ethanporcaro/eric-fulltext-meta huggingface dataset:
Do Small Schools Improve Performance in Large, Urban Districts? Causal Evidence from New York City. Working Paper #01-12
Author: Schwartz, Amy Ellen
Date: 2012-02-00
Type: Reports - Research
Subjects: Small Schools,Urban Schools,School District Size,School Districts,Educational Change,High Schools,Place of Residence,Geographic Location,School Location,Outcomes of Education,School Effectiveness,Graduation

We evaluate the effectiveness of small high school reform in the country's largest school district, New York City. Using a rich administrative dataset for multiple cohorts of students and distance between student residence and school to instrument for endogenous school selection, we find substantial heterogeneity in school effects: newly created small schools have positive effects on graduation and some other education outcomes while older small schools do not. Importantly, we show that ignoring this source of treatment effect heterogeneity by assuming a common small school effect yields a misleading zero effect of small school attendance. The following are appended: (1) Regents Examinations; (2) Definition of variables; (3) First stage, likelihood of attending a small high school; (4) Relationship between minimum distance to small schools and average student characteristics, by residence zip code; and (5) Full OLS and IV regression results.
Evolution of Gender Differences in Post-Secondary Human Capital Investments: College Majors. Working Paper #03-11
Author: Gemici, Ahu
Date: 2011-07-00
Type: Reports - Research
Subjects: Gender Differences,Human Capital,Majors (Students),Postsecondary Education,Course Selection (Students),Employment,Models,Trend Analysis,Educational Attainment,Student Costs,Investment,Family Environment

Over the past 40 years, the level of human capital investments has changed substantially for men and women. Changes in the intensive margin of college major selection have been also been substantial, as the number of graduates in humanities, social science, and teaching has declined, and the number in science, engineering, and business has increased, especially for women. However, while women are now more likely to complete a college degree than men, the distribution of college majors among college graduates remains unequal with women about 2/3 as likely as men to major in a business or science field. In this paper, we develop and estimate a dynamic overlapping generations model of human capital investment and employment decisions to understand these long-term changes in human capital investments. Our departure from the previous literature is that we separately examine college major choices, rather than aggregating these choices to the education level (e.g. college or no college). We overcome the absence of field of study information in the CPS and Census data by combining these data with auxiliary data sources which characterize the changes in field of study composition across a large number of birth cohorts. Results from counterfactual experiments show that changes in skill prices, higher schooling costs, and a reduction in the value of home for women all played an important role in the educational attainment and college major composition trends. The following are appended: (1) NSCG Data Appendix; (2) Model Solution Appendix; and (3) Type Parameter Estimates.
What Happens When Schools Become Magnet Schools? A Longitudinal Study of Diversity and Achievement
Author: Betts, Julian
Date: 2015-05-00
Type: Reports - Research
Subjects: Magnet Schools,Educational Change,Elementary Schools,Academic Achievement,Student Characteristics,Institutional Characteristics,Traditional Schools,Surveys,Interviews,Principals,Administrator Attitudes,Low Achievement,High Achievement,At Risk Students,Minority Group Students,Disadvantaged Youth,Curriculum,Student Records,Neighborhoods,Racial Composition,Comparative Analysis,Correlation,Racial Differences,School Districts,Economically Disadvantaged,Socioeconomic Status,Statistical Analysis

