ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Student Engagement in China: Responding to Local and Global Discourse on Raising Educational Quality
Author: Ross, Heidi
Date: 2011-00-00
Type: Journal Articles
Subjects: Learner Engagement,Research Projects,Educational Quality,Educational Practices,Program Effectiveness,Educational Change,Foreign Countries,Educational Experience,Educational Policy,Asians,Access to Education,High School Students,College Students,Teacher Student Relationship,Comparative Education,Measures (Individuals),Student Attitudes,Policy Analysis,Educational Improvement

China's heated education policy climate in 2010 indicated an increasing national concern for improving educational quality and educational quality assessment. Despite glowing portraits of Chinese education painted by international observers, the Chinese public has expressed consistent dissatisfaction with educational quality. The inter-related research projects described in this article were launched with a desire to deepen comparative discussion of educational quality and to respond to China's drive to improve and assess educational quality across all levels of schooling. This paper will introduce how educational quality is framed in key policy reform documents shaping Chinese education over the next decade. This will provide the backdrop for findings from two research projects that represent an effort to re-focus quality and quality assessment debates on high school and college students and their educational experiences. Derived and adapted from over a decade of robust research on student engagement in the U.S., the research projects include surveys on student engagement, a key factor in effective educational practice largely missing from Chinese quality assessment frameworks and toolkits. (Contains 11 notes and 1 figure.)
On the Right Track: Measuring Early Childhood Development Program Quality Internationally
Author: Limlingan, Maria Cristina
Date: 2011-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Young Children,Rating Scales,Foreign Countries,Program Effectiveness,Program Evaluation,Comparative Education,Educational Quality,Cultural Context

Two of the main obstacles for drawing educational comparisons consist in determining what are considered &quot;high quality&quot; initiatives, and finding a common tool that can adapt to differences in both structure and content, as well as to the cultural and demographic characteristics of the population it wishes to serve. This paper focuses on addressing such obstacles by inquiring whether an instrument such as the Early Childhood Environment Rating Scale (ECERS) can be used to compare the early childhood development initiatives in countries like Chile and Bangladesh. Using Pena's (2007) model that considers linguistic, functional, cultural and metric equivalence, we examine the implementation of the ECERS in these two settings, and identify the factors of significance in the instrument's successful adaption to a different context.
Post-Graduation Economic Status of Master's Degree Recipients: A Study of Earnings and Student Debt
Author: Donhardt, Gary L.
Date: 2004-00-00
Type: Journal Articles
Subjects: Economic Status,Grade Point Average,Industry,Insurance,Debt (Financial),Graduates,Masters Degrees,Educational Attainment,Salaries,Academic Achievement,Regression (Statistics),Majors (Students),Age,Gender Differences,Race

This study examined the employment activity of master's graduates and the student debt they carry into the workplace over the early years following graduation. State unemployment insurance records were merged with student data files to determine the relationship between academic achievement, financial success, and debt burden of these graduates. Quarterly earnings from the first two years following graduation were regressed on age, grade point average, academic major, gender, race, and industry. Major, industry, age, and grade point average were significant in both years examined. Student debt was regressed over grade point average, gender, race, age, and academic major. Major, grade point average, and age were significant. Excess student debt--calculated based on total student loan debt and earnings--was regressed on academic major, industry, grade point average, age, gender, and race for the first year following graduation. Major, grade point average, gender, and industry were found significant. (Contains 5 tables.)
Undergraduate Borrowing: A Study of Debtor Students and Their Ability to Retire Undergraduate Loans
Author: Harrast, Steven A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Majors (Students),Grade Point Average,College Graduates,Student Financial Aid,Ethnicity,Age,Time to Degree,Debt (Financial),Gender Differences,Educational Benefits,Educational Finance

This study finds that at one university, college major, ethnicity, grade point average, age, and number of semesters required to complete a degree are relevant in determining the student loan debts of recent college graduates. Gender is found to be irrelevant in determining student loan balances. A large percentage of recent graduates have student loans in excess of lender-recommended levels leading to concerns that the benefits of higher education are being slowly eroded by the increasing debt burdens of graduates. (Contains 6 tables.)
Fiscal Stress: Worldwide Trends in Higher Education Finance
Author: Vossensteyn, Hans
Date: 2004-00-00
Type: Journal Articles
Subjects: Economic Development,Higher Education,Institutional Autonomy,Student Financial Aid,Educational Attainment,Trend Analysis,Educational Finance,Stress Variables,Efficiency,Cost Effectiveness,Tuition,International Education

