An education gradient in health, a health gradient in education, or a confounded gradient in both?

PubMed

Lynch, Jamie L; von Hippel, Paul T

2016-04-01

There is a positive gradient associating educational attainment with health, yet the explanation for this gradient is not clear. Does higher education improve health (causation)? Do the healthy become highly educated (selection)? Or do good health and high educational attainment both result from advantages established early in the life course (confounding)? This study evaluates these competing explanations by tracking changes in educational attainment and Self-rated Health (SRH) from age 15 to age 31 in the National Longitudinal Study of Youth, 1997 cohort. Ordinal logistic regression confirms that high-SRH adolescents are more likely to become highly educated. This is partly because adolescent SRH is associated with early advantages including adolescents' academic performance, college plans, and family background (confounding); however, net of these confounders adolescent SRH still predicts adult educational attainment (selection). Fixed-effects longitudinal regression shows that educational attainment has little causal effect on SRH at age 31. Completion of a high school diploma or associate's degree has no effect on SRH, while completion of a bachelor's or graduate degree have effects that, though significant, are quite small (less than 0.1 points on a 5-point scale). While it is possible that educational attainment would have greater effect on health at older ages, at age 31 what we see is a health gradient in education, shaped primarily by selection and confounding rather than by a causal effect of education on health. Copyright © 2016 Elsevier Ltd. All rights reserved.

Educational Attainment and Smoking Status in a National Sample of American Adults; Evidence for the Blacks’ Diminished Return

PubMed Central

Mistry, Ritesh

2018-01-01

Background: Although higher socioeconomic status (SES) indicators such as educational attainment are linked with health behaviors, the Blacks’ Diminished Return theory posits that the protective effects of SES are systemically smaller for Blacks than Whites. Aims: To explore the Black/White differences in the association between education and smoking. Methods: This cross-sectional study used the Health Information National Trends Survey (HINTS) 2017 (n = 3217). HINTS is a national survey of American adults. The current analysis included 2277 adults who were either Whites (n = 1868; 82%) or Blacks (n = 409; 18%). The independent variable was educational attainment, and the dependent variables were ever and current (past 30-day) smoking. Demographic factors (age and gender) were covariates. Race was the focal moderator. Results: In the pooled sample, higher educational attainment was associated with lower odds of ever and current smoking. Race interacted with the effects of higher educational attainment on current smoking, suggesting a stronger protective effect of higher education against current smoking for Whites than Blacks. Race did not interact with the effect of educational attainment on odds of ever smoking. Conclusions: In line with previous research in the United States, education is more strongly associated with health and health behaviors in Whites than Blacks. Smaller protective effects of education on health behaviors may be due to the existing racism across institutions such as the education system and labor market. PMID:29659482

Intrinsic and Extrinsic Motivational Factors Related to Educators' Pursuit of Doctoral Degrees

ERIC Educational Resources Information Center

George-Reid, Kimberly A.

2016-01-01

The purpose of this study was to identify intrinsic and extrinsic motivational factors for professional doctoral degree attainment among educators. The researcher examined the following intrinsic motivating factors: personal attainment, skill and ability enhancement, and goals. The researcher also included the following extrinsic factors:…

20 CFR 666.100 - What performance indicators must be included in a State's plan?

Code of Federal Regulations, 2011 CFR

2011-04-01

... employment; and (iv) Attainment of a recognized credential related to achievement of educational skills (such as a secondary school diploma or its recognized equivalent), or occupational skills, by participants... employment; and (iv) Attainment of a recognized credential related to achievement of educational skills (such...

Educational attainment and obesity: a systematic review.

PubMed

Cohen, A K; Rai, M; Rehkopf, D H; Abrams, B

2013-12-01

Although previous systematic reviews considered the relationship between socioeconomic status and obesity, almost 200 peer-reviewed articles have been published since the last review on that topic, and this paper focuses specifically on education, which has different implications. The authors systematically review the peer-reviewed literature from around the world considering the association between educational attainment and obesity. Databases from public health and medicine, education, psychology, economics, and other social sciences were searched, and articles published in English, French, Portuguese and Spanish were included. This paper includes 289 articles that report on 410 populations in 91 countries. The relationship between educational attainment and obesity was modified by both gender and the country's economic development level: an inverse association was more common in studies of higher-income countries and a positive association was more common in lower-income countries, with stronger social patterning among women. Relatively few studies reported on lower-income countries, controlled for a comprehensive set of potential confounding variables and/or attempted to assess causality through the use of quasi-experimental designs. Future research should address these gaps to understand if the relationship between educational attainment and obesity may be causal, thus supporting education policy as a tool for obesity prevention. © 2013 The Authors. obesity reviews © 2013 International Association for the Study of Obesity.

Educational attainment and obesity: A systematic review

PubMed Central

Cohen, Alison K.; Rai, Manisha; Rehkopf, David H.; Abrams, Barbara

2013-01-01

Background Although previous systematic reviews considered the relationship between socioeconomic status and obesity, almost 200 peer-reviewed articles have been published since the last review on that topic, and this paper focuses specifically on education, which has different implications. Methods The authors systematically review the peer-reviewed literature from around the world considering the association between educational attainment and obesity. Databases from public health and medicine, education, psychology, economics, and other social sciences were searched, and articles published in English, French, Portuguese, and Spanish were included. Results This paper includes 289 articles that report on 410 populations in 91 countries. The relationship between educational attainment and obesity was modified by both gender and the country's economic development level: an inverse association was more common in studies of higher-income countries and a positive association was more common in lower-income countries, with stronger social patterning among women. Relatively few studies reported on lower-income countries, controlled for a comprehensive set of potential confounding variables, and/or attempted to assess causality through the use of quasi-experimental designs. Conclusions Future research should address these gaps to understand if the relationship between educational attainment and obesity may be causal, thus supporting education policy as a tool for obesity prevention. PMID:23889851

Education and Success: A Case Study of the Thai Public Service.

ERIC Educational Resources Information Center

Fry, Gerald W.

1980-01-01

Studied is the bureaucracy in Thailand, and access to an promotion within the system--or the "degree of openness" in the Thai public service. The key dependent variable is occupational attainment. Some key intervening variables include educational attainment, total job experience, sex, and regional remoteness of early schooling. (KC)

The declining influence of family background on educational attainment in Australia: The role of measured and unmeasured influences.

PubMed

Marks, Gary N; Mooi-Reci, Irma

2016-01-01

The paper examines changes in the influence of family background, including socioeconomic and social background variables on educational attainment in Australia for cohorts born between 1890 and 1982. We test hypotheses from modernization theory on sibling data using random effects models and find: (i) substantial declines in the influence of family background on educational attainment (indicated by the sibling intraclass correlations); (ii) declines in the effects of both economic and cultural socioeconomic background variables; (iii) changes in the effects of some social background variables (e.g., family size); (iv) and declines in the extent that socioeconomic and social background factors account for variation in educational attainment. Unmeasured family background factors are more important, and proportionally increasingly so, for educational attainment than the measured socioeconomic and social background factors analyzed. Fixed effects models showed steeper declines in the effects of socioeconomic background variables than in standard analyses suggesting that unmeasured family factors associated with socioeconomic background obscure the full extent of the decline. Copyright © 2015 Elsevier Inc. All rights reserved.

The effects of adolescent intimate partner violence on women's educational attainment and earnings.

PubMed

Adams, Adrienne E; Greeson, Megan R; Kennedy, Angie C; Tolman, Richard M

2013-11-01

Intimate partner violence (IPV) is a serious, widespread problem that negatively affects women's lives, including their economic status. The current study explored whether the financial harm associated with IPV begins as early as adolescence. With longitudinal data from a sample of 498 women currently or formerly receiving welfare, we used latent growth curve modeling to examine the relationships between adolescent IPV, educational attainment, and women's earnings. We found that women who had been victimized by a partner during adolescence obtained less education compared with nonvictimized women, with victimization indirectly influencing women's earnings via educational attainment. The findings support the need for intervention strategies aimed at preventing IPV and promoting women's educational and career development over the life course.

Influence of educational attainment on pain intensity and disability in patients with lumbar spinal stenosis: mediation effect of pain catastrophizing.

PubMed

Kim, Ho-Joong; Kim, Sung-Chan; Kang, Kyoung-Tak; Chang, Bong-Soon; Lee, Choon-Ki; Yeom, Jin S

2014-05-01

Level IV, prospective case series. To investigate the influence of educational attainment on the level of pain intensity and disability in patients with lumbar spinal stenosis (LSS) and determine how coping behavior, such as catastrophizing, may mediate the association between educational attainment and clinical impairments. Educational attainment has been thought to influence disability caused by chronic painful disease, mediated by pain behavior or a coping strategy such as catastrophizing. Nevertheless, little is known about the role of educational attainment on pain intensity or disability related with LSS. A total of 155 patients who were diagnosed as degenerative LSS participated in the study. Data on detailed medical history, physical examination, and series of questionnaires were collected, including pain catastrophizing scale, Oswestry Disability Index, and visual analogue pain scale for back and leg pain. For measures of socioeconomic status, educational attainment and occupation were assessed. Radiological analysis was performed using magnetic resonance images and computed tomographic scans. After adjustment of covariates, multivariate regression analysis was used to assess each component of the proposed mediation models among visual analogue pain scale for back/leg pain, Oswestry Disability Index, the level of education, occupation and pain catastrophizing scale. Mediation was also assessed by the bootstrapping technique. Educational attainment was negatively correlated with pain intensity, disability, and catastrophizing. Pain catastrophizing were also significantly correlated with disability and pain intensity for back/leg pain in the patients with LSS. In the relationship among variables, the mediation analysis with bootstrapping clearly showed the role of catastrophizing in the mediation between visual analogue pain scale for back pain/leg pain, Oswestry Disability Index, and the level of education. This study demonstrated that lower educational attainment was associated with increased pain intensity and disability in patients with LSS, which was mediated by the coping mechanism, catastrophizing.

Educational attainment among adult survivors of childhood cancer in Great Britain: a population-based cohort study.

PubMed

Lancashire, E R; Frobisher, C; Reulen, R C; Winter, D L; Glaser, A; Hawkins, M M

2010-02-24

Previous studies of educational attainment among childhood cancer survivors were small, had contradictory findings, and were not population based. This study investigated educational attainment in a large population-based cohort of survivors of all types of childhood cancer in Great Britain. Four levels of educational attainment among 10,183 cancer survivors--degree, teaching qualification, advanced (A') levels, and ordinary (O') levels--were compared with expected levels in the general population. A questionnaire was used to obtain educational attainment data for survivors, and comparable information for the general population was available from the General Household Survey. Factors associated with level of educational attainment achieved by cancer survivors were identified using multivariable logistic regression together with likelihood ratio tests. Logistic regression adjusting for age and sex was used for comparisons with the general population. All statistical tests were two-sided. Childhood cancer survivors had lower educational attainment than the general population (degree: odds ratio [OR] = 0.77, 99% confidence interval [CI] = 0.68 to 0.87; teaching qualification: OR = 0.85, 99% CI = 0.77 to 0.94; A'level: OR = 0.85, 99% CI = 0.78 to 0.93; O'level: OR = 0.81, 99% CI = 0.74 to 0.90; P < .001, all levels). Statistically significant deficits were restricted to central nervous system (CNS) neoplasm and leukemia survivors. For leukemia, only those treated with radiotherapy were considered. Odds ratios for achievement by irradiated CNS tumor survivors were 50%-74% of those for cranially irradiated leukemia or nonirradiated CNS tumor survivors. Survivors at greater risk of poorer educational outcomes included those treated with cranial irradiation, diagnosed with a CNS tumor, older at questionnaire completion, younger at diagnosis, diagnosed with epilepsy, and who were female. Specific groups of childhood cancer survivors achieve lower-than-expected educational attainment. Detailed educational support and implementation of regular cognitive assessment may be indicated for some groups to maximize long-term function.

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.

Association of educational attainment with chronic disease and mortality: the Kidney Early Evaluation Program (KEEP).

PubMed

Choi, Andy I; Weekley, Cristin C; Chen, Shu-Cheng; Li, Suying; Tamura, Manjula Kurella; Norris, Keith C; Shlipak, Michael G

2011-08-01

Recent reports have suggested a close relationship between education and health, including mortality, in the United States. Observational cohort. We studied 61,457 participants enrolled in a national health screening initiative, the National Kidney Foundation's Kidney Early Evaluation Program (KEEP). Self-reported educational attainment. Chronic diseases (hypertension, diabetes, cardiovascular disease, reduced kidney function, and albuminuria) and mortality. We evaluated cross-sectional associations between self-reported educational attainment with the chronic diseases listed using logistic regression models adjusted for demographics, access to care, behaviors, and comorbid conditions. The association of educational attainment with survival was determined using multivariable Cox proportional hazards regression. Higher educational attainment was associated with a lower prevalence of each of the chronic conditions listed. In multivariable models, compared with persons not completing high school, college graduates had a lower risk of each chronic condition, ranging from 11% lower odds of decreased kidney function to 37% lower odds of cardiovascular disease. During a mean follow-up of 3.9 (median, 3.7) years, 2,384 (4%) deaths occurred. In the fully adjusted Cox model, those who had completed college had 24% lower mortality compared with participants who had completed at least some high school. Lack of income data does not allow us to disentangle the independent effects of education from income. In this diverse contemporary cohort, higher educational attainment was associated independently with a lower prevalence of chronic diseases and short-term mortality in all age and race/ethnicity groups. Published by Elsevier Inc.

Early Childhood Intervention and Educational Attainment: Age 22 Findings from the Chicago Longitudinal Study

ERIC Educational Resources Information Center

Ou, Suh-Ruu; Reynolds, Arthur J.

2006-01-01

This study investigated whether participation in the Chicago Child-Parent Center (CPC) Preschool Program associated with higher educational attainment (high school completion, highest grade completed, and college attendance) at age 22. The study sample included 1,334 youth (869 in the preschool group and 465 in the comparison group) from the…

Natural Mentors, Racial Identity, and Educational Attainment among African American Adolescents: Exploring Pathways to Success

PubMed Central

Hurd, Noelle M.; Sánchez, Bernadette; Zimmerman, Marc A.; Caldwell, Cleopatra H.

2012-01-01

The present study explored how relationships with natural mentors may contribute to African American adolescents’ long-term educational attainment by influencing adolescents’ racial identity and academic beliefs. This study included 541 academically at-risk African American adolescents transitioning into adulthood (54% female). Results of the current study indicated that relationships with natural mentors promoted more positive long-term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed. PMID:22537308

Emerging disparities in overweight by educational attainment in Chinese adults (1989-2006).

PubMed

Jones-Smith, J C; Gordon-Larsen, P; Siddiqi, A; Popkin, B M

2012-06-01

To test whether a disparity in overweight by socioeconomic status (SES; represented by educational attainment) has emerged among men or women during a recent 17-year period in China. Data from the China Health and Nutrition Survey (CHNS), a panel study including 7314 women and 6492 men, are used to longitudinally track the body mass index (BMI) and odds of overweight by educational attainment among Chinese adults (baseline age 18-50) from 1989 to 2006 to determine whether individuals of low (secondary school) educational attainment experienced a disproportionately faster increase in BMI or odds of overweight (BMI≥25) over time. The unadjusted mean BMI and prevalence of overweight by education are presented. Sex-stratified, random-effects models are used to estimate the associations, and interactions by birth cohort are included. Overweight prevalence doubled for women and tripled for men. In 1989, among women, the odds of overweight were not different for those of high versus those of low educational attainment; however, by 2006, the odds of overweight were significantly lower for those with the highest education in both the younger (odds ratio (OR) 0.22 (CI 0.11, 0.42)) and the older (OR 0.27 (CI 0.10, 0.72)) birth cohorts. The reverse trend is seen for men, who also begin with no difference in odds of overweight by SES, but by 2006, the OR for the highest versus the lowest education group was 3.4 (CI 1.82, 6.18). Over 17 years, low SES has become associated with higher BMI and odds of overweight among Chinese women, whereas high SES remains a risk factor for overweight among Chinese men.

Does education modify motor compensation in Parkinson's disease?

PubMed

Sunwoo, Mun K; Hong, Jin Yong; Lee, Jae J; Lee, Phil H; Sohn, Young H

2016-03-15

In Alzheimer's disease, higher educational attainment is associated with fewer cognitive deficits despite similar pathological lesions. In animal models of Parkinson's disease (PD), enhanced levels of cognitive and physical stimulation can reduce motor deficits due to dopaminergic neuronal loss. Therefore, in this study, we tested whether higher educational attainment has a beneficial influence on PD motor symptoms. We included data from 182 patients with de novo PD without dementia, who underwent dopamine transporter (DAT) scans for an initial diagnostic work-up. Patients were divided into 2 groups according to their educational attainment; high education (HE-PD; ≥12years of education) and low education (LE-PD; <12years of education). The HE-PD group exhibited significantly higher mini-mental state exam scores, fewer motor deficits, and lower DAT binding to the posterior putamen than the LE-PD group, despite a similar duration of PD symptoms. A general linear model revealed that this difference in motor deficits remained statistically significant after controlling for potential confounding factors (p=0.032). These results suggest that higher educational attainment can lead to reduced motor deficits in PD despite greater reductions in dopamine levels. Copyright © 2016 Elsevier B.V. All rights reserved.

Early father's and mother's involvement and child's later educational outcomes.

PubMed

Flouri, Eirini; Buchanan, Ann

2004-06-01

Few studies have investigated the individual long-term contributions that mothers and fathers make to their children's schooling. (1) To explore the role of early father involvement in children's later educational attainment independently of the role of early mother involvement and other confounds, (2) to investigate whether gender and family structure moderate the relationship between father's and mother's involvement and child's educational attainment, and (3) to explore whether the impact of father's involvement depends on the level of mother's involvement. The study used longitudinal data from the National Child Development Study. The initial sample were those 7,259 cohort members with valid data on mother involvement at age 7, father involvement at age 7, and school-leaving qualification by age 20. Of those, 3,303 were included in the final analysis. The measures were control variables, structural factors (family structure, sibship size and residential mobility), child factors (emotional/behavioural problems, cognitive ability and academic motivation), and father's and mother's involvement. Father involvement and mother involvement at age 7 independently predicted educational attainment by age 20. The association between parents' involvement and educational attainment was not stronger for sons than for daughters. Father involvement was not more important for educational attainment when mother involvement was low rather than high. Not growing up in intact two-parent family did not weaken the association between father's or mother's involvement and educational outcomes. Early father involvement can be another protective factor in counteracting risk conditions that might lead to later low attainment levels.

Genome-wide association study identifies 74 loci associated with educational attainment.

PubMed

Okbay, Aysu; Beauchamp, Jonathan P; Fontana, Mark Alan; Lee, James J; Pers, Tune H; Rietveld, Cornelius A; Turley, Patrick; Chen, Guo-Bo; Emilsson, Valur; Meddens, S Fleur W; Oskarsson, Sven; Pickrell, Joseph K; Thom, Kevin; Timshel, Pascal; de Vlaming, Ronald; Abdellaoui, Abdel; Ahluwalia, Tarunveer S; Bacelis, Jonas; Baumbach, Clemens; Bjornsdottir, Gyda; Brandsma, Johannes H; Pina Concas, Maria; Derringer, Jaime; Furlotte, Nicholas A; Galesloot, Tessel E; Girotto, Giorgia; Gupta, Richa; Hall, Leanne M; Harris, Sarah E; Hofer, Edith; Horikoshi, Momoko; Huffman, Jennifer E; Kaasik, Kadri; Kalafati, Ioanna P; Karlsson, Robert; Kong, Augustine; Lahti, Jari; van der Lee, Sven J; deLeeuw, Christiaan; Lind, Penelope A; Lindgren, Karl-Oskar; Liu, Tian; Mangino, Massimo; Marten, Jonathan; Mihailov, Evelin; Miller, Michael B; van der Most, Peter J; Oldmeadow, Christopher; Payton, Antony; Pervjakova, Natalia; Peyrot, Wouter J; Qian, Yong; Raitakari, Olli; Rueedi, Rico; Salvi, Erika; Schmidt, Börge; Schraut, Katharina E; Shi, Jianxin; Smith, Albert V; Poot, Raymond A; St Pourcain, Beate; Teumer, Alexander; Thorleifsson, Gudmar; Verweij, Niek; Vuckovic, Dragana; Wellmann, Juergen; Westra, Harm-Jan; Yang, Jingyun; Zhao, Wei; Zhu, Zhihong; Alizadeh, Behrooz Z; Amin, Najaf; Bakshi, Andrew; Baumeister, Sebastian E; Biino, Ginevra; Bønnelykke, Klaus; Boyle, Patricia A; Campbell, Harry; Cappuccio, Francesco P; Davies, Gail; De Neve, Jan-Emmanuel; Deloukas, Panos; Demuth, Ilja; Ding, Jun; Eibich, Peter; Eisele, Lewin; Eklund, Niina; Evans, David M; Faul, Jessica D; Feitosa, Mary F; Forstner, Andreas J; Gandin, Ilaria; Gunnarsson, Bjarni; Halldórsson, Bjarni V; Harris, Tamara B; Heath, Andrew C; Hocking, Lynne J; Holliday, Elizabeth G; Homuth, Georg; Horan, Michael A; Hottenga, Jouke-Jan; de Jager, Philip L; Joshi, Peter K; Jugessur, Astanand; Kaakinen, Marika A; Kähönen, Mika; Kanoni, Stavroula; Keltigangas-Järvinen, Liisa; Kiemeney, Lambertus A L M; Kolcic, Ivana; Koskinen, Seppo; Kraja, Aldi T; Kroh, Martin; Kutalik, Zoltan; Latvala, Antti; Launer, Lenore J; Lebreton, Maël P; Levinson, Douglas F; Lichtenstein, Paul; Lichtner, Peter; Liewald, David C M; Loukola, Anu; Madden, Pamela A; Mägi, Reedik; Mäki-Opas, Tomi; Marioni, Riccardo E; Marques-Vidal, Pedro; Meddens, Gerardus A; McMahon, George; Meisinger, Christa; Meitinger, Thomas; Milaneschi, Yusplitri; Milani, Lili; Montgomery, Grant W; Myhre, Ronny; Nelson, Christopher P; Nyholt, Dale R; Ollier, William E R; Palotie, Aarno; Paternoster, Lavinia; Pedersen, Nancy L; Petrovic, Katja E; Porteous, David J; Räikkönen, Katri; Ring, Susan M; Robino, Antonietta; Rostapshova, Olga; Rudan, Igor; Rustichini, Aldo; Salomaa, Veikko; Sanders, Alan R; Sarin, Antti-Pekka; Schmidt, Helena; Scott, Rodney J; Smith, Blair H; Smith, Jennifer A; Staessen, Jan A; Steinhagen-Thiessen, Elisabeth; Strauch, Konstantin; Terracciano, Antonio; Tobin, Martin D; Ulivi, Sheila; Vaccargiu, Simona; Quaye, Lydia; van Rooij, Frank J A; Venturini, Cristina; Vinkhuyzen, Anna A E; Völker, Uwe; Völzke, Henry; Vonk, Judith M; Vozzi, Diego; Waage, Johannes; Ware, Erin B; Willemsen, Gonneke; Attia, John R; Bennett, David A; Berger, Klaus; Bertram, Lars; Bisgaard, Hans; Boomsma, Dorret I; Borecki, Ingrid B; Bültmann, Ute; Chabris, Christopher F; Cucca, Francesco; Cusi, Daniele; Deary, Ian J; Dedoussis, George V; van Duijn, Cornelia M; Eriksson, Johan G; Franke, Barbara; Franke, Lude; Gasparini, Paolo; Gejman, Pablo V; Gieger, Christian; Grabe, Hans-Jörgen; Gratten, Jacob; Groenen, Patrick J F; Gudnason, Vilmundur; van der Harst, Pim; Hayward, Caroline; Hinds, David A; Hoffmann, Wolfgang; Hyppönen, Elina; Iacono, William G; Jacobsson, Bo; Järvelin, Marjo-Riitta; Jöckel, Karl-Heinz; Kaprio, Jaakko; Kardia, Sharon L R; Lehtimäki, Terho; Lehrer, Steven F; Magnusson, Patrik K E; Martin, Nicholas G; McGue, Matt; Metspalu, Andres; Pendleton, Neil; Penninx, Brenda W J H; Perola, Markus; Pirastu, Nicola; Pirastu, Mario; Polasek, Ozren; Posthuma, Danielle; Power, Christine; Province, Michael A; Samani, Nilesh J; Schlessinger, David; Schmidt, Reinhold; Sørensen, Thorkild I A; Spector, Tim D; Stefansson, Kari; Thorsteinsdottir, Unnur; Thurik, A Roy; Timpson, Nicholas J; Tiemeier, Henning; Tung, Joyce Y; Uitterlinden, André G; Vitart, Veronique; Vollenweider, Peter; Weir, David R; Wilson, James F; Wright, Alan F; Conley, Dalton C; Krueger, Robert F; Davey Smith, George; Hofman, Albert; Laibson, David I; Medland, Sarah E; Meyer, Michelle N; Yang, Jian; Johannesson, Magnus; Visscher, Peter M; Esko, Tõnu; Koellinger, Philipp D; Cesarini, David; Benjamin, Daniel J

2016-05-26

Educational attainment is strongly influenced by social and other environmental factors, but genetic factors are estimated to account for at least 20% of the variation across individuals. Here we report the results of a genome-wide association study (GWAS) for educational attainment that extends our earlier discovery sample of 101,069 individuals to 293,723 individuals, and a replication study in an independent sample of 111,349 individuals from the UK Biobank. We identify 74 genome-wide significant loci associated with the number of years of schooling completed. Single-nucleotide polymorphisms associated with educational attainment are disproportionately found in genomic regions regulating gene expression in the fetal brain. Candidate genes are preferentially expressed in neural tissue, especially during the prenatal period, and enriched for biological pathways involved in neural development. Our findings demonstrate that, even for a behavioural phenotype that is mostly environmentally determined, a well-powered GWAS identifies replicable associated genetic variants that suggest biologically relevant pathways. Because educational attainment is measured in large numbers of individuals, it will continue to be useful as a proxy phenotype in efforts to characterize the genetic influences of related phenotypes, including cognition and neuropsychiatric diseases.

Action Research to Improve Phonological Recognition at Key Stage 1 with Reference to Pupils with Special Educational Needs

ERIC Educational Resources Information Center

Clark, Charlotte

2017-01-01

Given the focus on phonological attainment in the National Phonics Screening Check, small-scale school-based action research was undertaken to improve phonological recognition and assess the impact on progress and attainment in a sample drawn from Key Stage 1 which included pupils on the Special Educational Needs (SEN) Register. The research…

Genome-wide association study of cognitive functions and educational attainment in UK Biobank (N=112 151)

PubMed Central

Davies, G; Marioni, R E; Liewald, D C; Hill, W D; Hagenaars, S P; Harris, S E; Ritchie, S J; Luciano, M; Fawns-Ritchie, C; Lyall, D; Cullen, B; Cox, S R; Hayward, C; Porteous, D J; Evans, J; McIntosh, A M; Gallacher, J; Craddock, N; Pell, J P; Smith, D J; Gale, C R; Deary, I J

2016-01-01

People's differences in cognitive functions are partly heritable and are associated with important life outcomes. Previous genome-wide association (GWA) studies of cognitive functions have found evidence for polygenic effects yet, to date, there are few replicated genetic associations. Here we use data from the UK Biobank sample to investigate the genetic contributions to variation in tests of three cognitive functions and in educational attainment. GWA analyses were performed for verbal–numerical reasoning (N=36 035), memory (N=112 067), reaction time (N=111 483) and for the attainment of a college or a university degree (N=111 114). We report genome-wide significant single-nucleotide polymorphism (SNP)-based associations in 20 genomic regions, and significant gene-based findings in 46 regions. These include findings in the ATXN2, CYP2DG, APBA1 and CADM2 genes. We report replication of these hits in published GWA studies of cognitive function, educational attainment and childhood intelligence. There is also replication, in UK Biobank, of SNP hits reported previously in GWA studies of educational attainment and cognitive function. GCTA-GREML analyses, using common SNPs (minor allele frequency>0.01), indicated significant SNP-based heritabilities of 31% (s.e.m.=1.8%) for verbal–numerical reasoning, 5% (s.e.m.=0.6%) for memory, 11% (s.e.m.=0.6%) for reaction time and 21% (s.e.m.=0.6%) for educational attainment. Polygenic score analyses indicate that up to 5% of the variance in cognitive test scores can be predicted in an independent cohort. The genomic regions identified include several novel loci, some of which have been associated with intracranial volume, neurodegeneration, Alzheimer's disease and schizophrenia. PMID:27046643

College graduation reduces vulnerability to STIs/HIV among African-American young adult women.

PubMed

Painter, Julia E; Wingood, Gina M; DiClemente, Ralph J; Depadilla, Lara M; Simpson-Robinson, Lashun

2012-01-01

African-American women are disproportionately affected by sexually transmitted infections (STIs), including HIV. The Theory of Gender and Power (TGP) posits that socioeconomic exposures, including educational attainment, place women at increased risk for STIs/HIV. This study examined the association between educational attainment and vulnerability to STIs/HIV, as well as potential TGP-driven mediators of this association, among African-American women. Baseline data were assessed from an STI/HIV prevention intervention for African-American women (n = 848) aged 18 to 29 recruited from three Kaiser Permanente Centers in Atlanta, Georgia. Data collection included a survey of demographic, psychosocial, and behavioral measures and self-collected, laboratory-confirmed vaginal swabs for STIs (trichomoniasis, chlamydia, gonorrhea, and human papillomavirus). Multiple regression analyses and multivariate mediation analyses were used to examine the association between educational attainment with a laboratory-confirmed STI and potential TGP mediators. Controlling for age and receipt of public assistance, the odds of an STI diagnosis were 73% lower among participants with a college degree or greater compared with participants who had not completed high school. There were also significant associations between educational attainment and multiple TGP mediators from the sexual division of power and the structure of cathexis. TGP constructs did not mediate the association between educational attainment and laboratory-confirmed STI. The current study suggests that graduating from college may lead to a beneficial reduction in vulnerability to STIs/HIV among African-American women. Findings from this study support expanding structural-level interventions, emphasizing both high school and college graduation, as a means of reducing vulnerability to STIs/HIV among African-American women. Copyright © 2012 Jacobs Institute of Women's Health. Published by Elsevier Inc. All rights reserved.

Independent and joint associations of race/ethnicity and educational attainment with sleep-related symptoms in a population-based US sample.

PubMed

Cunningham, Timothy J; Ford, Earl S; Chapman, Daniel P; Liu, Yong; Croft, Janet B

2015-08-01

Prior studies have documented disparities in short and long sleep duration, excessive daytime sleepiness, and insomnia by educational attainment and race/ethnicity separately. We examined both independent and interactive effects of these factors with a broader range of sleep indicators in a racially/ethnically diverse sample. We analyzed 2012 National Health Interview Survey data from 33,865 adults aged ≥18years. Sleep-related symptomatology included short sleep duration (≤6h), long sleep duration (≥9h), fatigue >3days, excessive daytime sleepiness, and insomnia. Bivariate analyses with chi-square tests and log-linear regression were performed. The overall age-adjusted prevalence was 29.1% for short sleep duration, 8.5% for long sleep duration, 15.1% for fatigue, 12.6% for excessive daytime sleepiness, and 18.8% for insomnia. Educational attainment and race/ethnicity were independently related to the five sleep-related symptoms. Among Whites, the likelihood of most sleep indicators increased as educational attainment decreased; relationships varied for the other racial/ethnic groups. For short sleep duration, the educational attainment-by-race/ethnicity interaction effect was significant for African Americans (p<0.0001), Hispanics (p<0.0001), and Asians (p=0.0233) compared to Whites. For long sleep duration, the interaction was significant for Hispanics only (p=0.0003). Our results demonstrate the importance of examining both educational attainment and race/ethnicity simultaneously to more fully understand disparities in sleep health. Increased understanding of the mechanisms linking sociodemographic factors to sleep health is needed to determine whether policies and programs to increase educational attainment may also reduce these disparities within an increasingly diverse population. Published by Elsevier Inc.

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

Educational attainment and adult literacy: A descriptive account of 31 Sub-Saharan Africa countries.

PubMed

Smith-Greenaway, Emily

2015-11-11

More than 60 years ago the international community declared literacy a basic human right. Recognition of its intrinsic value and evidence of its social and economic benefits have motivated an expansive international effort to estimate the percentage of adults that can read, especially in low-income countries where educational opportunities are limited. Population data on adults' educational attainment is commonly used to approximate adult literacy rates. Though increasing evidence from school-based studies of pupils confirm literacy achievement is not universal - even at advanced grades - it remains unclear whether adults' educational attainment is reflective of their literacy. This study leverages population-based data that include direct assessments of adults' literacy skills to provide a descriptive account of the proportion of adults that can read at each level of educational attainment. The study focuses on the Sub-Saharan African context, a world region where school participation has expanded rapidly in the last three decades. Because many African adults have discontinued their education at the primary level, the study focuses on basic reading skills at each level of primary school. The study focuses specifically on women, whose literacy has garnered extensive international interest. Demographic and Health Survey data from 31 African countries confirm that there are many instances in which women have several years of primary school but cannot read. In fact, in some countries, large proportions of African women who never went to school can read, even as some of their peers who have completed primary school cannot. The weak correlation between educational attainment and literacy is not specific to older cohorts of women, but is also observed among younger women. The findings demonstrate that educational attainment is generally a poor proxy for literacy, highlighting the need to measure, theorize, and study literacy as empirically distinct from education.

Pathways of Intergenerational Transmission of Advantages during Adolescence: Social Background, Cognitive Ability, and Educational Attainment.

PubMed

Schulz, Wiebke; Schunck, Reinhard; Diewald, Martin; Johnson, Wendy

2017-10-01

Educational attainment in adolescence is of paramount importance for attaining higher education and for shaping subsequent life chances. Sociological accounts focus on the role of differences in socioeconomic resources in intergenerational reproduction of educational inequalities. These often disregard the intergenerational transmission of cognitive ability and the importance of children's cognitive ability to educational attainment. Psychological perspectives stress the importance of cognitive ability for educational attainment but underemphasize potentially different roles of specific socioeconomic resources in shaping educational outcomes, as well as individual differences in cognitive ability. By integrating two strands of research, a clearer picture of the pathways linking the family of origin, cognitive ability, and early educational outcomes can be reached. Using the population-based TwinLife study in Germany, we investigated multidimensional pathways linking parental socioeconomic position to their children's cognitive ability and academic track attendance in the secondary school. The sample included twins (N = 4008), respectively ages 11 and 17, and siblings (N = 801). We observed strong genetic influences on cognitive ability, whereas shared environmental influences were much more important for academic tracking. In multilevel analyses, separate dimensions of socioeconomic resources influenced child cognitive ability, controlling parental cognitive ability. Controlling adolescent cognitive ability and parental cognitive ability, parental socioeconomic resources also directly affected track attendance. This indicated that it is crucial to investigate the intertwined influences on educational outcomes in adolescence of both cognitive ability and the characteristics of the family of origin.

An Investigation of the Six-Year Persistence/Attainment of Independent Students and Students Beginning in Community Colleges, 2003-04--2008-09: A Closer Look at Academic and Social Integration Factors

ERIC Educational Resources Information Center

Ruot, Brenda

2013-01-01

The persistence of college students, particularly through credential attainment, is of importance to many stakeholders in higher education, including policymakers, taxpayers, parents and students. This dissertation study used longitudinal data nationally representative of higher education institutions and students, the National Center for…

Parental Educational Attainment and Offspring Subjective Well-being and Self-Beliefs in Older Adulthood.

PubMed

Sutin, Angelina R; Stephan, Yannick; Terracciano, Antonio

2018-07-01

This research examines whether parental educational attainment and subjective childhood socioeconomic status (SES) is associated with adult offspring well-being and self-beliefs (broadly defined). Participants from the Health and Retirement Study were included if they completed the leave-behind questionnaire in 2006 or 2008 ( N =10,827; M age =68.38; SD =9.81; range=50-101). Participants reported on their own and both parents educational attainment, subjective childhood financial situation, and financial difficulties in childhood at study entry and on well-being in 2006/2008. Linear regression was used to examine the association between offspring education, parental education, childhood SES and three aspects of well-being and self-beliefs: positive affect (e.g., positive emotions, optimism), negative affect (e.g., loneliness, hostility), and cognitive evaluation (e.g., life satisfaction). Participants with more education reported higher well-being (median β=.12). Parental educational attainment, subjective childhood SES, and a significant financial event during childhood were associated with more positive affect, less negative affect, and higher life satisfaction (median β=.05); these associations held controlling for offspring education. The educational and financial environment of childhood may hamper well-being into older adulthood; the offspring's own experiences and achievements do not completely attenuate the association with these aspects of the childhood environment.

Educational attainment and motor burden in advanced Parkinson's disease - The emerging role of education in motor reserve.

PubMed

Blume, Josefine; Rothenfusser, Eva; Schlaier, Jürgen; Bogdahn, Ulrich; Lange, Max

2017-10-15

To explore the relationship of motor burden and educational attainment in patients with advanced stage PD. We included 102 consecutive patients who underwent a complete evaluation for DBS surgery, including detailed neuropsychological testing and UPDRSIII in a standardized Levodopa challenge. Years of education (YoE) were calculated as the highest grade attained in secondary school plus years for post-secondary training. The OFF medication UPDRS-III score was associated with YoE (p=0.006; t=-2.82) and age (p=0.007; t=-2.75) in our multivariable linear regression model even while including disease duration (p=0.8; t=0.21), presence of mild cognitive impairment (MCI) (p=0.9; t=0.16) or current IQ (p=0.2; t=1.25) as additional covariables. In a subgroup of 60 patients two years after DBS, the ON/ON UPDRS score was associated with YoE (p=0.01; t=-2.42) and diagnosis of PD dementia (p=0.05, t=1.95), while age (p=0.08, t=1.75), disease duration (p=0.6t=0.48) and LEDD (p=0.3; t=1.05) showed no significant association to ON/ON UPDRS score. We found an inverse correlation between years of education and lower (better) UPDRS -III motor score after adjusting for important covariables. Education may lead to an increased ability to compensate disturbances in basal ganglia circuits affecting not only for cognitive, but also for motor aspects of PD. Thus, educational attainment may play an important role in the concept of motor reserve. Copyright © 2017 Elsevier B.V. All rights reserved.

Assessment of adolescents' motivation for educational attainment.

PubMed

Cham, Heining; Hughes, Jan N; West, Stephen G; Im, Myung Hee

2014-06-01

The Adolescent Motivation for Educational Attainment Questionnaire is a 32-item questionnaire (we drew 20 items from 3 subscales of the Educational Motivation Questionnaire; Murdock, 1999) that was developed to measure multiple potential dimensions of adolescents' motivation to complete high school and enroll in post-secondary education, including competence and effort beliefs; perceived value of education; and peer, teacher, and parent support for educational attainment. We assessed a multiethnic sample (N = 569) of low-achieving students who started 1st grade together in 1 urban and 2 small city school districts. Participants were assessed over 2 consecutive years (Grades 8 and 9 given prior grade retention, or Grades 9 and 10 if not retained). Exploratory factor analyses identified 4 correlated dimensions underlying the questionnaire responses. Subsequent confirmatory factor analyses provided support for a bifactor model, which includes a general factor of students' basic educational motivation, and specific factors of (a) teacher educational expectations, (b) peer aspirations, and (c) value of education. Measurement invariance of the bifactor model was established across students' gender and ethnicity (Caucasian, African American, and Hispanic) and year of testing. Criterion-related validity of the general and specific factors with students' school belonging, student-teacher warmth and conflict, disciplinary practices, letter grade, conduct problems, and behavioral engagement was examined. Practical implications of the measure are discussed.

Assessment of Adolescents’ Motivation for Educational Attainment

PubMed Central

Cham, Heining; Hughes, Jan N.; West, Stephen G.; Im, Myung Hee

2015-01-01

The Adolescent Motivation for Educational Attainment Questionnaire is a 32-item questionnaire (we drew 20 items from 3 subscales of the Educational Motivation Questionnaire; Murdock, 1999) that was developed to measure multiple potential dimensions of adolescents’ motivation to complete high school and enroll in post-secondary education, including competence and effort beliefs; perceived value of education; and peer, teacher, and parent support for educational attainment. We assessed a multiethnic sample (N = 569) of low-achieving students who started 1st grade together in 1 urban and 2 small city school districts. Participants were assessed over 2 consecutive years (Grades 8 and 9 given prior grade retention, or Grades 9 and 10 if not retained). Exploratory factor analyses identified 4 correlated dimensions underlying the questionnaire responses. Subsequent confirmatory factor analyses provided support for a bifactor model, which includes a general factor of students’ basic educational motivation, and specific factors of (a) teacher educational expectations, (b) peer aspirations, and (c) value of education. Measurement invariance of the bifactor model was established across students’ gender and ethnicity (Caucasian, African American, and Hispanic) and year of testing. Criterion-related validity of the general and specific factors with students’ school belonging, student–teacher warmth and conflict, disciplinary practices, letter grade, conduct problems, and behavioral engagement was examined. Practical implications of the measure are discussed. PMID:24588748

Examining educational attainment, prepregnancy smoking rate, and delay discounting as predictors of spontaneous quitting among pregnant smokers.

PubMed

White, Thomas J; Redner, Ryan; Skelly, Joan M; Higgins, Stephen T

2014-10-01

We investigated three potential predictors (educational attainment, prepregnancy smoking rate, and delay discounting [DD]) of spontaneous quitting among pregnant smokers. These predictors were examined alone and in combination with other potential predictors using study-intake assessments from controlled clinical trials examining the efficacy of financial incentives for smoking cessation and relapse prevention. Data from 349 pregnant women (231 continuing smokers and 118 spontaneous quitters) recruited from the greater Burlington, VT, area contributed to this secondary analysis, including psychiatric/sociodemographic characteristics, smoking characteristics, and performance on a computerized DD task. Educational attainment, smoking rate, and DD values were each significant predictors of spontaneous quitting in univariate analyses. A model examining those three predictors together retained educational attainment as a main effect and revealed a significant interaction of DD and smoking rate (i.e., DD was a significant predictor at lower but not higher smoking rates). A final model considering all potential predictors, included education, the interaction of DD and smoking rate, and five additional predictors (i.e., stress ratings, the belief that smoking during pregnancy will "greatly harm my baby," age of smoking initiation, marital status, and prior quit attempts during pregnancy). The study presented here contributes new knowledge on predictors of spontaneous quitting among pregnant smokers with substantive practical implications for reducing smoking during pregnancy. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Education and Health: Evidence on Adults with Diabetes

PubMed Central

Ayyagari, Padmaja; Grossman, Daniel; Sloan, Frank

2014-01-01

Although the education-health relationship is well documented, pathways through which education influences health are not well understood. This study uses data from a 2003-4 cross sectional supplemental survey of respondents to the longitudinal Health and Retirement Study (HRS) who had been diagnosed with diabetes mellitus to assess effects of education on health and mechanisms underlying the relationship. The supplemental survey provides rich detail on use of personal health care services (e.g., adherence to guidelines for diabetes care) and personal attributes which are plausibly largely time invariant and systematically related to years of schooling completed, including time preference, self-control, and self-confidence. Educational attainment, as measured by years of schooling completed, is systematically and positively related to time to onset of diabetes, and conditional on having been diagnosed with this disease on health outcomes, variables related to efficiency in health production, as well as use of diabetes specialists. However, the marginal effects of increasing educational attainment by a year are uniformly small. Accounting for other factors, including child health and child socioeconomic status which could affect years of schooling completed and adult health, adult cognition, income, and health insurance, and personal attributes from the supplemental survey, marginal effects of educational attainment tend to be lower than when these other factors are not included in the analysis, but they tend to remain statistically significant at conventional levels. PMID:21213044

Multi-Group Covariance and Mean Structure Modeling of the Relationship between the WAIS-III Common Factors and Sex and Educational Attainment in Spain

ERIC Educational Resources Information Center

Dolan, Conor V.; Colom, Roberto; Abad, Francisco J.; Wicherts, Jelte M.; Hessen, David J.; van de Sluis, Sophie

2006-01-01

We investigated sex effects and the effects of educational attainment (EA) on the covariance structure of the WAIS-III in a subsample of the Spanish standardization data. We fitted both first order common factor models and second order common factor models. The latter include general intelligence ("g") as a second order common factor.…

The Intergenerational Effects of Changes in Women's Educational Attainments

PubMed Central

Mare, Robert D.; Maralani, Vida

2015-01-01

The effect of the socioeconomic characteristics in one generation on the socioeconomic achievement of the next generation is the central concern of social stratification research. Researchers typically address this issue by analyzing the associations between the characteristics of parents and offspring. This approach, however, focuses on observed parent–offspring pairs and ignores that changes in the socioeconomic characteristics of one generation may alter the numbers and types of intergenerational family relationships created in the next one. Models of intergenerational effects that include marriage and fertility as well as the intergenerational transmission of socioeconomic status yield a richer account of intergenerational effects at both the family and population levels. When applied to a large sample of Indonesian women and their families, these models show that the effects of women's educational attainment on the educational attainments of the next generation are positive. However, the beneficial effects of increases in women's schooling on the educational attainment of their children are partially offset at the population level by a reduction in the overall number of children that a more educated population of women bears and enhanced by the more favorable marriage partners of better educated women. PMID:25843957

Maternal Educational Attainment at Birth Promotes Future Self-Rated Health of White but Not Black Youth: A 15-Year Cohort of a National Sample

PubMed Central

Caldwell, Cleopatra Howard; Mincy, Ronald B.

2018-01-01

Background: Socioeconomic status (SES) is essential for maintaining health, and self-rated health (SRH) is not an exception to this rule. This study explored racial differences in the protective effects of maternal educational attainment at birth against poor SRH of the youth 15 years later. Methods: Using data from the Fragile Families and Child Wellbeing Study (FFCWS), this 15-year longitudinal study followed 1934 youths from birth to age 15. This sample was composed of White (n = 497, 25.7%), and Black (n = 1437, 74.3%) youths. The independent variable was maternal educational attainment at birth. SRH at age 15 was the dependent variable. Family structure was the covariate. Race was the focal moderator. We ran logistic regression models in the pooled sample, as well as stratified models based on race. Results: In the pooled sample, maternal educational attainment and family structure were not predictive of SRH for the youths at age 15. Race interacted with maternal educational attainment, indicating a stronger association between maternal educational attainment at birth on youth SRH for Whites compared to Blacks. In race stratified models, maternal educational attainment at birth was protective against poor SRH for White but not Black youths. Conclusion: White but not Black youths gain less SRH from their maternal educational attainment. Enhancing education attainment may not have identical effects across racial groups. The health status of Blacks may be less responsive to improvements in maternal educational attainment. Policies should go beyond investing in educational attainment by empowering Black families to better use the educational attainment that they gain. Policies and programs should reduce the costs of upward social mobility for minority families. PMID:29723957

Maternal Educational Attainment at Birth Promotes Future Self-Rated Health of White but Not Black Youth: A 15-Year Cohort of a National Sample.

PubMed

Assari, Shervin; Caldwell, Cleopatra Howard; Mincy, Ronald B

2018-05-01

Socioeconomic status (SES) is essential for maintaining health, and self-rated health (SRH) is not an exception to this rule. This study explored racial differences in the protective effects of maternal educational attainment at birth against poor SRH of the youth 15 years later. Using data from the Fragile Families and Child Wellbeing Study (FFCWS), this 15-year longitudinal study followed 1934 youths from birth to age 15. This sample was composed of White ( n = 497, 25.7%), and Black ( n = 1437, 74.3%) youths. The independent variable was maternal educational attainment at birth. SRH at age 15 was the dependent variable. Family structure was the covariate. Race was the focal moderator. We ran logistic regression models in the pooled sample, as well as stratified models based on race. In the pooled sample, maternal educational attainment and family structure were not predictive of SRH for the youths at age 15. Race interacted with maternal educational attainment, indicating a stronger association between maternal educational attainment at birth on youth SRH for Whites compared to Blacks. In race stratified models, maternal educational attainment at birth was protective against poor SRH for White but not Black youths. White but not Black youths gain less SRH from their maternal educational attainment. Enhancing education attainment may not have identical effects across racial groups. The health status of Blacks may be less responsive to improvements in maternal educational attainment. Policies should go beyond investing in educational attainment by empowering Black families to better use the educational attainment that they gain. Policies and programs should reduce the costs of upward social mobility for minority families.

Educational attainment, perceived control and the quality of women's diets.

PubMed

Barker, Mary; Lawrence, Wendy; Crozier, Sarah; Robinson, Siân; Baird, Janis; Margetts, Barrie; Cooper, Cyrus

2009-06-01

Data from the Southampton Women's Survey have established that women of lower educational attainment have poorer quality diets than those of higher educational attainment. This relationship is strong and graded such that for every increase in level of educational qualification, there is an increase in the likelihood that a woman will have a better quality diet. It is not wholly explained by socio-economic status. Qualitative research carried out in Southampton suggests that women of lower educational attainment may have a poorer diet because they feel they lack control over the food choices they make for themselves and their families. We set out to investigate the relationship between educational attainment, perceived control and quality of diet in a sample of women from Southampton. Cross-sectional study using structured interviews in which women's diet, educational attainment and perceived control were assessed. 19 Children's Centres and baby clinics in Southampton, UK. 372 women, median age 28 years. Quality of diet assessed by prudent diet score produced from principal components analysis of 20-item food frequency questionnaire, and perceived control assessed by a validated questionnaire. Women of lower educational attainment tended to have lower prudent diet scores and lower perceived control scores than women of higher educational attainment. Having a lower prudent diet score was associated with consuming fewer vegetables and vegetable dishes, less wholemeal bread and vegetarian food, and more chips and roast potatoes, meat pies, Yorkshire puddings and pancakes, crisps and snacks, white bread and added sugar. In a regression model both lower educational attainment and lower perceived control were associated with lower prudent diet scores, independent of the effects of confounding factors. However there was an interaction effect such that lower perceived control was only related to prudent diet score in the group of women of lower educational attainment. Women of lower educational attainment perceive themselves to have less control over their lives than women of higher educational attainment, and this perceived lack of control is reflected in their diets being of poorer quality. Our findings suggest that level of perceived control over life is a more important predictor of quality of diet in women of lower educational attainment than in those of higher educational attainment. It may be that psychological and social difficulties disproportionately affect the diets of women of lower educational attainment. We are currently exploring variations in quality of diet among women of lower educational attainment in relation to a range of psychological and social factors.

Racial disparities in the health benefits of educational attainment: a study of inflammatory trajectories among African American and white adults.

PubMed

Fuller-Rowell, Thomas E; Curtis, David S; Doan, Stacey N; Coe, Christopher L

2015-01-01

The current study examined the prospective effects of educational attainment on proinflammatory physiology among African American and white adults. Participants were 1192 African Americans and 1487 whites who participated in Year 5 (mean [standard deviation] age = 30 [3.5] years), and Year 20 (mean [standard deviation] age = 45 [3.5]) of an ongoing longitudinal study. Initial analyses focused on age-related changes in fibrinogen across racial groups, and parallel analyses for C-reactive protein and interleukin-6 assessed at Year 20. Models then estimated the effects of educational attainment on changes in inflammation for African Americans and whites before and after controlling for four blocks of covariates: a) early life adversity, b) health and health behaviors at baseline, c) employment and financial measures at baseline and follow-up, and d) psychosocial stresses in adulthood. African Americans had larger increases in fibrinogen over time than whites (B = 24.93, standard error = 3.24, p < .001), and 37% of this difference was explained after including all covariates. Effects of educational attainment were weaker for African Americans than for whites (B = 10.11, standard error = 3.29, p = .002), and only 8% of this difference was explained by covariates. Analyses for C-reactive protein and interleukin-6 yielded consistent results. The effects of educational attainment on inflammation levels were stronger for white than for African American participants. Why African Americans do not show the same health benefits with educational attainment is an important question for health disparities research.

Schooling and Educational Attainment: Evidence from Bangladesh.

ERIC Educational Resources Information Center

Maitra, Pushkar

2003-01-01

Examines educational attainment in Bangladesh using two different variables: current school enrollment and highest level of schooling attained. Finds that educational attainment of children is higher for females than for males and is positively associated with household income and parents' level of education (especially that of mothers). (Contains…

Effects of neighbourhood-level educational attainment on HIV prevalence among young women in Zambia.

PubMed

Kayeyi, Nkomba; Sandøy, Ingvild F; Fylkesnes, Knut

2009-08-25

Investigations of the association between socio-economic position indicators and HIV in East, Central and Southern Africa have chiefly focused on factors that pertain to individual-level characteristics. This study investigated the effect of neighbourhood educational attainment on HIV prevalence among young women in selected urban and rural areas in Zambia. This study re-analysed data from a cross-sectional population survey conducted in Zambia in 2003. The analyses were restricted to women aged 15-24 years (n = 1295). Stratified random cluster sampling was used to select 10 urban and 10 rural clusters. A measure for neighbourhood-level educational attainment was constructed by aggregating individual-level years-in-school. Multi-level mixed effects regression models were run to examine the neighbourhood-level educational effect on HIV prevalence after adjusting for individual-level underlying variables (education, currently a student, marital status) and selected proximate determinants (ever given birth, sexual activity, lifetime sexual partners). HIV prevalence among young women aged 15-24 years was 12.5% in the urban and 6.8% in the rural clusters. Neighbourhood educational attainment was found to be a strong determinant of HIV infection in both urban and rural population, i.e. HIV prevalence decreased substantially by increasing level of neighbourhood education. The likelihood of infection in low vs. high educational attainment of neighbourhoods was 3.4 times among rural women and 1.8 times higher among the urban women after adjusting for age and other individual-level underlying variables, including education. However, the association was not significant for urban young women after this adjustment. After adjusting for level of education in the neighbourhood, the effect of the individual-level education differed by residence, i.e. a strong protective effect among urban women whereas tending to be a risk factor among rural women. The findings suggested structural effects on HIV prevalence. Future research should include more detailed mapping of neighbourhood factors of relevance to HIV transmission as part of the effort to better understand the causal mechanisms involved.