Magnet schools hold a prominent place in the history of education reforms in the United States. Best known for offering unique programs or curricula to attract students from outside a school's neighborhood, many magnet schools started off as neighborhood public schools but converted with the goals of increasing student diversity and achievement. These goals remain important to policymakers and educators today, so there is interest in understanding what happens to converting schools, including those funded under the U.S. Department of Education's Magnet School Assistance Program (MSAP). This report describes the results of a descriptive study of 21 MSAP-supported elementary schools. The study collected data on these schools for several years before and after their magnet conversion, to see how their student body composition and academic achievement changed over time. The group of schools contained 17 that converted to become what might be called &quot;traditional&quot; magnet schools and another 4 that converted to become &quot;destination&quot; magnet schools. Key findings on the schools using the two conversion approaches include: (1) When measured against district changes, both types of magnet schools experienced some changes in diversity in the expected direction; (2) Achievement in the traditional magnet schools was higher after conversion, outpacing district changes in English language arts (ELA) but not in mathematics; achievement in destination magnet schools did not change, while their districts improved over the conversion period; and (3) There is not evidence that magnet conversion itself played a role in the study schools' diversity or achievement, with the exception of the decline in the concentration of minority students in traditional magnet schools. The following are appended: (1) Districts and Schools in the Study; (2) Use and Coding of Administrative Data; (3) Director Interviews; (4) Principal Survey; (5) Additional Data Sources; (6) Details of Analysis Methods; (7) Subgroup Analyses; (8) Sensitivity Analyses for CITS Findings; (9) Supporting Exhibits for Chapter 5; (10) Supporting Exhibits for Chapter 6; and (11) Analysis Methods and Supporting Exhibits for Chapter 7. [The following are acknowledged for contributions to the study: National Center for Education Evaluation and Regional Assistance; and Berkeley Policy Associates.]
The Condition of Education 2015. NCES 2015-144
Author: Kena, Grace
Date: 2015-05-00
Type: Reports - Evaluative
Subjects: Educational Indicators,Trend Analysis,Educational Attainment,Student Characteristics,Bachelors Degrees,Masters Degrees,Gender Differences,High School Graduates,College Graduates,Racial Differences,Foreign Countries,Adults,Wages,Salaries,Employment Level,Income,Age Differences,Unemployment,Labor Force,Children,Adolescents,Poverty,Geographic Location,Enrollment Trends,Preschool Education,Early Childhood Education,Elementary Education,Secondary Education,Kindergarten,Parent Background,Charter Schools,Public Schools,Private Schools,Institutional Characteristics,Ethnic Groups,English Language Learners,Disabilities,Educational Legislation,Federal Legislation,Undergraduate Study,College Attendance,Distance Education,Graduate Study,School Size,Racial Composition,Crime,Victims of Crime,Violence,Teacher Student Ratio,Educational Finance,Financial Support,State Aid,Taxes,Expenditures,International Schools,Expenditure per Student,Economic Factors,Student Evaluation,Reading Achievement,Scores,Mathematics Achievement,Science Achievement,Academic Persistence,Course Selection (Students),Elementary School Students,Secondary School Students,College Students,Preschool Children,Graduation Rate,Dropout Rate,Family Income,Full Time Students,Student Employment,Costs,Tuition,Student Financial Aid,Grants,Scholarships,Student Loan Programs,College Faculty,Teacher Characteristics,Loan Default,Loan Repayment,Public Colleges,Private Colleges

The U.S. Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report to help inform policymakers about the progress of education in the United States. Using data from across the center and from other sources of education data, &quot;The Condition of Education 2015&quot; presents 42 key indicators on important topics and trends in U.S. education. These indicators focus on population characteristics, such as educational attainment and economic outcomes, participation in education at all levels, as well as aspects of elementary, secondary, and postsecondary education, including international comparisons. New to the report this year are three spotlight indicators that describe approaches to learning behaviors for first-time kindergartners, disparities in educational outcomes among male youth of color, and differences in postsecondary degree completion by socioeconomic status. This report also includes a new feature--The At a Glance--that allows readers to quickly make comparisons within and across indicators. This year's Condition shows that 91 percent of young adults ages 25 to 29 had a high school diploma or its equivalent in 2014, and that 34 percent had a bachelor's or higher degree. As in previous years, median earnings were higher for 25- to 34-year-olds with higher levels of education in 2013. Also, in 2014, the unemployment rate was generally lower for those with higher levels of education. A glossary of terms is included. [&quot;The Condition of Education 2014. NCES 2014-083&quot; can be viewed in ERIC at ED545122.]
An Exploratory Study of Assimilationist Educational Strategies and Their Impact on Diverse Learners in South Korea
Author: Schenck, Andrew
Date: 2011-12-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Attendance,Multicultural Education,Acculturation,Secondary School Teachers,Teacher Surveys,Teaching Experience,Positive Attitudes,Relevance (Education),Teacher Role,Student Role,Curriculum,Student Diversity,Student Participation,Parent Participation,Teaching Styles,Cultural Influences,Low Income Groups,Socioeconomic Status,Educational Strategies

The purpose of this study was to explore teachers' attitudes toward multicultural education and problems caused by the application of an assimilationist paradigm in the South Korean classroom. Twenty-six South Korean middle and high school teachers were given a survey to assess multicultural attitudes and experiences. Select teachers with experiences teaching diverse learners were then given a follow-up qualitative interview to collect more information. Results of the initial survey revealed that teachers had a positive attitude towards multicultural education, but did not fully grasp its relevance. Results of the follow-up interview revealed challenges to multicultural education, such as conflict over perceived roles of teachers and students, avoidance of discussion about diversity, overprotective teachers, problems comprehending the traditional Korean school curriculum, and limited involvement of both students and parents from diverse backgrounds. These problems appear to reflect an overall failure of the South Korean education system to embrace and accommodate diversity. The following are appended: (1) Teacher Multicultural Attitude Survey; and (2) Teacher Questionnaire about Minority Student Experiences. [This article was published in the &quot;Journal of Multiculturalism in Education,&quot; v7 n4 p1-26 Dec 2011.]
Graduates' Transition from Study to Employment of Radiologic Technology Graduates of the Lyceum University of the Philippines--Batangas
Author: Valdez, Anacleta P.
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Radiology,Graduate Surveys,Education Work Relationship,Questionnaires,Job Placement,Skill Development,Employment Level,Curriculum Design,Instruction,Teacher Competencies,Student Personnel Services,Interpersonal Competence,College Faculty,Educational Facilities,Laboratories