While higher education is generally a high priority in boosting economic development, public budgets to sustain expansion of higher education systems remain limited around the globe. This fiscal stress creates an impetus for governments to develop various strategies to meet the growing demand--from both students and society--for higher education services. This article explores worldwide trends to cope with this issue. It addresses policy developments aimed at increased efficiency in higher education, such as development towards institutional autonomy and performance-based funding. In addition, the article shows that the issue of cost-sharing is gaining worldwide importance. Students and their families are required to pay larger shares of educational costs, as demonstrated in tuition and student aid policies in many countries. Finally, the article explores how internationalization can help relieve fiscal stress. (Contains 1 table and 1 figure.)
Variables Influencing Credit Card Balances of Students at a Midwestern University
Author: Mattson, Lucretia
Date: 2004-00-00
Type: Journal Articles
Subjects: Income,Credit (Finance),Internet,Surveys,College Seniors,College Freshmen,Student Financial Aid,Debt (Financial),Parent Child Relationship,Educational Finance

This research used a Web-based survey of students at a Midwest regional university to measure the extent of credit card use by first-year students and seniors. The results indicate that the variables influencing credit card use and the carrying of a balance from one month to the next include the number of cards held by the student, the student's income level, and the presence of educational loans. A significant number of surveyed students at both grade levels are affected by credit card debt, but no specific type of purchases lead to carrying a balance. First-year students and seniors differed significantly in the number of cards they held, the monthly balances they carried, and the ways in which they acquired their cards. Those who acquired their credit cards through on-campus solicitation carried a substantially higher average monthly balance than those students acquiring the cards via other methods. The students' involvement with their parents affected their card balance, but knowledge of interest rates and types of transactions appeared to have no influence. (Contains 3 tables.)
Financial Planning for Postsecondary Education in Canada: A Comparison of Savings and Savings Instruments Employed across Aspiration Groups
Author: Anisef, Paul
Date: 2004-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Planning,Academic Aspiration,Foreign Countries,Public Policy,Costs,Educational Finance,Paying for College,Money Management,Parent Aspiration,Community Colleges,Vocational Education,Comparative Analysis

Canadians have experienced a reduction in government funding toward postsecondary education over the past ten years, as well as a shift in student-support policies. Historically, paying the costs of postsecondary education in Canada has been a responsibility shared by the state, and students and parents. Changes in government policy have forced families to assume a greater share of their children's postsecondary costs and have required a shift in their educational planning priorities. There is a corresponding need on the part of policy researchers to better understand this reorientation. The purpose of this paper is to document how parents save for higher education in relation to the educational aspirations they hold for their children (i.e., community college, trade school, or university). The analysis compares the effect of selected sociodemographic factors on parents' savings and use of savings instruments across community college, trade school, and university aspiration categories. (Contains 2 tables.)
Research Corner: The Evolution of the Process of Allocating Federal Campus-Based Student Financial Aid to Postsecondary Education Institutions
Author: Huff, Robert Pernell
Date: 2004-00-00
Type: Journal Articles
Subjects: Expertise,Federal Aid,Low Income,Economically Disadvantaged,Federal Government,Student Financial Aid,Educational Policy,Comparative Analysis,Resource Allocation,Federal Legislation,Higher Education,Educational Finance,Equal Education,Educational History

A recent article in the &quot;New York Times&quot; observed that the formula used by the federal government to distribute federal student aid funds favors the colleges and universities with greatest resources over those which are less well off (&quot;New York Times,&quot; 2003). The story, &quot;Richest Colleges Receive Richest Share of Federal Aid&quot; by Greg Winter, presented comparisons of the average amount of federal aid received (per student applying for aid) by wealthier institutions and those that were less well financed. The article pointed out that less wealthy institutions generally have greater numbers of economically disadvantaged students. As a result, the current system of allotting campus-based funds often directs smaller amounts of campus-based aid to schools with larger populations of lower-income students. Poorer students therefore have decreased access to some of the most beneficial assistance offered through the federal aid programs. The disparity was certainly not intended by the college financial experts who developed the current allocation system a quarter century ago. A review of how this system has evolved may help in understanding this disparity and how it might be addressed in the reauthorization of the Higher Education Act, which is currently underway.
Usage of Credit Cards Received through College Student-Marketing Programs
Author: Barron, John M.
Date: 2004-00-00
Type: Journal Articles
Subjects: Young Adults,College Students,Undergraduate Study,Student Behavior,Credit (Finance),Use Studies,Marketing,Programs,Research Methodology,Researchers,Money Management,Debt (Financial),Evaluation Methods,Educational Finance,Benchmarking,Evidence,Comparative Analysis

