness was associated with a substantial decrease in individual-level earnings, but the burden that resulted from societal-level loss of earnings was not large enough to help drive mental health policy and programs in China. PMID:20493555

An Economic Analysis of the Effects of Dropouts and State Tax Revenues.

ERIC Educational Resources Information Center

Saterfiel, Thomas H.; Blackbourn, Richard

An analysis of the 1981 high school graduating class in Mississippi suggests that greater earnings for students and increased state revenues from income and sales taxes would result if the dropout rate could be reduced to the national average of 10 percent. Subtracting from the total first-grade enrollment (1969-70) both the number of 1981 private…

Birth Order, Educational Attainment, and Earnings: An Investigation Using the PSID

ERIC Educational Resources Information Center

Kantarevic, Jasmin; Mechoulan, Stephane

2006-01-01

We examine the implications of being early in the birth order, and whether a pattern exists within large families of falling then rising attainment with respect to birth order. Unlike other studies using U.S. data, we go beyond grade for age and look at racial differences. Drawing from OLS and fixed effects estimations, we find that being…

Improved Student Achievement Using Personalized Online Homework for a Course in Material and Energy Balances

ERIC Educational Resources Information Center

Liberatore, Matthew W.

2011-01-01

Personalized, online homework was used to supplement textbook homework, quizzes, and exams for one section of a course in material and energy balances. The objective of this study was to test the hypothesis that students using personalized, online homework earned better grades in the course. The online homework system asks the same questions of…

What Strategies Do Resistive Readers Use to Fake Their Way through School Assigned Texts?

ERIC Educational Resources Information Center

Krieger, Courtney M.

2012-01-01

A trend among adolescent readers is the practice of fake-reading. Fake-reading occurs when students who can read choose not to, and develop strategies to fake their way through school-assigned texts to earn good grades. This study examines four resistive readers, or fake-readers, assigned to read Neal Shusterman's "Unwind" (2007)…

Unequal Achievement of Science Undergraduates: Does Sex Influence the Differences?

ERIC Educational Resources Information Center

Patrick, Ajaja O.

2012-01-01

The major purpose of this study was to determine if gender influences grade points earned by university students who majored in biology, chemistry, and physics. The design of the study was ex-post facto, considering the academic records of science students admitted from 2003 to 2007. The total number of subjects used for the study was 637 biology,…

How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project STAR. NBER Working Paper No. 16381

ERIC Educational Resources Information Center

Chetty, Raj; Friedman, John N.; Hilger, Nathaniel; Saez, Emmanuel; Schanzenbach, Diane Whitmore; Yagan, Danny

2010-01-01

In Project STAR, 11,571 students in Tennessee and their teachers were randomly assigned to different classrooms within their schools from kindergarten to third grade. This paper evaluates the long-term impacts of STAR using administrative records. We obtain five results. First, kindergarten test scores are highly correlated with outcomes such as…

The Effects of Therapeutic Morning Meetings as a Socio-Emotional, Behavioral, and Academic Intervention on Middle School Students with Emotional Disturbance

ERIC Educational Resources Information Center

Pfitzer, Bryan A.

2010-01-01

Middle school students identified with emotional and behavioral disorders exhibit problem behaviors and often lack the social and academic skills necessary to be successful students. Moreover, these students display low academic motivation, earn failing grades, and have high rates of suspension due to unsafe and inappropriate behaviors. Using a…

Predictive effects of teachers and schools on test scores, college attendance, and earnings

PubMed Central

Chamberlain, Gary E.

2013-01-01

I studied predictive effects of teachers and schools on test scores in fourth through eighth grade and outcomes later in life such as college attendance and earnings. For example, predict the fraction of a classroom attending college at age 20 given the test score for a different classroom in the same school with the same teacher and given the test score for a classroom in the same school with a different teacher. I would like to have predictive effects that condition on averages over many classrooms, with and without the same teacher. I set up a factor model that, under certain assumptions, makes this feasible. Administrative school district data in combination with tax data were used to calculate estimates and do inference. PMID:24101492

The practice and earnings of preventive medicine physicians.

PubMed

Salive, M E

1992-01-01

A shortage of preventive medicine (PM) physicians exists in the United States. Researchers know little about these physicians' earnings and practice characteristics. The American College of Preventive Medicine (ACPM) mailed a survey to all self-identified PM physicians on the American Medical Association (AMA) Physician Masterfile. A total of 3,771 (54%) responded; respondents' sex and region of residence were typical for PM physicians in general, with a slight excess of older physicians and those reporting board certification. A total of 2,664 (71%) were working full time, with median earnings of $85,000 (mean $90,000). Among full-time physicians, relatively higher earnings were associated with the following characteristics: male sex; age 45 to 64 years; major source of income from clinical, business, or industrial sources, rather than governmental or academic; and PM board certification. Full-time PM physicians earned much less than office-based private practitioners in several primary care specialties in 1989. The gap in earnings between PM specialists in government positions and those in the private sector is also substantial. Both disparities may require creative solutions.

Wage Gaps Between the Public and Private Sectors in Spain.

ERIC Educational Resources Information Center

Lassibille, Gerard

1998-01-01

Estimates separate earnings equations by employment sector and gender in Spain and identifies returns to human capital, based on 1990-91 household survey data. Public wages are higher, and civil servants more highly educated. However, the public sector pays lower returns to education and experience. Earnings advantage is largest for least skilled…

Earnings Expectations of Typical South African University of Technology First-Year Students

ERIC Educational Resources Information Center

van der Merwe, Alex

2011-01-01

Human capital theory holds that a higher education will be pursued to the extent that its pecuniary rewards outstrip its costs. This notion is founded on the neoclassical economic assumption that expected earnings conditional on educational investment are accurately anticipated by those considering such investments. However, the evidence in…

An Effectiveness Trial of Contingency Management in a Felony Preadjudication Drug Court

ERIC Educational Resources Information Center

Marlowe, Douglas B.; Festinger, David S.; Dugosh, Karen L.; Arabia, Patricia L.; Kirby, Kimberly C.

2008-01-01

This study evaluated a contingency management (CM) program in a drug court. Gift certificates for compliance were delivered at 4- to 6-week intervals (total value = $390.00). Participants in one condition earned gift certificates that escalated by $5.00 increments. Participants in a second condition began earning higher magnitude gift…

Strategies for Professors Who Service the University to Earn Tenure and Promotion

ERIC Educational Resources Information Center

Gentry, Ruben; Stokes, Dorothy

2015-01-01

Tenure and promotion are great aspirations for college professors. They are indicators of success in the professions. Universities stipulate in their official documents and numerous higher education publications specify what professors must achieve in order to earn tenure and promotion; which almost always cite effectiveness in teaching, research,…

Teaching EBP Using Game-Based Learning: Improving the Student Experience.

PubMed

Davidson, Sandra J; Candy, Laurie

2016-08-01

Evidence-based practice (EBP) is considered a key entry to practice competency for nurses. However, many baccalaureate nursing programs continue to teach "traditional" nursing research courses that fail to address many of the critical knowledge, skills, and attitudes that foster EBP. Traditional classroom teaching strategies do little to promote the development of competencies critical for engaging in EBP in clinical contexts. The purpose of this work was to develop, implement, and evaluate an innovative teaching strategy aimed at improving student learning, engagement and satisfaction in an online EBP course. The goals of this paper are to: (1) describe the process of course development, (2) describe the innovative teaching strategy, and (3) discuss the outcomes of the pilot course offered using game-based learning. A midterm course-specific survey and standard institutional end of course evaluations were used to evaluate student satisfaction. Game platform analytics and thematic analysis of narrative comments in the midterm and end of course surveys were used to evaluate students' level of engagement. Student learning was evaluated using the end of course letter grade. Students indicated a high satisfaction with the course. Student engagement was also maintained throughout the course. The majority of students (87%, 26/30) continued to complete learning quests in the game after achieving the minimum amount of points to earn an A. Seven students completed every learning quest available in the game platform. Of the 30 students enrolled in the course, 17 students earned a final course grade of A+ and 13 earned an A. Provide students with timely, individualized feedback to enable mastery learning. Create student choice and customization of learning. Integrate the use of badges (game mechanics) to increase engagement and motivation. Level learning activities to build on each other and create flow. © 2016 Sigma Theta Tau International.

Comparing replacement rates under private and federal retirement systems.

PubMed

Martin, Patricia P

One measure of the adequacy of retirement income is replacement rate - the percentage of pre-retirement salary that is available to a worker in retirement. This article compares salary replacement rates for private-sector employees of medium and large private establishments with those for federal employees under the Civil Service Retirement System and the Federal Employees Retirement System. Because there is no standard benefit formula to represent the variety of formulas available in the private sector, a composite defined benefit formula was developed using the characteristics of plans summarized in the Bureau of Labor Statistics Medium and Large Employer Plan Survey. The resulting "typical" private-sector defined benefit plan, with an accompanying defined contribution plan, was then compared with the two federal systems. The Civil Service Retirement System (CSRS) is a stand-alone defined benefit plan whose participants are not covered by Social Security. Until passage of the 1983 Amendments to Social Security Act, it was the only retirement plan for most federal civilian employees. Provisions of the 1983 Amendments were designed to restore long-term financial stability to the Social Security trust funds. One provision created the Federal Employees Retirement System (FERS), which covers federal employees hired after 1983. It was one of the provisions designed to restore long-term financial stability to the Social Security trust funds. FERS employees contribute to and are covered by Social Security. FERS, which is a defined benefit plan, also includes a basic benefit and a 401(k)-type plan known as the Thrift Savings Plan (TSP). To compare how retirees would fare under the three different retirement systems, benefits of employees retiring at age 65 with 35 years of service were calculated using hypothetical workers with steady earnings. Workers were classified according to a percentage of the average wage in the economy: low earners (45 percent), average earners (100 percent) high earners (160 percent), and maximum earners (earnings at the taxable maximum amount). Overall, this analysis found that: Excluding Social Security benefits and TSP and defined contribution annuities, CSRS retirees have a higher pre-retirement salary replacement rate than either FERS or private-sector retirees. Private-sector retirees, however, have higher replacement rate than their FERS counterparts. Including Social Security benefits but not TSP and defined contribution plan annuities, CSRS retirees who are maximum earners have a higher pre-retirement salary replacement rate (despite receiving no Social Security benefits) than FERS retirees with the same earnings. Private-sector retirees in all earnings categories have a higher replacement rate than federal retirees with the same earnings. Including Social Security and TSP and defined contribution plan annuities, private-sector retirees in all earnings categories have a higher replacement rate than federal retirees, but their rate is close to that of FERS retirees. The rate is higher for FERS retirees than for CSRS retirees in all earnings categories. This analysis shows that replacement creates could exceed 100 percent for FERS employees who contribute who contribute 6 percent of earnings to the TSP over full working career. Private-sector replacement rates were quite similar for those with both a defined benefit and a defined contribution pension plan. Social Security replacement rates make up the highest proportion of benefits for th private sector's lowest income quartile group. The replacement rate for 401(k) plans and the TSP account for a higher proportion of benefits than does Social Security for all other income groups, assuming the absence of a defined benefit plan.

Gender Differences in Science, Technology, Engineering, and Mathematics (STEM) Interest, Credits Earned, and NAEP Performance in the 12th Grade. Stats in Brief. NCES 2015-075

ERIC Educational Resources Information Center

Cunningham, Brittany C.; Hoyer, Kathleen Mulvaney; Sparks, Dinah

2015-01-01

As technical and scientific innovation continue to drive the global economy, educators, policymakers, and scientists seek to promote students' interest and achievement in the STEM fields to maintain the nation's competitive position (National Academy of Sciences 2006; National Science Board 2007; President's Council of Advisors on Science and…

School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. NBER Working Paper No. 17939

ERIC Educational Resources Information Center

Duflo, Esther; Dupas, Pascaline; Kremer, Michael

2012-01-01

We examine a program that enabled Parent-Teacher Associations (PTAs) in Kenya to hire novice teachers on short-term contracts, reducing class sizes in grade one from 82 to 44 on average. PTA teachers earned approximately one-quarter as much as teachers operating under central government civil-service institutions but were absent one day per week…

The Nation's Report Card[TM]: America's High School Graduates. Results of the 2009 NAEP High School Transcript Study. NCES 2011-462

ERIC Educational Resources Information Center

Nord, C.; Roey, S.; Perkins, R.; Lyons, M.; Lemanski, N.; Brown, J.; Schuknecht, J.

2011-01-01

This report presents information about the types of courses that high school graduates in the class of 2009 took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school coursetaking records and performance in mathematics and science on the National Assessment of…

A Benefit-Cost Analysis of the Tulsa Universal Pre-K Program. Upjohn Institute Working Paper 16-261

ERIC Educational Resources Information Center

Bartik, Timothy J.; Belford, Jonathan A.; Gormley, William T.; Anderson, Sara

2016-01-01

In this paper, benefits and costs are estimated for a universal pre-K program, provided by Tulsa Public Schools. Benefits are derived from estimated effects of Tulsa pre-K on retention by grade 9. Retention effects are projected to dollar benefits from future earnings increases and crime reductions. Based on these estimates, Tulsa pre-K has…

Students with Specific Learning Disabilities Can Pass State Competency Exams: Systematic Strategy Instruction Makes a Difference

ERIC Educational Resources Information Center

Barry, Leasha M.; Moore, William E., IV

2004-01-01

Students with specific learning disabilities (SLD) are required to pass the same competency exams as students enrolled in general education in order to graduate to new grade levels and to earn a high school diploma. In this study, the authors taught students with SLD a self-directed organizational strategy designed to assist them in passing the…

Effects of National Board Certified Teachers on Student Achievement and Behavioral Outcomes: Studies Conducted in Two States. Working Paper

ERIC Educational Resources Information Center

Manzeske, David; Park, So Jung; Liu, Feng; Borman, Trisha; Gnedko-Berry, Natalya; West, Benjamin; Deng, Evelyn

2017-01-01

The purpose of this work was to examine the effect of classroom teachers who earn certification as a National Board Certified Teacher (NBCT) by the National Board for Professional Teaching Standards on mathematics and reading achievement and behavioral outcomes (attendance and discipline referrals) for students in Grades 4 and 5. Two studies were…

Setting Goals and Getting There: Planning Tomorrow Today. BANK-ED II: Personal Money Management Series.

ERIC Educational Resources Information Center

Butterfield, Sherri M.

The three units in this guide are designed to teach language, mathematics, and social studies skills associated with earning and managing money to students in grades 7-9. Each unit includes notes to aid the teacher in preparing and presenting the material, pre/post tests, and a series of one-page reproducible sheets which contain information or…

The Effect of Music Participation on Mathematical Achievement and Overall Academic Achievement of High School Students

ERIC Educational Resources Information Center

Cox, H. A.; Stephens, L. J.

2006-01-01

A study was conducted on high school students, comparing those with some music credits to those with none. No statistically significant difference was found in their mean math grade point averages (GPA) or their mean cumulative GPAs. Students were then separated into two groups based on the number of music credits. Students who had earned at least…

The Source of the River: The Social Origins of Freshmen at America's Selective Colleges and Universities

ERIC Educational Resources Information Center

Massey, Douglas S.; Charles, Camille Z.; Lundy, Garvey F.; Fischer, Mary J.

2006-01-01

African Americans and Latinos earn lower grades and drop out of college more often than whites or Asians. Yet thirty years after deliberate minority recruitment efforts began, we still don't know why. In "The Shape of the River," William Bowen and Derek Bok documented the benefits of affirmative action for minority students, their communities, and…

Student Performance in a Quantitative Methods Course under Online and Face-to-Face Delivery

ERIC Educational Resources Information Center

Verhoeven, Penny; Wakeling, Victor

2011-01-01

In a study conducted at a large public university, the authors assessed, for an upper-division quantitative methods business core course, the impact of delivery method (online versus face-toface) on the success rate (percentage of enrolled students earning a grade of A, B, or C in the course). The success rate of the 161 online students was 55.3%,…

A Study of the 1968 Graduates of Manatee Junior College.

ERIC Educational Resources Information Center

Stivers, Earl R.

This study of the 1968 graduates of Manatee Junior College, Florida, showed that: (1) it is not necessary to be in the top 40% of grade 12 to succeed in junior college, (2) students in the lowest percentiles at entrance can earn a degree, (3) the average candidate for a degree should expect to spend more than four terms at the junior college, (4)…

Health-Related Behaviors and Academic Achievement Among High School Students - United States, 2015.

PubMed

Rasberry, Catherine N; Tiu, Georgianne F; Kann, Laura; McManus, Tim; Michael, Shannon L; Merlo, Caitlin L; Lee, Sarah M; Bohm, Michele K; Annor, Francis; Ethier, Kathleen A

2017-09-08

Studies have shown links between educational outcomes such as letter grades, test scores, or other measures of academic achievement, and health-related behaviors (1-4). However, as reported in a 2013 systematic review, many of these studies have used samples that are not nationally representative, and quite a few studies are now at least 2 decades old (1). To update the relevant data, CDC analyzed results from the 2015 national Youth Risk Behavior Survey (YRBS), a biennial, cross-sectional, school-based survey measuring health-related behaviors among U.S. students in grades 9-12. Analyses assessed relationships between academic achievement (i.e., self-reported letter grades in school) and 30 health-related behaviors (categorized as dietary behaviors, physical activity, sedentary behaviors, substance use, sexual risk behaviors, violence-related behaviors, and suicide-related behaviors) that contribute to leading causes of morbidity and mortality among adolescents in the United States (5). Logistic regression models controlling for sex, race/ethnicity, and grade in school found that students who earned mostly A's, mostly B's, or mostly C's had statistically significantly higher prevalence estimates for most protective health-related behaviors and significantly lower prevalence estimates for most health-related risk behaviors than did students with mostly D's/F's. These findings highlight the link between health-related behaviors and education outcomes, suggesting that education and public health professionals can find their respective education and health improvement goals to be mutually beneficial. Education and public health professionals might benefit from collaborating to achieve both improved education and health outcomes for youths.

Pathways to Align Career and Educational Choices for Adult Learners

ERIC Educational Resources Information Center

Ippolito, Andrew

2018-01-01

Now, more than ever, more adults must earn college credentials in order to earn family sustaining wages and to help fuel and sustain a robust national economy. That means that institutions of higher education must do all they can to help adult students enroll in college and complete a postsecondary credential. Achieving the Dream emphasizes a…

Earnings and Education in Argentina: An Analysis of the 1985 Buenos Aires Household Survey.

ERIC Educational Resources Information Center

Kugler, Bernardo; Psacharopoulos, George

1989-01-01

Using data from the 1985 Buenos Aires (Argentina) Household Survey of 4,500 employed individuals, earnings differences are explained by a set of individual human capital characteristics. Returns to education investments are then estimated for different levels and types of schooling. Secondary and higher education investments need to be retargeted.…

The Distribution of Mexico's Public Spending on Education. Policy Research Working Paper.

ERIC Educational Resources Information Center

Lopez-Acevedo, Gladys; Salinas, Angel

Research has shown that education in Mexico has played a crucial role in the process of earnings formation and that returns to education have increased only in the higher levels of education and in the upper tail of the conditional earnings distribution. This paper examines the public educational expenditure patterns in the face of possible…

The Impact of Literacy, Numeracy and Computer Skills on Earnings and Employment Outcomes. OECD Education Working Papers, No. 129

ERIC Educational Resources Information Center

Lane, Marguerita; Conlon, Gavan

2016-01-01

Using the 2012 PIAAC data, our analysis confirms that there are significantly higher earnings and employment returns to "both" increasing levels of formally recognised education, and to increasing levels of numeracy, literacy and information and communication technologies (ICT) skills proficiencies controlling for the level of education.…

Minimum Wage and Community College Attendance: How Economic Circumstances Affect Educational Choices

ERIC Educational Resources Information Center

Williams, Betsy

2013-01-01

How do changes in minimum wages affect community college enrollment and employment? In particular, among adults without associate's or bachelor's degrees who may earn near the minimum wage, do endowment effects of a higher minimum wage encourage school attendance? Among adults without associate's or bachelor's degrees who may earn near the minimum…

Fields of Education, Gender and the Labour Market. Education Indicators in Focus. No. 45

ERIC Educational Resources Information Center

OECD Publishing, 2016

2016-01-01

More and more adults are earning a tertiary qualification, but not all tertiary degrees have the same value on the labour market. In general, postgraduate degrees such as master's and doctoral degrees are associated with higher employment rates and earnings than bachelor's degrees. Labour market outcomes also vary by field of education. Some…

Two by two, inch by inch: Height as an indicator of environmental conditions during childhood and its influence on earnings over the life cycle among twins.

PubMed

Lång, Elisabeth; Nystedt, Paul

2018-02-01

Adult height is a function of genetic predispositions and environmental influences during childhood. Hence, any variation in height among monozygotic twins, who share genetic predispositions, is bound to reflect differences in their environmental exposure. Therefore, a height premium in earnings among monozygotic twins also reflects such exposure. In this study, we analyze the height premium over the life cycle among Swedish twins, 10,000 of whom are monozygotic. The premium is relatively constant over the life cycle, amounting to 5-6% higher earnings per decimeter for men and less for women, suggesting that environmental conditions in childhood and youth affect earnings over most of the adult life course. The premium is larger below median height for men and above median height for young women. The estimates are similar for monozygotic and dizygotic twins, indicating that environmentally and genetically induced height differences are similarly associated with earnings. Copyright © 2017 Elsevier B.V. All rights reserved.

The Connection between Success in a Freshman Chemistry Class and a Student's Jungian Personality Type

NASA Astrophysics Data System (ADS)

Clark, Gale J.; Riley, Wayne D.

2001-10-01

This paper explores the connection between a student's performance in a freshman chemistry class and his or her personality type. Performance was gauged by the final percentage grade earned in class and personality type was based on Carl G. Jung's personality typology as assessed by the Myers-Briggs Type Indicator (MBTI). Performance and personality type were correlated using ANOVA statistics. The results show that only one of the 16 personality types had a class average that was significantly higher than 14 of the other 15 types. The lowest-scoring type was also significantly lower than 3 other personality types. This research shows that characteristics of personality types may be a basis for assisting or deterring success in a general chemistry class. Data on the personality types of 23 chemistry professors suggest that a success bias may be amplified by similar personality traits in the instructors.

Depressive symptoms and long-term income: The Young Finns Study.

PubMed

Hakulinen, Christian; Elovainio, Marko; Pulkki-Råback, Laura; Böckerman, Petri; Viinikainen, Jutta; Pehkonen, Jaakko; Raitakari, Olli T; Keltikangas-Järvinen, Liisa; Hintsanen, Mirka

2016-11-01

Higher depressive symptoms have been associated with lower future income. However, studies examining this issue have had limited follow-up times and have used self-reported measures of income. Also, possible confounders or mediators have not been accounted. 971 women and 738 men were selected from the ongoing prospective Young Finns Study (YFS) that began in 1980. Depressive symptoms were measured in 1992 when participants were from 15 to 30 years old. Information on annual income and earnings from 1993 to 2010 were obtained from the Finnish Longitudinal Employer-Employee Data (FLEED) of Statistics Finland and linked to the YFS. Higher depressive symptoms were associated with lower future income and earnings. For men, the associations were robust for controlling childhood parental socioeconomic status, history of unemployment, and adulthood health behavior, but attenuated circa 35% when three major temperament traits were taken into account. For women, similar pattern was found, however, in the models adjusted for temperament traits the associations did not remain statistically significant. The association between depressive symptoms and earnings was three times stronger for men than women. Previous depressive episodes could have influenced on some participants' economic and educational choices. Higher depressive symptoms in adolescence and early adulthood lead to significant future losses of total income and earnings, and this association is particularly strong for men. Copyright © 2016 Elsevier B.V. All rights reserved.

STEM Education Efforts in the Ares Projects

NASA Technical Reports Server (NTRS)

Doreswamy, Rajiv; Armstrong, Robert C.

2010-01-01

According to the National Science Foundation, of the more than 4 million first university degrees awarded in science and engineering in 2006, students in China earned about 21%, those in the European Union earned about 19%, and those in the United States earned about 11%. Statistics like these are of great interest to NASA's Ares Projects, which are responsible for building the rockets for the U.S. Constellation Program to send humans beyond low-Earth orbit. Science, technology, engineering, and mathematics students are essential for the long-term sustainability of any space program. Since the Projects creation, the Ares Outreach Team has used a variety of STEM-related media, methods, and materials to engage students, educators, and the general public in Constellation's mission. Like Project Apollo, the nation s exploration destinations and the vehicles used to get there can inspire students to learn more about STEM. Ares has been particularly active in public outreach to schools in Northern Alabama; on the Internet via outreach and grade-specific educational materials; and in more informal social media settings such as YouTube and Facebook. These combined efforts remain integral to America s space program, regardless of its future direction.

A Genetically Optimized Predictive System for Success in General Chemistry Using a Diagnostic Algebra Test

NASA Astrophysics Data System (ADS)

Cooper, Cameron I.; Pearson, Paul T.

2012-02-01

In higher education, many high-enrollment introductory courses have evolved into "gatekeeper" courses due to their high failure rates. These courses prevent many students from attaining their educational goals and often become graduation roadblocks. At the authors' home institution, general chemistry has become a gatekeeper course in which approximately 25% of students do not pass. This failure rate in chemistry is common, and often higher, at many other institutions of higher education, and mathematical deficiencies are perceived to be a large contributing factor. This paper details the development of a highly accurate predictive system that identifies students at the beginning of the semester who are "at-risk" for earning a grade of C- or below in chemistry. The predictive accuracy of this system is maximized by using a genetically optimized neural network to analyze the results of a diagnostic algebra test designed for a specific population. Once at-risk students have been identified, they can be helped to improve their chances of success using techniques such as concurrent support courses, online tutorials, "just-in-time" instructional aides, study skills, motivational interviewing, and/or peer mentoring.

College Major and the Gender Earnings Gap: A Multi-Country Examination of Postgraduate Labour Market Outcomes

ERIC Educational Resources Information Center

Garcia-Aracil, Adela

2008-01-01

This paper explores the effects of degree choice on the distribution of occupational benefits in terms of income, and their contribution to the gender earnings gap, among young European higher education graduates. The results reveal that the field of study, which is the result of a personal choice, appears to influence the distribution of…

More Education = Better Jobs. Data Points: Volume 5, Issue 9

ERIC Educational Resources Information Center

American Association of Community Colleges, 2017

2017-01-01

The median weekly earnings for individuals age 25 and older who worked full time and had less than a high school diploma was $504 in 2016 (approximately $26,200 per year), compared to $819 (approximately $42,600 per year) for individuals with an associate degree. Data show that more education not only leads to higher earnings but also to lower…

Increasing Student Success Using Online Quizzing in Introductory (Majors) Biology

PubMed Central

Orr, Rebecca; Foster, Shellene

2013-01-01

Students often complain about their perceived disconnect between the time and effort spent studying and their subsequent performance on exams. Robert Bjork's research asserts that retrieval of stored information acts as a memory modifier, and that using tests as learning events creates “desirable difficulties that enhance learning.” To determine the effect of utilizing testing as a learning event in the introductory (majors) biology classroom, we used an online homework platform to give required quizzes throughout the course. Analysis of exam grades earned by those taking 100% of pre-exam quizzes indicates that not only does this group have a significantly higher exam average than the group of students who took 0% of the pre-exam quizzes, but they also have a significantly higher exam average than the class average. Through detailed, statistical analysis, the benefit of quizzing is demonstrated to be significant for students of diverse academic abilities. Pre-exam quizzing using an online homework platform is an effective way to increase student performance on exams and allows class time to be utilized for teaching activities. PMID:24006398

Factors related to cancer information scanning and seeking behavior among high school students in Korea.

PubMed

Kye, Su Yeon; Yun, E Hwa; Park, Keeho

2012-01-01

This paper aimed to determine the relationship between cancer information scanning and seeking experience of adolescents and cancer preventive behavior, perceived cancer risk, and levels of cancer- related knowledge. The study sample comprised 1,000 second-year students from 6 high schools: the general and vocational school systems were each represented by 1 boys', 1 girls', and 1 coeducational high school. In July 2011, trained researchers visited each classroom, explained the purpose of the study, distributed questionnaires to the students who agreed to participate, instructed them to complete the survey by self-reporting, and collected the completed questionnaires. The students who attended general high schools (as compared with vocational high schools), earned higher grades, consumed more vegetables, had a higher perceived cancer risk, and answered the cancer-related questions more correctly and had more cancer information scanning and seeking experience. These results reinforce the importance of cancer prevention health education. Furthermore, the results may help in preparing a strategy that enables people to acquire accurate cancer-related information easily and quickly.

Youth Attitude Tracking Study II, Fall 1983.

DTIC Science & Technology

1983-01-01

one - group pretest - posttest design." In this, though a . "before" group of the same individuals is introduced...there is no control group that is not exposed to the event. S Both the one -shot case study and the one - group pretest - posttest design are subject to a...segmentation analysis -A identified five Recruiting Priority Groups on the basis of educational status and average grades earned in high school.

A Report Card on District Achievement: How Low-Income, African-American, and Latino Students Fare in California School Districts. K-12 Policy

ERIC Educational Resources Information Center

Stuart, Lindsey; Hahnel, Carrie

2011-01-01

In this report, The Education Trust-West grades the 146 largest unified school districts in California on four key indicators of student performance to see how well they are serving their African-American, Latino, and low-income students. While most districts in California earn Cs and Ds on these indicators, some districts prove that more is…

What if Reading is Easy but Unimportant? How Students’ Patterns of Affirming and Undermining Motivation for Reading Information Texts Predict Different Reading Outcomes

PubMed Central

Rosenzweig, Emily Q.; Wigfield, Allan

2016-01-01

Many affirming and undermining motivational constructs affect students as they read information texts, but few researchers have explored how these motivations are patterned within students. In this study we used cluster analysis to classify middle school students (n = 1,134) based on their patterns of self-efficacy, perceived difficulty, value, and devalue for reading school information texts. We then compared how the patterns predicted students’ language arts grades, science information text comprehension, and dedication to reading school information texts. We found and validated a four-cluster solution. One cluster included a pattern of high affirming and low undermining motivations, and another included low affirming and high undermining motivations. Students with these patterns earned the highest and lowest scores, respectively, on all outcomes. A third pattern showed high self-efficacy/low difficulty with low value/high devalue, and a fourth showed moderate levels of all four motivational constructs. Students with the high efficacy and devalue pattern showed high information text comprehension but relatively low dedication. Students with the moderate pattern showed high dedication but low initial information text comprehension. Students with these two patterns earned similar grades. We discuss the implications of our findings for motivation theories and for school instruction that involves information text reading. PMID:28496289

What if Reading is Easy but Unimportant? How Students' Patterns of Affirming and Undermining Motivation for Reading Information Texts Predict Different Reading Outcomes.