The impact of education on sexual behavior in sub-Saharan Africa: a review of the evidence.

PubMed

Zuilkowski, Stephanie Simmons; Jukes, Matthew C H

2012-01-01

Many studies have attempted to determine the relationship between education and HIV status. However, a complete and causal understanding of this relationship requires analysis of its mediating pathways, focusing on sexual behaviors. We developed a series of hypotheses based on the differential effect of educational attainment on three sexual behaviors. We tested our predictions in a systematic literature review including 65 articles reporting associations between three specific sexual behaviors -- sexual initiation, number of partners, and condom use -- and educational attainment or school enrollment in sub-Saharan Africa. The patterns of associations varied by behavior. The findings for condom use were particularly convergent; none of the 44 studies using educational attainment as a predictor reviewed found that more educated people were significantly less likely to use condoms. Findings for sexual initiation and number of partners were more complex. The contrast between findings for condom use on the one hand and sexual initiation and number of partners on the other supports predictions based on our theoretical framework.

A blunted diurnal cortisol response in the lower educated does not explain educational differences in coronary heart disease: findings from the AGES-Reykjavik study.

PubMed

Groffen, Daniëlle A I; Bosma, Hans; Koster, Annemarie; von Bonsdorff, Mikaela B; Aspelund, Thor; Eiriksdottir, Gudny; Penninx, Brenda W J H; Kempen, Gertrudis I J M; Kirschbaum, Clemens; Gudnason, Vilmundur; Harris, Tamara B

2015-02-01

Lower educational attainment generally is a strong predictor of coronary heart disease (CHD). The underlying mechanisms of this effect are, however, less clear. One hypothesis is that stress related to limitations imposed by lower socioeconomic status elicits changes in hypothalamic-pituitary-adrenal axis functioning, which, in turn, increases risk of CHD. In a large cohort study, we examined whether educational attainment was related to risk of fatal and non-fatal CHD and the extent to which salivary cortisol mediated this relation independent of potential confounders, including lifestyles. Data came from 3723 participants aged 66 through 96 from the Age, Gene/Environment Susceptibility (AGES) - Reykjavik Study. Between 2002 and 2006, data were collected using questionnaires and examinations including morning and evening salivary samples. Hospital admission records and cause of death registries (ICD-9 and ICD-10 codes) were available until December 2009. Linear regression and Cox proportional hazards analyses were performed. Even after adjustment for potential confounders, including lifestyle, persons with lower educational attainment showed a blunted cortisol response and also greater risk of incident CHD. However, our data did not support the role of cortisol as a mediator in the association between education and CHD in an older sample (192). Copyright © 2014 Elsevier Ltd. All rights reserved.

Does Educational Achievement Help To Explain Income Inequality? Working Papers No. 208.

ERIC Educational Resources Information Center

Checchi, Daniele

This paper proposes to measure inequality in educational achievement by constructing a Gini index on educational attainment. It uses the proposed measure to analyze the relationship between inequality in world income and educational attainment (in terms of both the average attainment and the dispersion of attainment). Though theoretical…

Reading disability and adult attained education and income: evidence from a 30-year longitudinal study of a population-based sample.

PubMed

McLaughlin, Margaret J; Speirs, Katherine E; Shenassa, Edmond D

2014-01-01

This study examined the impact of childhood reading disability (RD) on adult educational attainment and income. Participants' (N = 1,344) RD was assessed at age 7, and adult educational attainment and income were assessed in midlife using categorical variables. Participants with RD at age 7 were 74% (95% CI: 0.18, 0.37) less likely to attain a higher level of education and 56% (95% CI: 0.32, 0.61) less likely to attain a higher level of income as an adult than participants with average or above reading achievement at age 7. Attained education was found to mediate the relationship between RD and attained income. © Hammill Institute on Disabilities 2012.

Religious Background and Educational Attainment: The Effects of Buddhism, Islam, and Judaism

ERIC Educational Resources Information Center

Sander, William

2010-01-01

The effects of Buddhism, Islam, and Judaism on educational attainment in the United States are examined. OLS estimates of educational attainment and Probit estimates of college attainment are undertaken. It is shown that Islam and Judaism have similar positive effects on attainment relative to Protestants and Catholics. The effect of Buddhism is…

Cognitive, Noncognitive, and Family Background Contributions to College Attainment: A Behavioral Genetic Perspective.

PubMed

McGue, Matt; Rustichini, Aldo; Iacono, William G

2017-02-01

There is considerable evidence that college attainment is associated with family background and cognitive and noncognitive skills. Behavioral genetic methods are used to determine whether the family background effect is mediated through cognitive and noncognitive skill development. We analyze data from two longitudinal behavioral genetic studies: the Minnesota Twin Family Study, consisting of 1,382 pairs of like-sex twins and their parents, and the Sibling Interaction and Behavior Study, consisting of 409 adoptive and 208 nonadoptive families with two offspring and their rearing parents. Cognitive ability, noncognitive skills, and family background are all associated with offspring college attainment. Biometric analysis shows that the intergenerational transmission of college attainment owes to both genetic and shared environmental factors. The shared environmental influence was not due to highly educated parents fostering noncognitive skill development in their children, and there was limited evidence that they foster cognitive skill development. The environmental transmission of educational attainment does not appear to be a consequence of highly educated parents fostering cognitive and noncognitive skill development. Alternative mechanisms are needed to explain the strong shared environmental influence on college attainment. Possibilities include academic expectations, social network effects, and the economic benefits of having wealthy parents. © 2015 Wiley Periodicals, Inc.

Digest of Educational Statistics, 1962. Bulletin, 1963, No. 10. OE-10024

ERIC Educational Resources Information Center

Office of Education, US Department of Health, Education, and Welfare, 1962

1962-01-01

This digest is a compilation of the more significant statistical material available in the Office of Education on the American educational system. It contains information on a variety of subjects within the broad field of educational statistics, including schools, enrollments, teachers, graduates, educational attainment, finances, and Federal…

Our Nation on the Fault Line: Hispanic American Education.

ERIC Educational Resources Information Center

President's Advisory Commission on Educational Excellence for Hispanic Americans (ED), Washington, DC.

This report responds to an Executive Order that charges the President's Advisory Commission on Educational Excellence for Hispanic Americans with improving the education of Hispanic Americans through the study of current educational conditions. The study includes an analysis of the current state of Hispanic American educational attainment and…

Rural Education at a Glance, 2017 Edition. Economic Information Bulletin 171

ERIC Educational Resources Information Center

US Department of Agriculture, 2017

2017-01-01

Education is closely linked with economic outcomes. This report highlights key trends in educational attainment among rural Americans and the relationship between educational attainment and economic prosperity for rural people and places. Rural Americans are increasingly educated, but gains in educational attainment vary across demographic groups.…

Investigating the Relationship between the Quality of Education and Level of Educational Attainment in Turkish Provinces

ERIC Educational Resources Information Center

Gumus, Sedat

2012-01-01

Research in comparative and international education indicates that the quality of education, as measured by standardized tests, and the level of educational attainment have a significant impact on individual earning and national economic growth. However, the relationship between the quality of education and the level of educational attainment has…

Natural mentors, racial identity, and educational attainment among african american adolescents: exploring pathways to success.

PubMed

Hurd, Noelle M; Sánchez, Bernadette; Zimmerman, Marc A; Caldwell, Cleopatra H

2012-01-01

The present study explored how relationships with natural mentors may contribute to African American adolescents' long-term educational attainment by influencing adolescents' racial identity and academic beliefs. This study included 541 academically at-risk African American adolescents transitioning into adulthood. The mean age of participants at Time 1 was 17.8 (SD = .64) and slightly over half (54%) of study participants were female. Results of the current study indicated that relationships with natural mentors promoted more positive long-term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Increasing educational attainment and mortality reduction: a systematic review and taxonomy.

PubMed

Byhoff, Elena; Hamati, Mary C; Power, Robyn; Burgard, Sarah A; Chopra, Vineet

2017-09-18

Understanding the relationship between increasing educational attainment and mortality reduction has important policy and public health implications. This systematic review of the literature establishes a taxonomy to facilitate evaluation of the association between educational attainment and early mortality. Following PRISMA guidelines, we searched Ovid Medline, Embase, PubMed and hand searches of references for English-language primary data analyses using education as an independent variable and mortality as a dependent variable. Initial searches were undertaken in February 2015 and updated in April 2016. One thousand, seven hundred and eleven unique articles were identified, 418 manuscripts were screened and 262 eligible studies were included in the review. After an iterative review process, the literature was divided into four study domains: (1) all-cause mortality (n = 68, 26.0%), (2) outcome-specific mortality (n = 89, 34.0%), (3) explanatory pathways (n = 51, 19.5%), and (4) trends over time (n = 54, 20.6%). These four domains comprise a novel taxonomy that can be implemented to better quantify the relationship between education and mortality. We propose an organizational taxonomy for the education-mortality literature based upon study characteristics that will allow for a more in-depth understanding of this association. Our review suggests that studies that include mediators or subgroups can explain part, but not all, of the relationship between education and early mortality. PROSPERO registration # CRD42015017182 .

Labour Policy for Lower Achievers, Special Needs and Disabilities

ERIC Educational Resources Information Center

Tomlinson, Sally

2015-01-01

This article notes that the attempt to include all young people in education, an aim of Labour governments over the years, still relies on an expanded and expensive special educational needs "industry". How to include all lower attainers and those with disabilities in the education system and the economy is a political issue for a Labour…

Assessing the Independent Contribution of Maternal Educational Expectations to Children’s Educational Attainment in Early Adulthood: A Propensity Score Matching Analysis

PubMed Central

Pingault, Jean Baptiste; Côté, Sylvana M.; Petitclerc, Amélie; Vitaro, Frank; Tremblay, Richard E.

2015-01-01

Background Parental educational expectations have been associated with children’s educational attainment in a number of long-term longitudinal studies, but whether this relationship is causal has long been debated. The aims of this prospective study were twofold: 1) test whether low maternal educational expectations contributed to failure to graduate from high school; and 2) compare the results obtained using different strategies for accounting for confounding variables (i.e. multivariate regression and propensity score matching). Methodology/Principal Findings The study sample included 1,279 participants from the Quebec Longitudinal Study of Kindergarten Children. Maternal educational expectations were assessed when the participants were aged 12 years. High school graduation – measuring educational attainment – was determined through the Quebec Ministry of Education when the participants were aged 22–23 years. Findings show that when using the most common statistical approach (i.e. multivariate regressions to adjust for a restricted set of potential confounders) the contribution of low maternal educational expectations to failure to graduate from high school was statistically significant. However, when using propensity score matching, the contribution of maternal expectations was reduced and remained statistically significant only for males. Conclusions/Significance The results of this study are consistent with the possibility that the contribution of parental expectations to educational attainment is overestimated in the available literature. This may be explained by the use of a restricted range of potential confounding variables as well as the dearth of studies using appropriate statistical techniques and study designs in order to minimize confounding. Each of these techniques and designs, including propensity score matching, has its strengths and limitations: A more comprehensive understanding of the causal role of parental expectations will stem from a convergence of findings from studies using different techniques and designs. PMID:25803867

Mental Health Problems and Educational Attainment in Adolescence: 9-Year Follow-Up of the TRAILS Study

PubMed Central

Veldman, Karin; Bültmann, Ute; Stewart, Roy E.; Ormel, Johan; Verhulst, Frank C.; Reijneveld, Sijmen A.

2014-01-01

Background This study examines if mental health problems at age 11 and changes in mental health problems between age 11 and 16 predict educational attainment of adolescents at age 19, overall and stratified by gender. Methods Data from 1711 adolescents (76.8% from initial cohort) of the Tracking Adolescents' Individual Lives Survey (TRAILS), a Dutch prospective cohort study with 9year follow-up, were used. Mental health problems (externalizing, internalizing and attention problems) were measured by the Youth Self Report and the Child Behavior Checklist at ages 11 and 16. Difference scores for mental health problems between age 11 and 16 were calculated. Educational attainment was assessed at age 19. Results Externalizing, internalizing and attention problems at age 11 were significantly associated with low educational attainment at age 19 (crude model). When adjusted for demographic variables and the other mental health problems, only the association for attention problems remained significant (odds ratio (OR), 95% confidence interval: 3.19, 2.11–4.83). Increasing externalizing problems between age 11 and 16 also predicted low educational attainment at age 19 (OR 3.12, 1.83–5.32). Among girls, increasing internalizing problems between age 11 and 16 predicted low educational attainment (OR 2.21, 1.25–3.94). For boys, no significant association was found for increasing internalizing problems and low educational attainment. For increasing attention problems between age 11 and 16 no significant association with low educational attainment was found. Conclusions Externalizing, internalizing and attention problems at age 11 and an increase of these problems during adolescence predicted low educational attainment at age 19. Early treatment of these mental health problems may improve educational attainment, and reduce socioeconomic health differences in adulthood. PMID:25047692

Receptive language and educational attainment for sexually abused females.

PubMed

Noll, Jennie G; Shenk, Chad E; Yeh, Michele T; Ji, Juye; Putnam, Frank W; Trickett, Penelope K

2010-09-01

The objective of this study was to test whether the experience of childhood sexual abuse is associated with long-term receptive language acquisition and educational attainment deficits for females. Females with substantiated familial childhood sexual abuse (n=84) and a nonabused comparison group (n=102) were followed prospectively for 18 years. Receptive language ability was assessed at 6 time points across distinct stages of development, including childhood, adolescence, and young adulthood. Rates of high school graduation and total educational attainment were assessed during young adulthood. Hierarchical linear modeling revealed that receptive language did not differ between the groups at the initial assessment point in childhood; however, a significant group by time interaction was observed across development with abused females (1) acquiring receptive language at a significantly slower rate throughout development and (2) achieving a lower overall maximum level of proficiency. Significant differences in receptive language scores emerged as early as midadolescence. In addition, abused females reported significantly lower rates of high school graduation and lower overall educational attainment when compared with their nonabused peers. Exposure to childhood sexual abuse may be a significant risk factor for cognitive performance and achievement deficits for victims. These findings have particular public health relevance given the high prevalence of sexual abuse and that poor cognitive functioning and low levels of educational attainment can contribute to continued adversity throughout the life course. Early intervention may assist victims in improving cognitive functioning, altering deleterious trajectories, and promoting greater life successes.

Education and Asset Composition.

ERIC Educational Resources Information Center

Bradley, Michael G.; Graham, John W.

1988-01-01

Investigates the relationship between educational attainment and married couples' efficiency at managing their assets. Using 1976 data, this study of over 750 Illinois couples disclosed little empirical evidence that education imparts efficiency to the realm of personal finance. Includes 6 tables, 5 notes, and 17 references. (MLH)

A Culturally Competent Classroom for Filipino Americans

ERIC Educational Resources Information Center

Nadal, Kevin L.

2008-01-01

This article outlines the experiences of Filipino Americans in early and secondary education. By recognizing the deficiencies in educational attainment of Filipino American youth, the article explores psychosocial factors that contribute to Filipino Americans' academic experiences. Recommendations are included for educators to provide a…

All Hands on Deck: Ten Lessons from Early Adopters of Competency-Based Education

ERIC Educational Resources Information Center

Book, Patricia A.

2014-01-01

The perceived value of postsecondary education to economic competitiveness and individual success is driving innovation in higher education. Competency-based education (CBE) is the latest disruption that seeks to respond to the growing sense of national urgency to boost education attainment. The target audience generally includes those adult…

Educational Inequality and the Latino Population of the United States

ERIC Educational Resources Information Center

Rivera-Batiz, Francisco L.

2008-01-01

This research report examines the comparative educational condition of Latinos in the United States. The report discusses the dramatic shortfalls that plague the educational outcomes of Latinos relative to other racial and ethnic groups. The outcomes studied include educational attainment, school and university enrollment, basic cognitive skills,…

Self-compacting concrete for prestressed bridge girders

NASA Astrophysics Data System (ADS)

Erkmen, Bulent

The purpose of this study was to examine social mobility as a motivation for first-generation college students in reaching attainment at two-year technical colleges. The research question was to what degree has the perception of social mobility influenced first generation college students at technical colleges to complete their career educational goals. Graduates of a two-year technical college were asked a series of open-ended questions regarding their past experiences and perceptions of attending and completing a two-year technical college program; their childhood perceptions of their social status; and experiences with family members regarding their change in social class status. These questions were designed to determine their feelings, viewpoints, reflections, experiences, struggles, and thoughts about attainment (completing their post-secondary education) and the extent to which social mobility influenced their decision to complete their education. The benefits of this research include an understanding of social mobility and educational attainment. Results of this study could be used to better understand the process that first generation college students go through in order to attain their educational goals. The information from this study may be useful for technical college administrations to help design programs and processes for future first-generation college students' success and aid in retention of these students.

Specific psychological variables predict quality of diet in women of lower, but not higher, educational attainment

PubMed Central

Lawrence, Wendy; Schlotz, Wolff; Crozier, Sarah; Skinner, Timothy C; Haslam, Cheryl; Robinson, Sian; Inskip, Hazel; Cooper, Cyrus; Barker, Mary

2013-01-01

Our previous work found that perceived control over life was a significant predictor of the quality of diet of women of lower educational attainment. In this paper, we explore the influence on quality of diet of a range of psychological and social factors identified during focus group discussions, and specify the way this differs in women of lower and higher educational attainment. We assessed educational attainment, quality of diet, and psycho-social factors in 378 women attending Sure Start Children’s Centres and baby clinics in Southampton, UK. Multiple-group path analysis showed that in women of lower educational attainment, the effect of general self-efficacy on quality of diet was mediated through perceptions of control and through food involvement, but that there were also direct effects of social support for healthy eating and having positive outcome expectancies. There was no effect of self-efficacy, perceived control or outcome expectancies on the quality of diet of women of higher educational attainment, though having more social support and food involvement were associated with improved quality of diet in these women. Our analysis confirms our hypothesis that control-related factors are more important in determining dietary quality in women of lower educational attainment than in women of higher educational attainment. PMID:21078352

Specific psychological variables predict quality of diet in women of lower, but not higher, educational attainment.

PubMed

Lawrence, Wendy; Schlotz, Wolff; Crozier, Sarah; Skinner, Timothy C; Haslam, Cheryl; Robinson, Sian; Inskip, Hazel; Cooper, Cyrus; Barker, Mary

2011-02-01

Our previous work found that perceived control over life was a significant predictor of the quality of diet of women of lower educational attainment. In this paper, we explore the influence on quality of diet of a range of psychological and social factors identified during focus group discussions, and specify the way this differs in women of lower and higher educational attainment. We assessed educational attainment, quality of diet, and psycho-social factors in 378 women attending Sure Start Children's Centres and baby clinics in Southampton, UK. Multiple-group path analysis showed that in women of lower educational attainment, the effect of general self-efficacy on quality of diet was mediated through perceptions of control and through food involvement, but that there were also direct effects of social support for healthy eating and having positive outcome expectancies. There was no effect of self-efficacy, perceived control or outcome expectancies on the quality of diet of women of higher educational attainment, though having more social support and food involvement were associated with improved quality of diet in these women. Our analysis confirms our hypothesis that control-related factors are more important in determining dietary quality in women of lower educational attainment than in women of higher educational attainment. Copyright © 2010 Elsevier Ltd. All rights reserved.

Adolescent Family Experiences and Educational Attainment during Early Adulthood

PubMed Central

Melby, Janet N.; Conger, Rand D.; Fang, Shu-Ann; Wickrama, K. A. S.; Conger, Katherine J.

2009-01-01

This study investigated the degree to which a family investment model would help account for the association between family of origin socioeconomic characteristics and the later educational attainment of 451 young adults (age 26) from two-parent families. Parents’ educational level, occupational prestige, and family income in 1989 each had a statistically significant direct relationship with youths’ educational attainment in 2002. Consistent with the theoretical model guiding the study, parents’ educational level and family income also demonstrated statistically significant indirect effects on later educational attainment through their associations with growth trajectories for supportive parenting, sibling relations, and adolescent academic engagement. Supportive parenting and sibling relations were linked to later educational attainment through their association with adolescent academic engagement. Academic engagement during adolescence was associated with educational attainment in young adulthood. These basic processes operated similarly regardless of youths’ gender, target youths’ age relative to a near-age sibling, gender composition of the sibling dyad, or gender of parent. PMID:18999319

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…

Educational Attainment in the United States: Population Characteristics. Current Population Reports.

ERIC Educational Resources Information Center

Newburger, Eric C.; Curry, Andrea

Although the United States' overall trend reflects a more educated population, significant differences in educational attainment remain with regard to age, sex, race, and origin. Nevertheless, the educational attainment of young adults (ages 25 to 29) indicates a dramatic improvement by groups who have historically been less educated. This report…

Higher educational attainment but not higher income is protective for cardiovascular risk in Deaf American Sign Language (ASL) users.

PubMed

McKee, Michael M; McKee, Kimberly; Winters, Paul; Sutter, Erika; Pearson, Thomas

2014-01-01

Higher educational attainment and income provide cardiovascular protection in the general population. It is unknown if the same effect is seen among Deaf American Sign Language (ASL) users who face communication barriers in health care settings. We sought to examine whether educational attainment and/or annual household income were inversely associated with cardiovascular risk in a sample of Deaf ASL users. This cross-sectional study included 302 Deaf respondents aged 18-88 years from the Deaf Health Survey (2008), an adapted and translated Behavioral Risk Factor Surveillance System (BRFSS) administered in sign language. Associations between the self-reported cardiovascular disease equivalents (CVDE; any of the following: diabetes, myocardial infarction (MI), cerebral vascular attack (CVA), and angina) with educational attainment (≤high school [low education], some college, and ≥4 year college degree [referent]), and annual household income (<$25,000, $25,000-<$50,000, or ≥$50,000 [referent]) were assessed using a multivariate logistic regression adjusting for age, sex, race/ethnicity, and smoking history. Deaf respondents who reported ≤high school education were more likely to report the presence of a CVDE (OR = 5.76; 95% CI = 2.04-16.31) compared to Deaf respondents who reported having ≥4 year college degree after adjustment. However, low-income Deaf individuals (i.e., household incomes <$25,000) were not more likely to report the presence of a CVDE (OR = 2.24; 95% CI = 0.76-6.68) compared to high-income Deaf respondents after adjustment. Low educational attainment was associated with higher likelihood of reported cardiovascular equivalents among Deaf individuals. Higher income did not appear to provide a cardiovascular protective effect for Deaf respondents. Copyright © 2014 Elsevier Inc. All rights reserved.

Higher Educational Attainment but not Higher Income is Protective for Cardiovascular Risk in Deaf American Sign Language (ASL) Users

PubMed Central

McKee, Michael M.; McKee, Kimberly; Winters, Paul; Sutter, Erika; Pearson, Thomas

2013-01-01

Background Higher educational attainment and income provide cardiovascular protection in the general population. It is unknown if the same effect is seen among Deaf American Sign Language (ASL) users who face communication barriers in healthcare settings. Objective We sought to examine whether educational attainment and/or annual household income were inversely associated with cardiovascular risk in a sample of Deaf ASL users. Methods This cross-sectional study included 302 Deaf respondents aged 18-88 years from the Deaf Health Survey (2008), an adapted and translated Behavioral Risk Factor Surveillance System (BRFSS) administered in sign language. Associations between the self-reported cardiovascular disease equivalents (CVDE; any of the following: diabetes, myocardial infarction (MI), cerebral vascular attack (CVA), and angina) with educational attainment (≤high school [low education], some college, and ≥4 year college degree [referent]), and annual household income (<$25,000, $25,000-<$50,000, or ≥$50,000 [referent]) were assessed using a multivariate logistic regression adjusting for age, sex, race/ethnicity, and smoking history. Results Deaf respondents who reported ≤high school education were more likely to report the presence of a CVDE (OR 5.92; 95% CI 2.12-16.57) compared to Deaf respondents who reported having ≥4 year college degree after adjustment. However, low-income Deaf individuals (i.e. household incomes <$25,000) were not more likely to report the presence of a CVDE (OR=2.24; 95% CI 0.76-6.68) compared to high-income Deaf respondents after adjustment. Conclusion Low educational attainment was associated with higher likelihood of reported cardiovascular equivalents among Deaf individuals. Higher income did not appear to provide a cardiovascular protective effect for Deaf respondents. PMID:24411507

The Risk for Impaired Learning-related Abilities in Childhood and Educational Attainment Among Adults Born Near-term

PubMed Central

Halperin, Jeffrey M.; Newcorn, Jeffrey H.; Davey, Charles; Fifer, William P.; Savitz, David A.; Brooks-Gunn, Jeanne

2009-01-01

Objective To examine whether near-term births (NTB) and small-for-gestational-age (SGA) infants are at high risk for childhood learning-related problems and poor adult educational attainment, and whether poverty amplifies the adverse effects of NTB and SGA on those outcomes. Methods A randomly selected birth cohort (n = 1,619) was followed into adulthood. IQ and learning abilities were measured in childhood and educational attainment was measured in adulthood. Results NTB (n = 226) and SGA (n = 154) were associated with lower educational attainment mediated through learning-related abilities at age 7. Childhood poverty moderated the impact of NTB on educational attainment both directly and mediated through lower learning-related abilities. Poverty did not moderate the effect of SGA. Conclusions Poorer learning-related outcomes and educational attainment were not limited to children born very (<32 weeks) or extremely (<28 weeks) preterm, especially among those living in poverty. Targeted interventions such as remedial learning during childhood among NTB in poor families may yield higher educational attainment. PMID:18794190

Psychosocial Mechanisms of Psychological Health Disparity in Japanese Workers

PubMed Central

SHIMAZU, Akihito; KAWAKAMI, Norito; KUBOTA, Kazumi; INOUE, Akiomi; KURIOKA, Sumiko; MIYAKI, Koichi; TAKAHASHI, Masaya; TSUTSUMI, Akizumi

2013-01-01

Recent epidemiologic research has shown that people with higher socioeconomic status (SES) (e.g., educational attainment) have better psychological health than those with lower SES. However, the psychosocial mechanisms of underlying this relationship remain unclear. To fill this gap, the current study examines the mediating effects of job demands and job resources in the relationship between educational attainment and psychological distress. The hypothesized model was tested using large data sets from two different studies: a cross-sectional study of 9,652 Japanese employees from 12 workplaces (Study 1), and a longitudinal study of 1,957 Japanese employees (Study 2). Structural equation modeling revealed that (1) educational attainment was positively related to psychological distress through job demands, (2) educational attainment was negatively related to psychological distress through job resources, and (3) educational attainment was not directly related to psychological distress. These results suggest that educational attainment has an indirect effect, rather than a direct one, on psychological distress among workers; educational attainment had both a positive and a negative relationship to psychological distress through job demands and job resources, respectively. PMID:23892903

The impact of education and globalization on sexual and reproductive health: retrospective evidence from eastern and southern Africa.

PubMed

Van Stam, Marie-Anne; Michielsen, Kristien; Stroeken, Koen; Zijlstra, Bonne J H

2014-01-01

The objective of this study is to qualify the relationship between sexual and reproductive health (SRH) and educational attainment in eastern and southern Africa (ESA). We hypothesize that the regional level of globalization is a moderating factor in the relationship between SRH and educational attainment. Using retrospective data from Kenya, Malawi, Tanzania, and Zambia, the associations between SRH (eight indicators), educational attainment, and globalization were examined using multilevel logistic regression analysis. It was found that the model fit for every SRH outcome indicator increased significantly after including the interaction between globalization and educational attainment, supporting the hypothesis. Depending on the level of globalization, three types of relationships between education and SRH were found: (1) for the indicators "more than four children," "intercourse before 17 years," "first child before 20 years," and "one or more child died" education is risk-decreasing, and the reduction is stronger in more globalized regions; (2) for the indicators "condom use at last intercourse" and "current contraceptive use" education is risk-decreasing, and the reduction is stronger in less globalized regions; (3) for the indicators "HIV positive" and "more than four lifetime sexual partners" education is risk increasing, but only in less globalized regions. In conclusion, these effects are related to three types of access: (1) access to services, (2) access to information, and (3) access to sexual networks. The findings highlight the relevance of globalization when analyzing the association between SRH and education, and the importance of structural factors in the development of effective SRH promotion interventions.

Perceptions of pregnancy preparation in women with a low to intermediate educational attainment: A qualitative study.

PubMed

M'hamdi, Hafez Ismaili; Sijpkens, Meertien K; de Beaufort, Inez; Rosman, Ageeth N; Steegers, Eric Ap

2018-04-01

in the promotion of periconceptional health, appropriate attention has to be given to the perceptions of those who are most vulnerable, such as women with a relatively low socioeconomic status based on their educational attainment. The aim of this study was to explore these women's perceptions of pregnancy preparation and the role they attribute to healthcare professionals. we conducted semi-structured interviews with women with a low to intermediate educational attainment and with a desire to conceive, of which a subgroup had experience with preconception care. Thematic content analysis was applied on the interview transcripts. the final sample consisted of 28 women. We identified four themes of pregnancy preparation perceptions: (i)"How to prepare for pregnancy?", which included health promotion and seeking healthcare; (ii) "Why prepare for pregnancy?", which mostly related to fertility and health concerns; (iii) "Barriers and facilitators regarding pregnancy preparation", such as having limited control over becoming pregnant as well as the health of the unborn; (iv) "The added value of preconception care", reported by women who had visited a consultation, which consisted mainly of reassurance and receiving information. the attained insights into the perceptions of women with a low to intermediate education are valuable for adapting the provision of preconception care to their views. We recommend the proactive offering of preconception care, including information on fertility, to stimulate adequate preparation for pregnancy and contribute to improving perinatal health among women who are socioeconomically more vulnerable. Copyright © 2018 Elsevier Ltd. All rights reserved.

The causal effect of childhood measles vaccination on educational attainment: A mother fixed-effects study in rural South Africa.

PubMed

Anekwe, Tobenna D; Newell, Marie-Louise; Tanser, Frank; Pillay, Deenan; Bärnighausen, Till

2015-09-11

Because measles vaccination prevents acute measles disease and morbidities secondary to measles, such as undernutrition, blindness, and brain damage, the vaccination may also lead to higher educational attainment. However, there has been little evidence to support this hypothesis at the population level. In this study, we estimate the causal effect of childhood measles vaccination on educational attainment among children born between 1995 and 2000 in South Africa. We use longitudinal data on measles vaccination status and school grade attainment among 4783 children. The data were collected by the Wellcome Trust Africa Centre Demographic Information System (ACDIS), which is one of Africa's largest health and demographic surveillance systems. ACDIS is located in a poor, predominantly rural, Zulu-speaking community in KwaZulu-Natal, South Africa. Using mother fixed-effects regression, we compare the school grade attainment of siblings who are discordant in their measles vaccination status but share the same mother and household. This fixed-effects approach controls for confounding due to both observed and unobserved factors that do not vary between siblings, including sibling-invariant mother and household characteristics such as attitudes toward risk, conscientiousness, and aspirations for children. We further control for a range of potential confounders that vary between siblings, such as sex of the child, year of birth, mother's age at child's birth, and birth order. We find that measles vaccination on average increases school grade attainment by 0.188 grades (95% confidence interval, 0.0424-0.334; p=0.011). Measles vaccination increased educational attainment in this poor, largely rural community in South Africa. For every five to seven children vaccinated against measles, one additional school grade was gained. The presence of a measles vaccination effect in this community is plausible because (i) measles vaccination prevents measles complications including blindness, brain damage, and undernutrition; (ii) a large number of number of children were at risk of contracting measles because of the comparatively low measles vaccination coverage; and (iii) significant measles transmission occurred in the community where this study took place during the study observation period. Our results demonstrate for the first time that measles vaccination affects human development not only through its health effects but also through its effects on education. Published by Elsevier Ltd.

Students with reading and spelling disabilities: peer groups and educational attainment in secondary education.

PubMed

Kiuru, Noona; Haverinen, Kaisa; Salmela-Aro, Katariina; Nurmi, Jari-Erik; Savolainen, Hannu; Holopainen, Leena

2011-01-01

The present study investigated whether the members of adolescents' peer groups are similar in reading and spelling disabilities and whether this similarity contributes to subsequent school achievement and educational attainment. The sample consisted of 375 Finnish adolescents whose reading and spelling disabilities were assessed at age 16 with the Finnish dyslexia screening test. The students also completed a sociometric nomination measure that was used to identify their peer groups. Register information on participants' school grades also was available, and educational attainment in secondary education was recorded 5 years after completion of the 9 years of basic education. The results revealed that the members of adolescent peer groups resembled each other in reading disabilities but not in those of spelling. Reading disabilities and academic achievement shared within the peer group also contributed to educational attainment in secondary education. Finally, reading disabilities played a larger role in educational attainment among males than among females.

Neighborhood Effects on Educational Attainment: A Multilevel Analysis.

ERIC Educational Resources Information Center

Garner, Catherine L.; Raudenbush, Stephen W.

1991-01-01

Presents results of a study of neighborhood effects on educational attainment in Scotland. Reports a significant negative association between deprivation in the home neighborhood and educational attainment. Concludes that policies to alleviate educational disadvantage must focus on social deprivation in the society at large and not just on…

Inequality and Educational Attainment: Evidence from Massachusetts

ERIC Educational Resources Information Center

Papay, John P.; Murnane, Richard J.; Willett, John B.

2013-01-01

In the past thirty years educational attainments in the United States have stagnated, particularly for low-income Americans. As a result, income-related gaps in educational attainments have grown. These gaps are important because education has historically been the key mechanism for intergenerational socio-economic mobility in the U.S. While the…

Does Alcohol Use during High School Affect Educational Attainment?: Evidence from the National Education Longitudinal Study

ERIC Educational Resources Information Center

Chatterji, Pinka

2006-01-01

This paper uses data from the National Education Longitudinal Study to estimate the association between high school alcohol use and educational attainment measured around age 26. Initially, the effect of alcohol use on educational attainment is estimated using baseline probit models, which ignore the possibility that unmeasured determinants of…

Afterschool: Providing a Successful Route to Credit Attainment and Recovery. Afterschool Alert. Issue Brief No.39

ERIC Educational Resources Information Center

Afterschool Alliance, 2009

2009-01-01

Afterschool provides older youth with critical academic supports including credit attainment and recovery opportunities. Many educators are turning to afterschool programs to reach students who fail one or more courses, become disengaged, or want alternatives to the traditional path to graduation. Credit recovery refers to recovering credits that…

A National View of Student Attainment Rates by Race and Ethnicity--Fall 2010 Cohort (Signature Report No. 12b)

ERIC Educational Resources Information Center

Shapiro, Doug; Dunda, Aftet; Huie, Faye; Wakhungu, Phoebe Khasiala; Yuan, Xin; Nathan, Angel; Hwang, Youngsik

2017-01-01

This supplement to "Completing College: A National View of Student Attainment Rates--Fall 2010 Cohort" (https://nscresearchcenter.org/signaturereport12) (2016), provides six-year completion rates, including degree and certificate completion, disaggregated by race and ethnicity for students who began postsecondary education in fall 2010.…

Straight A's: Public Education Policy and Progress. Volume 8, Number 19

ERIC Educational Resources Information Center

Amos, Jason, Ed.

2008-01-01

"Straight A's: Public Education Policy and Progress" is a biweekly newsletter that focuses on education news and events both in Washington, DC and around the country. The following articles are included in this issue: (1) "A Tipping Point in Education": Report Finds Educational Attainment of Younger Generations Has Not Increased; (2) Building a…

Postsecondary Education Opportunity. The Mortenson Research Seminar on Public Policy Analysis of Opportunity for Postsecondary Education, 1998.

ERIC Educational Resources Information Center

Mortenson, Thomas G., Ed.

1998-01-01

The 12 issues of this 1998 publication each contain one or more analyses of postsecondary educational opportunities, including tables and charts. Titles of the individual analytical articles are: "Pell Grant Program Participation, FFY 1974 to FFY 1999"; "Poverty Rates by Educational Attainment, 1996"; "Refinancing Higher Education, 1952 to 1996";…

The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence

ERIC Educational Resources Information Center

OECD Publishing, 2015

2015-01-01

Over the past century, the Organisation for Economic Cooperation and Development (OECD) countries have made significant progress in narrowing or closing long-standing gender gaps in many areas of education and employment, including educational attainment, pay and labour market participation. But new gender gaps in education are opening. Young men…

Stuttering Severity and Educational Attainment

ERIC Educational Resources Information Center

O'Brian, Sue; Jones, Mark; Packman, Ann; Menzies, Ross; Onslow, Mark

2011-01-01

Purpose: This study investigated the relationship between self-reported stuttering severity ratings and educational attainment. Method: Participants were 147 adults seeking treatment for stuttering. At pretreatment assessment, each participant reported the highest educational level they had attained and rated their typical and worst stuttering…

Educational Attainment by Life Course Sexual Attraction: Prevalence and Correlates in a Nationally Representative Sample of Young Adults

PubMed Central

Walsemann, Katrina M.; Lindley, Lisa L.; Gentile, Danielle; Welihindha, Shehan V.

2014-01-01

Researchers know relatively little about the educational attainment of sexual minorities, despite the fact that educational attainment is consistently associated with a range of social, economic, and health outcomes. We examined whether sexual attraction in adolescence and early adulthood was associated with educational attainment in early adulthood among a nationally representative sample of US young adults. We analyzed Waves I and IV restricted data from the National Longitudinal Study of Adolescent Health (n=14,111). Sexual orientation was assessed using self-reports of romantic attraction in Waves I (adolescence) and IV (adulthood). Multinomial regression models were estimated and all analyses were stratified by gender. Women attracted to the same-sex in adulthood only had lower educational attainment compared to women attracted only to the opposite-sex in adolescence and adulthood. Men attracted to the same-sex in adolescence only had lower educational attainment compared to men attracted only to the opposite-sex in adolescence and adulthood. Adolescent experiences and academic performance attenuated educational disparities among men and women. Adjustment for adolescent experiences also revealed a suppression effect; women attracted to the same-sex in adolescence and adulthood had lower predicted probabilities of having a high school diploma or less compared to women attracted only to the opposite-sex in adolescence and adulthood. Our findings challenge previous research documenting higher educational attainment among sexual minorities in the US. Additional population-based studies documenting the educational attainment of sexual minority adults are needed. PMID:25382888

Educational Attainment in the United States: 2003. Population Characteristics

ERIC Educational Resources Information Center

Stoops, Nicole

2004-01-01

The population in the United States is becoming more educated, but significant differences in educational attainment remain with regard to age, sex, race, and origin. Nevertheless, the educational attainment of young adults (25 to 29 years), which provides a glimpse of our country's future, indicates dramatic improvement by groups who have…

Teenage Alcohol Use and Educational Attainment*

PubMed Central

Staff, Jeremy; Patrick, Megan E.; Loken, Eric; Maggs, Jennifer L.

2008-01-01

Objective: Using data from the National Child Development Study, an ongoing longitudinal birth cohort study of British youth born in 1958 (N = 9,107), we investigated the long-term impact of heavy alcohol use at age 16 years on educational qualifications in adulthood. Method: We used a propensity score matching approach to examine whether and for whom heavy alcohol use predicted reduced adult educational attainment. Because of gender differences in both heavy drinking and adult socioeconomic attainment, we examined the effects of heavy drinking on educational outcomes separately for females and males. Results: Heavy drinking in adolescence (measured in 1974) had a direct negative effect on the receipt of postsecondary educational credentials by age 42 years among males but not females, independent of child and adolescent risk factors correlated with both heavy drinking and educational attainment. In particular, males from working-class backgrounds were most affected by heavy drinking. Conclusions: Drawing on a life span developmental contextual approach, we find that heavy teenage alcohol use and disadvantaged social origins combined to diminish male educational attainment. In contrast, heavy alcohol use had little effect on female educational attainment. PMID:18925343

The Association Between Educational Attainment and Diabetes Among Men in the United States

PubMed Central

Whitaker, Shanta M.; Bowie, Janice V.; McCleary, Rachael; Gaskin, Darrell J.; LaVeist, Thomas A.; Thorpe, Roland J.

2015-01-01

Few studies have examined the relationship between education and diabetes among men in the United States and whether this relationship differs by race/ethnicity. This study examined whether racial disparities in diabetes existed by educational attainment in 336,746 non-Hispanic White, non-Hispanic Black, and Hispanic men 18 years of age and older in the United States. Logistic regression models were specified to examine the odds of reporting diabetes by educational attainment. Within race/ethnicity, both White and Hispanic men who had less than a high school education (odds ratio [OR] = 1.42, 95% confidence interval [CI] = [1.19, 1.69], and OR = 1.64, 95% CI = [1.22, 2.21], respectively) had consistently higher odds of diabetes than men with a bachelor’s degree or higher level of educational attainment. Educational attainment did not appear to be associated with reporting a diagnosis of diabetes in non-Hispanic Black men. Identifying why educational attainment is associated with diabetes outcomes in some racial/ethnic groups but not others is essential for diabetes treatment and management. PMID:24429135

Low levels of food involvement and negative affect reduce the quality of diet in women of lower educational attainment.

PubMed

Jarman, M; Lawrence, W; Ntani, G; Tinati, T; Pease, A; Black, C; Baird, J; Barker, M

2012-10-01

Women of lower educational attainment tend to have poorer quality diets and lower food involvement (an indicator of the priority given to food) than women of higher educational attainment. The present study reports a study of the role of food involvement in the relationship between educational attainment and quality of diet in young women. The first phase uses six focus group discussions (n = 28) to explore the function of food involvement in shaping the food choices of women of lower and higher educational attainment with young children. The second phase is a survey that examines the relationship between educational attainment and quality of diet in women, and explores the role of mediating factors identified by the focus group discussions. The focus groups suggested that lower food involvement in women of lower educational attainment might be associated with negative affect (i.e. an observable expression of negative emotion), and that this might mean that they did not place a high priority on eating a good quality diet. In support of this hypothesis, the survey of 1010 UK women found that 14% of the effect of educational attainment on food involvement was mediated through the woman's affect (P ≤ 0.001), and that 9% of the effect of educational attainment on quality of diet was mediated through food involvement (P ≤ 0.001). Women who leave school with fewer qualifications may have poorer quality diets than women with more qualifications because they tend to have a lower level of food involvement, partly attributed to a more negative affect. Interventions to improve women's mood may benefit their quality of diet. © 2012 The Authors Journal of Human Nutrition and Dietetics © 2012 The British Dietetic Association Ltd.

Genetic Influence on Intergenerational Educational Attainment

PubMed Central

Ayorech, Ziada; Krapohl, Eva; Plomin, Robert; von Stumm, Sophie

2017-01-01

Using twin (6,105 twin pairs) and genomic (5,825 unrelated individuals taken from the twin sample) analyses, we tested for genetic influences on the parent-offspring correspondence in educational attainment. Genetics accounted for nearly half of the variance in intergenerational educational attainment. A genomewide polygenic score (GPS) for years of education was also associated with intergenerational educational attainment: The highest and lowest GPS means were found for offspring in stably educated families (i.e., who had taken A Levels and had a university-educated parent; M = 0.43, SD = 0.97) and stably uneducated families (i.e., who had not taken A Levels and had no university-educated parent; M = −0.19, SD = 0.97). The average GPSs fell in between for children who were upwardly mobile (i.e., who had taken A Levels but had no university-educated parent; M = 0.05, SD = 0.96) and children who were downwardly mobile (i.e., who had not taken A Levels but had a university-educated parent; M = 0.28, SD = 1.03). Genetic influences on intergenerational educational attainment can be viewed as an index of equality of educational opportunity. PMID:28715641

Genetic Influence on Intergenerational Educational Attainment.

PubMed

Ayorech, Ziada; Krapohl, Eva; Plomin, Robert; von Stumm, Sophie

2017-09-01

Using twin (6,105 twin pairs) and genomic (5,825 unrelated individuals taken from the twin sample) analyses, we tested for genetic influences on the parent-offspring correspondence in educational attainment. Genetics accounted for nearly half of the variance in intergenerational educational attainment. A genomewide polygenic score (GPS) for years of education was also associated with intergenerational educational attainment: The highest and lowest GPS means were found for offspring in stably educated families (i.e., who had taken A Levels and had a university-educated parent; M = 0.43, SD = 0.97) and stably uneducated families (i.e., who had not taken A Levels and had no university-educated parent; M = -0.19, SD = 0.97). The average GPSs fell in between for children who were upwardly mobile (i.e., who had taken A Levels but had no university-educated parent; M = 0.05, SD = 0.96) and children who were downwardly mobile (i.e., who had not taken A Levels but had a university-educated parent; M = 0.28, SD = 1.03). Genetic influences on intergenerational educational attainment can be viewed as an index of equality of educational opportunity.

Trends in Educational Attainment by Race/Ethnicity, Nativity, and Sex in the United States, 1989–2005

PubMed Central

EVERETT, BETHANY G.; ROGERS, RICHARD G.; HUMMER, ROBERT A.; KRUEGER, PATRICK M.

2012-01-01

Despite the importance of education for shaping individuals’ life chances, little research has examined trends and differences in educational attainment for detailed demographic subpopulations in the United States. We use labor market segmentation and cohort replacement theories, linear regression methods, and data from the National Health Interview Survey to understand educational attainment by race/ethnicity, nativity, birth cohort, and sex between 1989 and 2005 in the United States. There have been significant changes in educational attainment over time. In support of the cohort replacement theory, we find that across cohorts, females have enjoyed greater gains in education than men, and for some race/ethnic groups, recent cohorts of women average more years of education than comparable men. And in support of labor market segmentation theories, foreign-born Mexican Americans continue to possess relatively low levels of educational attainment. Our results can aid policymakers in identifying vulnerable populations, and form the base from which to better understand changing disparities in education. PMID:22649275

The Nexus of Place and Finance in the Analysis of Educational Attainment: A Spatial Econometric Approach

ERIC Educational Resources Information Center

Sutton, Farah

2012-01-01

This study examines the spatial distribution of educational attainment and then builds upon current predictive frameworks for understanding patterns of educational attainment by applying a spatial econometric method of analysis. The research from this study enables a new approach to the policy discussion on how to improve educational attainment…

Reading Disability and Adult Attained Education and Income: Evidence from a 30-Year Longitudinal Study of a Population-Based Sample

ERIC Educational Resources Information Center

McLaughlin, Margaret J.; Speirs, Katherine E.; Shenassa, Edmond D.

2014-01-01

This study examined the impact of childhood reading disability (RD) on adult educational attainment and income. Participants' (N = 1,344) RD was assessed at age 7, and adult educational attainment and income were assessed in midlife using categorical variables. Participants with RD at age 7 were 74% (95% CI: 0.18, 0.37) less likely to attain a…

Education attainment is associated with patient-reported outcomes: findings from the Swedish Hip Arthroplasty Register.

PubMed

Greene, Meridith E; Rolfson, Ola; Nemes, Szilard; Gordon, Max; Malchau, Henrik; Garellick, Göran

2014-06-01

Age, sex, and medical comorbidities may be associated with differences in patient-reported outcome scores after THA. Highest level of education may be a surrogate for socioeconomic status, but the degree to which this is associated with patient-reported outcomes after THA is not known. We investigated the national Swedish Hip Arthroplasty Register for the association of education attainment on patient-reported outcomes 1 year after THA; specifically, we evaluated level of education attainment against health-related quality of life (HRQoL), pain reduction, and satisfaction with treatment 1 year after THA. All THAs for osteoarthritis performed from 2005 through 2007 with complete patient-reported outcome measures (representing 49% of the THAs performed for this diagnosis) were selected from the Swedish Hip Arthroplasty Register. These cases were merged with national databases containing education attainment, marital status, and comorbidities (n = 11,464; mean age of patients, 64 years). The patient-reported outcome measure protocol included the HRQoL measure EuroQol five-dimension scale (EQ-5D), a VAS for pain, the Charnley classification survey, and a VAS addressing THA satisfaction. Linear regression analyses determined the association of preoperative patient factors with patient-reported outcomes. High education attainment was associated with higher HRQoL (EQ-5D index ß(high) = 0.03 ± 0.01; EQ VAS ß(high) = 2.6 ± 0.5) after THA, whereas those with low and medium education were at risk for lower HRQoL. High education was associated with less pain after treatment (ß(high) = -3.3 ± 0.05). Individuals with low or medium education were at risk for less satisfaction with THA (p < 0.001). Our results suggest clinicians should support patients with low and medium education to a greater extent. Identification of patients who will benefit most from THA and educating those at risk for poorer outcomes, like patients with low and medium education, ultimately may improve patient satisfaction, HRQoL, pain, and the cost utility of THA. Level III, therapeutic study. See the Instructions for Authors for a complete description of levels of evidence.

Does educational attainment increase the risk of low back pain when genetics are considered? A population-based study of Spanish twins.

PubMed

Zadro, Joshua R; Shirley, Debra; Pinheiro, Marina B; Sánchez-Romera, Juan F; Pérez-Riquelme, Francisco; Ordoñana, Juan R; Ferreira, Paulo H

2017-04-01

There is limited research investigating educational attainment as a risk factor for low back pain (LBP), with the influence of gender commonly being neglected. Furthermore, genetics and early shared environment explain a substantial proportion of LBP cases and need to be controlled for when investigating risk factors for LBP. To investigate whether educational attainment affects the prevalence and risk of LBP differently in men and women while controlling for the influence of genetics and early shared environment. This is a cross-sectional and prospective twin case-control study. Adult monozygotic (MZ) and dizygotic (DZ) twins from the Murcia Twin Registry, with available data on educational attainment, formed the base sample for this study. The prevalence analysis considered twins with available data on LBP in 2013 (n=1,580). The longitudinal analysis considered twins free of LBP at baseline (2009-2011), with available data on LBP at follow-up (2013) (n=1,077). Data on the lifetime prevalence of activity limiting LBP (outcome) and educational attainment (risk factor) were self-reported. The prevalence analysis investigated the cross-sectional association between educational attainment and LBP, whereas the longitudinal analysis investigated whether educational attainment increased the risk of developing LBP. Both analyses were performed in the following sequence. First, a total sample analysis was performed on all twins (considering them as individuals), adjusting for confounding variables selected by the data. Second, to control for the influence of genetics and early shared environment, a within-pair case-control analysis (stratified by zygosity) was performed on complete twin pairs discordant for LBP (ie, one twin had LBP, whereas the co-twin did not). All analyses were stratified for gender where possible, with an interaction term determining whether gender was a significant moderator of the association between educational attainment and LBP. Women with either general secondary or university education were less likely to experience (prevalence analysis) or to develop LBP (longitudinal analysis). Educational attainment did not affect the risk of LBP in men. When controlling for the effects of genetics and early shared environment, the relationship between educational status and LBP in women was no longer statistically significant. Educational attainment affects LBP differently in men and women, with higher levels of education only decreasing the risk of developing LBP in women. After adjusting for genetics and early shared environment, the relationship between educational attainment and LBP in women disappears. This suggests that genetics and early shared environment are confounding the relationship between educational attainment and LBP in women. Copyright © 2016 Elsevier Inc. All rights reserved.

Literacy Gaps by Educational Attainment: A Cross-National Analysis.

PubMed

Park, Hyunjoon; Kyei, Pearl

2011-03-01

Existing cross-national research on educational attainment does not fully address whether the same level of educational attainment generates the same level of literacy skills in different countries. We analyze literacy skills data for young adults from 19 countries in the 1994-1998 International Adult Literacy Survey and find that in all countries, individuals with a higher level of educational attainment tend to have greater literacy skills. However, there is substantial variation across countries in the size of literacy gaps by levels of educational attainment. In particular, young adults in the United States show the largest literacy gaps. Using two-level hierarchical linear models, we find that cross-national differences in the literacy gap between more- and less-educated individuals are systematically linked to the degree of between-school inequality in school resources (instructional materials, class size, teachers' experience and certification).

Educational Attainment: Analysis by Immigrant Generation

ERIC Educational Resources Information Center

Chiswick, Barry R.; DebBurman, Noyna

2004-01-01

This paper presents a theoretical and empirical analysis of the largely ignored issue of the determinants of the educational attainment of adults by immigrant generation. Using current population survey (CPS) data, differences in educational attainment are analyzed by immigrant generation (first, second, and higher order generations), and among…

Emergy Evaluation of Educational Attainment in the United States

EPA Science Inventory

The emergy of educational attainment in the United States was quantified over the period for which the necessary data were available, i.e., 1948 to 2006. We propose that the portion of the knowledge in educational attainment delivered by the active workforce be considered as part...

Personality and the Intergenerational Transmission of Educational Attainment: Evidence from Germany.

PubMed

Ryberg, Renee; Bauldry, Shawn; Schultz, Michael A; Steinhoff, Annekatrin; Shanahan, Michael

2017-10-01

Research based in the United States, with its relatively open educational system, has found that personality mediates the relationship between parents' and child's educational attainment and this mediational pattern is especially beneficial to students from less-educated households. Yet in highly structured, competitive educational systems, personality characteristics may not predict attainment or may be more or less consequential at different points in the educational career. We examine the salience of personality in the educational attainment process in the German educational system. Data come from a longitudinal sample of 682 17 to 25 year-olds (54% female) from the 2005 and 2015 German Socio-Economic Panel (SOEP). Results show that adolescent personality traits-openness, neuroticism, and conscientiousness-are associated with educational attainment, but personality plays a negligible role in the intergenerational transmission of education. Personality is influential before the decision about the type of secondary degree that a student will pursue (during adolescence). After that turning point, when students have entered different pathways through the system, personality is less salient. Cross-national comparisons in a life course framework broaden the scope of current research on non-cognitive skills and processes of socioeconomic attainment, alerting the analyst to the importance of both institutional structures and the changing importance of these skills at different points in the life course.