This article provides benchmark measures of college student credit card usage by utilizing a pooled sample of over 300,000 recently opened credit card accounts. The analysis compares behavior over 12 months of account history for three groups of accounts: those opened by young adults through college student marketing programs; those opened through conventional marketing channels by young adults ages 18-24; and those opened through conventional channels by older adults. Results indicate that student-marketed accounts have smaller balances, lower credit limits, and lower utilization rates than accounts opened by the other groups. Student accounts are more likely to be delinquent and have a higher likelihood of charge-off, but both the delinquency and charge-off rates for student accounts and non-student-marketed accounts of young adults converged within 24 months. These findings are consistent with card issuers' statements that they establish student accounts with relatively low credit limits expecting that the large majority of new, young cardholders will learn how to manage a credit card, establish a credit history, and become longer-term customers. (Contains 3 tables and 9 figures.)
Lots of Money, Limited Options: College Choice and Student Financial Aid
Author: Redd, Kenneth E.
Date: 2004-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Opportunities,Low Income Groups,Access to Education,College Choice,Student Financial Aid,Equal Education,Enrichment Activities,Public Policy,Educational Policy,College Administration,Student Costs,Information Dissemination,Evaluation Criteria

Financial aid and college preparatory programs are designed in part to allow students from low-income families to have the same choices of institutions as those from middle- and upper-income groups. Unfortunately, despite providing more than $100 billion in financial aid and college preparatory assistance, state and federal policy makers have been unable to achieve the goal of equalizing college choice for students from low- and moderate-income families. Throughout the 1990s, these undergraduates became even more likely to enroll at community colleges and lower-cost four-year public institutions than their peers from higher-income families. These trends suggest that policy makers have been successful in using financial aid and other policies to improve college access for low-income students, but have been unsuccessful in achieving true equality in college choice. Why have financial aid and academic enrichment programs fallen short of their goal of achieving equal educational opportunity? What options are available to campus officials and state and federal policy makers who want to reverse these trends? This study reviews some of the key reasons increases in grants and other support for low-income students have failed to equalize college choice between low- and higher-income undergraduates, and proposes some solutions for closing the college choice gap.
Two Studies Assessing the Effectiveness of Early Intervention on the Default Behavior of Student Loan Borrowers
Author: Seifert, Charles F.
Date: 2004-00-00
Type: Journal Articles
Subjects: Evidence,Early Intervention,Student Loan Programs,Prevention,Program Effectiveness,Federal Government,Student Financial Aid,Costs,Loan Default,Comparative Analysis,Longitudinal Studies,Higher Education,Educational Finance

The cost of student loan defaults is a growing problem. At the beginning of this century, defaulted student loans exceed $25 billion (Student Aid News, 2001). In addition to the costs borne by the taxpayer as the federal government purchases defaulted accounts, there are costs incurred by schools, lenders, loan servicers, and guaranty agencies for default prevention efforts and collection of defaulted loans. Two separate studies were conducted to assess the effectiveness of an early intervention program--the Advocate Unit--in reducing borrower defaults. The first compared the default rate for students participating in the Advocate Unit to the default rate for a sample of the general population of active student borrowers. The results from Study 1 provided strong evidence of the positive effects that an early intervention program can have on the default behavior of student borrowers. Study 2 assessed the longitudinal effects of participation in the Advocate Unit on the default behavior of student borrowers. Although the results from the longitudinal study support the effectiveness of early intervention, the size of the effect is relatively small. The implications of the findings and future areas for research are discussed. (Contains 5 tables.)
A Gap in the Literature: The Influence of the Design, Operations, and Marketing of Student Aid Programs on College-Going Plans and Behaviors
Author: Perna, Laura W.
Date: 2005-00-00
Type: Information Analyses
Subjects: Higher Education,Academic Aspiration,College Bound Students,Student Financial Aid,Program Design,Marketing,First Generation College Students,College Preparation,Low Income Groups,Minority Group Students,Enrollment Influences,Enrollment Rate,Racial Differences,Family School Relationship,Expectation,Student Costs,Context Effect

This article describes what is known from prior research about the impact of student financial aid program design, operations, and marketing on the formation of family (including parents' and children's) college-going aspirations, expectations, and plans, and the resulting college-going behaviors of potential students. The review focuses on the experiences of lower-income, minority, and potential first-generation college students.
Students with Disabilities: Financial Aid Policy Issues
Author: Wolanin, Thomas R.
Date: 2005-00-00
Type: Journal Articles
Subjects: Disabilities,Student Financial Aid,Student Needs,College Students,Access to Education,Low Income Groups,At Risk Students,Student Loan Programs,Federal Aid,Time Factors (Learning),Barriers

