ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of the Tennessee Voluntary Pre-Kindergarten Program on School Readiness
Author: Lipsey, Mark W.
Date: 2012-00-00
Type: Reports - Research
Subjects: Preschool Education,School Readiness,Kindergarten,State Programs,Program Effectiveness,Preschool Children,Outcomes of Education

This study includes a randomized control experiment, but that component could only be implemented in a limited number of schools with more applicants than seats in the pre-k program. Informative as that component is about the effects of Tennessee Voluntary Pre-Kindergarten (TN-VPK), the participating schools do not provide a representative sample of the TN-VPK classrooms in Tennessee. To provide a more representative statewide picture, a stratified random sample of schools with TNVPK classrooms was drawn and enrolled in an age cutoff regression-discontinuity designs. This design was made possible because TN-VPK has explicit age requirements that are implemented as a strict age cutoffs for TN-VPK eligibility in all schools. Using the two designs concurrently, this study seeks to determine the statewide effect of TN-VPK on both the kindergarten readiness of the participating children and their long-term cognitive and behavioral skills, including performance on the state-administered achievement tests in the third grade. A secondary purpose is to investigate the relationships between those outcomes and the characteristics of the TN-VPK classrooms, e.g., the curriculum used, teacher credentials, and classroom quality, and structural support and monitoring at the district and school levels, detecting impact heterogeneity by these characteristics.
The Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk Preschoolers
Author: Gosse, Carolyn S.
Date: 2012-00-00
Type: Reports - Research
Subjects: At Risk Students,Preschool Children,Language Acquisition,Classroom Techniques,Teacher Student Relationship,Classroom Environment,Language Skills,Preschool Teachers

The purpose of this study is to contribute to the limited research base on the complex relationships between classroom supports and language development by addressing two research aims. The first aim is to determine the unique association between relational support and and instructional support and preschoolers' language development. The second aim is to determine whether this association is moderated by initial language ability. This second aim expands previous research by examining whether classroom supports may be particularly protective for children who begin preschool with low language skills and are at risk of difficulty acquiring literacy. (Contains 1 table and 2 figures.)
How Are Countries around the World Supporting Students in Higher Education? Education Indicators in Focus. No. 2
Author: Organisation for Economic Cooperation and Development
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Indicators,Foreign Countries,Financial Support,College Students,Student Needs,Student Financial Aid,Access to Education,Tuition,Fees,Student Loan Programs,Grants,Educational Equity (Finance),Costs,Paying for College

Education Indicators in Focus is a recurring series of briefs that highlight specific indicators in OECD's Education at a Glance that are of particular interest to policy makers and practitioners. They provide a detailed look into current issues in pre-primary, primary and secondary education, higher education, and adult outcomes from a global perspective, and contain an engaging mix of text, tables and charts that describe the international context of the most pressing questions in education policy and practice. This brief reports that OECD countries in which students can benefit from sizeable financial support have above-average levels of access to university-level education, even when tuition fees are comparatively high. Student financial support systems that offer loans with income-contingent repayment to all students combined with means-tested grants can be an effective way to promote access and equity while sharing the costs of higher education between the state and students. An increasing number of OECD countries are charging higher tuition fees for international students, and many also differentiate them by field of study.
Accounting for Intergenerational Income Persistence: Non-Cognitive Skills, Ability and Education. CEE DP 73
Author: Blanden, Jo
Date: 2006-09-00
Type: Reports - Research
Subjects: Family Income,Persistence,Educational Attainment,Labor Market,Sons,Correlation,Children,Adults,Salaries,Foreign Countries,Cognitive Ability,Comparative Analysis,Economic Factors

We analyse in detail the factors that lead to intergenerational persistence among sons, where this is measured as the association between childhood family income and later adult earnings. We seek to account for the level of income persistence in the 1970 BCS cohort and also to explore the decline in mobility in the UK between the 1958 NCDS cohort and the 1970 cohort. The mediating factors considered are cognitive skills, noncognitive traits, educational attainment and labour market attachment. Changes in the relationships between these variables, parental income and earnings are able to explain over 80% of the rise in intergenerational persistence across the cohorts. Appended are: (1) Comparability of noncognitive measures; and (2) Variables. (Contains 1 box, 2 figures, 11 tables, and 10 notes.)
Non-Native Speakers of English in the Classroom: What Are the Effects on Pupil Performance? CEE DP 137
Author: Geay, Charlotte
Date: 2012-03-00
Type: Numerical/Quantitative Data
Subjects: Outcomes of Education,Foreign Countries,Native Speakers,English (Second Language),Academic Achievement,Peer Influence,Classroom Environment,Elementary School Students,Correlation,Disadvantaged Youth,Catholic Schools,Student Characteristics