Assessing the independent contribution of maternal educational expectations to children's educational attainment in early adulthood: a propensity score matching analysis.

PubMed

Pingault, Jean Baptiste; Côté, Sylvana M; Petitclerc, Amélie; Vitaro, Frank; Tremblay, Richard E

2015-01-01

Parental educational expectations have been associated with children's educational attainment in a number of long-term longitudinal studies, but whether this relationship is causal has long been debated. The aims of this prospective study were twofold: 1) test whether low maternal educational expectations contributed to failure to graduate from high school; and 2) compare the results obtained using different strategies for accounting for confounding variables (i.e. multivariate regression and propensity score matching). The study sample included 1,279 participants from the Quebec Longitudinal Study of Kindergarten Children. Maternal educational expectations were assessed when the participants were aged 12 years. High school graduation—measuring educational attainment—was determined through the Quebec Ministry of Education when the participants were aged 22-23 years. Findings show that when using the most common statistical approach (i.e. multivariate regressions to adjust for a restricted set of potential confounders) the contribution of low maternal educational expectations to failure to graduate from high school was statistically significant. However, when using propensity score matching, the contribution of maternal expectations was reduced and remained statistically significant only for males. The results of this study are consistent with the possibility that the contribution of parental expectations to educational attainment is overestimated in the available literature. This may be explained by the use of a restricted range of potential confounding variables as well as the dearth of studies using appropriate statistical techniques and study designs in order to minimize confounding. Each of these techniques and designs, including propensity score matching, has its strengths and limitations: A more comprehensive understanding of the causal role of parental expectations will stem from a convergence of findings from studies using different techniques and designs.

Educational Attainment: Analysis by Immigrant Generation. IZA Discussion Paper Series.

ERIC Educational Resources Information Center

Chiswick, Barry R.; DebBurman, Noyna

This paper presents a theoretical and empirical analysis of the largely ignored issue of the determinants of the educational attainment of adults by immigrant generation. Using Current Population Survey (CPS) data, differences in educational attainment are analyzed by immigrant generation (first, second, and higher order generations), and among…

Sibling Composition and Child Educational Attainment: Evidence from Native Amazonians in Bolivia

ERIC Educational Resources Information Center

Zeng, Wu; Undurraga, Eduardo A.; Eisenberg, Dan T. A.; Rubio-Jovel, Karla; Reyes-Garcia; Victoria; Godoy, Ricardo

2012-01-01

Evidence from industrial nations suggests that sibling composition is associated with children's educational attainment, particularly if parents face resource constraints. If sibling composition is associated with educational attainment, then those associations should be stronger in poor societies of developing nations. We use data from a…

How Economic Segregation Affects Childrens' Educational Attainment. JCPR Working Paper.

ERIC Educational Resources Information Center

Mayer, Susan

Economic segregation increased in the United States between 1970 and 1990. Three hypotheses suggest that this would affect low-income children's educational attainment. The political economy of school funding predicts that economically segregated school districts reduce the educational attainment of low-income children. Two other hypotheses…

Adolescent Sexuality, Masculinity-Femininity, and Educational Attainment.

ERIC Educational Resources Information Center

Harry, Joseph

The role of adolescent sexual behavior in educational attainment has been overlooked. Homosexual and heterosexual men were interviewed to test for a correlation between adolescent sexual activeness and educational attainment, as well as any link between childhood masculine sex roles and early sexual activity. Approximately 1,000 volunteers,…

Gender Disparities in Educational Trajectories in India: Do Females Become More Robust at Higher Levels?

ERIC Educational Resources Information Center

Husain, Zakir; Sarkar, Swagata

2011-01-01

Studies on educational attainments have tended to focus on attainments at a specific level of education. The change in disparities in attainment over the educational life cycle, however, has been neglected in literature--in India, for instance, the only exceptions are Vaid (2004) and Desai and Kulkarni (2008). This paper uses unit level National…

Association of Educational Attainment With Lifetime Risk of Cardiovascular Disease: The Atherosclerosis Risk in Communities Study.

PubMed

Kubota, Yasuhiko; Heiss, Gerardo; MacLehose, Richard F; Roetker, Nicholas S; Folsom, Aaron R

2017-08-01

Estimates of lifetime risk may help raise awareness of the extent to which educational inequalities are associated with risk of cardiovascular disease (CVD). To estimate lifetime risks of CVD according to categories of educational attainment. Participants were followed from 1987 through December 31, 2013. All CVD events (coronary heart disease, heart failure, and stroke) were confirmed by physician review and International Classification of Diseases codes. A total of 13 948 whites and African Americans who were 45 to 64 years old and free of CVD at baseline were included from 4 US communities (Washington County, Maryland; Forsyth County, North Carolina; Jackson, Mississippi; and suburbs of Minneapolis, Minnesota). The data analysis was performed from June 7 to August 31, 2016. Educational attainment. We used a life table approach to estimate lifetime risks of CVD from age 45 through 85 years according to educational attainment. We adjusted for competing risks of death from underlying causes other than CVD. The sample of 13 948 participants was 56% female and 27% African American. During 269 210 person-years of follow-up, we documented 4512 CVD events and 2401 non-CVD deaths. Educational attainment displayed an inverse dose-response relation with cumulative risk of CVD, which became evident in middle age, with the most striking gap between those not completing vs completing high school. In men, lifetime risks of CVD were 59.0% (95% CI, 54.0%-64.1%) for grade school, 52.5% (95% CI, 47.7%-56.8%) for high school education without graduation, 50.9% (95% CI, 47.3%-53.9%) for high school graduation, 47.2% (95% CI, 41.5%-52.5%) for vocational school, 46.4% (95% CI, 42.8%-49.6%) for college with or without graduation, and 42.2% (95% CI, 36.6%-47.0%) for graduate/professional school; in women, 50.8% (95% CI, 45.7%-55.8%), 49.3% (95% CI, 45.1%-53.1%), 36.3% (95% CI, 33.4%-39.1%), 32.2% (95% CI, 26.0%-37.3%), 32.8% (95% CI, 29.1%-35.9%), and 28.0% (95% CI, 21.9%-33.3%), respectively. Educational attainment was inversely associated with CVD even within categories of family income, income change, occupation, or parental educational level. More than 1 in 2 individuals with less than high school education had a lifetime CVD event. Educational attainment was inversely associated with the lifetime risk of CVD, regardless of other important socioeconomic characteristics. Our findings emphasize the need for further efforts to reduce CVD inequalities related to educational disparities.

Literacy Gaps by Educational Attainment: A Cross-National Analysis

PubMed Central

Park, Hyunjoon; Kyei, Pearl

2011-01-01

Existing cross-national research on educational attainment does not fully address whether the same level of educational attainment generates the same level of literacy skills in different countries. We analyze literacy skills data for young adults from 19 countries in the 1994–1998 International Adult Literacy Survey and find that in all countries, individuals with a higher level of educational attainment tend to have greater literacy skills. However, there is substantial variation across countries in the size of literacy gaps by levels of educational attainment. In particular, young adults in the United States show the largest literacy gaps. Using two-level hierarchical linear models, we find that cross-national differences in the literacy gap between more- and less-educated individuals are systematically linked to the degree of between-school inequality in school resources (instructional materials, class size, teachers’ experience and certification). PMID:21818163

The role of partners' educational attainment in the association between HIV and education amongst women in seven sub-Saharan African countries.

PubMed

Harling, Guy; Bärnighausen, Till

2016-01-01

Individuals' educational attainment has long been considered as a risk factor for HIV. However, little attention has been paid to the association between partner educational attainment and HIV infection. We conducted cross-sectional analysis of young women (aged 15-34) in 14 Demographic and Health Surveys from seven sub-Saharan Africa (SSA) countries with generalized HIV epidemics. We measured the degree of similarity in educational attainment (partner homophily) in 75,373 partnerships and evaluated the correlation between homophily and female HIV prevalence at the survey cluster level. We then used logistic regression to assess whether own and partner educational attainment was associated with HIV serostatus amongst 38,791 women. Educational attainment was positively correlated within partnerships in both urban and rural areas of every survey (Newman assortativity coefficients between 0.09 and 0.44), but this correlation was not ecologically associated with HIV prevalence. At the individual level, larger absolute differences between own and partner educational attainment were associated with significantly higher HIV prevalence amongst women. This association was heterogeneous across countries, but not between survey waves. In contrast to other women, for those aged 25-34 who had secondary or higher education, a more-educated partner was associated with lower HIV prevalence. HIV prevalence amongst women in SSA is associated not only with one's own education but also with that of one's partner. These findings highlight the importance of understanding how partners place individuals at risk of infection and suggest that HIV prevention efforts may benefit from considering partner characteristics.

Sex, Class, and Physical Science Educational Attainment: Portions due to Achievement Versus Recruitment

NASA Astrophysics Data System (ADS)

Simon, Richard M.; Farkas, George

Nationally representative data from the National Education Longitudinal Study are used to investigate why males (rather than females) and children of parents with advanced degrees (rather than those from less-educated parents) are more highly represented among physical science bachelor's degrees and graduate students. Parental education is measured by three categories: neither parent has a bachelor's degree, at least one parent has a bachelor's degree, or at least one parent has a degree beyond the bachelor's. Physical science is defined as students majoring in physics, engineering, mathematics, or computer science. The effects of mathematics achievement and effects not accounted for by mathematics achievement (what the authors call "recruitment" effects) are isolated for parental education categories and for sex, allowing inequality in physical science degree attainment to be decomposed into portions due to achievement and portions due to recruitment. Additionally, the results from logistic regressions predicting the attainment of a bachelor's degree in physical science as well as the pursuit of a graduate degree in physical science are presented. It is found that for parental education categories, the gaps in physical science educational attainment are nearly entirely accounted for by differences in mathematics achievement, suggesting that if achievement could be equalized, physical science educational attainment differences among parental education categories would disappear. However, the sex gap in physical science educational attainment operates almost entirely independent of achievement effects, suggesting that if the mathematics achievement distributions of males and females were identical, the sex gap in physical science educational attainment would be unchanged from what it is today.

Higher Education: Gaps in Access and Persistence Study. Statistical Analysis Report. NCES 2012-046

ERIC Educational Resources Information Center

Ross, Terris; Kena, Grace; Rathbun, Amy; KewalRamani, Angelina; Zhang, Jijun; Kristapovich, Paul; Manning, Eileen

2012-01-01

Numerous studies, including those of the National Center for Education Statistics (NCES), have documented persistent gaps between the educational attainment of White males and that of Black, Hispanic, American Indian/Alaska Native, and Native Hawaiian/Pacific Islander males. Further, there is evidence of growing gaps by sex within these…

National IQs: A Review of Their Educational, Cognitive, Economic, Political, Demographic, Sociological, Epidemiological, Geographic and Climatic Correlates

ERIC Educational Resources Information Center

Lynn, Richard; Vanhanen, Tatu

2012-01-01

This paper summarizes the results of 244 correlates of national IQs that have been published from 2002 through 2012 and include educational attainment, cognitive output, educational input, per capita income, economic growth, other economic variables, crime, political institutions, health, fertility, sociological variables, and geographic and…

38 CFR 21.7620 - Courses included in programs of education.

Code of Federal Regulations, 2011 CFR

2011-07-01

... learning offers the course for credit toward the standard college degree the reservist is pursuing; or (ii... reflect educational attainment and must be offered by an institution of higher learning. (Authority: 38 U... restrictions found in paragraph (c)(1) of this section, effective October 29, 1992, VA may pay educational...

38 CFR 21.7620 - Courses included in programs of education.

Code of Federal Regulations, 2013 CFR

2013-07-01

... learning offers the course for credit toward the standard college degree the reservist is pursuing; or (ii... reflect educational attainment and must be offered by an institution of higher learning. (Authority: 38 U... restrictions found in paragraph (c)(1) of this section, effective October 29, 1992, VA may pay educational...

38 CFR 21.7620 - Courses included in programs of education.

Code of Federal Regulations, 2014 CFR

2014-07-01

... learning offers the course for credit toward the standard college degree the reservist is pursuing; or (ii... reflect educational attainment and must be offered by an institution of higher learning. (Authority: 38 U... restrictions found in paragraph (c)(1) of this section, effective October 29, 1992, VA may pay educational...

38 CFR 21.7620 - Courses included in programs of education.

Code of Federal Regulations, 2010 CFR

2010-07-01

... learning offers the course for credit toward the standard college degree the reservist is pursuing; or (ii... reflect educational attainment and must be offered by an institution of higher learning. (Authority: 38 U... restrictions found in paragraph (c)(1) of this section, effective October 29, 1992, VA may pay educational...

38 CFR 21.7620 - Courses included in programs of education.

Code of Federal Regulations, 2012 CFR

2012-07-01

... learning offers the course for credit toward the standard college degree the reservist is pursuing; or (ii... reflect educational attainment and must be offered by an institution of higher learning. (Authority: 38 U... restrictions found in paragraph (c)(1) of this section, effective October 29, 1992, VA may pay educational...

Education and employment levels among Jamaican patients newly diagnosed with schizophrenia and bipolar disorder.

PubMed

Burgess, Bertilee; Curtis-Downes, Desdemona; Gibson, Roger C

2013-05-01

Comparisons between persons with bipolar disorder and those with schizophrenia are not well researched in the Caribbean. To compare the educational and occupational attainments in Jamaicans diagnosed with these two disorders. Data on diagnosis, educational level, type of employment and other basic socio-demographic variables were collected from Jamaican hospital patients who were newly diagnosed with schizophrenia or bipolar disorder. Fisher's exact and χ2 tests, as well as binary logistic regression, were used to explore how these characteristics varied according to diagnosis. Statistical significance was taken at p < .05. Schizophrenia was associated with significantly lower educational attainment than bipolar disorder (p = .022 for educational level attained; p = .026 for completion of secondary school). The majority (87.1%) of the 93 patients included in the analysis had no specific marketable job skills. However, the proportion of persons with bipolar disorder who had such skills was three times the corresponding proportion of persons with schizophrenia. The low educational achievement among persons with schizophrenia makes education a potentially important area for interventions targeted at this group. Because gross deficiencies in job skills were common to both patient groups, improvement in job skill levels is an important goal for persons with either of these disorders.

The influence of ethnicity and adverse life experiences during adolescence on young adult socioeconomic attainment: the moderating role of education.

PubMed

Wickrama, K A S; Simons, Leslie Gordon; Baltimore, Diana

2012-11-01

Previous research has documented that adverse life experiences during adolescence, particularly for ethnic minorities, have a long-term influence on income and asset attainment and that this relationship is largely mediated by educational achievement. We extend prior research by investigating three research questions. First, we investigate the extent to which community disadvantage, family factors and race/ethnicity each exert an independent influence on young adult socioeconomic attainment. Second, we examine whether youths' educational attainment mediates these independent influences on socioeconomic attainment. Third, we test whether educational attainment ameliorates the negative influences of disadvantaged community and family conditions and race/ethnicity on socioeconomic attainment. We address these questions using multilevel modeling with longitudinal, prospective data from Waves 1 and 4 of National Longitudinal Study of Adolescent Health, which has a nationally representative sample of adolescents (N = 13, 450; 53 % females). Regarding our first research question, our results indicated that African Americans, youth from disadvantaged communities, lower SES families achieve significantly lower levels of earnings, assets, and job quality during young adulthood. Second, we found that young adults' educational level only partially mediate the influences of family and race/ethnicity influences on young adults' socioeconomic attainment. Third, we found that young adults' educational level buffered the influence of early socioeconomic adversities and accentuated the positive influences of family resources. Findings highlight the importance of social context as well as educational opportunities during childhood and adolescence for economic stability in early adulthood.

A Qualitative Comparative Analysis Exploring How the Arrangement of Higher Education Governance Shapes the Contribution of Two-Year Institutions to State Educational Attainment

ERIC Educational Resources Information Center

White, Carol Cutler

2016-01-01

Two-year institutions of higher education are critical to state educational attainment (Auguste, Cota, Kartik, & Laboissiere, 2010; Wildavsky, Kelly, & Carey, 2011c), but the institutions may be hindered in contributing to attainment increases by the arrangement of governance (McLendon & Ness, 2003). The purpose of the study was to…

Educating for the Future: Baseline Estimates of Minnesota's Educational Attainment

ERIC Educational Resources Information Center

Fergus, Meredith; Williams-Wyche, Shaun; Brower, Susan; Egbert, Andi

2016-01-01

In 2015, the Minnesota Legislature enacted legislation setting a target that 70 percent of Minnesota adults age 25 to 44 will have attained a postsecondary certificate or degree by 2025, both for the general population and by racial/ethnic subgroups. This report fulfills the mandated reporting pursuant to Minnesota's educational attainment goal,…

Increasing Baccalaureate Degree Attainment in Louisville: A Proposed Blueprint for Community Action

ERIC Educational Resources Information Center

Business-Higher Education Forum (NJ1), 2009

2009-01-01

Across the country, cities and regions have used community-wide partnerships to improve the educational attainment of their citizens. The most established of these partnerships have seen substantial education gains during their tenure. The community of Louisville, Kentucky has embarked on a similar effort to improve educational attainment. Nearly…

The Relationship between General Population Suicide Rates and Educational Attainment: A Cross-National Study

ERIC Educational Resources Information Center

Shah, Ajit; Bhandarkar, Ritesh

2009-01-01

Suicides are associated with both high and low levels of intelligence and educational attainment in both individual-level and aggregate-level studies. A cross-national study examining the relationship between general population suicide rates ("y") and educational attainment ("x") was undertaken with the "a priori" hypothesis that the relationship…

Educational Attainment: A Model for Maximizing Earnings of the Nontraditional Student

ERIC Educational Resources Information Center

Griffith, Andrew S.

2011-01-01

This article documents a model for forecasting earnings of the nontraditional student based on macrolevel changes in educational attainment within the workforce using data from the U.S. Census Bureau. It also presents a theoretical case that illustrates the value of improving one's educational attainment level in order to sustain an annualized…

Educational Attainment and Attitudes towards War in Muslim Countries Contemplating War: The Cases of Jordan, Lebanon, Pakistan, and Turkey

ERIC Educational Resources Information Center

Shafiq, M. Najeeb; Ross, Karen

2009-01-01

This study addresses the little understood relationship between educational attainment and public attitudes towards war in four predominantly Muslim countries contemplating war: Jordan, Lebanon, Pakistan, and Turkey. The multivariate analysis using public opinion data suggests that the educational attainment of respondents has no statistically…

Gender Differences in Educational Attainment: Influences of the Family Environment

ERIC Educational Resources Information Center

Mensah, Fiona K.; Kiernan, Kathleen E.

2010-01-01

There are gender differences in educational attainment amongst British children and there is evidence that these differences emerge early in life. In this study we investigate whether boys' and girls' early educational attainment levels are similarly related to disadvantage in the family environment. This study uses survey data from the Millennium…

Design and Implementation of a Resistance Training Program for Physical Educators

ERIC Educational Resources Information Center

Murray, Alison Morag; Murray-Hopkin, Pamella; Woods, George; Patel, Bhavin; Paluseo, Jeff

2013-01-01

Fitness development in physical education is most often attained via implementation of fitness training principles into school based settings. It is seldom attained via adherence to developmentally appropriate principles. The program presented in this article provides the physical educator with a method and the tools to attain both. This program…

How adolescent health influences education and employment: investigating longitudinal associations and mechanisms

PubMed Central

Hale, Daniel R; Viner, Russell M

2018-01-01

Background Education is recognised as a strong determinant of health. Yet there is increasing concern that health in adolescence may also influence educational attainments and future life chances. We examined associations between health in early adolescence and subsequent academic and employment outcomes, exploring potential mediators of these relationships to inform intervention strategies. Methods We used data from the Longitudinal Study of Young People in England. Adolescent health was measured at waves 1 and 2. Outcomes included educational attainment at age 16 years and being NEET (not in education, employment or training) at age 19 years. Associations were adjusted for ethnicity, area-level deprivation and early adolescent academic attainment. Where significant associations were identified, we examined the role of hypothesised mediators including attendance and truancy, classroom behaviour, substance use and psychological distress. Results Health conditions in early adolescence predicted poor subsequent education and employment outcomes (ORs ranged from 1.25 to 1.72) with the exception of long-term chronic conditions and NEET status, which were unassociated. The most consistent mediating variable was social exclusion. School behaviour, truancy and substance use were significant mediators for mental health. Long-term absences mediated associations between mental health and physical health and later outcomes. Conclusions Health is a key component of academic and vocational achievement. Investment in health is a way of improving life chances. The identification of key mediators such as social exclusion and truancy indicate areas where screening for health conditions and provision of targeted support could improve educational, employment and health outcomes. PMID:29615474

Intergenerational transmission of educational attainment: Three levels of parent-child communication as mediators.

PubMed

Chi, Liping

2013-04-01

Although the intergenerational transmission of educational attainment has been confirmed by many researchers, its mechanism still remains controversial. Parent-child communication has been regarded as one of the important mediators. The present study primarily aimed to examine the potentially mediating role of parent-child communication in the transmission of educational attainment, based on a sample of 366 Chinese fifth and sixth graders. Parent-child communication was measured against the three levels of the parents' communication ability, the quality of the father-child and mother-child communications, and the relation between the two dyadic communications. The results duplicated the positive effect of parents' educational attainment on children's academic achievement. Moreover, it was found that parents' communication ability alone played a mediating role, and that the three levels of parent-child communication constructed a "mediator chain" between the parents' educational attainment and the children's academic achievement. Finally, the intergenerational transmission of educational attainment in China and the mediating role of the three levels of parent-child communication were discussed. © 2012 The Institute of Psychology, Chinese Academy of Sciences and Blackwell Publishing Asia Pty Ltd.

Compulsory Schooling Laws and Migration Across European Countries.

PubMed

Aparicio Fenoll, Ainhoa; Kuehn, Zoë

2017-12-01

Educational attainment is a key factor for understanding why some individuals migrate and others do not. Compulsory schooling laws, which determine an individual's minimum level of education, can potentially affect migration. We test whether and how increasing the length of compulsory schooling influences migration of affected cohorts across European countries, a context where labor mobility is essentially free. We construct a novel database that includes information for 31 European countries on compulsory education reforms passed between 1950 and 1990. Combining this data with information on recent migration flows by cohorts, we find that an additional year of compulsory education reduces the number of individuals from affected cohorts who migrate in a given year by 9 %. Our results rely on the exogeneity of compulsory schooling laws. A variety of empirical tests indicate that European legislators did not pass compulsory education reforms as a reaction to changes in emigration rates or educational attainment.

Household Crowding During Childhood and Long-Term Education Outcomes.

PubMed

Lopoo, Leonard M; London, Andrew S

2016-06-01

Household crowding, or having more household members than rooms in one's residence, could potentially affect a child's educational attainment directly through a number of mechanisms. We use U.S. longitudinal data from the Panel Study of Income Dynamics to derive new measures of childhood crowding and estimate negative associations between crowding during one's high school years and, respectively, high school graduation by age 19 and maximum education at age 25. These negative relationships persist in multivariate models in which we control for the influence of a variety of factors, including socioeconomic status and housing-cost burden. Given the importance of educational attainment for a range of midlife and later-life outcomes, this study suggests that household crowding during one's high school years is an engine of cumulative inequality over the life course.

Biological and Sociocultural Factors During the School Years Predicting Women's Lifetime Educational Attainment.

PubMed

Hendrick, C Emily; Cohen, Alison K; Deardorff, Julianna; Cance, Jessica D

2016-03-01

Lifetime educational attainment is an important predictor of health and well-being for women in the United States. In this study, we examine the roles of sociocultural factors in youth and an understudied biological life event, pubertal timing, in predicting women's lifetime educational attainment. Using data from the National Longitudinal Survey of Youth 1997 cohort (N = 3889), we conducted sequential multivariate linear regression analyses to investigate the influences of macro-level and family-level sociocultural contextual factors in youth (region of country, urbanicity, race/ethnicity, year of birth, household composition, mother's education, and mother's age at first birth) and early menarche, a marker of early pubertal development, on women's educational attainment after age 24. Pubertal timing and all sociocultural factors in youth, other than year of birth, predicted women's lifetime educational attainment in bivariate models. Family factors had the strongest associations. When family factors were added to multivariate models, geographic region in youth, and pubertal timing were no longer significant. Our findings provide additional evidence that family factors should be considered when developing comprehensive and inclusive interventions in childhood and adolescence to promote lifetime educational attainment among girls. © 2016, American School Health Association.

STEM Education.

PubMed

Xie, Yu; Fang, Michael; Shauman, Kimberlee

2015-08-01

Improving science, technology, engineering, and mathematics (STEM) education, especially for traditionally disadvantaged groups, is widely recognized as pivotal to the U.S.'s long-term economic growth and security. In this article, we review and discuss current research on STEM education in the U.S., drawing on recent research in sociology and related fields. The reviewed literature shows that different social factors affect the two major components of STEM education attainment: (1) attainment of education in general, and (2) attainment of STEM education relative to non-STEM education conditional on educational attainment. Cognitive and social psychological characteristics matter for both major components, as do structural influences at the neighborhood, school, and broader cultural levels. However, while commonly used measures of socioeconomic status (SES) predict the attainment of general education, social psychological factors are more important influences on participation and achievement in STEM versus non-STEM education. Domestically, disparities by family SES, race, and gender persist in STEM education. Internationally, American students lag behind those in some countries with less economic resources. Explanations for group disparities within the U.S. and the mediocre international ranking of US student performance require more research, a task that is best accomplished through interdisciplinary approaches.

STEM Education

PubMed Central

Xie, Yu; Fang, Michael; Shauman, Kimberlee

2015-01-01

Improving science, technology, engineering, and mathematics (STEM) education, especially for traditionally disadvantaged groups, is widely recognized as pivotal to the U.S.’s long-term economic growth and security. In this article, we review and discuss current research on STEM education in the U.S., drawing on recent research in sociology and related fields. The reviewed literature shows that different social factors affect the two major components of STEM education attainment: (1) attainment of education in general, and (2) attainment of STEM education relative to non-STEM education conditional on educational attainment. Cognitive and social psychological characteristics matter for both major components, as do structural influences at the neighborhood, school, and broader cultural levels. However, while commonly used measures of socioeconomic status (SES) predict the attainment of general education, social psychological factors are more important influences on participation and achievement in STEM versus non-STEM education. Domestically, disparities by family SES, race, and gender persist in STEM education. Internationally, American students lag behind those in some countries with less economic resources. Explanations for group disparities within the U.S. and the mediocre international ranking of US student performance require more research, a task that is best accomplished through interdisciplinary approaches. PMID:26778893

Personality and the Intergenerational Transmission of Educational Attainment: Evidence from Germany

PubMed Central

Ryberg, Renee; Bauldry, Shawn; Schultz, Michael A.; Steinhoff, Annekatrin; Shanahan, Michael

2018-01-01

Research based in the United States, with its relatively open educational system, has found that personality mediates the relationship between parents’ and child’s educational attainment and this meditational pattern is especially beneficial to students from less-educated households. Yet in highly structured, competitive educational systems, personal characteristics may not predict attainment or may be more or less consequential at different points in the educational career. We examine the salience of personality in the educational attainment process in the German educational system. Data come from a longitudinal sample of 682 seventeen to twenty-five year-olds (54% female) from the 2005 and 2015 German Socio-Economic Panel (SOEP). Results show that adolescent personality traits — openness, neuroticism, and conscientiousness — are associated with educational attainment, but personality plays a negligible role in the intergenerational transmission of education. Personality is influential before the decision about the type of secondary degree that a student will pursue (during adolescence). After that turning point, when students have entered different pathways through the system, personality is less salient. Cross-national comparisons in a life course framework broaden the scope of current research on non-cognitive skills and processes of socioeconomic attainment, alerting the analyst to the importance of both institutional structures and the changing importance of these skills at different points in the life course. PMID:28707154

Reducing Risk for Substance Use by Economically Disadvantaged Young Men: Positive Family Environments and Pathways to Educational Attainment

PubMed Central

Martin, Monica J.; Conger, Rand D.; Sitnick, Stephanie L.; Masarik, April S.; Forbes, Erika E.; Shaw, Daniel S.

2015-01-01

Using prospective, longitudinal data spanning 10 years (age 10 to 20) from a study of 295 economically disadvantaged males, the current investigation evaluated a developmental model that links early family environment and later educational aspirations, extracurricular activities, and educational attainment to substance use in early adulthood. The results indicate that a positive family environment during adolescence (low family conflict, high family warmth, and effective child management) predicted educational involvements during adolescence that promoted educational attainment during early adulthood. Finally, higher levels of educational attainment were associated with less substance use in early adulthood, even after controlling for adolescent substance use. These findings suggest that positive parenting promotes educational achievements that increase resilience to substance use for economically disadvantaged males. PMID:26307026

The Power of Partnerships = The Power of Success!!!

ERIC Educational Resources Information Center

Dunavin, Callie

2010-01-01

In 2005, the five community colleges in poverty-stricken eastern Arkansas galvanized to develop capacity to train a skilled workforce, increase educational access and attainment, and transform the regional economy. The Arkansas Delta Training and Education Consortium (ADTEC) includes Arkansas Northeastern College, Blytheville; East Arkansas…

Personal predictors of educational attainment after compulsory school: influence of measures of vulnerability, health, and school performance.

PubMed

Winding, Trine N; Nohr, Ellen A; Labriola, Merete; Biering, Karin; Andersen, Johan H

2013-02-01

Getting a secondary education is essential in preventing future inequalities in health and socioeconomic status. We investigated to what degree personal predictors like low school performance, high vulnerability, and poor health status are associated with not completing a secondary education in a Danish youth cohort. This prospective study used data from a questionnaire in 2004 and register data in 2010. The study population consisted of 3053 adolescents born in 1989. Information on educational attainment from Statistics Denmark was divided into four categories: completed, still studying, dropped out, or never attained a secondary education. Data was analysed using multinomial logistic regression. Low grades when completing compulsory school predicted not having completed a secondary education by age 20/21 (odds ratios (OR) between 1.7 and 2.5). Low sense of coherence in childhood was associated with dropping out from a vocational education (OR 2.0). Low general health status was associated with dropping out (OR 2.2) or never attaining a secondary education (OR 2.7) and overweight was associated with never attaining a secondary education (OR 3.5). The study confirms the social gradient in educational attainment. Furthermore, the results indicate that factors related to the individual in terms of low school performance, low health status, and high vulnerability predict future success in the educational system. It is recommended that these high-risk groups are recognised and targeted when designing guidance and supervision programmes for youth at secondary education.

The role of partners’ educational attainment in the association between HIV and education amongst women in seven sub-Saharan African countries

PubMed Central

Harling, Guy; Bärnighausen, Till

2016-01-01

Introduction Individuals’ educational attainment has long been considered as a risk factor for HIV. However, little attention has been paid to the association between partner educational attainment and HIV infection. Methods We conducted cross-sectional analysis of young women (aged 15–34) in 14 Demographic and Health Surveys from seven sub-Saharan Africa (SSA) countries with generalized HIV epidemics. We measured the degree of similarity in educational attainment (partner homophily) in 75,373 partnerships and evaluated the correlation between homophily and female HIV prevalence at the survey cluster level. We then used logistic regression to assess whether own and partner educational attainment was associated with HIV serostatus amongst 38,791 women. Results Educational attainment was positively correlated within partnerships in both urban and rural areas of every survey (Newman assortativity coefficients between 0.09 and 0.44), but this correlation was not ecologically associated with HIV prevalence. At the individual level, larger absolute differences between own and partner educational attainment were associated with significantly higher HIV prevalence amongst women. This association was heterogeneous across countries, but not between survey waves. In contrast to other women, for those aged 25–34 who had secondary or higher education, a more-educated partner was associated with lower HIV prevalence. Conclusions HIV prevalence amongst women in SSA is associated not only with one's own education but also with that of one's partner. These findings highlight the importance of understanding how partners place individuals at risk of infection and suggest that HIV prevention efforts may benefit from considering partner characteristics. PMID:26902392

Educational Attainment and HIV/AIDS Prevalence: A Cross-Country Study

ERIC Educational Resources Information Center

Lakhanpal, Manisha; Ram, Rati

2008-01-01

Using data for a large cross-country sample, a reasonable model is estimated to judge the effect of adult educational attainment on prevalence of HIV. Three main points are noted. First, there is an indication of a significantly negative effect of educational attainment on HIV prevalence. Second, magnitude of the impact appears sizable. Third, a…

Educational Attainment in the United States: 2015. Population Characteristics. Current Population Reports. P20-578

ERIC Educational Resources Information Center

Ryan, Camille L.; Bauman, Kurt

2016-01-01

This report provides a portrait of educational attainment in the United States based on data collected from the Current Population Survey (CPS). The report examines educational attainment of the adult population by demographic and social characteristics such as age, sex, race and Hispanic origin, and disability status, as well as differences in…

Biological and Sociocultural Factors during the School Years Predicting Women's Lifetime Educational Attainment

ERIC Educational Resources Information Center

Hendrick, C. Emily; Cohen, Alison K.; Deardorff, Julianna; Cance, Jessica D.

2016-01-01

Background: Lifetime educational attainment is an important predictor of health and well-being for women in the United States. In this study, we examine the roles of sociocultural factors in youth and an understudied biological life event, pubertal timing, in predicting women's lifetime educational attainment. Methods: Using data from the National…

Reversal of Gender Differences in Educational Attainment: An Historical Analysis of the West German Case

ERIC Educational Resources Information Center

Becker, Rolf

2014-01-01

Background information: During the late 1970s and the early 1980s, West Germany witnessed a reversal of gender differences in educational attainment, as females began to outperform males. Purpose: The main objective was to analyse which processes were behind the reversal of gender differences in educational attainment after 1945. The theoretical…

Comparing the Gender Gap in Educational Attainment: The Impact of Emancipatory Contexts in 33 Cohorts across 33 Countries

ERIC Educational Resources Information Center

van Hek, Margriet; Kraaykamp, Gerbert; Wolbers, Maarten H. J.

2016-01-01

Nowadays, women outperform men in educational attainment in many countries. Still, large variation between countries remains. Emancipatory contexts in which individuals are raised might explain these differences in male-female educational attainment, both over time and across countries. This study examines individual and contextual factors that…

Ambitious Mothers--Successful Daughters: Mothers' Early Expectations for Children's Education and Children's Earnings and Sense of Control in Adult Life

ERIC Educational Resources Information Center

Flouri, Eirini; Hawkes, Denise

2008-01-01

Background: Mothers' expectations for their children's educational attainment are related to children's educational and occupational attainment. Studies have yet to establish, however, the long-term links between maternal expectations and offspring earnings, which are not always related to occupational attainment especially in women, or between…

The Pivotal Role of Education in the Association between Ability and Social Class Attainment: A Look across Three Generations

ERIC Educational Resources Information Center

Johnson, Wendy; Brett, Caroline E.; Deary, Ian J.

2010-01-01

Previous studies have established that family social background and individual mental ability and educational attainment contribute to adult social class attainment. We propose that social class of origin acts as ballast, restraining otherwise meritocratic social class movement, and that education is the primary means through which social class…

Educational Attainment and Egalitarian Attitudes toward Women in the MENA Region: Insights from the Arab Barometer

ERIC Educational Resources Information Center

Auletto, Amy; Kim, Taeyeon; Marias, Rachel

2017-01-01

Despite increasingly egalitarian attitudes toward women in the Middle East and North Africa, nations in this region continue to rank among the lowest in measures of gender equality. Using survey data, we examine the relationship between educational attainment and support for women. We find that increased educational attainment is predictive of…

Rural-Nonrural Disparities in Postsecondary Educational Attainment Revisited

PubMed Central

Byun, Soo-yong; Meece, Judith L.; Irvin, Matthew J.

2013-01-01

Using data from the National Educational Longitudinal Study, this study revisited rural-nonrural disparities in educational attainment by considering a comprehensive set of factors that constrain and support youth's college enrollment and degree completion. Results showed that rural students were more advantaged in community social resources compared to nonrural students, and these resources were associated with a significant increase in the likelihood of bachelor's degree attainment. Yet results confirmed that rural students lagged behind nonrural students in attaining a bachelor's degree largely due to their lower socioeconomic background. The findings present a more comprehensive picture of the complexity of geographic residence in shaping college enrollment and degree attainment. PMID:24285873

The Socioeconomic Impact of Hearing Loss in US Adults

PubMed Central

Emmett, Susan D.; Francis, Howard W.

2014-01-01

Objective To evaluate the associations between hearing loss and educational attainment, income, and unemployment/underemployment in US adults. Study design National cross-sectional survey. Setting Ambulatory examination centers. Patients Adults aged 20-69 years who participated in the 1999-2002 cycles of the National Health and Nutrition Examination Survey (NHANES) audiometric evaluation and income questionnaire (n = 3379). Intervention(s) Pure tone audiometry, with hearing loss defined by World Health Organization criteria of bilateral pure tone average >25 decibels (0.5,1,2,4 kHz). Main outcome measure(s) Low educational attainment, defined as not completing high school; low income, defined as family income less than $20,000/year, and unemployment or underemployment, defined as not having a job or working less than 35 hours per week. Results Individuals with hearing loss had 3.21 times higher odds of low educational attainment (95% CI: 2.20-4.68) compared to normal-hearing individuals. Controlling for education, age, sex, and race, individuals with hearing loss had 1.58 times higher odds of low income (95% CI: 1.16-2.15) and 1.98 times higher odds of being unemployed or underemployed (95% CI: 1.38-2.85) compared to normal-hearing individuals. Conclusions Hearing loss is associated with low educational attainment in US adults. Even after controlling for education and important demographic factors, hearing loss is independently associated with economic hardship, including both low income and unemployment/underemployment. The societal impact of hearing loss is profound in this nationally representative study and should be further evaluated with longitudinal cohorts. PMID:25158616

Educational gradients in the use of electronic cigarettes and heat-not-burn tobacco products in Japan.

PubMed

Miyazaki, Yuki; Tabuchi, Takahiro

2018-01-01

In addition to electronic cigarettes (e-cigarettes), tobacco companies have recently begun to sell heat-not-burn tobacco products, Ploom and iQOS in Japan. Previous research has reported an inverse association between combustible cigarette smoking and educational attainment, but little is known about the association for e-cigarettes, especially heat-not-burn tobacco products. Our objective was to analyze the relationship between educational attainment and e-cigarette and heat-not-burn tobacco use. An internet survey (randomly sampled research agency panelists) in Japan. A total of 7338 respondents aged 18-69 years in 2015 (3632 men and 3706women). Adjusted odds ratios (ORs) of educational attainment for current smoking (combustible cigarettes), e-cigarette ever-use, and heat-not-burn ever-use were calculated by multivariable logistic regression models using covariates including socio-demographic factors. Stratified analyses according to smoking status (combustible cigarettes) were additionally performed for e-cigarette ever-use and heat-not-burn tobacco product ever-use. Associations between educational attainment and e-cigarette ever-use or heat-not-burn tobacco ever-use are not straightforward, although these associations are not statistically significant except for one cell. For example, using "graduate school" education as a reference category, adjusted ORs for "high school" were 1.44 (95% confidence interval [CI]: 0.85-2.44) for e-cigarettes ever-use and 0.75 (95% CI:0.19-2.97) for heat-not-burn tobacco product ever-use. Among current smokers, compared with "graduate school" (reference), those with lower educational attainment showed 0.6 to 0.7 ORs for e-cigarette ever-use: e.g.,"4-year university"(OR = 0.54, 95% CI:0.24-1.24) and "high school" (OR = 0.69, 95% CI: 0.30-1.60). Among former smokers, lower education indicated higher ORs for both e-cigarettes and heat-not-burn tobacco ever-use. This study provides baseline information on educational gradients of e-cigarette and heat-not-burn tobacco products, ever-use. As heat-not-burn tobacco products are increasing their market share in Japan, continuous monitoring of these products will be necessary.

Relationships among Food Group Intakes, Household Expenditure, and Education Attainment in a General Japanese Population: NIPPON DATA2010

PubMed Central

Nakamura, Mieko; Ojima, Toshiyuki; Kondo, Imako; Ninomiya, Toshiharu; Yoshita, Katsushi; Arai, Yusuke; Ohkubo, Takayoshi; Murakami, Yoshitaka; Takashima, Naoyuki; Kondo, Keiko; Okayama, Akira

2018-01-01

Background A lower socioeconomic status (SES) may be related to the intake of unhealthy food; however, this relationship has not been examined in detail. This study was undertaken to examine relationships among food group intakes and SES in a representative Japanese population. Methods This was a cross-sectional study using the baseline data of NIPPON DATA2010, which is a prospective cohort study of the National Health and Nutrition Survey in Japan. A total of 2,898 participants were included in the baseline survey in 2010. The effects of age (<65 years and ≥65 years), equivalent household expenditure (EHE), and education attainment on food group intakes (gram per 1,000 kcal) were analyzed using a two-way analysis of variance. Results When EHE was lower, cereal intake was higher in men and women. Among men, fish, milk, and alcohol intakes were reduced with lower EHE. Among women, vegetable intake was reduced with lower EHE. In men and women, cereal intake was higher with lower education attainment. In contrast, meat intake was reduced with lower education attainment. Conclusions Lower SES was associated with a higher cereal intake and lower vegetable, fish, meat, and milk intakes in a representative Japanese population. Socioeconomic discrepancies need to be considered in order to promote healthier dietary habits. PMID:29503382

Gender gap matters in maternal mortality in low and lower-middle-income countries: A study of the global Gender Gap Index.

PubMed

Choe, Seung-Ah; Cho, Sung-Il; Kim, Hongsoo

2017-09-01

Reducing maternal mortality has been a crucial part of the global development agenda. According to modernisation theory, the effect of gender equality on maternal health may differ depending on a country's economic development status. We explored the correlation between the Global Gender Gap Index (GGI) provided by the World Economic Forum and the maternal mortality ratio (MMR) obtained from the World Development Indicators database of the World Bank. The relationships between each score in the GGI, including its four sub-indices (measuring gender gaps in economic participation, educational attainment, health and survival, and political empowerment), and the MMR were analysed. When the countries were stratified by gross national income per capita, the low and lower-middle-income countries had lower scores in the GGI, and lower scores in the economic participation, educational attainment, and political empowerment sub-indices than the high-income group. Among the four sub-indices, the educational attainment sub-index showed a significant inverse correlation with the MMR in low and lower-middle-income countries when controlling for the proportion of skilled birth attendance and public share of health expenditure. This finding suggests that strategic efforts to reduce the gender gap in educational attainment could lead to improvements in maternal health in low and lower-middle-income countries.

Influence of educational status and other variables on HIV risk perception among military personnel: A large cohort finding

PubMed Central

Essien, E. James; Ogungbade, Gbadebo O.; Ward, Doriel; Ekong, Ernest; Ross, Michael W.; Meshack, Angela; Holmes, Laurens

2007-01-01

HIV risk perception remains an effective determinant of HIV transmission. Although higher educational attainment has been associated with increased HIV risk perception, this predictor remains to be assessed among Nigerian military personnel (NMP). In a prospective cohort of 2,213 NMP, the effect of education and other factors on HIV risk perception were assessed at baseline using chi square statistic and unconditional logistic regression. There was an inverse correlation between higher educational attainment and HIV risk perception in the univarible model, prevalence odds ratio (POR), 0.64, 95% confidence interval (CI) = 0.52–0.79. This association persisted after adjustment for relevant covariates in the multivariable model (POR, 0.70, 95% CI=0.56–0.88). Likewise, there was a direct correlation between use of alcohol and marijuana and HIV risk perception (p <0.05). In contrast, casual sex and gender were not statistically significantly associated with HIV risk perception, P >0.05. This study is indicative of an inverse correlation between educational attainment and HIV risk perception, as well as a direct correlation between alcohol and marijuana and HIV risk perception among NMP. Therefore HIV prevention interventions targeted at NMP need to include multiple factors that may impact on risk perception regardless of educational status of the participants. PMID:18062392

Mentoring Professors: A Model for Developing Quality Online Instructors and Courses in Higher Education

ERIC Educational Resources Information Center

Barczyk, Casimir; Buckenmeyer, Janet; Feldman, Lori

2010-01-01

This article presents a four-stage model for mentoring faculty in higher education to deliver high quality online instruction. It provides a timeline that shows the stages of program implementation. Known as the Distance Education Mentoring Program, its major outcomes include certified instructors, student achievement, and the attainment of a…

The Effect of Parenthood Education on Self- Efficacy and Parent Effectiveness in an Alternative High School Student Population

ERIC Educational Resources Information Center

Meyer, Becky Weller; Jain, Sachin; Canfield-Davis, Kathy

2011-01-01

Adolescents defined as at-risk typically lack healthy models of parenting and receive no parenthood education prior to assuming the parenting role. Unless a proactive approach is implemented, the cyclic pattern of dysfunctional parenting-- including higher rates of teen pregnancy, increased childhood abuse, low educational attainment,…

Online biostatistics: evidence-based curriculum for master's nursing education.

PubMed

Shillam, Casey R; Ho, Grace; Commodore-Mensah, Yvonne

2014-04-01

Rapid changes in health care delivery require nurses to attain advanced knowledge, skills, and attitudes in biostatistics to provide high-quality, safe patient care. Advances in educational technologies support the delivery of graduate nursing education in online formats. Given the diversity of learning styles among graduate nursing students and the specific challenges in delivering biostatistics content in traditional formats, it is vital to include different delivery formats to engage and meet the learning needs of graduate nursing students who take biostatistics courses online. This article describes the pioneering approach of one graduate nursing program to implementing best practices for delivering an online biostatistics course to help master's-prepared nurses attain both statistical literacy and statistical communication skills. Copyright 2014, SLACK Incorporated.

Educational Attainment and the Gender Wage Gap: Evidence from the 1986 and 1991 Canadian Censuses.

ERIC Educational Resources Information Center

Christie, Pamela; Shannon, Michael

2001-01-01

Uses Canadian census data to examine effects of gender differences in educational attainment on the gender earnings gap for full-time, full-year Canadian workers. These educational attainment differences account for virtually none of the gender earnings gap in 1985 and 1990. Gender differences in field of study matter somewhat more. (Contains 17…

Biological and socio-cultural factors during the school years predicting women’s lifetime educational attainment

PubMed Central

Hendrick, C. Emily; Cohen, Alison K.; Deardorff, Julianna

2015-01-01

BACKGROUND Lifetime educational attainment is an important predictor of health and well-being for women in the United States. In the current study, we examine the roles of socio-cultural factors in youth and an understudied biological life event, pubertal timing, in predicting women’s lifetime educational attainment. METHODS Using data from the National Longitudinal Survey of Youth 1997 cohort (N = 3889), we conducted sequential multivariate linear regression analyses to investigate the influences of macro-level and family-level socio-cultural contextual factors in youth (region of country, urbanicity, race/ethnicity, year of birth, household composition, mother’s education, mother’s age at first birth) and early menarche, a marker of early pubertal development, on women’s educational attainment after age 24. RESULTS Pubertal timing and all socio-cultural factors in youth, other than year of birth, predicted women’s lifetime educational attainment in bivariate models. Family factors had the strongest associations. When family factors were added to multivariate models, geographic region in youth and pubertal timing were no longer significant. CONCLUSION Our findings provide additional evidence that family factors should be considered when developing comprehensive and inclusive interventions in childhood and adolescence to promote lifetime educational attainment among girls. PMID:26830508

Understanding the influence of educational attainment on kidney health and opportunities for improved care.

PubMed

Green, Jamie A; Cavanaugh, Kerri L

2015-01-01

Educational attainment is an important but often overlooked contributor to health outcomes in patients with kidney disease. Those with lower levels of education have an increased risk of ESRD, complications of peritoneal dialysis, worse transplant outcomes, and mortality. Mediators of these associations are poorly understood but involve a complex interplay between health knowledge, behaviors, and socioeconomic and psychosocial factors. Interventions targeting these aspects of care have the potential to reduce disparities related to educational attainment; however, few programs have been described that specifically address this issue. Future research efforts should not only systematically assess level of educational attainment but also report the differential impact of interventions across educational strata. In addition, routine measurement of health literacy may be useful to identify high-risk patients independent of years of schooling. A better understanding of the influence of educational attainment on kidney health provides an opportunity to improve the care and outcomes of vulnerable patients with kidney disease. Copyright © 2015 National Kidney Foundation, Inc. Published by Elsevier Inc. All rights reserved.

Project: Toward a National Educational Testing Network. Final Report.

ERIC Educational Resources Information Center

Bock, Darrell R.

Three fiscal year 1987 deliverables due for the "Toward a National Educational Testing Network: Feasibility Study of Duplex Design" are presented. The study is concerned with implementation of statewide and interstate testing of student attainment. The report includes: (1) a duplex design (DD) review paper discussing the means by which…

Forgotten Places: Uneven Development in Rural America. Rural America Series.

ERIC Educational Resources Information Center

Lyson, Thomas A., Ed.; Falk, William W., Ed.

This book examines predominantly rural regions of the United States that lag behind the rest of the country in income, employment, access to services, and measures of education and health. Case studies of nine regions examine historical background; current economic and social conditions (including demography, educational attainment, and…

Educational and Contractual Attributes of the Apprenticeship Programmes of Large Employers in Britain

ERIC Educational Resources Information Center

Ryan, Paul; Gospel, Howard; Lewis, Paul

2006-01-01

The authors consider two quality-related aspects of large employers' apprenticeship programmes. The first is their contribution to national educational objectives, including the creation and strengthening of ladders of vocational attainment. Such ladders already exist in apprenticeship's traditional domains, but the prospects for their wider…

Educational Attainment Effects of Public and Private School Choice

ERIC Educational Resources Information Center

Foreman, Leesa M.

2017-01-01

The two fastest growing school choice options are charter schools and private school choice programs, which include vouchers, tax credit scholarships, and education savings accounts. Most research assessing the effects of these programs focuses on student achievement. I review the literature to determine the impact public and private school choice…

The role of health literacy in explaining the association between educational attainment and the use of out-of-hours primary care services in chronically ill people: a survey study.

PubMed

Jansen, Tessa; Rademakers, Jany; Waverijn, Geeke; Verheij, Robert; Osborne, Richard; Heijmans, Monique

2018-05-31

Low socioeconomic status (SES) is persistently associated with poor health and suboptimal use of healthcare services, and more unplanned healthcare use. Suboptimal use of emergency and acute healthcare services may increase health inequalities, due to late diagnosis or lack of continuity of care. Given that health literacy has been associated with healthcare utilisation and with education attainment, we sought to explore whether health literacy is related to the use of out-of-hours (OOH) Primary Care Services (PCSs). Additionally, we aimed to study whether and to what extent health literacy accounts for some of the association between education and OOH PSC use. A survey including measures of education attainment, health literacy (assessed by means of the Dutch version of the nine-dimension Health Literacy Questionnaire) and use of PCS was conducted among a sample of adults diagnosed with (any) somatic chronic condition in the Netherlands (response 76.3%, n = 1811). We conducted linear and logistic regression analyses to examine associations between education level and PCS use in the past year. We performed mediation analyses to assess whether the association between education and PCS use was (partly) explained by different aspects of health literacy. We adjusted the models for patient characteristics such as age and morbidity. Higher education attainment was associated with higher scores on the health literacy aspects Appraisal of health information, and Navigating the healthcare system. Additionally, appraisal and navigating the healthcare system partially accounted for educational differences in PCS use. Finally, higher appraisal of health information scores were associated with higher PCS utilisation. Several aspects of health literacy were demonstrated to relate to PCS use, and partly accounted for educational differences herein. Accordingly, developing health literacy within individuals or communities may help to reduce inappropriate PCS use among people with low education.

Including Non-Traditional Instrumentation in Undergraduate Environmental Chemistry Courses

ERIC Educational Resources Information Center

Jenkins, J. David; Orvis, Jessica N.; Smith, C. Jimmy; Manley, Citabria; Rice, Jeanette K. 2

2004-01-01

Non-traditional instrumentation was obtained for Georgia Southern undergraduates to attain fundamental environmental education through unique laboratory experiences. In this context, the method for including a direct mercury analyzer into both major and non-major environmental laboratories is reported.

How adolescent health influences education and employment: investigating longitudinal associations and mechanisms.

PubMed

Hale, Daniel R; Viner, Russell M

2018-06-01

Education is recognised as a strong determinant of health. Yet there is increasing concern that health in adolescence may also influence educational attainments and future life chances. We examined associations between health in early adolescence and subsequent academic and employment outcomes, exploring potential mediators of these relationships to inform intervention strategies. We used data from the Longitudinal Study of Young People in England. Adolescent health was measured at waves 1 and 2. Outcomes included educational attainment at age 16 years and being NEET (not in education, employment or training) at age 19 years. Associations were adjusted for ethnicity, area-level deprivation and early adolescent academic attainment. Where significant associations were identified, we examined the role of hypothesised mediators including attendance and truancy, classroom behaviour, substance use and psychological distress. Health conditions in early adolescence predicted poor subsequent education and employment outcomes (ORs ranged from 1.25 to 1.72) with the exception of long-term chronic conditions and NEET status, which were unassociated. The most consistent mediating variable was social exclusion. School behaviour, truancy and substance use were significant mediators for mental health. Long-term absences mediated associations between mental health and physical health and later outcomes. Health is a key component of academic and vocational achievement. Investment in health is a way of improving life chances. The identification of key mediators such as social exclusion and truancy indicate areas where screening for health conditions and provision of targeted support could improve educational, employment and health outcomes. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Educational Attainment and Adult Mortality in the United States: A Systematic Analysis of Functional Form*

PubMed Central

Montez, Jennifer Karas; Hummer, Robert A.; Hayward, Mark D.