This article describes some of the special financial aid needs of students with disabilities and the policy implications of those needs. It focuses on the financial burdens of having a disability, the time demands faced by those with disabilities, the multiple and complex sources from which students with disabilities derive support, and the appropriateness of packaging rules for students with disabilities.
Maximizing Enrollment Yield through Financial Aid Packaging Policies
Author: Spaulding, Randy
Date: 2005-00-00
Type: Journal Articles
Subjects: College Bound Students,College Choice,Decision Making,Student Financial Aid,Enrollment Management,Cost Effectiveness,Discriminant Analysis,Financial Aid Applicants,Need Analysis (Student Financial Aid),Models,Institutional Research,Institutional Characteristics,Student College Relationship,Student Characteristics,Scholarships,Urban Universities

Using institutional data, this paper presents a model to enable researchers and enrollment managers to assess the effectiveness of financial aid packaging policies in light of student characteristics and institutional market position. The model uses discriminant analysis and a series of hypothetical financial aid award scenarios to predict the enrollment decisions of students who applied to an urban, comprehensive research institution with selective admissions criteria in autumn 2001. The findings suggest that changes in the need-based award policy would result in relatively small changes in enrollment yield. (Contains 5 figures.)
Credit Cards on Campus: Academic Inquiry, Objective Empiricism, or Advocacy Research?
Author: Manning, Robert D.
Date: 2005-00-00
Type: Journal Articles
Subjects: Young Adults,College Students,Undergraduate Study,Credit (Finance),Debt (Financial),Use Studies,Validity,Research Methodology,Researchers,Attitudes,Conflict of Interest,Evaluation Methods,Educational Finance,Marketing,Contracts,Evidence,Standards,Scholarship,Politics of Education

Professors John M. Barron and Michael E. Staten's article in Vol. 34, No. 3 of this journal, "Usage of Credit Cards Received through College Student-Marketing Programs," purports to "provide benchmark measures of college student credit card usage." Based on empirical analyses of proprietary industry data, they conclude that "There is no evidence... that young adults who received credit cards through student-marketed programs are misusing cards so frequently as to warrant singling them out as a group for special protections from marketing solicitations." Their key assertions, which portray on-campus credit card marketing campaigns and rising student debt levels as relatively benign trends that merely mirror patterns of older adults, contrast sharply with a growing body of academic research on this topic. Accordingly, the central question of this essay is whether the authors' conclusions are based on a thorough examination of the numerous empirical research studies on this important topic. If such a thorough review of literature was not referenced, then questions could be raised regarding the value of this effort and the intellectual credibility of the conclusions offered by the authors. This article examines the systematic flaws of this study in order to better inform the higher education community about the increasingly important public policy debates arising from the social consequences of student credit card debt.
Credit Cards on Campus: Academic Inquiry, Objective Empiricism, or Advocacy Research? A Response
Author: Staten, Michael E.
Date: 2005-00-00
Type: Journal Articles
Subjects: Higher Education,College Students,Undergraduate Study,Credit (Finance),Marketing,Money Management,Knowledge Level,Consumer Education,Debt (Financial),Use Studies,Research Design,Scholarship,Validity,Standards,Authors,Income,Conflict of Interest,Research Methodology,Responses,Databases

According to the authors, the comments offered by Robert Manning and Ray Kirshak in this issue of the "Journal of Student Financial Aid" (pp. 39-48) are designed to leave the reader with the impression that their paper "Usage of Credit Cards Received through College Student-Marketing Programs" ("Journal of Student Financial Aid," 2004) was nothing more than "advocacy research." While the authors firmly believe that improvement in financial literacy of America's youth is a valuable goal, they are not about to alter the facts to either promote or diminish the appearance of a "crisis" in college student use of credit. Sadly, they believe the same cannot be said of Manning and Kirshak. In their response, Manning and Kirshak appear to use a mantle of scholarly objectivity to advocate the viewpoints they espouse in their commercial endeavors. The commercial ties of both authors raise legitimate questions about the objectivity of their scholarly work on the topic. In this response, the authors address each of the "most salient methodological deficiencies" of their research design alleged by Manning and Kirshak. They invite interested readers to examine their paper and decide for themselves whether it represents academic scholarship or advocacy research. They contend that it is a straightforward, careful description of a new data set, and a comparison of the findings with other similar data sets.