In recent years there has been an increase in the number of children going to school in England who do not speak English as a first language. We investigate whether this has an impact on the educational outcomes of native English speakers at the end of primary school. We show that the negative correlation observed in the raw data is mainly an artifact of selection: non-native speakers are more likely to attend school with disadvantaged native speakers. We attempt to identify a causal impact of changes in the percentage of non-native speakers within the year group. In general, our results suggest zero effect and rule out negative effects. Appended are: (1) Basic regressions (estimated for schools actually attended--i.e. not taking account of mobility issues); and (2) The relationship between the percentage of non-native English speakers and age 7 teacher assessment. (Contains 3 figures, 15 tables and 21 footnotes.)
The Long Term Impacts of Compulsory Schooling: Evidence from a Natural Experiment in School Leaving Dates. CEE DP 74
Author: Del Bono, Emilia
Date: 2007-01-00
Type: Reports - Research
Subjects: Labor Market,Education Work Relationship,Compulsory Education,Foreign Countries,Outcomes of Education,Employment Qualifications,Employment Level

This paper investigates a unique feature of the English educational system to estimate the causal effect of compulsory schooling on labour market outcomes. We examine school leaving rules that allow for discrete variation in exit dates by date of birth within school cohorts. This natural experiment enables a regression discontinuity design that differences out confounding factors discussed in the literature. Individuals compelled to stay in school for as little as three months longer than their classmates tend to achieve significantly higher qualification levels and experience better labour market outcomes. Our analysis of variation of impacts by age of compulsory schooling allows us to provide valuable new insights on the role of education credentials in the labour market. Appended are: (1) Details on the Matched JUVOS-NES Dataset; and (2) General features of the U.K. educational system. (Contains 11 tables, 15 figures and 39 footnotes.)
Education, Occupation and Career Expectations: Determinants of the Gender Pay Gap for UK Graduates. CEE DP 69
Author: Chevalier, Arnaud
Date: 2006-08-00
Type: Reports - Research
Subjects: Wages,Females,Graduates,Salary Wage Differentials,Gender Differences,Equal Opportunities (Jobs),Salaries,Occupations,Expectation,Careers,Altruism,Occupational Aspiration,Social Attitudes,Sex Role,Attitudes,Individual Characteristics,Outcomes of Education,Apprenticeships,Higher Education

A large proportion of the gender wage gap is usually left unexplained. In this paper, we investigate whether the unexplained component is due to misspecification. Using a sample of recent UK graduates, we introduce variables on career expectations and character traits, variables that are typically not observed. The evidence indicates that women are more altruistic and less career-oriented than men. The main difference concerns career break expectations which explains 10% of the gender wage gap in our favoured model. By omitting attitudinal variables most studies are likely to over-estimate the unexplained component of the gender wage gap. Women with a more traditional view concerning childrearing are also found to have less intensive search behaviour. These results suggest that without a change in attitudes, the gender wage gap is likely to remain at its current level. Gender wage gap over time--Labour Force Survey 1998 is appended. (Contains 7 tables and 17 footnotes.)
Sheepskin or Prozac? The Causal Effect of Education on Mental Health. CEE DP 71
Author: Chevalier, Arnaud
Date: 2006-08-00
Type: Numerical/Quantitative Data
Subjects: Mental Disorders,Outcomes of Education,Mental Health,Depression (Psychology),Role of Education,Psychological Patterns,Foreign Countries,Gender Differences,Educational Attainment,Adults,Age Differences,Adolescents,Smoking

Mental illness is associated with large costs to individuals and society. Education improves various health outcomes but little work has been done on mental illness. To obtain unbiased estimates of the effect of education on mental health, we rely on a rich longitudinal dataset that contains health information from childhood to adulthood and thus allow us to control for fixed effects in mental health. We measure two health outcomes: malaise score and depression and estimate the extensive and intensive margins of education on mental health using various estimators. For all estimators, accounting for the endogeneity of education augments its protecting effect on mental health. We find that the effect of education is greater at mid-level of qualifications, for women and for individuals at greater risk of mental illness. The effects of education are observed at all ages, additionally education also reduces the transition to depression. These results suggest substantial returns to education in term of improved mental health. Annexed are: (1) Malaise Score-- Proportion of Individuals with a Given Ailment Over Time; and (2) Malaise Score and Self-Reported Measure of Mental Health. (Contains 12 tables, 8 figures and 21 footnotes.)
Faith Primary Schools: Better Schools or Better Pupils? CEE DP 72
Author: Gibbons, Stephen
Date: 2006-11-00
Type: Reports - Research
Subjects: Educational Attainment,Foreign Countries,Religious Education,Elementary Schools,Elementary School Students,School Choice,Place of Residence,Religion,Academic Achievement,Scores,Comparative Analysis,Secondary Schools,Student Characteristics,Religious Factors