2012-01-01

A vast literature has documented the inverse association between educational attainment and U.S. adult mortality risk, but given little attention to identifying the optimal functional form of the association. A theoretical explanation of the association hinges on our ability to empirically describe it. Using the 1979–1998 National Longitudinal Mortality Study for non-Hispanic white and black adults aged 25–100 years during the mortality follow-up period (N=1,008,215), we evaluated 13 functional forms across race-gender-age subgroups to determine which form(s) best captured the association. Results revealed that a functional form that includes a linear decline in mortality risk from 0–11 years of education, followed by a step-change reduction in mortality risk upon attainment of a high school diploma, at which point mortality risk resumes a linear decline but with a steeper slope than that prior to a high school diploma was generally preferred. The findings provide important clues for theoretical development of explanatory mechanisms: an explanation for the selected functional form may require integrating a credentialist perspective to explain the step-change reduction in mortality risk upon attainment of a high school diploma, with a human capital perspective to explain the linear declines before and after a high school diploma. PMID:22246797

Associations of Educational Attainment, Occupation, Social Class and Major Depressive Disorder among Han Chinese Women

PubMed Central

Liu, Feihu; Li, Yajuan; Wang, Junhui; Flint, Jonathan; Gao, Jingfang; Li, Youhui; Tao, Ming; Zhang, Kerang; Wang, Xumei; Gao, Chengge; Yang, Lijun; Li, Kan; Shi, Shenxun; Wang, Gang; Liu, Lanfen; Zhang, Jinbei; Du, Bo; Jiang, Guoqing; Shen, Jianhua; Zhang, Zhen; Liang, Wei; Sun, Jing; Hu, Jian; Liu, Tiebang; Wang, Xueyi; Miao, Guodong; Meng, Huaqing; Li, Yi; Hu, Chunmei; Li, Yi; Huang, Guoping; Li, Gongying; Ha, Baowei; Deng, Hong; Mei, Qiyi; Zhong, Hui; Gao, Shugui; Sang, Hong; Zhang, Yutang; Fang, Xiang; Yu, Fengyu; Yang, Donglin; Liu, Tieqiao; Chen, Yunchun; Hong, Xiaohong; Wu, Wenyuan; Chen, Guibing; Cai, Min; Song, Yan; Pan, Jiyang; Dong, Jicheng; Pan, Runde; Zhang, Wei; Shen, Zhenming; Liu, Zhengrong; Gu, Danhua; Wang, Xiaoping; Liu, Xiaojuan; Zhang, Qiwen; Li, Yihan; Chen, Yiping; Kendler, Kenneth S.

2014-01-01

Background The prevalence of major depressive disorder (MDD) is higher in those with low levels of educational attainment, the unemployed and those with low social status. However the extent to which these factors cause MDD is unclear. Most of the available data comes from studies in developed countries, and these findings may not extrapolate to developing countries. Examining the relationship between MDD and socio economic status in China is likely to add to the debate because of the radical economic and social changes occurring in China over the last 30 years. Principal findings We report results from 3,639 Chinese women with recurrent MDD and 3,800 controls. Highly significant odds ratios (ORs) were observed between MDD and full time employment (OR = 0.36, 95% CI = 0.25–0.46, logP = 78), social status (OR = 0.83, 95% CI = 0.77–0.87, logP = 13.3) and education attainment (OR = 0.90, 95% CI = 0.86–0.90, logP = 6.8). We found a monotonic relationship between increasing age and increasing levels of educational attainment. Those with only primary school education have significantly more episodes of MDD (mean 6.5, P-value = 0.009) and have a clinically more severe disorder, while those with higher educational attainment are likely to manifest more comorbid anxiety disorders. Conclusions In China lower socioeconomic position is associated with increased rates of MDD, as it is elsewhere in the world. Significantly more episodes of MDD occur among those with lower educational attainment (rather than longer episodes of disease), consistent with the hypothesis that the lower socioeconomic position increases the likelihood of developing MDD. The phenomenology of MDD varies according to the degree of educational attainment: higher educational attainment not only appears to protect against MDD but alters its presentation, to a more anxious phenotype. PMID:24497966

Associations of educational attainment, occupation, social class and major depressive disorder among Han Chinese women.

PubMed

Shi, Jianguo; Zhang, Yan; Liu, Feihu; Li, Yajuan; Wang, Junhui; Flint, Jonathan; Gao, Jingfang; Li, Youhui; Tao, Ming; Zhang, Kerang; Wang, Xumei; Gao, Chengge; Yang, Lijun; Li, Kan; Shi, Shenxun; Wang, Gang; Liu, Lanfen; Zhang, Jinbei; Du, Bo; Jiang, Guoqing; Shen, Jianhua; Zhang, Zhen; Liang, Wei; Sun, Jing; Hu, Jian; Liu, Tiebang; Wang, Xueyi; Miao, Guodong; Meng, Huaqing; Li, Yi; Hu, Chunmei; Li, Yi; Huang, Guoping; Li, Gongying; Ha, Baowei; Deng, Hong; Mei, Qiyi; Zhong, Hui; Gao, Shugui; Sang, Hong; Zhang, Yutang; Fang, Xiang; Yu, Fengyu; Yang, Donglin; Liu, Tieqiao; Chen, Yunchun; Hong, Xiaohong; Wu, Wenyuan; Chen, Guibing; Cai, Min; Song, Yan; Pan, Jiyang; Dong, Jicheng; Pan, Runde; Zhang, Wei; Shen, Zhenming; Liu, Zhengrong; Gu, Danhua; Wang, Xiaoping; Liu, Xiaojuan; Zhang, Qiwen; Li, Yihan; Chen, Yiping; Kendler, Kenneth S

2014-01-01

The prevalence of major depressive disorder (MDD) is higher in those with low levels of educational attainment, the unemployed and those with low social status. However the extent to which these factors cause MDD is unclear. Most of the available data comes from studies in developed countries, and these findings may not extrapolate to developing countries. Examining the relationship between MDD and socio economic status in China is likely to add to the debate because of the radical economic and social changes occurring in China over the last 30 years. We report results from 3,639 Chinese women with recurrent MDD and 3,800 controls. Highly significant odds ratios (ORs) were observed between MDD and full time employment (OR = 0.36, 95% CI = 0.25-0.46, logP = 78), social status (OR = 0.83, 95% CI = 0.77-0.87, logP = 13.3) and education attainment (OR = 0.90, 95% CI = 0.86-0.90, logP = 6.8). We found a monotonic relationship between increasing age and increasing levels of educational attainment. Those with only primary school education have significantly more episodes of MDD (mean 6.5, P-value = 0.009) and have a clinically more severe disorder, while those with higher educational attainment are likely to manifest more comorbid anxiety disorders. In China lower socioeconomic position is associated with increased rates of MDD, as it is elsewhere in the world. Significantly more episodes of MDD occur among those with lower educational attainment (rather than longer episodes of disease), consistent with the hypothesis that the lower socioeconomic position increases the likelihood of developing MDD. The phenomenology of MDD varies according to the degree of educational attainment: higher educational attainment not only appears to protect against MDD but alters its presentation, to a more anxious phenotype.

How Did the Increase in Economic Inequality between 1970 and 1990 Affect American Children's Educational Attainment?

ERIC Educational Resources Information Center

Mayer, Susan E.

This paper estimates the effect of the growth in income inequality on mean educational attainment and on the disparity in educational attainment between rich and poor children. The effect of income inequality that is due to the nonlinear effect of a family's own income is separated from the effect due to interpersonal interactions. Data from the…

Wilderness Schooling: A Controlled Trial of the Impact of an Outdoor Education Programme on Attainment Outcomes in Primary School Pupils

ERIC Educational Resources Information Center

Quibell, T.; Charlton, J.; Law, J.

2017-01-01

Gaps in education attainment between high and low achieving children in the primary school years are frequently evidenced in educational reports. Linked to social disadvantage, these gaps have detrimental long-term effects on learning. There is a need to close the gap in attainment by addressing barriers to learning and offering alternative…

The Effects of Short-Term and Long-Term Poverty on Educational Attainment of Children.

ERIC Educational Resources Information Center

Chaikind, Stephen

This report examines how periods of poverty affect children's educational attainment. Educational attainment is measured by whether a student is at or behind the modal grade level expected for each given age. A cross-tabular analysis was performed on a sample of 16-, 17- and 18-year-old children who were in high school at some point during the…

The relationship between STEM educational attainment and utility patent conferrals: A state-level analysis

NASA Astrophysics Data System (ADS)

Liao, Yuqi

The utility patent, as a legal record of invention, is widely believed to be a close proxy for innovation among firms, industries, and economies as a whole. One of the critical drivers of patenting -- and ultimately, innovation -- is education. The science, technology, engineering and math (STEM) fields in education are of special importance. There is, however, little empirical research to substantiate a connection between STEM education and innovation outcomes. Seeking to fill this gap, this paper finds that, in general, there is no evidence of a meaningful relationship between STEM educational attainment and utility patent conferrals. The relationship of interest, though generally not statistically significant, is stronger for temporary US visa holders than for US citizens or permanent US residents. However, I find a large and statistically significant association between STEM educational attainment and utility patent conferrals for states that have above-average college educational attainment or above-average advanced industries workforce concentration.

Associations of alcohol, nicotine, cannabis, and drug use/dependence with educational attainment: evidence from cotwin-control analyses.

PubMed

Grant, Julia D; Scherrer, Jeffrey F; Lynskey, Michael T; Agrawal, Arpana; Duncan, Alexis E; Haber, Jon Randolph; Heath, Andrew C; Bucholz, Kathleen K

2012-08-01

Although substance use is associated with reduced educational attainment, this association may be owing to common risk factors such as socioeconomic disadvantage. We tested whether alcohol, nicotine, and illicit drug use and dependence were associated with lifetime educational attainment after controlling for familial background characteristics. Data were from a 1987 questionnaire and a 1992 telephone diagnostic interview of 6,242 male twins (n = 3,121 pairs; mean age = 41.9 years in 1992) who served in the U.S. military during the Vietnam era and therefore, were eligible for educational benefits after military service. Reduced educational attainment (<16 years) was examined in twin pairs discordant for substance use history. Substance use and dependence risk factors assessed were early alcohol and cannabis use, daily nicotine use, lifetime cannabis use, and alcohol, nicotine, cannabis, and any illicit drug dependence. Three significant differences were observed between at-risk twins and their cotwins: Compared to their low-risk cotwins, likelihood of completing <16 years of education was significantly increased for the following: (i) twins who used alcohol before age 18 (adjusted OR = 1.44; 95% CI: 1.02 to 2.05), (ii) twins with a lifetime alcohol dependence diagnosis (adjusted OR = 1.76; 95% CI: 1.27 to 2.44), and (iii) twins who had used nicotine daily for 30 or more days (adjusted OR = 2.54, 95% CI: 1.55 to 4.17). However, no differences in education were observed among twin pairs discordant for cannabis initiation, early cannabis use, or cannabis, nicotine, or any illicit drug dependence. Even in a veteran population with access to military educational benefits, early alcohol use, alcohol dependence, and daily nicotine use remained significantly associated with years of education after controlling for shared familial contributions to educational attainment. The association between other substances and educational attainment was explained by familial factors common to these substance use phenotypes and adult educational attainment. Copyright © 2012 by the Research Society on Alcoholism.

Education in Time: Cohort Differences in Educational Attainment in African-American Twins

PubMed Central

Szanton, Sarah L.; Johnson, Brandon; Thorpe, Roland J.; Whitfield, Keith

2009-01-01

Objectives Educational opportunities for African-Americans expanded throughout the 20th century. Twin pairs are an informative population in which to examine changes in educational attainment because each twin has the same parents and childhood socioeconomic status. We hypothesized that correlation in educational attainment of older twin pairs would be higher compared to younger twin pairs reflecting changes in educational access over time and potentially reflecting a “ceiling effect” associated with Jim Crow laws and discrimination. Methodology and Principal Findings We used data from 211 same-sex twin pairs (98 identical, 113 fraternal) in the Carolina African-American Twin Study of Aging who were identified through birth records. Participants completed an in-person interview. The twins were predominantly female (61%), with a mean age of 50 years (SD = 0.5). We found that older age groups had a stronger intra-twin correlation of attained educational level. Further analysis across strata revealed a trend across zygosity, with identical twins demonstrating more similar educational attainment levels than did their fraternal twin counterparts, suggesting a genetic influence. Discussion These findings suggest that as educational opportunities broadened in the 20th century, African-Americans gained access to educational opportunities that better matched their individual abilities. PMID:19888338

The Comparative Efficacy of Lifestyle Intervention and Metformin by Educational Attainment in the Diabetes Prevention Program

PubMed Central

O’Brien, Matthew J.; Whitaker, Robert C.; Yu, Daohai; Ackermann, Ronald T.

2015-01-01

Objective Educational attainment is inversely associated with type 2 diabetes risk, but it is unknown whether education impacts individuals’ diabetes prevention efforts. We examined the comparative efficacy of intensive lifestyle intervention and metformin by educational attainment among participants in the Diabetes Prevention Program (DPP), an ongoing U.S. multi-site trial beginning in 1996. Methods We studied 2,910 DPP participants randomized to receive lifestyle intervention, metformin, or placebo. Stratifying by educational attainment, diabetes incidence and relative risk reductions by treatment assignment were estimated using Cox proportional hazards regression. Results 47% of participants had completed college and 53% had not. Compared to placebo, lifestyle participants who had completed college demonstrated a 68% reduction in diabetes incidence (95% CI=56, 77), whereas those with less education experienced a 47% risk reduction (95% CI=29, 61). For metformin participants, college graduates experienced a 49% relative risk reduction (95% CI=33, 62), compared to 23% (95% CI=1, 41) among those with lower educational attainment. There was a statistically significant education-by-treatment interaction with incident diabetes (p=0.03). Conclusions Intensive lifestyle intervention and metformin have greater efficacy among highly educated individuals. Future efforts to deliver these treatments and study their dissemination may be more effective if tailored to individuals’ educational background. PMID:26024851

The comparative efficacy of lifestyle intervention and metformin by educational attainment in the Diabetes Prevention Program.

PubMed

O'Brien, Matthew J; Whitaker, Robert C; Yu, Daohai; Ackermann, Ronald T

2015-08-01

Educational attainment is inversely associated with type 2 diabetes risk, but it is unknown whether education impacts individuals' diabetes prevention efforts. We examined the comparative efficacy of intensive lifestyle intervention and metformin by educational attainment among participants in the Diabetes Prevention Program (DPP), an ongoing U.S. multi-site trial beginning in 1996. We studied 2,910 DPP participants randomized to receive lifestyle intervention, metformin, or placebo. Stratifying by educational attainment, diabetes incidence and relative risk reductions by treatment assignment were estimated using Cox proportional hazards regression. 47% of participants had completed college and 53% had not. Compared to placebo, lifestyle participants who had completed college demonstrated a 68% reduction in diabetes incidence (95% CI=56, 77), whereas those with less education experienced a 47% risk reduction (95% CI=29, 61). For metformin participants, college graduates experienced a 49% relative risk reduction (95% CI=33, 62), compared to 23% (95% CI=1, 41) among those with lower educational attainment. There was a statistically significant education-by-treatment interaction with incident diabetes (p=0.03). Intensive lifestyle intervention and metformin have greater efficacy among highly educated individuals. Future efforts to deliver these treatments and study their dissemination may be more effective if tailored to individuals' educational background. Copyright © 2015 Elsevier Inc. All rights reserved.

Technical Skill Attainment and Post-Program Outcomes: An Analysis of Pennsylvania Secondary Career and Technical Education Graduates

ERIC Educational Resources Information Center

Staklis, Sandra; Klein, Steven

2010-01-01

Since the mid-1990s, the Pennsylvania Department of Education (PDE) has required all students concentrating in career and technical education (CTE) programs to complete a standardized technical skill assessment at or near the end of their program. Results of technical skill assessments are used for a number of purposes, including recognizing…

Early Educational Intervention, Early Cumulative Risk, and the Early Home Environment as Predictors of Young Adult Outcomes Within a High-Risk Sample

PubMed Central

Pungello, Elizabeth P.; Kainz, Kirsten; Burchinal, Margaret; Wasik, Barbara H.; Sparling, Joseph J.; Ramey, Craig T.; Campbell, Frances A.

2009-01-01

The extent to which early educational intervention, early cumulative risk, and the early home environment were associated with young adult outcomes was investigated in a sample of 139 young adults (age 21) from high-risk families enrolled in randomized trials of early intervention. Positive effects of treatment were found for education attainment, attending college, and skilled employment; negative effects of risk were found for education attainment, graduating high school, being employed and avoiding teen parenthood. The home mediated the effects of risk for graduating high school, but not being employed or teen parenthood. Evidence for moderated mediation was found for educational attainment; the home mediated the association between risk and educational attainment for the control group, but not the treated group. PMID:20331676

Women's empowerment and the goal of parity between the sexes in schooling in India.

PubMed

Afridi, Farzana

2010-07-01

Greater 'empowerment' of women in India, measured by their education and autonomy, is associated with a reduction in the extent to which their sons' educational attainment exceeds that of their daughters. Improving both father's and mother's education increases the educational attainment of daughters more than that of sons, but raising mother's education is associated with a significantly greater reduction of the difference in attainment between sons and daughters. In families in which the mother has completed primary education, the average difference between boys and girls in years spent in school is almost a third of a year lower than it is where the mother has less education. A one-standard-deviation increase in mother's autonomy is associated with an increase in daughter's schooling of more than half a month but has no correlation with son's education. The findings highlight the importance of women's empowerment for the intergenerational transfer of equality in educational attainment of the sexes.

Why Online Education Will Attain Full Scale

ERIC Educational Resources Information Center

Sener, John

2010-01-01

Online higher education has attained scale and is poised to take the next step in its growth. Although significant obstacles to a full scale adoption of online education remain, we will see full scale adoption of online higher education within the next five to ten years. Practically all higher education students will experience online education in…

Genetics and educational attainment

NASA Astrophysics Data System (ADS)

Cesarini, David; Visscher, Peter M.

2017-12-01

We explore how advances in our understanding of the genetics of complex traits such as educational attainment could constructively be leveraged to advance research on education and learning. We discuss concepts and misconceptions about genetic findings with regard to causes, consequences, and policy. Our main thesis is that educational attainment as a measure that varies between individuals in a population can be subject to exactly the same experimental biological designs as other outcomes, for example, those studied in epidemiology and medical sciences, and the same caveats about interpretation and implication apply.

Education and health among U.S. working-age adults: a detailed portrait across the full educational attainment spectrum.

PubMed

Zajacova, Anna; Hummer, Robert A; Rogers, Richard G

2012-01-01

This article presents detailed estimates of relative and absolute health inequalities among U.S. working-age adults by educational attainment, including six postsecondary schooling levels. We also estimate the impact of several sets of mediating variables on the education-health gradient. Data from the 1997-2009 National Health Interview Survey (N = 178,103) show remarkable health differentials. For example, high school graduates have 3.5 times the odds of reporting "worse" health than do adults with professional or doctoral degrees. The probability of fair or poor health in mid-adulthood is less than 5 percent for adults with the highest levels of education but over 20 percent for adults without a high school diploma. The probability of reporting excellent health in the mid-forties is below 25 percent among high school graduates but over 50 percent for those adults who have professional degrees. These health differences characterize all the demographic subgroups examined in this study. Our results show that economic indicators and health behaviors explain about 40 percent of the education-health relationship. In the United States, adults with the highest educational degrees enjoy a wide array of benefits, including much more favorable self-rated health, compared to their less-educated counterparts.

First Nations Education: Financial Accountability and Educational Attainment

ERIC Educational Resources Information Center

Carr-Stewart, Sheila

2006-01-01

First Nations people have both a Constitutional and a Treaty right to education; however, the Crown's jurisdictional obligations to provide educational services have not lead to similar educational opportunities and attainment achievement for First Nations students as compared to Canadian students in provincial schools. Canada's Auditor General,…

Racial Differences in the Formation of Postsecondary Educational Expectations: A Structural Model

ERIC Educational Resources Information Center

Museus, Samuel D.; Harper, Shaun R.; Nichols, Andrew H.

2010-01-01

Background: Educational attainment is associated with a plethora of positive economic and social implications for individuals, institutions, and the broader society. One factor that has been identified as an important predictor of students' educational attainment is their educational expectations. Thus, understanding how educational expectations…

Institutions, Social Norms, and Educational Attainment

ERIC Educational Resources Information Center

Zhan, Crystal

2017-01-01

Informal institutions are defined as socially shared rules that guide individuals' behaviors outside of officially sanctioned channels. This paper investigates the link between individual educational attainment and education-related informal institutions by examining second-generation immigrants in the USA. I measure the education-related informal…

Sibship size and educational attainment. A joint test of the Confluence Model and the Resource Dilution Hypothesis

PubMed Central

Jæger, Mads Meier

2012-01-01

Studies on family background often explain the negative effect of sibship size on educational attainment by one of two theories: the Confluence Model (CM) or the Resource Dilution Hypothesis (RDH). However, as both theories – for substantively different reasons – predict that sibship size should have a negative effect on educational attainment most studies cannot distinguish empirically between the CM and the RDH. In this paper, I use the different theoretical predictions in the CM and RDH on the role of cognitive ability as a partial or complete mediator of the effect of sibship size to distinguish the two theories and to identify a unique RDH effect on educational attainment. Using sibling data from the Wisconsin Longitudinal Study (WLS) and a random effect Instrumental Variable model I find that, in addition to a negative effect on cognitive ability, sibship size also has a strong negative effect on educational attainment which is uniquely explained by the RDH. PMID:22468016

The socioeconomic impact of hearing loss in U.S. adults.

PubMed

Emmett, Susan D; Francis, Howard W

2015-03-01

To evaluate the associations between hearing loss and educational attainment, income, and unemployment/underemployment in U.S. adults. National cross-sectional survey. Ambulatory examination centers. Adults aged 20 to 69 years who participated in the 1999 to 2002 cycles of the NHANES (National Health and Nutrition Examination Survey) audiometric evaluation and income questionnaire (N = 3,379). Pure-tone audiometry, with hearing loss defined by World Health Organization criteria of bilateral pure-tone average of more than 25 dB (0.5, 1, 2, 4 kHz). Low educational attainment, defined as not completing high school; low income, defined as family income less than $20,000 per year; and unemployment or underemployment, defined as not having a job or working less than 35 hours per week. Individuals with hearing loss had 3.21 times higher odds of low educational attainment (95% confidence interval [95% CI], 2.20-4.68) compared with normal-hearing individuals. Controlling for education, age, sex, and race, individuals with hearing loss had 1.58 times higher odds of low income (95% CI, 1.16-2.15) and 1.98 times higher odds of being unemployed or underemployed (95% CI, 1.38-2.85) compared with normal-hearing individuals. Hearing loss is associated with low educational attainment in U.S. adults. Even after controlling for education and important demographic factors, hearing loss is independently associated with economic hardship, including both low income and unemployment/underemployment. The societal impact of hearing loss is profound in this nationally representative study and should be further evaluated with longitudinal cohorts. Received institutional review board approval (National Center for Health Statistics Institutional Review Board Protocol no. 98-12).

The association of education with long-term weight change in the EPIC-PANACEA cohort.

PubMed

Rohrmann, S; Steinbrecher, A; Linseisen, J; Hermann, S; May, A; Luan, J; Ekelund, U; Overvad, K; Tjønneland, A; Halkjær, J; Fagherazzi, G; Boutron-Ruault, M-C; Clavel-Chapelon, F; Agnoli, C; Tumino, R; Masala, G; Mattiello, A; Ricceri, F; Travier, N; Amiano, P; Ardanaz, E; Chirlaque, M-D; Sanchez, M-J; Rodríguez, L; Nilsson, L M; Johansson, I; Hedblad, B; Rosvall, M; Lund, E; Braaten, T; Naska, A; Orfanos, P; Trichopoulou, A; van den Berg, S; Bueno-de-Mesquita, H B; Bergmann, M M; Steffen, A; Kaaks, R; Teucher, B; Wareham, N J; Khaw, K-T; Crowe, F L; Illner, A-K; Slimani, N; Gallo, V; Mouw, T; Norat, T; Peeters, P H M

2012-08-01

Cross-sectionally, educational attainment is strongly associated with the prevalence of obesity, but this association is less clear for weight change during adult life. The objective of this study is to examine the association between educational attainment and weight change during adult life in the European Prospective Investigation into Cancer and Nutrition (EPIC). EPIC is a cohort study with 361,467 participants and up to 10 years of follow-up. Educational attainment was categorized according to the highest obtained school level (primary school or less, vocational secondary training, other secondary education and university). Multivariate mixed-effects linear regression models were used to study education in relation to weight at age 20 years (self-reported), to annual change in weight between age 20 years and measured weight at recruitment, and to annual change in weight during follow-up time. Higher educational attainment was associated with on average a lower body mass index (BMI) at age 20 years and a lower increase in weight up to recruitment (highest vs lowest educational attainment in men: -60 g per year (95% confidence interval (CI) -80; -40), women -110 g per year (95% CI -130; -80)). Although during follow-up after recruitment an increase in body weight was observed in all educational levels, gain was lowest in men and women with a university degree (high vs low education -120 g per year (95% CI -150; -90) and -70 g per year (95% CI -90; -60), respectively). Existing differences in BMI between higher and lower educated individuals at early adulthood became more pronounced during lifetime, which possibly impacts on obesity-related chronic disease risk in persons with lower educational attainment.

State Policies and Planning to Increase Attainment, Quality, and Productivity

ERIC Educational Resources Information Center

Lingenfelter, Paul E.

2007-01-01

This article examines why state planning and policy for higher education are increasingly focused on increasing educational attainment, quality, and the productivity of the system. It presents four "stories" which illustrate initiatives to improve attainment, quality, and productivity, but fall far short of exhausting the available material.

Educational Attainment by Age, Sex, and Race, for the United States: 1970. 1970 Census of Population, Supplementary Report.

ERIC Educational Resources Information Center

Bureau of the Census (DOC), Suitland, MD. Population Div.

The 1960's witnessed considerable change in educational attainment levels. Of Americans 25 years old and over in 1970, 52 percent were at least high school graduates, as compared with 41 percent in 1960 and 34 percent in 1950. There was considerable variation in educational attainment levels in 1970 among the various age groups in the population.…

Final Report of the Blue Ribbon Commission on Postsecondary Educational Attainment. State of Maine, 120th Legislature, First Regular Session.

ERIC Educational Resources Information Center

Elliott, David C.

In response to growing concern about the impact on economic prosperity resulting from the low level of higher educational attainment in Maine, two bills calling for study of that issue were introduced in the 120th Maine Legislature. A commission was created to develop a plan to improve the state's level of higher educational attainment. This…

A sequence variant associating with educational attainment also affects childhood cognition.

PubMed

Gunnarsson, Bjarni; Jónsdóttir, Guðrún A; Björnsdóttir, Gyða; Konte, Bettina; Sulem, Patrick; Kristmundsdóttir, Snædís; Kehr, Birte; Gústafsson, Ómar; Helgason, Hannes; Iordache, Paul D; Ólafsson, Sigurgeir; Frigge, Michael L; Þorleifsson, Guðmar; Arnarsdóttir, Sunna; Stefánsdóttir, Berglind; Giegling, Ina; Djurovic, Srdjan; Sundet, Kjetil S; Espeseth, Thomas; Melle, Ingrid; Hartmann, Annette M; Thorsteinsdottir, Unnur; Kong, Augustine; Guðbjartsson, Daníel F; Ettinger, Ulrich; Andreassen, Ole A; Dan Rujescu; Halldórsson, Jónas G; Stefánsson, Hreinn; Halldórsson, Bjarni V; Stefánsson, Kári

2016-11-04

Only a few common variants in the sequence of the genome have been shown to impact cognitive traits. Here we demonstrate that polygenic scores of educational attainment predict specific aspects of childhood cognition, as measured with IQ. Recently, three sequence variants were shown to associate with educational attainment, a confluence phenotype of genetic and environmental factors contributing to academic success. We show that one of these variants associating with educational attainment, rs4851266-T, also associates with Verbal IQ in dyslexic children (P = 4.3 × 10 -4 , β = 0.16 s.d.). The effect of 0.16 s.d. corresponds to 1.4 IQ points for heterozygotes and 2.8 IQ points for homozygotes. We verified this association in independent samples consisting of adults (P = 8.3 × 10 -5 , β = 0.12 s.d., combined P = 2.2 x 10 -7 , β = 0.14 s.d.). Childhood cognition is unlikely to be affected by education attained later in life, and the variant explains a greater fraction of the variance in verbal IQ than in educational attainment (0.7% vs 0.12%,. P = 1.0 × 10 -5 ).

Level of Educational Attainment Among Deaf Adults Who Attended Bilingual-Bicultural Programs.

PubMed

Dammeyer, Jesper; Marschark, Marc

2016-10-01

In Scandinavia and some other countries, a bilingual-bicultural approach to deaf education was celebrated in national programs from the mid-1980s until the broad popularity of cochlear implantation in middle 2000s created a shift back to an emphasis on spoken language for many deaf children. At the same time, only a few studies evaluated the long-term outcomes of bilingual-bicultural education, and several of their findings have raised questions about benefits of the approach. This study examined the level of educational attainment of 408 deaf individuals who attended primary school either before or during the period of bilingual-bicultural education in Denmark, both relative to a comparable hearing cohort. Beyond group comparisons, three logistic regression models were created to evaluate the prediction of educational attainment by a number of relevant variables. Compared to the hearing population, the deaf population had a significantly lower level of educational attainment both before and after the introduction of bilingual-bicultural education. Signed language and spoken language abilities, the kind of school attended, degree of hearing loss, parental hearing loss, and gender were found significantly to explain levels of educational attainment in the deaf population. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Family Background Buys an Education in Minnesota but Not in Sweden

PubMed Central

Johnson, Wendy; Deary, Ian J.; Silventoinen, Karri; Tynelius, Per; Rasmussen, Finn

2010-01-01

Educational attainment, the highest degree or level of schooling obtained, is associated with important life outcomes, at both the individual level and the group level. Because of this, and because education is expensive, the allocation of education across society is an important social issue. A dynamic quantitative environmental-genetic model can help document the effects of social allocation patterns. We used this model to compare the moderating effect of general intelligence on the environmental and genetic factors that influence educational attainment in Sweden and the U.S. state of Minnesota. Patterns of genetic influence on educational outcomes were similar in these two regions, but patterns of shared environmental influence differed markedly. In Sweden, shared environmental influence on educational attainment was particularly important for people of high intelligence, whereas in Minnesota, shared environmental influences on educational attainment were particularly important for people of low intelligence. This difference may be the result of differing access to education: state-supported access (on the basis of ability) to a uniform higher-education system in Sweden, versus family-supported access to a more diverse higher-education system in the United States. PMID:20679521

Family background buys an education in Minnesota but not in Sweden.

PubMed

Johnson, Wendy; Deary, Ian J; Silventoinen, Karri; Tynelius, Per; Rasmussen, Finn

2010-09-01

Educational attainment, the highest degree or level of schooling obtained, is associated with important life outcomes, at both the individual level and the group level. Because of this, and because education is expensive, the allocation of education across society is an important social issue. A dynamic quantitative environmental-genetic model can help document the effects of social allocation patterns. We used this model to compare the moderating effect of general intelligence on the environmental and genetic factors that influence educational attainment in Sweden and the U.S. state of Minnesota. Patterns of genetic influence on educational outcomes were similar in these two regions, but patterns of shared environmental influence differed markedly. In Sweden, shared environmental influence on educational attainment was particularly important for people of high intelligence, whereas in Minnesota, shared environmental influences on educational attainment were particularly important for people of low intelligence. This difference may be the result of differing access to education: state-supported access (on the basis of ability) to a uniform higher-education system in Sweden versus family-supported access to a more diverse higher-education system in the United States.

Childhood Adversities and Educational Attainment in Young Adulthood: The Role of Mental Health Problems in Adolescence.

PubMed

Veldman, Karin; Bültmann, Ute; Almansa, Josue; Reijneveld, Sijmen A

2015-11-01

The aims of this study were to examine whether the association between childhood adversities and educational attainment in young adulthood can be explained by mental health problems in adolescence and whether associations and pathways differ for boys and girls. Data were used of 2,230 participants from the Tracking Adolescents' Individual Lives Survey, a Dutch prospective cohort study with a 9-year follow-up. Childhood adversities were measured at age 11 years, mental health problems (i.e., externalizing, internalizing and attention problems with Youth Self-Report) at age 16 years, and educational attainment at age 19 years. Structural equation modeling was performed to analyze the data, overall and stratified by gender. Only among boys, childhood adversities were associated with low educational attainment in young adulthood. Externalizing problems in adolescence explained 5% of the association between childhood adversities and educational attainment. Furthermore, for both boys and girls, externalizing problems in adolescence had a direct effect on educational attainment in young adulthood. Among boys, childhood adversities are associated with poorer educational outcomes of young adults. A part of this association runs via adolescent externalizing problems. The results suggest that boys, compared with girls, are less capable to cope with childhood adversities. Monitoring of exposed boys to childhood adversities is of utmost importance. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Protective connections and educational attainment among young adults with childhood-onset chronic illness.

PubMed

Maslow, Gary; Haydon, Abigail A; McRee, Annie-Laurie; Halpern, Carolyn T

2012-08-01

Youth with childhood-onset chronic illness (COCI) are at risk of poor educational attainment. Specific protective factors that promote college graduation in this population have not been studied previously. In this study, we examine the role protective factors during adolescence play in promoting college graduation among young adults with COCI. Data were collected from 10,925 participants in the National Longitudinal Study of Adolescent Health (Add Health). Protective factors present before 18 years of age included mentoring, parent relationship quality, school connectedness, and religious attendance. College graduation was the outcome of interest assessed when participants had a mean age of 28 years. Analysis was stratified by presence of COCI. About 2% of participants (N = 230) had 1 of 4 COCIs (cancer, diabetes, epilepsy, or heart disease). All 4 protective factors were associated with college graduation for youth without COCI. In the final multivariate model, only school connectedness was associated with college graduation for youth with COCI. School connectedness is of particular importance in promoting educational attainment for youth with COCI. © 2012, American School Health Association.

Genetic variants linked to education predict longevity

PubMed Central

Marioni, Riccardo E.; Ritchie, Stuart J.; Joshi, Peter K.; Hagenaars, Saskia P.; Fischer, Krista; Adams, Mark J.; Hill, W. David; Davies, Gail; Nagy, Reka; Amador, Carmen; Läll, Kristi; Metspalu, Andres; Liewald, David C.; Wilson, James F.; Hayward, Caroline; Esko, Tõnu; Porteous, David J.; Gale, Catharine R.; Deary, Ian J.

2016-01-01

Educational attainment is associated with many health outcomes, including longevity. It is also known to be substantially heritable. Here, we used data from three large genetic epidemiology cohort studies (Generation Scotland, n = ∼17,000; UK Biobank, n = ∼115,000; and the Estonian Biobank, n = ∼6,000) to test whether education-linked genetic variants can predict lifespan length. We did so by using cohort members’ polygenic profile score for education to predict their parents’ longevity. Across the three cohorts, meta-analysis showed that a 1 SD higher polygenic education score was associated with ∼2.7% lower mortality risk for both mothers (total ndeaths = 79,702) and ∼2.4% lower risk for fathers (total ndeaths = 97,630). On average, the parents of offspring in the upper third of the polygenic score distribution lived 0.55 y longer compared with those of offspring in the lower third. Overall, these results indicate that the genetic contributions to educational attainment are useful in the prediction of human longevity. PMID:27799538

Genetic variants linked to education predict longevity.

PubMed

Marioni, Riccardo E; Ritchie, Stuart J; Joshi, Peter K; Hagenaars, Saskia P; Okbay, Aysu; Fischer, Krista; Adams, Mark J; Hill, W David; Davies, Gail; Nagy, Reka; Amador, Carmen; Läll, Kristi; Metspalu, Andres; Liewald, David C; Campbell, Archie; Wilson, James F; Hayward, Caroline; Esko, Tõnu; Porteous, David J; Gale, Catharine R; Deary, Ian J

2016-11-22

Educational attainment is associated with many health outcomes, including longevity. It is also known to be substantially heritable. Here, we used data from three large genetic epidemiology cohort studies (Generation Scotland, n = ∼17,000; UK Biobank, n = ∼115,000; and the Estonian Biobank, n = ∼6,000) to test whether education-linked genetic variants can predict lifespan length. We did so by using cohort members' polygenic profile score for education to predict their parents' longevity. Across the three cohorts, meta-analysis showed that a 1 SD higher polygenic education score was associated with ∼2.7% lower mortality risk for both mothers (total n deaths = 79,702) and ∼2.4% lower risk for fathers (total n deaths = 97,630). On average, the parents of offspring in the upper third of the polygenic score distribution lived 0.55 y longer compared with those of offspring in the lower third. Overall, these results indicate that the genetic contributions to educational attainment are useful in the prediction of human longevity.

Single Nucleotide Polymorphisms Associated with Reading Ability Show Connection to Socio-Economic Outcomes.

PubMed

Luciano, Michelle; Hagenaars, Saskia P; Cox, Simon R; Hill, William David; Davies, Gail; Harris, Sarah E; Deary, Ian J; Evans, David M; Martin, Nicholas G; Wright, Margaret J; Bates, Timothy C

2017-09-01

Impairments in reading and in language have negative consequences on life outcomes, but it is not known to what extent genetic effects influence this association. We constructed polygenic scores for difficulties with language and learning to read from genome-wide data in ~6,600 children, adolescents and young adults, and tested their association with health, socioeconomic outcomes and brain structure measures collected in adults (maximal N = 111,749). Polygenic risk of reading difficulties was associated with reduced income, educational attainment, self-rated health and verbal-numerical reasoning (p < 0.00055). Polygenic risk of language difficulties predicted income (p = 0.0005). The small effect sizes ranged 0.01-0.03 of a standard deviation, but these will increase as genetic studies for reading ability get larger. Polygenic scores for childhood cognitive ability and educational attainment were correlated with polygenic scores of reading and language (up to 0.09 and 0.05, respectively). But when they were included in the prediction models, the observed associations between polygenic reading and adult outcomes mostly remained. This suggests that the pathway from reading ability to social outcomes is not only via associated polygenic loads for general cognitive function and educational attainment. The presence of non-overlapping genetic effect is indicated by the genetic correlations of around 0.40 (childhood intelligence) and 0.70 (educational attainment) with reading ability. Mendelian randomization approaches will be important to dissociate any causal and moderating effects of reading and related traits on social outcomes.

Intraindividual neuropsychological test variability in healthy individuals with high average intelligence and educational attainment.

PubMed

Heyanka, Daniel J; Holster, Jessica L; Golden, Charles J

2013-08-01

Knowledge of patterns of neuropsychological performance among normal, healthy individuals is integral to the practice of clinical neuropsychology, because clinicians may not always account for intraindividual variability (IIV) before coming to diagnostic conclusions. The IIV was assessed among a sample of 46 healthy individuals with high average intelligence and educational attainment, utilizing a battery of neuropsychological tests, including the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV) and Wechsler Memory Scale, Fourth Edition (WMS-IV). The data indicated substantial variability in neurocognitive abilities. All participants were found to demonstrate scores considered impaired by at least 2 standard deviations (SDs). Despite adjusting for outliers, no participant produced a "normal" testing profile with an intraindividual maximum discrepancy (MD) of less than 1 SD in either direction. When WAIS-IV Full Scale IQ (FSIQ) was considered, participants generally demonstrated cognitive test scores ranging from 2 SDs less than to 1.5 SDs greater than their FSIQ. Furthermore, after demographic corrections, the majority (59%) of participants demonstrated at least 1 impaired cognitive test score, as defined by being 1 to 1.5 SDs below the mean. Overall, results substantiate the need for clinicians to consider FSIQ and educational attainment in interpretation of neuropsychological testing results, given the relevant commonality of "abnormal" test scores within this population. This may ultimately reduce the likelihood of making false-positive conclusions of impairment when educational attainment and intelligence are high, thus improving diagnostic accuracy.

Influence of Educational Attainment on Consumption

ERIC Educational Resources Information Center

Zhang, Xuemin; He, Youning

2007-01-01

In market economy, man is both the essential productive factor and the consuming subject. Education promotes the two aspects. As shown by investigations on the influence of educational attainment on consumption, education has great influences on people's consumption level, consumption structure, consumption modes and consumption concepts. The…

Rural Women and Education.

ERIC Educational Resources Information Center

Fratoe, Frank A.

Because some rural women underutilize their increased schooling while others are disadvantaged by low educational attainment and underdeveloped skills, and in order to help determine policy alternatives to meet rural women's educational needs, the educational attainments and labor force participation of rural white and minority women were studied.…

Influence of educational status and other variables on human immunodeficiency virus risk perception among military personnel: a large cohort finding.

PubMed

Essien, E James; Ogungbade, Gbadebo O; Ward, Doriel; Ekong, Ernest; Ross, Michael W; Meshack, Angela; Holmes, Laurens

2007-11-01

Human immunodeficiency virus (HIV) risk perception remains an effective determinant of HIV transmission. Although higher educational attainment has been associated with increased HIV risk perception, this predictor remains to be assessed among Nigerian military personnel (NMP). In a prospective cohort of 2,213 NMP, the effects of education and other factors on HIV risk perception were assessed at baseline by using the X2 statistic and unconditional logistic regression. There was an inverse correlation between higher educational attainment and HIV risk perception in the univariate model (prevalence odds ratio, 0.64; 95% confidence interval, 0.52-0.79). This association persisted after adjustment for relevant covariates in the multivariate model (prevalence odds ratio, 0.70; 95% confidence interval, 0.56-0.88). Similarly, there was a direct correlation between use of alcohol and marijuana and HIV risk perception (p < 0.05). In contrast, casual sex and gender were not statistically significantly associated with HIV risk perception (p > 0.05). This study indicates an inverse correlation between educational attainment and HIV risk perception, as well as a direct correlation between alcohol and marijuana use and HIV risk perception, among NMP. Therefore, HIV prevention interventions targeted at NMP need to include multiple factors that may affect risk perception regardless of the educational status of the participants.

Measuring Education Inequality: Gini Coefficients of Education. Policy Research Working Paper.

ERIC Educational Resources Information Center

Thomas, Vinod; Wang, Yan; Fan, Xibo

This paper aims at developing a measure for educational inequality for a large number of countries over time, using the concept of education Gini index based on school attainment data of the concerned population (or labor force). Education Gini could be used as one of the indicators of welfare, complementing average educational attainment, health…

An Ecological Analysis of a Preschool Mastery Climate Physical Education Programme

ERIC Educational Resources Information Center

Hastie, Peter A.; Rudisill, Mary E.; Boyd, Korey

2016-01-01

Background: Previous studies of mastery motivational climates within physical education have reported that providing students with opportunities to become self-directed leads to a number of positive outcomes, including skill attainment and increased perceptions of ability. Nonetheless, within all of these studies, there has been no account of the…

Evaluating the Effectiveness of Programs to Improve Educational Attainment of Unwed African American Teen Mothers: A Meta Analysis

ERIC Educational Resources Information Center

Baytop, Chanza M.

2006-01-01

A study implements meta-analytic methods to synthesize the findings and analyze the effects of interventions, including secondary teen pregnancy prevention programs, on educational achievement among unwed African American teen mothers. Results indicate that secondary teen pregnancy prevention programs and other interventions for adolescent mothers…

Utilizing Independent Colleges and Universities to Fulfill States' College Degree Attainment Goals

ERIC Educational Resources Information Center

Zumeta, William; Huntington-Klein, Nick

2017-01-01

America's diverse higher education landscape includes more than 700 four-year nonprofit colleges and universities that focus on baccalaureate education. These private nondoctoral (PND) institutions are located in almost every state and collectively enroll about 1.6 million students and award nearly 150,000 degrees annually, with the majority of…

Disabilities and Degrees: Identifying Health Impairments That Predict Lower Chances of College Enrollment and Graduation in a Nationally Representative Sample

ERIC Educational Resources Information Center

Rosenbaum, Janet E.

2018-01-01

Objective: Colleges have increased postsecondary educational access for youth, including individuals with disabilities, but completion rates remain low. This study tests the hypothesis that health conditions that reduce social integration predict lower educational attainment among college students. Method: The sample from the nationally…

Male and Female Superintendents: A Comparison of Differences in Salaries, Interview Experiences, and Contract Negotiations

ERIC Educational Resources Information Center

Long, Alan

2010-01-01

This study reports the results of a comparison of differences in salary, interview experiences, and contract negotiations for male and female superintendents. Other variables of interest include educational attainment and educational experiences. The study participants (N = 161) consisted of practicing superintendents from four regions of the…

Child Welfare, Education, Inequality, and Social Policy in Comparative Perspective

ERIC Educational Resources Information Center

Fusarelli, Lance D.

2015-01-01

Using international data on child well-being and educational attainment, this article compares child well-being in the United States to member countries in the Organisation for Economic Co-operation and Development (OECD). Multiple measures of child well-being are analyzed, such as material well-being (including poverty, unemployment, and income…

Educational attainment and the transition to first marriage among Japanese women.

PubMed

Raymo, James M

2003-02-01

I use data from a large nationally representative survey to examine the relationship between women's educational attainment and the timing of first marriage in Japan. The results indicate that later marriage for highly educated women primarily reflects longer enrollment in school, that university education is increasingly associated with later and less marriage, and that the trend toward later and less marriage is occurring at all levels of educational attainment. These findings are consistent, albeit weakly, with the argument that higher education should be negatively associated with marriage only in countries in which gender relations make it particularly difficult for women to balance work and family.

The association of educational attainment and SBP among older community-living adults: the Maintenance of Balance, Independent Living, Intellect and Zest in the Elderly (MOBILIZE) Boston Study.

PubMed

Kiely, Dan K; Gross, Alden L; Kim, Dae H; Lipsitz, Lewis A

2012-08-01

Educational attainment is inversely associated with SBP level in young adulthood. This association has not been studied in an older cohort, and confounding and mediating factors are not well known. The authors hypothesized that higher education is associated with lower levels of SBP independent of many risk factors for hypertension. This prospective observational study included a sample of 764 older community-living participants in the Maintenance of Balance, Independent Living, Intellect and Zest in the Elderly (MOBILIZE) Boston Study. Compared to participants with more than college education, regression analyses showed those with a high school education or less had a SBP value 6.33 mmHg higher [95% confidence interval (CI): 2.55-10.10], and those who had a college education had a SBP value 4.01 mmHg higher (95% CI: 0.77-7.25) independent of many hypothesized confounders and mediators. Results of a path analysis confirmed that higher level of education was associated with lower SBP even after adjustment for hypothesized mediators. Although slightly attenuated by multivariable adjustment for hypertension risk factors, the significant inverse association between educational attainment and SBP was not entirely mediated by these risk factors. These findings indicate that education is inversely associated with SBP in a diverse cohort of community-living older adults, independent of many known or suspected risk factors. This study is the first to report the association between education and SBP in an older sample, representing a population at the highest risk for hypertension-related morbidity and mortality.

Demographic aspects of climate change mitigation and adaptation.

PubMed

Lutz, Wolfgang; Striessnig, Erich

2015-01-01

This paper addresses the contribution of changes in population size and structures to greenhouse gas emissions and to the capacity to adapt to climate change. The paper goes beyond the conventional focus on the changing composition by age and sex. It does so by addressing explicitly the changing composition of the population by level of educational attainment, taking into account new evidence about the effect of educational attainment in reducing significantly the vulnerability of populations to climatic challenges. This evidence, which has inspired a new generation of socio-economic climate change scenarios, is summarized. While the earlier IPCC-SRES (Intergovernmental Panel on Climate Change-Special Report on Emissions Scenarios) scenarios only included alternative trajectories for total population size (treating population essentially as a scaling parameter), the Shared Socio-economic Pathways (SSPs) in the new scenarios were designed to capture the socio-economic challenges to climate change mitigation and adaptation, and include full age, sex, and education details for all countries.

Educational Engagement and Degree Attainment among High School Dropouts

ERIC Educational Resources Information Center

Suh, Suhyun; Suh, Jingyo

2006-01-01

This research investigates the relationship between educational engagement and high school degree attainment among school dropouts. Educational engagement considered in this article focuses on student factors such as educational aspiration, organizational skills, and locus of control. Findings of this study show that self-concept engagement…

The Scottish school leavers cohort: linkage of education data to routinely collected records for mortality, hospital discharge and offspring birth characteristics.

PubMed

Stewart, Catherine H; Dundas, Ruth; Leyland, Alastair H

2017-07-10

The Scottish school leavers cohort provides population-wide prospective follow-up of local authority secondary school leavers in Scotland through linkage of comprehensive education data with hospital and mortality records. It considers educational attainment as a proxy for socioeconomic position in young adulthood and enables the study of associations and causal relationships between educational attainment and health outcomes in young adulthood. Education data for 284 621 individuals who left a local authority secondary school during 2006/2007-2010/2011 were linked with birth, death and hospital records, including general/acute and mental health inpatient and day case records. Individuals were followed up from date of school leaving until September 2012. Age range during follow-up was 15 years to 24 years. Education data included all formal school qualifications attained by date of school leaving; sociodemographic information; indicators of student needs, educational or non-educational support received and special school unit attendance; attendance, absence and exclusions over time and school leaver destination. Area-based measures of school and home deprivation were provided. Health data included dates of admission/discharge from hospital; principal/secondary diagnoses; maternal-related, birth-related and baby-related variables and, where relevant, date and cause of death. This paper presents crude rates for all-cause and cause-specific deaths and general/acute and psychiatric hospital admissions as well as birth outcomes for children of female cohort members. This study is the first in Scotland to link education and health data for the population of local authority secondary school leavers and provides access to a large, representative cohort with the ability to study rare health outcomes. There is the potential to study health outcomes over the life course through linkage with future hospital and death records for cohort members. The cohort may also be expanded by adding data from future school leavers. There is scope for linkage to the Prescribing Information System and the Scottish Primary Care Information Resource. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

The Scottish school leavers cohort: linkage of education data to routinely collected records for mortality, hospital discharge and offspring birth characteristics

PubMed Central

Stewart, Catherine H; Dundas, Ruth; Leyland, Alastair H

2017-01-01

Purpose The Scottish school leavers cohort provides population-wide prospective follow-up of local authority secondary school leavers in Scotland through linkage of comprehensive education data with hospital and mortality records. It considers educational attainment as a proxy for socioeconomic position in young adulthood and enables the study of associations and causal relationships between educational attainment and health outcomes in young adulthood. Participants Education data for 284 621 individuals who left a local authority secondary school during 2006/2007–2010/2011 were linked with birth, death and hospital records, including general/acute and mental health inpatient and day case records. Individuals were followed up from date of school leaving until September 2012. Age range during follow-up was 15 years to 24 years. Findings to date Education data included all formal school qualifications attained by date of school leaving; sociodemographic information; indicators of student needs, educational or non-educational support received and special school unit attendance; attendance, absence and exclusions over time and school leaver destination. Area-based measures of school and home deprivation were provided. Health data included dates of admission/discharge from hospital; principal/secondary diagnoses; maternal-related, birth-related and baby-related variables and, where relevant, date and cause of death. This paper presents crude rates for all-cause and cause-specific deaths and general/acute and psychiatric hospital admissions as well as birth outcomes for children of female cohort members. Future plans This study is the first in Scotland to link education and health data for the population of local authority secondary school leavers and provides access to a large, representative cohort with the ability to study rare health outcomes. There is the potential to study health outcomes over the life course through linkage with future hospital and death records for cohort members. The cohort may also be expanded by adding data from future school leavers. There is scope for linkage to the Prescribing Information System and the Scottish Primary Care Information Resource. PMID:28698325

Sex and the Process of Status Attainment: A Comparison of Working Women and Men

ERIC Educational Resources Information Center

Treiman, Donald J.; Terrell Kermit

1975-01-01

The process of educational, occupational, and income attainment of working women and men, both white and non-white, is compared here. The process and level of educational and occupational attainment is said to be identical for men and women, but women are said to earn less. (Author/AM)

Perceived control over personal goals in Russian and American college students.

PubMed

Savina, Elena

2013-01-01

This study investigated cultural variations in perceived control over personal goals in Russian and American college students. Several appraisal dimensions of personal goals were studied including goals' importance, their attainability, and sources of control over goal attainment, such as self, others, luck, and fate. The association between assimilative (tenacious goal pursuit) and accommodative (flexible goal adjustment) control strategies and perceived attainability of goals was also examined. The results indicated that both Russian and American students gave higher priority to work- and education-related goals and lower priority to the familial goal. In both samples, the familial goal was the most influenced and health was the least influenced by luck/chance and fate. Overall, American students were more optimistic about the perceived probability to attain their goals, which may be affected by a cultural tendency for self-enhancement and positive outlook. Russian students had a stronger belief in control by luck/chance and fate over personal goals, which coincides with a less agentic orientation of Russian culture. Regardless of culture and goal content, goal importance was associated with greater perceived success in goal attainment. However, control strategies (assimilative and accommodative) as well as internal control differentially predicted perceived attainability of goals depending on the goals' content. For both Russians and Americans, perceived attainability of education-related goals was associated with assimilative strategies and internal control; leisure was associated with accommodative strategies and health-related goals were associated with internal control. Characteristics of cultural contexts accountable for crosscultural differences in perceived control over personal goals are discussed.

Disparity in disability between native-born non-Hispanic white and foreign-born Asian older adults in the United States: effects of educational attainment and age at immigration.