PubMed

Rosenzweig, Emily Q; Wigfield, Allan

2017-01-01

Many affirming and undermining motivational constructs affect students as they read information texts, but few researchers have explored how these motivations are patterned within students. In this study we used cluster analysis to classify middle school students (n = 1,134) based on their patterns of self-efficacy, perceived difficulty, value, and devalue for reading school information texts. We then compared how the patterns predicted students' language arts grades, science information text comprehension, and dedication to reading school information texts. We found and validated a four-cluster solution. One cluster included a pattern of high affirming and low undermining motivations, and another included low affirming and high undermining motivations. Students with these patterns earned the highest and lowest scores, respectively, on all outcomes. A third pattern showed high self-efficacy/low difficulty with low value/high devalue, and a fourth showed moderate levels of all four motivational constructs. Students with the high efficacy and devalue pattern showed high information text comprehension but relatively low dedication. Students with the moderate pattern showed high dedication but low initial information text comprehension. Students with these two patterns earned similar grades. We discuss the implications of our findings for motivation theories and for school instruction that involves information text reading.

Dual Enrollment in Maryland and Baltimore City: An Examination of Program Components and Design. The Abell Report. Volume 30, No. 4

ERIC Educational Resources Information Center

Sunderman, Gail L.

2017-01-01

Dual enrollment programs offer high school students the chance to enroll in college courses and earn transferable college credit while they are still pursuing a high school diploma. Research shows that dual enrollment participants are more likely to enroll and persist in college, earn higher GPAs during college, and accumulate more college credit.…

The Effect of Parents' Labor Migration on the Socialization of Adolescents

ERIC Educational Resources Information Center

Lialiugene, I. Iu.; Rupshene, L. A.

2008-01-01

The economic factor is considered primary in temporary labor migrations: when people can find jobs in a country where the standard of living is higher, they are able to earn more money than they would in their home country. In the recent years, differences in pay have been so large that by earning a lot of money in a different country and spending…

Mathematics beliefs and achievement of a national sample of Native American students: results from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States assessment.

PubMed

House, J Daniel

2009-04-01

Recent mathematics assessment findings indicate that Native American students tend to score below students of the ethnic majority. Findings suggest that students' beliefs about mathematics are significantly related to achievement outcomes. This study examined relations between self-beliefs and mathematics achievement for a national sample of 130 Grade 8 Native American students from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States sample of (M age = 14.2 yr., SD = 0.5). Multiple regression indicated several significant relations of mathematics beliefs with achievement and accounted for 26.7% of the variance in test scores. Students who earned high test scores tended to hold more positive beliefs about their ability to learn mathematics quickly, while students who earned low scores expressed negative beliefs about their ability to learn new mathematics topics.

Labor markets and economic development in Malaysia.

PubMed

Smith, J P

1991-01-01

A researcher analyzed data on male workers from 1262 households from Peninsular Malaysia (1976-1977 Malaysian Family Life Survey) to identify the leading effects of economic development for earnings and employment patterns within labor markets. All 3 major ethnic groups in Malaysia profited from the increasing levels of real income over time. The relative income of ethnic Malays, the poorest socioeconomic class, increased more so than the Chinese and Indians. Yet the income of Chinese was 108% higher than Malays and that of Indians was 60%. The difference between Malays and Chinese grew considerably as men aged. Further economic growth resulted in higher earnings for young men than for older men. In addition, the more educated men were the higher their earnings. In fact, education was the most significant determinant of time related growth in incomes. Further, income of men who participated in job training programs grew 2 times as fast than that of men who did not participate in job training programs. Lastly, economic growth increased earnings of men in urban areas more so than those in rural areas. Malaysia had put a lot of time and resources in research and development in rubber and rice production which has resulted in continual introduction of new varieties of rubber trees and rice. These new varieties have increased production considerably. In conclusion, Malaysia was able to experience economic growth because it invested in education and job training for male workers and in research and development to advance production of its 2 most important commodities--rubber and rice.

Do Financial Incentives Influence GPs' Decisions to Do After-hours Work? A Discrete Choice Labour Supply Model.

PubMed

Broadway, Barbara; Kalb, Guyonne; Li, Jinhu; Scott, Anthony

2017-12-01

This paper analyses doctors' supply of after-hours care (AHC), and how it is affected by personal and family circumstances as well as the earnings structure. We use detailed survey data from a large sample of Australian General Practitioners (GPs) to estimate a structural, discrete choice model of labour supply and AHC. This allows us to jointly model GPs' decisions on the number of daytime-weekday working hours and the probability of providing AHC. We simulate GPs' labour supply responses to an increase in hourly earnings, both in a daytime-weekday setting and for AHC. GPs increase their daytime-weekday working hours if their hourly earnings in this setting increase, but only to a very small extent. GPs are somewhat more likely to provide AHC if their hourly earnings in that setting increase, but again, the effect is very small and only evident in some subgroups. Moreover, higher earnings in weekday-daytime practice reduce the probability of providing AHC, particularly for men. Increasing GPs' earnings appears to be at best relatively ineffective in encouraging increased provision of AHC and may even prove harmful if incentives are not well targeted. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

The Impact of Color-Coding Freshmen Integrated-Science Assignments on Student Achievement

NASA Astrophysics Data System (ADS)

Sturdivant Allen, Anita Kay

Students in Grade 9 exhibit high rates of grade retention and absenteeism. Educators have used different strategies that will increase the achievement of those students. The purpose of this study was to determine whether a relationship existed between student achievement and the strategy to use colored paper for Grade 9 science assignments and tests. Itten's color theory provided the theoretical framework. Itten was one of the first researchers to explore the notion that the human eye can detect wavelengths as colors and that those colors can engage and create order in the human brain. A sample of students assigned to 4 classroom teachers at one high school who volunteered to take part in the study for 18 weeks were used in this quantitative study. Teachers administered student assessments on blue, green, yellow, and white paper. Each class was assigned 1 of the 4 colors for 4.5 weeks. The classes were then assigned a different color for the same length of time until each class had exposure to all 4 colors. Physical science exams given to students in the same grade or subject were used as the dependent variable. An ANOVA indicated that the groups using blue paper scored the highest on the physical science exams; students who used white paper earned the lowest scores. When comparing all 3 groups using colored paper (all three colored paper groups combined into one group) to the white paper groups, t-test results indicated that students using any colored paper scored higher than students using white paper. Further research on the impact of colored paper on student academic performance is necessary. Implications for positive social change indicate that new knowledge about instructional tools that impact student achievement deserves more attention.

Predictors of High Profit and High Deficit Outliers under SwissDRG of a Tertiary Care Center

PubMed Central

Mehra, Tarun; Müller, Christian Thomas Benedikt; Volbracht, Jörk; Seifert, Burkhardt; Moos, Rudolf

2015-01-01

Principles Case weights of Diagnosis Related Groups (DRGs) are determined by the average cost of cases from a previous billing period. However, a significant amount of cases are largely over- or underfunded. We therefore decided to analyze earning outliers of our hospital as to search for predictors enabling a better grouping under SwissDRG. Methods 28,893 inpatient cases without additional private insurance discharged from our hospital in 2012 were included in our analysis. Outliers were defined by the interquartile range method. Predictors for deficit and profit outliers were determined with logistic regressions. Predictors were shortlisted with the LASSO regularized logistic regression method and compared to results of Random forest analysis. 10 of these parameters were selected for quantile regression analysis as to quantify their impact on earnings. Results Psychiatric diagnosis and admission as an emergency case were significant predictors for higher deficit with negative regression coefficients for all analyzed quantiles (p<0.001). Admission from an external health care provider was a significant predictor for a higher deficit in all but the 90% quantile (p<0.001 for Q10, Q20, Q50, Q80 and p = 0.0017 for Q90). Burns predicted higher earnings for cases which were favorably remunerated (p<0.001 for the 90% quantile). Osteoporosis predicted a higher deficit in the most underfunded cases, but did not predict differences in earnings for balanced or profitable cases (Q10 and Q20: p<0.00, Q50: p = 0.10, Q80: p = 0.88 and Q90: p = 0.52). ICU stay, mechanical and patient clinical complexity level score (PCCL) predicted higher losses at the 10% quantile but also higher profits at the 90% quantile (p<0.001). Conclusion We suggest considering psychiatric diagnosis, admission as an emergencay case and admission from an external health care provider as DRG split criteria as they predict large, consistent and significant losses. PMID:26517545

Predictors of High Profit and High Deficit Outliers under SwissDRG of a Tertiary Care Center.

PubMed

Mehra, Tarun; Müller, Christian Thomas Benedikt; Volbracht, Jörk; Seifert, Burkhardt; Moos, Rudolf

2015-01-01

Case weights of Diagnosis Related Groups (DRGs) are determined by the average cost of cases from a previous billing period. However, a significant amount of cases are largely over- or underfunded. We therefore decided to analyze earning outliers of our hospital as to search for predictors enabling a better grouping under SwissDRG. 28,893 inpatient cases without additional private insurance discharged from our hospital in 2012 were included in our analysis. Outliers were defined by the interquartile range method. Predictors for deficit and profit outliers were determined with logistic regressions. Predictors were shortlisted with the LASSO regularized logistic regression method and compared to results of Random forest analysis. 10 of these parameters were selected for quantile regression analysis as to quantify their impact on earnings. Psychiatric diagnosis and admission as an emergency case were significant predictors for higher deficit with negative regression coefficients for all analyzed quantiles (p<0.001). Admission from an external health care provider was a significant predictor for a higher deficit in all but the 90% quantile (p<0.001 for Q10, Q20, Q50, Q80 and p = 0.0017 for Q90). Burns predicted higher earnings for cases which were favorably remunerated (p<0.001 for the 90% quantile). Osteoporosis predicted a higher deficit in the most underfunded cases, but did not predict differences in earnings for balanced or profitable cases (Q10 and Q20: p<0.00, Q50: p = 0.10, Q80: p = 0.88 and Q90: p = 0.52). ICU stay, mechanical and patient clinical complexity level score (PCCL) predicted higher losses at the 10% quantile but also higher profits at the 90% quantile (p<0.001). We suggest considering psychiatric diagnosis, admission as an emergency case and admission from an external health care provider as DRG split criteria as they predict large, consistent and significant losses.

Access and Diversity in the Running Start Program: A Comparison of Washington's Running Start Program to Other State Level Dual Enrollment Programs Hosted on a College Campus

ERIC Educational Resources Information Center

Smith, Karl

2014-01-01

Since 1990, high school students in Washington have had the choice of earning college credit through the Running Start program. Running start is a dual enrollment and dual credit program that allows eleventh and twelfth grade high school students to take college courses at any of Washington's 34 community and technical colleges, Central Washington…

Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Graders: Consistency of Results from Two Cohorts

ERIC Educational Resources Information Center

Heppen, Jessica; Sorensen, Nicholas; Allensworth, Elaine; Walters, Kirk; Stachel, Suzanne; Michelman, Valerie

2012-01-01

The consequences of failing core academic courses during the first year of high school are dire. In the Chicago Public Schools (CPS), only about one-fifth of off-track freshmen--students who fail more than one semester of a core academic course and/or fail to earn enough credits to be promoted to 10th grade--graduate high school, compared with…

Earning and Learning: The Academic Achievement of High-School Juniors with Jobs. The Nation's Report Card. Report No. 17-WL-01.

ERIC Educational Resources Information Center

Barton, Paul E.

Since 1986, the National Assessment of Educational Progress (NAEP) has collected information from 11th-grade students about their employment activities. Out of the 29,000 students asked about work in the 1986 assessment, 54% reported working some amount of time each week, and over 28% reported working more than 15 hours per week. Thus, of 2.9…

What Teaching Teaches: Mentoring and the Performance Gains of Mentors

NASA Astrophysics Data System (ADS)

Amaral, Katie E.; Vala, Martin

2009-05-01

A peer mentoring program was added to an introductory chemistry course at a large university. The introductory chemistry course prepares students with little or no previous chemistry background to enter the mainstream general chemistry sequence and is part lecture and part small-group problem-solving. Faculty instructors are responsible for the lecture while peer mentors handle the group problem-solving portion. Peer mentors, recruited from previous introductory chemistry course, are chosen for their knowledge of the material and their helpfulness in group activities. While a number of studies on peer mentoring have reported the benefits to the mentored students, the present study looks at the benefits to the mentors. Grade enhancement in the main-stream general chemistry sequence, withdrawal rates, and number of additional chemistry courses taken by the mentors have been compared to under-prepared students who took the introductory chemistry course but did not serve as mentors and well-prepared students who did not need the introductory chemistry course. Our results show that mentors earned higher grades, withdrew from chemistry courses at a lower rate, and took more courses in chemistry than their counterparts. The enhanced achievement and retention of the mentors in chemistry suggests that programs that encourage under-prepared students to mentor are worthwhile endeavors.

How Women Can Earn a Living Wage: The Effects of Pay Equity Remedies and a Higher Minimum Wage. Research-in-Brief.

ERIC Educational Resources Information Center

Figart, Deborah M.; Lapidus, June

Efforts to shift women from welfare into the labor market will not necessarily move women out of poverty because the wages they are likely to earn are so low. According to research tracking Aid to Families with Dependent Children (AFDC) recipients over a 2-year period, 43% of AFDC recipients combine welfare with a substantial amount of paid…

Growth of Jobs with Above Average Earnings Projected at All Education Levels. Issues in Labor Statistics. Summary 94-2.

ERIC Educational Resources Information Center

Bureau of Labor Statistics, Washington, DC.

The Bureau of Labor Statistics projects national employment to grow by almost 26.4 million over the 1992-2005 period. The majority of these new jobs will be in higher-paying occupations. Entry requirements of the new jobs in occupations having above-average earnings will range from no more than a high school education to a bachelor's degree or…

Adult Education: An Essential Element in a Poverty Reduction Plan to Improve Economic Opportunities for Low-Income Individuals and Families. BCTF Research Report. RR2013-02

ERIC Educational Resources Information Center

White, Margaret

2013-01-01

Part 1 provides evidence, drawing on Statistics Canada reports, that Canadians without a high-school certificate are most at-risk of unemployment, low earnings, and poverty. Young adults are especially hard hit, with significantly higher unemployment rates and lower average earnings than high-school graduates. Part 2 cites research that shows the…

Exploring the spatial wage penalty for women: Does it matter where you live?

PubMed

Smith, Kristin E; Glauber, Rebecca

2013-09-01

Inequality between men and women has decreased over the past four decades in the US, but wage inequality among groups of women has increased. As metropolitan women's earnings grew by 25% over the past four decades, nonmetropolitan women's earnings only grew by 15%. In the current study we draw on data from the Current Population Survey to analyze the spatial wage gap among women. We explore differences in the spatial wage gap by education, occupation, and industry. Regression models that control for marriage, motherhood, race, education, region, age, and work hours indicate that metropolitan women earn 17% more per hour than nonmetropolitan women. Nonmetropolitan women earn less than metropolitan women who live in central cities and outside central cities. The gap in metropolitan-nonmetropolitan wages is higher for more educated women than for less educated women. The wage gap is only 5% for women without a high school degree, but it is 15% for women with a college degree and 26% for women with an advanced degree. Nonmetropolitan college graduates are overrepresented in lower-paying occupations and industries. Metropolitan college graduates, however, are overrepresented in higher-paying occupations and industries, such as professional services and finance. Copyright © 2013 Elsevier Inc. All rights reserved.

Long-term benefits of full-day kindergarten: a longitudinal population-based study

PubMed Central

Brownell, M.D.; Nickel, N.C.; Chateau, D.; Martens, P.J.; Taylor, C.; Crockett, L.; Katz, A.; Sarkar, J.; Burland, E.; Goh, C.Y.

2015-01-01

In the first longitudinal, population-based study of full-day kindergarten (FDK) outcomes beyond primary school in Canada, we used linked administrative data to follow 15 kindergarten cohorts (n ranging from 112 to 736) up to grade 9. Provincial assessments conducted in grades 3, 7, and 8 and course marks and credits earned in grade 9 were compared between FDK and half-day kindergarten (HDK) students in both targeted and universal FDK programmes. Propensity score matched cohort and stepped-wedge designs allowed for stronger causal inferences than previous research on FDK. We found limited long-term benefits of FDK, specific to the type of programme, outcomes examined, and subpopulations. FDK programmes targeted at low-income areas showed long-term improvements in numeracy for lower income girls. Our results suggest that expectations for wide-ranging long-term academic benefits of FDK are unwarranted. PMID:25632172

The association between spending on methamphetamine/amphetamine and cannabis for personal use and earnings from acquisitive crime among police detainees in New Zealand.

PubMed

Wilkins, Chris; Sweetsur, Paul

2011-04-01

Few studies have examined the statistical association between methamphetamine/amphetamine use and acquisitive crime. Both methamphetamine/amphetamine and cannabis use have been implicated by New Zealand Police as factors in acquisitive offending among active criminal populations. The aim of our study was to examine the statistical association between spending on methamphetamine/amphetamine and cannabis and earnings from acquisitive crime among police detainees in New Zealand. Four police stations in different regions. A sample of 2125 police detainees were interviewed about their drug use and acquisitive crime. Statistical models were developed to predict involvement in acquisitive crime using spending on methamphetamine/amphetamine and cannabis for personal use, and to examine associations between the level of spending on methamphetamine/amphetamine and cannabis for personal use and level of dollar earnings from acquisitive crime. Self-reported spending on drug use and self-reported earnings from acquisitive crime in the past 30 days. Spending on cannabis and methamphetamine/amphetamine could predict involvement in acquisitive crime. Level of spending on methamphetamine/amphetamine and cannabis was associated positively with the level of earnings from property crime. Level of spending on methamphetamine/amphetamine was also associated positively with level of earnings from drug dealing. There was a largely negative association between level of spending on cannabis and level of earnings from drug dealing. High spending on methamphetamine/amphetamine is associated statistically with higher earnings from acquisitive crime among police detainees. Further research into this association, and in particular the causal nature of the association, is required to obtain clear policy recommendations. © 2010 The Authors, Addiction © 2010 Society for the Study of Addiction.

The growth in Social Security benefits among the retirement-age population from increases in the cap on covered earnings.

PubMed

Gustman, Alan L; Steinmeier, Thomas L; Tabatabai, Nahid

2012-01-01

Analysts have proposed raising the maximum level of earnings subject to the Social Security payroll tax (the "tax max") to improve long-term Social Security Trust Fund solvency. This article investigates how raising the tax max leads to the "leakage" of portions of the additional revenue into higher benefit payments. Using Health and Retirement Study data matched to Social Security earnings records, we compare historical payroll tax payments and benefit amounts for Early Boomers (born 1948-1953) with tax and benefit simulations had they been subject to the tax max (adjusted for wage growth) faced by cohorts 12 and 24 years older. We find that 43.2 percent of the additional payroll tax revenue attributable to tax max increases affecting Early Boomers relative to taxes paid by the cohort 12 years older leaked into higher benefits. For Early Boomers relative to those 24 years older, we find 53.5 percent leakage.

The role of willingness to sacrifice on the relationship between urban Chinese wives' relative income and marital quality.

PubMed

Zhang, Huiping; Li, Tuqiang

2015-01-01

The economic contributions of urban women are salient in contemporary China; however, the effect of wives' relative income to family income on marital quality remains unknown in the Chinese context. On the basis of a survey of 763 urban Chinese women, this study aimed to examine the role of willingness to sacrifice in the relation between wives' relative income and marital quality. The results through hierarchical multiple regression analyses indicated that higher-earning wives reported lower marital happiness and higher marital instability compared with lower- and equal-earning wives, although these associations were only significant to a small extent. Wives' willingness to sacrifice was positively associated with marital happiness and negatively associated with marital instability. In addition, their willingness to sacrifice could buffer the negative effect of relative income on marital happiness as well as the positive effect on marital instability, especially when the wives earn more than their husbands do. The implications of these findings are discussed.

Gender, mathematics, reading comprehension and science reasoning as predictors of science achievement among African-American students at a historical black college or university

NASA Astrophysics Data System (ADS)

Davis, Consuella Artiemese

This study investigated predictors that influence the science achievement of African-American non-science majors in a Physical Science class. The population consisted of male and female college students enrolled in Physical Science courses at a historical black college or university (HBCU) located in the southeastern portion of the United States. A personal data information sheet was administered to 120 participants during the Fall of 2008. The personal data information sheet consisted of questions pertaining to the high school courses, students took in math, language arts and science. It also consisted of basic background information. Students also gave written consent for their midterm and final grades earned in Physical Science to be used in the study as part of the analyses. A t-Test including chi-square tests revealed that there was not a significant difference in the raw scores of African-American females and African American males on the American College Test. A significant difference was not observed between the females and males on the ACT math subtest, t (118) = -.78, p = .43; reading comprehension subtest, t (118) = -1.44, .15 or on the science reasoning subtest, t (118) = -1.46, p = .15. A significant difference was not found between the final grades of African American females and the final grades of African American males. Chi-square tests were conducted to determine goodness of fit, X2 = 6.11, df = 1, p = .191. Although the grades of females were higher than males, results were not significant. The correlation between math ACT and final grades were not significant, r = .131, N = 120, p = .155, reading comprehension ACT and final grades were not significant, r = .072, N = 120, p = .434 and science reasoning ACT and final grades were found not to be significant, r = .109, N = 120, p = .237. Being that the majority of students who participated in the study were from one state, had similar high school backgrounds, had similar majors and were similar in age the sample had more homogeneity than difference. This may be the most plausible explanation for the results found in this study.

Participation in a Year-Long CURE Embedded into Major Core Genetics and Cellular and Molecular Biology Laboratory Courses Results in Gains in Foundational Biological Concepts and Experimental Design Skills by Novice Undergraduate Researchers†

PubMed Central

Peteroy-Kelly, Marcy A.; Marcello, Matthew R.; Crispo, Erika; Buraei, Zafir; Strahs, Daniel; Isaacson, Marisa; Jaworski, Leslie; Lopatto, David; Zuzga, David

2017-01-01

This two-year study describes the assessment of student learning gains arising from participation in a year-long curriculum consisting of a classroom undergraduate research experience (CURE) embedded into second-year, major core Genetics and Cellular and Molecular Biology (CMB) laboratory courses. For the first course in our CURE, students used micro-array or RNAseq analyses to identify genes important for environmental stress responses by Saccharomyces cerevisiae. The students were tasked with creating overexpressing mutants of their genes and designing their own original experiments to investigate the functions of those genes using the overexpression and null mutants in the second CURE course. In order to evaluate student learning gains, we employed three validated concept inventories in a pretest/posttest format and compared gains on the posttest versus the pretest with student laboratory final grades. Our results demonstrated that there was a significant correlation between students earning lower grades in the Genetics laboratory for both years of this study and gains on the Genetics Concept Assessment (GCA). We also demonstrated a correlation between students earning lower grades in the Genetics laboratory and gains on the Introductory Molecular and Cell Biology Assessment (IMCA) for year 1 of the study. Students furthermore demonstrated significant gains in identifying the variable properties of experimental subjects when assessed using the Rubric for Experimental (RED) design tool. Results from the administration of the CURE survey support these findings. Our results suggest that a year-long CURE enables lower performing students to experience greater gains in their foundational skills for success in the STEM disciplines. PMID:28904646

Participation in a Year-Long CURE Embedded into Major Core Genetics and Cellular and Molecular Biology Laboratory Courses Results in Gains in Foundational Biological Concepts and Experimental Design Skills by Novice Undergraduate Researchers.

PubMed

Peteroy-Kelly, Marcy A; Marcello, Matthew R; Crispo, Erika; Buraei, Zafir; Strahs, Daniel; Isaacson, Marisa; Jaworski, Leslie; Lopatto, David; Zuzga, David

2017-01-01

This two-year study describes the assessment of student learning gains arising from participation in a year-long curriculum consisting of a classroom undergraduate research experience (CURE) embedded into second-year, major core Genetics and Cellular and Molecular Biology (CMB) laboratory courses. For the first course in our CURE, students used micro-array or RNAseq analyses to identify genes important for environmental stress responses by Saccharomyces cerevisiae . The students were tasked with creating overexpressing mutants of their genes and designing their own original experiments to investigate the functions of those genes using the overexpression and null mutants in the second CURE course. In order to evaluate student learning gains, we employed three validated concept inventories in a pretest/posttest format and compared gains on the posttest versus the pretest with student laboratory final grades. Our results demonstrated that there was a significant correlation between students earning lower grades in the Genetics laboratory for both years of this study and gains on the Genetics Concept Assessment (GCA). We also demonstrated a correlation between students earning lower grades in the Genetics laboratory and gains on the Introductory Molecular and Cell Biology Assessment (IMCA) for year 1 of the study. Students furthermore demonstrated significant gains in identifying the variable properties of experimental subjects when assessed using the Rubric for Experimental (RED) design tool. Results from the administration of the CURE survey support these findings. Our results suggest that a year-long CURE enables lower performing students to experience greater gains in their foundational skills for success in the STEM disciplines.

Is a Baccalaureate in Nursing Worth It? The Return to Education, 2000–2008

PubMed Central

Spetz, Joanne; Bates, Timothy

2013-01-01

Objective. A registered nurse (RN) license can be obtained by completing a baccalaureate degree (BSN), an associate degree (AD), or a diploma program. The aim of this article is to examine the return to baccalaureate education from the perspective of the nurse. Data Sources. National Sample Survey of Registered Nurses, 2000, 2004, and 2008. Study Design. The effect of education on RN wages is estimated using multivariate regression, both for initial education and for completing a second degree. The coefficients are used to calculate lifetime expected earnings. Multinomial logistic regression is used to examine the relationship between education and job title. Principal Findings. Lifetime earnings for nurses whose initial education is the BSN are higher than those of AD nurses only if the AD program requires 3 years and the discount rate is 2 percent. For individuals who enter nursing with an AD, lifetime earnings are higher if they complete a BSN. The BSN is associated with higher likelihood of being an advanced practice registered nurse, having an academic title, and having a management title. Conclusions. Because baccalaureate education confers benefits both for RNs and their patients, policies to encourage the pursuit of BSN degrees need to be supported. PMID:24102422

An assessment of the impact of demographic, cognitive, and non-cognitive variables on student success in a community college science course

NASA Astrophysics Data System (ADS)

Mackey, Audrey Leroy

The impact of demographic, cognitive, and non-cognitive variables on academic success among community college science students was studied. Demographic variables included gender, employment status, and ethnicity. Cognitive variables included college grade point average, assessment status, course prerequisites, college course success ratios, final course grade, withdrawal patterns, and curriculum format. Non-cognitive variables included enrollment status, educational objectives, academic expectations, and career goals. The sample population included students enrolled in human anatomy courses (N = 191) at a large metropolitan community college located in central Texas. Variables that potentially influence attrition and achievement in college level science courses were examined. Final course grade and withdrawal phenomena were treated as dependent variables, while all other variables were treated as independent variables. No significant differences were found to exist between any of the demographic variables studied and the numbers of students who withdrew passing or failing. A difference was shown to be associated with the ethnicity variable and achievement levels. Educational objectives and career goals were shown to have an impact on the number of students who withdrew failing. The career goals variable and the academic expectations variable were shown to have an impact on achievement among daytime and evening students. College grade point average and course success ratios were shown to make a difference among students who withdrew passing. None of the other cognitive variables studied were shown to influence the numbers of students who withdrew passing or failing. College grade point average and course prerequisites, however, were shown to make a difference in achievement. The collaborative learning instructional format was found to have no impact on attrition or achievement, however, mean scores earned by students experiencing the collaborative learning format were higher than mean scores among other students. These results are extremely valuable when engaging in the process of developing advising strategies and instructional methodologies for community college science students.

EAST Europe Report, Economic and Industrial Affairs, No. 2426.

DTIC Science & Technology

1983-07-25

Many more such examples could be given. Polonia firms should not be judged solely through a prism of shampoos , jeans, and ketchup. What Should be...34Earning Performance of Enterprises" (ZYCIE G0SP0DARCZE No 45/1982) M. Misiak states that for 2300 surveyed state industry enterprises as many as...grade Economics Research Institute made a very worthwhile survey —was not at- tended by all those invited. Dr Zoran Pjanic, professor, explained thier

Economic Analysis of Obtaining a PharmD Degree and Career as a Pharmacist

PubMed Central

Gatwood, Justin; Spivey, Christina A.

2015-01-01

Objective. To evaluate the economic value of pharmacy education/career and the effects of the cost of private or public pharmacy school, the length of degree program, residency training, and pharmacy career path on net career earnings. Methods. This study involved an economic analysis using Markov modeling. Estimated costs of education including student loans were considered in calculating net career earnings of 4 career paths following high school graduation: (1) immediate employment; (2) employment with bachelor’s degree in chemistry or biology; (3) employment as a pharmacist with no residency training; and (4) employment as a pharmacist after completing one or two years of residency training. Results. Models indicated that throughout their careers (up to age 67), PharmD graduates may accumulate net career earnings of $5.66 million to $6.29 million, roughly 3.15 times more than high school graduates and 1.57 to 1.73 times more than those with bachelor’s degrees in biology or chemistry. Attending a public pharmacy school after completing 3 years of prepharmacy education generally leads to higher net career earnings. Community pharmacists have the highest net career earnings, and PGY-1 residency-trained hospital pharmacists have greater net career earnings than those who immediately started their careers in a hospital setting. Conclusion. The economic models presented are based on assumptions described herein; as conditions are subject to variability, these models should not be used to predict future earnings. Nevertheless, the findings demonstrate investment in a pharmacy education yields favorable financial return. Application of results to schools of pharmacy, students, and graduates is discussed. PMID:26689560

Rising labor costs, earnings management, and financial performance of health care providers around the world.

