ethanporcaro/eric-fulltext-meta huggingface dataset:
Double Majors: One for Me, One for the Parents? Staff Report No. 478
Author: Zafar, Basit
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Majors (Students),Undergraduate Students,Decision Making,Selection,Student Attitudes,Expectation,Outcomes of Education,Education Work Relationship,Social Status

At least a quarter of college students in the United States graduate with more than one undergraduate major. This paper investigates how students decide on the composition of their paired majors--in other words, whether the majors chosen are substitutes or complements. Since students use both their preferences and their expectations about major-specific outcomes when choosing their majors, I collect innovative data on subjective expectations, drawn from a sample of Northwestern University sophomores. Despite showing substantial heterogeneity in beliefs, the students seem aware of differences across majors and have sensible beliefs about the outcomes. Students believe that their parents are more likely to approve majors associated with high social status and high returns in the labor market. I incorporate the subjective data in a choice model of double majors that also captures the notion of specialization. I find that enjoying the coursework and gaining approval of parents are the most important determinants in the choice of majors. The model estimates reject the hypothesis that students major in one field to pursue their own interests and in another for parents' approval. Instead, I find that gaining parents' approval and enjoying a field of study both academically and professionally are outcomes that students feel are important for both majors. However, I do find that students act strategically in their choice of majors by choosing ones that differ in their chances of completion and difficulty and in finding a job upon graduation. Survey Excerpt is appended. (Contains 4 figures, 9 tables and 26 footnotes.)
Knowledge in Cities. Staff Report No. 470
Author: Gabe, Todd
Date: 2010-09-00
Type: Reports - Research
Subjects: Foreign Countries,Identification,Metropolitan Areas,Human Capital,Productivity,Economic Development,Classification,Humanities,Intellectual Disciplines,Cluster Grouping,Occupational Clusters,Economic Impact

This study identifies clusters of U.S. and Canadian metropolitan areas with similar knowledge traits. These groups--ranging from Making Regions, characterized by knowledge about manufacturing, to Thinking Regions, noted for knowledge about the arts, humanities, information technology, and commerce--can be used by analysts and policymakers for the purposes of regional benchmarking or comparing the types of programs and infrastructure available to support closely related economic activities. In addition these knowledge-based clusters help explain the types of regions that have levels of economic development that exceed, or fall short of, other places with similar amounts of college attainment. Regression results show that Engineering, Enterprising, and Building Regions are associated with higher levels of productivity and earnings per capita, while Teaching, Understanding, Working, and Comforting Regions have lower levels of economic development. List of U.S. and Canadian Metropolitan Areas by Knowledge-Based Cluster is appended. (Contains 6 tables and 9 footnotes.)
The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Educational Assessment,Educational Improvement,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,National Programs,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,School Districts,Scores,Statistical Analysis,Student Evaluation,Time Perspective,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Detroit Public Schools' student achievement in reading. In 2009, the average score of eighth-grade students in Detroit was 232. This was lower than the average score of 252 for public school students in large cities. The percentage of students in Detroit who performed at or above the NAEP &quot;Proficient&quot; level was 7 percent in 2009. This percentage was smaller than that in large cities (21 percent). The percentage of students in Detroit who performed at or above the NAEP &quot;Basic&quot; level was 40 percent in 2009. This percentage was smaller than that in large cities (63 percent). [For the main report, &quot;The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459&quot;, see ED509806.]
The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. District of Columbia Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Educational Assessment,Educational Improvement,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,National Programs,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,School Districts,Scores,Statistical Analysis,Student Evaluation,Time Perspective,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for District of Columbia Public Schools' student achievement in reading. In 2009, the average score of eighth-grade students in District of Columbia was 240. This was lower than the average score of 252 for public school students in large cities. The average score for students in District of Columbia in 2009 (240) was not significantly different from their average score in 2007 (241) and was not significantly different from their average score in 2002 (240). In 2009, the score gap between students in District of Columbia at the 75th percentile and students at the 25th percentile was 53 points. This performance gap was not significantly different from that of 2002 (44 points). The percentage of students in District of Columbia who performed at or above the NAEP &quot;Proficient&quot; level was 14 percent in 2009. This percentage was not significantly different from that in 2007 (12 percent) and was greater than that in 2002 (10 percent). The percentage of students in District of Columbia who performed at or above the NAEP &quot;Basic&quot; level was 48 percent in 2009. This percentage was not significantly different from that in 2007 (48 percent) and was not significantly different from that in 2002 (48 percent). [For the main report, &quot;The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459&quot;, see ED509806.]
The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Educational Assessment,Educational Improvement,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,National Programs,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,School Districts,Scores,Statistical Analysis,Student Evaluation,Time Perspective,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Fresno Unified School District's student achievement in reading. In 2009, the average score of eighth-grade students in Fresno was 240. This was lower than the average score of 252 for public school students in large cities. The percentage of students in Fresno who performed at or above the NAEP &quot;Proficient&quot; level was 12 percent in 2009. This percentage was smaller than that in large cities (21 percent). The percentage of students in Fresno who performed at or above the NAEP &quot;Basic&quot; level was 48 percent in 2009. This percentage was smaller than that in large cities (63 percent). [For the main report, &quot;The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459&quot;, see ED509806.]