We provide estimates of the effect of attending a Faith school on educational attainment progress during the Primary education phase in England. We argue that there are no credible instruments for Faith school attendance. Instead, we control for selection on religious schooling by tracking pupils over time and comparing attainments of students who exhibit different levels of commitment to religious education through their choice of Secondary school and residence. Our findings suggest that, once family preferences and selection into religious education are controlled for, Faith schools have only a very small effect on pupil educational progression in Primary school, this effect being between zero and under one-percentile on test scores at age 11, conditional on scores at age 7. Appended are: (1) Additional tables; and (2) Denominational differences. (Contains 14 tables and 20 footnotes.)
Resources and Standards in Urban Schools. CEE DP 76
Author: Machin, Stephen
Date: 2007-02-00
Type: Reports - Research
Subjects: Urban Schools,Disadvantaged Schools,Attendance Patterns,Educational Policy,Standards,Educational Resources,Foreign Countries,Educational Improvement,Resource Allocation,Educational Finance,Program Effectiveness,Achievement Gains,At Risk Students,Reading Achievement,Mathematics Achievement,Secondary Schools,Cost Effectiveness

Despite being central to government education policy in many countries, there remains considerable debate about whether resources matter for pupil outcomes. In this paper we look at this question by considering an English education policy initiative--Excellence in Cities--which has been a flagship policy aimed at raising standards in inner-city secondary schools. We report results showing a positive impact of the extra resources on school attendance and performance in Mathematics (though not for English) but, interestingly, there is a marked heterogeneity in the effectiveness of the policy. Its greatest impact has been in more disadvantaged schools and on the performance of middle and high ability students within these schools. A simple cost-benefit calculation suggests the policy to be cost-effective. We conclude that additional resources can matter for children in the poorest secondary schools, particularly when building on a solid educational or ability background. However, small changes in resources have little or no effect on the &quot;hard to reach&quot; children who have not achieved a sufficiently strong prior level. Data Appendix is included. (Contains 15 tables, 3 figures and 27 footnotes.)
Higher Education Academic Salaries in the UK. CEE DP 75
Author: Collins, Mark
Date: 2007-05-00
Type: Reports - Research
Subjects: Higher Education,Foreign Countries,Teacher Salaries,College Faculty,Educational Quality,Comparative Analysis,Salaries,Individual Characteristics,Educational Attainment,College Graduates,Teaching Conditions,Economic Factors,Labor Force,Interviews

The recent industrial action taken by the Association of University Teachers (AUT) has given the issue of academic pay high prominence in the UK press. There appears to be a remarkable consensus that higher education academic salaries are too low, relative to other groups of workers in the UK, and that this is leading to an academic &quot;brain drain&quot;. There is concern that this in turn will result in lower quality higher education, as universities fail to attract the &quot;brightest and the best&quot;. To rise above the rhetoric, there is a pressing need for robust evidence on relative academic salaries. In this paper, we compare the salaries of Higher Education teaching professionals in the United Kingdom with those of other comparable professionals. We offer evidence on relative salaries in HE academia over the last decade or so and we compare academic salaries to a range of different comparator groups, including some specific occupational groupings that one might view as more similar, in terms of unobserved characteristics, to academics. We then consider the extent to which the gap between the earnings of HE academics and that of other occupations is attributable to differences in the characteristics of academics, for example the fact that they are more highly educated on average, or to differences in the price paid for a given set of characteristics. We conclude that HE teaching professionals earn somewhat lower earnings than most public sector graduates and do particularly poorly compared to most other comparable professionals; they also work longer hours than most. In particular, academic earnings compare poorly to those in the legal professions, consultants physicians and dental practitioners (across both the public and private sectors). On the other hand, there are groups of public sector workers that do worse than HE academics, and in particular FE academics earn significantly less. Technical Information is appended. (Contains 7 tables and 2 footnotes.)
The Value of Basic Skills in the British Labour Market. CEE DP 77
Author: Marcenaro-Gutierrez, Oscar
Date: 2007-05-00
Type: Reports - Research
Subjects: Cohort Analysis,Numeracy,Labor Market,Basic Skills,Child Development,Foreign Countries,Employment Level,Reading Skills,Mathematics Skills,Outcomes of Education,Cognitive Ability,Gender Differences,Economic Factors,Elementary Education,Secondary Education,Wages,Family Characteristics,Educational Attainment,Parent Attitudes,Achievement Tests,Scores,Socioeconomic Status,Adults