PubMed

Dong, Gang Nathan

2015-01-01

Amid increasing interest in how government regulation and market competition affect the cost and financial sustainability in health care sector, it remains unclear whether health care providers behave similarly to their counterparts in other industries. The goal of this chapter is to study the degree to which health care providers manipulate accruals in periods of financial difficulties caused, in part, by the rising costs of labor. We collected the financial information of health care provider in 43 countries from 1984 to 2013 and conducted a pooled cross-sectional study with country and year fixed-effects. The empirical evidence shows that health care providers with higher wage costs are more likely to smooth their earnings in order to maintain financial sustainability. The finding of this study not only informs regulators that earnings management is pervasive in health care organizations around the world, but also contributes to the studies of financial booktax reporting alignment, given the existing empirical evidence linking earnings management to corporate tax avoidance in this very sector.

Long-term career attainments of deaf and hard of hearing college graduates: results from a 15-year follow-up survey.

PubMed

Schroedel, J G; Geyer, P D

2000-10-01

This article reports on the results of a national longitudinal survey of 240 college graduates with hearing loss. Results confirm that economic benefits resulted from these alumni's postsecondary training. Most respondents were relatively successfully employed and satisfied with life. Over time, increasing numbers had completed higher degrees and secured white-collar positions. Between 1988 and 1998, men in the study sample made more consistent earnings gains than their female counterparts. Larger proportions of deaf alumni had earned advanced degrees and secured white-collar jobs than hard of hearing alumni. Deaf alumni also earned more. Results also showed that recipients of associate's degrees earned more than recipients of bachelor's degrees. Implications of the findings for secondary educators, vocational rehabilitation counselors, and postsecondary service providers are discussed. Recommendations are made on how to improve career decision making by deaf and hard of hearing adolescents, enrich the career potential of deaf and hard of hearing women, and increase the productivity of workers with hearing loss.

Improved Learning Outcomes After Flipping a Therapeutics Module: Results of a Controlled Trial.

PubMed

Lockman, Kashelle; Haines, Stuart T; McPherson, Mary Lynn

2017-12-01

To evaluate the impact on learning outcomes of flipping a pain management module in a doctor of pharmacy curriculum. In a required first-professional-year pharmacology and therapeutics course at the University of Maryland School of Pharmacy, the pain therapeutics content of the pain management module was flipped. This redesign transformed the module from a largely lecture-based, instructor-centered model to a learner-centered model that included a variety of preclass activities and in-class active learning exercises. In spring 2015, the module was taught using the traditional model; in spring 2016, it was taught using the flipped model. The same end-of-module objective structured clinical exam (OSCE) and multiple-choice exam were administered in 2015 to the traditional cohort (TC; n = 156) and in 2016 to the flipped cohort (FC; n = 162). Cohort performance was compared. Learning outcomes improved significantly in the FC: The mean OSCE score improved by 12.33/100 points (P < .0001; 95% CI 10.28-14.38; effect size 1.33), and performance on the multiple-choice exam's therapeutics content improved by 5.07 percentage points (P < .0001; 95% CI 2.56-7.59; effect size 0.45). Student performance on exam items assessing higher cognitive levels significantly improved under the flipped model. Grade distribution on both exams shifted, with significantly more FC students earning an A or B and significantly fewer earning a D or F compared with TC students. Student performance on knowledge- and skill-based assessments improved significantly after flipping the therapeutics content of a pain management module.

Lifetime distributional effects of Social Security retirement benefits.

PubMed

Smith, Karen; Toder, Eric; Iams, Howard

This article presents three measures of the distribution of actual and projected net benefits (benefits minus payroll taxes) from Social Security's Old-Age and Survivors Insurance (OASI) for people born between 1931 and 1960. The results are based on simulations with the Social Security Administration's Model of Income in the Near Term (MINT), which projects retirement income through 2020. The base sample for MINT is the U.S. Census Bureau's Survey of Income and Program Participation panels for 1990 to 1993, matched with Social Security administrative records. The study population is grouped into 5-year birth cohorts and then ranked by economic status in three ways. First, the population is divided into five groups on the basis of individual lifetime covered earnings, and their lifetime present values of OASI benefits received and payroll taxes paid are calculated. By this measure, OASI provides much higher benefits to the lowest quintile of earners than to other groups, but it becomes less redistributive toward lower earners in more recent birth cohorts. Second, people are ranked by shared lifetime covered earnings, and the values of shared benefits received and payroll taxes paid are computed. Individuals are assumed to split covered earnings, benefits, and payroll taxes with their spouses in the years they are married. By the shared covered earnings measure, OASI is still much more favorable to persons in the lower income quintiles, although to a lesser degree than when people are ranked by individual covered earnings. OASI becomes more progressive among recent cohorts, even as net lifetime benefits decline for the entire population. Finally, individuals are ranked on the basis of their shared permanent income from age 62, when they become eligible for early retirement benefits, until death. Their annual Social Security benefits are compared with the benefits they would have received if they had saved their payroll taxes in individual accounts and used the proceeds to buy either of two annuities that provide level payments from age 62 until death: a unisex annuity that is based on the average life expectancy of the birth cohort or an age-adjusted annuity that is based on the worker's own life expectancy. On the permanent income measure, OASI is generally more favorable to people in higher income quintiles. Moreover, it is particularly unfavorable to those in the lowest quintile. Because people in the lowest quintile have a shorter life expectancy, they receive OASI benefits for a shorter period. This group would receive greater benefits in retirement if they invested their payroll taxes in the age-adjusted annuity. OASI is more favorable to them than the unisex annuity, however, OASI is becoming more progressive in that the net benefits it provides drop more rapidly among higher income quintiles than lower ones. This article also examines how OASI affects individuals by educational attainment, race, and sex. On both the lifetime covered earnings and the permanent income measures, OASI is more favorable to workers with less education and more favorable to women. The results by race and ethnicity are mixed. When people are ranked by the present value of their shared lifetime covered earnings, OASI appears more favorable to non-Hispanic blacks and Hispanics than to non-Hispanic whites. When people are ranked by shared permanent income in retirement, however, OASI produces negative returns for both non-Hispanic blacks and non-Hispanic whites in the most recent birth cohorts, with non-Hispanic blacks faring relatively worse. The changes across cohorts occur partly because of changes in tax rates and benefits, but more importantly because of changing demographics and earnings patterns of the workforce. Of particular importance is the increasing share of beneficiaries who receive worker benefits instead of auxiliary benefits as wives or widows. OASI benefits are based on the lifetime covered earnings of current or former married couples, as well as on earned retirement benefits of individuals. The reduced importance of auxiliary benefits (due to the higher lifetime covered earnings of women) and the increased proportion of divorced retirees make OASI more progressive--even as net benefits decline--for current and future cohorts than for cohorts who retired in the 1990s. Analysis of these findings suggests that simulations of policy changes in Social Security must take into account the decreasing importance of auxiliary benefits across birth cohorts and the complex changes in individuals' marital histories.

Construction and evaluation of an online microbiology course for nonscience majors.

PubMed

Hughes, Lee

2008-01-01

The development of web-based technologies provides a new method for course delivery. As with any new technique, evaluation is a necessary tool to determine if the method is consistent with expectations. This study describes the conversion of a nonscience majors' microbiology lecture course to online delivery and evaluates the hypothesis that the online course can be as effective as the traditional course. Course examination scores are compared between the face-to-face and online sections over a 3-year period. On all but one of the course examinations, no significant difference is found for those students in these two distinctly different course types. The success rate, as defined by those students earning grades of C or better, is high for both course types, although the traditional course success rate is slightly higher. Student evaluations of the courses are also positive, though some differences are noted. Overall, student performance in the online course is equivalent to that in the traditional course.

Success in baccalaureate nursing programs: a matter of accommodation?

PubMed

Haislett, J; Hughes, R B; Atkinson, G; Williams, C L

1993-02-01

This article explores student learning styles as an important variable in four-year baccalaureate nursing programs. Student learning styles were assessed by Kolb's Learning Style Inventory-1985 (LSI-1985), which identifies the accommodator, diverger, assimilator, and converger learning styles. The authors examined the relationship between learning style and academic performance as measured by grade-point ratio (GPR) and studied behaviors and attitudes as measured by Brown and Holtzman's (1964) Survey of Study Habits and Attitudes. Analysis indicated that this sample (N = 100) included mainly assimilators and divergers, making reflective observation the most common mode of learning. Compared to the accommodator/converger group, the assimilator/diverger group earned a significantly higher GPR, significantly better scores on the study habits variable of Work Methods (WM), and moderately better scores on the study attitude variable of Educational Acceptance (EA). Accommodators were identified as the most at-risk learning style group, and specific interventions were suggested to assist accommodators in adapting to the academic rigors of a nursing curriculum.

Net Income of Pharmacy Faculty Compared to Community and Hospital Pharmacists

PubMed Central

Gatwood, Justin; Spivey, Christina A.; Dickey, Susan E.

2016-01-01

Objective. To compare the net cumulative income of community pharmacists, hospital pharmacists, and full-time pharmacy faculty members (residency-trained or with a PhD after obtaining a PharmD) in pharmacy practice, medicinal chemistry, pharmaceutics, pharmacology, and social and administrative sciences. Methods. Markov modeling was conducted to calculate net projected cumulative earnings of career paths by estimating the costs of education, including the costs of obtaining degrees and student loans. Results. The economic model spanned 49 years, from ages 18 to 67 years. Earning a PharmD and pursuing an academic career resulted in projected net cumulative lifetime earnings ranging from approximately $4.7 million to $6.3 million. A pharmacy practice faculty position following public pharmacy school and one year of residency resulted in higher net cumulative income than community pharmacy. Faculty members with postgraduate year 1 (PGY1) training also had higher net income than other faculty and hospital pharmacy career paths, given similar years of prepharmacy education and type of pharmacy school attended. Faculty members with either a PharmD or PhD in the pharmacology discipline may net as much as $5.9 million and outpace all other PhD graduates by at least $75 000 in lifetime earnings. Projected career earnings of postgraduate year 2 (PGY2) trained faculty and PharmD/PhD faculty members were lower than those of community pharmacists. Findings were more variable when comparing pharmacy faculty members and hospital pharmacists. Conclusion. With the exception of PGY1 trained academic pharmacists, faculty projected net cumulative incomes generally lagged behind community pharmacists, likely because of delayed entry into the job market as a result of advanced training/education. However, nonsalary benefits such as greater flexibility and autonomy may enhance the desirability of academic pharmacy as a career path. PMID:27756925

Net Income of Pharmacy Faculty Compared to Community and Hospital Pharmacists.

PubMed

Chisholm-Burns, Marie A; Gatwood, Justin; Spivey, Christina A; Dickey, Susan E

2016-09-25

Objective. To compare the net cumulative income of community pharmacists, hospital pharmacists, and full-time pharmacy faculty members (residency-trained or with a PhD after obtaining a PharmD) in pharmacy practice, medicinal chemistry, pharmaceutics, pharmacology, and social and administrative sciences. Methods. Markov modeling was conducted to calculate net projected cumulative earnings of career paths by estimating the costs of education, including the costs of obtaining degrees and student loans. Results. The economic model spanned 49 years, from ages 18 to 67 years. Earning a PharmD and pursuing an academic career resulted in projected net cumulative lifetime earnings ranging from approximately $4.7 million to $6.3 million. A pharmacy practice faculty position following public pharmacy school and one year of residency resulted in higher net cumulative income than community pharmacy. Faculty members with postgraduate year 1 (PGY1) training also had higher net income than other faculty and hospital pharmacy career paths, given similar years of prepharmacy education and type of pharmacy school attended. Faculty members with either a PharmD or PhD in the pharmacology discipline may net as much as $5.9 million and outpace all other PhD graduates by at least $75 000 in lifetime earnings. Projected career earnings of postgraduate year 2 (PGY2) trained faculty and PharmD/PhD faculty members were lower than those of community pharmacists. Findings were more variable when comparing pharmacy faculty members and hospital pharmacists. Conclusion. With the exception of PGY1 trained academic pharmacists, faculty projected net cumulative incomes generally lagged behind community pharmacists, likely because of delayed entry into the job market as a result of advanced training/education. However, nonsalary benefits such as greater flexibility and autonomy may enhance the desirability of academic pharmacy as a career path.

The stature of the self-employed and its relation with earnings and satisfaction.

PubMed

Rietveld, Cornelius A; Hessels, Jolanda; van der Zwan, Peter

2015-04-01

Taller individuals have on average a higher socio-economic status than shorter individuals. In countries where entrepreneurs have high social status, we may therefore expect that entrepreneurs are taller than wage workers. Using data from the German Socio-Economic Panel (2002-2012), we find that a 1cm increase in an individual's height raises the probability of being self-employed (the most common proxy for entrepreneurship) versus paid employed by 0.15 percentage points. Within the self-employed, the probability of being an employer is increased by 0.10 percentage points as a result of a 1cm increase in height, whereas this increase is 0.05 percentage points for an own-account worker. This result corroborates the higher social status of employers compared to own-account workers. We find a height premium in earnings for self-employed and paid-employed individuals: an additional 1cm in height is associated with a 0.39% increase in hourly earnings for paid employees and a 0.52% increase for self-employed individuals. Our analysis reveals that approximately one third of the height premium in earnings is explained by differences in educational attainment. We also establish the existence of a height premium in terms of work and life satisfaction, which is more pronounced for paid employees than for self-employed individuals. Copyright © 2015 Elsevier B.V. All rights reserved.

Selection and study performance: comparing three admission processes within one medical school.

PubMed

Schripsema, Nienke R; van Trigt, Anke M; Borleffs, Jan C C; Cohen-Schotanus, Janke

2014-12-01

This study was conducted to: (i) analyse whether students admitted to one medical school based on top pre-university grades, a voluntary multifaceted selection process, or lottery, respectively, differed in study performance; (ii) examine whether students who were accepted in the multifaceted selection process outperformed their rejected peers, and (iii) analyse whether participation in the multifaceted selection procedure was related to performance. We examined knowledge test and professionalism scores, study progress and dropout in three cohorts of medical students admitted to the University of Groningen, the Netherlands in 2009, 2010 and 2011 (n = 1055). We divided the lottery-admitted group into, respectively, students who had not participated and students who had been rejected in the multifaceted selection process. We used ancova modelling, logistic regression and Bonferroni post hoc multiple-comparison tests and controlled for gender and cohort. The top pre-university grade group achieved higher knowledge test scores and more Year 1 course credits than all other groups (p < 0.05). This group received the highest possible professionalism score more often than the lottery-admitted group that had not participated in the multifaceted selection process (p < 0.05). The group of students accepted in the multifaceted selection process obtained higher written test scores than the lottery-admitted group that had not participated (p < 0.05) and achieved the highest possible professionalism score more often than both lottery-admitted groups. The lottery-admitted group that had not participated in the multifaceted selection process earned fewer Year 1 and 2 course credits than all other groups (p < 0.05). Dropout rates differed among the groups (p < 0.05), but correction for multiple comparisons rendered all pairwise differences non-significant. A top pre-university grade point average was the best predictor of performance. For so-called non-academic performance, the multifaceted selection process was efficient in identifying applicants with suitable skills. Participation in the multifaceted selection procedure seems to be predictive of higher performance. Further research is needed to assess whether our results are generalisable to other medical schools. © 2014 John Wiley & Sons Ltd.

Social determinants of self-reported health for Canada's indigenous peoples: a public health approach.

PubMed

Bethune, R; Absher, N; Obiagwu, M; Qarmout, T; Steeves, M; Yaghoubi, M; Tikoo, R; Szafron, M; Dell, C; Farag, M

2018-04-14

In Canada, indigenous peoples suffer from a multitude of health disparities. To better understand these disparities, this study aims to examine the social determinants of self-reported health for indigenous peoples in Canada. This study uses data from Statistics Canada's Aboriginal Peoples Survey 2012. Multinomial logistic regression models were used to examine how selected social determinants of health are associated with self-reported health among off-reserve First Nations and Métis peoples in Canada. Our analysis shows that being older, female, and living in urban settings were significantly associated with negative ratings of self-reported health status among the indigenous respondents. Additionally, we found that higher income and levels of education were strongly and significantly associated with positive ratings of self-reported health status. Compared with indigenous peoples with an education level of grade 8 or lower, respondents with higher education were 10 times (5.35-22.48) more likely to report 'excellent' and 'very good' health. Respondents who earned more than $40,000 annually were three times (2.17-4.72) more likely to report 'excellent' and 'very good' health compared with those who earned less than $20,000 annually. When interacted with income, we also found that volunteering in the community is associated with better self-reported health. There are known protective determinants (income and education) and risk determinants (location of residence, gender, and age) which are associated with self-reported health status among off-reserve First Nations and Métis peoples. For indigenous-specific determinants, volunteering in the community appears to be associated with self-perceived health status. Thus, addressing these determinants will be necessary to achieve better health outcomes for indigenous peoples in Canada. Next steps include developing indigenous-specific social determinants of health indicators that adequately measure culture, connection, and community. Copyright © 2018 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Persecution-induced reduction in earning capacity of Holocaust victims: influence of psychiatric and somatic aspects.

PubMed

Müller, Helge; Seifert, Frank; Asemann, Rita; Schütz, Patricia; Maler, Juan-Manuel; Sperling, Wolfgang

2011-01-01

The incidence of mental and somatic sequelae is very high in the group of persons damaged by the Holocaust. Based on the sociomedical criteria prevailing in Germany, the assessment of persecution-induced reduction in earning capacity of Holocaust victims (vMdE) is mainly orientated towards direct Holocaust-induced somatic and mental sequelae but must also take into account the interaction of direct Holocaust-induced damage with subsequently acquired physical, mental, and psychosocial factors. The current medical evaluation is focused on the question whether persecution-induced symptoms are exacerbated by endogenous factors like mental or somatic diseases and/or exogenous factors like life events. In that case the grade of vMdE could be increased. Based on the synopsis of 56 Holocaust victims, we ascertained in this study that newly acquired somatic diseases and psychic morbidities contribute to an increase in persecution-induced mental complaints. Copyright © 2011 S. Karger AG, Basel.

Earning, Spending, and Drug Use in a Therapeutic Workplace

PubMed Central

Subramaniam, Shrinidhi; DeFulio, Anthony; Jarvis, Brantley P.; Holtyn, August F.; Silverman, Kenneth

2017-01-01

Drug addiction is a chronic, relapsing health problem that is associated with the degree to which individuals choose small, immediate monetary outcomes over larger, delayed outcomes. This study was a secondary analysis exploring the relation between financial choices and drug use in opioid-dependent adults in a therapeutic workplace intervention. Sixty-seven participants were randomly assigned to a condition in which access to paid job training was contingent upon naltrexone adherence (N = 35) or independent of naltrexone adherence (N = 32). Participants could earn approximately $10 per hour for 4 hours every weekday and could exchange earnings for gift cards or bill payments each weekday. Urine was collected and tested for opiates and cocaine thrice weekly. Participants’ earning, spending, and drug use were not related to measures of delay discounting obtained prior to the intervention. When financial choices were categorized based on drug use during the intervention, however, those with less frequent drug use or frequent use of one drug spent a smaller proportion of their daily earnings and maintained a higher daily balance than those who frequently tested positive for both drugs (i.e., opiates and cocaine). Several patterns described the relation between cumulative earning and spending including no saving, periods of saving, and sustained saving. One destructive effect of drug use may be that it creates a perpetual zero-balance situation in the lives of users, which in turn prevents them from gaining materials that could help to break the cycle of addiction. PMID:29104320

Earning, Spending, and Drug Use in a Therapeutic Workplace.

PubMed

Subramaniam, Shrinidhi; DeFulio, Anthony; Jarvis, Brantley P; Holtyn, August F; Silverman, Kenneth

2017-06-01

Drug addiction is a chronic, relapsing health problem that is associated with the degree to which individuals choose small, immediate monetary outcomes over larger, delayed outcomes. This study was a secondary analysis exploring the relation between financial choices and drug use in opioid-dependent adults in a therapeutic workplace intervention. Sixty-seven participants were randomly assigned to a condition in which access to paid job training was contingent upon naltrexone adherence (N = 35) or independent of naltrexone adherence (N = 32). Participants could earn approximately $10 per hour for 4 hours every weekday and could exchange earnings for gift cards or bill payments each weekday. Urine was collected and tested for opiates and cocaine thrice weekly. Participants' earning, spending, and drug use were not related to measures of delay discounting obtained prior to the intervention. When financial choices were categorized based on drug use during the intervention, however, those with less frequent drug use or frequent use of one drug spent a smaller proportion of their daily earnings and maintained a higher daily balance than those who frequently tested positive for both drugs (i.e., opiates and cocaine). Several patterns described the relation between cumulative earning and spending including no saving, periods of saving, and sustained saving. One destructive effect of drug use may be that it creates a perpetual zero-balance situation in the lives of users, which in turn prevents them from gaining materials that could help to break the cycle of addiction.

Excellence in Higher Education Workbook and Scoring Guide

ERIC Educational Resources Information Center

Ruben, Brent D.

2007-01-01

Self-assessment leads to stronger performance in the nation's colleges and universities. That's the premise of "Excellence in Higher Education," a model self-assessment program that has earned accolades from the higher education community. Based on the Malcolm Baldrige National Quality Award framework, the fourth edition of this bestseller is the…

The family-study interface and academic outcomes: differences and similarities between ethnic minority and ethnic majority students.

PubMed

Meeuwisse, Marieke; Born, Marise Ph; Severiens, Sabine E

2014-07-01

The present study investigated possible differences in the family-study interface between ethnic minority and ethnic majority students as an explanation for the poorer study results of ethnic minority students compared with those of majority students. We used a model for family-study conflict and facilitation derived from family-work and work-study models. This model held true for the full sample and both non-Western ethnic minority students (N = 342) and ethnic majority students (N = 1314) separately at a major Dutch university. Multivariate analyses of variance revealed that ethnic minority students reported less study effort and earned lower grades compared with ethnic majority students. Regarding the family-study interface, ethnic minority students reported more family-study conflict than did ethnic majority students. No differences were found between the 2 groups in family-study facilitation. Ethnic minority students participated more in family activities and were more involved with their family than ethnic majority students. Levels of experienced family support were equal for both groups of students. Students who received more family social support reported less conflict and more facilitation. This latter finding held more strongly for majority students, resulting in more study effort and higher grades for this group. The results demonstrated the explanatory power of the family-study conflict and facilitation model for both groups.

Educational technology usage and needs of science education in Turkey

NASA Astrophysics Data System (ADS)

Turkmen, Hakan

The purpose of this study was to examine Turkish science teachers and pre-service teachers' attitudes towards the use of technological tools in their science lessons in Turkish colleges of education in the assist of Turkish government projects, and how science education teachers, who have earned a science education degree from western countries, influence the use technology in Turkish higher education. The research method employed were quantitative data sources, including a technology background questionnaire, which is cross-sectional design, and qualitative historical research data sources. The study analyzed the data under a cross-section or between subjects' method with four factors: Turkish science teachers; Turkish pre-service science teachers; Turkish science teachers who have earned science degrees from western universities; and Turkish graduate students whose majors are in science education in U.S. It was anticipated that an analysis of variance (ANOVA) would be used to analyze data and "level 0.05" was established. Major findings of the study include: (1) Science education faculty members who have earned science education degrees from western countries have a positive effect on the use of technological tools in science courses in Turkish higher education. (2) Science education faculty members who have earned science degrees from Turkish universities have a limited knowledge on the use of technological tools in science courses in Turkish higher education. (3) Science education graduate students who have been studying in science education in western countries have positive attitudes for the use of technological tools in science courses have potential to impact Turkish higher education, when they return to Turkey. (4) Most Turkish pre-service teachers know very little about effective use of technology in education. Gender differences are apparent and females consistently indicated that they knew less and hence may not integrate technological tools in their teaching. (5) Turkish pre-service or new teachers are exposed to teacher educators that do not sufficiently model the appropriate use of computers for instructional purposes, either in courses or in field experiences. The technology that is used focuses more on older and simpler instructional applications of computer technology (e.g., computer assisted instruction, word processing) and older educational technologies (e.g., overhead projectors, calculators, slides). (6) Faculty rank in general, made little vis-a-vis technology use in knowledge. Integrating technology into teaching and learning in Turkish education is a slow, time-consuming process that requires substantial levels of support and encouragement and requires patience and understanding. In light of efforts by the Turkish government, Turkish faculty members who earned their degrees from western universities, and graduate students earning degrees from American universities will be leaders on the long road to change.

A Multicomponent, Preschool to Third Grade Preventive Intervention and Educational Attainment at 35 Years of Age.

PubMed

Reynolds, Arthur J; Ou, Suh-Ruu; Temple, Judy A

2018-03-01

Educational attainment is the leading social determinant of health, but few studies of prevention programs have examined whether the programs are associated with educational attainment outcomes after the mid-20s, especially for large-scale programs that provide a longer duration of services. To examine the association between a preschool to third grade intervention and educational attainment at midlife and differences by program duration, sex, and parental educational level. This matched-group, alternative intervention study assessed 1539 low-income minority children born in 1979 or 1980 who grew up in high-poverty neighborhoods in Chicago, Illinois. The comparison group included 550 children primarily from randomly selected schools participating in the usual early intervention. A total of 989 children who entered preschool in 1983 or 1984 and completed kindergarten in 1986 were included in the Chicago Longitudinal Study and were followed up for 27 to 30 years after the end of a multicomponent intervention. A total of 1398 participants (90.8%) in the original sample had educational attainment records at 35 years of age. The study was performed from January 1, 2002, through May 31, 2015. The Child-Parent Center Program provides school-based educational enrichment and comprehensive family services from preschool to third grade (ages 3-9 years). Educational outcomes from administrative records and self-report included school dropout, 4-year high school graduation, years of education, postsecondary credential, and earned degrees from associate's to master's or higher. A total of 1539 participants (mean [SD] age, 35.1 [0.32] years; 1423 [92.9%] black and 108 [7.1%] Hispanic) were included in the study. After weighting on 2 propensity scores, preschool participants had higher rates of postsecondary degree completion, including associate's degree or higher (15.7% vs 10.7%; difference, 5.0%; 95% CI, 1.0%-9.0%), master's degree (4.2% vs 1.5%; difference, 2.7%; 95% CI, 1.3%-4.1%), and years of education (12.81 vs 12.32; difference, 0.49; 95% CI, 0.20-0.77). Duration of participation showed a consistent linear association with outcomes. Compared with fewer years, preschool to second or third grade participation led to higher rates of associate's degree or higher (18.5% vs 12.5%; difference, 6.0%; 95% CI, 1.0%-11.0%), bachelor's degree (14.3% vs 8.2%; difference, 6.1%; 95% CI, 1.3%-10.9%), and master's degree or higher (5.9% vs 2.3%; difference, 3.6%; 95% CI, 1.4%-5.9%). The pattern of benefits was robust and favored male participants for high school graduation, female participants for college attainment, and those from lower-educated households. This study indicates that an established early and continuing intervention is associated with higher midlife postsecondary attainment. Replication and extension of findings to other locations and populations should further strengthen confidence in the health benefits of large-scale preventive interventions.

Clinical Evidence in Guardianship of Older Adults Is Inadequate: Findings From a Tri-State Study

PubMed Central

Moye, Jennifer; Wood, Stacey; Edelstein, Barry; Armesto, Jorge C.; Bower, Emily H.; Harrison, Julie A.; Wood, Erica

2014-01-01

Purpose This preliminary study compared clinical evaluations for guardianship in three states with varying levels of statutory reform. Design and Methods Case files for 298 cases of adult guardianship were reviewed in Massachusetts, Pennsylvania, and Colorado, three states with varying degrees of statutory reform. The quality and content of the written clinical evidence for guardianship and the hearing outcome were recorded. Results The quality of the written clinical evidence for guardianship was best in Colorado, the state with the most progressive statutory reform, earning a grade of B in our ratings, and worst in Massachusetts, a state with minimal reform, earning a grade of D – with nearly two thirds of the written evidence illegible. Information on specific functional deficits was frequently missing and conclusory statements were common. Information about the individual’s key values and preferences was almost never provided, and individuals were rarely present at the hearing. Limited orders were used for 34% of the cases in Colorado, associated with more complete clinical testimony, but such orders were used in only 1 case in either Massachusetts or Pennsylvania. Implications In this study, states with progressive statutes that promote functional assessment are associated with increased quality of clinical testimony and use of limited orders. A continuing dialogue between clinical and legal professionals is needed to advance reform in guardianship, and thereby provide for the needs and protect the rights of adults who face guardianship proceedings. PMID:17989402

Examination of Electric Utility CEO Compensation 2000-2011 and its significance to Company Earnings, Company Revenue, Company Stock and the Dow Jones Utility Average

NASA Astrophysics Data System (ADS)

Labovitch, Andrew

This dissertation examined electric utility CEO compensation during the years 2000 through 2011 for United States owned and operated companies. To determine the extent to which agency theory may apply to electric utility CEO compensation, this examination segmented the industry by four types of company financial metrics: revenue, earnings, stock price and the Dow Jones Utility Average; by five categories of CEO compensation: base salary, bonus, stock grants, all other compensation and total compensation; and by four categories of company size as measured by revenue: large, medium, small and the industry as a whole. Electric utility CEO compensation data was analyzed with the financial metrics to determine correlations. No type of compensation was highly correlated to any of the financial metrics for any size industry segment indicating that there was little agency. CEO compensation in large electric utility companies was higher than compensation in medium and smaller companies even though the CEOs at larger companies earned less per dollar of revenue and per dollar of earnings than their counterparts in smaller companies.