A ten-year tracer study of Radiologic Technology graduates of Lyceum of the Philippines University SY 1997-2007 using a survey-structured questionnaire was conducted to examine retrospective contribution of their education to their current work. The objectives of the study included the determination of graduates' job-placement profile; how relevant are school-related factors like curriculum, instruction, faculty; student services; organization and administration, physical plant, facilities and laboratories to the job placement; the determination of what skills developed while at school are considered useful in meeting the demands of their present work and the formulation of a program that will enhance the relevance of the college curriculum and services. A total of 97/122 (80%) graduates responded where 78% (76/97) are certified licensed radiographers. All respondents were employed on a full-time basis aligned to the program. The following were found to be very relevant in meeting the demands of their jobs: curriculum, instruction, competencies of the faculty, student services, organization and administrative services. Furthermore, the intellectual, communication and interpersonal skills, competencies, and work-related values they learned and developed while at school as well as the performance in written and oral assessment of the employers were considered the most important contributing factors in seeking employment after graduation.
Factors That Influence Students' Performance in Intermediate Algebra Classes at the College: A Longitudinal Research Study
Author: Ramirez, Sonia
Date: 2008-06-09
Type: Reports - Research
Subjects: Algebra,Scores,Grades (Scholastic),Mathematics Instruction,Student Attitudes,Teaching Methods,Correlation,Mathematics Achievement,College Mathematics,Student Placement,Time Factors (Learning),Student Records,Student Surveys,Questionnaires

The purpose of this study is to identify factors that influence students' performance in the intermediate algebra classes at the college by analyzing parameters such as test scores, grades, attitude towards mathematics, time lapse between subsequent courses, placement, and teaching practices. This study will investigate the correlation of several selected variables with performance and compare these results with those found in the literature. Based on the findings, specific solutions for areas needing improvement will be prescribed, and recommendations to improve student performance in intermediate algebra classes at the college will be presented. The study took place at Richard J. Daley College, in Chicago, IL, and targeted the Intermediate Algebra (Math 112) student population. Data were collected during the fall 2003, spring 2004, fall 2004, and spring 2005, semesters. The results indicate that proper placement and positive attitude of students contribute to improved performance while extended time lapse between subsequent courses hampers their performance. Moreover, an innovative teaching approach, the Keystone method, produced higher student outcomes in intermediate algebra and also in subsequent mathematics courses compared to the traditional approaches.
Managerial Skills Development of Selected Private Institutions of Higher Learning in Batangas, Philippines
Author: Magbojos, Carina R.
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Private Colleges,Business Administration Education,Administrators,Skills,Statistical Analysis,Likert Scales,Correlation,Surveys,Communication Skills,Leadership Effectiveness,Questionnaires,Measures (Individuals),Participant Characteristics,Evaluation,Models

Institutions of higher learning face a new situation on higher education. It holds some novel threats and presents some fresh opportunities. Given the uncertainty of the future, collage and university administrators cannot allow their organizations to drift. This study assessed the managerial skills development of the administrators of the five (5) well-established private institutions of higher learning in Batangas, Philippines. A combination of descriptive-purposive research design and survey method was used to determine the managerial dimensions exhibited by the administrators. Mean, Likert Scale, Analysis of Variance (ANOVA), Pearson Product Moment Correlation Coefficient and and Bivariate Correlation were used. There is no significant difference in the assessment of the three groups of respondents in terms of communication skills and solving problems effectively. However, there is a significant difference in terms of self leadership, managing the task effectively, managing the people effectively, and managing interpersonal relations effectively. There is a very high significant relationship among all the managerial skills dimensions required of the institution administrators using the same managerial dimensions. The managerial skills of the administrators have to be enhanced to improve the quality of people in the institution. The Proposed Executive Development Program and Training Model are strongly recommended.
Curriculum Model for Medical Technology: Lessons from International Benchmarking
Author: Pring-Valdez, Anacleta
Date: 2012-01-00
Type: Reports - Research
Subjects: Foreign Countries,College Curriculum,Curriculum Development,Allied Health Occupations Education,Benchmarking,Content Analysis,Interviews,Observation,Best Practices