PubMed

Lee, Min-Ah

2011-04-01

It is widely known that educational attainment has considerable influence on the prevalence of disability among native-born non-Hispanic older adults in the US. However, few studies have examined whether educational attainment has a similar effect on disability among foreign-born Asian older adults. If it does not have a similar effect on these adults, why not, and is its effect influenced by the age at which they immigrated to the US? This study addresses these questions by using the 2006 American Community Survey Public Use Microdata Sample (ACS PUMS). Logistic regression analyses reveal that education has differential effects on the two racial groups. Education protects foreign-born Asians less than native-born non-Hispanic whites. In addition, Asian adults who immigrated earlier are less likely to experience disability. Interestingly, the interaction between age at immigration and educational attainment for foreign-born Asian older adults indicates that less educated Asians are more likely to benefit from early immigration. Heterogeneity within the Asian group is also examined. The findings suggest that educational attainment has differential effects not only on the two racial groups but also on the foreign-born Asian group depending on age at immigration. Copyright © 2011 Elsevier Ltd. All rights reserved.

Do apolipoprotein E genotype and educational attainment predict the rate of cognitive decline in normal aging? A 12-year follow-up of the Maastricht Aging Study.

PubMed

Van Gerven, Pascal W M; Van Boxtel, Martin P J; Ausems, Eleonora E B; Bekers, Otto; Jolles, Jelle

2012-07-01

We investigated suspected longitudinal interaction effects of apolipoprotein E (APOE) genotype and educational attainment on cognitive decline in normal aging. Our sample consisted of 571 healthy, nondemented adults aged between 49 and 82 years. Linear mixed-models analyses were performed with four measurement time points: baseline, 3-year, 6-year, and 12-year follow-up. Covariates included age at baseline, sex, and self-perceived physical and mental health. Dependent measures were global cognitive functioning (Mini-Mental State Examination; Folstein, Folstein, & McHugh, 1975), Stroop performance (Stroop Color-Word Test; Van der Elst, Van Boxtel, Van Breukelen, & Jolles, 2006a), set-shifting performance (Concept Shifting Test; Van der Elst, Van Boxtel, Van Breukelen, & Jolles, 2006b), cognitive speed (Letter-Digit Substitution Test; Van der Elst, Van Boxtel, Van Breukelen, & Jolles, 2006c), verbal learning (Verbal Learning Test: Sum of five trials; Van der Elst, Van Boxtel, Van Breukelen, & Jolles, 2005), and long-term memory (Verbal Learning Test: Delayed recall). We found only faint evidence that older, high-educated carriers of the APOE-ε4 allele (irrespective of zygosity) show a more pronounced decline than younger, low-educated carriers and noncarriers (irrespective of educational attainment). Moreover, this outcome was confined to concept-shifting performance and was especially observable between 6- and 12-year follow-ups. No protective effects of higher education were found on any of the six cognitive measures. We conclude that the combination of APOE-ε4 allele and high educational attainment may be a risk factor for accelerated cognitive decline in older age, as has been reported before, but only to a very limited extent. Moreover, we conclude that, within the cognitive reserve framework, education does not have significant protective power against age-related cognitive decline.

Educational gradients in the use of electronic cigarettes and heat-not-burn tobacco products in Japan

PubMed Central

Miyazaki, Yuki

2018-01-01

Objectives In addition to electronic cigarettes (e-cigarettes), tobacco companies have recently begun to sell heat-not-burn tobacco products, Ploom and iQOS in Japan. Previous research has reported an inverse association between combustible cigarette smoking and educational attainment, but little is known about the association for e-cigarettes, especially heat-not-burn tobacco products. Our objective was to analyze the relationship between educational attainment and e-cigarette and heat-not-burn tobacco use. Setting An internet survey (randomly sampled research agency panelists) in Japan. Participants A total of 7338 respondents aged 18–69 years in 2015 (3632 men and 3706women). Primary measures Adjusted odds ratios (ORs) of educational attainment for current smoking (combustible cigarettes), e-cigarette ever-use, and heat-not-burn ever-use were calculated by multivariable logistic regression models using covariates including socio-demographic factors. Stratified analyses according to smoking status (combustible cigarettes) were additionally performed for e-cigarette ever-use and heat-not-burn tobacco product ever-use. Results Associations between educational attainment and e-cigarette ever-use or heat-not-burn tobacco ever-use are not straightforward, although these associations are not statistically significant except for one cell. For example, using "graduate school" education as a reference category, adjusted ORs for "high school" were 1.44 (95% confidence interval [CI]: 0.85–2.44) for e-cigarettes ever-use and 0.75 (95% CI:0.19–2.97) for heat-not-burn tobacco product ever-use. Among current smokers, compared with “graduate school” (reference), those with lower educational attainment showed 0.6 to 0.7 ORs for e-cigarette ever-use: e.g.,"4-year university"(OR = 0.54, 95% CI:0.24–1.24) and "high school" (OR = 0.69, 95% CI: 0.30–1.60). Among former smokers, lower education indicated higher ORs for both e-cigarettes and heat-not-burn tobacco ever-use. Conclusions This study provides baseline information on educational gradients of e-cigarette and heat-not-burn tobacco products, ever-use. As heat-not-burn tobacco products are increasing their market share in Japan, continuous monitoring of these products will be necessary. PMID:29329351

Differing effects of education on cognitive decline in diverse elders with low versus high educational attainment.

PubMed

Zahodne, Laura B; Stern, Yaakov; Manly, Jennifer J

2015-07-01

In light of growing debate over whether and how early life educational experiences alter late-life cognitive trajectories, this study sought to more thoroughly investigate the relationship between educational attainment and rates of late-life cognitive decline in a racially, ethnically, and educationally diverse population. Older adults (N = 3,435) in the community-based Washington Heights-Inwood Columbia Aging Project were administered neuropsychological tests of memory, language, visuospatial function, and processing speed at approximate 24-month intervals for up to 18 years. Second-order latent growth curves estimated direct and indirect (through income) effects of educational attainment on rates of global cognitive decline separately in individuals with low (0-8 years) and high (9-20 years) educational attainment. More years of education were associated with higher cognitive level and slower cognitive decline in individuals with low or high educational attainment. The association between having more than 9 years of education and exhibiting slower cognitive decline was fully mediated by income. Although having additional years of education up to 8 years was also associated with higher income, this did not explain associations between education and cognitive change in the low-education group. Early education (i.e., up to 8 years) may promote aspects of development during a sensitive period of childhood that protect against late-life cognitive decline independent of income. In contrast, later education (i.e., 9 years and beyond) is associated with higher income, which may influence late-life cognitive health through multiple, nonmutually exclusive pathways. (c) 2015 APA, all rights reserved).

Differing effects of education on cognitive decline in diverse elders with low versus high educational attainment

PubMed Central

Zahodne, Laura B.; Stern, Yaakov; Manly, Jennifer J.

2014-01-01

Objective In light of growing debate over whether and how early-life educational experiences alter late-life cognitive trajectories, this study sought to more thoroughly investigate the relationship between educational attainment and rates of late-life cognitive decline in a racially, ethnically, and educationally diverse population. Method 3,435 older adults in the community-based Washington Heights-Inwood Columbia Aging Project were administered neuropsychological tests of memory, language, visuospatial function, and processing speed at approximate 24-month intervals for up to 18 years. Second-order latent growth curves estimated direct and indirect (through income) effects of educational attainment on rates of global cognitive decline separately in individuals with low (0-8 years) and high (9-20 years) educational attainment. Results More years of education was associated with higher cognitive level and slower cognitive decline in individuals with low or high educational attainment. The association between having more than 9 years of education and exhibiting slower cognitive decline was fully mediated by income. While additional years of education up to 8 years was also associated with higher income, this did not explain associations between education and cognitive change in the low-education group. Conclusions Early education (i.e., up to 8 years) may promote aspects of development during a sensitive period of childhood that protect against late-life cognitive decline independent of income. In contrast, later education (i.e., beyond 9 years) is associated with higher income, which may influence late-life cognitive health through multiple, non-mutually exclusive pathways. PMID:25222199

ESTIMATING THE INFLUENCE OF INDIVIDUAL POVERTY-ADJUSTED EDUCATIONAL ATTAINMENT ON TERM BIRTH WEIGHT USING CONDITIONAL MODELS

EPA Science Inventory

Reported maternal education is an important predictor of pregnancy outcomes. Like income, it is believed to allow women to locate in more favorable conditions than less educated or affluent peers. We examine the effect of reported educational attainment on term birth weight (birt...

Changes in college attainment and the economic returns to a college degree in urban China, 2003-2010: implications for social equality.

PubMed

Hu, Anning; Hibel, Jacob

2014-03-01

Expansion of higher education is expected to reduce social inequality under the conditions that (1) higher education should become increasingly egalitarian; (2) educational attainment should be the main determinant of class destinations; and (3) individuals from different social backgrounds should benefit from higher education homogeneously. Using representative data collected in mainland China from 2003 to 2010, we find (1) social background factors, especially parents' education, are significantly associated with the opportunity of completing college across periods; (2) the economic returns to a college degree have been longitudinally increasing; and (3) for both 2003 and 2010, people from different social origins benefit from higher education attainment in a homogeneous way. An overall assessment of the findings suggests that changes in college attainment and the returns to higher education in urban China are not in favor of the promotion of general social equality, but maintain the existing extent of inequality. Copyright © 2013 Elsevier Inc. All rights reserved.

Familial Transmission of Educational Plans and the Academic Self-Concept: A Three-Generation Longitudinal Study

PubMed Central

Mortimer, Jeylan T.; Zhang, Lei; Wu, Chen-Yu; Hussemann, Jeanette; Johnson, Monica Kirkpatrick

2016-01-01

This research investigates the social reproduction of inequality by drawing on prospective longitudinal data from three generations of Youth Development Study respondents. It examines intergenerational influence on the relatively unexplored academic self-concept as well as educational plans, a critical component of the status attainment model. A structural equation model, based on 422 3-generation triads, finds evidence that the sources giving rise to the development of children’s (Generation 3) achievement orientations do not only result from parental (G2) contemporaneous influence. Prior influences implicate grandparent (G1) educational attainment and income, grandparental expectations for the G2 adolescent, the G2 academic self-concept and educational plans measured more than twenty years earlier (in G2’s adolescence), and G2 educational attainment. A familial culture emphasizing academic self-confidence and high educational expectations may be an important component of “family capital” that supports educational attainment and contributes to the maintenance of social class position in each successive generation. PMID:28396611

Familial Transmission of Educational Plans and the Academic Self-Concept: A Three-Generation Longitudinal Study.

PubMed

Mortimer, Jeylan T; Zhang, Lei; Wu, Chen-Yu; Hussemann, Jeanette; Johnson, Monica Kirkpatrick

2017-03-01

This research investigates the social reproduction of inequality by drawing on prospective longitudinal data from three generations of Youth Development Study respondents. It examines intergenerational influence on the relatively unexplored academic self-concept as well as educational plans, a critical component of the status attainment model. A structural equation model, based on 422 3-generation triads, finds evidence that the sources giving rise to the development of children's (Generation 3) achievement orientations do not only result from parental (G2) contemporaneous influence. Prior influences implicate grandparent (G1) educational attainment and income, grandparental expectations for the G2 adolescent, the G2 academic self-concept and educational plans measured more than twenty years earlier (in G2's adolescence), and G2 educational attainment. A familial culture emphasizing academic self-confidence and high educational expectations may be an important component of "family capital" that supports educational attainment and contributes to the maintenance of social class position in each successive generation.

Expectancy and Achievement Gaps in Educational Attainment and Subsequent Adverse Health Effects Among Adolescents With and Without Chronic Medical Conditions.

PubMed

Wisk, Lauren E; Weitzman, Elissa R

2017-10-01

While education-based disparities in health are common, the extent to which chronic conditions contribute to education gaps and to consequent health disparities is not fully understood. As such, we sought to investigate educational aspirations, expectations, and attainment among youth with and without chronic conditions and to determine if these relationships mediated subsequent disparities in health and well-being. Longitudinal data on 3,518 youths are from the 1997-2013 Panel Study of Income Dynamics, a population-based survey. Multivariate regression was used to assess disparities in educational aspirations, expectations, and attainment by chronic conditions and the subsequent effects on health and well-being, adjusting for important potential confounders. Youth with chronic medical conditions (YCMCs) did not report significantly lower educational aspirations than their healthy peers; however, YCMC reported lower expectations for their educational attainment and fewer YCMC had earned their desired degree by the end of follow-up (e.g., ≥bachelor's degree: 19.9% for YCMC vs. 26.0% for peers, p < .05). YCMC reported significantly worse general health, lower life satisfaction, and lower psychological well-being in young adulthood than did their healthy peers. These disparities persisted after adjustment for confounders; the association between chronic disease and health was partially, but significantly, mediated by actual educational attainment. Findings suggest an important risk mechanism through which YCMC may acquire socioeconomic disadvantage as they develop and progress through educational settings. Disproportionate lags in education, from expectation to attainment, may in turn increase YCMC's susceptibility to poor health and well-being in the future. Copyright © 2017 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

The relationship between dietary quality and the local food environment differs according to level of educational attainment: A cross-sectional study

PubMed Central

Vogel, Christina; Lewis, Daniel; Ntani, Georgia; Cummins, Steven; Cooper, Cyrus; Moon, Graham; Baird, Janis

2017-01-01

There is evidence that food outlet access differs according to level of neighbourhood deprivation but little is known about how individual circumstances affect associations between food outlet access and diet. This study explored the relationship between dietary quality and a measure of overall food environment, representing the balance between healthy and unhealthy food outlet access in individualised activity spaces. Furthermore, this study is the first to assess effect modification of level of educational attainment on this relationship. A total of 839 mothers with young children from Hampshire, United Kingdom (UK) completed a cross-sectional survey including a 20-item food frequency questionnaire to measure diet and questions about demographic characteristics and frequently visited locations including home, children’s centre, general practitioner, work, main food shop and physical activity location. Dietary information was used to calculate a standardised dietary quality score for each mother. Individualised activity spaces were produced by creating a 1000m buffer around frequently visited locations using ArcGIS. Cross-sectional observational food outlet data were overlaid onto activity spaces to derive an overall food environment score for each mother. These scores represented the balance between healthy and unhealthy food outlets using weightings to characterise the proportion of healthy or unhealthy foods sold in each outlet type. Food outlet access was dominated by the presence of unhealthy food outlets; only 1% of mothers were exposed to a healthy overall food environment in their daily activities. Level of educational attainment moderated the relationship between overall food environment and diet (mid vs low, p = 0.06; high vs low, p = 0.04). Adjusted stratified linear regression analyses showed poorer food environments were associated with better dietary quality among mothers with degrees (β = -0.02; 95%CI: -0.03, -0.001) and a tendency toward poorer dietary quality among mothers with low educational attainment, however this relationship was not statistically significant (β = 0.01; 95%CI: -0.01, 0.02). This study showed that unhealthy food outlets, like takeaways and convenience stores, dominated mothers’ food outlet access, and provides some empirical evidence to support the concept that individual characteristics, particularly educational attainment, are protective against exposure to unhealthy food environments. Improvements to the imbalance of healthy and unhealthy food outlets through planning restrictions could be important to reduce dietary inequalities. PMID:28841678

The relationship between dietary quality and the local food environment differs according to level of educational attainment: A cross-sectional study.

PubMed

Vogel, Christina; Lewis, Daniel; Ntani, Georgia; Cummins, Steven; Cooper, Cyrus; Moon, Graham; Baird, Janis

2017-01-01

There is evidence that food outlet access differs according to level of neighbourhood deprivation but little is known about how individual circumstances affect associations between food outlet access and diet. This study explored the relationship between dietary quality and a measure of overall food environment, representing the balance between healthy and unhealthy food outlet access in individualised activity spaces. Furthermore, this study is the first to assess effect modification of level of educational attainment on this relationship. A total of 839 mothers with young children from Hampshire, United Kingdom (UK) completed a cross-sectional survey including a 20-item food frequency questionnaire to measure diet and questions about demographic characteristics and frequently visited locations including home, children's centre, general practitioner, work, main food shop and physical activity location. Dietary information was used to calculate a standardised dietary quality score for each mother. Individualised activity spaces were produced by creating a 1000m buffer around frequently visited locations using ArcGIS. Cross-sectional observational food outlet data were overlaid onto activity spaces to derive an overall food environment score for each mother. These scores represented the balance between healthy and unhealthy food outlets using weightings to characterise the proportion of healthy or unhealthy foods sold in each outlet type. Food outlet access was dominated by the presence of unhealthy food outlets; only 1% of mothers were exposed to a healthy overall food environment in their daily activities. Level of educational attainment moderated the relationship between overall food environment and diet (mid vs low, p = 0.06; high vs low, p = 0.04). Adjusted stratified linear regression analyses showed poorer food environments were associated with better dietary quality among mothers with degrees (β = -0.02; 95%CI: -0.03, -0.001) and a tendency toward poorer dietary quality among mothers with low educational attainment, however this relationship was not statistically significant (β = 0.01; 95%CI: -0.01, 0.02). This study showed that unhealthy food outlets, like takeaways and convenience stores, dominated mothers' food outlet access, and provides some empirical evidence to support the concept that individual characteristics, particularly educational attainment, are protective against exposure to unhealthy food environments. Improvements to the imbalance of healthy and unhealthy food outlets through planning restrictions could be important to reduce dietary inequalities.

Genetic variation associated with differential educational attainment in adults has anticipated associations with school performance in children.

PubMed

Ward, Mary E; McMahon, George; St Pourcain, Beate; Evans, David M; Rietveld, Cornelius A; Benjamin, Daniel J; Koellinger, Philipp D; Cesarini, David; Davey Smith, George; Timpson, Nicholas J

2014-01-01

Genome-wide association study results have yielded evidence for the association of common genetic variants with crude measures of completed educational attainment in adults. Whilst informative, these results do not inform as to the mechanism of these effects or their presence at earlier ages and where educational performance is more routinely and more precisely assessed. Single nucleotide polymorphisms exhibiting genome-wide significant associations with adult educational attainment were combined to derive an unweighted allele score in 5,979 and 6,145 young participants from the Avon Longitudinal Study of Parents and Children with key stage 3 national curriculum test results (SATS results) available at age 13 to 14 years in English and mathematics respectively. Standardised (z-scored) results for English and mathematics showed an expected relationship with sex, with girls exhibiting an advantage over boys in English (0.433 SD (95%CI 0.395, 0.470), p<10(-10)) with more similar results (though in the opposite direction) in mathematics (0.042 SD (95%CI 0.004, 0.080), p = 0.030). Each additional adult educational attainment increasing allele was associated with 0.041 SD (95%CI 0.020, 0.063), p = 1.79×10(-04) and 0.028 SD (95%CI 0.007, 0.050), p = 0.01 increases in standardised SATS score for English and mathematics respectively. Educational attainment is a complex multifactorial behavioural trait which has not had heritable contributions to it fully characterised. We were able to apply the results from a large study of adult educational attainment to a study of child exam performance marking events in the process of learning rather than realised adult end product. Our results support evidence for common, small genetic contributions to educational attainment, but also emphasise the likely lifecourse nature of this genetic effect. Results here also, by an alternative route, suggest that existing methods for child examination are able to recognise early life variation likely to be related to ultimate educational attainment.

Genetic Variation Associated with Differential Educational Attainment in Adults Has Anticipated Associations with School Performance in Children

PubMed Central

Ward, Mary E.; McMahon, George; St Pourcain, Beate; Evans, David M.; Rietveld, Cornelius A.; Benjamin, Daniel J.; Koellinger, Philipp D.; Cesarini, David; Smith, George Davey; Timpson, Nicholas J.

2014-01-01

Genome-wide association study results have yielded evidence for the association of common genetic variants with crude measures of completed educational attainment in adults. Whilst informative, these results do not inform as to the mechanism of these effects or their presence at earlier ages and where educational performance is more routinely and more precisely assessed. Single nucleotide polymorphisms exhibiting genome-wide significant associations with adult educational attainment were combined to derive an unweighted allele score in 5,979 and 6,145 young participants from the Avon Longitudinal Study of Parents and Children with key stage 3 national curriculum test results (SATS results) available at age 13 to 14 years in English and mathematics respectively. Standardised (z-scored) results for English and mathematics showed an expected relationship with sex, with girls exhibiting an advantage over boys in English (0.433 SD (95%CI 0.395, 0.470), p<10−10) with more similar results (though in the opposite direction) in mathematics (0.042 SD (95%CI 0.004, 0.080), p = 0.030). Each additional adult educational attainment increasing allele was associated with 0.041 SD (95%CI 0.020, 0.063), p = 1.79×10−04 and 0.028 SD (95%CI 0.007, 0.050), p = 0.01 increases in standardised SATS score for English and mathematics respectively. Educational attainment is a complex multifactorial behavioural trait which has not had heritable contributions to it fully characterised. We were able to apply the results from a large study of adult educational attainment to a study of child exam performance marking events in the process of learning rather than realised adult end product. Our results support evidence for common, small genetic contributions to educational attainment, but also emphasise the likely lifecourse nature of this genetic effect. Results here also, by an alternative route, suggest that existing methods for child examination are able to recognise early life variation likely to be related to ultimate educational attainment. PMID:25032841

Pathways between health, education and income in adolescence and adulthood.

PubMed

Callander, Emily J

2016-09-01

To quantify the impact of household income, and physical and mental health in adolescence on education attainment, household income and health status in adulthood. Path analysis and regression models using waves 1-12 of the Household, Income and Labour Dynamics in Australia survey. Individuals aged 17 or 18 in 2001, 52% were males (n=655) and 48% were female (52%). Of those participating in wave 1, five did not respond in wave 12. Education attainment, household income, physical and mental health at age 29/30. For females, physical health at age 17/18 was significantly related to level of education attainment at age 29/30 (standardised total effect 0.290, p<0.001), with this influence being greater in magnitude than that of household income at age 17/18 on level of education attainment at age 29/30 (standardised total effect 0.159, p=0.022). Females' physical health at age 17/18 was also significantly related to household income at age 29/30 (standardised total effect 0.09, p=0.018). Both adjusted for initial household income at age 17/18. For males, the total standardised total effect of physical health at age 17/18 had a greater impact than household income at age 17/18 on education attainment at age 29/30 (0.347, p<0.001 for physical health and 0.276, p<0.001 for household income). The OR of achieving a year 12 or higher level of education attainment was 4.72 (95% CI 1.43 to 15.58, p=0.0110) for females with good physical health at age 17/18 and 5.05 (95% CI 1.78 to 14.36, p=0.0024) for males, compared with those with poor physical health at age 17/18. As physical health in adolescence appears to have a stronger influence on education attainment in adulthood than household income, equity strategies for education attainment should also target those with poor health. 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/

Educational attainment and health outcomes: Data from the Medical Expenditures Panel Survey.

PubMed

Kaplan, Robert M; Fang, Zhengyi; Kirby, James

2017-06-01

Using data from the nationally representative Medical Expenditures Panel Survey (MEPS), we explored the extent to which health care utilization and health risk-taking, together with previously examined mediators, can explain the education-health gradient above and beyond what can be explained by previously examined mediators such as age, race, and poverty status. Health was measured using the Physical Component Score (PCS) from the Medical Outcomes Study 12-Item Short Form (SF-12). Educational attainment was self-reported and categorized as 1 (less than high school), 2 (high school graduate or GED), 3 (some college), 4 (bachelor's degree), and 5 (graduate degree). In bivariate analysis, we found systematic graded relationships between educational attainment and health including, SF-12 PCS scores, self-rated health, and activity limitations. In addition, education was associated with having more office visits and outpatient visits and less risk tolerance. Those with less education were also more likely to be uninsured throughout the year. Multivariate regression analysis suggested that adjustment for age, race, poverty status and marital status explained part, but not nearly all, of the relationship between education and health. Adding a variety of variables on health care and attitudes to the models provided no additional explanatory power. This pattern of results persisted even after stratifying on the number of self-reported chronic conditions. Our findings provide no evidence that access to and use of health care explains the education-health gradient. However, more research is necessary to conclusively rule out medical care as a mediator between education and health. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Groundwater arsenic and education attainment in Bangladesh.

PubMed

Murray, Michael P; Sharmin, Raisa

2015-10-26

Thousands of groundwater tube wells serving millions of Bangladeshis are arsenic contaminated. This study investigates the effect of these wells on the education attainment and school attendance of youths who rely on those wells for drinking water. The analysis combines data from the 2006 Bangladesh Multiple Indicator Cluster Survey (2006 MICS) and the National Hydrochemical Survey (NHS) of Bangladeshi tube wells' contamination conducted between 1998 and 2000. The study uses multiple regression analysis to estimate the differences in education attainment and school attendance among the following: (i) youths who live where tube wells are safe, (ii) youths who live where tube wells are unsafe but who report drinking from an arsenic-free source, and (iii) youths who live where tube wells are unsafe but who do not report drinking from an arsenic-free source. Controlling for other determinants of education attainment and school attendance, young Bangladeshi males who live where tube wells are unsafe (by Bangladeshis standards) but who report drinking from arsenic-free sources are found to have the same education attainment (among 19- to 21-year-olds) and school attendance (among 6- to 10-year-olds), on average, as corresponding young Bangladeshi males who live where wells are safe. But young Bangladeshi males who live where tube wells are unsafe and who do not report drinking from an arsenic-free source attain, on average, a half-year less education (among 19- to 21-year-olds) and attend school, on average, five to seven fewer days a year (among 6- to 10-year-olds) than do other Bagladeshi males of those ages. The estimated effects for females are of the same sign but much smaller in magnitude. Bangladeshi public health measures to shift drinking from unsafe to safe wells not only advance good health but also increase males' education attainment.

Educational Attainment of Workers, March 1975

ERIC Educational Resources Information Center

Whitmore, Bob

1976-01-01

The inverse relationship between educational attainment and unemployment is indicated in data concerning three major age groups during 1974-1975. The long-term uptrend in the educational level of the labor force continues, with college graduates experiencing changes in occupational distribution. (LH)

"We Been Hurt, Been Down Before. When Our Pride Was Low, Lookin' at the World Like "Where Do We Go?'": An Exploration of Educational Attainment and Post-Release Employment Outcomes for Connecticut Department of Correction Ex-Offenders

ERIC Educational Resources Information Center

Corbett, Erin S.

2017-01-01

While recent research has focused on the relationship between educational attainment and recidivism for formerly incarcerated persons, less research has focused on the relationship between educational attainment/level and employment. This study employed mixed methods to examine data on post-release employment outcomes for ex-offenders from, and…

How robust is the calculation of health inequality trends by educational attainment in England and Wales using the Longitudinal Study?

PubMed

Flanagan, L; McCartney, G

2015-06-01

Inequalities in mortality by educational attainment are wider in Eastern Europe than in West and Central Europe, but have thus far been largely limited to cross-sectional analyses. This study explored the potential to use the Longitudinal Study to describe trends in mortality inequality by educational attainment in England and Wales from 1971 to 2009 and the limitations in the available data. Comparison of cohort studies. Data from the Office for National Statistics Longitudinal Study were used which takes a sample of respondees from each Census (1971-2001) and links them to death certification. Age-standardized mortality was calculated by educational attainment for those aged 25-69 years as was the Relative Index of Inequality and Slope Index of Inequality for men and women for each time period. Overall mortality declined in all categories of educational attainment for men and women from 1971. Limited data were collected on educational attainment in the Censuses prior to 2001, combined with the high proportion of respondents with missing data or reporting 'no education', meant that estimates of inequalities for the period 1971 to 2000 were very imprecise and likely to be misleading. For 2001-2009, the slope index of inequality was 268 (95% CI 57-478) and relative index of inequality was 0.61 (95% CI 0.13-1.10) for the total population; 354 (95% CI 72-636) and 0.67 (95% CI 0.14-1.21) respectively for men; and 231 (95% CI 72-389) and 0.66 (95% CI 0.21-1.11) respectively for women. Limited educational data in the Censuses prior to 2001 makes calculation of mortality inequalities by educational attainment in England and Wales imprecise and potentially misleading. International comparisons and time trend analyses using these data prior to 2001 should be done with great caution. Copyright © 2015 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

The Implications of Adult Identity for Educational and Work Attainment in Young Adulthood

ERIC Educational Resources Information Center

Benson, Janel E.; Johnson, Monica Kirkpatrick; Elder, Glen H., Jr.

2012-01-01

This study investigates the relation of young adult identities (ages 18-22 years), reflecting subjective age and psychosocial maturity, to educational and career attainment in young adulthood (ages 25-29 years). Add Health data show that having an older subjective age alone does not curtail attainment; the critical issue is the level of…

Tackling the Remaining Attainment Gap between Students with and without Immigrant Background: An Investigation into the Equivalence of SES Constructs

ERIC Educational Resources Information Center

Lenkeit, Jenny; Caro, Daniel H.; Strand, Steve

2015-01-01

In England, students with immigrant background exhibit lower educational attainment than those without immigrant background. Family socioeconomic status (SES) helps explain differences in educational attainment, but a gap remains that differs in size for students with different immigrant backgrounds. While the explanatory repertoire for the…

An Examination of the Factors Related to Women's Degree Attainment and Career Goals in Science, Technology, and Mathematics

ERIC Educational Resources Information Center

Nitopi, Marie

2010-01-01

During the last 30 years, women have made tremendous advances in educational attainment especially in post-secondary education. Despite these advances, recent researchers have revealed that women continue to remain underrepresented in attainment of graduate degrees in the sciences. The researcher's purpose in this study was to extend previous…

Relationships of Causal Attributions and Academic Attainment among Colleges of Education Students in North-Western Nigeria

ERIC Educational Resources Information Center

Sambo, Aminu; Mohammed, Aisha I.

2015-01-01

This study investigated the relationship of causal attributions and academic attainment of Colleges of Education students in north-west geo-political zone of Nigeria. The study was based on the hypothesis that there is no significant relationship between causal attributions academic attainment of students. The questionnaire on Academic Causal…

Pupil Mobility, Attainment and Progress in Primary School

ERIC Educational Resources Information Center

Strand, Steve; Demie, Feyisa

2006-01-01

This article presents an analysis of the association between pupil mobility and educational attainment in the 2002 national end of Key Stage 2 (KS2) tests for 11-year-old pupils in an inner London education authority. The results show that pupil mobility is strongly associated with low attainment in the end of key stage tests. However, the…

Genetic and Environmental Transactions Underlying Educational Attainment

ERIC Educational Resources Information Center

Johnson, Wendy; Deary, Ian J.; Iacono, William G.

2009-01-01

This report used a population-representative longitudinal twin study with two birth cohorts to explore the association between intelligence and education by understanding how genetic and environmental influences on intelligence moderate genetic and environmental influences on school grades and educational attainment. Nonshared environmental…

Can people with disabilities gain from education? Similarities and differences between occupational attainment among persons with and without disabilities.

PubMed

Boman, Tomas; Kjellberg, Anders; Danermark, Berth; Boman, Eva

2014-01-01

More knowledge is needed of occupational attainment of persons with disabilities, i.e., the relationship between their educational level and their profession, and factors of importance for this relationship. To compare occupational attainment among persons with and without a disability. 3396 informants with disabilities and 19,004 non-disabled informants participated (control group) in a survey study by Statistics Sweden.The informants with disabilities were divided into six groups. Occupational attainment did not differ between the disability groups, neither between persons with and without a disability. Follow-up analysis showed that men with disabilities with primary or secondary school had an occupation above their educational level to a significantly larger extent than women with disabilities. This pattern was even clearer in comparison with the control group. Persons without disabilities, with secondary or higher education, were more successful in the labor market than persons with disabilities. Occupational attainment increased with age in both groups. Young women with disabilities who only have primary or secondary education run a higher risk of having a job that is below their educational level than men at the same educational level. This indicates discriminating mechanisms in the society related to gender and ability.

Is there a relationship between elderly suicide rates and educational attainment? A cross-national study.

PubMed

Shah, Ajit; Chatterjee, Santanu

2008-11-01

Suicides are associated with both high and low levels of intelligence and educational attainment in both individual-level and aggregate-level studies, but this has been rarely studied in the elderly. A cross-national study examining the relationship between elderly suicide rates (y-axis) and educational attainment (x-axis) was undertaken with the 'a priori' hypothesis that the relationship would be curvilinear and follow a U-shaped curve with the quadratic equation Y = A + BX + CX(2), where A, B and C are constants. Data on suicide rates for both sexes in the age-bands 65-74 years and 75+ years, and the Education Index (a proxy measure of educational attainment) were ascertained from the World Health Organisation and the United Nations websites, respectively. The main finding was the predicted curvilinear relationship between suicide rates, in both sexes in both the elderly age-bands, and the Education Index fitting the quadratic equation Y = A + BX + CX(2). Given the cross-sectional study design, a causal relationship cannot be assumed. The impact of educational attainment on elderly suicide rates may occur through interaction with other factors, mediation of the effects of other factors, or by its effects being mediated by other factors, and require further study.

Diet and physical activity as possible mediators of the association between educational attainment and body mass index gain among Australian adults.

PubMed

Gearon, Emma; Peeters, Anna; Ng, Winda; Hodge, Allison; Backholer, Kathryn

2018-04-23

To quantify the mediating role of leisure time physical activity (LTPA) and five dietary behaviours on educational differences in 13-year body mass index (BMI) gain across adulthood. Participants from the Melbourne Collaborative Cohort Study (4791 women; 3103 men) who maintained or gained BMI over 1990-1994 to 2003-2007 and met our inclusion criteria were selected. Education, potential mediators and confounders (age, alcohol, and smoking) were measured at baseline. We conducted sex-specific multiple mediation analyses using MacKinnon's product of coefficients method. A higher educational attainment was associated with a 0.27 kg m -2 (95% CI 0.14, 0.39) lesser 13-year BMI gain among women only. We observed significant indirect effects of educational attainment on 13-year BMI gain through LTPA and nutrient-rich foods (each associated with a higher educational attainment and lesser 13-year BMI gain) and diet soft drink (associated with a lower educational attainment and greater 13-year BMI gain), which mediated 10, 15 and 20% of this relationship, respectively (45% in total). Nutrient-rich foods, LTPA and diet soft drink may represent effective public health targets to reduce inequities in excess weight across adulthood.

Staying in School: The Efficacy of the McKinney-Vento Act for Homeless Youth

ERIC Educational Resources Information Center

Ausikaitis, Ashley Etzel; Wynne, Martha Ellen; Persaud, Schevita; Pitt, Rachel; Hosek, Aaron; Reker, Kayse; Turner, Carina; Flores, Sandy; Flores, Sofia

2015-01-01

The increasing number of homeless youth in the United States presents many social justice concerns, including issues of educational access, stigma, and self-advocacy. These problems become even more apparent when homelessness and educational attainment intersect. The McKinney-Vento Homeless Assistance Act of 1987 was enacted to address these…

Boosting Educational Attainment and Adult Earnings: Does School Spending Matter after All?

ERIC Educational Resources Information Center

Jackson, C. Kirabo; Johnson, Rucker C.; Persico, Claudia

2015-01-01

This study addresses limitations in a study conducted by James Coleman in 1966, which analyzed aspects of educational equality in the United States--including the relationship between school spending and student outcomes--as well as other studies covering the same topic that stemmed from Coleman's Report. Coleman found that variation in school…

Educational Attainment of Workers, March 1982-83. Special Labor Force Report. Bulletin 2191.

ERIC Educational Resources Information Center

Bureau of Labor Statistics (DOL), Washington, DC.

As this report illustrates, nearly one in four adult workers today has completed college, while in 1970 just one in seven had as much formal schooling. This growth, together with the higher labor force participation rates of college graduates, has generated significant increases in the college-educated work force. Other factors include women's…

Beyond Legal: Crafting High-Quality IEPs for Children With Complex Communication Needs

ERIC Educational Resources Information Center

Rowland, Charity Mary; Quinn, Emily Dayle; Steiner, Sandra A. M.

2015-01-01

The Individualized Education Program (IEP) is a legal document developed for each student with a disability. The IEP outlines the student's learning needs and associated educational goals, as well as the program placement and services required to support the attainment of these goals in the least restrictive environment. Most IEPs include all…

Implementing Title IX and Attaining Sex Equity. Application Materials for Vocational Education Personnel.

ERIC Educational Resources Information Center

National Foundation for the Improvement of Education, Washington, DC. Resource Center on Sex Roles in Education.

The materials included in this booklet are designed for use by participants in Application Sessions A and B for Vocational Education Personnel working with elementary-secondary schools. These materials are initial drafts prepared for field testing only. They are not the final products to be delivered at the completion of the project. The materials…

Learning through Immersive Study: Contextualizing Music in the Elementary Music Classroom

ERIC Educational Resources Information Center

Rifai, Ayah

2016-01-01

Music educators are part of a team charged with nurturing the development of the whole child. This includes instilling in students cognitive keys to essential life values that will be drawn on through adulthood. To help music educators attain this goal, this article encourages the inclusion of contexualized music units--immersive studies of…

Are You Willing to Pay the Price?

ERIC Educational Resources Information Center

Lautzenheiser, Barbara J.

1977-01-01

This personal account of how the author became a top executive in her job as an actuary includes a discussion of the educational and personal qualifications needed for the job. She notes that success in any job requires a good education, hard work, and a good attitude, and that one should determine if the level of attainment aspired to is…

The Influence of Closing Poor Performing Primary Schools on the Educational Attainment of Students

ERIC Educational Resources Information Center

De Witte, Kristof; Van Klaveren, Chris

2014-01-01

This paper examines whether the closure of poor performing primary schools improved students' educational attainment. It is believed that school closure affects children's educational outcomes positively because children switch to better primary schools. At the same time, school closure creates a social disturbance such that educational outcomes…

Class and University Education: Inter-Generational Patterns in Canada. NALL Working Paper.

ERIC Educational Resources Information Center

Livingstone, D. W.; Stowe, Susan

Young people from lower class origins continue to face major barriers to university education in Canada. This paper documents both substantial inter-generational class mobility and continuing inequalities in formal educational attainments by class origins. While Canada now has the world's higher educational attainments in its youth cohort and has…

What Does Class Origin and Education Mean for the Capabilities of Agency and Voice?

ERIC Educational Resources Information Center

Nordlander, Erica; Strandh, Mattias; Brännlund, Annica

2015-01-01

This article investigates the relationship between class origin, educational attainment, and the capabilities of agency and voice. The main objectives are to investigate how class origin and educational attainment interact and to consider whether higher education reduces any structural inequalities in the social aspects of life. A longitudinal…

Schooling Attainment's Influence on Internet Adoption: Education's Role in the Cross-National Development of the Mass-Media Knowledge Gap

ERIC Educational Resources Information Center

Mann, Bryan A.; Smith, William C.; Baker, David P.

2016-01-01

Research about innovation adoption underplays the role of educational attainment in the individual consumption of technology; consequently, past research underestimates the importance education plays independent of wealth in diffusion, particularly as absolute levels of formal education rise worldwide. Using data from the Programme for…

Funding and the Attainment of Transformation Goals in South Africa's Higher Education

ERIC Educational Resources Information Center

Wangenge-Ouma, Gerald

2010-01-01

The link between the funding of higher education and the attainment of higher education transformation goals in South Africa, especially access by students from previously under-represented communities, is the main focus of this paper. Specifically, the paper examines three questions: (a) How does public funding of higher education encourage (or…

Two Decades of Negative Educational Selectivity of Mexican Migrants to the United States

PubMed Central

Rendall, Michael S.; Parker, Susan W.

2015-01-01

Immigration is commonly considered to be selective of more able individuals. Studies comparing the educational attainment of Mexican immigrants in the United States to that of the Mexican resident population support this characterization. Upward educational-attainment biases in both coverage and measurement, however, may be substantial in U.S. data sources. Moreover, differences in educational attainment by place size are very large within Mexico, and U.S. data sources provide no information on immigrants’ places of origin within Mexico. To address these problems, we use multiple sources of nationally-representative Mexican survey data to re-evaluate the educational selectivity of working-age Mexican migrants to the United States over the 1990s and 2000s. We document disproportionately rural and small-urban-area origins of Mexican migrants and a steep positive gradient of educational attainment by place size. We show that together these conditions induced strongly negative educational selection of Mexican migrants throughout the 1990s and 2000s. We interpret this finding as consistent with low returns to the education of unauthorized migrants and few opportunities for authorized migration. PMID:25995526

Mapping local variation in educational attainment across Africa

NASA Astrophysics Data System (ADS)

Graetz, Nicholas; Friedman, Joseph; Osgood-Zimmerman, Aaron; Burstein, Roy; Biehl, Molly H.; Shields, Chloe; Mosser, Jonathan F.; Casey, Daniel C.; Deshpande, Aniruddha; Earl, Lucas; Reiner, Robert C.; Ray, Sarah E.; Fullman, Nancy; Levine, Aubrey J.; Stubbs, Rebecca W.; Mayala, Benjamin K.; Longbottom, Joshua; Browne, Annie J.; Bhatt, Samir; Weiss, Daniel J.; Gething, Peter W.; Mokdad, Ali H.; Lim, Stephen S.; Murray, Christopher J. L.; Gakidou, Emmanuela; Hay, Simon I.

2018-03-01

Educational attainment for women of reproductive age is linked to reduced child and maternal mortality, lower fertility and improved reproductive health. Comparable analyses of attainment exist only at the national level, potentially obscuring patterns in subnational inequality. Evidence suggests that wide disparities between urban and rural populations exist, raising questions about where the majority of progress towards the education targets of the Sustainable Development Goals is occurring in African countries. Here we explore within-country inequalities by predicting years of schooling across five by five kilometre grids, generating estimates of average educational attainment by age and sex at subnational levels. Despite marked progress in attainment from 2000 to 2015 across Africa, substantial differences persist between locations and sexes. These differences have widened in many countries, particularly across the Sahel. These high-resolution, comparable estimates improve the ability of decision-makers to plan the precisely targeted interventions that will be necessary to deliver progress during the era of the Sustainable Development Goals.

Health and educational performance among young migrants.

PubMed

Kirkcaldy, Bruce David; Furnham, Adrian; Siefen, Rainer Georg

2013-01-01

This study is a part replication of an earlier study by on health efficacy, educational attainment and well-being among 30 nations. It includes, however, data from these nations, as well as the latest Pisa results and update socioeconomic data and sociological variables which include divorce rate, number of persons/household, employment rates, and measures of physical and mental health (including new scales of well-being, e.g., mental health index, life satisfaction, suicide rates). More importantly, it includes measures of migrant rates among children and adults in each country, the focus of attention of this article. New material on health and educational expenditure are provided.

Is Labour Market Demand Keeping Pace with the Rising Educational Attainment of the Population? Education Indicators in Focus. No. 57

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

Across OECD countries, more and more individuals have attained tertiary education and the share of those with less education has declined. Although there are more tertiary-educated individuals than ever before, they still achieve good labour market outcomes. This confirms that labour market demand is generally keeping pace with rising educational…

From Parents to Children: The Impact of Mothers' and Fathers' Educational Attainments on Those of Their Sons and Daughters in West Germany

ERIC Educational Resources Information Center

Minello, Alessandra; Blossfeld, Hans-Peter

2017-01-01

Empirical studies have repeatedly shown that in Germany educational success still strongly depends on the social origin of individuals. Using the National Educational Panel Study, we analyse the effects of fathers' and mothers' education levels on their sons' and daughters' educational attainments across three successive birth cohorts in West…

Influence of occupation and education level on breast cancer stage at diagnosis, and treatment options in China: A nationwide, multicenter 10-year epidemiological study.

PubMed

Liu, Yang; Zhang, Jian; Huang, Rong; Feng, Wei-Liang; Kong, Ya-Nan; Xu, Feng; Zhao, Lin; Song, Qing-Kun; Li, Jing; Zhang, Bao-Ning; Fan, Jin-Hu; Qiao, You-Lin; Xie, Xiao-Ming; Zheng, Shan; He, Jian-Jun; Wang, Ke

2017-04-01

The objective of this study was to evaluate the impact of occupation and education level of Chinese female breast cancer patients on their cancer staging at diagnosis, clinical and pathological features, rate of implementation, and selection of treatment.The medical charts of 4211 confirmed female breast cancer cases diagnosed between 1999 and 2008, from 7 breast cancer centers spread across the whole of China, were reviewed. Data including information on the patient's sociodemographic status, clinical and pathological characteristics, implementation of clinical examination and treatment modalities were analyzed. In parallel, the associations between different occupations and level of educational attainment were analyzed in relation to tumor stage through TNM staging, clinical and pathological characteristics, implementation of clinical examination, and treatment patterns. Multivariate logistic regression was used to identify whether the occupation and education level of patients are independent factors of TNM staging at diagnosis.There were significant differences among different occupation groups and the education level of patients in regards to pathological characteristics and treatment choice. Both the occupation and education level of patients were independent factors of TNM staging at diagnosis. For patients within the lower-income occupation or lower educational attainment group, the tumor stage was later, the rates of implementation of relevant investigations were lower, as were the rates of radiotherapy, chemotherapy, and endocrine therapy.This study suggests that strategies should work toward developing more accurate and effective breast cancer prevention and treatment strategies aimed specifically at patients with lower educational attainment levels and at specific occupation groups.

Influence of occupation and education level on breast cancer stage at diagnosis, and treatment options in China

PubMed Central

Liu, Yang; Zhang, Jian; Huang, Rong; Feng, Wei-Liang; Kong, Ya-Nan; Xu, Feng; Zhao, Lin; Song, Qing-Kun; Li, Jing; Zhang, Bao-Ning; Fan, Jin-Hu; Qiao, You-Lin; Xie, Xiao-Ming; Zheng, Shan; He, Jian-Jun; Wang, Ke

2017-01-01

Abstract The objective of this study was to evaluate the impact of occupation and education level of Chinese female breast cancer patients on their cancer staging at diagnosis, clinical and pathological features, rate of implementation, and selection of treatment. The medical charts of 4211 confirmed female breast cancer cases diagnosed between 1999 and 2008, from 7 breast cancer centers spread across the whole of China, were reviewed. Data including information on the patient's sociodemographic status, clinical and pathological characteristics, implementation of clinical examination and treatment modalities were analyzed. In parallel, the associations between different occupations and level of educational attainment were analyzed in relation to tumor stage through TNM staging, clinical and pathological characteristics, implementation of clinical examination, and treatment patterns. Multivariate logistic regression was used to identify whether the occupation and education level of patients are independent factors of TNM staging at diagnosis. There were significant differences among different occupation groups and the education level of patients in regards to pathological characteristics and treatment choice. Both the occupation and education level of patients were independent factors of TNM staging at diagnosis. For patients within the lower-income occupation or lower educational attainment group, the tumor stage was later, the rates of implementation of relevant investigations were lower, as were the rates of radiotherapy, chemotherapy, and endocrine therapy. This study suggests that strategies should work toward developing more accurate and effective breast cancer prevention and treatment strategies aimed specifically at patients with lower educational attainment levels and at specific occupation groups. PMID:28403116

Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: unidimensional and multidimensional perspectives of self-concept.

PubMed

Marsh, Herbert W; O'Mara, Alison

2008-04-01

In their influential review, Baumeister, Campbell, Krueger, and Vohs (2003) concluded that self-esteem--the global component of self-concept--has no effect on subsequent academic performance. In contrast, Marsh and Craven's (2006) review of reciprocal effects models from an explicitly multidimensional perspective demonstrated that academic self-concept and achievement are both a cause and an effect of each other. Ironically, both reviews cited classic Youth in Transition studies in support of their respective claims. In definitive tests of these counter claims, the authors reanalyze these data-including self-esteem (emphasized by Baumeister et al.), academic self-concept (emphasized by Marsh & Craven), and postsecondary educational attainment-using stronger statistical methods based on five waves of data (grade 10 through 5 years after graduation; N=2,213). Integrating apparently discrepant findings under a common theoretical framework based on a multidimensional perspective, academic self-concept had consistent reciprocal effects with both achievement and educational attainment, whereas self-esteem had almost none.

The Role of Feedback in the Under-Attainment of Ethnic Minority Students: Evidence from Distance Education

ERIC Educational Resources Information Center

Richardson, John T. E.; Alden Rivers, Bethany; Whitelock, Denise

2015-01-01

In UK higher education, the attainment of ethnic minority students is lower than that of white students, and this remains the case when differences in entry qualifications have been taken into account. The present study investigated whether the under-attainment of ethnic minority students might be due to the nature of the feedback that they…

The association of educational attainment and SBP among older community-living adults: the Maintenance of Balance, Independent Living, Intellect and Zest in the Elderly (MOBILIZE) Boston Study

PubMed Central

Kiely, Dan K.; Gross, Alden L.; Kim, Dae H.; Lipsitz, Lewis A.

2012-01-01

Objective Educational attainment is inversely associated with SBP level in young adulthood. This association has not been studied in an older cohort, and confounding and mediating factors are not well known. Methods The authors hypothesized that higher education is associated with lower levels of SBP independent of many risk factors for hypertension. This prospective observational study included a sample of 764 older community-living participants in the Maintenance of Balance, Independent Living, Intellect and Zest in the Elderly (MOBILIZE) Boston Study. Results Compared to participants with more than college education, regression analyses showed those with a high school education or less had a SBP value 6.33 mmHg higher [95% confidence interval (CI): 2.55–10.10], and those who had a college education had a SBP value 4.01 mmHg higher (95% CI: 0.77–7.25) independent of many hypothesized confounders and mediators. Discussion Results of a path analysis confirmed that higher level of education was associated with lower SBP even after adjustment for hypothesized mediators. Although slightly attenuated by multivariable adjustment for hypertension risk factors, the significant inverse association between educational attainment and SBP was not entirely mediated by these risk factors. These findings indicate that education is inversely associated with SBP in a diverse cohort of community-living older adults, independent of many known or suspected risk factors. Conclusion This study is the first to report the association between education and SBP in an older sample, representing a population at the highest risk for hypertension-related morbidity and mortality. PMID:22688267

Growth Trajectories of Mexican-Origin Adolescent Mothers’ Educational Expectations

PubMed Central

Bravo, Diamond Y.; Toomey, Russell B.; Umaña-Taylor, Adriana J.; Updegraff, Kimberly A.; Jahromi, Laudan B.

2015-01-01

Pregnant and parenting adolescents are at significant risk for educational underachievement. Educational expectations play a critical role for understanding subsequent educational attainment; yet, limited empirical attention has been given to changes in educational expectations across the transition to parenthood among adolescent mothers. This longitudinal study explored stability and change in educational expectations across the transition to parenthood among 191 first-time pregnant Mexican-origin adolescents (Mage = 16.76, SD = .98). The current study also examined how several contextually relevant risk and protective factors were associated with differential patterns of educational trajectories across this transition and subsequent educational attainment. Latent class growth analyses revealed three educational expectation trajectories: low and stable (< high school degree), moderate and increasing (≈ associate degree), and high and increasing (≈ bachelor’s degree). Adolescent mothers in the low and stable group encountered several educational risk factors that partially explained their probability of membership in this trajectory and subsequent lower attainment. Conversely, probability of membership in the high and increasing expectations class was partially explained by adolescents’ on-track school status at the time of pregnancy and their mother figures’ educational expectations for their pregnant daughters. These findings have implications for understanding the malleable factors that help to explain why some adolescent mothers describe consistently high educational expectations and subsequent higher attainment, while others do not. PMID:28392610

Authentic Engagement for Promoting a College-Going Culture

ERIC Educational Resources Information Center

Collins, William

2011-01-01

The United States has lost ground internationally as a leader in educational attainment. Personal empowerment, national economic progress, and democratic ideals are enhanced through education, yet inequalities persist in the educational attainment of certain groups, such as low-income families or underrepresented minorities. Because the evolving…

Interpreting Community Effects on Youth Educational Attainment.

ERIC Educational Resources Information Center

South, Scott J.; Baumer, Eric P.; Lutz, Amy

2003-01-01

Used longitudinal data from the National Survey of Children to examine factors explaining the higher school dropout and lower high school graduation rates in socioeconomically distressed communities. Results suggest that educational performance of peers is a key mechanism linking neighborhood disadvantage to youth educational attainment. Some of…

The Relative Impact of Educational Attainment and Fatherlessness on Criminality.

ERIC Educational Resources Information Center

Koski, Douglas D.

1996-01-01

Regression analysis of 40 years of data on median income, education, divorce rate, and female-headed households was conducted to determine their influence on crime rates, especially homicide. Educational attainment had a significant bearing on criminality. Single parenting was less significant than low income. (SK)

Subnational Variations in Educational Attainment and Labour Market Outcomes. Education Indicators in Focus. No. 43

ERIC Educational Resources Information Center

OECD Publishing, 2016

2016-01-01

Significant variations in educational attainment and labour market outcomes exist not only across OECD countries but also within them. Some regions concentrate the human capital of a country. In particular, many countries' capital regions stand out for their high share of tertiary-educated people. However, overall employment prospects are often…

Nuestras Experiencias: A Phenomenological Study of Latina First Generation Higher Education Graduates

ERIC Educational Resources Information Center

Cruz, Diana E.

2012-01-01

A review of the literature indicates that Latinos lag behind White and African American students in higher education degree attainment. This educational gap is of concern because Latinos are the largest minority group in the United States, and the Latino population is expected to increase in the future. Higher education degree attainment for…

Growing Wealth Gaps in Education. National Poverty Center Working Paper Series #16-06

ERIC Educational Resources Information Center

Pfeffer, Fabian

2016-01-01

Prior research on trends in educational inequality has focused chiefly on changing gaps in educational attainment by family income or parental occupation. In contrast, this contribution provides the first assessment of trends in educational attainment by family wealth and suggests that we should be at least as much concerned about growing wealth…

Hollowing Out: Job Loss, Job Growth and Skills for the Future. Education and Training

ERIC Educational Resources Information Center

Halbert, Hannah C.; Krueger, Tim

2011-01-01

This report examines Ohio's changing economy and whether Ohio is well positioned to meet the shifting skill demand. After examining job losses and job growth projections by sector and education attainment, findings revealed that Ohio has a projected education attainment gap for workers with some post-secondary education but less than a college…

Gender, Educational Attainment, and the Impact of Parental Migration on Children Left Behind.