Higher Education Facilities: The SmartGrid Earns a Doctorate in Economics

ERIC Educational Resources Information Center

Tysseling, John C.; Zibelman, Audrey; Freifeld, Allen

2011-01-01

Most higher education facilities have already accomplished some measure of a "microgrid" investment with building control systems (BCS), energy management systems (EMS), and advanced metering infrastructure (AMI) installations. Available energy production facilities may include boilers, chillers, cogeneration, thermal storage, electrical…

The effects of a family fitness program on the physical activity and nutrition behaviors of third-grade children.

PubMed

Hopper, Chris A; Munoz, Kathy D; Gruber, Mary B; Nguyen, Kim P

2005-06-01

This study examined the efficacy of a school-based exercise and nutrition program with a parent component. Third-grade children (N = 238) from six elementary schools participated in the study, with three schools randomly assigned to a program group and the other three schools to a control group. The program group received a health-related fitness school-based program and a home program that required parents and children to complete activities and earn points for nutrition and exercise activities. The control group received their traditional physical education and nutrition education program. Univariate analysis of variance on pre- and posttest scores were completed on the following variables: height, weight, body mass index, skinfold, blood cholesterol, mile run, exercise and nutrition knowledge, calories, protein, carbohydrates, total fat, saturated fat, dietary cholesterol, fiber, sodium, percentage of calories from carbohydrates, and percentage of calories from fat. At pretest, the treatment and control groups did not significantly differ on the measures using schools as the unit of analysis. Girls scored significantly higher than boys on skinfold and pretest knowledge. At posttest, the treatment group scored significantly higher than the control group on exercise and nutrition knowledge and significantly lower than the control group on total fat intake, using schools as the unit of analysis. There was no improvement in physiological measures, including blood cholesterol. The study demonstrated that schools can adjust curriculum to meet some health needs of students and achieve modest changes in exercise and nutrition knowledge and diet. The family component of the program provided a practical approach to improving physical activity and nutrition behaviors for elementary school teachers who teach many participants in a crowded curriculum.

Measuring scientific reasoning through behavioral analysis in a computer-based problem solving exercise

NASA Astrophysics Data System (ADS)

Mead, C.; Horodyskyj, L.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

Developing scientific reasoning skills is a common learning objective for general-education science courses. However, effective assessments for such skills typically involve open-ended questions or tasks, which must be hand-scored and may not be usable online. Using computer-based learning environments, reasoning can be assessed automatically by analyzing student actions within the learning environment. We describe such an assessment under development and present pilot results. In our content-neutral instrument, students solve a problem by collecting and interpreting data in a logical, systematic manner. We then infer reasoning skill automatically based on student actions. Specifically, students investigate why Earth has seasons, a scientifically simple but commonly misunderstood topic. Students are given three possible explanations and asked to select a set of locations on a world map from which to collect temperature data. They then explain how the data support or refute each explanation. The best approaches will use locations in both the Northern and Southern hemispheres to argue that the contrasting seasonality of the hemispheres supports only the correct explanation. We administered a pilot version to students at the beginning of an online, introductory science course (n = 223) as an optional extra credit exercise. We were able to categorize students' data collection decisions as more and less logically sound. Students who choose the most logical measurement locations earned higher course grades, but not significantly higher. This result is encouraging, but not definitive. In the future, we will clarify our results in two ways. First, we plan to incorporate more open-ended interactions into the assessment to improve the resolving power of this tool. Second, to avoid relying on course grades, we will independently measure reasoning skill with one of the existing hand-scored assessments (e.g., Critical Thinking Assessment Test) to cross-validate our new assessment.

7 CFR 4284.3 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... programs so identified in USDA regulations. Economic development—The economic growth of an area as..., increased duration of employment, higher wage levels, or gains in other measurements of economic activity... institution, including an accredited institution of higher education, no part of the net earnings of which may...

7 CFR 4284.3 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... programs so identified in USDA regulations. Economic development—The economic growth of an area as..., increased duration of employment, higher wage levels, or gains in other measurements of economic activity... institution, including an accredited institution of higher education, no part of the net earnings of which may...

Age, education, and earnings in the course of Brazilian development: does composition matter?

PubMed Central

de Lima Amaral, Ernesto Friedrich; Potter, Joseph E.; Hamermesh, Daniel S.; Rios-Neto, Eduardo Luiz Goncalves

2015-01-01

BACKGROUND The impacts of shifts in the age distribution of the working-age population have been studied in relation to the effect of the baby boom generation on the earnings of different cohorts in the U.S. However, this topic has received little attention in the context of the countries of Asia and Latin America, which are now experiencing substantial shifts in their age-education distributions. OBJECTIVE In this analysis, we estimate the impact of the changing relative size of the adult male population, classified by age and education groups, on the earnings of employed men living in 502 Brazilian local labor markets during four time periods between 1970 and 2000. METHODS Taking advantage of the huge variation across Brazilian local labor markets and demographic census micro-data, we used fixed effects models to demonstrate that age education group size depresses earnings. RESULTS These effects are more detrimental among age-education groups with higher education, but they are becoming less negative over time. The decrease in the share of workers with the lowest level of education has not led to gains in the earnings of these workers in recent years. CONCLUSIONS These trends might be a consequence of technological shifts and increasing demand for labor with either education or experience. Compositional shifts are influential, which suggests that this approach could prove useful in studying this central problem in economic development. PMID:26146484

Modification of school attendance for an elementary population

PubMed Central

Barber, Robert M.; Kagey, J. Robert

1977-01-01

The staff and students of a school composed of Grades 1 through 3 participated in a program to increase school attendance. Children earned the opportunity to attend part or all of a monthly party by their attendance. Immediate feedback occurred each morning by placing stars on a classroom chart for each child present. The school's attendance during the program was compared both with attendance during preceding years and with attendance at other schools. The experimental school's attendance improved dramatically to become the best of all elementary schools in the system. PMID:16795547

Second-order schedules of token reinforcement with pigeons: effects of fixed- and variable-ratio exchange schedules.

PubMed

Foster, T A; Hackenberg, T D; Vaidya, M

2001-09-01

Pigeons' key pecks produced food under second-order schedules of token reinforcement, with light-emitting diodes serving as token reinforcers. In Experiment 1, tokens were earned according to a fixed-ratio 50 schedule and were exchanged for food according to either fixed-ratio or variable-ratio exchange schedules, with schedule type varied across conditions. In Experiment 2, schedule type was varied within sessions using a multiple schedule. In one component, tokens were earned according to a fixed-ratio 50 schedule and exchanged according to a variable-ratio schedule. In the other component, tokens were earned according to a variable-ratio 50 schedule and exchanged according to a fixed-ratio schedule. In both experiments, the number of responses per exchange was varied parametrically across conditions, ranging from 50 to 400 responses. Response rates decreased systematically with increases in the fixed-ratio exchange schedules, but were much less affected by changes in the variable-ratio exchange schedules. Response rates were consistently higher under variable-ratio exchange schedules than tinder comparable fixed-ratio exchange schedules, especially at higher exchange ratios. These response-rate differences were due both to greater pre-ratio pausing and to lower local rates tinder the fixed-ratio exchange schedules. Local response rates increased with proximity to food under the higher fixed-ratio exchange schedules, indicative of discriminative control by the tokens.

Welfare dynamics, support services, mothers' earnings, and child cognitive development: implications for contemporary welfare reform.

PubMed

Yoshikawa, H

1999-01-01

This prospective longitudinal study, using data from the National Longitudinal Survey of Youth (NLSY; N = 614), addresses the gap in the research literature regarding the effects of welfare reform on children. Key questions addressed include whether welfare dynamics and support services relevant to welfare reform, both measured across the first 5 years of life, are associated with mothers' earnings in the 6th year and three child cognitive outcomes in the 7th and 8th years: Peabody Individual Achievement Test (PIAT) math and reading scores, and the Peabody Picture Vocabulary Test (PPVT). Welfare dynamics are represented by total time on welfare, degree of cycling on and off welfare, and degree to which welfare and work are combined. Support services measured include three forms of child care (relative, babysitter, and center-based), as well as three forms of human capital supports (child support, job training, and education). Controlling for a range of background factors and for different patterns of welfare use across the first 5 years, small positive associations with mother's earnings were found for child support, education, and job training. Small positive associations also were found between child support and both math and reading scores. Finally positive associations of medium effect size were found between center care and both mothers' earnings and child PPVT scores. Although effect sizes are generally small, the results suggest the potential value of welfare reform approaches that emphasize long-term human capital development. Interactions between welfare dynamics and support services suggest subgroup differences. Specifically, positive effects of support services on earnings are strongest among mothers with higher levels of human capital (higher levels of work while on welfare, lower total time on welfare). Babysitter care appears to have negative effects on both reading and math scores of children whose mothers report low levels of work while on welfare. Implications for welfare reform policy are discussed.

A reputation for success (or failure): the association of peer academic reputations with academic self-concept, effort, and performance across the upper elementary grades.

PubMed

Gest, Scott D; Rulison, Kelly L; Davidson, Alice J; Welsh, Janet A

2008-05-01

The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer academic reputation (PAR) correlated moderately strongly with teacher-rated skills and changed over time as a function of grades earned at the prior assessment. Path-analytic models indicated bidirectional associations between PAR and academic self-concept, teacher-rated academic effort, and grade point average. There was little evidence that changes in self-concept mediated the association between PAR and effort and GPA or that changes in effort mediated the association between PAR and GPA. Results suggest that peers may possess unique information about classmates' academic functioning, that children's PARs are psychologically meaningful, and that these reputations may serve as a useful marker of processes that forecast future academic engagement and performance. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

Different behavioral patterns of success for men and women in an online introductory science course: Addressing the course grade gender gap

NASA Astrophysics Data System (ADS)

Mead, C.; Horodyskyj, L.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

In this study, we explore how data provided by an online learning environment can provide fine-grained behavioral context for the performance gender gap commonly observed in introductory college science courses. Previous studies reported that women earn lower grades than men in such courses, often ascribed to reduced engagement and resilience driven by sociocultural causes, such as stereotype threat. This may be exacerbated in courses graded primarily based on high-stakes exams. Here, we use student data (n = 1121) from Habitable Worlds, an online laboratory science course, to identify behavioral differences between men and women. In Habitable Worlds, students earn points from 30 "trainings," which are scored on completion, and 30 "applications," which are scored on correctness. The lack of high-stakes cumulative exams represents a valuable contrast with typical science courses in which gender gaps have been reported. Our data indicate that a gender gap exists even for these low-stakes assessments. Results of a generalized linear model show that course success among women is much more strongly predicted by training scores than by application scores, while those factors have roughly equal predictive value among men. Predicted success among women is also modulated by the total number of attempts made on questions throughout the course, where more attempts implies lower success (holding other factors constant). This relationship is non-significant for men. Our interpretation of these model results is that obstacles such as stereotype threat represent a tax for women on effort and engagement, such that equivalent effort yields lesser success than for men. Thus, the women who do succeed differ sharply from lower performing women on indicators of effort. Future work should build on this result both as an indicator of conditions under which women are more likely to succeed and as a way to more quickly identify students who may struggle.

The male-female earnings gap for nurses in Germany: A pooled cross-sectional study of the years 2006 and 2012.

PubMed

Muench, Ulrike; Dietrich, Hans

2017-07-14

Nursing is one of the largest occupations for women in every country. Evidence suggests a substantial male-female pay gap for registered nurses in the U.S., possibly contributing to disparities between genders more broadly. Differences in motivation and skills between men and women have long been considered important factors in the gender earnings gap, but these factors are difficult to measure. Because of country specific educational pathways and limited upward job mobility in Germany, nurses tend to be more homogenous in their motivation to work and their work skills compared to the U.S. To study male-female earnings in the nursing labor market in Germany. This is a pooled cross-sectional study of survey data collected for the years 2006 and 2012. We used a representative survey of nurses (n=828) who are active labor force participants. In a multivariate ordinary least squares regression, the analysis estimated the log of monthly earnings for male and female nurses. The full model accounted for demographic, human capital, and geographic characteristics, in addition to employment characteristics, such as hours worked, additional education obtained, years of nursing experience, years of labor market experience, career inactivity, years with the employer, and responsibilities at work, among other factors. We conducted follow-up analyses to test alternative explanations for the pay gap, examining earnings for nurses who no longer worked in nursing and testing potential differences in motivation with the likelihood of working nightshifts and length of time with current employer. Unadjusted monthly earnings for full-time male nurses were 30% higher, or 700 Euros more, than monthly earnings for full-time female nurses. In the fully adjusted analysis, male nurses out-earned female nurses by approximately 9.3%, or 260 Euros per month. Follow-up analyses suggested that better outside options exist for male than female nurses in the German labor market, while we found no support for gender differences in motivation. Copyright © 2017 Elsevier Ltd. All rights reserved.

Education, Income, and Human Behavior.

ERIC Educational Resources Information Center

Juster, F. Thomas, Ed.

This volume of essays reflects some ways higher education influences marriage patterns, family size, consumption, savings, and a cluster of social and political attitudes. Topics cover: mental ability and higher educational attainment in the 20th century; education, experience, and the distribution of earnings and employment; education as an…

The Demand for Higher Education in Belgium.

ERIC Educational Resources Information Center

Duchesne, I.; Nonneman, W.

1998-01-01

Investigates determinants behind the spectacular higher education enrollment growth in Belgium since 1953, using a demand model that integrates consumption and investment aspects and empirically tests time-series data specifications between 1953 and 1992. Income and foregone earnings are driving enrollments. Income, opportunity costs, and the wage…

An Examination of Potential Variation in the Benefits of Higher Education for Health and Wellbeing

ERIC Educational Resources Information Center

Bauldry, Shawn

2012-01-01

Understanding the implications of the significant expansion in higher education over the latter half of the 20th century remains one of the central questions of research in stratification and inequality. Attaining a college degree is associated with numerous advantages ranging from higher earnings to improved health and wellbeing. As higher…

Skill networks and measures of complex human capital

PubMed Central

2017-01-01

We propose a network-based method for measuring worker skills. We illustrate the method using data from an online freelance website. Using the tools of network analysis, we divide skills into endogenous categories based on their relationship with other skills in the market. Workers who specialize in these different areas earn dramatically different wages. We then show that, in this market, network-based measures of human capital provide additional insight into wages beyond traditional measures. In particular, we show that workers with diverse skills earn higher wages than those with more specialized skills. Moreover, we can distinguish between two different types of workers benefiting from skill diversity: jacks-of-all-trades, whose skills can be applied independently on a wide range of jobs, and synergistic workers, whose skills are useful in combination and fill a hole in the labor market. On average, workers whose skills are synergistic earn more than jacks-of-all-trades. PMID:29133397

PLACE OF ORIGIN AND LABOR MARKET OUTCOMES AMONG MIGRANT WORKERS IN URBAN CHINA

PubMed Central

Zhang, Chunni; Xie, Yu

2013-01-01

The localistic enclave is a special kind of enclave in urban China, which is characterized by high concentration of rural migrants from the same place of origin. Prior research has documented that rural migrants work in these localistic enclaves, but the significance of participation in them for labor market outcomes among migrant workers has yet to be determined. In this article, we argue that localistic economic enclaves may improve the labor force outcomes of rural-to-urban migrants. We report results from a study of the social determinants and consequences of working in localistic enclaves, based on data from a 2010 survey of migrant workers in the Pearl River and the Yangzi River Deltas. The results provide limited support for our hypothesis: Localistic enclaves enable migrant workers to earn higher earnings overall, but the earnings returns to human capital in an enclave are limited. PMID:24223441

Consequences of Neglect: Performance Trends in California Higher Education

ERIC Educational Resources Information Center

Moore, Colleen; Offenstein, Jeremy; Shulock, Nancy

2011-01-01

California lawmakers have found it increasingly difficult to protect the state's investment in its colleges and universities over the last decade despite the growing evidence that the state needs far more of its citizens to earn postsecondary credentials. Additionally, California higher education continues to operate without effective coordination…

Higher Education and Employment Markets in France.

ERIC Educational Resources Information Center

Mingat, Alain; Eicher, J. C.

1982-01-01

The link between educational investment and individual earnings is discussed based on a 1974 study in Dijon. An investigation of the relationship between these two elements is shown to need to consider the choice model used by the individual student entering higher education. Academic and social background influence the student's choice.…

Earning and Learning

ERIC Educational Resources Information Center

Haughton, Lesley

2010-01-01

The higher education landscape has changed considerably in the past decade, with the introduction of a range of flexible work-related opportunities to allow working people to study and progress at higher levels. This includes the development of modes of delivery such as distance and e-learning options, but also new ways of working between…

Playing to Win: The Evolution of Athletics and Reform in American Higher Education

ERIC Educational Resources Information Center

Lee, Candice Storey

2012-01-01

Intercollegiate athletics, namely "big-time" athletics, is an enduring feature of American higher education. Its visibility is unmatched by other institutional activities, and its influence reaches far beyond the campus. College athletics' longevity insulates it from the likelihood of elimination, but it regularly earns criticism…

Higher Education and Problems of Citizenship Formation

ERIC Educational Resources Information Center

White, Morgan

2013-01-01

The purpose of the university should be grounded in the concept of citizenship rather than the promise of increased future earnings and research consultancy work. However, this conception of citizenship should be republican rather than liberal. British higher education institutions have suffered at the hands of mechanisms intended to promote…

Podcast effectiveness as scaffolding support for students enrolled in first-semester general chemistry laboratories

NASA Astrophysics Data System (ADS)

Powell, Mary Cynthia Barton

Podcasts covering essential first-semester general chemistry laboratory techniques and central concepts that aid in experimental design or data processing were prepared and made available for students to access on an as-needed basis on iPhones→ or iPod touches→. Research focused in three areas: the extent of podcast usage, the numbers and types of interactions between instructors and research teams, and student performance on graded assignments. Data analysis indicates that the podcast treatment research teams accessed a podcast 2.86 times on average during each week that podcasts were available. Comparison of interaction data for the lecture treatment research teams and podcast treatment research teams reveals that interactions with instructors were statistically significantly fewer for teams that had podcast access rather than a pre-laboratory lecture. The implication of the results is that student research teams were able to gather laboratory information more effectively when it was presented in an on-demand podcast format. Finally, statistical analysis of data on student performance on graded assignments indicates no significant differences between outcome measures for the treatment groups when compared as cohorts. The only statistically significant difference is between students judged to be highly motivated; for this sub-group the students in the podcast treatment group earned a course average that was statistically significantly higher than those in the lecture treatment group. This research study provides some of the first data collected on the effectiveness of podcasts delivered as needed in a first-semester general chemistry laboratory setting.

A Multicomponent, Preschool to Third Grade Preventive Intervention and Educational Attainment at 35 Years of Age

PubMed Central

Ou, Suh-Ruu; Temple, Judy A.

2018-01-01

Importance Educational attainment is the leading social determinant of health, but few studies of prevention programs have examined whether the programs are associated with educational attainment outcomes after the mid-20s, especially for large-scale programs that provide a longer duration of services. Objective To examine the association between a preschool to third grade intervention and educational attainment at midlife and differences by program duration, sex, and parental educational level. Design, Setting, and Participants This matched-group, alternative intervention study assessed 1539 low-income minority children born in 1979 or 1980 who grew up in high-poverty neighborhoods in Chicago, Illinois. The comparison group included 550 children primarily from randomly selected schools participating in the usual early intervention. A total of 989 children who entered preschool in 1983 or 1984 and completed kindergarten in 1986 were included in the Chicago Longitudinal Study and were followed up for 27 to 30 years after the end of a multicomponent intervention. A total of 1398 participants (90.8%) in the original sample had educational attainment records at 35 years of age. The study was performed from January 1, 2002, through May 31, 2015. Interventions The Child-Parent Center Program provides school-based educational enrichment and comprehensive family services from preschool to third grade (ages 3-9 years). Main Outcomes and Measures Educational outcomes from administrative records and self-report included school dropout, 4-year high school graduation, years of education, postsecondary credential, and earned degrees from associate’s to master’s or higher. Results A total of 1539 participants (mean [SD] age, 35.1 [0.32] years; 1423 [92.9%] black and 108 [7.1%] Hispanic) were included in the study. After weighting on 2 propensity scores, preschool participants had higher rates of postsecondary degree completion, including associate’s degree or higher (15.7% vs 10.7%; difference, 5.0%; 95% CI, 1.0%-9.0%), master’s degree (4.2% vs 1.5%; difference, 2.7%; 95% CI, 1.3%-4.1%), and years of education (12.81 vs 12.32; difference, 0.49; 95% CI, 0.20-0.77). Duration of participation showed a consistent linear association with outcomes. Compared with fewer years, preschool to second or third grade participation led to higher rates of associate’s degree or higher (18.5% vs 12.5%; difference, 6.0%; 95% CI, 1.0%-11.0%), bachelor’s degree (14.3% vs 8.2%; difference, 6.1%; 95% CI, 1.3%-10.9%), and master’s degree or higher (5.9% vs 2.3%; difference, 3.6%; 95% CI, 1.4%-5.9%). The pattern of benefits was robust and favored male participants for high school graduation, female participants for college attainment, and those from lower-educated households. Conclusions and Relevance This study indicates that an established early and continuing intervention is associated with higher midlife postsecondary attainment. Replication and extension of findings to other locations and populations should further strengthen confidence in the health benefits of large-scale preventive interventions. PMID:29379955

Does Prison-Based Adult Basic Education Improve Postrelease Outcomes for Male Prisoners in Florida?

PubMed Central

Cho, Rosa Minhyo; Tyler, John H.

2014-01-01

The authors use administrative data from Florida to determine the extent to which prison-based adult basic education (ABE) improves inmate’s postrelease labor market outcomes, such as earnings and employment. Using two nonexperimental comparison groups, the authors find evidence that ABE participation is associated with higher postrelease earnings and employment rates, especially for minorities. The authors find that the relationship is the largest for ABE participants who had uninterrupted ABE instruction and for those who received other education services. However, the results do not find any positive effects of ABE participation on reducing recidivism. PMID:25580020

Public and Private Incentives for Investment in Higher Education: Are They Sufficient, Especially for Black Males?

ERIC Educational Resources Information Center

Appiah, Elizabeth N.

2013-01-01

The institutional costs of higher education have been rising. With diminishing public support per student, tuition and fees private costs have also been rising. But so have the real earnings of college graduates. Are there still sufficient incentives on efficiency grounds for additional public investment in higher education? And in particular,…

The Agony and the Ecstasy: Current Status of Hispanic Individuals' Achievement in Higher Education and Earnings - With a Glimpse to the Future

ERIC Educational Resources Information Center

De Los Santos, Gilberto; Asgary, Nader; Nazemzadeh, Asghar; DeShields, Jr., Oscar W.

2005-01-01

Some projections about Hispanic individuals point to a rosy picture regarding gains in higher educational enrollment. Other studies lament that these gains are, at best, minimal. Although the so-called higher education pie is undoubtedly expanding, this article concludes that Hispanic adults are losing, rather than gaining, educational attainment…

Excellence in Higher Education Guide: An Integrated Approach to Assessment, Planning, and Improvement in Colleges and Universities

ERIC Educational Resources Information Center

Ruben, Brent D.

2007-01-01

Self-assessment leads to stronger performance in the nation's colleges and universities. That's the premise of "Excellence in Higher Education," a model self-assessment program that has earned accolades from the higher education community. Based on the Malcolm Baldrige National Quality Award framework, the fourth edition of this bestseller is the…

The fiscal consequences of ADHD in Germany: a quantitative analysis based on differences in educational attainment and lifetime earnings.

PubMed

Kotsopoulos, Nikolaos; Connolly, Mark P; Sobanski, Esther; Postma, Maarten J

2013-03-01

To estimate the long-term fiscal consequences of attention deficit hyperactivity disorder (ADHD) on the German government and social insurance system based on differences in educational attainment and the resulting differences in lifetime earnings compared with non-ADHD cohorts. Differences in educational attainment between ADHD and non-ADHD cohorts were linked to education-specific earnings data. Direct and indirect tax rates and social insurance contributions were linked to differences in lifetime, education-specific earnings to derive lost tax revenue in Germany associated with ADHD. For ADHD and non-ADHD cohorts we derived the age-specific discounted net taxes paid by deducting lifetime transfers from lifetime gross taxes paid. The lifetime net tax revenue for a non-ADHD individual was approximately EUR 80,000 higher compared to an untreated ADHD individual. The fiscal burden of untreated ADHD, based on a cohort of n=31,844 born in 2010, was estimated at EUR 2.5 billion in net tax revenue losses compared with an equally-sized non-ADHD cohort. ADHD interventions providing a small improvement in educational attainment resulted in fiscal benefits from increases in lifetime tax gains. ADHD results in long-term financial loss due to lower education attainment and lifetime reduced earnings and resulting lifetime taxes and social contributions paid. Investments in ADHD interventions allowing more children to achieve their educational potential may offer fiscal benefits generating a positive rate of return.

K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

NASA Astrophysics Data System (ADS)

Slattery, W.; Antonucci, C.; Myers, R. J.

2013-12-01

The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional development will continue through the 2013-2014 academic year. Formative assessment of the ongoing project indicates that students, teachers, parents and school administrators rank their experiences highly and that students are motivated to continue on the path to geoscience careers.

The implementation of a learning contract and the effects on the learning experiences of seventh-grade life science students

NASA Astrophysics Data System (ADS)

Harmon, Sally Baden

2001-07-01

The purposes of this case study were to describe how a learning contract was implemented for a seventh-grade life science class and to discover its effects on the learning experiences of the students. A learning contract was a written agreement between the student and the teacher in which the student agreed to complete a variety of assignments for a particular grade. Learning contracts were issued to the students for three grading periods of six weeks. A total of 137 students participated in the case study, which began in September 1997 and culminated at the end of the third grading period in January 1998. The data were collected from three groups: (a) 137 seventh-grade life science students, (b) 48 parents, and (c) the classroom teacher-researcher. In order to guide the collection and analysis of data, twenty-four questions were developed. These questions were then compiled into two surveys. Responses from the student survey indicated that students: (a) signed up for an A more than any other grade, (b) liked working in teams, (c) found it easy to find assignments, (d) set goals to earn high grades, and (e) felt good about their science grades. For the first grading period, eighty-nine percent of parents surveyed responded that they were aware of their children's learning contract grade, and sixty-two percent of the parents surveyed responded that they were satisfied with their children's academic performance using the learning contract. Taped interviews were conducted with former seventh-grade students and the teacher-researcher. In the taped interviews, students told of their positive learning experiences. The teacher-researcher kept a daily journal and used its contents as data. As a result of this case study, the students and the teacher-researcher supported the continued use of the learning contract for the next school year.

7 CFR 1767.25 - Retained earnings.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 12 2010-01-01 2010-01-01 false Retained earnings. 1767.25 Section 1767.25....25 Retained earnings. The retained earnings accounts identified in this section shall be used by all RUS borrowers. Retained Earnings 433-439 [Reserved] Retained Earnings 433-439 [Reserved] ...

Implications of Educational Attainment Trends for Labor Market Outcomes. ACT Research Report Series, 2012 (7)

ERIC Educational Resources Information Center

Buddin, Richard

2012-01-01

Well-educated workers have higher wages, higher wage growth, and lower unemployment rates than workers with lower levels of educational attainment. While earnings have traditionally grown with educational attainment, the gaps have become more pronounced in recent years. While returns to education have increased, this research shows that…

In Italy, Have Higher-Education Reforms Created a "Big Bordello"?

ERIC Educational Resources Information Center

Rocca, Francis X.

2006-01-01

This article focuses on Italy's Higher Education reforms and hotly debated developments. These developments are experience credits and online universities. The reform replaced the existing degree system, in which most undergraduate programs lasted four years--although the average graduate actually took more than seven years to earn a degree--with…

Higher Education Earnings Premium: Value, Variation, and Trends

ERIC Educational Resources Information Center

Baum, Sandy

2014-01-01

Much of the current skepticism about the financial payoff of higher education emerges from recent media focus on young college graduates struggling to enter a weak labor market. This brief highlights some of the complexities underlying discussions of the return to the investment in postsecondary education and describes some of the variation in…

Competencies for Young European Higher Education Graduates: Labor Market Mismatches and Their Payoffs

ERIC Educational Resources Information Center

Garcia-Aracil, Adela; Van der Velden, Rolf

2008-01-01

Labor market rewards based on competencies are analyzed using a sample of young European higher education (HE) graduates. Estimates of monetary rewards are obtained from conventional earnings regressions, while estimates total rewards are based on job satisfaction and derived through ordered probit regressions. Results for income show that jobs…

First-Generation College Students and Their Pursuit of the American Dream

ERIC Educational Resources Information Center

Banks-Santilli, Linda

2014-01-01

First-generation college students, students whose parents have not earned a four-year degree, are not new to higher education, but their increasing presence at private, four-year institutions requires careful attention from administration and faculty. The rising costs of higher education combined with the nation's recent economic decline have made…

The Relationship between Curricular Physical Activity and College Retention after the First Year

ERIC Educational Resources Information Center

Bounds, Laura E.

2014-01-01

College retention has become increasingly important for many reasons. Individuals who attain bachelor's degrees, on average, have higher earning power and more career options than individuals with only a high school degree. Higher education institutes also benefit when students are retained and graduate. With the most recent budget crisis, higher…

The High School to College Transition: Minding the Gap

ERIC Educational Resources Information Center

Hirsch, Deborah

2010-01-01

The value of a college degree is well documented. College graduates earn at least 60% more than high school graduates. Beyond the economic value, college graduates show higher rates of civic participation, engage in volunteer work and even have a much higher likelihood of being "happy." Students who drop out without attaining a college…

Vocational and Liberal Education. Maintaining the Balance in Higher Education.

ERIC Educational Resources Information Center

Worthington, Robert M.

Higher education must find an appropriate mix between liberal and vocational education to assure that every individual, upon leaving postsecondary institutions, will understand society and how it functions and will be able to earn a living. Dewey's thoughts on integrating the two are still relevant today for dispelling the false notion of…

Antecedents and near-term consequences for interdisciplinary dissertators.

