ethanporcaro/eric-fulltext-meta huggingface dataset:
Estimating the Standard Error of the Impact Estimator in Individually Randomized Trials with Clustering. MDRC Working Papers on Research Methodology
Author: Weiss, Michael J.
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: Error of Measurement,Randomized Controlled Trials,Correlation,Computation,Statistical Bias

In many experimental evaluations in the social and medical sciences, individuals are randomly assigned to a treatment arm or a control arm of the experiment. After treatment assignment is determined, individuals within one or both experimental arms are frequently grouped together (e.g., within classrooms or schools, through shared case managers, in group therapy sessions, or through shared doctors) to receive services. Consequently, there may be within-group correlations in outcomes resulting from (1) the process that sorts individuals into groups, (2) service provider effects, and/or (3) peer effects. When estimating the standard error of the impact estimate, it may be necessary to account for within-group correlations in outcomes. This article demonstrates that correlations in outcomes arising from nonrandom sorting of individuals into groups leads to bias in the estimated standard error of the impact estimator reported by common estimation approaches. [This paper was supported by funding from the Judith Gueron Fund for Methodological Innovation in Social Policy Research at MDRC.]
Changing Course: A Planning Tool for Increasing Student Completion in Community Colleges. An Evolving Resource
Author: Venezia, Andrea
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,Two Year College Students,Graduation,Educational Change,Educational Planning,School Holding Power,Academic Advising,Student Recruitment

The main purpose of this planning tool is to help community colleges facilitate productive conversations and develop systemwide plans to raise student completion rates substantially. The planning tool is initially targeted at colleges participating in the Completion by Design initiative. Based on these colleges' experiences and feedback, the planning tool will be revised and augmented as a living document, to capture and disseminate information about improving student completion rates. This planning tool draws from the ideas described in &quot;Changing Course: A Guide to Increasing Student Completion in Community Colleges&quot; (see ED585322) and is designed to serve as a complement to that document. This tool offers a series of self-reflective questions to assist community colleges in examining their own areas of strength and their emphasis on increasing student success on their campuses. As colleges use these questions and other inquiry-based processes to rethink and redesign their services and programs, this planning tool also provides them with information about the range of practices that community colleges have used to improve student completion rates. [Completion By Design is an initiative of the Bill &amp; Melinda Gates Foundation's Postsecondary Success Strategy.]
Changing Course: A Guide to Increasing Student Completion in Community Colleges
Author: Nodine, Thad
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,Two Year College Students,Graduation,Educational Change,School Holding Power,Educational Planning,Partnerships in Education,Program Design,Educational Principles

Completion by Design, an initiative sponsored by the Bill &amp; Melinda Gates Foundation, seeks to raise community college completion rates for large numbers of students while containing college costs, maintaining open access, and ensuring the quality of college programs and credentials. The goal of this guide is to assist community college faculty, staff, and administrators as they begin rethinking and redesigning their systems, programs, and instruction to increase student completion. The guide identifies the goals of the Completion by Design initiative; summarizes key design principles for improving completion rates; and, in the process, offers a common language for initiating this work. [Completion By Design is an initiative of the Bill &amp; Melinda Gates Foundation's Postsecondary Success Strategy. For the companion report, &quot;Changing Course: A Planning Tool for Increasing Student Completion in Community Colleges,&quot; see ED585320.]
Education in Canada: Key Results from the 2016 Census
Author: Statistics Canada
Date: 2017-11-29
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Educational Indicators,Educational Attainment,Graduation Rate,High School Graduates,Foreign Students,Adults,Higher Education,Postsecondary Education,Apprenticeships,Certification,Vocational Education,Gender Differences,Intellectual Disciplines,Occupations,Immigrants,Canada Natives,Indigenous Populations,One Parent Family,Refugees,Geographic Location,College Graduates

The report presents the data from the 2016 Census on the education of Canadians. In 2016, 22.4% of the Canadian population aged 25 to 64 had a college diploma as the highest educational qualification, compared with an estimated 8% among Organization for Economic Cooperation Development countries overall. In 2016, 40.7% of young women aged 25 to 34 had a bachelor's degree or higher, up from 32.8% in 2006. Young men have responded to job opportunities and earnings incentives by moving into the skilled trades sector. The proportion of young men with an apprenticeship certificate increased from 4.9% in 2006 to 7.8% in 2016. First Nations people, Métis and Inuit all made gains in postsecondary education at every level. In 2016, 10.9% of Aboriginal people overall aged 25 to 64 had a bachelor's degree or higher, up from 7.7% in 2006. The proportion of Aboriginal people with a college diploma rose from 18.7% in 2006 to 23.0% in 2016. In 2016, gains in education were also evident among mothers in lone-parent families and refugees. A higher proportion (20.4%) of lone mothers aged 25 to 64 in 2016 had a bachelor's degree or higher, up from 14.7% in 2006. Close to one-third (31.5%) of refugees who became permanent residents in Canada upgraded their educational credentials after arriving in the country. Over half of recent immigrants who landed in the five years prior to the 2016 Census had a bachelor's degree or higher. With an aging Canadian population and growing demand for knowledge and skills to meet the needs of the labour market, postsecondary education is critical to a prosperous future for Canada. Whether they have a degree in medicine or nursing, the majority of young graduates in health fields at all levels of education are women and they are finding work that matches their studies. Young graduates in engineering or computer and information sciences are also very likely to work in occupations closely related to their studies. Among the provinces, the four largest ones (Ontario, British Columbia, Alberta and Quebec), along with Nova Scotia, had the highest proportions of the adult population aged 25 to 64 with a bachelor's degree or higher. The highest proportions of the population with a college diploma were found in the four Atlantic provinces (Newfoundland and Labrador, Prince Edward Island, New Brunswick and Nova Scotia).
International Students in Canadian Universities, 2004/2005 to 2013/2014. Education Indicators in Canada: Fact Sheet
Author: Statistics Canada
Date: 2016-10-20
Type: Reports - Evaluative
Subjects: Foreign Countries,Foreign Students,Enrollment Trends,College Students,Comparative Analysis,Geographic Location,Geographic Regions,Undergraduate Study,Graduate Study,Bachelors Degrees,Masters Programs,Doctoral Programs,Intellectual Disciplines,Study Abroad