PubMed

Antman, Francisca M

2012-10-01

Estimation of the causal effect of parental migration on children's educational attainment is complicated by the fact that migrants and non-migrants are likely to differ in unobservable ways that also affect children's educational outcomes. This paper suggests a novel way of addressing this selection problem by looking within the family to exploit variation in siblings' ages at the time of parental migration. The basic assumption underlying the analysis is that parental migration will have no effect on the educational outcomes of children who are at least 20 because they have already completed their educations. Their younger siblings, in contrast, may still be in school, and thus will be affected by the parental migration experience. The results point to a statistically significant positive effect of paternal U.S. migration on education for girls, suggesting that pushing a father's U.S. migration earlier in his daughter's life can lead to an increase in her educational attainment of up to 1 year relative to delaying migration until after she has turned 20. In contrast, paternal domestic migration has no statistically significant effect on educational attainment for girls or boys, suggesting that father absence does not play a major role in determining children's educational outcomes. Instead, these results suggest that the marginal dollars from U.S. migrant remittances appear to enable families to further educate their daughters. Thus, policymakers should view international migration as a potential pathway by which families raise educational attainments of girls in particular. JEL: O15; J12; J13; J16; J24; F22.

Gender, Educational Attainment, and the Impact of Parental Migration on Children Left Behind*

PubMed Central

Antman, Francisca M.

2016-01-01

Estimation of the causal effect of parental migration on children’s educational attainment is complicated by the fact that migrants and non-migrants are likely to differ in unobservable ways that also affect children’s educational outcomes. This paper suggests a novel way of addressing this selection problem by looking within the family to exploit variation in siblings’ ages at the time of parental migration. The basic assumption underlying the analysis is that parental migration will have no effect on the educational outcomes of children who are at least 20 because they have already completed their educations. Their younger siblings, in contrast, may still be in school, and thus will be affected by the parental migration experience. The results point to a statistically significant positive effect of paternal U.S. migration on education for girls, suggesting that pushing a father’s U.S. migration earlier in his daughter’s life can lead to an increase in her educational attainment of up to 1 year relative to delaying migration until after she has turned 20. In contrast, paternal domestic migration has no statistically significant effect on educational attainment for girls or boys, suggesting that father absence does not play a major role in determining children’s educational outcomes. Instead, these results suggest that the marginal dollars from U.S. migrant remittances appear to enable families to further educate their daughters. Thus, policymakers should view international migration as a potential pathway by which families raise educational attainments of girls in particular. JEL: O15; J12; J13; J16; J24; F22 PMID:27616818

The Genetics of Success: How Single-Nucleotide Polymorphisms Associated With Educational Attainment Relate to Life-Course Development.

PubMed

Belsky, Daniel W; Moffitt, Terrie E; Corcoran, David L; Domingue, Benjamin; Harrington, HonaLee; Hogan, Sean; Houts, Renate; Ramrakha, Sandhya; Sugden, Karen; Williams, Benjamin S; Poulton, Richie; Caspi, Avshalom

2016-07-01

A previous genome-wide association study (GWAS) of more than 100,000 individuals identified molecular-genetic predictors of educational attainment. We undertook in-depth life-course investigation of the polygenic score derived from this GWAS using the four-decade Dunedin Study (N = 918). There were five main findings. First, polygenic scores predicted adult economic outcomes even after accounting for educational attainments. Second, genes and environments were correlated: Children with higher polygenic scores were born into better-off homes. Third, children's polygenic scores predicted their adult outcomes even when analyses accounted for their social-class origins; social-mobility analysis showed that children with higher polygenic scores were more upwardly mobile than children with lower scores. Fourth, polygenic scores predicted behavior across the life course, from early acquisition of speech and reading skills through geographic mobility and mate choice and on to financial planning for retirement. Fifth, polygenic-score associations were mediated by psychological characteristics, including intelligence, self-control, and interpersonal skill. Effect sizes were small. Factors connecting DNA sequence with life outcomes may provide targets for interventions to promote population-wide positive development. © The Author(s) 2016.

Genome-wide association study identifies 74 loci associated with educational attainment

PubMed Central

Okbay, Aysu; Beauchamp, Jonathan P.; Fontana, Mark A.; Lee, James J.; Pers, Tune H.; Rietveld, Cornelius A.; Turley, Patrick; Chen, Guo-Bo; Emilsson, Valur; Meddens, S. Fleur W.; Oskarsson, Sven; Pickrell, Joseph K.; Thom, Kevin; Timshel, Pascal; de Vlaming, Ronald; Abdellaoui, Abdel; Ahluwalia, Tarunveer S.; Bacelis, Jonas; Baumbach, Clemens; Bjornsdottir, Gyda; Brandsma, Johannes H.; Concas, Maria Pina; Derringer, Jaime; Furlotte, Nicholas A.; Galesloot, Tessel E.; Girotto, Giorgia; Gupta, Richa; Hall, Leanne M.; Harris, Sarah E.; Hofer, Edith; Horikoshi, Momoko; Huffman, Jennifer E.; Kaasik, Kadri; Kalafati, Ioanna P.; Karlsson, Robert; Kong, Augustine; Lahti, Jari; van der Lee, Sven J.; de Leeuw, Christiaan; Lind, Penelope A.; Lindgren, Karl-Oskar; Liu, Tian; Mangino, Massimo; Marten, Jonathan; Mihailov, Evelin; Miller, Michael B.; van der Most, Peter J.; Oldmeadow, Christopher; Payton, Antony; Pervjakova, Natalia; Peyrot, Wouter J.; Qian, Yong; Raitakari, Olli; Rueedi, Rico; Salvi, Erika; Schmidt, Börge; Schraut, Katharina E.; Shi, Jianxin; Smith, Albert V.; Poot, Raymond A.; Pourcain, Beate; Teumer, Alexander; Thorleifsson, Gudmar; Verweij, Niek; Vuckovic, Dragana; Wellmann, Juergen; Westra, Harm-Jan; Yang, Jingyun; Zhao, Wei; Zhu, Zhihong; Alizadeh, Behrooz Z.; Amin, Najaf; Bakshi, Andrew; Baumeister, Sebastian E.; Biino, Ginevra; Bønnelykke, Klaus; Boyle, Patricia A.; Campbell, Harry; Cappuccio, Francesco P.; Davies, Gail; De Neve, Jan-Emmanuel; Deloukas, Panos; Demuth, Ilja; Ding, Jun; Eibich, Peter; Eisele, Lewin; Eklund, Niina; Evans68, David M.; Faul, Jessica D.; Feitosa, Mary F.; Forstner, Andreas J.; Gandin, Ilaria; Gunnarsson, Bjarni; Halldórsson, Bjarni V.; Harris, Tamara B.; Heath, Andrew C.; Hocking, Lynne J.; Holliday, Elizabeth G.; Homuth, Georg; Horan, Michael A.; Hottenga, Jouke-Jan; de Jager, Philip L.; Joshi, Peter K.; Jugessur, Astanand; Kaakinen, Marika A.; Kähönen, Mika; Kanoni, Stavroula; Keltigangas-Järvinen, Liisa; Kiemeney, Lambertus A.L.M.; Kolcic, Ivana; Koskinen, Seppo; Kraja, Aldi T.; Kroh, Martin; Kutalik, Zoltan; Latvala, Antti; Launer, Lenore J.; Lebreton, Maël P.; Levinson, Douglas F.; Lichtenstein, Paul; Lichtner, Peter; Liewald, David C.M.; Loukola, Anu; Madden, Pamela A.; Mägi, Reedik; Mäki-Opas, Tomi; Marioni, Riccardo E.; Marques-Vidal, Pedro; Meddens, Gerardus A.; McMahon, George; Meisinger, Christa; Meitinger, Thomas; Milaneschi, Yusplitri; Milani, Lili; Montgomery, Grant W.; Myhre, Ronny; Nelson, Christopher P.; Nyholt, Dale R.; Ollier, William E.R.; Palotie, Aarno; Paternoster, Lavinia; Pedersen, Nancy L.; Petrovic, Katja E.; Porteous, David J.; Räikkönen, Katri; Ring, Susan M.; Robino, Antonietta; Rostapshova, Olga; Rudan, Igor; Rustichini, Aldo; Salomaa, Veikko; Sanders, Alan R.; Sarin, Antti-Pekka; Schmidt, Helena; Scott, Rodney J.; Smith, Blair H.; Smith, Jennifer A.; Staessen, Jan A.; Steinhagen-Thiessen, Elisabeth; Strauch, Konstantin; Terracciano, Antonio; Tobin, Martin D.; Ulivi, Sheila; Vaccargiu, Simona; Quaye, Lydia; van Rooij, Frank J.A.; Venturini, Cristina; Vinkhuyzen, Anna A.E.; Völker, Uwe; Völzke, Henry; Vonk, Judith M.; Vozzi, Diego; Waage, Johannes; Ware, Erin B.; Willemsen, Gonneke; Attia, John R.; Bennett, David A.; Berger, Klaus; Bertram, Lars; Bisgaard, Hans; Boomsma, Dorret I.; Borecki, Ingrid B.; Bultmann, Ute; Chabris, Christopher F.; Cucca, Francesco; Cusi, Daniele; Deary, Ian J.; Dedoussis, George V.; van Duijn, Cornelia M.; Eriksson, Johan G.; Franke, Barbara; Franke, Lude; Gasparini, Paolo; Gejman, Pablo V.; Gieger, Christian; Grabe, Hans-Jörgen; Gratten, Jacob; Groenen, Patrick J.F.; Gudnason, Vilmundur; van der Harst, Pim; Hayward, Caroline; Hinds, David A.; Hoffmann, Wolfgang; Hyppönen, Elina; Iacono, William G.; Jacobsson, Bo; Järvelin, Marjo-Riitta; Jöckel, Karl-Heinz; Kaprio, Jaakko; Kardia, Sharon L.R.; Lehtimäki, Terho; Lehrer, Steven F.; Magnusson, Patrik K.E.; Martin, Nicholas G.; McGue, Matt; Metspalu, Andres; Pendleton, Neil; Penninx, Brenda W.J.H.; Perola, Markus; Pirastu, Nicola; Pirastu, Mario; Polasek, Ozren; Posthuma, Danielle; Power, Christine; Province, Michael A.; Samani, Nilesh J.; Schlessinger, David; Schmidt, Reinhold; Sørensen, Thorkild I.A.; Spector, Tim D.; Stefansson, Kari; Thorsteinsdottir, Unnur; Thurik, A. Roy; Timpson, Nicholas J.; Tiemeier, Henning; Tung, Joyce Y.; Uitterlinden, André G.; Vitart, Veronique; Vollenweider, Peter; Weir, David R.; Wilson, James F.; Wright, Alan F.; Conley, Dalton C.; Krueger, Robert F.; Smith, George Davey; Hofman, Albert; Laibson, David I.; Medland, Sarah E.; Meyer, Michelle N.; Yang, Jian; Johannesson, Magnus; Visscher, Peter M.; Esko, Tõnu; Koellinger, Philipp D.; Cesarini, David; Benjamin, Daniel J.

2016-01-01

Summary Educational attainment (EA) is strongly influenced by social and other environmental factors, but genetic factors are also estimated to account for at least 20% of the variation across individuals1. We report the results of a genome-wide association study (GWAS) for EA that extends our earlier discovery sample1,2 of 101,069 individuals to 293,723 individuals, and a replication in an independent sample of 111,349 individuals from the UK Biobank. We now identify 74 genome-wide significant loci associated with number of years of schooling completed. Single-nucleotide polymorphisms (SNPs) associated with educational attainment are disproportionately found in genomic regions regulating gene expression in the fetal brain. Candidate genes are preferentially expressed in neural tissue, especially during the prenatal period, and enriched for biological pathways involved in neural development. Our findings demonstrate that, even for a behavioral phenotype that is mostly environmentally determined, a well-powered GWAS identifies replicable associated genetic variants that suggest biologically relevant pathways. Because EA is measured in large numbers of individuals, it will continue to be useful as a proxy phenotype in efforts to characterize the genetic influences of related phenotypes, including cognition and neuropsychiatric disease. PMID:27225129

Parental aspirations for their children's educational attainment: relations to ethnicity, parental education, children's academic performance, and parental perceptions of school climate.

PubMed

Spera, Christopher; Wentzel, Kathryn R; Matto, Holly C

2009-09-01

This study examined parental aspirations for their children's educational attainment in relation to ethnicity (African American, Asian, Caucasian, Hispanic), parental education, children's academic performance, and parental perceptions of the quality and climate of their children's school with a sample of 13,577 middle and high school parents. All parents had relatively high educational aspirations for their children, and within each ethnic subgroup, parental education and children's academic performance were significantly and positively related to parental aspirations. However, moderating effects were found such that Caucasian parents with lower levels of education had significantly lower educational aspirations for their children than did parents of other ethnicities with similar low levels of education. Although the strength of the relationship between parental perceptions of school-related factors and parental aspirations for their children's educational attainment was not strong, it was most predictive of non-Caucasian parental aspirations for their children.

Why Do More Women than Men Want to Earn a Four-Year Degree? Exploring the Effects of Gender, Social Origin, and Social Capital on Educational Expectations

ERIC Educational Resources Information Center

Wells, Ryan S.; Seifert, Tricia A.; Padgett, Ryan D.; Park, Sueuk; Umbach, Paul D.

2011-01-01

Students' educational expectations are one of the strongest predictors of their future educational attainment (Mortimer, 1996; Reynolds & Burge, 2008; Sewell & Hauser, 1980; Sewell & Shah, 1968). Thus, the growing gender gap in educational expectations partially explains the growth in the gender gap in educational attainment (Reynolds & Burge,…

Parental Aspirations for Their Children's Educational Attainment and the Realisation of Universal Primary Education (UPE) in Kenya: Evidence from Slum and Non-Slum Residences

ERIC Educational Resources Information Center

Oketch, Moses; Mutisya, Maurice; Sagwe, Jackline

2012-01-01

There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum…

State-by-state variations in cardiac rehabilitation participation are associated with educational attainment, income, and program availability.

PubMed

Gaalema, Diann E; Higgins, Stephen T; Shepard, Donald S; Suaya, Jose A; Savage, Patrick D; Ades, Philip A

2014-01-01

Wide geographic variations in cardiac rehabilitation (CR) participation in the United States have been demonstrated but are not well understood. Socioeconomic factors such as educational attainment are robust predictors of many health-related behaviors, including smoking, obesity, physical activity, substance abuse, and cardiovascular disease. We investigated potential associations between state-level differences in educational attainment, other socioeconomic factors, CR program availability, and variations in CR participation. A retrospective database analysis was conducted using data from the US Census Bureau, the Centers for Disease Control and Prevention, and the 1997 Medicare database. The outcome of interest was CR participation rates by state, and predictors included state-level high school (HS) graduation rates (in 2001 and 1970), median household income, smoking rates, density of CR program (programs per square mile and per state population), sex and race ratios, and median age. The relationship between HS graduation rates and CR participation by state was significant for both 2001 and 1970 (r = 0.64 and 0.44, respectively, P < .01). Adding the density of CR programs (per population) and income contributed significantly with a cumulative r value of 0.74 and 0.71 for the models using 2001 and 1970, respectively (Ps < .01). The amount of variance accounted for by each of the 3 variables differed between the 2000 and 1970 graduation rates, but both models were unaltered by including additional variables. State-level HS graduation rates, CR programs expressed as programs per population, and median income were strongly associated with geographic variations in CR participation rates.

Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change.

PubMed

Dearnley, Chris; Rhodes, Christine; Roberts, Peter; Williams, Pam; Prenton, Sarah

2018-01-01

The aim of this study is to review the evidence in relation to the experiences and outcomes of students on nursing and/or midwifery higher education programmes, who experience team based learning. To examine the relationship between team based learning and attainment for nursing and midwifery students in professional higher education. To examine the relationship between team based learning and student satisfaction for nurses and midwifery students in higher education. To identify and report examples of good practice in the implementation of team based learning in Nursing and Midwifery higher education. A systematic Review of the literature was undertaken. The population were nurses and midwives studying on higher education pre and post registration professional programmes. The intervention was learning and teaching activities based on a team-based learning approach. Data sources included CINAHL and MEDLINE. ERIC and Index to Theses were also searched. International research papers published in English between 2011 and 2017 that met the inclusion criteria were included in the study. Papers that met the criteria were subjected to quality appraisal and agreement amongst authors for inclusion in the review. A total of sixteen papers were reviewed and four themes emerged for discussion. These were Student Engagement, Student Satisfaction, Attainment and Practice Development and Transformational Teaching and Learning. There is a tentative, though growing body of evidence to support TBL as a strategy that can impact on student engagement, student satisfaction, attainment, practice development and transformative teaching and learning. The literature indicates that implementing TBL within the curriculum is not without challenge and requires a sustained and structured approach. Staff and students need to understand the processes involved, and why they should be adhered to, in the pursuit of enhanced student experiences and outcomes for nurses and midwives in Higher Education. Copyright © 2017 Elsevier Ltd. All rights reserved.

Sibling Experiences in Middle Childhood Predict Sibling Differences in College Graduation.

PubMed

Sun, Xiaoran; McHale, Susan M; Updegraff, Kimberly A

2018-04-17

To illuminate how within-family differences in achievement may emerge, this study examined sibling experiences in middle childhood as predictors of sibling differences in college graduation. First- and second-borns from 152 families reported on their experiences with siblings and parents at ages 11.80 (SD = 0.56) and 9.22 (SD = 0.90), respectively, and on their educational attainment at about age 26. Significant childhood predictors of sibling differences in college graduation status included low sibling warmth, fathers' differential time spent with siblings, and perceived unfair differential treatment by parents. Findings suggest long-term implications of early sibling dynamics for educational attainment and provided novel insights into families' role in achievement. © 2018 Society for Research in Child Development.

[Aggregate shocks and investment in human capital: higher educational achievement during the lost decade in Mexico.

PubMed

Peña, Pablo A

2013-01-01

This article documents a negative aggregate response in the attainment of postsecondary education (more than 12 years of schooling) in Mexico to the recession of 1982-83 and the stagnation that followed. The response was not homogeneous across genders, regions or family backgrounds. Males experienced a drop in attainment and females experienced a slowdown in attainment growth. On average, states with greater pre-shock educational attainment experienced larger drops. There was no clear trend for the response by family background. However, a negative effect is found even between siblings. The evidence suggests a demand side story: the drop in household income seems to be the main determinant of the fall/slowing down in attainment. The conclusion is that the recession and the lack of growth that ensued had a sizeable and lasting negative impact on skill formation in Mexico.

Sexual Identity and Postsecondary Education: Outcomes, Institutional Factors, and Narratives

ERIC Educational Resources Information Center

Fine, Leigh Everett

2012-01-01

Sociological literature has not paid the same attention to the educational attainment of lesbian, gay, and bisexual (LGB) persons, despite their status as a socially marginalized group. Through the application of sociological methods and theories, my dissertation argues that sexual identity's effect on educational attainment is…

Educational Credentialing of an Aging Workforce: Uneasy Conclusions

ERIC Educational Resources Information Center

Isopahkala-Bouret, Ulpukka

2015-01-01

This study investigates the educational attainment of an aging workforce from the perspective of educational credentialing. The research questions are defined as follows: Why are workers over age 50 attaining university degrees? How do they narratively construct the rational for pursuing well-recognized credentials in midlife? The specific focus…

Assessment's Place in the New MOOC World

ERIC Educational Resources Information Center

Sandeen, Cathy

2013-01-01

Cathy Sandeen is Vice President for Education Attainment and Innovation at American Council on Education, the nation's largest organization providing leadership and advocacy for all sectors of higher education. Within this role she develops and articulates ACE's attainment agenda and currently oversees a large research project on Massive Open…

Socioeconomic Outcomes from Adult Education.

ERIC Educational Resources Information Center

Gooderham, Paul N.

1991-01-01

The degree to which age and gender influence completion of higher secondary education (HSE) and employment status was measured with a sample of 350 Norwegian adults. Application of a Status Attainment model revealed that post-HSE educational attainment is an important determinant of socioeconomic status for both men and women. (SK)

Gender, Poverty, Family Structure, and Investments in Children's Education in Kinshasa, Congo.

ERIC Educational Resources Information Center

Shapiro, David; Tambashe, B. Oleko

2001-01-01

Examines school enrollment and educational attainment in Kinshasa, Congo, focusing on how poverty, household structure, gender, and economic well-being affect investments in children's education. Increased economic well-being translates into greater attainment for both females and males, but does not necessarily reduce gender differences in school…

The role of mentor type and timing in predicting educational attainment.

PubMed

Fruiht, Veronica M; Wray-Lake, Laura

2013-09-01

Having an adult mentor during adolescence has been found to predict academic success. Building on previous work, the present study examined interactions between the type of mentor (i.e., kin, teacher, friend, or community), the time that mentor became important (i.e., before, during, or after high school), and the ethnicity of the protégé in predicting educational attainment in young adulthood. Analyses used Waves III and IV of the National Longitudinal Study of Adolescent Health (N = 2,409). Participants' ages ranged from 18 to 27 (M = 21.75, SD = 1.79). The sample was 56.7 % female and nationally representative of ethnic diversity. Analyses showed that having a teacher-mentor was more predictive of educational attainment than having other types of mentors and that overall, having a mentor after high school predicts the most educational attainment. Kin- and community-mentors appeared to be more important to educational attainment during and before high school, respectively. Findings were consistent across ethnic groups. Overall, results highlight the value of teacher-mentors throughout childhood, adolescence, and early adulthood and our study further suggests that different types of mentors may be particularly useful at specific points in development.

The UKCAT-12 study: educational attainment, aptitude test performance, demographic and socio-economic contextual factors as predictors of first year outcome in a cross-sectional collaborative study of 12 UK medical schools.

PubMed

McManus, I C; Dewberry, Chris; Nicholson, Sandra; Dowell, Jonathan S

2013-11-14

Most UK medical schools use aptitude tests during student selection, but large-scale studies of predictive validity are rare. This study assesses the United Kingdom Clinical Aptitude Test (UKCAT), and its four sub-scales, along with measures of educational attainment, individual and contextual socio-economic background factors, as predictors of performance in the first year of medical school training. A prospective study of 4,811 students in 12 UK medical schools taking the UKCAT from 2006 to 2008 as a part of the medical school application, for whom first year medical school examination results were available in 2008 to 2010. UKCAT scores and educational attainment measures (General Certificate of Education (GCE): A-levels, and so on; or Scottish Qualifications Authority (SQA): Scottish Highers, and so on) were significant predictors of outcome. UKCAT predicted outcome better in female students than male students, and better in mature than non-mature students. Incremental validity of UKCAT taking educational attainment into account was significant, but small. Medical school performance was also affected by sex (male students performing less well), ethnicity (non-White students performing less well), and a contextual measure of secondary schooling, students from secondary schools with greater average attainment at A-level (irrespective of public or private sector) performing less well. Multilevel modeling showed no differences between medical schools in predictive ability of the various measures. UKCAT sub-scales predicted similarly, except that Verbal Reasoning correlated positively with performance on Theory examinations, but negatively with Skills assessments. This collaborative study in 12 medical schools shows the power of large-scale studies of medical education for answering previously unanswerable but important questions about medical student selection, education and training. UKCAT has predictive validity as a predictor of medical school outcome, particularly in mature applicants to medical school. UKCAT offers small but significant incremental validity which is operationally valuable where medical schools are making selection decisions based on incomplete measures of educational attainment. The study confirms the validity of using all the existing measures of educational attainment in full at the time of selection decision-making. Contextual measures provide little additional predictive value, except that students from high attaining secondary schools perform less well, an effect previously shown for UK universities in general.

The UKCAT-12 study: educational attainment, aptitude test performance, demographic and socio-economic contextual factors as predictors of first year outcome in a cross-sectional collaborative study of 12 UK medical schools

PubMed Central

2013-01-01

Background Most UK medical schools use aptitude tests during student selection, but large-scale studies of predictive validity are rare. This study assesses the United Kingdom Clinical Aptitude Test (UKCAT), and its four sub-scales, along with measures of educational attainment, individual and contextual socio-economic background factors, as predictors of performance in the first year of medical school training. Methods A prospective study of 4,811 students in 12 UK medical schools taking the UKCAT from 2006 to 2008 as a part of the medical school application, for whom first year medical school examination results were available in 2008 to 2010. Results UKCAT scores and educational attainment measures (General Certificate of Education (GCE): A-levels, and so on; or Scottish Qualifications Authority (SQA): Scottish Highers, and so on) were significant predictors of outcome. UKCAT predicted outcome better in female students than male students, and better in mature than non-mature students. Incremental validity of UKCAT taking educational attainment into account was significant, but small. Medical school performance was also affected by sex (male students performing less well), ethnicity (non-White students performing less well), and a contextual measure of secondary schooling, students from secondary schools with greater average attainment at A-level (irrespective of public or private sector) performing less well. Multilevel modeling showed no differences between medical schools in predictive ability of the various measures. UKCAT sub-scales predicted similarly, except that Verbal Reasoning correlated positively with performance on Theory examinations, but negatively with Skills assessments. Conclusions This collaborative study in 12 medical schools shows the power of large-scale studies of medical education for answering previously unanswerable but important questions about medical student selection, education and training. UKCAT has predictive validity as a predictor of medical school outcome, particularly in mature applicants to medical school. UKCAT offers small but significant incremental validity which is operationally valuable where medical schools are making selection decisions based on incomplete measures of educational attainment. The study confirms the validity of using all the existing measures of educational attainment in full at the time of selection decision-making. Contextual measures provide little additional predictive value, except that students from high attaining secondary schools perform less well, an effect previously shown for UK universities in general. PMID:24229380

Studies Show Curricular Efficiency Can Be Attained.

ERIC Educational Resources Information Center

Walberg, Herbert J.

1987-01-01

Reviews the nine factors contributing to educational productivity, the effectiveness of instructional techniques (mastery learning ranks high and Skinnerian reinforcement has the largest overall effect), and the effects of psychological enviroments on learning. Includes references and a table. (MD)

Children at Risk from Domestic Violence and Their Educational Attainment: Perspectives of Education Welfare Officers, Social Workers and Teachers

ERIC Educational Resources Information Center

Byrne, Dorothy; Taylor, Brian

2007-01-01

Children who witness domestic violence may have impaired educational attainment as well as facing other challenges such as struggles with self-esteem and forming relationships. This qualitative study set in Northern Ireland explored the perceptions of Education Welfare Officers, child protection social workers and teachers in post-primary schools…

Civic Education as a Collaborative Dimension of Social Studies Education in Attainment of Political Ethics in Nigeria

ERIC Educational Resources Information Center

Dania, Peter

2015-01-01

The paper investigated Civic Education as a collaborative dimension of Social Studies Education in attainment of political ethics in Nigeria. The study adopted the survey research design. The sample for the study consisted of 580 Social Studies teachers selected from thirty secondary schools in the three senatorial districts of Delta State. The…

Parental Aspirations for Their Children's Educational Attainment: Relations to Ethnicity, Parental Education, Children's Academic Performance, and Parental Perceptions of School Climate

ERIC Educational Resources Information Center

Spera, Christopher; Wentzel, Kathryn R.; Matto, Holly C.

2009-01-01

This study examined parental aspirations for their children's educational attainment in relation to ethnicity (African American, Asian, Caucasian, Hispanic), parental education, children's academic performance, and parental perceptions of the quality and climate of their children's school with a sample of 13,577 middle and high school parents. All…

Credit Where Credit Is Due: An Approach to Education Returns Based on Shapley Values

ERIC Educational Resources Information Center

Barakat, Bilal; Crespo Cuaresma, Jesus

2017-01-01

We propose the use of methods based on the Shapley value to assess the fact that private returns to lower levels of educational attainment should be credited with part of the returns from higher attainment levels, since achieving primary education is a necessary condition to enter secondary and tertiary educational levels. We apply the proposed…

Emergy Evaluation of the United States, U.S. Education, Educational Attainment and the National Financial System from 1950 through 2016

EPA Science Inventory

Past work quantifying the emergy basis for the U.S. economy, the U.S. education system and the educational attainment of the population through 2011 is brought up to date with the most recent data available from the U.S. Statistical Abstracts as well as other critical information...

Education, the Process of Attainment and the Structure of Inequality. Discussion Papers #393-77.

ERIC Educational Resources Information Center

Sorensen, Aage B.

This paper analyzes the properties of the process of social and economic attainments in two contrasting situations: (1) when the process of attainment generates the distribution of attainments, and (2) when the structure of attainments is seen as exogenously determined. It is argued that the neoclassical economic theory of earnings determination…

Parental Investments in Schooling: The Roles of Gender and Resources in Urban Brazil. Labor and Population Program Working Paper Series 96-02.

ERIC Educational Resources Information Center

Thomas, Duncan; And Others

This study examines the rate of educational attainment of women in Brazil. There have been dramatic increases in women's educational attainment, where today women are better educated than men. The study explores the importance of education and income of mothers and fathers in explaining the growth that has occurred. Maternal education has a bigger…

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.

Educational attainment and gestational weight gain among US mothers

PubMed Central

Cohen, Alison K.; Kazi, Chandni; Headen, Irene; Rehkopf, David H.; Hendrick, C. Emily; Patil, Divya; Abrams, Barbara

2016-01-01

Background Education is an important social determinant of many health outcomes, but the relationship between educational attainment and the amount of weight gained over the course of a woman's pregnancy (gestational weight gain (GWG)) has not been clearly established. Methods We used data from 1979-2010 for women in the National Longitudinal Survey of Youth 1979 cohort (n= 6344 pregnancies from 2769 women). We used generalized estimating equations to estimate the association between educational attainment and GWG adequacy (as defined by 2009 Institute of Medicine guidelines), controlling for diverse social factors from across the life course (e.g., income, wealth, educational aspirations and expectations) and considering effect measure modification by race/ethnicity and pre-pregnancy overweight status. Results In most cases, women with more education had increased odds of gaining a recommended amount of gestational weight, independent of educational aspirations and educational expectations and relatively robust to sensitivity analyses. This trend manifested itself in a few different ways. Those with less education had higher odds of inadequate GWG than those with more education. Among those who were not overweight pre-pregnancy, those with less education had higher odds of excessive GWG than college graduates. Among women who were white, those with less than a high school degree had higher odds of excessive GWG than those with more education. Conclusion The relationship between educational attainment and GWG is nuanced and nonlinear. PMID:27372419

Models of Educational Attainment: A Theoretical and Methodological Critique

ERIC Educational Resources Information Center

Byrne, D. S.; And Others

1973-01-01

Uses cluster analysis techniques to show that egalitarian policies in secondary education coupled with high financial inputs have measurable payoffs in higher attainment rates, based on Max Weber's notion of power'' within a community. (Author/JM)

Gender-Specific Trends in Educational Attainment and Self-Rated Health, 1972–2002

PubMed Central

Hill, Terrence D.; Needham, Belinda L.

2006-01-01

Objectives. We tested whether self-rated health has improved over time (1972–2002) for women and men. We also considered the degree to which historical gains in educational attainment help to explain any observed trends. Methods. Using 21 years of repeated cross-sectional data from the General Social Survey, we estimated a series of ordered logistic regression models predicting self-rated health. Results. Our results show that women’s health status has steadily improved over the 30-year period under study, and these improvements are largely explained by gains in educational attainment. We also found that the health trend for men is nonlinear, suggesting significant fluctuations in health status over time. Conclusions. Based on the linear health status trend and strong mediation pattern for women, and the nonlinear health status trend for men, women have benefited more than men, in terms of self-rated health, from increased educational attainment. PMID:16735623

Household Structure and Children’s Educational Attainment: A Perspective on Coresidence with Grandparents

PubMed Central

Monserud, Maria A.; Elder, Glen H.

2013-01-01

Children from alternative households complete fewer years of schooling. Yet little is known about the implications of coresidence with grandparents for educational attainment. Using data from the National Longitudinal Study of Adolescent Health (N = 10,083), this study found that extended households with two biological parents were not detrimental to high school completion or college enrollment. Although coresidence with grandparents did not compensate for not living with two biological parents, it seemed to be beneficial for the educational attainment of youth from single-mother households. In contrast, skipped-generation households were associated with a persistent disadvantage for educational attainment. Limited socioeconomic resources partially accounted for the adverse effects of alternative households, whereas parenting quality did not explain these effects. Interactions of gender by household structure suggested that stepfather households could have negative consequences for high school completion and college enrollment only for girls. PMID:24415799

Selection against variants in the genome associated with educational attainment.

PubMed

Kong, Augustine; Frigge, Michael L; Thorleifsson, Gudmar; Stefansson, Hreinn; Young, Alexander I; Zink, Florian; Jonsdottir, Gudrun A; Okbay, Aysu; Sulem, Patrick; Masson, Gisli; Gudbjartsson, Daniel F; Helgason, Agnar; Bjornsdottir, Gyda; Thorsteinsdottir, Unnur; Stefansson, Kari

2017-01-31

Epidemiological and genetic association studies show that genetics play an important role in the attainment of education. Here, we investigate the effect of this genetic component on the reproductive history of 109,120 Icelanders and the consequent impact on the gene pool over time. We show that an educational attainment polygenic score, POLY EDU, constructed from results of a recent study is associated with delayed reproduction (P < 10 -100 ) and fewer children overall. The effect is stronger for women and remains highly significant after adjusting for educational attainment. Based on 129,808 Icelanders born between 1910 and 1990, we find that the average POLY EDU has been declining at a rate of ∼0.010 standard units per decade, which is substantial on an evolutionary timescale. Most importantly, because POLY EDU only captures a fraction of the overall underlying genetic component the latter could be declining at a rate that is two to three times faster.

Selection against variants in the genome associated with educational attainment

PubMed Central

Kong, Augustine; Frigge, Michael L.; Thorleifsson, Gudmar; Stefansson, Hreinn; Young, Alexander I.; Zink, Florian; Jonsdottir, Gudrun A.; Sulem, Patrick; Masson, Gisli; Gudbjartsson, Daniel F.; Helgason, Agnar; Bjornsdottir, Gyda; Thorsteinsdottir, Unnur; Stefansson, Kari

2017-01-01

Epidemiological and genetic association studies show that genetics play an important role in the attainment of education. Here, we investigate the effect of this genetic component on the reproductive history of 109,120 Icelanders and the consequent impact on the gene pool over time. We show that an educational attainment polygenic score, POLYEDU, constructed from results of a recent study is associated with delayed reproduction (P < 10−100) and fewer children overall. The effect is stronger for women and remains highly significant after adjusting for educational attainment. Based on 129,808 Icelanders born between 1910 and 1990, we find that the average POLYEDU has been declining at a rate of ∼0.010 standard units per decade, which is substantial on an evolutionary timescale. Most importantly, because POLYEDU only captures a fraction of the overall underlying genetic component the latter could be declining at a rate that is two to three times faster. PMID:28096410

Ganas: A Qualitative Study Examining Mexican Heritage Students' Motivation to Succeed in Higher Education

ERIC Educational Resources Information Center

Easley, Nate, Jr.; Bianco, Margarita; Leech, Nancy

2012-01-01

The disparity between the educational attainment of Mexican heritage and White individuals illustrate a need for research on factors associated with the high educational attainment of some immigrant and first-generation students of Mexican descent. Using autobiographies, student interviews, and family interviews as data sources, this article…

Adolescent Family Experiences and Educational Attainment during Early Adulthood

ERIC Educational Resources Information Center

Melby, Janet N.; Conger, Rand D.; Fang, Shu-Ann; Wickrama, K. A. S.; Conger, Katherine J.

2008-01-01

In this study, the authors investigated the degree to which a family investment model would help account for the association between family of origin socioeconomic characteristics and the later educational attainment of 451 young adults (age 26) from 2-parent families. Parents' educational level, occupational prestige, and family income in 1989…

Youth Transition to Employment in Vietnam: A Vulnerable Path

ERIC Educational Resources Information Center

Tran, Thi Tuyet

2018-01-01

Literature suggests that educational attainment is one of the significant factors affecting youth transition to work. The process of capital accumulation through education is suggested as the key marker of social inclusion and exclusion. This paper compares the educational attainment among youth in Vietnam with their status in employment. It uses…

Intergenerational Transmission of Educational Attainment: The Role of Household Assets

ERIC Educational Resources Information Center

Huang, Jin

2013-01-01

High intergenerational persistence of educational attainment is an indicator of educational inequality and a barrier to equal opportunities in the labor market and beyond. This study uses data from the Panel Study of Income Dynamics to generate a sample of two cohorts of children ('84 and '94 cohorts), and it examines whether intergenerational…

Trades-Related Post-Secondary Educational Attainment among Immigrant and Canadian-Born Young Adults in Alberta

ERIC Educational Resources Information Center

Hira-Friesen, Parvinder Kaur; Haan, Michael; Krahn, Harvey

2013-01-01

This paper examines trades-related and university educational attainment (by age 25) of immigrant and Canadian-born Alberta youth while controlling for gender, family socio-economic status, high school grades, and parental encouragement regarding higher education. Data from the longitudinal Alberta School-Work Transitions Study (1996-2003) reveal…

Key Data on Vocational Training in the European Union.

ERIC Educational Resources Information Center

European Centre for the Development of Vocational Training, Thessaloniki (Greece).

This book provides key quantitative and qualitative data on vocational education and training (VET) in the European Union. Among the topics on which data are provided are the following: demographic trends, educational attainment, and the labor market (aging of the population and labor force, changes in educational attainment over time, impacts of…

Risky behaviors and educational attainment among young Mexican-origin mothers: The role of acculturative stress and the educational aspiration–expectation gap

PubMed Central

Bravo, Diamond Y.; Umaña-Taylor, Adriana J.; Toomey, Russell B.; Updegraff, Kimberly A.; Jahromi, Laudan B.

2017-01-01

The current longitudinal study examined how Mexican-origin adolescent mothers’ (N = 204) reports of acculturative stress during late adolescence were associated with their educational attainment and engagement in risky behaviors in young adulthood, 4 years post-partum; we also examined whether this association was mediated by discrepancies between adolescents’ educational aspirations and expectations. Findings revealed that mothers’ greater reports of stress regarding English competency pressures and pressures to assimilate were associated with a larger gap between their aspirations and expectations. Mothers’ reports of greater stress from pressures against assimilation, however, were associated with a smaller gap between aspirations and expectations. As expected, a larger gap between aspirations and expectations was associated with lower educational attainment and increased engagement in risky behaviors. Finally, significant mediation emerged, suggesting that the influence of stress from English competency pressures and pressures to assimilate on young mothers’ educational attainment and engagement in risky behaviors was mediated through the aspiration–expectation gap. Findings are discussed with respect to understanding discrepancies between young mothers’ aspirations and expectations in the context of acculturative stress. PMID:29263563

Educational attainment in poor comprehenders

PubMed Central

Ricketts, Jessie; Sperring, Rachael; Nation, Kate

2014-01-01

To date, only one study has investigated educational attainment in poor (reading) comprehenders, providing evidence of poor performance on national UK school tests at age 11 years relative to peers (Cain and Oakhill, 2006). In the present study, we adopted a longitudinal approach, tracking attainment on such tests from 11 years to the end of compulsory schooling in the UK (age 16 years). We aimed to investigate the proposal that educational weaknesses (defined as poor performance on national assessments) might become more pronounced over time, as the curriculum places increasing demands on reading comprehension. Participants comprised 15 poor comprehenders and 15 controls; groups were matched for chronological age, nonverbal reasoning ability and decoding skill. Children were identified at age 9 years using standardized measures of nonverbal reasoning, decoding and reading comprehension. These measures, along with a measure of oral vocabulary knowledge, were repeated at age 11 years. Data on educational attainment were collected from all participants (n = 30) at age 11 and from a subgroup (n = 21) at 16 years. Compared to controls, educational attainment in poor comprehenders was lower at ages 11 and 16 years, an effect that was significant at 11 years. When poor comprehenders were compared to national performance levels, they showed significantly lower performance at both time points. Low educational attainment was not evident for all poor comprehenders. Nonetheless, our findings point to a link between reading comprehension difficulties in mid to late childhood and poor educational outcomes at ages 11 and 16 years. At these ages, pupils in the UK are making key transitions: they move from primary to secondary schools at 11, and out of compulsory schooling at 16. PMID:24904464

Is the Effect of Parental Education on Offspring Biased or Moderated by Genotype?

PubMed Central

Conley, Dalton; Domingue, Benjamin W.; Cesarini, David; Dawes, Christopher; Rietveld, Cornelius A.; Boardman, Jason D.

2017-01-01

Parental education is the strongest measured predictor of offspring education, and thus many scholars see the parent–child correlation in educational attainment as an important measure of social mobility. But if social changes or policy interventions are going to have dynastic effects, we need to know what accounts for this intergenerational association, that is, whether it is primarily environmental or genetic in origin. Thus, to understand whether the estimated social influence of parental education on offspring education is biased owing to genetic inheritance (or moderated by it), we exploit the findings from a recent large genome-wide association study of educational attainment to construct a genetic score designed to predict educational attainment. Using data from two independent samples, we find that our genetic score significantly predicts years of schooling in both between-family and within-family analyses. We report three findings that should be of interest to scholars in the stratification and education fields. First, raw parent–child correlations in education may reflect one-sixth genetic transmission and five-sixths social inheritance. Second, conditional on a child’s genetic score, a parental genetic score has no statistically significant relationship to the child’s educational attainment. Third, the effects of offspring genotype do not seem to be moderated by measured sociodemographic variables at the parental level (but parent–child genetic interaction effects are significant). These results are consistent with the existence of two separate systems of ascription: genetic inheritance (a random lottery within families) and social inheritance (across-family ascription). We caution, however, that at the presently attainable levels of explanatory power, these results are preliminary and may change when better-powered genetic risk scores are developed. PMID:29051911

Women in Minnesota.

ERIC Educational Resources Information Center

Minnesota Univ., Minneapolis. Hubert H. Humphrey Inst. of Public Affairs.

Based on data from the 1980 Census of Population and Housing, this report contains comprehensive information about the status of women in Minnesota. It includes detailed information about population characteristics, educational attainment and enrollments, marital status, labor force participation and employment, income and earnings, and poverty…

Associations of educational attainment, occupation and community poverty with knee osteoarthritis in the Johnston County (North Carolina) osteoarthritis project.

PubMed

Callahan, Leigh F; Cleveland, Rebecca J; Shreffler, Jack; Schwartz, Todd A; Schoster, Britta; Randolph, Randy; Renner, Jordan B; Jordan, Joanne M

2011-01-01

The purpose of this study was to examine data from the Johnston County Osteoarthritis (OA) Project for independent associations of educational attainment, occupation and community poverty with tibiofemoral knee OA. A cross-sectional analysis was conducted on 3,591 individuals (66% Caucasian and 34% African American). Educational attainment (< 12 years or ≥12 years), occupation (non-managerial or not), and census block group household poverty rate (< 12%, 12 to 25%, > 25%) were examined separately and together in logistic models adjusting for covariates of age, gender, race, body mass index (BMI), smoking, knee injury and occupational activity score. Outcomes were presence of radiographic knee OA (rOA), symptomatic knee OA (sxOA), bilateral rOA and bilateral sxOA. When all three socioeconomic status (SES) variables were analyzed simultaneously, low educational attainment was significantly associated with rOA (odds ratio (OR) = 1.44, 95% confidence interval (CI) 1.20, 1.73), bilateral rOA (OR = 1.43, 95% CI 1.13, 1.81), and sxOA (OR = 1.66, 95% CI 1.34, 2.06), after adjusting for covariates. Independently, living in a community of high household poverty rate was associated with rOA (OR = 1.83, 95% CI 1.43, 2.36), bilateral rOA (OR = 1.56, 95% CI 1.12, 2.16), and sxOA (OR = 1.36, 95% CI 1.00, 1.83). Occupation had no significant independent association beyond educational attainment and community poverty. Both educational attainment and community SES were independently associated with knee OA after adjusting for primary risk factors for knee OA.

Parental suicide attempt and offspring educational attainment during adolescence in the Avon Longitudinal Study of Parents and Children (ALSPAC) birth cohort.

PubMed

Geulayov, G; Metcalfe, C; Gunnell, D

2016-07-01

Few studies have investigated the impact of parental suicide attempt (SA) on offspring outcomes other than mental health. We investigated the association of parental SA with offspring educational attainment in the Avon Longitudinal Study of Parents and Children (ALSPAC). Parental SA was prospectively recorded from pregnancy until the study children were 11 years old. National school test results (ages 11-16 years) were obtained by record linkage. Multilevel regression models quantified the association between parental SA and offspring outcomes. Data were available for 6667 mother-child and 3054 father-child pairs. Adolescents whose mothers had attempted suicide were less likely than their peers to achieve the expected educational level by age 14 years [adjusted odds ratio (aOR) 0.63, 95% confidence interval (CI) 0.41-0.95] in models controlling for relevant confounders, including parental education and depression. At age 16 years, adolescents whose mothers had attempted suicide were less likely to obtain the expected educational level (five or more qualifications at grade A*-C) (aOR 0.66, 95% CI 0.43-1.00) in models controlling for relevant confounders and parental education; however, after additionally controlling for maternal depression the results were consistent with chance (aOR 0.74, 95% CI 0.48-1.13). Findings in relation to paternal SA were consistent with those of maternal SA but power was limited due to lower response rate amongst fathers. Maternal SA was associated with diminished educational performance at age 14 years. Educational attainment during adolescence can have substantial effect on future opportunities and well-being and these offspring may benefit from interventions.

Delirium in elderly patients: association with educational attainment.

PubMed

Martins, Sónia; Paiva, José Artur; Simões, Mário R; Fernandes, Lia

2017-04-01

Among cognitive reserve markers, educational attainment is the most widely studied, with several studies establishing a strong association with risk of dementia. However, it has not yet been fully examined in delirium. This study aims to analyse the relationship between educational attainment and delirium. The study included elderly hospitalised patients admitted (≥48 h) into an intermediate care unit (IMCU) of Intensive Care Medicine Service. Exclusion criteria were as follows: Glasgow Coma Scale (total≤11), blindness/deafness, inability to communicate or to speak Portuguese. The European Portuguese Version of the Confusion Assessment Method (CAM) was used for delirium assessment. The final sample (n=157) had a mean age of 78.8 (SD=7.6) the majority being female (52.2%), married (51.5%) and with low educational level (49%). According to CAM, 21% of the patients had delirium. The delirium group presented the fewest years of education (median 1 vs. 4), with statistical significance (p=0.003). Delirium was more frequent among male patients [odds ratio (OR) 0.32; 95% confidence interval (CI) 0.12-0.86; p=0.023], as well as those patients with lower education (OR 0.76; 95% CI 0.62-0.95; p=0.016), and with respiratory disease (OR 3.35; 95% CI 1.20-9.33; p=0.020), after controlling for age and medication. Similar to previous studies, these findings point to a negative correlation between education and delirium. This study appears as an attempt to contribute to the knowledge about the role of cognitive reserve in risk of delirium, particularly because is the first one that has been carried out in an IMCU, with lower educated elderly patients. Further studies are needed to clarify this relationship considering other markers (e.g. cognitive activities), which can contribute to the definition of preventive strategies.

Attaining Success for Beginning Special Education Teachers.

ERIC Educational Resources Information Center

McCabe, Marjorie; And Others

1993-01-01

Three case studies are presented that highlight problem scenarios relating to beginning special education intern teachers and explain how the teachers attained success. The cases focus on classroom management, adaptation of the core curriculum, and knowledge of instructional practices. (JDD)

Vocational Education: Purposes, Roles, Responsibilities. Position Statement of National Association of State Directors of Vocational Education.

ERIC Educational Resources Information Center

National Association of State Directors of Vocational Education.

The main purposes of vocational education are to provide individuals with the skills they need to attain economic freedom and to enhance the productivity of local, state, and national economies. Vocational education programs exist to serve all peoples and to aid in providing all skills needed for the individual to attain and keep a job related to…

The Impact of College Education on Geographic Mobility: Identifying Education Using Multiple Components of Vietnam Draft Risk. NBER Working Paper No. 16463

ERIC Educational Resources Information Center

Malamud, Ofer; Wozniak, Abigail K.

2010-01-01

We examine whether higher education is a causal determinant of geographic mobility using variation in college attainment induced by draft-avoidance behavior during the Vietnam War. We use national and state-level induction risk to identify both educational attainment and veteran status among cohorts of affected men observed in the 1980 Census. Our…

Family Resources and Mid-Life Level of Education: A Longitudinal Study of the Mediating Influence of Childhood Parental Involvement

ERIC Educational Resources Information Center

von Otter, Cecilia

2014-01-01

This paper draws on the concept of parental involvement, popular among educators and policy-makers, in investigating differences in level of attained education by family background. The question is if parental involvement in children's schooling at age 14 acts as a mediator between family resources and mid-life level of attained education. Using…

Differentiation of direct and indirect socioeconomic effects on suicide attempts in South Korea

PubMed Central

Ki, Myung; Seong Sohn, Eui; An, Byungduck; Lim, Jiseun

2017-01-01

Abstract Despite the wide recognition of the inverse association between socioeconomic position (SEP) and suicidal behaviors, its underlying process and potential mediators are little known. This study investigated the pathway from SEP to suicide attempts with attention to potential mediators. From the Korean Health and Nutrition Examination Survey 2007–2013, which is a nationwide cross-sectional survey of the health and nutritional status, a total of 34,565 participants (≥30 years) were included in the analysis. To unfold the pathways linking SEP to suicide attempts, the direct and indirect effects of 3 SEP measures (educational attainment, household income, and occupational group) and 3 mediators (physical illness, mental health problems, and problematic drinking) were differentiated using structured equation model (SEM). Most of direct and indirect effects of educational attainment, household income, and occupational group on suicide attempts were significant; Nonemployment status had the largest total (β = 0.291, P < .01) and direct effects (β = 0.212, P < .01), while educational attainment had the largest indirect effect (β = −0.124, P < .01). Educational attainment was mainly mediated by physical illness and problem drinking, whereas household income and occupational group were mainly mediated by anxious or depressed mood and problem drinking. Physical illness played a major role in explaining suicide attempts, compared to mental health problem and problem drinking. Overall, experience of socioeconomic disadvantage increased suicide attempts independently of mental and physical problems. An extension of suicide prevention program is required for comprehensively targeting people with general problems such as physical illness and low SEP, complemented to narrowly targeting high risk group with, such as mental health problem. PMID:29390510

Measures of adiposity in two cohorts of Hawaiian school children.

PubMed

Brown, Daniel E; Gotshalk, Lincoln A; Katzmarzyk, Peter T; Allen, Lenard

2011-07-01

Native Hawaiians have high rates of obesity and obesity-related diseases compared with non-Hawaiians in Hawaii, and the relation between this ethnic disparity in adiposity and socioeconomic status (SES) in children is unclear. The present study compared measures of adiposity in two cohorts of school children residing in the Hilo area of Hawaii and related these measures to parental reports of ethnicity, household income and parent educational attainment. All children in either Kindergarten (mean age 5.6 years) or third grade (mean age 8.7 years) in eight elementary schools in the Hilo area were invited to participate. A total of 125 children had anthropometric, bioelectric impedance and air displacement plethysmography measurements taken and their parents answered questions about household income, parental educational attainment and genealogical background that included ethnicity of ancestors. Boys and girls in both cohorts had stature approximately at the 50(th) percentile (Z-score = 0) of national samples (CDC data). Z-scores of BMI were elevated compared to the CDC reference curves, but were significantly higher in male Native Hawaiian children in the older cohort among whom nearly 50% had a BMI above the 95(th) percentile for age. In the younger cohort, there was no significant ethnic difference in adiposity measures. In the older cohort, Native Hawaiian boys had significantly higher adiposity measures than their classmates. Adiposity in third grade girls was significantly and inversely related to their father's educational attainment. Percentage of Hawaiian ancestry was not significantly related to adiposity measures. Ethnic disparity in adiposity among Native Hawaiians compared with non-Hawaiian age mates occurs after the age of 6 years, and is confined to males in this sample. For older girls, father's, but not mother's, educational attainment was inversely related to adiposity.

Effect of Adolescent Cigarette Smoking on Adulthood Substance Use and Abuse: The Mediating Role of Educational Attainment

PubMed Central

Strong, Carol; Juon, Hee-Soon; Ensminger, Margaret E.

2018-01-01

Background Even though the association between cigarette smoking and later substance use has been shown, there is still no compelling evidence that demonstrates the long-term effects in a high drug using community in African Americans. Few studies have examined the mediating mechanisms of the effect of adolescent cigarette smoking on the drug progression pathway. Objectives We examined the long-term influence of adolescent smoking on later illegal drug use in a cohort of urban African Americans, and the mediating role of educational attainment in the drug progression pathway. Methods The study used a longitudinal dataset from the Woodlawn Project that followed 1,242 African Americans from 1966–1967 (at age 6–7) through 2002–2003 (at age 42–43). We used the propensity score matching method to find a regular and a nonregular adolescent smoking group that had similar childhood characteristics; we used the matched sample to assess the association between adolescent smoking and drug progression, and the mediating role of educational attainment. Results Adolescent regular smokers showed significantly higher odds of using marijuana, cocaine, and heroin, having alcohol abuse problems and any drug dependence, and abuse problems in adulthood. We found that educational attainment mediated most of the drug progression pathway, including cigarette smoking, marijuana, cocaine and heroin use, and drug dependence or abuse problems in adulthood, but not alcohol abuse. Conclusions More focus needs to be put on high school dropout and development of interventions in community settings for African Americans to alter the pathway for drug progression for adolescents who use cigarettes regularly. PMID:26787191

Socioeconomic inequality and peripheral artery disease prevalence in US adults.