The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Houston Independent School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Educational Assessment,Educational Improvement,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,National Programs,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,School Districts,Scores,Statistical Analysis,Student Evaluation,Time Perspective,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Houston Independent School District's student achievement in reading. In 2009, the average score of eighth-grade students in Houston was 252. This was not significantly different from the average score of 252 for public school students in large cities. The average score for students in Houston in 2009 (252) was not significantly different from their average score in 2007 (252) and was not significantly different from their average score in 2002 (248). In 2009, the score gap between students in Houston at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 2002 (47 points). The percentage of students in Houston who performed at or above the NAEP &quot;Proficient&quot; level was 18 percent in 2009. This percentage was not significantly different from that in 2007 (18 percent) and was not significantly different from that in 2002 (17 percent). The percentage of students in Houston who performed at or above the NAEP &quot;Basic&quot; level was 64 percent in 2009. This percentage was not significantly different from that in 2007 (63 percent) and was not significantly different from that in 2002 (59 percent). [For the main report, &quot;The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459&quot;, see ED509806.]
The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Jefferson County Public Schools (Louisville, KY). Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Educational Assessment,Educational Improvement,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,National Programs,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,School Districts,Scores,Statistical Analysis,Student Evaluation,Time Perspective,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Jefferson County Public Schools' student achievement in reading. In 2009, the average score of eighth-grade students in Jefferson County was 259. This was higher than the average score of 252 for public school students in large cities. The percentage of students in Jefferson County who performed at or above the NAEP &quot;Proficient&quot; level was 26 percent in 2009. This percentage was greater than that in large cities (21 percent). The percentage of students in Jefferson County who performed at or above the NAEP &quot;Basic&quot; level was 68 percent in 2009. This percentage was greater than that in large cities (63 percent). [For the main report, &quot;The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459&quot;, see ED509806.]
The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Los Angeles Unified School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Educational Assessment,Educational Improvement,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,National Programs,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,School Districts,Scores,Statistical Analysis,Student Evaluation,Time Perspective,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Los Angeles Unified School District's student achievement in reading. In 2009, the average score of eighth-grade students in Los Angeles was 244. This was lower than the average score of 252 for public school students in large cities. The average score or students in Los Angeles in 2009 (244) was higher than their average score in 2007 (240) and was higher than their average score in 2002 (237). In 2009, the score gap between students in Los Angeles at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 2002 (48 points). The percentage of students in Los Angeles who performed at or above the NAEP &quot;Proficient&quot; level was 15 percent in 2009. This percentage was not significantly different from that in 2007 (12 percent) and was greater than that in 2002 (10 percent). The percentage of students in Los Angeles who performed at or above the NAEP &quot;Basic&quot; level was 54 percent in 2009. This percentage was greater than that in 2007 (50 percent) and was greater than that in 2002 (44 percent). [For the main report, &quot;The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459&quot;, see ED509806.]
The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Miami-Dade County Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Educational Assessment,Educational Improvement,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,National Programs,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,School Districts,Scores,Statistical Analysis,Student Evaluation,Time Perspective,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Miami-Dade County Public Schools' student achievement in reading. In 2009, the average score of eighth-grade students in Miami-Dade was 261. This was higher than the average score of 252 for public school students in large cities. The percentage of students in Miami-Dade who performed at or above the NAEP &quot;Proficient&quot; level was 28 percent in 2009. This percentage was greater than that in large cities (21 percent). The percentage of students in Miami-Dade who performed at or above the NAEP &quot;Basic&quot; level was 73 percent in 2009. This percentage was greater than that in large cities (63 percent). [For the main report, &quot;The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459&quot;, see ED509806.]
The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Milwaukee Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Educational Assessment,Educational Improvement,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,National Programs,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,School Districts,Scores,Statistical Analysis,Student Evaluation,Time Perspective,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Milwaukee Public Schools' student achievement in reading. In 2009, the average score of eighth-grade students in Milwaukee was 241. This was lower than the average score of 252 for public school students in large cities. The percentage of students in Milwaukee who performed at or above the NAEP &quot;Proficient&quot; level was 12 percent in 2009. This percentage was smaller than that in large cities (21 percent). The percentage of students in Milwaukee who performed at or above the NAEP &quot;Basic&quot; level was 51 percent in 2009. This percentage was smaller than that in large cities (63 percent). [For the main report, &quot;The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459&quot;, see ED509806.]
The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. New York City Department of Education. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Educational Assessment,Educational Improvement,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,National Programs,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,School Districts,Scores,Statistical Analysis,Student Evaluation,Time Perspective,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New York City Department of Education's student achievement in reading. In 2009, the average score of eighth-grade students in New York City was 252. This was not significantly different from the average score of 252 for public school students in large cities. The average score for students in New York City in 2009 (252) was not significantly different from their average score in 2007 (249) and was their average score in 2002. In 2009, the score gap between students in New York City at the 75th percentile and students at the 25th percentile was 47 points. This performance gap that of 2002 (0 point). The percentage of students in New York City who performed at or above the NAEP &quot;Proficient&quot; level was 21 percent in 2009. This percentage was not significantly different from that in 2007 (20 percent) and was that in 2002. The percentage of students in New York City who performed at or above the NAEP &quot;Basic&quot; level was 62 percent in 2009. This percentage was not significantly different from that in 2007 (59 percent) and was that in 2002. [For the main report, &quot;The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459&quot;, see ED509806.]
The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Educational Assessment,Educational Improvement,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,National Programs,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,School Districts,Scores,Statistical Analysis,Student Evaluation,Time Perspective,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for School District of Philadelphia's student achievement in reading. In 2009, the average score of eighth-grade students in Philadelphia was 247. This was not significantly different from the average score of 252 for public school students in large cities. The percentage of students in Philadelphia who performed at or above the NAEP &quot;Proficient&quot; level was 15 percent in 2009. This percentage was not significantly different from that in large cities (21 percent). The percentage of students in Philadelphia who performed at or above the NAEP &quot;Basic&quot; level was 56 percent in 2009. This percentage was smaller than that in large cities (63 percent). [For the main report, &quot;The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459&quot;, see ED509806.]