Curriculum is a crucial component of any educational process. Curriculum development and instructional management serve as effective tools for meeting the present and future needs of the local and national communities. In trying to strengthen the quality assurance system in Philippine higher education, institutions of higher learning were mandated to upgrade higher education curricular offerings to international standards. Anchored on the PMI framework, data were gathered through in-depth review of documents, interviews with program coordinators and on-site observation in selected schools offering Medical Technology program in U.S.A., Australia, Singapore, Japan, Thailand and Canada. The benchmarking results showed that there were major &quot;plus&quot; and &quot;interesting&quot; points that can be used as guide in the innovation of the existing Philippine Medical Technology program and can become the basis of enabling implementation activities: reform and improve curriculum structure, content, teaching- learning strategies and employ competency-based assessment process.
The Contribution of Qualitative Research Towards the Issues Affecting Female Undergraduate Engineering Students
Author: Duggan, Louise Maria
Date: 2015-05-29
Type: Reports - Research
Subjects: Qualitative Research,Females,Engineering Education,Undergraduate Students,Gender Differences,Validity,Reliability,Student Motivation,Self Efficacy,Interviews,Student Attitudes,Academic Achievement,Ethics,Educational Experience,Action Research,Phenomenology,Hermeneutics,Feminism

This article explores the use of qualitative research methods towards our understanding of the issues affecting female undergraduate engineers. As outlined in this article female engineering students face many challenges during their undergraduate studies. Qualitative research methods provide an opportunity to gain a deeper understanding of the issues affecting female undergraduate engineering students. Qualitative research provides an opportunity to gain rich data that simply would not be possible using quantitative methods. This article critically appraises three qualitative articles discussing the issues affecting the female undergraduate engineer and highlights the contribution that each article makes towards our overall understanding of the undergraduate female engineering experience. This article concludes that qualitative research methods provide invaluable data and has the potential to uncover new phenomenon.
Competencies of Career-Entry Medical Technology Graduates of Lyceum of Batangas: Basis for Enhancement of the Internship Training Program
Author: Valdez, Anacleta P.
Date: 2010-01-00
Type: Reports - Research
Subjects: Foreign Countries,Allied Health Personnel,Allied Health Occupations Education,College Graduates,Competence,Internship Programs,College Curriculum,Supervisors,Administrators,Questionnaires,Likert Scales

The role of medical technologists in the years due to changes in the laboratory environment. curriculum is needed to prepare graduates for changes in laboratory medicine. It is the ultimate goal of the College to prepare students for career entry positions as medical technology professionals. The curriculum should be designed to prepare the graduates and demonstrate the core competencies expected of them in the workplace. It is for this reason that this study was conducted to assess the career entry-level competencies expected of the graduates of the College of Medical Technology of Lyceum of Batangas. Findings of the study served as basis in enhancing the curriculum to make it more responsive to the needs of local and international healthcare systems. Using a descriptive method, the respondents were the chief medical technologists and immediate supervisors of selected hospitals who have as their staff LB Medical Technology graduates under the AHSE curriculum (2002-2006). A total of 77/138 (56%) graduates were evaluated using a structured type of questionnaire following a Likert scale with 5 as the highest and one as the lowest values. The parameters in the questionnaire were derived from the model formulated from the various competency-based standards of various local and international accrediting professional associations.
Outcomes of Curricular Enhancement in a Health Program: LPU CAMP Experience
Author: Valdez, Anacleta P.
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Health Education,Higher Education,Educational Change,Likert Scales,Licensing Examinations (Professions),Graduate Surveys,Student Attitudes,Internship Programs,Employment Opportunities,Employment Potential,Universities,Allied Health Occupations Education,Allied Health Personnel,Questionnaires,Educational Objectives,Competence

Higher educational system has gone through substantial reforms and changes vis-à-vis curriculum innovation over the past years. The evaluation of a revised program is one of the most relevant courses of action done when curriculum change is to be implemented. One of the main reasons is that it is a chance for practitioners to test for themselves if their plan is working. It also serves as an identification of the strengths and weaknesses of the said intervention. This study was conducted to assess the results of the implementation of the Bachelor of Science in Medical Laboratory Science program. It employed descriptive survey using two types of self-made questionnaire, the Likert scale and open-ended type survey. Likewise, data on the results of the graduates' licensure examinations and status of employment were also analyzed and correlated. Eighty two graduates from 2010 to 2012 of the enhanced Medical Technology program of LPU-Batangas and 13 chief medical technologists from identified affiliate-hospitals were surveyed about their perception on the attainment of the objectives, the realization of the core competencies as well as the supposed strengths and weaknesses of the program. Results showed that objectives were achieved alongside the significant improvements in the board performance and employment rate were noted. This study can be used as a pilot study for other higher education institutions with the same health program. This can also be used as a basis for a curricular reform by assessing the different parameters that were identified.