PubMed

Kniffin, Kevin M; Hanks, Andrew S

2017-01-01

Given the complexity of questions studied by academicians, institutions are increasingly encouraging interdisciplinary research to tackle these problems; however, neither the individual-level pathways leading to the pursuit of interdisciplinary research nor the resulting market outcomes have been closely examined. In this study, we focus attention on the individuals who complete interdisciplinary dissertations to ask "who are they and how do they fare after earning the PhD?" Since interdisciplinary research is known to be relatively risky among academics, we examine demographic variables that are known to be associated in other contexts with risk-taking before considering whether interdisciplinarians' outcomes are different upon graduating. First among our three main findings, students whose fathers earned a college degree demonstrated a 1.3% higher probability of pursuing interdisciplinary research. Second, the probability that non-citizens pursue interdisciplinary dissertation work is 4.6% higher when compared with US citizens. Third, individuals who complete an interdisciplinary dissertation tend to earn approximately 2% less in the year after graduation; however, mediation analyses show that the decision to become a postdoctoral researcher accounts for the apparent salary penalty. Our findings shed light on the antecedents and near-term consequences for individuals who complete interdisciplinary dissertations and contribute to broader policy debates concerning supports for academic career paths.

20 CFR 404.1574a - When and how we will average your earnings.

Code of Federal Regulations, 2011 CFR

2011-04-01

... has been no change in the substantial gainful activity earnings levels, we will average your earnings... time during which the substantial gainful activity earnings levels change, we will average your earnings separately for each period in which a different substantial gainful activity earnings level...

20 CFR 404.1574a - When and how we will average your earnings.

Code of Federal Regulations, 2010 CFR

2010-04-01

... has been no change in the substantial gainful activity earnings levels, we will average your earnings... time during which the substantial gainful activity earnings levels change, we will average your earnings separately for each period in which a different substantial gainful activity earnings level...

Determination of acid ionization constants for weak acids by osmometry and the instrumental analysis self-evaluation feedback approach to student preparation of solutions

NASA Astrophysics Data System (ADS)

Kakolesha, Nyanguila

One focus of this work was to develop of an alternative method to conductivity for determining the acid ionization constants. Computer-controlled osmometry is one of the emerging analytical tools in industrial research and clinical laboratories. It is slowly finding its way into chemistry laboratories. The instrument's microprocessor control ensures shortened data collection time, repeatability, accuracy, and automatic calibration. The equilibrium constants of acetic acid, chloroacetic acid, bromoacetic acid, cyanoacetic acid, and iodoacetic acid have been measured using osmometry and their values compared with the existing literature values obtained, usually, from conductometric measurements. Ionization constant determined by osmometry for the moderately strong weak acids were in reasonably good agreement with literature values. The results showed that two factors, the ionic strength and the osmotic coefficient, exert opposite effects in solutions of such weak acids. Another focus of the work was analytical chemistry students solution preparation skills. The prevailing teacher-structured experiments leave little room for students' ingenuity in quantitative volumetric analysis. The purpose of this part of the study was to improve students' skills in making solutions using instrument feedback in a constructivist-learning model. After making some solutions by weighing and dissolving solutes or by serial dilution, students used the spectrophotometer and the osmometer to compare their solutions with standard solutions. Students perceived the instrument feedback as a nonthreatening approach to monitoring the development of their skill levels and liked to clarify their understanding through interacting with an instructor-observer. An assessment of the instrument feedback and the constructivist model indicated that students would assume responsibility for their own learning if given the opportunity. This study involved 167 students enrolled in Quantitative Chemical Analysis from fall 1998 through spring 2001. Surveys eliciting students' reactions to the instrument feedback approach showed an overwhelmingly positive response. The results of this research demonstrated that self-evaluation with instrumental feedback was a useful tool in helping students apply the knowledge they have acquired in lectures to the practice of chemistry. A demographic survey to determine whether part-time or full-time jobs had a negative impact on their experiment grades showed a small but significant correlation between hours worked and grade earned. However, the study showed that grades students earned on this experiment were predictive of overall semester lab grades.

The Economic Foundations of Cohabiting Couples' Union Transitions.

PubMed

Ishizuka, Patrick

2018-04-01

In recent decades, cohabitation has become an increasingly important relationship context for U.S. adults and their children, a union status characterized by high levels of instability. To understand why some cohabiting couples marry but others separate, researchers have drawn on theories emphasizing the benefits of specialization, the persistence of the male breadwinner norm, low income as a source of stress and conflict, and rising economic standards associated with marriage (the marriage bar). Because of conflicting evidence and data constraints, however, important theoretical questions remain. This study uses survival analysis with prospective monthly data from nationally representative panels of the Survey of Income and Program Participation from 1996-2013 to test alternative theories of how money and work affect whether cohabiting couples marry or separate. Analyses indicate that the economic foundations of cohabiting couples' union transitions do not lie in economic specialization or only men's ability to be good providers. Instead, results for marriage support marriage bar theory: adjusting for couples' absolute earnings, increases in wealth and couples' earnings relative to a standard associated with marriage strongly predict marriage. For dissolution, couples with higher and more equal earnings are significantly less likely to separate. Findings demonstrate that within-couple earnings equality promotes stability, and between-couple inequalities in economic resources are critical in producing inequalities in couples' relationship outcomes.

Skill networks and measures of complex human capital.

PubMed

Anderson, Katharine A

2017-11-28

We propose a network-based method for measuring worker skills. We illustrate the method using data from an online freelance website. Using the tools of network analysis, we divide skills into endogenous categories based on their relationship with other skills in the market. Workers who specialize in these different areas earn dramatically different wages. We then show that, in this market, network-based measures of human capital provide additional insight into wages beyond traditional measures. In particular, we show that workers with diverse skills earn higher wages than those with more specialized skills. Moreover, we can distinguish between two different types of workers benefiting from skill diversity: jacks-of-all-trades, whose skills can be applied independently on a wide range of jobs, and synergistic workers, whose skills are useful in combination and fill a hole in the labor market. On average, workers whose skills are synergistic earn more than jacks-of-all-trades. Copyright © 2017 the Author(s). Published by PNAS.

Attrition in Models of Intergenerational Links Using the PSID with Extensions to Health and to Sibling Models*

PubMed Central

Fitzgerald, John M.

2012-01-01

Selective attrition potentially biases estimation of intergenerational links in health and economic status. This paper documents attrition in the PSID through 2007 for a cohort of children, and investigates attrition bias in intergenerational models predicting adult health, education and earnings, including models based on sibling differences. Although attrition affects unconditional means, the weighted PSID generally maintains its representativeness along key dimensions in comparison to the National Health Interview Survey. Using PSID, sibling correlations in outcomes and father-son correlations in earnings are not significantly affected by attrition. Models of intergenerational links with covariates yield more mixed results with females showing few robust impacts of attrition and males showing potential attrition bias for education and earnings outcomes. For adult health outcomes conditional on child background, neither gender shows significant impacts of attrition for the age ranges and models considered here. Sibling models do not produce robustly higher attrition impacts than individual models. PMID:22368743

Compensation of Emergency Medical Technician (EMT)-Basics and Paramedics.

PubMed

Studnek, Jonathan R

2016-12-01

The objective of this paper is to identify factors associated with compensation for Emergency Medical Technician (EMT)-Basics and Paramedics and assess whether these associations have changed over the period 1999-2008. Data obtained from the Longitudinal EMT Attributes and Demographic Study (LEADS) surveys, a mail survey of a random, stratified sample of nationally certified EMT-Basics and Paramedics, were analyzed. For the 1999-2003 period, analyses included all respondents providing Emergency Medical Services (EMS). With the addition of a survey in 2004 about volunteers, it was possible to exclude volunteers from these analyses. Over 60% of EMT-Basics reported being either compensated or noncompensated volunteers in the 2004-2008 period. This was substantially and significantly greater than the proportion of EMT-Paramedic volunteers (<25%). The EMT-Paramedics earned significantly more than EMT-Basics, with differentials of $11,000-$18,000 over the course of the study. The major source of earnings disparity was type of organization: respondents employed by fire-based EMS agencies reported significantly higher earnings than other respondents, at both the EMT-Basic and EMT-Paramedic levels. Males also earned significantly more than females, with annual earnings differentials ranging from $7,000 to $15,000. There are a number of factors associated with compensation disparities within the EMS profession. These include type of service (ie, fire-based vs. other types of agencies) and gender. The reasons for these disparities warrant further investigation. Studnek JR . Compensation of Emergency Medical Technician (EMT)-Basics and Paramedics. Prehosp Disaster Med. 2016;31(Suppl. 1):s87-s95.

Estimating the Net Career Income of a Geriatrician and a Nurse Practitioner: Still Want to Be a Doctor?

PubMed

Golden, Adam G; Xu, Peixin; Wan, Thomas T H; Issenberg, Saul Barry

2016-07-01

With a continual shortage of geriatricians, adult-gerontology primary care nurse practitioners have assumed a greater role in the delivery of outpatient care for older adults. Given the long duration of physician training, the high cost of medical school, and the lower salaries compared with subspecialists, the financial advantage of a career as a geriatrician as opposed to a nurse practitioner is uncertain. This study compares the estimated career earnings of a geriatrician and an adult-gerontology primary care nurse practitioner. We used a synthetic model of estimated net earnings during a 43-year career span for a 22-year old person embarking on a career as a geriatrician versus a career as an adult-gerontology primary care nurse practitioner. We estimated annual net income and net retirement savings using different annual compound rates and calculated the financial impact of forgiving medical student loans, shortening the duration of physician training, and reinstituting the practice pathway for geriatric medicine certification. Career net incomes for the geriatrician did not match the nurse practitioner until almost age 40. At 65 years of age, the difference between the geriatrician and nurse practitioner was 30.6%. A higher annual compound rate was associated with an even smaller percentage difference. Combining all three health policy interventions lowered the break-even age to 28 and more than doubled the difference in career earnings. Small estimated differences in net career earnings exist between geriatricians and adult-gerontology primary care nurse practitioners. Health policy interventions had a dramatic positive effect on geriatricians' lifetime net earnings in calculated estimates.

Women in Physics and Astronomy in the U.S.

NASA Astrophysics Data System (ADS)

Ivie, Rachel

2005-10-01

I presented results from the AIP report, Women in Physics and Astronomy, 2005 (R. Ivie and K. Nies Ray, AIP Publication Number R-430.02, www.aip.org/statistics/trends/reports/women05.pdf), which was funded by the Alfred P. Sloan Foundation. Compared with other scientific fields, women are very underrepresented in physics, although their representation has increased in the last 30 years. By 2003, women earned 18% of the physics degrees in the United States, which is a record high. In 2003, women earned 26% of the PhDs in astronomy. However, minority women (African-American and Hispanic) receive very few physics and astronomy degrees in the U.S. Also troubling is the salary gap between men's and women's salaries in physics and related fields. Even within the same employment sector and controlling for years since degree, women earn 5% less than men. The percentage of newly hired part-time faculty who are women is higher than the percentages hired into tenured and tenure-track positions. Many women take physics in high school, but a smaller percentage take the Advanced Placement physics exams, and an even smaller percentage earn physics bachelor's degrees. However, once women have earned a bachelor's degree in physics, they are able to persist in academic careers. In fact, our data show that women are represented on physics and astronomy faculties at about the rates we would expect given degree production in the past. Finally, women's representation in physics varies across countries, documenting the influence of social and cultural factors on the representation of women in science.

Women Reap More Benefits from Higher Education, Study Finds

ERIC Educational Resources Information Center

Troumpoucis, Patricia

2004-01-01

Higher education offers a variety of benefits, both economic and non-economic, and women seem to reap much bigger economic benefits from earning an associate's degree or a bachelor's degree than their male counterparts, according to a new study. The study's author said this revelation could shed some light on why the numbers of women in college…

Personality Traits and Gender-Specific Income Expectations in Dutch Higher Education

ERIC Educational Resources Information Center

Need, Ariana; de Jong, Uulkje

2008-01-01

In this article we examine gender differences in income expectations of students in higher education. We found quite large gender differences. Men and women differ significantly in the income they expect to earn at the top of their career. We examined how much personality traits contribute to explain gender differences in income expectations, and…

Autopsy of forestry ballot initiative: characterizing voter support for Oregon's measure 64.

Treesearch

Jeffrey D. Kline; Catriona Armstrong

2001-01-01

On November 3,1998, Oregon voters soundly rejected a ballot initiative intended to promote sustainable forestry practices and protect forest ecosystems by restricting clearcut logging and herbicide and pesticide use. We found that initiative support was greater in more urban counties composed of more educated residents earning higher incomes and with higher proportions...

Higher Learning and the Labour Market in a Changing World: Environmental Scan for British Columbia

ERIC Educational Resources Information Center

Ministry of Advanced Education, 2008

2008-01-01

In a knowledge-based economy, economic and social well-being depend on the development of human resources, and those with access to education benefit from higher lifetime earnings, lower rates of unemployment and poverty, a greater sense of engagement at work and society, and healthier lifestyles. This environmental scan considers the major…

Education Pays, 2013: The Benefits of Higher Education for Individuals and Society. Trends in Higher Education Series

ERIC Educational Resources Information Center

Baum, Sandy; Ma, Jennifer; Payea, Kathleen

2013-01-01

This report documents differences in the earnings and employment patterns of U.S. adults with different levels of education. It also compares health-related behaviors, reliance on public assistance programs, civic participation, and indicators of the well-being of the next generation. Financial benefits are easier to document than nonpecuniary…

The Art of Student Retention: A Handbook for Practitioners and Administrators.

ERIC Educational Resources Information Center

Texas Higher Education Coordinating Board, 2004

2004-01-01

The issue of retention is a persistent problem in higher education. For the past 100 years, the institutional graduation rate has stubbornly held at the 50 percent mark: half of all students entering higher education fail to realize their dreams and aspirations based on earning a certificate or degree. For students of color in particular, the…

Adult Learner Graduation Rates at Four U.S. Community Colleges by Prior Learning Assessment Status and Method

ERIC Educational Resources Information Center

Hayward, Milan S.; Williams, Mitchell R.

2015-01-01

The completion agenda demands higher community college graduation rates among adult learners, and prior learning assessment (PLA) is a promising solution. PLA permits students to earn credit for college-level learning acquired outside of higher education and is associated with improved student outcomes. However, little is known regarding community…

Human Capital Contracts: "Equity-Like" Instruments for Financing Higher Education. Policy Analysis.

ERIC Educational Resources Information Center

Palacios, Miguel

Human capital contracts are "equity-like" instruments for financing higher education. Since repayment depends on earning and adjusts to student capital to pay, these contracts should be more attractive to students than traditional loans. By making transparent the relative economic value of certain fields of study or the value of degrees from…

On Campus with Women, Number 29, Winter 1981. [Employment, Education, Sex Discrimination, Health Services].

ERIC Educational Resources Information Center

Association of American Colleges, Washington, DC. Project on the Status and Education of Women.

Developments concerning women in the workplace, the courts, and schools are reported. Among the issues related to employment are the following: female faculty members earn less in salary than males, despite receiving slightly higher raises than males; unemployment among women doctorates in the humanities is higher than that of males; age…

Introduction to the CCRC Assessment of Evidence Series

ERIC Educational Resources Information Center

Bailey, Thomas; Jaggars, Shanna Smith; Jenkins, Davis

2011-01-01

Community colleges play an important role in the U.S. economy, providing access to higher education for low-income young people, a path to higher-earning employment for low-income workers, and a supply of well-trained employees for local industry. In order to remain competitive with other major economies, however, the U.S. must sharply increase…

Does it pay to attend a for-profit college? Vertical and horizontal stratification in higher education.

PubMed

Denice, Patrick

2015-07-01

Despite the recent growth of for-profit colleges, scholars are only beginning to understand the labor market consequences of attending these institutions. Using data from the National Longitudinal Survey of Youth 1997, I find that for-profit associate's degree holders encounter lower hourly earnings than associate's degree holders educated at public or private, nonprofit colleges, and earnings that are not significantly different than high school graduates. However, individuals who complete a bachelor's degree by attending college in either the for-profit or nonprofit sectors encounter positive returns. These findings, robust to model selection, suggest that the distinction between for-profit and nonprofit colleges constitutes an important axis in the horizontal dimension of education at the sub-baccalaureate level, and complicate notions of vertical stratification such that higher levels of educational attainment do not necessarily guarantee a wage premium. Copyright © 2015 Elsevier Inc. All rights reserved.

The effectiveness of courses developed to recruit and retain minority students in the geology major at California State University, Sacramento

NASA Astrophysics Data System (ADS)

Hammersley, L. C.

2014-12-01

The lack of diversity in the geosciences has long been recognized as a problem. While improvements have been made, the proportion of Bachelor's degrees in the earth sciences awarded to Hispanic students in 2012 was only 5.6%, a huge disparity with the 17% of the U.S. population that is Hispanic. At California State University, Sacramento, 19% of the student population is Hispanic but, of the 61 students that earned an undergraduate degree in geology between 2005 and 2010, only four were Hispanic. In response to the lack of diversity in the geology major, we developed a new Geology of Mexico course with the goal of recruiting Hispanic students to the major. We present a quantitative evaluation of the effectiveness of this course in attracting Hispanic students, encouraging them to take more geology courses, and recruiting them to the major. Data was collected in the Geology of Mexico course and in the equivalent Physical Geology course. During the period evaluated, 93% of enrollment in Geology of Mexico was Hispanic compared with 18.5% in Physical Geology. We found that Hispanic students in Physical Geology earned lower grades than did nonminority students, while Hispanic students in Geology of Mexico earned grades comparable with nonminority students in Physical Geology. Overall, Geology of Mexico students also showed more positive attitude changes to the geosciences and were more likely to take another geology course. The recruitment rate into the major for Hispanic students in Geology of Mexico was comparable to the recruitment rate for nonminority students in Physical Geology. Since 2008, the proportion of Hispanic geology majors has risen from 4.5% to 14.1% and, notably, the proportion of underrepresented minorities has increased from 4.5% to 22.2%, reflecting a significant overall increase in diversity of the major. In order to increase retention of minority students, we developed a field course for new majors who were not yet ready for upper division courses. This field trip allows students to get to know the faculty and to create bonds with fellow new majors, thus creating a stronger bond to the department and developing a cohort effect earlier in the students' educational path.

26 CFR 1.312-7 - Effect on earnings and profits of gain or loss realized after February 28, 1913.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Effect on earnings and profits of gain or loss realized after February 28, 1913. (a) In order to... earnings and profits for any period beginning after February 28, 1913. For example, since the earnings and profits accumulated after February 28, 1913, or the earnings and profits of the taxable year, are earnings...

Power Scaling of Petroleum Field Sizes and Movie Box Office Earnings.

NASA Astrophysics Data System (ADS)

Haley, J. A.; Barton, C. C.

2017-12-01

The size-cumulative frequency distribution of petroleum fields has long been shown to be power scaling, Mandelbrot, 1963, and Barton and Scholz, 1995. The scaling exponents for petroleum field volumes range from 0.8 to 1.08 worldwide and are used to assess the size and number of undiscovered fields. The size-cumulative frequency distribution of movie box office earnings also exhibits a power scaling distribution for domestic, overseas, and worldwide gross box office earnings for the top 668 earning movies released between 1939 and 2016 (http://www.boxofficemojo.com/alltime/). Box office earnings were reported in the dollars-of-the-day and were converted to 2015 U.S. dollars using the U.S. consumer price index (CPI) for domestic and overseas earnings. Because overseas earnings are not reported by country and there is no single inflation index appropriate for all overseas countries. Adjusting the box office earnings using the CPI index has two effects on the power functions fit. The first is that the scaling exponent has a narrow range (2.3 - 2.5) between the three data sets; and second, the scatter of the data points fit by the power function is reduced. The scaling exponents for the adjusted value are; 2.3 for domestic box office earnings, 2.5 for overseas box office earnings, and 2.5 worldwide box office earnings. The smaller the scaling exponent the greater the proportion of all earnings is contributed by a smaller proportion of all the movies: where E = P (a-2)/(a-1) where E is the percentage of earnings, P is the percentage of all movies in the data set. The scaling exponents for box office earnings (2.3 - 2.5) means that approximately 20% of the top earning movies contribute 70-55% of all the earnings for domestic, worldwide earnings respectively.

Current lifestyle of young adults treated for cancer in childhood.

PubMed

Evans, S E; Radford, M

1995-05-01

The aim of this study was to look at the current lifestyle of young adult survivors of childhood cancer between the ages of 16 and 30 years to document their achievements and expose any psychosocial problems. Sixty six young adult survivors were contacted and asked if they and their siblings (16-30 years) would take part in a lifestyle study; 48 patients and 38 sibling controls were interviewed. This took the form of a structured lifestyle questionnaire, a self esteem questionnaire (Oxford Psychologists Press), and an unstructured interview. Fifty five per cent of patients achieved five or more A-C grades at 'O' level/GCSE compared with 62% of siblings and a national average of 30%. Despite that these patients were significantly less likely to go on to higher education than their siblings. The two groups were equally employable and earning similar salaries. There were three cases of known employer prejudice. A slightly higher percentage of patients than siblings had their driving licence. Seventeen patients felt their appearance had changed and eight felt that they had a residual physical mobility problem. Both groups were socially active and equally likely to partake in competitive sports. There was no overall difference in the self esteem of the two groups. In general the survivors of childhood cancer were coping well in their young adult life and achieving the same lifestyle goals as their siblings. However, significant problems have been identified.

5 CFR 844.402 - Restoration of earning capacity.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 2 2010-01-01 2010-01-01 false Restoration of earning capacity. 844.402... Reinstatement of Disability Annuity § 844.402 Restoration of earning capacity. (a) Earning capacity... current rate of basic pay of the position occupied immediately before retirement, the annuitant's earning...

18 CFR 367.4360 - Account 436, Appropriations of retained earnings.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., Appropriations of retained earnings. 367.4360 Section 367.4360 Conservation of Power and Water Resources FEDERAL... NATURAL GAS ACT Retained Earnings Accounts § 367.4360 Account 436, Appropriations of retained earnings. This account must include appropriations of retained earnings as follows: (a) Appropriations required...

Participation without Parity in U.S. Higher Education: Gender, Fields of Study, and Institutional Selectivity

ERIC Educational Resources Information Center

Mullen, Ann L.; Baker, Jayne

2015-01-01

While women now earn more bachelor's degrees than men in many parts of the world, large gender gaps persist in fields of study, and women remain underrepresented in the most prestigious institutions. This study updates and extends the literature on gender disparities in higher education by comparing the selectivity of the institutions where men…

Child Poverty Higher and More Persistent in Rural America. National Issue Brief Number 97

ERIC Educational Resources Information Center

Schaefer, Andrew; Mattingly, Marybeth; Johnson, Kenneth M.

2016-01-01

The negative consequences of growing up in a poor family are well known. Poor children are less likely to have timely immunizations, have lower academic achievement, are generally less engaged in school activities, and face higher delinquency rates in adolescent years. Each of these has adverse impacts on their health, earnings, and family status…

Making Meaning of Adversity: Experiences of Women Leaders in Higher Education

ERIC Educational Resources Information Center

Diehl, Amy B.

2013-01-01

Despite the fact that women now earn more bachelor's, master's and doctorates than men, a gender gap for women leaders persists in the field of higher education. Women hold only 26 percent of all college and university presidencies with a large variance by type of institution. Women lead 33 percent of associate's level institutions but only 22…

Does Higher Education Level the Playing Field? Socio-Economic Differences in Graduate Earnings

ERIC Educational Resources Information Center

Crawford, Claire; van der Erve, Laura

2015-01-01

Education--and in particular higher education--is often regarded as a route to social mobility. For this to be the case, however, the link between family background and adult outcomes must be broken (or at least reduced) once we take account of an individual's education history. This paper provides new evidence on differences in graduates'…

Estimating the Return of Higher Education in Algeria: Evidence from Adrar University

ERIC Educational Resources Information Center

Houcine, Benlaria; Sofiane, Mostéfaoui

2018-01-01

This study aims to measure the individual rate of return for investment in higher education at Adrar University by using both basic and extended Mincerian Earnings Function. In addition to this, the comparison had been established between the results obtained and those of other researches in the same domain. We adopted in the research the model of…

The Role of Labour Market Expectations and Admission Probabilities in Students' Application Decisions on Higher Education: The Case of Hungary

ERIC Educational Resources Information Center

Varga, Julia

2006-01-01

This paper analyses students' application strategies to higher education, the effects of labour market expectations and admission probabilities. The starting hypothesis of this study is that students consider the expected utility of their choices, a function of expected net lifetime earnings and the probability of admission. Based on a survey…

Beyond the Mincer Equation: The Internal Rate of Return to Higher Education in Colombia

ERIC Educational Resources Information Center

García-Suaza, Andrés Felipe; Guataquí, Juan Carlos; Guerra, José Alberto; Maldonado, Darío

2014-01-01

In order to present an estimation of the internal rate of return (IRR) to higher education in Colombia, we take advantage of recent updates on the methodological approach towards earnings equations. In order to overcome the criticism that surrounds interpretations of the education coefficient of Mincer equations as being the rate of return to…

Improving Educational Outcomes for Poor Children. Discussion Paper No. 1352-08

ERIC Educational Resources Information Center

Jacob, Brian A.; Ludwig, Jens

2008-01-01

One of the best ways to avoid being poor as an adult is to obtain a good education. Individuals with higher academic achievement and more years of schooling earn more than those with lower levels of human capital. This is not surprising given that we believe that schooling makes people more productive, allowing them to command higher wages in the…

Geographic Differences in the Earnings of Economics Majors

ERIC Educational Resources Information Center

Winters, John V.; Xu, Weineng

2014-01-01

Economics has been shown to be a relatively high-earning college major, but geographic differences in earnings have been largely overlooked. The authors of this article use the American Community Survey to examine geographic differences in both absolute earnings and relative earnings for economics majors. They find that there are substantial…

48 CFR 52.234-4 - Earned Value Management System.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 48 Federal Acquisition Regulations System 2 2013-10-01 2013-10-01 false Earned Value Management....234-4 Earned Value Management System. As prescribed in 34.203(c), insert the following clause: Earned Value Management System (JUL 2006) (a) The Contractor shall use an earned value management system (EVMS...

48 CFR 52.234-4 - Earned Value Management System.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 48 Federal Acquisition Regulations System 2 2012-10-01 2012-10-01 false Earned Value Management....234-4 Earned Value Management System. As prescribed in 34.203(c), insert the following clause: Earned Value Management System (JUL 2006) (a) The Contractor shall use an earned value management system (EVMS...

48 CFR 52.234-4 - Earned Value Management System.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 48 Federal Acquisition Regulations System 2 2014-10-01 2014-10-01 false Earned Value Management....234-4 Earned Value Management System. As prescribed in 34.203(c), insert the following clause: Earned Value Management System (MAY 2014) (a) The Contractor shall use an earned value management system (EVMS...

48 CFR 52.234-4 - Earned Value Management System.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 2 2011-10-01 2011-10-01 false Earned Value Management....234-4 Earned Value Management System. As prescribed in 34.203(c), insert the following clause: Earned Value Management System (JUL 2006) (a) The Contractor shall use an earned value management system (EVMS...

48 CFR 52.234-4 - Earned Value Management System.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 2 2010-10-01 2010-10-01 false Earned Value Management....234-4 Earned Value Management System. As prescribed in 34.203(c), insert the following clause: Earned Value Management System (JUL 2006) (a) The Contractor shall use an earned value management system (EVMS...

12 CFR 704.19 - Wholesale corporate credit unions.

Code of Federal Regulations, 2010 CFR

2010-01-01

...) Earnings retention requirement. A wholesale corporate credit union must increase retained earnings if the prior month-end retained earnings ratio is less than 1 percent. (1) Its retained earnings must increase... month-end retained earnings ratio is less than 1 percent and the core capital ratio is less than 3...

Fostering multiple repertoires in undergraduate behavior analysis students

PubMed Central

Polson, David A. D.

1995-01-01

Eight techniques used by the author in teaching an introductory applied behavior analysis course are described: (a) a detailed study guide, (b) frequent tests, (c) composition of practice test questions, (d) in-class study groups, (e) fluency building with a computerized flash-card program, (f) bonus marks for participation during question-and-answer sessions, (g) student presentations that summarize and analyze recently published research, and (h) in-class behavior analysis of comic strips. Together, these techniques require an extensive amount of work by students. Nevertheless, students overwhelmingly prefer this approach to the traditional lecture-midterm-final format, and most earn an A as their final course grade. PMID:22478226

Making the Constitution Meaningful.

ERIC Educational Resources Information Center

Pelow, Randall A.

1989-01-01

Describes learning activities based on the U.S. Constitution that enhance higher level thinking skills in elementary students. One activity proposes a hypothetical constitutional amendment banning Saturday cartoons; a second taxes children's earnings; and other activities focus on dramatizing events surrounding the Constitutional Convention. (LS)

Estimating the Net Career Income of a Geriatrician and a Nurse Practitioner: Still Want to Be a Doctor?

PubMed Central

Golden, Adam G.; Xu, Peixin; Wan, Thomas T.H.; Issenberg, S. Barry

2016-01-01

Objectives With a continual shortage of geriatricians, adult-gerontology primary care nurse practitioners have assumed a greater role in the delivery of outpatient care for older adults. Given the long duration of physician training, the high cost of medical school, and the lower salaries compared with subspecialists, the financial advantage of a career as a geriatrician as opposed to a nurse practitioner is uncertain. This study compares the estimated career earnings of a geriatrician and an adult-gerontology primary care nurse practitioner. Methods We used a synthetic model of estimated net earnings during a 43-year career span for a 22-year old person embarking on a career as a geriatrician versus a career as an adult-gerontology primary care nurse practitioner. We estimated annual net income and net retirement savings using different annual compound rates and calculated the financial impact of forgiving medical student loans, shortening the duration of physician training, and reinstituting the practice pathway for geriatric medicine certification. Results Career net incomes for the geriatrician did not match the nurse practitioner until almost age 40. At 65 years of age, the difference between the geriatrician and nurse practitioner was 30.6%. A higher annual compound rate was associated with an even smaller percentage difference. Combining all three health policy interventions lowered the break-even age to 28 and more than doubled the difference in career earnings. Conclusions Small estimated differences in net career earnings exist between geriatricians and adult-gerontology primary care nurse practitioners. Health policy interventions had a dramatic positive effect on geriatricians’ lifetime net earnings in calculated estimates. PMID:27364024

Self-Presentation Strategies, Fear of Success and Anticipation of Future Success among University and High School Students.