PubMed

Pande, Reena L; Creager, Mark A

2014-07-01

Lower socioeconomic status is associated with cardiovascular disease. We sought to determine whether there is a higher prevalence of peripheral artery disease (PAD) in individuals with lower socioeconomic status. We analyzed data from the National Health and Nutrition Examination Survey 1999 to 2004. PAD was defined based on an ankle.brachial index .0.90. Measures of socioeconomic status included poverty.income ratio,a ratio of self-reported income relative to the poverty line, and attained education level. Of 6791 eligible participants,overall weighted prevalence of PAD was 5.8% (SE, 0.3). PAD prevalence was significantly higher in individuals with low income and lower education. Individuals in the lowest of the 6 poverty.income ratio categories had more than a2-fold increased odds of PAD compared with those in the highest poverty-income ratio category (odds ratio, 2.69; 95%confidence interval, 1.80.4.03; P<0.0001). This association remained significant even after multivariable adjustment(odds ratio, 1.64; 95% confidence interval, 1.04.2.6; P=0.034). Lower attained education level also associated with higher PAD prevalence (odds ratio, 2.8; 95% confidence interval, 1.96.4.0; P<0.0001) but was no longer significant after multivariable adjustment. Low income and lower attained education level are associated with PAD in US adults. These data suggest that individuals of lower socioeconomic status remain at high risk and highlight the need for education and advocacy efforts focused on these at-risk populations.

Increased educational attainment and its effect on child mortality in 175 countries between 1970 and 2009: a systematic analysis.

PubMed

Gakidou, Emmanuela; Cowling, Krycia; Lozano, Rafael; Murray, Christopher J L

2010-09-18

In addition to the inherent importance of education and its essential role in economic growth, education and health are strongly related. We updated previous systematic assessments of educational attainment, and estimated the contribution of improvements in women's education to reductions in child mortality in the past 40 years. We compiled 915 censuses and nationally representative surveys, and estimated mean number of years of education by age and sex. By use of a first-differences model, we investigated the association between child mortality and women's educational attainment, controlling for income per person and HIV seroprevalence. We then computed counterfactual estimates of child mortality for every country year between 1970 and 2009. The global mean number of years of education increased from 4·7 years (95% uncertainty interval 4·4-5·1) to 8·3 years (8·0-8·6) for men (aged ≥25 years) and from 3·5 years (3·2-3·9) to 7·1 years (6·7 -7·5) for women (aged ≥25 years). For women of reproductive age (15-44 years) in developing countries, the years of schooling increased from 2·2 years (2·0-2·4) to 7·2 years (6·8-7·6). By 2009, in 87 countries, women (aged 25-34 years) had higher educational attainment than had men (aged 25-34 years). Of 8·2 million fewer deaths in children younger than 5 years between 1970 and 2009, we estimated that 4·2 million (51·2%) could be attributed to increased educational attainment in women of reproductive age. The substantial increase in education, especially of women, and the reversal of the gender gap have important implications not only for health but also for the status and roles of women in society. The continued increase in educational attainment even in some of the poorest countries suggests that rapid progress in terms of Millennium Development Goal 4 might be possible. Bill & Melinda Gates Foundation. Copyright © 2010 Elsevier Ltd. All rights reserved.

Educational mismatch and mortality among native-born workers in Sweden. A 19-year longitudinal study of 2.5 million over-educated, matched and under-educated individuals, 1990-2008.

PubMed

Garcy, Anthony M

2015-11-01

This study tests the hypothesis that a disjuncture between an individual's attained level of education and that held by average workers in the individual's occupation leads to higher mortality among those with a prolonged mismatched status. Swedish register data are used in a 19-year longitudinal mortality follow-up study of all causes and specific causes of mortality. Participants were all men and women born between 1926 and 1985 who were alive on 1 September 1990, who had concurrent information on their attained level of education and the specific occupation or industry they were employed in during this period for at least a consecutive year. An objective measure of educational and occupational mismatch was constructed from these data. Those with a stable, over-educated matched, or under-educated employment status are included in the final analysis (N = 2,482,696). Independent of social, family, employers' characteristics and prior health problems, the findings from a multivariate, stratified Cox regression analysis suggest there is excessive mortality among the over-educated, and a protective effect of under-education among native-born Swedish men and women. © 2015 Foundation for the Sociology of Health & Illness.

Effect of Retention in Elementary Grades on Grade 9 Motivation for Educational Attainment

PubMed Central

Cham, Heining; Hughes, Jan N.; West, Stephen G.; Im, Myung Hee

2014-01-01

This study investigated the effect of grade retention in elementary school on students’ motivation for educational attainment in grade 9. We equated retained and promoted students on 67 covariates assessed in grade 1 through propensity score weighting. Retained students (31.55%, nretained = 177) and continuously promoted students (68.45%, npromoted = 384) were compared on the bifactor model of motivation for educational attainment (Cham, Hughes, West, & Im, 2014). This model consists of a General factor (student’s overall motivation for educational attainment), and three specific factors: student perceived Teacher Educational Expectations, Peer Educational Aspirations, and Value of Education. Measurement invariance between retained and promoted groups was established. Retained students scored significantly higher than promoted students on each specific factor but not on the General factor. Results showed that the retained and promoted students did not significantly differ on the General factor. The retained students had significantly higher scores on each specific factor than the promoted students. The results suggested that grade retention may not have the negative effects so widely assumed in the published literature; it is an expensive intervention with minimal evidence of benefits to the retained student. PMID:25636258

Adapting the World Federation for Medical Education standards for use in a self-audit of an eye care training programme.

PubMed

Tousignant, B; Du Toit, R

2011-12-01

In 2006, a Postgraduate Diploma in Eye Care (PGDEC) for mid-level health personnel was initiated in Papua New Guinea, in partnership with The Fred Hollows Foundation New Zealand, the local government and Divine Word University. In the absence of national accreditation and with limited resources, an interim evaluation was needed. We adapted the World Federation for Medical Education (WFME) standards to use in a self-audit to evaluate nine areas and 38 subareas of programme structure, processes and implementation. We developed a rating system: each area and subarea was scored for partial or complete attainment of basic or quality development levels. Ratings were referenced with supporting documents. Data were gathered internally, through document census and meetings between stakeholders. A qualitative and quantitative portrait emerged: all nine programme areas completely attained at least basic level and two completely attained the quality development level. Twenty-six (68%) subareas completely attained the quality development level. Key successes included the administration of the PGDEC, synergies between the partnership's stakeholders and its relationship with the public health system. This self-audit adapted from WFME standards provided a simple, yet systematic and largely objective evaluation. It proved beneficial to further develop the programme, highlighting strengths and areas for improvement.

Factors related to the persistence and attainment of graduate degrees in the sciences by women science majors

NASA Astrophysics Data System (ADS)

Carl, Janet E.

Researchers have shown that women remain underrepresented in the sciences particularly in doctorate degree attainment. This investigator aimed to extend previous research by examining possible causes of gender disparity in science graduate education using data from the Baccalaureate and Beyond Longitudinal Study, B&B.:93/03. Variables in categories of demographics, academic achievement, financial resources, degree expectations and attitudes toward educational experiences, future study and employment were analyzed by t tests and hierarchical regression to determine gender differences in graduate degree expectations and attainment by male and female science majors. Findings supported gender disparity in undergraduate and graduate fields of study. Women dominated health areas and earned terminal master's degrees, whereas men dominated the physical science field and attained a higher proportion of doctorate degrees. Results also showed no gender differences in master's degree attainment in other fields thus confirming that these graduates did not persist in science fields. Graduate degree expectation was a strong predictor for master's and doctorate degree attainment. Parent education had a significant effect on degree expectations but not on graduate degree attainment. Women tended to have lower degree expectations and earned fewer science and math credits than men. Results showed that unemployment and loans predicted doctorate degree attainment by men and women showed higher levels of employment in graduate school.

The Power of Interactive Groups: How Diversity of Adults Volunteering in Classroom Groups Can Promote Inclusion and Success for Children of Vulnerable Minority Ethnic Populations

ERIC Educational Resources Information Center

Valls, Rosa; Kyriakides, Leonidas

2013-01-01

Despite the limited success of grouping students by attainment in enhancing educational achievement for all, this practice is still widely followed in European schools. Aiming at identifying successful educational actions that promote high academic achievement and social inclusion and cohesion, part of the EU-sponsored Europe-wide INCLUD-ED…

Gender Differences in the Influence of Early Perceived Parental Support on Student Mathematics and Science Achievement and STEM Career Attainment

ERIC Educational Resources Information Center

Ing, Marsha

2014-01-01

The lack of females entering STEM careers is well documented. Reasons for the gender gaps at all stages of the educational pipeline include both internal factors such as self-concept and external factors such as the influence of parents, media, and educators. Using latent growth curve analysis and nationally representative longitudinal survey…

Meeting the 2020 American Graduation Initiative (AGI) Goal of Increasing Postsecondary Graduation Rates and Completions: A Macro Perspective of Community College Student Educational Attainment

ERIC Educational Resources Information Center

Kotamraju, Pradeep; Blackman, Orville

2011-01-01

The paper uses the Integrated Postsecondary Education Data system (IPEDS) data to simulate the 2020 American Graduation Initiative (AGI) goal introduced by President Obama in the summer of 2009. We estimate community college graduation rates and completion numbers under different scenarios that include the following sets of variables: (a) internal…

An examination of the factors related to women's degree attainment and career goals in science, technology, and mathematics

NASA Astrophysics Data System (ADS)

Nitopi, Marie

During the last 30 years, women have made tremendous advances in educational attainment especially in post-secondary education. Despite these advances, recent researchers have revealed that women continue to remain underrepresented in attainment of graduate degrees in the sciences. The researcher's purpose in this study was to extend previous research and to develop a model of variables that significantly contribute to persistence in and attainment of a graduate degree and an eventual career in the science, mathematics, or technology professions. Data were collected from the Baccalaureate and Beyond Longitudinal Study (B&B:93/03). Variables in the categories of demographics, academics, finances, values and attitudes toward educational experiences, and future employment were analyzed by t tests and logistic regressions to determine gender differences in graduate degree attainment and career goals by male and female who majored in science, technology and mathematics. Findings supported significant gender differences in expectations for a graduate degree, age at baccalaureate degree attainment, number of science and engineering credits taken, and the value of faculty interactions. Father's education had a significant effect on degree attainment. Women and men had similar expectations at the beginning of their educational career, but women tended to fall short of their degree expectations ten years later. A large proportion of women dropped out of the science pipeline by choosing different occupations after degree completion. Additionally, women earned fewer science and math credits than men. The professions of science and technology are crucial for the nation's economic growth and competitiveness; therefore, additional researchers should focus on retaining both men and women in the STEM professions.

Is Educational Attainment Associated with Increased Risk of Mortality in People with Dementia? A Population-based Study.

PubMed

Contador, Israel; Stern, Yaakov; Bermejo-Pareja, Felix; Sanchez-Ferro, Alvaro; Benito-Leon, Julian

2017-01-01

The association between higher education and increased mortality in Alzheimer's disease (AD) is controversial. Further it is unknown whether education predicts survival in all dementia subtypes. We assessed mortality rates and death causes of persons with dementia compared to participants without dementia. Participants derive from the Neurological Disorders in Central Spain, a prospective population- based cohort study of older adults. We compared 269 persons with dementia to 2944 participants without dementia. We carried out Cox regression models to predict the risk of mortality dependent on the educational attainment adjusting for covariates. Reasons of death were obtained from the National Population Register. During a median follow-up of 5.4 years, 400 individuals died (171 with dementia, 229 without dementia). Among the participants with dementia, those with higher educational attainment had an increased risk of death than those with lower education; the adjusted hazard ratio (HRa) was 1.40 (95% confidence interval [CI], 1.01 to 1.94). When the analysis was restricted to patients with AD the HRa increased to 1.51 (95% CI = 1.01-2.24). By contrast, educational attainment was not associated with increased mortality among participants without dementia (HRa = 0.92, 95% CI = 0.71-1.20, p = 0.55), whereas education did not influence mortality in QD. Our findings suggest that high educational attainment is associated with increased mortality risk in people with dementia. This observation implies that neuropathology is more advanced in patients with higher education at any level of clinical severity, leading these individuals to an earlier death after diagnosis. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

Malaria Eradication and Educational Attainment: Evidence from Paraguay and Sri Lanka†

PubMed Central

Lucas, Adrienne M.

2013-01-01

Mid-twentieth century malaria eradication campaigns largely eliminated malaria from Paraguay and Sri Lanka. Using these interventions as quasi-experiments, I estimate malaria’s effect on lifetime female educational attainment through the combination of pre-existing geographic variation in malarial intensity and cohort exposure based on the timing of the national anti-malaria campaigns. The estimates from Sri Lanka and Paraguay are similar and indicate that malaria eradication increased years of educational attainment and literacy. The similarity of the estimates across the countries reinforces our confidence in the validity of the identification strategy. PMID:23946866

Childhood (Mis)Fortune, Educational Attainment, and Adult Health: Contingent Benefits of a College Degree?

ERIC Educational Resources Information Center

Schafer, Markus H.; Wilkinson, Lindsay R.; Ferraro, Kenneth F.

2013-01-01

College-educated adults are healthier than other people in the United States, but selection bias complicates our understanding of how education influences health. This article focuses on the possibility that the health benefits of college may vary according to childhood (mis)fortune and people's propensity to attain a college degree in the first…

Relation of Opportunity to Learn Advanced Math to the Educational Attainment of Rural Youth

ERIC Educational Resources Information Center

Irvin, Matthew; Byun, Soo-yong; Smiley, Whitney S.; Hutchins, Bryan C.

2017-01-01

Our study examined the relation of advanced math course taking to the educational attainment of rural youth. We used data from the Educational Longitudinal Study of 2002. Regression analyses demonstrated that when previous math achievement is accounted for, rural students take advanced math at a significantly lower rate than urban students.…

Globally Competitive, Locally Engaged: The Case of Kentucky

ERIC Educational Resources Information Center

McGuinness, Aims C., Jr.

2008-01-01

The Commonwealth of Kentucky, a state with among the lowest levels of per capita income and education attainment in the United States, embarked on an ambitious set of higher education reforms in 1997 aimed at elevating the state to the national average of educational attainment by 2020. At the time of their enactment, the Kentucky reforms were…

Educational Aspirations among UK Young Teenagers: Exploring the Role of Gender, Class and Ethnicity

ERIC Educational Resources Information Center

Berrington, Ann; Roberts, Steven; Tammes, Peter

2016-01-01

Large socio-economic differences in educational attainment and participation in Higher Education (HE) are seen in the United Kingdom (UK). Furthermore, improvements in attainment and in rates of progression to university have been much faster for most ethnic minority groups than for White children. Political rhetoric explains these differences in…

Reducing Risk for Substance Use by Economically Disadvantaged Young Men: Positive Family Environments and Pathways to Educational Attainment

ERIC Educational Resources Information Center

Martin, Monica J.; Conger, Rand D.; Sitnick, Stephanie L.; Masarik, April S.; Forbes, Erika E.; Shaw, Daniel S.

2015-01-01

Using prospective, longitudinal data spanning 10 years (age = 10-20) from a study of 295 economically disadvantaged males, the current investigation evaluated a developmental model that links early family environment and later educational aspirations, extracurricular activities, and educational attainment to substance use in early adulthood. The…

Modeling the Role of Community Colleges in Increasing Educational Attainment and Workforce Preparedness. BHEF Working Paper

ERIC Educational Resources Information Center

Business-Higher Education Forum (NJ1), 2010

2010-01-01

In light of recent data showing that educational attainment rates in the United States have stagnated, the Obama administration and others have called for renewed efforts to bolster higher education outcomes. Strengthening the role of community colleges is undoubtedly an important component of any plan to dramatically increase the number of…

Education and Earnings: Empirical Findings from Alternative Operationalizations.

ERIC Educational Resources Information Center

Kominski, Robert

Data from the third-wave interview of the 1984 panel of the Survey of Income and Program Participation (SIPP) are used to assess the empirical impact of a SIPP item concerning educational attainment on the regression of earnings on educational attainment. The SIPP is a longitudinal survey conducted by the United States Census Bureau to measure…

The Effects of an Upper Secondary Education Reform on the Attainment of Immigrant Youth

ERIC Educational Resources Information Center

Brinch, Christian N.; Bratsberg, Bernt; Raaum, Oddbjorn

2012-01-01

The national Norwegian school reform of 1994, which gave students statutory rights to at least 3 years of upper secondary education, had a significant impact on educational attainment among immigrant youth. In particular, we find that the immigrant transition rate from compulsory schooling to completion of the first year of upper secondary…

Well "and" Well-Off: Decreasing Medicaid and Health-Care Costs by Increasing Educational Attainment

ERIC Educational Resources Information Center

DeBaun, Bill; Roc, Martens

2013-01-01

Cutting the number of high school dropouts in half nationally would save $7.3 billion in annual Medicaid spending, according to a new report from the Alliance for Excellent Education. "Well 'and' Well-Off: Decreasing Medicaid and Health-Care Costs by Increasing Educational Attainment" examines Medicaid spending for all fifty states and…

The Attainment of Ethnic Minority Students in UK Higher Education

ERIC Educational Resources Information Center

Richardson, John T. E.

2008-01-01

Recent studies have suggested that academic attainment by ethnic minority graduates at UK institutions of higher education is lower than that by White graduates. This was confirmed using a database of all UK-domiciled graduates from UK higher education institutions in 2004-05. The trend was greater in older students than in younger students, in…

Access to Democracy Project: Community Report on Attitudes Regarding Educational Attainment. Grand Rapids (Michigan) Surrounding Communities

ERIC Educational Resources Information Center

Daun-Barnett, Nathan J.; Bowman, Nicholas A.

2005-01-01

The "Access to Democracy" project has two broad goals. It is an effort to understand community beliefs, attitudes and conditions that shape educational outcomes for community youth, and it is a way to focus community discussions on efforts that support higher educational attainment for residents. This report focuses on the lessons…

Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies

ERIC Educational Resources Information Center

Herman, Joan, Ed.; Hilton, Margaret, Ed.

2017-01-01

The importance of higher education has never been clearer. Educational attainment--the number of years a person spends in school--strongly predicts adult earnings, as well as health and civic engagement. Yet relative to other developed nations, educational attainment in the United States is lagging, with young Americans who heretofore led the…

Postsecondary Education Expectations and Attainment of Rural and Nonrural Students. Stated Briefly. REL 2017-233

ERIC Educational Resources Information Center

Molefe, Ayrin; Proger, Amy; Burke, Matthew R.

2017-01-01

This study examined rural-nonrural differences in postsecondary educational expectations and the attainment of expectations for grade 10 students attending rural and nonrural high schools in the Regional Educational Laboratory (REL) Midwest region and how these differences compare with rural-nonrural differences in the rest of the nation. For…

Access, Outcomes, and Social Mobility in a Stratified System of Postsecondary Education

ERIC Educational Resources Information Center

Thompson, Jason

2017-01-01

Educational attainment sits at the core of research on social stratification in the United States. An extensive literature details the inequalities in access to levels of education, the socioeconomic rewards conferred upon those reaching higher levels of schooling, and the prospects for social mobility among those able to attain a college degree.…

Influence of spousal education on partner's self-rated health: cross-sectional study among 1382 married couples in Shanghai, China.

PubMed

Li, Yang; Fu, Hua; Zhao, Fang; Luo, Jianfeng; Kawachi, Ichiro

2013-09-01

The effect of individual educational attainment on health has been extensively documented in western countries, whereas empirical evidence of education spillover effects in marital dyads is scarce and inconsistent. A total of 2764 individuals (or 1382 marital dyads) were surveyed in the Shanghai Healthy City Project 2008. Logistic regression models were used for analysis, and all analyses were stratified by gender. Significant protective associations were observed in univariate models linking general health status to the individual's own educational attainment and to their partner's educational level. After controlling for presence of chronic conditions, lifestyle factors, and social support, these associations were attenuated. The authors found a gender difference in the association of spouse's educational attainment with self-rated health. The influence of education on health may be partly mediated by lifestyle and other factors.

Educational Attainment of the Public Health Workforce and Its Implications for Workforce Development.

PubMed

Leider, Jonathon P; Harper, Elizabeth; Bharthapudi, Kiran; Castrucci, Brian C

2015-01-01

Educational attainment is a critical issue in public health workforce development. However, relatively little is known about the actual attainment of staff in state health agencies (SHAs). Ascertain the levels of educational attainment among SHA employees, as well as the correlates of attainment. Using a stratified sampling approaching, staff from SHAs were surveyed using the Public Health Workforce Interests and Needs Survey (PH WINS) instrument in late 2014. A nationally representative sample was drawn across 5 geographic (paired adjacent HHS) regions. Descriptive and inferential statistics were analyzed using balanced repeated replication weights to account for complex sampling. A logistic regression was conducted with attainment of a bachelor's degree as the dependent variable and age, region, supervisory status, race/ethnicity, gender, and staff type as independent variables. Web-based survey of SHA central office employees. Educational attainment overall, as well as receipt of a degree with a major in public health. A total of 10,246 permanently-employed SHA central office staff participated in the survey (response rate 46%). Seventy-five percent (95% confidence interval [CI], 74-77) had a bachelor's degree, 38% (95% CI, 37-40) had a master's degree, and 9% (95% CI, 8%-10%) had a doctoral degree. A logistic regression showed Asian staff had the highest odds of having a bachelor's degree (odds ratio [OR] = 2.8; 95% CI, 2.2-3.7) compared with non-Hispanic whites, and Hispanic/Latino staff had lower odds (OR = 0.6; 95% CI, 0.4-0.8). Women had lower odds of having a bachelor's degree than men (OR = 0.5; 95% CI, 0.4-0.6). About 17% of the workforce (95% CI, 16-18) had a degree in public health at any level. Educational attainment among SHA central office staff is high, but relatively few have formal training of any sort in public health. This makes efforts to increase availability of on-the-job training and distance learning all the more critical.

Educational Attainment and Gestational Weight Gain among U.S. Mothers.

PubMed

Cohen, Alison K; Kazi, Chandni; Headen, Irene; Rehkopf, David H; Hendrick, C Emily; Patil, Divya; Abrams, Barbara

2016-01-01

Education is an important social determinant of many health outcomes, but the relationship between educational attainment and the amount of weight gained over the course of a woman's pregnancy (gestational weight gain [GWG]) has not been established clearly. We used data from 1979 through 2010 for women in the National Longitudinal Survey of Youth (1979) cohort (n = 6,344 pregnancies from 2,769 women). We used generalized estimating equations to estimate the association between educational attainment and GWG adequacy (as defined by 2009 Institute of Medicine guidelines), controlling for diverse social factors from across the life course (e.g., income, wealth, educational aspirations and expectations) and considering effect measure modification by race/ethnicity and prepregnancy overweight status. In most cases, women with more education had increased odds of gaining a recommended amount of gestational weight, independent of educational aspirations and educational expectations and relatively robust to sensitivity analyses. This trend manifested itself in a few different ways. Those with less education had higher odds of inadequate GWG than those with more education. Among those who were not overweight before pregnancy, those with less education had higher odds of excessive GWG than college graduates. Among women who were White, those with less than a high school degree had higher odds of excessive GWG than those with more education. The relationship between educational attainment and GWG is nuanced and nonlinear. Copyright © 2016 Jacobs Institute of Women's Health. Published by Elsevier Inc. All rights reserved.

Field of Bachelor's Degree in the United States: 2009. American Community Survey Reports. ACS-18

ERIC Educational Resources Information Center

Siebens, Julie; Ryan, Camille L.

2012-01-01

This report provides information on fields of bachelor's degrees in the United States using data from the 2009 American Community Survey (ACS). It includes estimates of fields of bachelor's degree by demographic characteristics including age, sex, race, Hispanic origin, nativity, and educational attainment. This report also looks at geographic and…

Towards the Education Nation: Revisiting the Impact of Financial Aid, College Experience, and Institutional Context on Baccalaureate Degree Attainment Using a Propensity Score Matching, Multilevel Modeling Approach

ERIC Educational Resources Information Center

Franke, Ray

2012-01-01

To compete in the global marketplace, the U.S. economy heavily relies on higher education institutions to educate the college graduates and knowledge workers needed to create the innovative products and services of tomorrow. And yet, where once America led the world in educational attainment, recent data from the Organization for Economic…

A Stronger Nation through Higher Education: How and Why Americans Must Meet a "Big Goal" for College Attainment. A Special Report from Lumina Foundation for Education

ERIC Educational Resources Information Center

Matthews, Dewayne

2009-01-01

College attainment is increasingly important to the U.S. economy as the workforce demands education and training that properly prepare citizens for success in the global, knowledge economy. Lumina Foundation for Education has embraced a single, specific goal that will help address the economic and social trends that cloud this nation's future. Its…

Education as a predictor of chronic periodontitis: a systematic review with meta-analysis population-based studies.

PubMed

Boillot, Adrien; El Halabi, Bechara; Batty, George David; Rangé, Hélène; Czernichow, Sébastien; Bouchard, Philippe

2011-01-01

The impact of socioeconomic inequalities on health is well-documented. Despite the links of periodontal disease with cardiovascular diseases, adverse pregnancy outcomes and diabetes, no meta-analysis of socioeconomic variations in periodontal disease exists. This meta-analytic review was conducted to determine the extent to which education attainment influences risk of periodontitis in adults aged 35+ years in the general population. The authors searched studies published until November 2010 using EMBASE and MEDLINE databases. References listed were then scrutinised, our own files were checked, and, finally, we contacted experts in the field. The authors included only general population-based studies conducted in adults aged 35 years and more. All articles were blind reviewed by two investigators. In the case of disagreement, a third investigator arbitrated. Using PRISMA statement, two reviewers independently extracted papers of interest. Relative to the higher education group, people with low education attainment experience a greater risk of periodontitis (OR: 1.86 [1.66-2.10]; p<0.00001). The association was partially attenuated after adjustment for covariates (OR: 1.55 [1.30-1.86]; p<0.00001). Sensitivity analyses showed that methods used to assess periodontitis, definition of cases, study country and categorization of education are largely responsible for the heterogeneity between studies. No significant bias of publication was shown using both the Egger (p = 0.16) and rank correlation tests (p = 0.35). In the studies reviewed, low educational attainment was associated with an increased risk of periodontitis. Although this evidence should be cautiously interpreted due to methodological problems in selected studies, efforts to eliminate educational inequalities in periodontitis should focus on early life interventions.

Childhood deprivation and later-life cognitive function in a population-based study of older rural South Africans.

PubMed

Kobayashi, Lindsay C; Glymour, M Maria; Kahn, Kathleen; Payne, Collin F; Wagner, Ryan G; Montana, Livia; Mateen, Farrah J; Tollman, Stephen M; Berkman, Lisa F

2017-10-01

Little research has evaluated the life course drivers of cognitive aging in South Africa. We investigated the relationships of self-rated childhood health and father's occupation during childhood with later-life cognitive function score and whether educational attainment mediated these relationships among older South Africans living in a former region of Apartheid-era racial segregation. Data were from baseline assessments of "Health and Aging in Africa: A Longitudinal Study of an INDEPTH Community" (HAALSI), a population-based study of 5059 men and women aged ≥40 years in 2015 in rural Agincourt sub-district, South Africa. Childhood health, father's occupation during childhood, and years of education were self-reported in study interviews. Cognitive measures assessed time orientation, numeracy, and word recall, which were included in a z-standardized latent cognitive function score variable. Linear regression models adjusted for age, sex, and country of birth were used to estimate the total and direct effects of each childhood risk factor, and the indirect effects mediated by years of education. Poor childhood health predicted lower cognitive scores (total effect = -0.28; 95% CI = -0.35, -0.21, versus good); this effect was not mediated by educational attainment. Having a father in a professional job during childhood, while rare (3% of sample), predicted better cognitive scores (total effect = 0.25; 95% CI = 0.10, 0.40, versus unskilled manual labor, 29% of sample). Half of this effect was mediated by educational attainment. Education was linearly associated with later-life cognitive function score (0.09; 95% CI = 0.09, 0.10 per year achieved). In this post-Apartheid, rural South African context, older adults with poor self-reported childhood health or whose father worked in unskilled manual labor had relatively poor cognitive outcomes. Educational attainment strongly predicted cognitive outcomes, and appeared to be, in part, a mechanism of social stratification in later-life cognitive health in this context. Copyright © 2017 Elsevier Ltd. All rights reserved.

How Has Educational Expansion Shaped Social Mobility Trends in the United States?

PubMed Central

Pfeffer, Fabian T.; Hertel, Florian R.

2015-01-01

This contribution provides a long-term assessment of intergenerational social mobility trends in the United States across the 20th and early 21st century and assesses the determinants of those trends. In particular, we study how educational expansion has contributed to the observed changes in mobility opportunities for men across cohorts. Drawing on recently developed decomposition methods, we empirically identify the contribution of each of the multiple channels through which changing rates of educational participation shape mobility trends. We find that a modest but gradual increase in social class mobility can nearly exclusively be ascribed to an interaction known as the compositional effect, according to which the direct influence of social class backgrounds on social class destinations is lower among the growing number of individuals attaining higher levels of education. This dominant role of the compositional effect is also due to the fact that, despite pronounced changes in the distribution of education, class inequality in education has remained stable while class returns to education have shown no consistent trend. Our analyses also provide a cautionary tale about mistaking increasing levels of social class mobility for a general trend towards more fluidity in the United States. The impact of parental education on son's educational and class attainment has grown or remained stable, respectively. Here, the compositional effect pertaining to the direct association between parental education and son's class attainment counteracts a long-term trend of increasing inequality in educational attainment tied to parents' education. PMID:26306053

Equality in Educational Policy and the Heritability of Educational Attainment

PubMed Central

Colodro-Conde, Lucía; Rijsdijk, Frühling; Tornero-Gómez, María J.; Sánchez-Romera, Juan F.; Ordoñana, Juan R.

2015-01-01

Secular variation in the heritability of educational attainment are proposed to be due to the implementation of more egalitarian educational policies leading to increased equality in educational opportunities in the second part of the 20th century. The action of effect is hypothesized to be a decrease of shared environmental (e.g., family socioeconomic status or parents’ education) influences on educational attainment, giving more room for genetic differences between individuals to impact on the variation of the trait. However, this hypothesis has not yet found consistent evidence. Support for this effect relies mainly on comparisons between countries adopting different educational systems or between different time periods within a country reflecting changes in general policy. Using a population-based sample of 1271 pairs of adult twins, we analyzed the effect of the introduction of a specific educational policy in Spain in 1970. The shared-environmental variance decreased, leading to an increase in heritability in the post-reform cohort (44 vs. 67%) for males. Unstandardized estimates of genetic variance were of a similar magnitude (.56 vs. .57) between cohorts, while shared environmental variance decreased from .56 to .04. Heritability remained in the same range for women (40 vs. 34%). Our results support the role of educational policy in affecting the relative weight of genetic and environmental factors on educational attainment, such that increasing equality in educational opportunities increases heritability estimates by reducing variation of non-genetic familial origin. PMID:26618539

Energy Efficiency Handbook for Driver's Education.

ERIC Educational Resources Information Center

Berlowitz, Dan; And Others

Presented are suggestions to help the automobile driver attain the saving of fuel and money. Discussed are starting and stopping; anticipation of traffic conditions; use of accessories; trip planning; and accomodation of pedestrians and cyclists. Additional topics covered include systematic car maintenance and safety considerations. (RE)

The Challenges and Issues of Undergraduate Student Retention and Attainment in UK Veterinary Medical Education.

PubMed

Jackson, Elizabeth L; Armitage-Chan, Elizabeth

Student retention and attainment has recently been identified as a key area for development in veterinary medical education enquiry. Woodfield's research on retention and attainment across the UK disciplines has yielded some unique information about the challenges and issues of students who study veterinary medicine and related subjects. The present literature review aims to expand on Woodfield's findings and explain important issues about retention and attainment across veterinary medicine. Overall, the subject of retention and attainment in undergraduate veterinary medical education needs a great deal more empirical attention, such as data on the retention and attainment of mature and widening access students, and the effects of students being placed at remote locations during their studies. Our findings also cover some unsurprising issues: the dominance of women in a profession that is principally lead by men, the underrepresentation of black and minority ethnic (BME) students in veterinary medicine, and the effects of content overload in the veterinary medical curriculum. Based on data gathered by Woodfield and our investigation of the scholarly and gray literatures, we offer an overview of gaps in current knowledge and recommendations for further research.

Schooling, Skills, and Self-Rated Health: A Test of Conventional Wisdom on the Relationship between Educational Attainment and Health

ERIC Educational Resources Information Center

Duke, Naomi; Macmillan, Ross

2016-01-01

Education is a key sociological variable in the explanation of health and health disparities. Conventional wisdom emphasizes a life course--human capital perspective with expectations of causal effects that are quasi-linear, large in magnitude for high levels of educational attainment, and reasonably robust in the face of measured and unmeasured…

Raising Educational Attainment: How Young People's Experiences Speak Back to the "Compact with Young Australians"

ERIC Educational Resources Information Center

te Riele, Kitty

2011-01-01

In the context of international consensus that the knowledge economy requires more highly educated people, the Australian federal, state and territory governments agreed on a set of policies and targets for lifting the minimum level of educational attainment of young people, which are analysed in Part 1 of this paper. This "Compact with young…

Intergenerational Correlations in Educational Attainment: Birth Order and Family Size Effects Using Canadian Data

ERIC Educational Resources Information Center

Sen, Anindya; Clemente, Anthony

2010-01-01

We exploit the 1986, 1994, and 2001 waves of the Canadian general social surveys in order to estimate intergenerational correlations in education. The use of these specific data is important because of available information on the final educational attainment of survey respondents and both parents, as well as family size and birth order. OLS…

Boys and Girls Educational Opportunities in Thailand: The Effects of Siblings, Migrations, School Proximity, and Village Remoteness. Working Paper Series.

ERIC Educational Resources Information Center

Curran, Sara; Chung, Chang; Cadge, Wendy; Varangrat, Anchalee

Within individual countries, the paths toward increasing educational attainment are not always linear, and individuals are not equally affected. Differences between boys' and girls' educational attainments are a common expression of this inequality, as boys are more often favored for continued schooling. This paper examines the importance of birth…

Cross-National Study of Educational Attainment: Stage I of the I.E.A. Investigation in Six Subject Areas. Final Report. Volume I.

ERIC Educational Resources Information Center

Bloom, Benjamin S.

Twelve chapters describe an 18-nation study of educational attainment at the elementary and secondary school levels. Professional researchers participated in the project, developed through UNESCO and conducted under the auspices of educational research centers in Australia, Belgium, Chile, England, the Federal Republic of Germany, Finland, France,…

Staff Helping Attain Relevant Education (Project SHARE): Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Ranadive, Jyoti

Project SHARE (Staff Helping Attain Relevant Education), a project funded by Title VII of the Elementary and Secondary Education Act, was in its third and final year of operation in 1992-93, in eight primary schools in the Bronx, Brooklyn, and Manhattan (New York). The project served 141 limited English proficient students from low-income families…

Work-Family Conflict: Does Educational Attainment Influence the Amount of Negative Spillover?

ERIC Educational Resources Information Center

Erarslan, Ayse Burcin

2009-01-01

Using a data from a purposive sample of 216 women and 218 men in Turkey, the relationship between educational attainment and the amount of negative spillover from job-to-home and home-to-job was examined. It was hypothesized that men and women with higher levels of education have less amount of negative spillover in both directions. Certain work…

Quantity of Parental Involvement: The Influence of the Level of Educational Attainment of Elementary Private School Parents

ERIC Educational Resources Information Center

Secord, Deborah K.

2009-01-01

The purpose of this research was to determine the influence of the custodial parents' level of educational attainment on the quantity of parental involvement in the areas of assistance with homework, time spent in home activities with the child, communication with teachers, participation in school events, educational discussions with the child,…

Higher education is an age-independent predictor of white matter integrity and cognitive control in late adolescence.

PubMed

Noble, Kimberly G; Korgaonkar, Mayuresh S; Grieve, Stuart M; Brickman, Adam M

2013-09-01

Socioeconomic status is an important predictor of cognitive development and academic achievement. Late adolescence provides a unique opportunity to study how the attainment of socioeconomic status (in the form of years of education) relates to cognitive and neural development, during a time when age-related cognitive and neural development is ongoing. During late adolescence it is possible to disambiguate age- and education-related effects on the development of these processes. Here we assessed the degree to which higher educational attainment was related to performance on a cognitive control task, controlling for age. We then used diffusion tensor imaging (DTI) to assess the degree to which white matter microstructure might mediate this relationship. When covarying age, significant associations were found between educational attainment and fractional anisotropy (FA) in the superior longitudinal fasciculus (SLF) and cingulum bundle (CB). Further, when covarying age, FA in these regions was associated with cognitive control. Finally, mediation analyses revealed that the age-independent association between educational attainment and cognitive control was completely accounted for by FA in these regions. The uncinate fasciculus, a late-myelinated control region not implicated in cognitive control, did not mediate this effect. © 2013 John Wiley & Sons Ltd.

Distinct association between educational attainment and overweight/obesity in unmarried and married women: evidence from a population-based study in Japan.

PubMed

Murakami, Keiko; Ohkubo, Takayoshi; Hashimoto, Hideki

2017-11-25

Associations between education and obesity have been consistently reported among women in developed countries, but few studies have considered the influence of marital status and husbands' education. This study aimed to examine differences in the association between education and overweight/obesity by marital status and to determine the contribution of husbands' education to overweight/obesity among community-dwelling Japanese women. A questionnaire survey was conducted from 2010 to 2011 among residents aged 25-50 years in Japanese metropolitan areas. Of 2145 women who agreed to participate and completed the survey, 582 were unmarried and 1563 were married. Overweight/obesity was defined as body mass index ≥25 kg/m 2 . Multiple logistic regression analysis was conducted to determine whether women's or their husbands' education was associated with overweight/obesity after adjusting for age, work status, and equivalent income. The prevalence of overweight/obesity was 11.9% among unmarried women and 10.3% among married women. Women's own education was significantly associated with overweight/obesity among unmarried women but not among married women. The multivariate-adjusted odds ratio of high school education or lower compared with university education or higher was 3.21 (95% confidence interval: 1.59-6.51) among unmarried women. Among married women, husbands' education was significantly associated with overweight/obesity: women whose husbands' educational attainment was high school or lower had significantly higher odds of overweight/obesity than did those whose husbands had a university education or higher (1.67, 95% confidence interval: 1.10-2.55). Among married women whose educational attainment was college or higher, women whose husbands' educational attainment was high school or lower had a significantly higher risk for overweight/obesity when compared with women whose husbands' educational attainment was college or higher. Associations between women's own education and overweight/obesity varied by marital status, and husbands' educational level was important for married women's overweight/obesity. These findings indicate that the social influences bound to educational background affect women's overweight/obesity.

Early emotional and behavioral difficulties and adult educational attainment: an 18-year follow-up of the TEMPO study.

PubMed

Zbar, Ariella; Surkan, Pamela J; Fombonne, Eric; Melchior, Maria

2016-10-01

Children who experience behavioral difficulties often have short and long-term school problems. However, the relationship between emotional difficulties and later academic achievement has not been thoroughly examined. Using data from the French TEMPO study (n = 666, follow-up 1991, 1999, 2009, mean age = 10.5, sd = 4.9 at baseline), we studied associations between internalizing and externalizing symptoms in: (a) childhood and (b) adolescence and educational attainment by young adulthood (< vs. ≥ high school degree), accounting for participants' age, sex, juvenile academic difficulties, and family income. High levels of childhood (but not adolescent) internalizing and externalizing symptoms were associated with low educational attainment; however, in multivariate models only the association with childhood internalizing symptoms remained statistically significant (OR = 1.75, 95 % CI 1.00-3.02). Supporting children with internalizing problems early on could help improve their long-term educational attainment.

Myopia and educational attainment in 421,116 young Singaporean males.

PubMed

Tay, M T; Au Eong, K G; Ng, C Y; Lim, M K

1992-11-01

Data of 421,116 Singaporean males aged 15 to 25 (mean 17.75) years who underwent compulsory medical examination in 1974-84 and 1987-91 were used to estimate the prevalence of myopia and to study the correlation between the prevalence and severity of myopia and educational attainment. The estimated myopia prevalence rate was 26.3% in 1974-84 and 43.3% in 1987-91. This rise in the rate was accompanied by an increase in the proportion of males who achieved higher levels of education over the same period. The overall myopia prevalence rate was 30.4%. Both the prevalence and severity of myopia were higher as the level of education attained increased. The myopia prevalence rate was 15.4% in males with no formal education and increased steadily through groups with intermediate education to 65.2% among those with GCE 'A' level education, 57.5% among diploma holders and 65.1% among university graduates in 1987-91. Seventy out of 173 (40%) myopes with no formal education compared to 1035 out of 1612 (64%) myopes with university degrees had unaided visual acuity worse than 6/60 in 1987-91. Our findings confirm indications from other sources that the association between the prevalence and severity of myopia and education attainment is real. A combination of genetic and environmental factors may be the cause of this association.

What Role Does Formal Education Play in the IQ-Age Relationship across the Adult Life-Span?

ERIC Educational Resources Information Center

McLean, James E.; And Others

Age differences in intellect as reflected by performance on the Wechsler Adult Intelligence Scale (Revised) (WAIS-R) were evaluated for persons aged 20 to 74 years. Educational attainment levels were held constant. The WAIS-R sample included 1,480 men and women in the following seven age groups--20-24 years (n=250), 25-34 years (n=250), 35-44…

Academic attainment and special educational needs in extremely preterm children at 11 years of age: the EPICure study.

PubMed

Johnson, S; Hennessy, E; Smith, R; Trikic, R; Wolke, D; Marlow, N

2009-07-01

To assess academic attainment and special educational needs (SEN) in extremely preterm children in middle childhood. Of 307 extremely preterm (< or =25 weeks) survivors born in the UK and Ireland in 1995, 219 (71%) were re-assessed at 11 years of age and compared to 153 classmates born at term, using standardised tests of cognitive ability and academic attainment and teacher reports of school performance and SEN. Multiple imputation was used to correct for selective dropout. Extremely preterm children had significantly lower scores than classmates for cognitive ability (-20 points; 95% CI -23 to -17), reading (-18 points; -22 to -15) and mathematics (-27 points; -31 to -23). Twenty nine (13%) extremely preterm children attended special school. In mainstream schools, 105 (57%) extremely preterm children had SEN (OR 10; 6 to 18) and 103 (55%) required SEN resource provision (OR 10; 6 to 18). Teachers rated 50% of extremely preterm children as having below average attainment compared with 5% of classmates (OR 18; 8 to 41). Extremely preterm children who entered compulsory education an academic year early due to preterm birth had similar academic attainment but required more SEN support (OR 2; 1.0 to 3.6). Extremely preterm survivors remain at high risk for learning impairments and poor academic attainment in middle childhood. A significant proportion require full-time specialist education and over half of those attending mainstream schools require additional health or educational resources to access the national curriculum. The prevalence and impact of SEN are likely to increase as these children approach the transition to secondary school.

Disparities in Disability by Educational Attainment Across US States.

PubMed

Montez, Jennifer Karas; Zajacova, Anna; Hayward, Mark D

2017-07-01

To examine how disparities in adult disability by educational attainment vary across US states. We used the nationally representative data of more than 6 million adults aged 45 to 89 years in the 2010-2014 American Community Survey. We defined disability as difficulty with activities of daily living. We categorized education as low (less than high school), mid (high school or some college), or high (bachelor's or higher). We estimated age-standardized disability prevalence by educational attainment and state. We assessed whether the variation in disability across states occurs primarily among low-educated adults and whether it reflects the socioeconomic resources of low-educated adults and their surrounding contexts. Disparities in disability by education vary markedly across states-from a 20 percentage point disparity in Massachusetts to a 12-point disparity in Wyoming. Disparities vary across states mainly because the prevalence of disability among low-educated adults varies across states. Personal and contextual socioeconomic resources of low-educated adults account for 29% of the variation. Efforts to reduce disparities in disability by education should consider state and local strategies that reduce poverty among low-educated adults and their surrounding contexts.

Pubertal timing and educational careers: a longitudinal study.

PubMed

Koivusilta, L; Rimpelä, A

2004-01-01

Pubertal timing is related to several dimensions of adolescent development. No studies concern its associations with educational careers. To investigate whether pubertal timing predicts attained educational level and how school achievement, educational track and sociodemographic background in adolescence mediate this relationship. Survey data (1981, 1983, 1985) from samples of 12-16-year-old Finns (n = 7674) were linked with the respondents' attained education in 1998 (ages 27-33). Ages of menarche and of first ejaculation were indicators of pubertal timing. Among boys who by age 16 had experienced early, average or late pubertal timing, 13%, 12%, and 6% reached upper tertiary educational level, respectively. Boys with early or average puberty often came from high social strata and selected educational tracks with good prospects. In girls, sociodemographic factors rather than pubertal timing predicted attained educational level. Early or average onset of puberty plays a role in dividing boys into educational tracks after compulsory schooling. Support should be given to boys, whose delayed pubertal development makes them immature to making appropriate educational decisions and to boys who may have experienced early puberty but fail to exploit educational opportunities available for them.

Effect of retention in elementary grades on grade 9 motivation for educational attainment.

PubMed

Cham, Heining; Hughes, Jan N; West, Stephen G; Im, Myung Hee

2015-02-01

This study investigated the effect of grade retention in elementary school on students' motivation for educational attainment in grade 9. We equated retained and promoted students on 67 covariates assessed in grade 1 through propensity score weighting. Retained students (31.55%, nretained=177) and continuously promoted students (68.45%, npromoted=384) were compared on the bifactor model of motivation for educational attainment (Cham, Hughes, West & Im, 2014). This model consists of a General factor (student's overall motivation for educational attainment), and three specific factors: student perceived Teacher Educational Expectations, Peer Educational Aspirations, and Value of Education. Measurement invariance between retained and promoted groups was established. Retained students scored significantly higher than promoted students on each specific factor but not on the General factor. Results showed that the retained and promoted students did not significantly differ on the General factor. The retained students had significantly higher scores on each specific factor than those of the promoted students. The results suggested that grade retention may not have the negative effects so widely assumed in the published literature; it is an expensive intervention with minimal evidence of benefits to the retained student. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Self-verification as a mediator of mothers' self-fulfilling effects on adolescents' educational attainment.

PubMed

Scherr, Kyle C; Madon, Stephanie; Guyll, Max; Willard, Jennifer; Spoth, Richard

2011-05-01

This research examined whether self-verification acts as a general mediational process of self-fulfilling prophecies. The authors tested this hypothesis by examining whether self-verification processes mediated self-fulfilling prophecy effects within a different context and with a different belief and a different outcome than has been used in prior research. Results of longitudinal data obtained from mothers and their adolescents (N=332) indicated that mothers' beliefs about their adolescents' educational outcomes had a significant indirect effect on adolescents' academic attainment through adolescents' educational aspirations. This effect, observed over a 6-year span, provided evidence that mothers' self-fulfilling effects occurred, in part, because mothers' false beliefs influenced their adolescents' own educational aspirations, which adolescents then self-verified through their educational attainment. The theoretical and applied implications of these findings are discussed.

Self-Verification as a Mediator of Mothers’ Self-Fulfilling Effects on Adolescents’ Educational Attainment

PubMed Central

Scherr, Kyle C.; Madon, Stephanie; Guyll, Max; Willard, Jennifer; Spoth, Richard

2013-01-01

This research examined whether self-verification acts as a general mediational process of self-fulfilling prophecies. The authors tested this hypothesis by examining whether self-verification processes mediated self-fulfilling prophecy effects within a different context and with a different belief and a different outcome than has been used in prior research. Results of longitudinal data obtained from mothers and their adolescents (N = 332) indicated that mothers’ beliefs about their adolescents’ educational outcomes had a significant indirect effect on adolescents’ academic attainment through adolescents’ educational aspirations. This effect, observed over a six year span, provided evidence that mothers’ self-fulfilling effects occurred, in part, because mothers’ false beliefs influenced their adolescents’ own educational aspirations which adolescents then self-verified through their educational attainment. The theoretical and applied implications of these findings are discussed. PMID:21357755

Fundamental resource dis/advantages, youth health and adult educational outcomes.

PubMed

Elman, Cheryl; Wray, Linda A; Xi, Juan

2014-01-01

Recent studies find lasting effects of poor youth health on educational attainment but use young samples and narrow life course windows of observation to explore outcomes. We apply a life course framework to three sets of Health and Retirement Study birth cohorts to examine early health status effects on education and skills attainment measured late in life. The older cohorts that we study were the earliest recipients of U.S. policies promoting continuing education through the GI Bill, community college expansions and new credentials such as the GED. We examine a wide range of outcomes but focus on GEDs, postsecondary school entry and adult human capital as job-related training. We find that older U.S. cohorts had considerable exposure to these forms of attainment and that the effects of youth health on them vary by outcome: health selection and ascription group effects are weak or fade, respectively, in outcomes associated with delayed or adult attainment. However, poorer health and social disadvantage in youth and barriers associated with ascription carry forward to limit attainment of key credentials such as diplomas and college degrees. We find that the human capital - health gradient is dynamic and that narrow windows of observation in existing studies miss much of it. National context also matters for studying health-education linkages over the life course. Copyright © 2013 Elsevier Inc. All rights reserved.

Trends and Group Differences in the Association between Educational Attainment and U.S. Adult Mortality: Implications for Understanding Education’s Causal Influence*

PubMed Central

Hayward, Mark D.; Hummer, Robert A.; Sasson, Isaac

2014-01-01

Has the shape of the association between educational attainment and U.S. adult mortality changed in recent decades? If so, is it changing consistently across demographic groups? What can changes in the shape of the association tell us about the possible mechanisms in play for improving health and lowering mortality risk over the adult life course? This paper develops the argument that societal technological change may have had profound effects on the importance of educational attainment – particularly advanced education – in the U.S. adult population for garnering health advantages and that these changes should be reflected in changes in the functional form of the association between educational attainment and mortality. We review the historical evidence on the changing functional form of the association, drawing on studies based in the United States, to assess whether these changes are consistent with our argument about the role of technological change. We also provide an updated analysis of these functional form patterns and trends, contrasting data from the early 21st Century with data from the late 20th Century. This updated evidence suggests that the shape of the association between educational attainment and U.S. adult mortality appears to be reflecting lower and lower adult mortality for very highly educated Americans compared to their low-educated counterparts in the 21st Century. We draw on this review and updated evidence to reflect on the question whether education’s association with adult mortality has become increasingly causal in recent decades, why, and the potential research, policy, and global implications of these changes. PMID:25440841

Educational achievement among long-term survivors of congenital heart defects: a Danish population-based follow-up study.

PubMed

Olsen, Morten; Hjortdal, Vibeke E; Mortensen, Laust H; Christensen, Thomas D; Sørensen, Henrik T; Pedersen, Lars

2011-04-01

Congenital heart defect patients may experience neurodevelopmental impairment. We investigated their educational attainments from basic schooling to higher education. Using administrative databases, we identified all Danish patients with a cardiac defect diagnosis born from 1 January, 1977 to 1 January, 1991 and alive at age 13 years. As a comparison cohort, we randomly sampled 10 persons per patient. We obtained information on educational attainment from Denmark's Database for Labour Market Research. The study population was followed until achievement of educational levels, death, emigration, or 1 January, 2006. We estimated the hazard ratio of attaining given educational levels, conditional on completing preceding levels, using discrete-time Cox regression and adjusting for socio-economic factors. Analyses were repeated for a sub-cohort of patients and controls born at term and without extracardiac defects or chromosomal anomalies. We identified 2986 patients. Their probability of completing compulsory basic schooling was approximately 10% lower than that of control individuals (adjusted hazard ratio = 0.79, ranged from 0.75 to 0.82 0.79; 95% confidence interval: 0.75-0.82). Their subsequent probability of completing secondary school was lower than that of the controls, both for all patients (adjusted hazard ratio = 0.74; 95% confidence interval: 0.69-0.80) and for the sub-cohort (adjusted hazard ratio = 0.80; 95% confidence interval: 0.73-0.86). The probability of attaining a higher degree, conditional on completion of youth education, was affected both for all patients (adjusted hazard ratio = 0.88; 95% confidence interval: 0.76-1.01) and for the sub-cohort (adjusted hazard ratio = 0.92; 95% confidence interval: 0.79-1.07). The probability of educational attainment was reduced among long-term congenital heart defect survivors.

The Feminization of Poverty.

ERIC Educational Resources Information Center

Garza, Janet K. Weir

After the introduction defined poverty and the feminization of poverty, this paper cited U.S. Census data that includes earnings, family status, and education attained which were posited as major factors for the economic condition of women. The first section on earnings presented female-dominated occupations, such as secretaries, teachers,…

Births: Final Data for 1998.

ERIC Educational Resources Information Center

Ventura, Stephanie J.; Martin, Joyce A.; Curtin, Sally C.; Matthews, T. J.; Park, Melissa M.

2000-01-01

This report presents 1998 data on U.S. births according to a wide variety of characteristics. Data are presented for maternal demographic characteristics, including: (1) age, live-birth order, race, Hispanic origin, marital status, and educational attainment; (2) maternal lifestyle and health characteristics, such as medical risk factors, weight…

Book and Software Review.

ERIC Educational Resources Information Center

Ludlow, Barbara L.; Foshay, John D.

2003-01-01

This column describes several commercial Web sites seen to be helpful in special education and disability services programs and personnel preparation. These include sites of the Laureate Learning Company, the Slater Software Company, the Intellitools Company, the Attainment Company, and the Don Johnston Company. Potential uses for these sites are…

Hispanic Americans Today.