In this paper we evaluate the labour market value of basic skills in the UK, focusing on the wage and employment returns to having better literacy and numeracy skills. We draw on literacy and numeracy assessments undertaken by all cohort members of the UK 1970 British Cohort Study. The data used are very rich and allow us to account for potential ability bias, including as they do early childhood assessments of ability. We find that the literacy and numeracy effects on earnings are over and above any general effect on earnings from a person being more cognitively able. We also assess whether the value of basic skills, in terms of wage returns, has increased over time, using a cross cohort analysis based on the 1958 National Child Development Study cohort and the 1970 British Cohort Study. Our results show that literacy and numeracy skills retained their high value in the labour market over the period 1995-2004, despite numerous policy attempts to increase the supply of basic skills during this period. Appended are: (1) UK Classifications of levels of literacy and numeracy; (2) British Cohort Study 1970--2004 sweep at age 34; (3) Means and Standard errors of the preferred BCS sample (N=3131); and (4) Full specification for Table 2 (main text): The relationship between age 34 basic skills and earnings: men and women. (Contains 12 tables and 31 footnotes.)
Toward a New Model of Student Persistence in Higher Education
Author: Falcone, Tara M.
Date: 2011-11-19
Type: Information Analyses
Subjects: Higher Education,Working Class,Socioeconomic Status,Educational Attainment,Academic Persistence,College Students,At Risk Students,Low Income Groups,First Generation College Students,Educational Theories,Evaluation Methods

As a group, low-income, low-socioeconomic status, first-generation and working class students have lower persistence rates and educational attainment than their peers from higher- socioeconomic backgrounds. These gaps in college persistence and degree attainment have endured over the years with no evidence that they are diminishing in time. This is a significant problem in the field of higher education that has received little attention in the literature to date. In this work, relevant literature will be reviewed to create a new model of college student persistence specifically for low-income, low-socioeconomic status, first-generation and working class students. This new model combines Tinto's (1993) theory of institutional departure and Rendon's (1994, 2002) theory of validation with a Bourdieuian framework. The resulting model is a multi-theoretical framework that highlights structural factors and individual agency. It may be well suited for capturing the complexities of low-income, low-socioeconomic status, first- generation and working class students' postsecondary experiences. However, it is yet to be empirically tested.
What Diversity Means to Me: Exploration of the Impact of a Diversity Course on Preservice Teachers at a Small Private College
Author: Zhou, Yunfang
Date: 2009-10-23
Type: Reports - Research
Subjects: Preservice Teacher Education,Preservice Teachers,Teacher Education Programs,Private Colleges,Student Diversity,Consciousness Raising,Rural Schools,Small Colleges,Student Teacher Attitudes,Attitude Change,Cultural Pluralism,Teacher Qualifications

The purpose of the study was to share the impact of an introductory diversity course on preservice teachers implemented in the teacher education program of a small private college located in rural South Georgia. Qualitative data from preservice teachers' course products were collected analyzed to see emerging patterns. Data results indicated that the course was an eye-opener for the majority of preservice teachers; this course increased preservice teachers' awareness and sensitivity to diversity around them and in education. In addition, this course shaped their view on themselves, the world and education in the sense that they expressed better understanding and appreciation of differences among diverse cultures and determination to improve their teaching in the future career to meet the needs of students from diverse backgrounds.
Pre-Service Science Teachers' Understandings of Classroom Research and the Problems in Conducting Classroom Research Projects
Author: Jantarakantee, Ekgapoom
Date: 2012-00-00
Type: Journal Articles
Subjects: Classroom Research,Research Projects,Measures (Individuals),Foreign Countries,Science Teachers,Cooperating Teachers,Preservice Teachers,Research Problems,Internship Programs,Questionnaires,Interviews,Educational Principles,Student Teacher Attitudes,Knowledge Level,Performance Factors

This research paper explores pre-service science teachers' understandings of classroom research, problems in conducting classroom research and the supports that pre-service science teachers need from their cooperating teachers to help them conduct a classroom research project during the internship period. The participants in this study are 19 pre-service science teachers in a teacher education institution situated in Western Thailand. The research instruments included a questionnaire about the understanding of classroom research and interviews with the pre-service science teachers regarding the problems in conducting a classroom research project and the supports that they need from their cooperating teachers in conducting the classroom research project. The data were analysed using descriptive statistics and content analysis. The results indicate that most of the pre-service science teachers understood the principles of classroom research. The problems the pre-service science teachers encountered in conducting classroom research were the limitation of time, generating suitable research question and selecting the innovation to solve the problem. Pre-service science teachers would like recommendations from their cooperating teachers more frequently for promoting the pre-service science teachers' confidence and efficiency in their chosen classroom research projects. This study has direct implications for the ways in which we introduce and engage pre-service science teachers into inquiry-oriented practice in their chosen profession. A questionnaire and an interview protocol are appended. [This research was funded by the Kasetsart University Graduate School.]