PubMed

Kosakowska-Berezecka, Natasza; Jurek, Paweł; Besta, Tomasz; Badowska, Sylwia

2017-01-01

The backlash avoidance model (BAM) suggests women insufficiently self-promote because they fear backlash for behavior which is incongruent with traditional gender roles. Avoiding self-promoting behavior is also potentially related to associating success with negative consequences. In two studies we tested whether self-promotion and fear of success will be predictors of lower salaries and anticipation of lower chances of success in an exam. In study 1, prior to the exam they were about to take, we asked 234 students about their predictions concerning exam results and their future earnings. They also filled scales measuring their associations with success (fear of success) and tendency for self-promotion. The tested model proved that in comparison to men, women expect lower salaries in the future, anticipate lower test performance and associate success with more negative consequences. Both tendency for self-promotion and fear of success are related to anticipation of success in test performance and expectations concerning future earnings. In study 2 we repeated the procedure on a sample of younger female and male high school pupils ( N = 100) to verify whether associating success with negative consequences and differences in self-promotion strategies are observable in a younger demographic. Our results show that girls and boys in high school do not differ with regard to fear of success, self-promotion or agency levels. Girls and boys anticipated to obtain similar results in math exam results, but girls expected to have higher results in language exams. Nevertheless, school pupils also differed regarding their future earnings but only in the short term. Fear of success and agency self-ratings were significant predictors of expectations concerning future earnings, but only among high school boys and with regard to earnings expected just after graduation.

Self-Presentation Strategies, Fear of Success and Anticipation of Future Success among University and High School Students

PubMed Central

Kosakowska-Berezecka, Natasza; Jurek, Paweł; Besta, Tomasz; Badowska, Sylwia

2017-01-01

The backlash avoidance model (BAM) suggests women insufficiently self-promote because they fear backlash for behavior which is incongruent with traditional gender roles. Avoiding self-promoting behavior is also potentially related to associating success with negative consequences. In two studies we tested whether self-promotion and fear of success will be predictors of lower salaries and anticipation of lower chances of success in an exam. In study 1, prior to the exam they were about to take, we asked 234 students about their predictions concerning exam results and their future earnings. They also filled scales measuring their associations with success (fear of success) and tendency for self-promotion. The tested model proved that in comparison to men, women expect lower salaries in the future, anticipate lower test performance and associate success with more negative consequences. Both tendency for self-promotion and fear of success are related to anticipation of success in test performance and expectations concerning future earnings. In study 2 we repeated the procedure on a sample of younger female and male high school pupils (N = 100) to verify whether associating success with negative consequences and differences in self-promotion strategies are observable in a younger demographic. Our results show that girls and boys in high school do not differ with regard to fear of success, self-promotion or agency levels. Girls and boys anticipated to obtain similar results in math exam results, but girls expected to have higher results in language exams. Nevertheless, school pupils also differed regarding their future earnings but only in the short term. Fear of success and agency self-ratings were significant predictors of expectations concerning future earnings, but only among high school boys and with regard to earnings expected just after graduation. PMID:29163271

Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based Kindness Curriculum.

PubMed

Flook, Lisa; Goldberg, Simon B; Pinger, Laura; Davidson, Richard J

2015-01-01

Self-regulatory abilities are robust predictors of important outcomes across the life span, yet they are rarely taught explicitly in school. Using a randomized controlled design, the present study investigated the effects of a 12-week mindfulness-based Kindness Curriculum (KC) delivered in a public school setting on executive function, self-regulation, and prosocial behavior in a sample of 68 preschool children. The KC intervention group showed greater improvements in social competence and earned higher report card grades in domains of learning, health, and social-emotional development, whereas the control group exhibited more selfish behavior over time. Interpretation of effect sizes overall indicate small to medium effects favoring the KC group on measures of cognitive flexibility and delay of gratification. Baseline functioning was found to moderate treatment effects with KC children initially lower in social competence and executive functioning demonstrating larger gains in social competence relative to the control group. These findings, observed over a relatively short intervention period, support the promise of this program for promoting self-regulation and prosocial behavior in young children. They also support the need for future investigation of program implementation across diverse settings.

STEM Education-An Exploration of Its Impact on Female Academic Success in High School

NASA Astrophysics Data System (ADS)

Ybarra, Michael E.

The 21st century presents many new career opportunities and choices for women today. However, over the past decade, there has been a growing concern that there will not be enough students trained in Science, Technology, Engineering, and Math (STEM) to fill jobs in the United States. Current research reveals that there will be a need for highly skilled workers in the STEM industries, along with the opportunities to earn higher wages. With these opportunities ahead, it is paramount that secondary schools prepare not only their male students, but also their female students for these lucrative STEM careers. The purpose of this study was to investigate to what degree female high school students enrolled in a STEM academy, and who may play sports, experience academic differences in college preparatory math and science courses, and in the math and science portions of the California Standards Test. Academic differences shall be defined as differences in grade point averages. A comparison will be made of female students who take similar classes and play sports, but who are not enrolled in a STEM academy program. This comparison will then incorporate a quantitative non-experimental research design, along with a chi-square test.

Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum

PubMed Central

Flook, Lisa; Goldberg, Simon B.; Pinger, Laura; Davidson, Richard J.

2015-01-01

Self-regulatory abilities are robust predictors of important outcomes across the lifespan, yet they are rarely taught explicitly in school. Using a randomized controlled design, the present study investigated the effects of a 12-week mindfulness-based Kindness Curriculum (KC) delivered in a public school setting on executive function, self-regulation, and prosocial behavior in a sample of 68 preschool children. The KC intervention group showed greater improvements in social competence and earned higher report card grades in domains of learning, health, and social-emotional development, whereas the control group exhibited more selfish behavior over time. Interpretation of effect sizes overall indicate small to medium effects favoring the KC group on measures of cognitive flexibility and delay of gratification . Baseline functioning was found to moderate treatment effects with KC children initially lower in social competence and executive functioning demonstrating larger gains in social competence relative to the control group. These findings, observed over a relatively short intervention period, support the promise of this program for promoting self-regulation and prosocial behavior in young children. They also support the need for future investigation of program implementation across diverse settings. PMID:25383689

Returns to nursing education: rural and nonrural practice.

PubMed

Pan, S; Straub, L

1997-01-01

This study uses data from a national sample of registered nurses to compare earnings of nurses in rural and nonrural practice. The comparisons, conditioned by the nurses' education level, are analogous to the concept of "returns to human capital investment" used in labor economics. A general linear model is applied within a framework of labor economics analysis. Results show that nurses with more education receive less for their investment if they practice in rural areas. Work experience and employment setting are also related to lower annualized earnings for rural practice. One exception to the otherwise consistent findings is that returns to advanced practice nursing are higher in rural areas. Results and policy implications are discussed.

Skills, education, and the rise of earnings inequality among the "other 99 percent".

PubMed

Autor, David H

2014-05-23

The singular focus of public debate on the "top 1 percent" of households overlooks the component of earnings inequality that is arguably most consequential for the "other 99 percent" of citizens: the dramatic growth in the wage premium associated with higher education and cognitive ability. This Review documents the central role of both the supply and demand for skills in shaping inequality, discusses why skill demands have persistently risen in industrialized countries, and considers the economic value of inequality alongside its potential social costs. I conclude by highlighting the constructive role for public policy in fostering skills formation and preserving economic mobility. Copyright © 2014, American Association for the Advancement of Science.

Increasing Student Success in Large Survey Science Courses via Supplemental Instruction in Learning Centers

NASA Astrophysics Data System (ADS)

Hooper, Eric Jon; Nossal, S.; Watson, L.; Timbie, P.

2010-05-01

Large introductory astronomy and physics survey courses can be very challenging and stressful. The University of Wisconsin-Madison Physics Learning Center (PLC) reaches about 10 percent of the students in four introductory physics courses, algebra and calculus based versions of both classical mechanics and electromagnetism. Participants include those potentially most vulnerable to experiencing isolation and hence to having difficulty finding study partners as well as students struggling with the course. They receive specially written tutorials, conceptual summaries, and practice problems; exam reviews; and most importantly, membership in small groups of 3 - 8 students which meet twice per week in a hybrid of traditional teaching and tutoring. Almost all students who regularly participate in the PLC earn at least a "C,” with many earning higher grades. The PLC works closely with other campus programs which seek to increase the participation and enhance the success of underrepresented minorities, first generation college students, and students from lower-income circumstances; and it is well received by students, departmental faculty, and University administration. The PLC staff includes physics education specialists and research scientists with a passion for education. However, the bulk of the teaching is conducted by undergraduates who are majoring in physics, astronomy, mathematics, engineering, and secondary science teaching (many have multiple majors). The staff train these enthusiastic students, denoted Peer Mentor Tutors (PMTs) in general pedagogy and mentoring strategies, as well as the specifics of teaching the physics covered in the course. The PMTs are among the best undergraduates at the university. While currently there is no UW-Madison learning center for astronomy courses, establishing one is a possible future direction. The introductory astronomy courses cater to non-science majors and consequently are less quantitative. However, the basic structure of small groups focusing on fundamental understanding taught mostly by dedicated undergraduates should transfer well.

Using a modified Learning Potential Assessment Device and Mediated Learning Experiences to Assess Minority Student Progress and Program Goals in an Undergraduate Research Based Geoscience Program Serving American Indians

NASA Astrophysics Data System (ADS)

Mitchell, L. W.

2002-12-01

During the initiation of a new program at the University of North Dakota designed to promote American Indians to engage in geoscience research and complete geoscience related degrees, an evaluation procedure utilizing a modified Learning Potential Assessment Device (LPAD) and Mediated Learning Experiences (MLE) to assess minority student progress was implemented. The program, called Indians Into Geosciences (INGEOS), utilized a modified form of the Learning Potential Assessment Device first to assess cultural factors, determination, and other baseline information, and second, utilized a series of Mediated Learning Experiences to enhance minority students' opportunities in a culturally appropriate, culturally diverse, and scientifically challenging manner in an effort to prepare students for competitive research careers in the geosciences. All of the LPADs and MLEs corresponded directly to the three goals or eight objectives of INGEOS. The three goals of the INGEOS program are: 1) increasing the number of American Indians earning degrees at all levels, 2) engaging American Indians in challenging and technically based scientific research, and 3) preparing American Indians for successful geoscience careers through multicultural community involvement. The eight objectives of the INGEOS program, called the Eight Points of Success, are: 1) spiritual health, 2) social health, 3) physical health, 4) mental health, 5) financial management, 6) research involvement, 7) technical exposure, and 8) multicultural community education. The INGEOS program goals were evaluated strictly quantitatively utilizing a variety of data sources such as grade point averages, number of credits earned, research project information, and developed products. The INGEOS Program goals reflected a combined quantitative score of all participants, whereas the objectives reflected qualitative measures and are specific for each INGEOS participant. Initial results indicate that those participants which show progress through Mediated Learning Experiences within all of the Eight Points of Success, have a higher likelihood of contributing to all three of the INGEOS programs goals.

Increasing Earnings Inequality in Faculty Labor Markets.

ERIC Educational Resources Information Center

Monks, James

This study examined earnings inequality for college and university faculty, using data from the National Study of Postsecondary Faculty to examine whether earnings for this group increased from the late 1980s to the late 1990s. The study was the first to decompose faculty earnings inequality into the proportion of the earnings inequality that is…

26 CFR 1.1502-33 - Earnings and profits.

Code of Federal Regulations, 2011 CFR

2011-04-01

... has no effect on the earnings and profits of P and S.) Example 2. Section 355 distribution. (a) Facts... section 312(h). Thus, P's earnings and profits rather than S's earnings and profits may be eliminated...) of this section, P's earnings and profits may be reduced under section 312(h) as a result of the...

26 CFR 1.1502-33 - Earnings and profits.

Code of Federal Regulations, 2012 CFR

2012-04-01

... has no effect on the earnings and profits of P and S.) Example 2. Section 355 distribution. (a) Facts... section 312(h). Thus, P's earnings and profits rather than S's earnings and profits may be eliminated...) of this section, P's earnings and profits may be reduced under section 312(h) as a result of the...

26 CFR 1.1502-33 - Earnings and profits.

Code of Federal Regulations, 2014 CFR

2014-04-01

... has no effect on the earnings and profits of P and S.) Example 2. Section 355 distribution. (a) Facts... section 312(h). Thus, P's earnings and profits rather than S's earnings and profits may be eliminated...) of this section, P's earnings and profits may be reduced under section 312(h) as a result of the...

26 CFR 1.1502-33 - Earnings and profits.

Code of Federal Regulations, 2013 CFR

2013-04-01

... has no effect on the earnings and profits of P and S.) Example 2. Section 355 distribution. (a) Facts... section 312(h). Thus, P's earnings and profits rather than S's earnings and profits may be eliminated...) of this section, P's earnings and profits may be reduced under section 312(h) as a result of the...

Predicting Undergraduates' Persistence in Science, Technology, Engineering, and Math Fields

NASA Astrophysics Data System (ADS)

Koch, Amanda Joy

A national shortage of workers in Science, Technology, Engineering, and Math (STEM) occupations has led to efforts to identify why people leave these fields. Lower persistence rates in STEM for females than for males have also led to examinations of features that cause females to leave STEM fields. The current study examines individual- and school-level features that influence undergraduate students' decisions to leave STEM majors, focusing on potential explanations for why females are more likely than males to leave. Persistence in STEM was examined in three samples: (a) persistence through the second year of college in a sample of high school seniors interested in STEM majors; (b) persistence through the fourth year of college in a sample of second year undergraduate STEM majors; and (c) persistence through the second, third, and fourth years of college in a sample of high school seniors interested in STEM majors. Differences between persistence in male-dominated and non-male-dominated STEM majors were also examined. In all samples, gender differences were found for most individual-level predictors, with males tending to score higher than females on measures such as SAT-Math, self-rated STEM ability, and high school extracurricular activities and awards in STEM. On the other hand, females earned better high school grades and had stronger relative non-STEM ability and achievement than males. Bivariate analyses indicated that those who persisted in STEM majors typically had higher scores than those who did not persist for SAT-Math, high school achievement, STEM course taking, undergraduate STEM grades, self-rated STEM ability, interest in STEM, extracurricular activities and awards in STEM, degree goals, and socioeconomic status. Multivariate analyses identified SAT-Math as one of the best predictors of persistence in high school samples, and undergraduate STEM GPA was one of the best predictors in the samples of second year undergraduates. In several samples, a significant cross-level interaction was found between gender and undergraduate females' college-level proportional representation in STEM; however, the effects were inconsistent across samples. Even when controlling for various individual- and school-level predictors, gender effects tended to remain significant, with females in most samples leaving STEM majors at higher rates than males.

Does Money Matter: Earnings Patterns Among a National Sample of the US State Governmental Public Health Agency Workforce

PubMed Central

Castrucci, Brian C.; Leider, Jonathon P.; Liss-Levinson, Rivka; Sellers, Katie

2015-01-01

Context: Earnings have been shown to be a critical point in workforce recruitment and retention. However, little is known about how much governmental public health staff are paid across the United States. Objective: To characterize earnings among state health agency central office employees. Design: A cross-sectional survey was conducted of state health agency central office employees in late 2014. The sampling approach was stratified by 5 (paired HHS) regions. Balanced repeated replication weights were used to correctly calculate variance estimates, given the complex sampling design. Descriptive and bivariate statistical comparisons were conducted. A linear regression model was used to examine correlates of earnings among full-time employees. Setting and Participants: A total of 9300 permanently employed, full-time state health agency central office staff who reported earnings information. Main Outcome Measure: Earnings are the main outcomes examined in this article. Results: Central office staff earn between $55 000 and $65 000 on average annually. Ascending supervisory status, educational attainment, and tenure are all associated with greater earnings. Those employed in clinical and laboratory positions and public health science positions earn more than their colleagues in administrative positions. Disparities exist between men and women, with men earning more, all else being equal (P < .001). Racial/ethnic disparities also exist, after accounting for other factors. Conclusions: This study provides baseline information to characterize the workforce and key challenges that result from earnings levels, including disparities in earnings that persist after accounting for education and experience. Data from the survey can inform strategies to address earnings issues and help reduce disparities. PMID:26422496

Does Money Matter: Earnings Patterns Among a National Sample of the US State Governmental Public Health Agency Workforce.

PubMed

Castrucci, Brian C; Leider, Jonathon P; Liss-Levinson, Rivka; Sellers, Katie

2015-01-01

Earnings have been shown to be a critical point in workforce recruitment and retention. However, little is known about how much governmental public health staff are paid across the United States. To characterize earnings among state health agency central office employees. A cross-sectional survey was conducted of state health agency central office employees in late 2014. The sampling approach was stratified by 5 (paired HHS) regions. Balanced repeated replication weights were used to correctly calculate variance estimates, given the complex sampling design. Descriptive and bivariate statistical comparisons were conducted. A linear regression model was used to examine correlates of earnings among full-time employees. A total of 9300 permanently employed, full-time state health agency central office staff who reported earnings information. Earnings are the main outcomes examined in this article. Central office staff earn between $55,000 and $65,000 on average annually. Ascending supervisory status, educational attainment, and tenure are all associated with greater earnings. Those employed in clinical and laboratory positions and public health science positions earn more than their colleagues in administrative positions. Disparities exist between men and women, with men earning more, all else being equal (P < .001). Racial/ethnic disparities also exist, after accounting for other factors. This study provides baseline information to characterize the workforce and key challenges that result from earnings levels, including disparities in earnings that persist after accounting for education and experience. Data from the survey can inform strategies to address earnings issues and help reduce disparities.

Trends in the earnings gender gap among dentists, physicians, and lawyers.

PubMed

Nguyen Le, Thanh An; Lo Sasso, Anthony T; Vujicic, Marko

2017-04-01

The authors examined the factors associated with sex differences in earnings for 3 professional occupations. The authors used a multivariate Blinder-Oaxaca method to decompose the differences in mean earnings across sex. Although mean differences in earnings between men and women narrowed over time, there remained large, unaccountable earnings differences between men and women among all professions after multivariate adjustments. For dentists, the unexplained difference in earnings for women was approximately constant at 62% to 66%. For physicians, the unexplained difference in earnings for women ranged from 52% to 57%. For lawyers, the unexplained difference in earnings for women was the smallest of the 3 professions but also exhibited the most growth, increasing from 34% in 1990 to 45% in 2010. The reduction in the earnings gap is driven largely by a general convergence between men and women in some, but not all, observable characteristics over time. Nevertheless, large unexplained gender gaps in earnings remain for all 3 professions. Policy makers must use care in efforts to alleviate earnings differences for men and women because measures could make matters worse without a clear understanding of the nature of the factors driving the differences. Copyright © 2017 American Dental Association. Published by Elsevier Inc. All rights reserved.

Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades

NASA Astrophysics Data System (ADS)

Beyer, Sylvia

2014-07-01

This study addresses why women are underrepresented in Computer Science (CS). Data from 1319 American first-year college students (872 female and 447 male) indicate that gender differences in computer self-efficacy, stereotypes, interests, values, interpersonal orientation, and personality exist. If students had had a positive experience in their first CS course, they had a stronger intention to take another CS course. A subset of 128 students (68 females and 60 males) took a CS course up to one year later. Students who were interested in CS, had high computer self-efficacy, were low in family orientation, low in conscientiousness, and low in openness to experiences were more likely to take CS courses. Furthermore, individuals who were highly conscientious and low in relational-interdependent self-construal earned the highest CS grades. Efforts to improve women's representation in CS should bear these results in mind.

20 CFR 404.452 - Reports to Social Security Administration of earnings; wages; net earnings from self-employment.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false Reports to Social Security Administration of earnings; wages; net earnings from self-employment. 404.452 Section 404.452 Employees' Benefits SOCIAL...; and Nonpayments of Benefits § 404.452 Reports to Social Security Administration of earnings; wages...

20 CFR 404.452 - Reports to Social Security Administration of earnings; wages; net earnings from self-employment.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 2 2011-04-01 2011-04-01 false Reports to Social Security Administration of earnings; wages; net earnings from self-employment. 404.452 Section 404.452 Employees' Benefits SOCIAL...; and Nonpayments of Benefits § 404.452 Reports to Social Security Administration of earnings; wages...

25 CFR 700.173 - Average net earnings of business or farm.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 2 2011-04-01 2011-04-01 false Average net earnings of business or farm. 700.173 Section... PROCEDURES Moving and Related Expenses, Temporary Emergency Moves § 700.173 Average net earnings of business or farm. (a) Computing net earnings. For purposes of this subpart, the average annual net earnings of...

25 CFR 700.173 - Average net earnings of business or farm.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false Average net earnings of business or farm. 700.173 Section... PROCEDURES Moving and Related Expenses, Temporary Emergency Moves § 700.173 Average net earnings of business or farm. (a) Computing net earnings. For purposes of this subpart, the average annual net earnings of...

26 CFR 1.312-1 - Adjustment to earnings and profits reflecting distributions by corporations.

Code of Federal Regulations, 2011 CFR

2011-04-01

... earnings and profits. The reduction in earnings and profits by reason of such distribution is $5,000. Such...,000. The reduction in earnings and profits is $15,000. Such is the reduction even though only the... 26 Internal Revenue 4 2011-04-01 2011-04-01 false Adjustment to earnings and profits reflecting...

20 CFR 404.452 - Reports to Social Security Administration of earnings; wages; net earnings from self-employment.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 2 2012-04-01 2012-04-01 false Reports to Social Security Administration of earnings; wages; net earnings from self-employment. 404.452 Section 404.452 Employees' Benefits SOCIAL...; and Nonpayments of Benefits § 404.452 Reports to Social Security Administration of earnings; wages...

20 CFR 404.452 - Reports to Social Security Administration of earnings; wages; net earnings from self-employment.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 20 Employees' Benefits 2 2014-04-01 2014-04-01 false Reports to Social Security Administration of earnings; wages; net earnings from self-employment. 404.452 Section 404.452 Employees' Benefits SOCIAL...; and Nonpayments of Benefits § 404.452 Reports to Social Security Administration of earnings; wages...

Overearning.

PubMed

Hsee, Christopher K; Zhang, Jiao; Cai, Cindy F; Zhang, Shirley

2013-06-01

High productivity and high earning rates brought about by modern technologies make it possible for people to work less and enjoy more, yet many continue to work assiduously to earn more. Do people overearn--forgo leisure to work and earn beyond their needs? This question is understudied, partly because in real life, determining the right amount of earning and defining overearning are difficult. In this research, we introduced a minimalistic paradigm that allows researchers to study overearning in a controlled laboratory setting. Using this paradigm, we found that individuals do overearn, even at the cost of happiness, and that overearning is a result of mindless accumulation--a tendency to work and earn until feeling tired rather than until having enough. Supporting the mindless-accumulation notion, our results show, first, that individuals work about the same amount regardless of earning rates and hence are more likely to overearn when earning rates are high than when they are low, and second, that prompting individuals to consider the consequences of their earnings or denying them excessive earnings can disrupt mindless accumulation and enhance happiness.

Mission.

ERIC Educational Resources Information Center

Potashnik, Mark

1996-01-01

Recounts the success story of the Chekan Agrarian School in Izhevsk, Russia. Through a number of commercial activities, the school earns money not only to pay for program development, but also to provide for its students to go on to higher education. Unfortunately, few schools follow this example. (MJP)

75 FR 43615 - Program Integrity: Gainful Employment

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-26

... institutions could be problematic if earnings are not sufficient. \\4\\ National Postsecondary Student Aid Survey...: Notice of proposed rulemaking. SUMMARY: The Secretary proposes to amend the Student Assistance General... remain eligible for the student financial assistance programs authorized under title IV of the Higher...

Intraoccupational Earnings Inequality. Human Capital and Institutional Determinants.

ERIC Educational Resources Information Center

Lorence, Jon

1987-01-01

Examines the distribution of earnings within occupations. Finds that these are more widely distributed than earnings among differing occupations. Suggests some gender differences in the processes generating earnings disparities within occupations. (CH)

Risk-sensitive choice in humans as a function of an earnings budget.

PubMed Central

Pietras, C J; Hackenberc, T D

2001-01-01

Risky choice in 3 adult humans was investigated across procedural manipulations designed to model energy-budget manipulations conducted with nonhumans. Subjects were presented with repeated choices between a fixed and a variable number of points. An energy budget was simulated by use of an earnings budget, defined as the number of points needed within a block of trials for points to be exchanged for money. During positive earnings-budget conditions, exclusive preference for the fixed option met the earnings requirement. During negative earnings-budget conditions, exclusive preference for the certain option did not meet the earnings requirement, but choice for the variable option met the requirement probabilistically. Choice was generally risk averse (the fixed option was preferred) when the earnings budget was positive and risk prone (the variable option was preferred) when the earnings budget was negative. Furthermore, choice was most risk prone during negative earnings-budget conditions in which the earnings requirement was most stringent. Local choice patterns were also frequently consistent with the predictions of a dynamic optimization model, indicating that choice was simultaneously sensitive to short-term choice contingencies, current point earnings, and the earnings requirement. Overall, these results show that the patterns of risky choice generated by energy-budget variables can also be produced by choice contingencies that do not involve immediate survival, and that risky choice in humans may be similar to that shown in nonhumans when choice is studied under analogous experimental conditions. PMID:11516113

Creating Public Policy for Minority Access to Higher Education: A Case Study

ERIC Educational Resources Information Center

Mendez, Gina

2006-01-01

It is a well-known fact that one way to a better life is through education. Individuals who have a college education will earn significantly higher income that those who only have a high school diploma (McGlynn, 2001). Having a college degree is not only beneficial to an individual, but a community with an educated work force can acquire…

Paying for Prejudice: A Report on Midlife and Older Women in America's Labor Force. 1991 Mother's Day Report.

ERIC Educational Resources Information Center

Owens, Christine L.; Koblenz, Esther

Although midlife and older women comprise an increasing portion of the work force, gains in work force participation will not mean a decent living, security, or equal opportunity in the workplace of the future. Several factors influence the wage gap for older women: higher education does not mean higher earnings; women are less likely than men to…

Expanding Opportunity for All: How Can We Increase Community College Student Completion? A Choicework Discussion Starter

ERIC Educational Resources Information Center

Public Agenda, 2015

2015-01-01

Although over 80 percent of the 1.5 million students who enter community colleges each year indicate they intend to attain a bachelor's degree or higher, less than 40 percent earn any form of college credential within six years. This discussion starter is designed to help both higher education professionals and the average citizen work through how…

How Singaporean Students Decide to Study in Australia: Towards Building a Model of Their Decision-Making

ERIC Educational Resources Information Center

Gatfield, Terry; Larmar, Stephen

2008-01-01

Higher education ranks as Australia's sixth largest export sector, making a financial contribution of over $9 billion to the economy in 2004-2005. Surveys of potential students and projections by IDP-Education Australia on marketing higher education in 2025 are that the overseas student intake will rise by 14% to 850,000, earning in export trade…

25 CFR 115.713 - When does money in a trust account start earning interest?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false When does money in a trust account start earning interest... and Interests § 115.713 When does money in a trust account start earning interest? Funds must remain on deposit at least one business day before interest is earned. Interest earnings of less than one...

26 CFR 1.964-1 - Determination of the earnings and profits of a foreign corporation.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 26 Internal Revenue 10 2011-04-01 2011-04-01 false Determination of the earnings and profits of a....964-1 Determination of the earnings and profits of a foreign corporation. (a)(1) In general. For rules for determining the earnings and profits (or deficit in earnings and profits) of a foreign corporation...

Labor Market Earnings of American Artists in 1980. A Report to the National Endowment for the Arts.

ERIC Educational Resources Information Center

Filer, Randall K.

While some studies of the earnings of artists have typically claimed that artists earn significantly less than other workers, others suggest that there is no basis for concluding that artists earn any less on average than they would in other jobs. This study presents information regarding the earning and labor market success of artists in the…

Looking for "God on a Good Day."

ERIC Educational Resources Information Center

Healy, Timothy S.

1985-01-01

Governing boards in search of a college president often look for the wrong kinds of qualifications, such as an earned doctorate, scholarship, and significant administrative experience in higher education. Presidents should be hired for their mental capacities, stamina, and the desire for spiritual rewards. (MSE)

13 CFR 124.103 - Who is socially disadvantaged?

Code of Federal Regulations, 2010 CFR

2010-01-01

... denial of equal access to institutions of higher education, exclusion from social and professional association with students or teachers, denial of educational honors rightfully earned, and social patterns or... prejudice or cultural bias within American society because of their identities as members of groups and...

Update: Fund Raising.

ERIC Educational Resources Information Center

Change, 1979

1979-01-01

A wide range of approaches to fund raising in higher education institutions is reported. The nine references cover such topics as: coping with reduced resources in community colleges, administering charitable remainder trusts, annuity plans, capital fund drives, fund raising in public colleges, endowment earnings, foundations, and alumni support.…

Sleep timing is more important than sleep length or quality for medical school performance.