ERIC Educational Resources Information Center

del Pinal, Jorge H., Comp.; Garcia, Jesus M., Comp.

1993-01-01

Americans of Hispanic origin are one of the fastest growing segments of the nation's population. This report presents data on a wide range of topics, including the following: (1) population growth, composition, and distribution; (2) age; (3) family composition; (4) educational attainment; (5) language and nativity; (6) labor force and occupation;…

Determinants of Employment Status among People with Multiple Sclerosis.

ERIC Educational Resources Information Center

Roessler, Richard T.; Fitzgerald, Shawn M.; Rumrill, Phillip D.; Koch, Lynn C.

2001-01-01

Identifies factors predicting employment or lack thereof among adults with multiple sclerosis (MS). Results included the following variables as the best predictors of employment: symptom persistence, severity of symptoms, educational attainment, and presence of cognitive limitations. The relevance of the findings for rehabilitation assessment and…

Parental Effects on Children's Emotional Development over Time and across Generations

ERIC Educational Resources Information Center

Stack, Dale M.; Serbin, Lisa A.; Enns, Leah N.; Ruttle, Paula L.; Barrieau, Lindsey

2010-01-01

Principal tasks of the early childhood years, including attaining self-efficacy, self-control, social integration, and preparedness for education, require the development of adaptive and competent emotional development. Results from longitudinal and intergenerational studies examining the effect of parenting behaviors on children's emotional…

Transpersonal Counseling as a Form of Transcendental Education

ERIC Educational Resources Information Center

Astor, Martin H.

1975-01-01

Transpersonal counseling is relevant to school counselors; it stresses attainment of ultimate goals for the healthy individual. Activities of the transpersonal counselor are discussed. The process of achieving transcendence is described, and includes being, becoming, belonging and befitting. The importance of deep and intimate relationships is…

A Stronger Nation through Higher Education: How and Why Americans Must Meet a "Big Goal" for College Attainment

ERIC Educational Resources Information Center

Matthews, Dewayne

2010-01-01

For the past two years, Lumina Foundation for Education has been calling for the United States to increase higher education attainment rates--the proportion of the population that holds a high-quality postsecondary degree or credential--to 60 percent by the year 2025. This call--Lumina's Big Goal--has been taken up by many others. In February…

"Girls Have More of an Educational Brain": A Qualitative Exploration of the Gender Gap in Educational Attainment among Black Bermudian Adolescents

ERIC Educational Resources Information Center

Jethwani, Monique M.

2015-01-01

Although Black boys throughout the African diaspora are dropping out of high school in alarming rates, little is known about how educational identity and attainment is shaped by the intersection of race and gender in the high school environment. Utilizing an ecological and intersectionality theoretical lens, this study draws on data gleaned from…

Time Use and Educational Attainment: A Study of Undergraduate Students.

ERIC Educational Resources Information Center

Etcheverry, Emily J.; And Others

1993-01-01

A Canadian university study of 308 students' time use in academic areas used a model relating variables of social background, social psychological characteristics, time use, and educational attainment. Findings suggested that, taking into account these other variables, the time students spend on academic activities and paid employment has little…

Does Parental Employment Affect Children's Educational Attainment?

ERIC Educational Resources Information Center

Schildberg-Hoerisch, Hannah

2011-01-01

This paper analyzes whether there exists a causal relationship between parental employment and children's educational attainment. We address potential endogeneity problems due to (i) selection of parents in the labor market by estimating a model on sibling differences and (ii) reverse causality by focusing on parents' employment when children are…

The Effect of Migraine Headache on Educational Attainment

ERIC Educational Resources Information Center

Rees, Daniel I.; Sabia, Joseph J.

2011-01-01

Despite the fact that migraine headaches are common and debilitating, little is known about their effect on educational attainment. Using data drawn from the National Longitudinal Study of Adolescent Health, we estimate the relationship between migraine headache and three outcomes: high school grade point average, the probability of graduating…

Neighborhoods and Schools as Competing and Reinforcing Contexts for Educational Attainment

ERIC Educational Resources Information Center

Owens, Ann

2010-01-01

Scholars hypothesize that both neighborhood and school contexts influence educational attainment, but few have considered both contexts simultaneously. Using data from the National Longitudinal Study of Adolescent Health, the author analyzes how school and neighborhood contexts are jointly related to high school and college graduation. She finds…

Keyboarding Coursework and Employment, Earnings, and Educational Attainment.

ERIC Educational Resources Information Center

Hearn, James C.; And Others

1993-01-01

Survey data from 6,476 postsecondary students and 2,525 nonstudents were examined for postschool effects of student participation in typing and keyboarding coursework on employment, earnings, further education attainment, and related equity and cost-effectiveness issues. Results indicate significant positive effects on almost all aspects examined.…

Genetic and Environmental Contributions to Educational Attainment in Australia.

ERIC Educational Resources Information Center

Miller, Paul; Mulvey, Charles; Martin, Nick

2001-01-01

Data from a large sample of Australian twins indicate that 50 to 65 percent of variance in educational attainments can be attributed to genetic endowments. Only about 25 to 40 percent may be due to environmental factors, depending on adjustments for measurement error and assortative mating. (Contains 51 references.) (MLH)

Educational Attainment: Understanding the Data

ERIC Educational Resources Information Center

Baum, Sandy; Cunningham, Alisa; Tanenbaum, Courtney

2015-01-01

The level of educational attainment in the United States is a central focus of public policy. The Obama administration, some states, large national foundations, and other organizations have set near-term goals to increase the number of Americans with college degrees. Achieving these goals is likely to involve a combination of increasing…

Female Supervisors of Arab School Education in Israel

ERIC Educational Resources Information Center

Arar, Khalid Husny

2014-01-01

This paper discusses the characteristics of women discipline supervisors in the Arab education system in Israel, through their professional development to their attainment of senior supervisory posts. It examines how they attain supervision posts and perform various managerial functions in what is considered a male role, in a patriarchal society,…

Family Dynamics, Gender Differences and Educational Attainment in Filipino Adolescents

ERIC Educational Resources Information Center

Hindin, M.J.

2005-01-01

The relationship between parenting style, marital relationships and subsequent educational attainment is explored among 1428 Filipino adolescents attending school in 1994 and 1096 attending school in 1999. Girls in households where their fathers physically abused their mothers were significantly less likely to complete primary school, and girls…

Institutional Factors Contributing to Hispanic Male Nursing Degree Attainment

ERIC Educational Resources Information Center

Rios, Deidre M.

2013-01-01

President Obama's 2009 graduation initiative has emphasized the shift in the national academic focus from access to higher education to graduation, making degree attainment one of the most important factors of measurement and accountability for institutions of higher education. Students of color, in particular, Hispanic males, have not fared well…

Classroom Carbon Dioxide Concentration, School Attendance, and Educational Attainment

ERIC Educational Resources Information Center

Gaihre, Santosh; Semple, Sean; Miller, Janice; Fielding, Shona; Turner, Steve

2014-01-01

Background: We tested the hypothesis that classroom carbon dioxide (CO[subscript 2]) concentration is inversely related to child school attendance and educational attainment. Methods: Concentrations of CO[subscript 2] were measured over a 3-5?day period in 60 naturally ventilated classrooms of primary school children in Scotland. Concentrations of…

A Developmental Process Analysis of Cross-Generational Continuity in Educational Attainment

ERIC Educational Resources Information Center

Pettit, Gregory S.; Yu, Tianyi; Dodge, Kenneth A.; Bates, John E.

2009-01-01

In this prospective longitudinal study (N = 585) we examined intergenerational links in level of educational attainment. Of particular interest was whether family background characteristics, parenting in early childhood and early adolescence, and school adjustment and performance in middle childhood accounted for (i.e., mediated) continuity and…

Parental Risk Attitudes and Children's Secondary School Track Choice

ERIC Educational Resources Information Center

Wolfel, Oliver; Heineck, Guido

2012-01-01

Although it is well-known that individuals' risk attitudes are related to behavioral outcomes such as smoking, portfolio decisions, and educational attainment, there is virtually no evidence of whether parental risk attitudes affect the educational attainment of their dependent children. We add to this literature and examine children's secondary…

Expanding Notions of Social Reproduction: Grandparents' Educational Attainment and Grandchildren's Cognitive Skills

ERIC Educational Resources Information Center

Ferguson, Jason L.; Ready, Douglas D.

2011-01-01

Inherited privilege and status remain powerful factors in the distribution of opportunity in American life. These transfers of socioeconomic resources across generations are facilitated by the links between adult educational attainment and children's cognitive skills. Our current study expands the notion of social reproduction beyond this narrow…

Educational Attainments of Immigrant Offspring: Success or Segmented Assimilation?

ERIC Educational Resources Information Center

Boyd, Monica

2002-01-01

Examined the educational attainments of adult offspring of immigrants age 20-64 years, analyzing data from Canada's 1996 Survey of Labour and Income Dynamics. Contrary to second generation decline and segmented underclass assimilation found in the United States, Canadian adult visible-minority immigrant offspring did not have lower educational…

Framing the Future: Revisiting the Place of Educational Expectations in Status Attainment

ERIC Educational Resources Information Center

Bozick, Robert; Alexander, Karl; Entwisle, Doris; Dauber, Susan; Kerr, Kerri

2010-01-01

This study revisits the Wisconsin model of status attainment from a life course developmental perspective. Fixed-effects regression analyses lend strong support to the Wisconsin framework's core proposition that academic performance and significant others' influence shape educational expectations. However, investigating the process of expectation…

Field Theory in Cultural Capital Studies of Educational Attainment

ERIC Educational Resources Information Center

Krarup, Troels; Munk, Martin D.

2016-01-01

This article argues that there is a double problem in international research in cultural capital and educational attainment: an empirical problem, since few new insights have been gained within recent years; and a theoretical problem, since cultural capital is seen as a simple hypothesis about certain isolated individual resources, disregarding…

The Heterogeneous Impacts of Business Cycles on Educational Attainment

ERIC Educational Resources Information Center

Boffy-Ramirez, Ernest

2017-01-01

This study examines the impact of fluctuations in the unemployment rate before high school graduation on educational attainment measured 30 years later. I find evidence that important heterogeneity is masked by estimating average effects across the ability distribution. Using data from the 1979 National Longitudinal Survey of Youth, this analysis…

Making the Grade: Assessing the Evidence for Integrated Student Supports. Publication #2014-07

ERIC Educational Resources Information Center

Child Trends, 2014

2014-01-01

Integrated student supports (ISS), sometimes referred to as integrated student services, represents an emerging field of practice that aims to address persistent disparities in educational achievement and attainment. ISS is a school-based approach to promoting students' academic achievement and educational attainment by coordinating a seamless…

Educational Attainment in South Africa: A View from the Census 1865-2011

ERIC Educational Resources Information Center

Christopher, A. J.

2015-01-01

Population censuses record considerable volumes of personal information, which when aggregated and tabulated provide significant insights into national societies. South African censuses have recorded levels of educational attainment since their inception in the mid-nineteenth century, initially measuring literacy and later the level of education…

Sociodemographic Predictors of Vaccination Exemptions on the Basis of Personal Belief in California.

PubMed

Yang, Y Tony; Delamater, Paul L; Leslie, Timothy F; Mello, Michelle M

2016-01-01

We examined the variability in the percentage of students with personal belief exemptions (PBEs) from mandatory vaccinations in California schools and communities according to income, education, race, and school characteristics. We used spatial lag models to analyze 2007-2013 PBE data from the California Department of Public Health. The analyses included school- and regional-level models, and separately examined the percentage of students with exemptions in 2013 and the change in percentages over time. The percentage of students with PBEs doubled from 2007 to 2013, from 1.54% to 3.06%. Across all models, higher median household income and higher percentage of White race in the population, but not educational attainment, significantly predicted higher percentages of students with PBEs in 2013. Higher income, White population, and private school type significantly predicted greater increases in exemptions from 2007 to 2013, whereas higher educational attainment was associated with smaller increases. Personal belief exemptions are more common in areas with a higher percentage of White race and higher income.

The Genetics of Success: How SNPs Associated with Educational Attainment Relate to Life-Course Development

PubMed Central

Belsky, Daniel W; Moffitt, Terrie E; Corcoran, David L; Domingue, Benjamin; Harrington, HonaLee; Hogan, Sean; Houts, Renate; Ramrakha, Sandhya; Sugden, Karen; Williams, Benjamin; Poulton, Richie; Caspi, Avshalom

2016-01-01

Previous genome-wide association analysis (GWAS) of >100,000 individuals identified molecular-genetic predictors of educational attainment. We undertook in-depth life-course investigation of the polygenic score derived from this GWAS using the four-decade Dunedin Study (N=918). There were five main findings. First, polygenic scores predicted adult economic outcomes over and above completed education. Second, genes and environments were correlated; children with higher polygenic scores were born into better-off homes. Third, polygenic scores predicted children’s adult outcomes net of social-class origins; children with higher scores tended to be upwardly-socially-mobile. Fourth, polygenic scores predicted behavior across the life-course, from learning to talk earlier to acquiring reading skills more quickly, through geographic mobility and mate choice, on to financial planning for retirement. Fifth, polygenic-score associations were mediated by psychological characteristics including intelligence, self-control, and interpersonal skill. Effects were small. Factors connecting DNA sequence with life outcomes may provide targets for interventions to promote population-wide positive development. PMID:27251486

Long-term outcomes of childhood cancer survivors in Sweden: a population-based study of education, employment, and income.

PubMed

Boman, Krister K; Lindblad, Frank; Hjern, Anders

2010-03-01

Studies of different national populations were indispensable for estimating the impact of illness-related disability on social outcomes in adult childhood cancer survivors. The effects of childhood cancer on educational attainment, employment, and income in adulthood in a Swedish setting were studied. The study population was a national cohort of 1.46 million Swedish residents, including 1716 survivors of childhood cancer diagnosed before their 16th birthday, followed up in 2002 in registries at >25 years of age. Main outcomes were educational attainment, employment, and net income. Markers of persistent disability were considered, and outcomes were analyzed with multivariate linear and logistic regression models adjusted for age, sex, and socioeconomic indicators of the childhood households. Non-central nervous system (CNS) cancer survivors had similar education, employment, and income as the general population in adjusted models, whereas survivors of CNS tumors more often had no more than basic (< or =9 years) education (relative risk [RR], 1.80 [95% confidence interval (95% CI), 1.45-2.23]), less often attained education beyond secondary school (RR, 0.69 [95% CI, 0.58-0.81]), and less often were employed (RR, 0.85 [95% CI, 0.77-0.94]). Predicted net income from work was lower in CNS tumor survivors (P <.001) than in the general population, even after the exclusion of individuals who received economic disability compensation. CNS tumor survivors had poorer social outcomes compared with the general population, whereas outcomes for survivors of other childhood cancers were similar to the general population. Established late effects highlighted the importance of improved, safer pediatric CNS tumor treatment protocols and surveillance that identified individual needs for preventive and remedial measures.

Associations Between Marijuana Use Trajectories and Educational and Occupational Success in Young Adulthood.

PubMed

Thompson, Kara; Leadbeater, Bonnie; Ames, Megan; Merrin, Gabriel J

2018-04-28

Adolescence and young adulthood is a critical stage when the economic foundations for life-long health are established. To date, there is little consensus as to whether marijuana use is associated with poor educational and occupational success in adulthood. We investigated associations between trajectories of marijuana use from ages 15 to 28 and multiple indicators of economic well-being in young adulthood including achievement levels (i.e., educational attainment and occupational prestige), work characteristics (i.e., full vs part-time employment, hours worked, annual income), financial strain (i.e., debt, trouble paying for necessities, delaying medical attention), and perceived workplace stress. Data were from the Victoria Healthy Youth Survey, a 10-year prospective study of a randomly recruited community sample of 662 youth (48% male; M age  = 15.5), followed biennially for six assessments. Models adjusted for baseline age, sex, SES, high school grades, heavy drinking, smoking, and internalizing and oppositional defiant disorder symptoms. Chronic users (our highest risk class) reported lower levels of educational attainment, lower occupational prestige, lower income, greater debt, and more difficulty paying for medical necessities in young adulthood compared to abstainers. Similarly, increasers also reported lower educational attainment, occupational prestige, and income. Decreasers, who had high early use but quit over time, showed resilience in economic well-being, performing similar to abstainers. Groups did not differ on employment status or perceived workplace stress. The findings indicate that early onset and persistent high or increasingly frequent use of marijuana in the transition from adolescent to young adulthood is associated with risks for achieving educational and occupational success, and subsequently health, in young adulthood.

ARE LITERACY SKILLS ASSOCIATED WITH YOUNG ADULTS’ HEALTH IN AFRICA? EVIDENCE FROM MALAWI

PubMed Central

Smith-Greenaway, Emily

2014-01-01

This study investigates whether literacy skills are a distinct dimension of education that influences young adults’ health in the southeast African context of Malawi. It uses new data from Tsogolo la Thanzi, a study of young adults in southern Malawi, to achieve three aims. The first is descriptive: to demonstrate a direct assessment for measuring literacy in a population-based survey, and show that it captures variability in skills among young adults, including those with comparable levels of educational attainment. The second aim is to identify whether literacy influences young adults’ health—net of their educational attainment and other confounding factors. Multivariate analyses reveal that literacy is associated with two measures of physical health: self-rated health and prolonged sickness. Because literacy is a key determinant of health, the third aim is to provide insight into how to measure it: can commonly used indirect approaches to estimating literacy (e.g., based on educational attainment or self-reports), accurately capture its prevalence and relationship with health? In a second set of analyses, bivariate results show whether, and the extent to which, indirect measures of literacy overestimate literacy’s prevalence, and multivariate models assess whether indirect estimates of literacy capture its relationship with health. The findings support future efforts to incorporate literacy assessments into population surveys to accurately estimate literacy’s prevalence and health benefits, particularly in contexts like Malawi where access to high-quality schools remains limited. PMID:25164414

Academic tenure in radiologic technology--revisited.

PubMed

Legg, Jeffrey S

2007-01-01

Academic tenure is important to most educators, including those in the radiologic sciences; however, many factors can influence an educator's ability to attain tenure. This article empirically examines the concept of tenure among radiologic science educators using data from a national survey of registered radiologic technology educators. Greater proportions of tenured and tenure-eligible faculty held higher academic rank, had higher levels of education and were employed by 2- and 4-year colleges or universities compared with nontenure-track faculty. Also, tenured R.T. educators tended to be older than tenure-eligible and nontenure-track faculty. R.T. educators are a diverse group, and attention should focus on the individual needs of educators in a variety of professional settings.

Collaborative care management reduces disparities in dementia care quality for caregivers with less education.

PubMed

Brown, Arleen F; Vassar, Stefanie D; Connor, Karen I; Vickrey, Barbara G

2013-02-01

To examine educational gradients in dementia care and whether the effect of a dementia collaborative care management intervention varied according to the educational attainment of the informal caregiver. Analysis of data from a cluster-randomized controlled trial. Eighteen clinics in three healthcare organizations in southern California. Dyads of Medicare recipients aged 65 and older with a diagnosis of dementia and an eligible caregiver. Collaborative care management for dementia. Caregiver educational attainment, adherence to four dimensions of guideline-recommended processes of dementia care (assessment, treatment, education and support, and safety) before and after the intervention, and the adjusted intervention effect (IE) for each dimension stratified according to caregiver education. Each IE was estimated by subtracting the difference between pre- and postintervention scores for the usual care participants from the difference between pre- and postintervention scores in the intervention participants. At baseline, caregivers with lower educational attainment provided poorer quality of dementia care for the Treatment and Education dimensions than those with more education, but less-educated caregivers had significantly more improvement after the intervention on the assessment, treatment, and safety dimensions. The IEs for those who had not graduated from high school were 44.4 for the assessment dimension, 36.9 for the treatment dimension, and 52.7 for the safety dimension, versus 29.5, 15.7, and 40.9 respectively, for college graduates (P < .001 for all three). Collaborative care management was associated with smaller disparities in dementia care quality between caregivers with lower educational attainment and those with more education. © 2013, Copyright the Authors Journal compilation © 2013, The American Geriatrics Society.

Educational attainment moderates the associations of diabetes education with health outcomes.

PubMed

Kim, Su Hyun

2016-10-01

Diabetes education is a critical element of care for people with diabetes. However, the associations between diabetes education and self-care or health outcomes have not been clearly demonstrated at a national level. The aims of this study were to examine the associations of attendance of diabetes education classes with health behaviours and glycaemic control, and to understand whether these associations were moderated by level of educational attainment. Data were analysed for 456 adults from the 2012 Korea National Health and Nutrition Examination Survey V, collected from January 2010 to December 2012. No significant differences were observed between patients who had attended diabetes education classes and those who had never attended for factors such as smoking, drinking, exercise, nutrition therapy or glycaemic control. There was a significant interaction effect between receiving diabetes education and level of educational attainment on obtaining optimal glycaemic control. Attending diabetes education was positively associated with optimal glycaemic control among patients with more than a high school education but was negatively associated with it among those with less than middle school education. Diabetes education programmes need to be tailored to the needs and cognitive capacities of the target population. © 2016 John Wiley & Sons Australia, Ltd.

A Model and a Metric for the Analysis of Status Attainment Processes. Discussion Paper No. 492-78.

ERIC Educational Resources Information Center

Sorensen, Aage B.

This paper proposes a theory of the status attainment process, and specifies it in a mathematical model. The theory justifies a transformation of the conventional status scores to a metric that produces a exponential distribution of attainments, and a transformation of educational attainments to a metric that reflects the competitive advantage…

Impact of Educational Attainment on Health Outcomes in Moderate to Severe CKD.

PubMed

Morton, Rachael L; Schlackow, Iryna; Staplin, Natalie; Gray, Alastair; Cass, Alan; Haynes, Richard; Emberson, Jonathan; Herrington, William; Landray, Martin J; Baigent, Colin; Mihaylova, Borislava

2016-01-01

The inverse association between educational attainment and mortality is well established, but its relevance to vascular events and renal progression in a population with chronic kidney disease (CKD) is less clear. This study aims to determine the association between highest educational attainment and risk of vascular events, cause-specific mortality, and CKD progression. Prospective epidemiologic analysis among participants in the Study of Heart and Renal Protection (SHARP), a randomized controlled trial. 9,270 adults with moderate to severe CKD (6,245 not receiving dialysis at baseline) and no history of myocardial infarction or coronary revascularization recruited in Europe, North America, Asia, Australia, and New Zealand. Highest educational attainment measured at study entry using 6 levels that ranged from "no formal education" to "tertiary education." Any vascular event (any fatal or nonfatal cardiac, cerebrovascular, or peripheral vascular event), cause-specific mortality, and CKD progression during 4.9 years' median follow-up. There was a significant trend (P<0.001) toward increased vascular risk with decreasing levels of education. Participants with no formal education were at a 46% higher risk of vascular events (relative risk [RR], 1.46; 95% CI, 1.14-1.86) compared with participants with tertiary education. The trend for mortality across education levels was also significant (P<0.001): all-cause mortality was twice as high among those with no formal education compared with tertiary-educated individuals (RR, 2.05; 95% CI, 1.62-2.58), and significant increases were seen for both vascular (RR, 1.84; 95% CI, 1.21-2.81) and nonvascular (RR, 2.15; 95% CI, 1.60-2.89) deaths. Lifestyle factors and prior disease explain most of the excess mortality risk. Among 6,245 participants not receiving dialysis at baseline, education level was not significantly associated with progression to end-stage renal disease or doubling of creatinine level (P for trend = 0.4). No data for employment or health insurance coverage. Lower educational attainment is associated with increased risk of adverse health outcomes in individuals with CKD. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Educational Attainment of the Public Health Workforce and Its Implications for Workforce Development

PubMed Central

Leider, Jonathon P.; Harper, Elizabeth; Bharthapudi, Kiran; Castrucci, Brian C.

2015-01-01

Context: Educational attainment is a critical issue in public health workforce development. However, relatively little is known about the actual attainment of staff in state health agencies (SHAs). Objective: Ascertain the levels of educational attainment among SHA employees, as well as the correlates of attainment. Design: Using a stratified sampling approaching, staff from SHAs were surveyed using the Public Health Workforce Interests and Needs Survey (PH WINS) instrument in late 2014. A nationally representative sample was drawn across 5 geographic (paired adjacent HHS) regions. Descriptive and inferential statistics were analyzed using balanced repeated replication weights to account for complex sampling. A logistic regression was conducted with attainment of a bachelor's degree as the dependent variable and age, region, supervisory status, race/ethnicity, gender, and staff type as independent variables. Setting and Participants: Web-based survey of SHA central office employees. Main Outcome Measure: Educational attainment overall, as well as receipt of a degree with a major in public health. Results: A total of 10 246 permanently-employed SHA central office staff participated in the survey (response rate 46%). Seventy-five percent (95% confidence interval [CI], 74-77) had a bachelor's degree, 38% (95% CI, 37-40) had a master's degree, and 9% (95% CI, 8%-10%) had a doctoral degree. A logistic regression showed Asian staff had the highest odds of having a bachelor's degree (odds ratio [OR] = 2.8; 95% CI, 2.2-3.7) compared with non-Hispanic whites, and Hispanic/Latino staff had lower odds (OR = 0.6; 95% CI, 0.4-0.8). Women had lower odds of having a bachelor's degree than men (OR = 0.5; 95% CI, 0.4-0.6). About 17% of the workforce (95% CI, 16-18) had a degree in public health at any level. Conclusions: Educational attainment among SHA central office staff is high, but relatively few have formal training of any sort in public health. This makes efforts to increase availability of on-the-job training and distance learning all the more critical. PMID:26422495

Supporting Tertiary Students with a Disability or Mental Illness. Good Practice Guide

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2015

2015-01-01

Having a disability or ongoing ill health (including mental health conditions) can significantly disrupt an individual's educational attainment and employment prospects, potentially creating lifelong social and economic disadvantage. These students may need additional support to help them successfully complete their studies. In addition, education…

Home Variables as Correlates of Senior Secondary Students' Achievement in History

ERIC Educational Resources Information Center

Osokoya, Israel O.

2005-01-01

This study examined eight home environmental variables as they predict students' academic attainment in history. The variables considered included warmth and democracy in the home, interactions between parents and children, the language of communication at home, relations between the parents, parents' aspirations for the children's education,…

Facts & Figures, 1999: A Compendium of Statistics on Ontario Universities.

ERIC Educational Resources Information Center

Council of Ontario Universities, Toronto.

This is the sixth edition of statistical and graphical information on the Ontario (Canada) university system. The report contains six sections: (1) Ontario population data, which includes population projections to 2021, income and employment rates by educational attainment, and university participation rates; (2) applicant/registrant data, which…

Teachers' Social Representation of Students with Asperger Diagnosis

ERIC Educational Resources Information Center

Linton, Ann-Charlotte; Germundsson, Per; Heimann, Mikael; Danermark, Berth

2013-01-01

While progress has been made for including students with disability into mainstream schools, trends point to problems for students with Asperger syndrome (AS) diagnosis who have a propensity to dropping out of school. Teachers' perceptions and understanding of AS will affect expectations and the attainment of educational targets. Thus, to avoid…

An Exploratory Survey of Transition Teaching Practices: Results from a National Sample

ERIC Educational Resources Information Center

Pham, Yen K.

2013-01-01

This study used multilevel modeling to examine the extent to which secondary special educators promoted nonacademic behaviors that were positively linked to postschool outcomes for students with disabilities, including self-advocacy, goal setting and attainment, disability awareness, employment, and utilization of supports. Respondents were 248…

Manpower Development for Workers in Tertiary Institutions: Distance Learning Approach

ERIC Educational Resources Information Center

Hassan, Moshood Ayinde

2011-01-01

The purpose of this study is to determine the extent to which workers patronize distance learning approach to further their education. Other purposes include: determine problems facing workers in the process of improving their knowledge and skills through distance learning approach; establish the level of attainment of manpower development…

Evaluation of Title I ESEA Projects, 1976-77: Technical Reports. Report #77140.

ERIC Educational Resources Information Center

Philadelphia School District, PA. Office of Research and Evaluation.

This volume compiles technical reports of Title I Elementary and Secondary Education Act project evaluations conducted during the 1976-77 academic year in the school district of Philadelphia, Pennsylvania. The reports include rationale, expected outcomes, mode of operation, previous evaluative findings, current implementation, and attainment of…

The Relation of Educational Attainment to Childhood Events and Circumstances.

ERIC Educational Resources Information Center

Haveman, Robert; And Others

The relationship between high school graduation and a number of variables, including personal characteristics, economic factors, stress factors, and the timing of events, is examined. A longitudinal sample of approximately 1,300 individuals provides evidence that completion of high school is positively associated with being nonwhite and female,…

Outfoxing the Hedgehog

ERIC Educational Resources Information Center

Barbieri, Richard

2011-01-01

Jim Collins's "Good to Great" has attained near-scriptural status in organizations, including nonprofits, which Collins says constitute a third of his readers. The pivot point in "Good to Great" is the Hedgehog Concept. The "Hedgehog Concept" (HC), this author claims, is dangerous for schools because it distorts the nature of education. As Collins…

School Exclusion in Children with Psychiatric Disorder or Impairing Psychopathology: A Systematic Review

ERIC Educational Resources Information Center

Parker, Claire; Whear, Rebecca; Ukoumunne, Obioha C.; Bethel, Alison; Thompson-Coon, Jo; Stein, Ken; Ford, Tamsin

2015-01-01

Childhood psychiatric disorders are associated with a wide range of adverse outcomes including poor academic attainment. For some children these difficulties are recognised through school Special Educational Need procedures (SEN) but many others may remain unidentified and/or unsupported. In Britain, government data suggests disproportionate…

DNA methylation signatures of educational attainment

NASA Astrophysics Data System (ADS)

van Dongen, Jenny; Bonder, Marc Jan; Dekkers, Koen F.; Nivard, Michel G.; van Iterson, Maarten; Willemsen, Gonneke; Beekman, Marian; van der Spek, Ashley; van Meurs, Joyce B. J.; Franke, Lude; Heijmans, Bastiaan T.; van Duijn, Cornelia M.; Slagboom, P. Eline; Boomsma, Dorret I.; BIOS consortium

2018-03-01

Educational attainment is a key behavioural measure in studies of cognitive and physical health, and socioeconomic status. We measured DNA methylation at 410,746 CpGs (N = 4152) and identified 58 CpGs associated with educational attainment at loci characterized by pleiotropic functions shared with neuronal, immune and developmental processes. Associations overlapped with those for smoking behaviour, but remained after accounting for smoking at many CpGs: Effect sizes were on average 28% smaller and genome-wide significant at 11 CpGs after adjusting for smoking and were 62% smaller in never smokers. We examined sources and biological implications of education-related methylation differences, demonstrating correlations with maternal prenatal folate, smoking and air pollution signatures, and associations with gene expression in cis, dynamic methylation in foetal brain, and correlations between blood and brain. Our findings show that the methylome of lower-educated people resembles that of smokers beyond effects of their own smoking behaviour and shows traces of various other exposures.

Understanding the Educational Attainment of Sexual Minority Women and Men*

PubMed Central

Mollborn, Stefanie; Everett, Bethany

2015-01-01

National studies have not analyzed sexual identity disparities in high school completion, college enrollment, or college completion in the United States. Using Add Health data, we document the relationship between adult sexual orientation and each of these outcomes. Many sexual minority respondents experienced disadvantages in adolescent academic achievement, school experiences, and social environments. This translates into educational attainment in complex, gendered ways. We find that the socially privileged completely heterosexual identity predicts higher educational attainment for women, while for men it is often a liability. Mostly heterosexual and gay identities are educationally beneficial for men but not women. There are college completion disparities between gay and mostly heterosexual women and their completely heterosexual counterparts. Bisexual respondents, especially women, have particularly problematic outcomes. Adolescent experiences, attitudes, and social contexts explain some of these differences. From adolescence through college, sexual minority groups, but especially females, need intervention to reduce substantial educational disparities. PMID:26257457

Social Change and the Relationships between Education and Employment.

PubMed

Yabiku, Scott T; Schlabach, Sarah

2009-08-01

The relationships between education and employment have long been of interest to social scientists. During the transition from a completely agricultural economy to one that is developing nonfarm opportunities, however, the relationships between education and employment may dramatically change. We examine how two components of education-schooling enrollment and attainment-affect the transition to employment for men and women in the Chitwan Valley of Nepal. Using discrete-time event history models, we find that school enrollment tends to delay employment, while school attainment accelerates employment. We also test how these effects may have changed across successive cohorts. Over time, the effects of enrollment have become stronger, while the effects of attainment appear to have weakened. These shifts in the nature of education may be related to increasing conflict between student and employee roles, as well as changes in the types and availability of employment.

The Economic Effects of Cognitive and Educational Differences Among Low-Ability and Blue-Collar Origin Men: A Comparative Analysis.

ERIC Educational Resources Information Center

Olneck, Michael R.

This study used five data sets to investigate the effects of measured cognitive skills on educational attainment, and the effects of cognitive skills and educational attainment on occupational status and earning among men with low test scores, as compared to men with high test scores, and among men with blue-collar fathers, as compared to men with…

The Contribution of Adolescent Effortful Control to Early Adult Educational Attainment

PubMed Central

Véronneau, Marie-Hélène; Racer, Kristina Hiatt; Fosco, Gregory M.; Dishion, Thomas J.

2014-01-01

Effortful control has been proposed as a set of neurocognitive competencies that is relevant to self-regulation and educational attainment (Posner & Rothbart, 2007). This study tested the hypothesis that a multiagent report of adolescents’ effortful control (age 17) would be predictive of academic persistence and educational attainment (age 23–25), after controlling for other established predictors (family factors, problem behavior, grade point average, and substance use). Participants were 997 students recruited in 6th grade from 3 urban public middle schools (53% males; 42.4% European American; 29.2% African American). Consistent with the hypothesis, the unique association of effortful control with future educational attainment was comparable in strength to that of parental education and students’ past grade point average, suggesting that effortful control contributes to this outcome above and beyond well-established predictors. Path coefficients were equivalent across gender and ethnicity (European Americans and African Americans). Effortful control appears to be a core feature of the self-regulatory competencies associated with achievement of educational success in early adulthood. These findings suggest that the promotion of self-regulation in general and effortful control in particular may be an important focus not only for resilience to stress and avoidance of problem behavior, but also for growth in academic competence. PMID:25308996

Impact of Educational Attainment on Health Outcomes in Moderate to Severe CKD

PubMed Central

Morton, Rachael L.; Schlackow, Iryna; Staplin, Natalie; Gray, Alastair; Cass, Alan; Haynes, Richard; Emberson, Jonathan; Herrington, William; Landray, Martin J.; Baigent, Colin; Mihaylova, Borislava

2016-01-01

Background The inverse association between educational attainment and mortality is well established, but its relevance to vascular events and renal progression in a population with chronic kidney disease (CKD) is less clear. This study aims to determine the association between highest educational attainment and risk of vascular events, cause-specific mortality, and CKD progression. Study Design Prospective epidemiologic analysis among participants in the Study of Heart and Renal Protection (SHARP), a randomized controlled trial. Setting & Participants 9,270 adults with moderate to severe CKD (6,245 not receiving dialysis at baseline) and no history of myocardial infarction or coronary revascularization recruited in Europe, North America, Asia, Australia, and New Zealand. Predictor Highest educational attainment measured at study entry using 6 levels that ranged from “no formal education” to “tertiary education.” Outcomes Any vascular event (any fatal or nonfatal cardiac, cerebrovascular, or peripheral vascular event), cause-specific mortality, and CKD progression during 4.9 years’ median follow-up. Results There was a significant trend (P < 0.001) toward increased vascular risk with decreasing levels of education. Participants with no formal education were at a 46% higher risk of vascular events (relative risk [RR], 1.46; 95% CI, 1.14-1.86) compared with participants with tertiary education. The trend for mortality across education levels was also significant (P < 0.001): all-cause mortality was twice as high among those with no formal education compared with tertiary-educated individuals (RR, 2.05; 95% CI, 1.62-2.58), and significant increases were seen for both vascular (RR, 1.84; 95% CI, 1.21-2.81) and nonvascular (RR, 2.15; 95% CI, 1.60-2.89) deaths. Lifestyle factors and prior disease explain most of the excess mortality risk. Among 6,245 participants not receiving dialysis at baseline, education level was not significantly associated with progression to end-stage renal disease or doubling of creatinine level (P for trend = 0.4). Limitations No data for employment or health insurance coverage. Conclusions Lower educational attainment is associated with increased risk of adverse health outcomes in individuals with CKD. PMID:26385817

National IQs Calculated and Validated for 108 Nations

ERIC Educational Resources Information Center

Lynn, Richard; Meisenberg, Gerhard

2010-01-01

We estimate the validity of the national IQs presented by Lynn and Vanhanen (2002, 2006) by examining whether they are consistent with the educational attainment of school students in math, science and reading comprehension in 108 countries and provinces. The educational attainment scores in a number of studies are integrated to give EAs…

Educational Attainment and Labor Force Participation of U.S. Immigrant Offspring from Southeast Asia.

ERIC Educational Resources Information Center

Poch, Bunnak

This study uses the most recent data from the Current Population Survey to examine socioeconomic standing (mainly educational attainment and labor force participation) of Southeast Asian (SEA) immigrants. The study focuses on what progress SEA immigrants and refugees have made after 2 decades of resettlement, whether second generation children…

Gender Differences in Educational Attainment: The Case of Doctoral Degrees in Norway

ERIC Educational Resources Information Center

Mastekaasa, Arne

2005-01-01

Despite strong trends in most Western countries towards gender equality in educational attainments, men are still considerably more likely to obtain doctoral degrees. Using data comprising nearly all students graduating from Norwegian universities during 1981-1996, separate event history analyses are carried out of recruitment to and completion of…

Reverse Transfer: The Path Less Traveled. ECS Education Trends

ERIC Educational Resources Information Center

Anderson, Lexi

2015-01-01

As the nation works toward higher postsecondary attainment goals, states are looking into ways to increase successful degree completion for students in higher education. A broad consensus between states, philanthropic interests, and the business and labor communities is that higher attainment rates are required to meet the workforce demands of the…

Ethnicity, Disadvantage and Other Variables in the Analysis of Birmingham Longitudinal School Attainment Datasets

ERIC Educational Resources Information Center

Parsons, Carl; Thompson, Trevor

2017-01-01

Explaining and responding to inequalities in attainment are significant educational policy challenges in England as elsewhere. Data on four cohorts of Birmingham Local Education Authority (LEA) pupils, each approximately 13,000, were analysed by ethnicity, deprivation, gender and other relevant individual pupil variables. For the four successive…

Health and the Educational Attainment of Adolescents: Evidence from the NLSY97

ERIC Educational Resources Information Center

Haas, Steven A.; Fosse, Nathan Edward

2008-01-01

This article examines the mechanisms linking health to the educational attainment of adolescents. In particular, it investigates the role of cognitive/academic achievement and a variety of psychosocial adjustment factors in explaining this relationship. Using data from the National Longitudinal Survey of Youth 1997 cohort (NLSY97), we estimate…

Democracy, Human Development, and Happiness Indices as Precursors of International Student Success

ERIC Educational Resources Information Center

Demirbolat, Ayse Ottekin

2018-01-01

This paper aims to explore the relationships between educational attainment as expressed in PISA scores and several socio-economic and political variables some of which are sub-indices of Human Development Index. The correlation analysis reveals that there are highly significant associations between educational attainment and civil liberties,…

The Impact of Repealing Sunday Closing Laws on Educational Attainment

ERIC Educational Resources Information Center

Lee, Dara N.

2013-01-01

Adolescents face daily tradeoffs between human capital investment, labor, and leisure. This paper exploits state variation in the repeal of Sunday closing laws to examine the impact of a distinct and plausibly exogenous rise in the quantity of competing diversions available to youth on their educational attainment. The results suggest that the…

Beliefs and Values among Rural Citizens: Shared Expectations for Educational Attainment?

ERIC Educational Resources Information Center

Deggs, David M.; Miller, Michael T.

2011-01-01

Discussions at the local, state, and national level have been focused on the importance of providing access and opportunity for college attendance. While these discussions are important to raising public interest in higher education attainment, they often negate how community values influence the college attendance decision process. This study…

The Effect of Public Support on College Attainment

ERIC Educational Resources Information Center

Trostel, Philip A.

2012-01-01

This study estimates the extent that state financial support for higher education raises college attainment. Despite its manifest importance for policy, this is the first study to estimate this effect directly. Many studies have estimated the effect of college price on attendance, but state support for higher education and college price do not…

General Education Development (GED®) Credential Attainment, Externalizing Disorders, and Substance Use Disorders in Disconnected Emerging Adults

ERIC Educational Resources Information Center

Bergman, Andrea; Kong, Grace; Pope, Alice

2014-01-01

There are many benefits for emerging adults, both financial and personal, in obtaining a General Education Development (GED®) credential (Ou, 2008). However, little is known about the correlates of GED® credential attainment in "disconnected" emerging adults attending GED® programs. Our goal was to examine whether externalizing…

The Link between Educational Expectations and Effort in the College-for-All Era

ERIC Educational Resources Information Center

Domina, Thurston; Conley, AnneMarie; Farkas, George

2011-01-01

From the Wisconsin status attainment model to rational choice, classical sociological, social-psychological, and economic theories of student educational transitions have assumed that students' expectations are positively related to their ultimate attainment. However, the growth of the college-for-all ethos raises questions about that assumption.…

Life Cycles, Educational Attainment and Labor Markets.

ERIC Educational Resources Information Center

Winsborough, H.H., Sweet, J.A.

Two social changes are cited as particularly important to the projection of college enrollment trends. One is the rising educational attainment of the parents of future potential college attenders; the other is the fact that declines in fertility accompany declines in average family size. Overall, the illustration in this paper suggests that the…

The Fiscal Impacts of College Attainment

ERIC Educational Resources Information Center

Trostel, Philip A.

2010-01-01

This study quantifies one part of the return to U.S. public investment in college education, namely, the fiscal benefits associated with greater college attainment. College graduates pay much more taxes than those not going to college. Government expenditures are also much less for college graduates than for those without a college education.…

Parent Resources during Adolescence: Effects on Education and Careers in Young Adulthood

ERIC Educational Resources Information Center

Faas, Caitlin; Benson, Mark J.; Kaestle, Christine E.

2013-01-01

Building on the Wisconsin Model of Status Attainment, this study examined the contextual process of obtaining educational attainment and the subsequent work outcomes and career satisfaction. This study used the National Longitudinal Study of Adolescent Health (Add Health) with structural equation modeling techniques to assess US participants from…

TVET and the Poor: Challenges and Possibilities

ERIC Educational Resources Information Center

Lamb, Stephen

2011-01-01

Recent educational attainment targets set by Australian governments recognise education and training as pivotal to the economic and social well-being of Australians. The targets seek to close the gaps in attainment that socially and economically divide the population, and, in doing so, raise the levels of skills of the workforce and improve the…

Do ICT Competences Support Educational Attainment at University?

ERIC Educational Resources Information Center

De Wit, Kurt; Heerwegh, Dirk; Verhoeven, Jef C.

2012-01-01

Taking into account that universities assume students will have at least some basic knowledge of the use of computers and the Internet, we hypothesize that the command of ICT skills by freshmen could have an influence on their educational attainment. To test this hypothesis an online questionnaire was used, which was answered by a representative…

Protective Connections and Educational Attainment among Young Adults with Childhood-Onset Chronic Illness

ERIC Educational Resources Information Center

Maslow, Gary; Haydon, Abigail A.; McRee, Annie-Laurie; Halpern, Carolyn T.

2012-01-01

Background: Youth with childhood-onset chronic illness (COCI) are at risk of poor educational attainment. Specific protective factors that promote college graduation in this population have not been studied previously. In this study, we examine the role protective factors during adolescence play in promoting college graduation among young adults…

The Unanswered Question: How Will We Pay for Aggressive Attainment Goals?

ERIC Educational Resources Information Center

Jones, Dennis

2014-01-01

The concern about the United States' education attainment levels as compared with those of other countries, and the consequences of this poor showing, were given visibility by the inclusion of international statistics in the National Center for Public Policy and Higher Education publication, "Measuring Up 2008." That concern was…

Improving Educational Attainment: Recent Trends and Challenges

ERIC Educational Resources Information Center

Chingos, Matthew; McPherson, Michael

2011-01-01

A large majority of full-time students pursuing bachelor's degrees at four-year colleges and universities in the United States attend public universities. The struggle, therefore, to improve educational attainment and reduce the marked disparities in outcomes that lead to greater inequalities of all kinds will take place mainly within our nation's…

The Fiscal Consequences of Adult Educational Attainment

ERIC Educational Resources Information Center

Khatiwada, Ishwar; McLaughlin, Joseph; Sum, Andrew; Palma, Sheila

2007-01-01

This research monograph prepared for the National Commission on Adult Literacy is primarily designed to describe and analyze the net annual fiscal contributions (tax payments minus cash and in-kind transfers and institutionalization costs) of U.S. adults (ages 16-64) by their educational attainment in recent years. The report begins with an…

Household Structure and Children's Educational Attainment: A Perspective on Coresidence with Grandparents

ERIC Educational Resources Information Center

Monserud, Maria A.; Elder, Glen H., Jr.

2011-01-01

Children from alternative households complete fewer years of schooling. Yet little is known about the implications of coresidence with grandparents for educational attainment. Using data from the National Longitudinal Study of Adolescent Health (N = 10,083), this study found that extended households with two biological parents were not detrimental…

National Differences in Intelligence and Educational Attainment

ERIC Educational Resources Information Center

Lynn, Richard; Mikk, Jaan

2007-01-01

We examine the correlations between the national IQs of Lynn and Vanhanen (Lynn, R. and Vanhanen, T. (2002). "IQ and the wealth of nations". Westport, CT: Praeger. Westport, CT: Praeger, Lynn, R. and Vanhanen, T. (2006). "IQ and global inequality". Athens, GA: Washington Summit Books.) and educational attainment scores in math and science for 10-…

Educational Attainment of 25 Year Old Norwegians According to Birth Order and Gender

ERIC Educational Resources Information Center

Kristensen, Petter; Bjerkedal, Tor

2010-01-01

This register-based longitudinal study of 392 969 Norwegians examined associations between birth order, gender and educational attainment at age 25 years within families (fixed effects regression) and between families (ordinary OLS regression). Data were retrieved from national registers for births of mothers with single births only and a first…

The Urban and Rural Fellowship School Experiments in Pakistan: Design, Evaluation, and Sustainability.

ERIC Educational Resources Information Center

Orazem, Peter F.

The province of Balochistan has the worst educational attainment in Pakistan, which has low educational attainment compared to countries with similar income levels. In light of several factors constraining the Balochistan government's ability to expand school supply in poor areas, private schools were thought to offer potential benefits for…

How Is Postsecondary Education Associated with Membership in the American Corporate Elite?

ERIC Educational Resources Information Center

Ott, Molly C.

2011-01-01

This study contributes to the discussion around the value of a college degree and associated career advantages by considering how postsecondary education contributes to the attainment of the most powerful and prestigious positions in the American corporate world. Guided by a conceptual framework informed by status attainment, power elite, and…

The population attributable fraction of low education for mortality in South Korea with improvement in educational attainment and no improvement in mortality inequalities.

PubMed

Lim, Dohee; Kong, Kyoung Ae; Lee, Hye Ah; Lee, Won Kyung; Park, Su Hyun; Baik, Sun Jung; Park, Hyesook; Jung-Choi, Kyunghee

2015-03-31

The educational attainment of Koreans has greatly increased, which was expected to reduce the magnitude of the population attributable fraction (PAF) of mortality associated with low education levels. However, increase in the relative risk (RR) of mortality among those with lower educational levels actually increased the PAF. The purpose of this study was to examine the change in the PAF of lower educational levels for mortality in Korea, where educational attainment has improved and is associated with the exacerbation of inequalities in mortality levels. National census data were used to derive educational levels. The mortality-associated RR of lower educational levels was calculated by reference to national census and death certificate data from 1995, 2000, 2005, and 2010. PAFs were calculated for all-cause mortality, malignant neoplasms, cerebrovascular disease, heart disease, and suicide by gender and age group (30-44 and 45-59 years). The PAF of low educational level in terms of total mortality has decreased since 1995 in both genders. This trend was more prominent among those aged 30-44 years. However, the PAFs of suicide in younger females (30-44 years) and of cerebrovascular disease in older males (45-59 years) have increased. The RRs of all-cause mortality and those of the four leading causes of death in those with the lowest educational levels have increased, especially in females aged 30-44 years. The consistent and sharp increase in the attainment of education has contributed to the reduction in the PAFs of lower education for mortality, despite the fact that mortality inequalities have not improved. Efforts to reduce health inequalities must promote healthy public policy and address public health policies.

Educational Inequalities in Post-Hip Fracture Mortality: A NOREPOS Study.

PubMed

Omsland, Tone K; Eisman, John A; Naess, Øyvind; Center, Jacqueline R; Gjesdal, Clara G; Tell, Grethe S; Emaus, Nina; Meyer, Haakon E; Søgaard, Anne Johanne; Holvik, Kristin; Schei, Berit; Forsmo, Siri; Magnus, Jeanette H

2015-12-01

Hip fractures are associated with high excess mortality. Education is an important determinant of health, but little is known about educational inequalities in post-hip fracture mortality. Our objective was to investigate educational inequalities in post-hip fracture mortality and to examine whether comorbidity or family composition could explain any association. We conducted a register-based population study of Norwegians aged 50 years and older from 2002 to 2010. We measured total mortality according to educational attainment in 56,269 hip fracture patients (NORHip) and in the general Norwegian population. Both absolute and relative educational inequalities in mortality in people with and without hip fracture were compared. There was an educational gradient in post-hip fracture mortality in both sexes. Compared with those with primary education only, the age-adjusted relative risk (RR) of mortality in hip fracture patients with tertiary education was 0.82 (95% confidence interval [CI] 0.77-0.87) in men and 0.79 (95% CI 0.75-0.84) in women. Additional adjustments for Charlson comorbidity index, marital status, and number of children did not materially change the estimates. Regardless of educational attainment, the 1-year age-adjusted mortality was three- to fivefold higher in hip fracture patients compared with peers in the general population without fracture. The absolute differences in 1-year mortality according to educational attainment were considerably larger in hip fracture patients than in the population without hip fracture. Absolute educational inequalities in mortality were higher after hip fracture compared with the general population without hip fracture and were not mediated by comorbidity or family composition. Investigation of other possible mediating factors might help to identify new targets for interventions, based on lower educational attainment, to reduce post-hip fracture mortality. © 2015 American Society for Bone and Mineral Research.

Relationships between years of education, regional grey matter volumes, and working memory-related brain activity in healthy older adults.

PubMed

Boller, Benjamin; Mellah, Samira; Ducharme-Laliberté, Gabriel; Belleville, Sylvie

2017-04-01

The aim of this study was to examine the relationships between educational attainment, regional grey matter volume, and functional working memory-related brain activation in older adults. The final sample included 32 healthy older adults with 8 to 22 years of education. Structural magnetic resonance imaging (MRI) was used to measure regional volume and functional MRI was used to measure activation associated with performing an n-back task. A positive correlation was found between years of education and cortical grey matter volume in the right medial and middle frontal gyri, in the middle and posterior cingulate gyri, and in the right inferior parietal lobule. The education by age interaction was significant for cortical grey matter volume in the left middle frontal gyrus and in the right medial cingulate gyrus. In this region, the volume loss related to age was larger in the low than high-education group. The education by age interaction was also significant for task-related activity in the left superior, middle and medial frontal gyri due to the fact that activation increased with age in those with higher education. No correlation was found between regions that are structurally related with education and those that are functionally related with education and age. The data suggest a protective effect of education on cortical volume. Furthermore, the brain regions involved in the working memory network are getting more activated with age in those with higher educational attainment.

EARLY, LATE OR NEVER? WHEN DOES PARENTAL EDUCATION IMPACT CHILD OUTCOMES?

PubMed Central

Dickson, Matt; Gregg, Paul; Robinson, Harriet

2017-01-01

We estimate the causal effect of parents’ education on their children’s education and examine the timing of the impact. We identify the causal effect by exploiting the exogenous shift in (parents’) education levels induced by the 1972 minimum school leaving age reform in England. Increasing parental education has a positive causal effect on children’s outcomes that is evident in preschool assessments at age 4 and continues to be visible up to and including high-stakes examinations taken at age 16. Children of parents affected by the reform attain results around 0.1 standard deviations higher than those whose parents were not impacted. PMID:28736454

Achievement goals in adult learners: evidence from distance education.

PubMed

Remedios, Richard; Richardson, John T E

2013-12-01

There is evidence that learners may adopt different kinds of achievement goals: mastery approach, mastery avoidance, performance approach, and performance avoidance. In higher education, this evidence has mainly come from young people who have recently gone straight from secondary education to higher education. However, higher education is increasingly populated by older students, and it has been theorised that the relationship between goals and achievement might be very different for adult learners. The aim of the present study was to examine whether the relationships between achievement, drop-out rate, and goal orientation observed for non-adult populations are mirrored in adult learners. The Achievement Goal Questionnaire (AGQ) was administered to adult learners taking courses by distance learning. Respondents were 195 men and 586 women between the ages of 19 and 87. The results confirmed the reliability of the 2 × 2 version of the AGQ for this distinctive population. As in previous studies of younger students, mastery-approach goals were unrelated to attainment, performance-approach goals tended to facilitate attainment, and performance-avoidance goals tended to impair attainment. In addition, mastery-avoidance goals tended to impair students' attainment and also increased the likelihood that they would drop out of their course altogether. The achievement-goal framework is as appropriate for understanding influences on attainment in adult learners as it is in younger students. Adult learners may be more sensitive to the deleterious effects of adopting mastery-avoidance achievement goals. © 2012 The British Psychological Society.