PubMed

Genzel, L; Ahrberg, K; Roselli, C; Niedermaier, S; Steiger, A; Dresler, M; Roenneberg, T

2013-07-01

Overwhelming evidence supports the importance of sleep for memory consolidation. Medical students are often deprived of sufficient sleep due to large amounts of clinical duties and university load, we therefore investigated how study and sleep habits influence university performance. We performed a questionnaire-based study with 31 medical students of the University of Munich (second and third clinical semesters; surgery and internal medicine). The students kept a diary (in 30-min bins) on their daily schedules (times when they studied by themselves, attended classes, slept, worked on their thesis, or worked to earn money). The project design involved three 2-wk periods (A: during the semester; B: directly before the exam period--pre-exam; C: during the subsequent semester break). Besides the diaries, students completed once questionnaires about their sleep quality (Pittsburgh Sleep Quality Index [PSQI]), their chronotype (Munich Chronotype Questionnaire [MCTQ]), and their academic history (previous grades, including the previously achieved preclinical board exam [PBE]). Analysis revealed significant correlations between the actual sleep behavior during the semester (MS(diary); mid-sleep point averaged from the sleep diaries) during the pre-exam period and the achieved grade (p = 0.002) as well as between the grades of the currently taken exam and the PBE (p = 0.002). A regression analysis with MS(diary) pre-exam and PBE as predictors in a model explained 42.7% of the variance of the exam grade (effect size 0.745). Interestingly, MS(diary)--especially during the pre-exam period-was the strongest predictor for the currently achieved grade, along with the preclinical board exam as a covariate, whereas the chronotype did not significantly influence the exam grade.

Explaining academic-track boys' underachievement in language grades: Not a lack of aptitude but students' motivational beliefs and parents' perceptions?

PubMed

Heyder, Anke; Kessels, Ursula; Steinmayr, Ricarda

2017-06-01

Boys earn lower grades in languages than girls. The expectancy-value model by Eccles et al. (, A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches, W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender differences in educational outcomes. In the past, most studies have focused on girls' disadvantage in math and science and on the role of the students' motivational beliefs. We aimed to explain boys' lower language grades by applying the expectancy-value model while taking into account students' motivational beliefs as well as their aptitude, prior achievement, and socializers' beliefs. In addition, we aimed at exploring the incremental contribution of each potential mediator. Five hundred and twenty German students (age M = 17 years; 58% female) and 374 parents (age M = 47 years). Student-reported ability self-concept (ASC) and task values, parents' perceptions of students' ability, students' prior achievement as reported by schools, and students' verbal intelligence test scores were all tested as mediators of the effect of gender on grades in German while controlling for parents' socioeconomic status. Single-mediator models and a multiple-mediator model were estimated using structural equation modelling. All variables proved to be relevant for explaining boys' underachievement in language grades. Whereas students' ASC, task values, prior achievement, and parents' perceptions mediated the gender effect, verbal intelligence was identified as a suppressor variable increasing the gender effect. Our results challenge the stereotypic belief that boys' lower grades are due to lower verbal aptitude. Rather, students' motivational beliefs and parents' perceptions seem critical factors. Implications for both future research and practice are discussed. © 2017 The British Psychological Society.

How have people responded to changes in the retirement earnings test in 2000?

PubMed

Song, Jae G; Manchester, Joyce

2007-01-01

This article describes responses to removing the retirement earnings test in 2000 for persons at the full retirement age or older. We examine annual earnings and retirement benefit claims from Social Security administrative data that cover the 4 years before and after the change. Three findings emerge from the study. First, the effect on earnings of removing the earnings test is uneven across people with different earnings levels. We find little effect on earnings at lower levels, but the effect on earnings in the mid to upper levels (50th to 80th percentiles) is large and significant. Such a finding indicates that the removal most affects people with earnings levels above the earnings test threshold. The largest increases in earnings are found at the 70th percentile for persons who have attained ages 65-69 and at the 60th percentile for those turning 65. Second, there is no clear evidence of the effect of the test's removal on the overall rate of labor force participation. A small rise in work participation among individuals aged 65-69 may be at least partially attributable to the trend already under way. Increases in work participation that do occur are mostly attributable to retaining older workers rather than inducing older workers back into the workforce. The effect appears to increase over time, suggesting that the removal has long-lasting effects on work participation. Third, the removal of the earnings test accelerated applications for benefits by 2 to 5 percentage points among individuals aged 65-69 and by 3 to 7 percentage points among those reaching age 65.

Estimating earnings losses due to mental illness: a quantile regression approach.

PubMed

Marcotte, Dave E; Wilcox-Gök, Virginia

2003-09-01

The ability of workers to remain productive and sustain earnings when afflicted with mental illness depends importantly on access to appropriate treatment and on flexibility and support from employers. In the United States there is substantial variation in access to health care and sick leave and other employment flexibilities across the earnings distribution. Consequently, a worker's ability to work and how much his/her earnings are impeded likely depend upon his/her position in the earnings distribution. Because of this, focusing on average earnings losses may provide insufficient information on the impact of mental illness in the labor market. In this paper, we examine the effects of mental illness on earnings by recognizing that effects could vary across the distribution of earnings. Using data from the National Comorbidity Survey, we employ a quantile regression estimator to identify the effects at key points in the earnings distribution. We find that earnings effects vary importantly across the distribution. While average effects are often not large, mental illness more commonly imposes earnings losses at the lower tail of the distribution, especially for women. In only one case do we find an illness to have negative effects across the distribution. Mental illness can have larger negative impacts on economic outcomes than previously estimated, even if those effects are not uniform. Consequently, researchers and policy makers alike should not be placated by findings that mean earnings effects are relatively small. Such estimates miss important features of how and where mental illness is associated with real economic losses for the ill.

Associations of serious mental illness with earnings: results from the WHO World Mental Health surveys

PubMed Central

Levinson, Daphna; Lakoma, Matthew D.; Petukhova, Maria; Schoenbaum, Michael; Zaslavsky, Alan M.; Angermeyer, Matthias; Borges, Guilherme; Bruffaerts, Ronny; de Girolamo, Giovanni; de Graaf, Ron; Gureje, Oye; Haro, Josep Maria; Hu, Chiyi; Karam, Aimee N.; Kawakami, Norito; Lee, Sing; Lepine, Jean-Pierre; Browne, Mark Oakley; Okoliyski, Michail; Posada-Villa, José; Sagar, Rajesh; Viana, Maria Carmen; Williams, David R.; Kessler, Ronald C.

2010-01-01

Background Burden-of-illness data, which are often used in setting healthcare policy-spending priorities, are unavailable for mental disorders in most countries. Aims To examine one central aspect of illness burden, the association of serious mental illness with earnings, in the World Health Organization (WHO) World Mental Health (WMH) Surveys. Method The WMH Surveys were carried out in 10 high-income and 9 low- and middle-income countries. The associations of personal earnings with serious mental illness were estimated. Results Respondents with serious mental illness earned on average a third less than median earnings, with no significant between-country differences (χ2(9) = 5.5–8.1, P = 0.52–0.79). These losses are equivalent to 0.3–0.8% of total national earnings. Reduced earnings among those with earnings and the increased probability of not earning are both important components of these associations. Conclusions These results add to a growing body of evidence that mental disorders have high societal costs. Decisions about healthcare resource allocation should take these costs into consideration. PMID:20679263

48 CFR 1034.201 - Policy.

Code of Federal Regulations, 2014 CFR

2014-10-01

... CONTRACTING MAJOR SYSTEM ACQUISITION Earned Value Management System 1034.201 Policy. (a) (1) An Earned Value Management System (EVMS) is required for major acquisitions for development/modernization/enhancement (DME..., Earned Value Management System; and, as appropriate, 1052.234-4, Earned Value Management System Alternate...

48 CFR 1034.201 - Policy.

Code of Federal Regulations, 2013 CFR

2013-10-01

... CONTRACTING MAJOR SYSTEM ACQUISITION Earned Value Management System 1034.201 Policy. (a) (1) An Earned Value Management System (EVMS) is required for major acquisitions for development/modernization/enhancement (DME..., Earned Value Management System; and, as appropriate, 1052.234-4, Earned Value Management System Alternate...

48 CFR 1034.201 - Policy.

Code of Federal Regulations, 2012 CFR

2012-10-01

... CONTRACTING MAJOR SYSTEM ACQUISITION Earned Value Management System 1034.201 Policy. (a) (1) An Earned Value Management System (EVMS) is required for major acquisitions for development/modernization/enhancement (DME..., Earned Value Management System; and, as appropriate, 1052.234-4, Earned Value Management System Alternate...

A Longitudinal Analysis of Family Migration and the Gender Gap in Earnings in the United States and Great Britain

PubMed Central

COOKE, THOMAS J.; BOYLE, PAUL; COUCH, KENNETH; FEIJTEN, PETEKE

2009-01-01

This article uses longitudinal data for the United States and Great Britain to examine the impact of residential mobility and childbirth on the earnings of women, their family earnings, and the related division of earnings by gender. This project is the first to compare explicitly the impact of childbirth and family migration on women’s earnings, and it extends prior cross-sectional and longitudinal studies on isolated countries by providing a direct contrast between two major industrialized nations, using comparable measures. The results indicate that families respond in similar ways in both countries to migration and childbirth. In response to both migration and childbirth, women’s earnings fall at the time of the event and recover slowly afterward, but the magnitude of the impact is roughly twice as large for childbirth as for migration. However, migration—but not the birth of a child—is also associated with a significant increase in total family earnings because of increased husbands’ earnings. As a result, the effect of migration on the relative earnings of wives to husbands is similar to the effect of childbirth. These results suggest that family migration should be given consideration in the literature on the gender earnings gap. PMID:19348113

17 CFR 256.216 - Unappropriated retained earnings.

Code of Federal Regulations, 2010 CFR

2010-04-01

... retained earnings. This account shall include the balance, either debit or credit, arising from earnings... 17 Commodity and Securities Exchanges 3 2010-04-01 2010-04-01 false Unappropriated retained earnings. 256.216 Section 256.216 Commodity and Securities Exchanges SECURITIES AND EXCHANGE COMMISSION...

The male-female gap in physician earnings: evidence from a public health insurance system.

PubMed

Theurl, Engelbert; Winner, Hannes

2011-10-01

Empirical evidence from US studies suggests that female physicians earn less than their male counterparts, on average. The earnings gap does not disappear when individual and market characteristics are controlled for. This paper investigates whether a gender earnings difference can also be observed in a health-care system predominantly financed by public insurance companies. Using a unique data set of physicians' earnings recorded by a public social security agency in an Austrian province between 2000 and 2004, we find a gender gap in average earnings of about 32%. A substantial share of this gap (20-47%) cannot be explained by individual and market characteristics, leaving labor market discrimination as one possible explanation for the observed gender earnings difference of physicians. Copyright © 2010 John Wiley & Sons, Ltd.

Regional cost and experience, not size or hospital inclusion, helps predict ACO success.

PubMed

Schulz, John; DeCamp, Matthew; Berkowitz, Scott A

2017-06-01

The Medicare Shared Savings Program (MSSP) continues to expand and now includes 434 accountable care organizations (ACOs) serving more than 7 million beneficiaries. During 2014, 86 of these ACOs earned over $300 million in shared savings payments by promoting higher-quality patient care at a lower cost.Whether organizational characteristics, regional cost of care, or experience in the MSSP are associated with the ability to achieve shared savings remains uncertain.Using financial results from 2013 and 2014, we examined all 339 MSSP ACOs with a 2012, 2013, or 2014 start-date. We used a cross-sectional analysis to examine all ACOs and used a multivariate logistic model to predict probability of achieving shared savings.Experience, as measured by years in the MSSP program, was associated with success and the ability to earn shared savings varied regionally. This variation was strongly associated with differences in regional Medicare fee-for-service per capita costs: ACOs in high cost regions were more likely to earn savings. In the multivariate model, the number of ACO beneficiaries, inclusion of a hospital or involvement of an academic medical center, was not associated with likelihood of earning shared savings, after accounting for regional baseline cost variation.These results suggest ACOs are learning and improving from their experience. Additionally, the results highlight regional differences in ACO success and the strong association with variation in regional per capita costs, which can inform CMS policy to help promote ACO success nationwide.

Drinking, Cigarette Smoking, and Employment Among American College Freshmen at a Four-Year University.

PubMed

Bono, Rose S; Barnes, Andrew J; Dick, Danielle M; Kendler, Kenneth S

2017-01-28

For American college students, alcohol and cigarette use are important health concerns, and employment concurrent with school attendance is on the rise. Given the lifelong importance of employment and substance use trajectories begun in college, parsing out the relationship between the two is meaningful. This study's purpose is to determine whether employment during college is associated with substance use. Cross-sectional associations between employment (work hours, earnings) and substance use (drinking frequency, drinking quantity, smoking frequency) were estimated using partial proportional odds models in a sample of N = 1457 freshmen attending a large, public 4-year university in 2011, after accounting for demographics, personality, social environment, and parental influences. Working 10 more hours and earning $50 more per week as a freshman had modest positive associations with higher smoking frequency and with moderate drinking frequency and quantity prior to adjustment. After adjustment, work hours remained modestly associated with moderate drinking frequency and quantity. No adjusted associations were found among employment measures and smoking or between weekly earnings and drinking frequency. Different relationships emerged for moderate versus heavy alcohol use frequency and quantity. Both employment and substance use are commonplace among college freshmen. After extensive controls for potential confounders, the relationship between the two appears modest. Employment may yet play a role in college student substance use, but work hours and earnings are likely only small parts of a larger web of influences on drinking and smoking.

Drinking, Cigarette Smoking, and Employment among American College Freshmen at a Four-Year University

PubMed Central

Bono, Rose S.; Barnes, Andrew J.; Dick, Danielle M.; Kendler, Kenneth S.

2017-01-01

Background For American college students, alcohol and cigarette use are important health concerns, and employment concurrent with school attendance is on the rise. Given the lifelong importance of employment and substance use trajectories begun in college, parsing out the relationship between the two is meaningful. Objectives This study’s purpose is to determine whether employment during college is associated with substance use. Methods Cross-sectional associations between employment (work hours, earnings) and substance use (drinking frequency, drinking quantity, smoking frequency) were estimated using partial proportional odds models in a sample of N=1457 freshmen attending a large, public 4-year university in 2011, after accounting for demographics, personality, social environment, and parental influences. Results Working 10 more hours and earning $50 more per week as a freshman had modest positive associations with higher smoking frequency and with moderate drinking frequency and quantity prior to adjustment. After adjustment, work hours remained modestly associated with moderate drinking frequency and quantity. No adjusted associations were found among employment measures and smoking or between weekly earnings and drinking frequency. Different relationships emerged for moderate versus heavy alcohol use frequency and quantity. Conclusions Both employment and substance use are commonplace among college freshmen. After extensive controls for potential confounders, the relationship between the two appears modest. Employment may yet play a role in college student substance use, but work hours and earnings are likely only small parts of a larger web of influences on drinking and smoking. PMID:27754728

Universities give record level of support to the UK economy

NASA Astrophysics Data System (ADS)

Banks, Michael

2009-08-01

Universities in the UK are providing record levels of services to businesses, according to a recent survey by the Department for Business, Innovation and Skills (BIS) and the Higher Education Funding Council for England. The survey concludes that the income earned by universities and higher-education colleges in the UK is now worth a total of £2.812bn - an increase of 6.5% from the previous year.

The Degree Qualifications Profile. Defining Degrees: A New Direction for American Higher Education to Be Tested and Developed in Partnership with Faculty, Students, Leaders and Stakeholders

ERIC Educational Resources Information Center

Adelman, Cliff; Ewell, Peter; Gaston, Paul; Schneider, Carol Geary

2011-01-01

Through this document, Lumina Foundation for Education offers a "Degree Qualifications Profile," a tool that can help transform U.S. higher education. A Degree Profile--or qualifications framework--illustrates clearly what students should be expected to know and be able to do once they earn their degrees--at any level. This Degree…

Student Expectations of the Financial Returns to Higher Education in the Czech Republic and England: Evidence from Business Schools

ERIC Educational Resources Information Center

Anchor, John R.; Fiserova, Jana; Marsikova, Katerina; Urbanek, Vaclav

2011-01-01

In this paper, the short-cut method is used to estimate expected rates of financial returns to higher education in the Czech Republic and a modified version of the method is used to suit the current English system of deferred tuition fees. First year university students were asked to estimate their expected earnings with and without a university…

Adult Learners in Higher Education: Barriers to Success and Strategies to Improve Results. Employment and Training Administration. Occasional Paper 2007-03

ERIC Educational Resources Information Center

Kazis, Richard; Callahan, Abigail; Davidson, Chris; McLeod, Annie; Bosworth, Brian; Choitz, Vickie; Hoops, John

2007-01-01

This reports synthesizes the research literature on the challenges facing adult learners in higher education today and emerging strategies for increasing the number of adults over 24 who earn college credentials and degrees. This synthesis is meant to provide perspectives on key issues facing adults as more and more of them see the need for higher…

Pensions and Household Wealth Accumulation

ERIC Educational Resources Information Center

Engelhardt, Gary V.; Kumar, Anil

2011-01-01

Economists have long suggested that higher private pension benefits "crowd out" other sources of household wealth accumulation. We exploit detailed information on pensions and lifetime earnings for older workers in the 1992 wave of the Health and Retirement Study and employ an instrumental-variable (IV) identification strategy to estimate…

Projections of Education Statistics to 2001: An Update.

ERIC Educational Resources Information Center

Gerald, Debra E.; Hussar, William J.

Statistical projections for elementary and secondary schools and institutions of higher education are provided at the national and state levels through the year 2001. National projection tables cover enrollment, high school graduates, earned degrees conferred, classroom teachers, and expenditures of public elementary and secondary schools.…

Private Higher Education: The Job Ahead.

ERIC Educational Resources Information Center

American Association of Presidents of Independent Colleges and Universities, Rockford, IL.

Speeches from the 1978 annual meeting of the American Association of Presidents of Independent Colleges and Universities are presented. Contents of the report are as follows: "Earning Respect" by Drew S. Days, III.; "The College in Controversy: Government Relations 1978"; "Until the Year 2000: Reflections of a Retired…

Essays in Education Economics

ERIC Educational Resources Information Center

Blom, Erica Theresa

2013-01-01

This dissertation contains three chapters that explore various aspects of the economics of education, with a focus on higher education. In particular, the first two chapters deal with college major as it relates to earnings, occupational choice, and high school curriculum, while the third discusses the relationship between college-student match…

Making It

ERIC Educational Resources Information Center

Jacobe, Monica F.

2011-01-01

Questions about college costs, college value, and even what a college degree means for the earning potential of graduates have become a high-profile component of discourse about higher education in the public sphere, and the voices of parents, politicians, taxpayers, and even students have often been raised against the university itself--against…

Barriers to Occupational Achievement.

ERIC Educational Resources Information Center

Gurman, Ernest B.

The under-representation of women in prestigious occupations and the lower average pay women earn has been of concern for many years. This study investigated two alternative explanations for this under-representation of females in prestigious and higher paying occupations. The first explanation was external barriers such as discrimination, and the…

A Comparison of Earned Value Management and Earned Schedule as Schedule Predictors on DoD ACAT I Programs

DTIC Science & Technology

2013-03-01

33 Mario Vanhoucke and Stephan Vandevoorde – “Measuring the Accuracy of Earned Value/Earned Schedule Forecasting Predictors” (2007...technical problem to the present day ‘ super projects’” (Clark and Lorenzoni, 1997: 2). Cost engineering has “application regardless of industry...large construction projects, but also the acceptance of earned schedule principles on an international scale. Mario Vanhoucke and Stephan Vandevoorde

The Test of Logical Thinking as a predictor of first-year pharmacy students' performance in required first-year courses.

PubMed

Etzler, Frank M; Madden, Michael

2014-08-15

To investigate the correlation of scores on the Test of Logical Thinking (TOLT) with first-year pharmacy students' performance in selected courses. The TOLT was administered to 130 first-year pharmacy students. The examination was administered during the first quarter in a single session. The TOLT scores correlated with grades earned in Pharmaceutical Calculations, Physical Pharmacy, and Basic Pharmacokinetics courses. Performance on the TOLT has been correlated to performance in courses that required the ability to use quantitative reasoning to complete required tasks. In the future, it may be possible to recommend remediation, retention, and/or admission based in part on the results from the TOLT.

The therapeutic workplace to promote treatment engagement and drug abstinence in out-of-treatment injection drug users: a randomized controlled trial.

PubMed

Holtyn, August F; Koffarnus, Mikhail N; DeFulio, Anthony; Sigurdsson, Sigurdur O; Strain, Eric C; Schwartz, Robert P; Leoutsakos, Jeannie-Marie S; Silverman, Kenneth

2014-11-01

Determine if employment-based reinforcement can increase methadone treatment engagement and drug abstinence in out-of-treatment injection drug users. This study was conducted from 2008 to 2012 in a therapeutic workplace in Baltimore, MD. After a 4-week induction, participants (N=98) could work and earn pay for 26 weeks and were randomly assigned to Work Reinforcement, Methadone & Work Reinforcement, and Abstinence, Methadone & Work Reinforcement conditions. Work Reinforcement participants had to work to earn pay. Methadone & Work Reinforcement and Abstinence, Methadone, & Work Reinforcement participants had to enroll in methadone treatment to work and maximize pay. Abstinence, Methadone, & Work Reinforcement participants had to provide opiate- and cocaine-negative urine samples to maximize pay. Most participants (92%) enrolled in methadone treatment during induction. Drug abstinence increased as a graded function of the addition of the methadone and abstinence contingencies. Abstinence, Methadone & Work Reinforcement participants provided significantly more urine samples negative for opiates (75% versus 54%) and cocaine (57% versus 32%) than Work Reinforcement participants. Methadone & Work Reinforcement participants provided significantly more cocaine-negative samples than Work Reinforcement participants (55% versus 32%). The therapeutic workplace can promote drug abstinence in out-of-treatment injection drug users. Clinical trial registration number: NCT01416584. Copyright © 2014 Elsevier Inc. All rights reserved.

The Therapeutic Workplace to Promote Treatment Engagement and Drug Abstinence in Out-of-Treatment Injection Drug Users: A Randomized Controlled Trial

PubMed Central

Holtyn, August F.; Koffarnus, Mikhail N.; DeFulio, Anthony; Sigurdsson, Sigurdur O.; Strain, Eric C.; Schwartz, Robert P.; Leoutsakos, Jeannie-Marie S.; Silverman, Kenneth

2014-01-01

Objective Determine if employment-based reinforcement can increase methadone treatment engagement and drug abstinence in out-of-treatment injection drug users. Method This study was conducted from 2008–2012 in a therapeutic workplace in Baltimore, MD. After a 4-week induction, participants (N=98) could work and earn pay for 26 weeks and were randomly assigned to Work Reinforcement, Methadone & Work Reinforcement, and Abstinence, Methadone & Work Reinforcement conditions. Work Reinforcement participants had to work to earn pay. Methadone & Work Reinforcement, and Abstinence, Methadone, & Work Reinforcement participants had to enroll in methadone treatment to work and maximize pay. Abstinence, Methadone, & Work Reinforcement participants had to provide opiate- and cocaine-negative urine samples to maximize pay. Results Most participants (92%) enrolled in methadone treatment during induction. Drug abstinence increased as a graded function of the addition of the methadone and abstinence contingencies. Abstinence, Methadone & Work Reinforcement participants provided significantly more urine samples negative for opiates (75% versus 54%) and cocaine (57% versus 32%) than Work Reinforcement participants. Methadone & Work Reinforcement participants provided significantly more cocaine-negative samples than Work Reinforcement participants (55% versus 32%). Conclusion The therapeutic workplace can promote drug abstinence in out-of-treatment injection drug users. PMID:24607365

Education, Occupation, Hierarchy and Earnings.

ERIC Educational Resources Information Center

Tachibanaki, Toshiaki

1988-01-01

Attempts to estimate a recursive model of earnings distribution with education, occupation, and hierarchy, using individual data for Japanese males. Proves that hierarchical position is very significant in determining earnings level. Compares the influence of education and earnings distribution in Japan and France. Includes 3 tables and 20…

20 CFR 422.125 - Statements of earnings; resolving earnings discrepancies.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false Statements of earnings; resolving earnings discrepancies. 422.125 Section 422.125 Employees' Benefits SOCIAL SECURITY ADMINISTRATION ORGANIZATION AND... investigation the district office or branch office, where appropriate, contacts the employer and the employee or...

17 CFR 256.215 - Appropriated retained earnings.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 17 Commodity and Securities Exchanges 3 2010-04-01 2010-04-01 false Appropriated retained earnings... UTILITY HOLDING COMPANY ACT OF 1935 Liabilities and Other Credit Accounts § 256.215 Appropriated retained earnings. This account shall include the amount of retained earnings which has been appropriated or set...

Dysthymia in clinical practice:course, outcome and impact on the community.

PubMed

Keller, M B

1994-01-01

Recent studies have indicated the pernicious nature of dysthymia; its low-grade chronicity probably contributes most to the problem of under-treatment and misdiagnosis. A high prevalence of morbidity and comorbidity is associated with dysthymia: major depression, alcoholism, anxiety and personality disorders are present in the vast majority of sufferers. It is also very unusual for people with dysthymia to not develop superimposed episodes of major depressive disorder, resulting in a longer time to recover and high rates of recurrence and chronicity. Approximately 3.1% of the population have dysthymia including children and adolescents who, like adults, exhibit a higher risk for new episodes of depressive illness if they have this disorder. Children and adolescents with depressive illnesses have higher rates of scholastic failure and school-related problems. Dysthymia can affect every aspect of a person's quality of life including relationships with significant others, earning potential and, most importantly, mental and physical well-being. Available data is not yet sufficient to differentiate dysthymia as a disease entity from the other depressive disorders such as major depression or double depression, or to conclude to what extent dysthymia should be thought of as a personality disorder. However, the DSM-IV Mood Disorders Field Trial results help identify new criteria for the DSM-IV Appendix. The relationship between dysthymic disorder and major depression needs more definition, especially in regard to course and severity, so that an accurate diagnosis can lead to expeditious and appropriate treatment.

Age-26 Cost-Benefit Analysis of the Child-Parent Center Early Education Program

PubMed Central

Reynolds, Arthur J.; Temple, Judy A.; White, Barry A.; Ou, Suh-Ruu; Robertson, Dylan L.

2013-01-01

We conducted a cost-benefit analysis of the Child-Parent Center (CPC) early childhood intervention. Using data collected up to age 26 on health and well-being, the study is the first adult economic analysis of a sustained large-scale and publicly-funded intervention. As part of the Chicago Longitudinal Study, a complete cohort of 900 low-income children who enrolled in 20 CPCs beginning at age 3 were compared to 500 well-matched low-income children who participated in the usual educational interventions for the economically disadvantaged in Chicago schools. School-age services were provided up to age 9 (third grade). Findings indicated that the three components of CPC had economic benefits in 2007 dollars that exceeded costs. The preschool program provided a total return to society of $10.83 per dollar invested (net benefits per participant of $83,708). Benefits to the public (other than program participants and families) were $7.20 per dollar invested. The primary sources of benefits were increased earnings and tax revenues, averted criminal justice system and victim costs, and savings for child welfare, special education, and grade retention. The school-age program had a societal return of $3.97 per dollar invested and a $2.11 public return. The extended intervention program (4 to 6 years of participation) had a societal return of $8.24 and public return of $5.21. Estimates were robust across a wide range of discount rates and alternative assumptions, and were consistent with the results of Monte Carlo simulations. Males, 1-year preschool participants, and children from higher risk families had greater economic benefits. Findings provide strong evidence that sustained early childhood programs can contribute to well-being for individuals and society. PMID:21291448

Selection, Language Heritage, and the Earnings Trajectories of Black Immigrants in the United States

PubMed Central

Hamilton, Tod G.

2014-01-01

Research suggests that immigrants from the English-speaking Caribbean surpass the earnings of U.S.-born blacks approximately one decade after arriving in the United States. Using data from the 1980–2000 U.S. censuses and the 2005–2007 American Community Surveys on U.S.-born black and non-Hispanic white men as well as black immigrant men from all the major sending regions of the world, I evaluate whether selective migration and language heritage of immigrants’ birth countries account for the documented earnings crossover. I validate the earnings pattern of black immigrants documented in previous studies, but I also find that the earnings of most arrival cohorts of immigrants from the English-speaking Caribbean, after residing in the United States for more than 20 years, are projected to converge with or slightly overtake those of U.S.-born black internal migrants. The findings also show three arrival cohorts of black immigrants from English-speaking African countries are projected to surpass the earnings of U.S.-born black internal migrants. No arrival cohort of black immigrants is projected to surpass the earnings of U.S.-born non-Hispanic whites. Birth-region analysis shows that black immigrants from English-speaking countries experience more rapid earnings growth than immigrants from non-English-speaking countries. The arrival-cohort and birth-region variation in earnings documented in this study suggest that selective migration and language heritage of black immigrants’ birth countries are important determinants of their initial earnings and earnings trajectories in the United States. PMID:24854004

20 CFR 404.1080 - Net earnings from self-employment.

Code of Federal Regulations, 2013 CFR

2013-04-01

... DISABILITY INSURANCE (1950- ) Employment, Wages, Self-Employment, and Self-Employment Income Self-Employment Income § 404.1080 Net earnings from self-employment. (a) Definition of net earnings from self-employment... 20 Employees' Benefits 2 2013-04-01 2013-04-01 false Net earnings from self-employment. 404.1080...

20 CFR 404.1080 - Net earnings from self-employment.

Code of Federal Regulations, 2014 CFR

2014-04-01

... DISABILITY INSURANCE (1950- ) Employment, Wages, Self-Employment, and Self-Employment Income Self-Employment Income § 404.1080 Net earnings from self-employment. (a) Definition of net earnings from self-employment... 20 Employees' Benefits 2 2014-04-01 2014-04-01 false Net earnings from self-employment. 404.1080...

20 CFR 404.1080 - Net earnings from self-employment.

Code of Federal Regulations, 2012 CFR

2012-04-01

... DISABILITY INSURANCE (1950- ) Employment, Wages, Self-Employment, and Self-Employment Income Self-Employment Income § 404.1080 Net earnings from self-employment. (a) Definition of net earnings from self-employment... 20 Employees' Benefits 2 2012-04-01 2012-04-01 false Net earnings from self-employment. 404.1080...

20 CFR 404.1080 - Net earnings from self-employment.

Code of Federal Regulations, 2011 CFR

2011-04-01

... DISABILITY INSURANCE (1950- ) Employment, Wages, Self-Employment, and Self-Employment Income Self-Employment Income § 404.1080 Net earnings from self-employment. (a) Definition of net earnings from self-employment... 20 Employees' Benefits 2 2011-04-01 2011-04-01 false Net earnings from self-employment. 404.1080...

48 CFR 252.234-7002 - Earned Value Management System.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 48 Federal Acquisition Regulations System 3 2012-10-01 2012-10-01 false Earned Value Management... of Provisions And Clauses 252.234-7002 Earned Value Management System. As prescribed in 234.203(2), use the following clause: Earned Value Management System (MAY 2011) (a) Definitions. As used in this...

48 CFR 252.234-7002 - Earned Value Management System.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 48 Federal Acquisition Regulations System 3 2013-10-01 2013-10-01 false Earned Value Management... of Provisions And Clauses 252.234-7002 Earned Value Management System. As prescribed in 234.203(2), use the following clause: Earned Value Management System (MAY 2011) (a) Definitions. As used in this...

48 CFR 252.234-7002 - Earned Value Management System.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 48 Federal Acquisition Regulations System 3 2014-10-01 2014-10-01 false Earned Value Management... of Provisions And Clauses 252.234-7002 Earned Value Management System. As prescribed in 234.203(2), use the following clause: Earned Value Management System (MAY 2011) (a) Definitions. As used in this...

20 CFR 209.13 - Employers' gross earnings reports.

Code of Federal Regulations, 2010 CFR

2010-04-01

... RAILROAD EMPLOYERS' REPORTS AND RESPONSIBILITIES § 209.13 Employers' gross earnings reports. (a) Each employer is required to report the gross earnings of a one-percent sample group of railroad employees. The... 20 Employees' Benefits 1 2010-04-01 2010-04-01 false Employers' gross earnings reports. 209.13...

20 CFR 416.974a - When and how we will average your earnings.

Code of Federal Regulations, 2011 CFR

2011-04-01

.... 416.974a Section 416.974a Employees' Benefits SOCIAL SECURITY ADMINISTRATION SUPPLEMENTAL SECURITY... as a self-employed person was continuous without significant change in work patterns or earnings, and there has been no change in the substantial gainful activity earnings levels, your earnings will be...

Farm Wives' Labor Force Participation and Earnings.

ERIC Educational Resources Information Center

Godwin, Deborah D.; Marlowe, Julia

1990-01-01

Examines relationship between employment earnings and farm wives' decisions to work off-farm. Examines effects of wives' human capital, home factors, and labor market on work decisions and earnings. Education, experience, debt, and farm size were stronger influences on wives' decisions than on their earnings variations, once employed. (TES)

48 CFR 1852.234-2 - Earned Value Management System.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 6 2011-10-01 2011-10-01 false Earned Value Management... and Clauses 1852.234-2 Earned Value Management System. As prescribed in 1834.203-70(b) insert the following clause: Earned Value Management System (NOV 2006) (a) In the performance of this contract, the...

48 CFR 252.234-7002 - Earned Value Management System.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 3 2011-10-01 2011-10-01 false Earned Value Management... of Provisions And Clauses 252.234-7002 Earned Value Management System. As prescribed in 234.203(2), use the following clause: EARNED VALUE MANAGEMENT SYSTEM (MAY 2011) (a) Definitions. As used in this...

48 CFR 252.234-7002 - Earned Value Management System.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 3 2010-10-01 2010-10-01 false Earned Value Management... of Provisions And Clauses 252.234-7002 Earned Value Management System. As prescribed in 234.203(2), use the following clause: Earned Value Management System (APR 2008) (a) In the performance of this...

48 CFR 1852.234-2 - Earned Value Management System.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Earned Value Management... and Clauses 1852.234-2 Earned Value Management System. As prescribed in 1834.203-70(b) insert the following clause: Earned Value Management System (NOV 2006) (a) In the performance of this contract, the...

20 CFR 416.974a - When and how we will average your earnings.

Code of Federal Regulations, 2010 CFR

2010-04-01

.... 416.974a Section 416.974a Employees' Benefits SOCIAL SECURITY ADMINISTRATION SUPPLEMENTAL SECURITY... as a self-employed person was continuous without significant change in work patterns or earnings, and there has been no change in the substantial gainful activity earnings levels, your earnings will be...

18 CFR 367.4390 - Account 439, Adjustments to retained earnings.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 18 Conservation of Power and Water Resources 1 2010-04-01 2010-04-01 false Account 439, Adjustments to retained earnings. 367.4390 Section 367.4390 Conservation of Power and Water Resources FEDERAL... NATURAL GAS ACT Retained Earnings Accounts § 367.4390 Account 439, Adjustments to retained earnings. (a...

Graduate Students as Academic Writers: Writing Anxiety, Self-Efficacy and Emotional Intelligence

ERIC Educational Resources Information Center

Huerta, Margarita; Goodson, Patricia; Beigi, Mina; Chlup, Dominique

2017-01-01

Researchers interested in psychological factors affecting writers in higher-education institutions, or academic writers, are concerned with internal variables affecting writing productivity; however few empirical studies explore these factors with samples of students who are in the process of earning master's or doctoral degrees (i.e., graduate…

30 CFR 203.2 - How can I obtain royalty relief?

Code of Federal Regulations, 2012 CFR

2012-07-01

... may grant you . . . (a) With earnings that cannot sustain production (i.e., End-of-life lease), Would abandon otherwise potentially recoverable resources but seek to increase production by operating beyond... current monthly production and a higher royalty rate on additional monthly production (see §§ 203.50...

Why Are the Returns to Schooling Higher for Women than for Men?

ERIC Educational Resources Information Center

Dougherty, Christopher

2005-01-01

It has been noted that the payoffs of schooling on salary is more for women than for men, though females are inclined to earn less in the United states. The causes of this effect are investigated using information from National Longitudinal Survey of Youth.

Evaluating Entrepreneurship Development Programmes in Practice.

ERIC Educational Resources Information Center

Harper, Malcolm; Mahajan, Vijay

1995-01-01

In India, a survey of samples of 126 business owners with entrepreneurship training and 120 without found that trained owners broke even significantly sooner and had lower capital-outlet ratios. Another study of 2 groups of 30 found trained owners had significantly higher personal earnings, company profits, and numbers employed. (SK)

Follow the Yellow Brick Road to a Successful Professional Career in Higher Education

ERIC Educational Resources Information Center

Lumpkin, Angela

2009-01-01

Mentors and other colleagues can help guide faculty through various career stages as they develop and demonstrate their competence in teaching, research, and service; earn tenure and promotion; balance personal and professional responsibilities; meet post-tenure review expectations; and enjoy career-long productivity and satisfaction. Nurturing…

Higher Education Affordability: Two Approaches

ERIC Educational Resources Information Center

DiSalvo, Steven R.

2017-01-01

There are two initiatives that can dramatically change the way college pricing and student debt are being handled under the current system. Both are commonsense solutions that would, if accepted, dramatically help students, graduates and families burdened by the cost of tuition and the loans they take to earn their degrees. First, income-based…

Locating Supplemental Sources of Revenue to Finance Universities in Nigeria.

ERIC Educational Resources Information Center

Ogunla, Akin L.

1989-01-01

Identifies possible sources of supplemental income to finance Nigerian universities, including households and commercial and industrial firms. A consumption tax imposed on certain goods and services would generate needed funds. Also, because firms employ university graduates to earn higher profits, their turnover income should be taxed to support…

Impact of Competency-Based Education and Assessment on Program Outcomes

ERIC Educational Resources Information Center

Konkoth, Shanthi

2016-01-01

Since the publication of the "College Scorecard" by The U.S. Department of Education in 2015, comparisons between college attendance costs and institutional outcomes (i.e., graduation rates, post-graduation earnings) have come into sharp focus. This increased scrutiny requires institutions of higher learning to be more transparent about…

Lead awareness: North Philly Style.

PubMed

Rothman, Nancy L; Lourie, Rita J; Gaughan, John

2002-05-01

Lead poisoning in children has been associated with reduced intelligence, shortened memory, slowed reaction times, poor hand-eye coordination, and antisocial behavior. The cost to society includes not only medical treatment and special education but also higher high-school drop-out rates, which are associated with crime and low earning potential.

Raising the Bar on Diversity

ERIC Educational Resources Information Center

Levine, R. F.

2011-01-01

This article profiles Dr. Lawrence T. Potter, Allegheny College's first chief diversity officer. Dr. Potter comes from a family that is committed to higher education. As a third generation college graduate, he has mixed his education between Stillman, a historically Black college in Tuscaloosa, AL, where he earned bachelor's degrees in English,…

The Response of Higher Education to Women's Inequality.

ERIC Educational Resources Information Center

Rae, Judith

The status of academic women is compared with that of men to determine whether disciminating practices and resulting inequality for women continue to exist. Current scientific periodicals, monographs, and books were searched, and the most recent statistics are presented. Results are discussed in terms of admissions, enrollment and degrees earned,…

Reaching Higher: Secondary Interventions.

ERIC Educational Resources Information Center

Borsuk, Corina; Vest, Bette

2002-01-01

Describes program at Middle College High School in the San Bernardino (California) City Unified School District where students split their day between morning classes at a local community college and afternoon honors classes at the high school. Students can earn both a high school diploma and a community college associate degree. (PKP)

Lessons Learned from Accelerating Opportunity. Lessons Learned Series

ERIC Educational Resources Information Center

Wilson, Randall

2015-01-01

The Accelerating Opportunity initiative helps our nation's lowest-skilled adults earn college credentials and enter higher-wage jobs faster by combining the Adult Basic Education and career and technical training they need into one integrated curriculum. Based on four years of designing and managing Accelerating Opportunity, Jobs for the Future…

Clinicopathological relevance of tumour grading in canine osteosarcoma.

PubMed

Loukopoulos, P; Robinson, W F

2007-01-01

Tumour grading assesses biological aggressiveness and is of prognostic significance in many malignancies. The clinicopathological features of 140 primary canine osteosarcomas and their metastases were analysed, and the interrelations between them and an established grading system and its constituent parameters (mitotic index, necrosis, pleomorphism) were examined. Of these tumours, 35% were grade III (high-grade), 37% grade II and 28% grade I. Primary tumours that had metastasized were of significantly higher grade than non-metastatic osteosarcomas. Osteosarcomas belonging to the osteoblastic minimally productive subtype, but not chondroblastic or telangiectatic subtypes, differed from fibroblastic osteosarcomas in being associated with a significantly higher number of high-grade cases. Dogs younger than 4 years of age had osteosarcomas with higher grade, score and mitotic index than did older animals. Appendicular differed from axial tumours in having a higher mitotic index; distal differed from proximal tumours in being of higher grade; cranial tumours differed from tumours in most other sites in being of lower grade and lower mitotic index. Rib osteosarcomas showed a particularly high degree of necrosis. The mitotic index varied widely between tumour locations. Pleomorphism did not have prognostic merit when examined separately, as most osteosarcomas were highly pleomorphic.

Discrimination versus specialization: a survey of economic studies on sexual orientation, gender and earnings in the United States.

PubMed

Schmitt, Elizabeth Dunne

2008-01-01

Several studies examine the link between sexual orientation and earnings using large data sets that distinguish sexual orientation through questions about sexual behavior and/or by allowing respondents to self-identify as part of a same-sex cohabitating couple. After controlling for other earnings-related characteristics these studies generally show an earnings penalty for gay/bisexual men relative to heterosexual men and an earnings premium for lesbian/bisexual women relative to heterosexual women. Explanations for this gender disparity include gender differences in sexual orientation discrimination, greater labor force attachment for lesbian/bisexual women, and the effects of the overall gender earnings gap.

26 CFR 1.1291-9 - Deemed dividend election.

Code of Federal Regulations, 2014 CFR

2014-04-01

... income as a dividend the shareholder's pro rata share of the post-1986 earnings and profits of the PFIC...) and (2) of this section. (2) Post-1986 earnings and profits defined—(i) In general. For purposes of this section, the term post-1986 earnings and profits means the undistributed earnings and profits...

26 CFR 1.1291-9 - Deemed dividend election.

Code of Federal Regulations, 2011 CFR

2011-04-01

... income as a dividend the shareholder's pro rata share of the post-1986 earnings and profits of the PFIC...) and (2) of this section. (2) Post-1986 earnings and profits defined—(i) In general. For purposes of this section, the term post-1986 earnings and profits means the undistributed earnings and profits...

Can Motherhood Earnings Losses Be Ever Regained? Evidence from Canada

ERIC Educational Resources Information Center

Zhang, Xuelin

2010-01-01

This study examines earnings losses associated with motherhood using longitudinal administrative Canadian data. Contrary to the endogenous motherhood hypothesis, the author found no dips in earnings for women during their prechildbirth years. Although the results show that earnings losses incurred by mothers in the year of childbirth and the year…

26 CFR 1.312-15 - Effect of depreciation on earnings and profits.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 4 2010-04-01 2010-04-01 false Effect of depreciation on earnings and profits... earnings and profits. (a) Depreciation for taxable years beginning after June 30, 1972—(1) In general... of computing the earnings and profits of a corporation (including a real estate investment trust as...

26 CFR 1.312-15 - Effect of depreciation on earnings and profits.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 26 Internal Revenue 4 2011-04-01 2011-04-01 false Effect of depreciation on earnings and profits... earnings and profits. (a) Depreciation for taxable years beginning after June 30, 1972—(1) In general... of computing the earnings and profits of a corporation (including a real estate investment trust as...

26 CFR 1.996-3 - Divisions of earnings and profits.

Code of Federal Regulations, 2011 CFR

2011-04-01

... earnings and profits (see section 312(e)) over (b) the amount of the reduction under § 1.996-4(b)(1) in...) ($60.00) (2) Earnings and profits for year before reduction for distributions $80.00 (3) Deemed... $30 (2) Earnings and profits for year before reduction for distributions $80 (3) Deemed distribution...

48 CFR 1052.234-72 - Core Earned Value Management System AUG 2011

Code of Federal Regulations, 2011 CFR

2011-10-01

... Management System AUG 2011 1052.234-72 Section 1052.234-72 Federal Acquisition Regulations System DEPARTMENT... and Clauses 1052.234-72 Core Earned Value Management System AUG 2011 As prescribed in DTAR 1034.203... an earned value management system (EVMS). (a) The Contractor shall use an earned value management...

48 CFR 1052.234-72 - Core Earned Value Management System AUG 2011

Code of Federal Regulations, 2013 CFR

2013-10-01

... Management System AUG 2011 1052.234-72 Section 1052.234-72 Federal Acquisition Regulations System DEPARTMENT... and Clauses 1052.234-72 Core Earned Value Management System AUG 2011 As prescribed in DTAR 1034.203... an earned value management system (EVMS). (a) The Contractor shall use an earned value management...

48 CFR 1052.234-72 - Core Earned Value Management System AUG 2011

Code of Federal Regulations, 2014 CFR

2014-10-01

... Management System AUG 2011 1052.234-72 Section 1052.234-72 Federal Acquisition Regulations System DEPARTMENT... and Clauses 1052.234-72 Core Earned Value Management System AUG 2011 As prescribed in DTAR 1034.203... an earned value management system (EVMS). (a) The Contractor shall use an earned value management...

5 CFR 630.604 - Earning rates.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 5 Administrative Personnel 1 2014-01-01 2014-01-01 false Earning rates. 630.604 Section 630.604... § 630.604 Earning rates. (a) For each 12 months of service abroad, an employee earns home leave at the following rate: (1) An employee who accepts an appointment to, or occupies, a position for which the agency...

5 CFR 630.604 - Earning rates.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 5 Administrative Personnel 1 2013-01-01 2013-01-01 false Earning rates. 630.604 Section 630.604... § 630.604 Earning rates. (a) For each 12 months of service abroad, an employee earns home leave at the following rate: (1) An employee who accepts an appointment to, or occupies, a position for which the agency...

5 CFR 630.604 - Earning rates.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Earning rates. 630.604 Section 630.604... § 630.604 Earning rates. (a) For each 12 months of service abroad, an employee earns home leave at the following rate: (1) An employee who accepts an appointment to, or occupies, a position for which the agency...

5 CFR 630.604 - Earning rates.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 5 Administrative Personnel 1 2012-01-01 2012-01-01 false Earning rates. 630.604 Section 630.604... § 630.604 Earning rates. (a) For each 12 months of service abroad, an employee earns home leave at the following rate: (1) An employee who accepts an appointment to, or occupies, a position for which the agency...

5 CFR 630.604 - Earning rates.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 5 Administrative Personnel 1 2011-01-01 2011-01-01 false Earning rates. 630.604 Section 630.604... § 630.604 Earning rates. (a) For each 12 months of service abroad, an employee earns home leave at the following rate: (1) An employee who accepts an appointment to, or occupies, a position for which the agency...

76 FR 10944 - Open Meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit Project Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-28

... Earned Income Tax Credit Project Committee AGENCY: Internal Revenue Service (IRS), Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit... meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit Project Committee will be held Tuesday...

76 FR 45006 - Open Meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit Project Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-27

... Earned Income Tax Credit Project Committee AGENCY: Internal Revenue Service (IRS), Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit... Panel Earned Income Tax Credit Project Committee will be held Monday, September 26, 2011, at 3 p.m...

77 FR 72960 - William D. Ford Federal Direct Loan Program

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-07

...'s ``Pay As You Earn'' repayment initiative (the Pay As You Earn repayment plan). DATES: The early... December 21, 2012. FOR FURTHER INFORMATION CONTACT: For information about the Pay As You Earn repayment plan or how to apply for Pay As You Earn repayment, the Federal Student Aid Information Center (FSAIC...

Money Isn't Everything: Wives’ Earnings and Housework Time

PubMed Central

Killewald, Alexandra; Gough, Margaret

2010-01-01

The autonomy perspective of housework time predicts that wives’ housework time falls steadily as their earnings rise, because wives use additional financial resources to outsource or forego time in housework. We argue, however, that wives’ ability to reduce their housework varies by household task. That is, we expect that increases in wives’ earnings will allow them to forego or outsource some tasks, but not others. As a result, we hypothesize more rapid declines in wives’ housework time for low-earning wives as their earnings increase than for high-earning wives who have already stopped performing household tasks that are the easiest and cheapest to outsource or forego. Using fixed-effects models and data from the Panel Study of Income Dynamics, we find considerable support for our hypothesis. We further conclude that past evidence that wives who out-earn their husbands spend additional time in housework to compensate for their gender-deviant success in the labor market is due to the failure to account for the non-linear relationship between wives’ absolute earnings and their housework time. PMID:21278852

Field of Study in College and Lifetime Earnings in the United States

PubMed Central

Kim, ChangHwan; Tamborini, Christopher R.; Sakamoto, Arthur

2016-01-01

Our understanding about the relationship between education and lifetime earnings often neglects differences by field of study. Utilizing data that matches respondents in the Survey of Income and Program Participation to their longitudinal earnings records based on administrative tax information, we investigate the trajectories of annual earnings following the same individuals over 20 years and then estimate the long-term effects of field of study on earnings for U.S. men and women. Our results provide new evidence revealing large lifetime earnings gaps across field of study. We show important differences in individuals’ earnings trajectories across the different stages of the work-life by field of study. In addition, the gaps in 40-year (i.e., ages 20 to 59) median lifetime earnings among college graduates by field of study are larger, in many instances, than the median gap between high school graduates and college graduates overall. Significant variation is also found among graduate degree holders. Our results uncover important similarities and differences between men and women with regard to the long-term earnings differentials associated with field of study. In general, these findings underscore field of study as a critical dimension of horizontal stratification in educational attainment. Other implications of the empirical findings are also discussed. PMID:28042177

Equally unequal: gender discrimination in the workplace among adults with mental retardation.

PubMed

Julius, Elona; Wolfson, Hagit; Yalon-Chamovitz, Shira

2003-01-01

Gender discrimination in the work place has been widely reported. Women are usually discriminated against both with respect to level of occupation and salary. The current study explored the correlation between gender and employment among adults with mental retardation, specifically, whether gender discrimination in the work place is as prominent among people with mental retardation as in the general population. Level of occupation and salary earned were studied in 227 adults with mild and moderate mental retardation residing in institutions, hostels, and sheltered homes in Israel. The findings suggest a correlation between gender and employment similar to that in the general population. Women were found to be employed mainly in sheltered workshops and lower levels of occupation, and to earn significantly less than the men. However, closer examination of each work place revealed that within each level of occupation there were no significant gender differences in salary. The finding suggests that while women with mental retardation earn lower salaries than men, this is mainly the result of their lower level of occupation. Rehabilitation efforts should therefore be directed toward ensuring higher levels of occupation as well as community employment among women with mental retardation.

Collaborative hierarchy maintains cooperation in asymmetric games.

PubMed

Antonioni, Alberto; Pereda, María; Cronin, Katherine A; Tomassini, Marco; Sánchez, Angel

2018-03-29

The interplay of social structure and cooperative behavior is under much scrutiny lately as behavior in social contexts becomes increasingly relevant for everyday life. Earlier experimental work showed that the existence of a social hierarchy, earned through competition, was detrimental for the evolution of cooperative behaviors. Here, we study the case in which individuals are ranked in a hierarchical structure based on their performance in a collective effort by having them play a Public Goods Game. In the first treatment, participants are ranked according to group earnings while, in the second treatment, their rankings are based on individual earnings. Subsequently, participants play asymmetric Prisoner's Dilemma games where higher-ranked players gain more than lower ones. Our experiments show that there are no detrimental effects of the hierarchy formed based on group performance, yet when ranking is assigned individually we observe a decrease in cooperation. Our results show that different levels of cooperation arise from the fact that subjects are interpreting rankings as a reputation which carries information about which subjects were cooperators in the previous phase. Our results demonstrate that noting the manner in which a hierarchy is established is essential for understanding its effects on cooperation.

Relative changes in earned income five years after diagnosis with diabetes: A register based study 1996-2012.

PubMed

Cleal, Bryan; Panton, Ulrik Haagen; Willaing, Ingrid; Holt, Richard I G

2017-10-01

With previous studies indicating that diabetes affects employment status and lifetime earnings, the aim of this study was to determine the impact on earnings in the immediate period after diagnosis. Recognising that earnings and employment status are dynamic over the life course, we matched people with diabetes to counterparts in the general population and compared nominal growth in earned income five calendar years after diagnosis. The study draws upon Danish population registers. Residents aged 25-62years between 1996 and 2007 were included in the study. We identified an individually matched control group from approximately 2,800,000 'diabetes-free' Danish adults using propensity score matching. Matching was based on age, gender, residence, earned income, growth in earned income, and unemployment in the calendar year before diagnosis. 91,090 people with diabetes were included in the study and matched to 91,090 controls in the general population. The analysis revealed highly significant loss of earnings for people with diabetes when compared with people without diabetes, with an overall relative loss of US $ 3694 (8.01%) among men and US $ 924 (3.03%) among women. The effect was generally largest in the youngest age-group, in lower earners and among men. The results clearly indicate that a diagnosis of diabetes has a significant impact on earnings. Age and earnings at the time of diagnosis appear to play a moderating role. Copyright © 2017 Elsevier Inc. All rights reserved.

Adolescent mental health and earnings inequalities in adulthood: evidence from the Young-HUNT Study.

PubMed

Evensen, Miriam; Lyngstad, Torkild Hovde; Melkevik, Ole; Reneflot, Anne; Mykletun, Arnstein

2017-02-01

Previous studies have shown that adolescent mental health problems are associated with lower employment probabilities and risk of unemployment. The evidence on how earnings are affected is much weaker, and few have addressed whether any association reflects unobserved characteristics and whether the consequences of mental health problems vary across the earnings distribution. A population-based Norwegian health survey linked to administrative registry data (N=7885) was used to estimate how adolescents' mental health problems (separate indicators of internalising, conduct, and attention problems and total sum scores) affect earnings (≥30 years) in young adulthood. We used linear regression with fixed-effects models comparing either students within schools or siblings within families. Unconditional quantile regressions were used to explore differentials across the earnings distribution. Mental health problems in adolescence reduce average earnings in adulthood, and associations are robust to control for observed family background and school fixed effects. For some, but not all mental health problems, associations are also robust in sibling fixed-effects models, where all stable family factors are controlled. Further, we found much larger earnings loss below the 25th centile. Adolescent mental health problems reduce adult earnings, especially among individuals in the lower tail of the earnings distribution. Preventing mental health problems in adolescence may increase future earnings. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

An Effectiveness Trial of Contingency Management in a Felony Preadjudication Drug Court

PubMed Central

Marlowe, Douglas B; Festinger, David S; Dugosh, Karen L; Arabia, Patricia L; Kirby, Kimberly C

2008-01-01

This study evaluated a contingency management (CM) program in a drug court. Gift certificates for compliance were delivered at 4- to 6-week intervals (total value  =  $390.00). Participants in one condition earned gift certificates that escalated by $5.00 increments. Participants in a second condition began earning higher magnitude gift certificates, and the density of reinforcement was gradually decreased. No main effects of CM were detected, which appears to be attributable to a ceiling effect from the intensive contingencies already delivered in the drug court and the low density of reinforcement. Preplanned interaction analyses suggested that participants with more serious criminal backgrounds might have performed better in the CM conditions. This suggests that CM programs may be best suited for more incorrigible drug offenders. PMID:19192860

The Dynamics and Inequality of Italian Men's Earnings: Long-Term Changes or Transitory Fluctuations?

ERIC Educational Resources Information Center

Cappellari, Lorenzo

2004-01-01

This paper provides a longitudinal perspective on changes in Italian men's earnings inequality since the late 1970s by decomposing the earnings autocovariance structure into its long-term and transitory parts. Cross-sectional earnings differentials grew over the period and the longitudinal analysis shows that such growth was determined by the…

Earnings Differences between Women and Men. Facts on Working Women.

ERIC Educational Resources Information Center

Women's Bureau (DOL), Washington, DC.

Although the gap between women's and men's wages differs slightly depending on how the gap is measured, no matter how they are measured, women's earnings are below those received by men in 97% of the occupations for which data are available. Since 1979, women's earnings have been climbing when compared with men's earnings, gaining steeply during…

26 CFR 1.1248-8 - Earnings and profits attributable to stock following certain non-recognition transactions.

Code of Federal Regulations, 2011 CFR

2011-04-01

... of this section. (5) Reduction in earnings and profits attributable to stock to prevent multiple... reduce the CFC3 earnings and profits attributable to its CFC2 stock by $9. These reductions occur without... 26 Internal Revenue 11 2011-04-01 2011-04-01 false Earnings and profits attributable to stock...

5 CFR 839.1003 - How will OPM compute the amount of lost earnings?

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 2 2010-01-01 2010-01-01 false How will OPM compute the amount of lost... § 839.1003 How will OPM compute the amount of lost earnings? (a) Lost earnings will generally be computed in accordance with the Board's lost earnings regulations (5 CFR 1606 of chapter VI). However, the...

26 CFR 1.963-1 - Exclusion of subpart F income upon receipt of minimum distribution.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Commissioner of Internal Revenue, Attention: T:R, Washington, DC, 20224, a letter requesting such revocation or...) Earnings and profits and taxes of a foreign branch. The earnings and profits (or deficit in earnings and... over gross income shall constitute a deficit in earnings and profits. For purposes of this subparagraph...

Women's Education and Earnings in Texas.

ERIC Educational Resources Information Center

Werschkul, Misha; Gault, Barbara; Caiazza, Amy; Hartmann, Heidi

2005-01-01

Women have made remarkable strides in education during the past three decades, but these gains have yet to translate into full equity in pay. Women still earn less than men earn in nearly every profession and at every stage of their careers, and this earnings gap is evident in every state in the nation. This report focuses on educational…

Inequality: Race Differences in the Distribution of Earnings. Rand Paper Series P5481-1.

ERIC Educational Resources Information Center

Smith, James P.; Welch, Finis

Characteristics and determinants of earnings distributions for black and white males are revealed in samples from the 1960 and 1970 censuses. Using this data, this paper describes and contrasts the properties of black and white male earnings distributions. It also uses earnings functions estimated from the census to identify and rank variables in…

75 FR 33894 - Open Meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit Project Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-15

... Earned Income Tax Credit Project Committee AGENCY: Internal Revenue Service (IRS) Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit... Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit...

76 FR 17995 - Open Meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit Project Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-31

... Earned Income Tax Credit Project Committee AGENCY: Internal Revenue Service (IRS) Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit... Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit...

76 FR 32024 - Open Meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit Project Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-02

... Earned Income Tax Credit Project Committee AGENCY: Internal Revenue Service (IRS) Treasury. ACTION: Notice of Meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit... Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit...

75 FR 18955 - Open Meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit Project Committee.

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-13

... Earned Income Tax Credit Project Committee. AGENCY: Internal Revenue Service (IRS), Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit... Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit...

75 FR 11998 - Open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit Issue Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-12

... Earned Income Tax Credit Issue Committee AGENCY: Internal Revenue Service (IRS), Treasury. ACTION: Notice of Meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit Issue... Advocacy Panel Earned Income Tax Credit Issue Committee will be held Tuesday, April 20, 2010 from 8 a.m. to...

75 FR 25316 - Open Meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit Project Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-07

... Earned Income Tax Credit Project Committee AGENCY: Internal Revenue Service (IRS), Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit... Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit...

75 FR 7540 - Open Meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit Project Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-19

... Earned Income Tax Credit Project Committee AGENCY: Internal Revenue Service (IRS), Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit... Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit...

76 FR 56879 - Open Meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit Project Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-14

... Earned Income Tax Credit Project Committee AGENCY: Internal Revenue Service (IRS) Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit... Earned Income Tax Credit Project Committee will be held Monday, October 24, 2011, at 3 p.m. Eastern Time...

76 FR 6188 - Open Meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit Project Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-03

... Earned Income Tax Credit Project Committee AGENCY: Internal Revenue Service (IRS), Treasury. ACTION: Notice of meeting. SUMMARY: An open Meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit... Panel Earned Income Tax Credit Project Committee will be held Monday, March 28, 2011, at 2 p.m., Eastern...

76 FR 22171 - Open Meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit Project Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-20

... Earned Income Tax Credit Project Committee AGENCY: Internal Revenue Service (IRS), Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit... Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Earned Income Tax Credit...