From an economic perspective, the arrival of international students on Canadian campuses can represent a flow of highly skilled talent that can help ease domestic skills shortages not filled by the native-born population. A recent study notes that of the cohort of international students who came to Canada to study during the 1990s and early 2000s, 20% to 27% obtained permanent resident status in the 10 years after receiving their first study permits. Thus, a substantial proportion of these students come to study, but eventually choose to make Canada their home. Finally, international students provide an additional source of revenue for postsecondary institutions, notably from higher international tuition rates. The most recent available data show that international students comprise a growing proportion of the Canadian university student population accounting for eleven percent of students at Canadian universities in 2013-2014, up from seven percent in 2004-2005. Between 2004-2005 and 2013-2014, the total number of international students enrolled in Canadian universities almost doubled, from 66,000 to 124,000 students (see Chart 1). To put this growth in perspective, the international student population at Canadian universities grew 88% between 2004-2005 and 2013-2014, while the comparable growth rate for Canadian students was 22%. This fact sheet provides a portrait of international students in Canadian universities between 2004-2005 and 2013-2014, where they were studying in Canada, where they came from and in what fields they were studying.
Is Field of Study a Factor in the Earnings of Young Bachelor&apos;s Degree Holders? Census of Population, 2016. Census in Brief
Author: Zhao, John
Date: 2017-11-29
Type: Reports - Research
Subjects: Foreign Countries,Intellectual Disciplines,Majors (Students),College Graduates,Bachelors Degrees,Outcomes of Education,Education Work Relationship,Income,Young Adults,STEM Education,Business Administration Education,Humanities,Social Sciences,Art Education,Medical Education,Education Majors,Labor Market

Young graduates from many different fields of study help ensure a prosperous future for Canada. They are those who will build and maintain a strong social infrastructure in areas such as education, communications, justice and health, alongside graduates in science, technology, engineering and mathematics (STEM), who will advance the frontiers of science and technology and increase the competitiveness of the Canadian economy globally. Understanding how these graduates fare in the labour market is not only important for policy makers, but also for young people themselves in making their education decisions. The 2016 Census in Brief article entitled &quot;Are young bachelor's degree holders finding jobs that match their studies?&quot; looks at whether young graduates from different fields of study are finding jobs that require their level of education, and whether their job matches their field of study. The analysis in the current article complements that publication by looking at the earnings of young bachelor's degree holders by their field of study. This article will focus on the earnings of young people aged 25 to 34 who completed their education in Canada, and are bachelor's degree holders from STEM and BHASE (business, humanities, health, arts, social science and education) fields of study. To make earnings more comparable, it includes only graduates who were paid employees working full time and full year in 2015. Some highlights of findings from this report include: (1) Overall, young graduates with a bachelor's degree in science, technology, engineering and mathematics (STEM) fields of study had higher earnings in 2015 than those in business, humanities, health, arts, social science and education (BHASE) fields of study; (2) 'Engineering' graduates earned the most among young men and women with a bachelor's degree in STEM; (3) 'Nursing' graduates earned the most among young people with a bachelor's degree in BHASE; and (4) Men were more likely to have a degree in high-paying STEM fields such as 'engineering,' while women were more likely to have a degree in high-paying BHASE fields such as 'nursing.' [For &quot;Are Young Bachelor's Degree Holders Finding Jobs That Match Their Studies? Census of Population, 2016. Census in Brief,&quot; see ED585232.]
Overqualification, Skills and Job Satisfaction. Insights on Canadian Society
Author: LaRochelle-Côté, Sébastien
Date: 2016-09-14
Type: Reports - Research
Subjects: Employment Qualifications,Job Skills,Adults,Foreign Countries,Educational Attainment,College Graduates,Surveys,Attitude Measures,Job Satisfaction,Literacy,Numeracy,Individual Characteristics,Geographic Regions,Intellectual Disciplines,Gender Differences,Age Differences,Language Usage,Family Structure,Health,Minority Groups,Parent Background,Family Environment

Based on a self-reported measure of overqualification, this article examines the association between overqualification and skills among workers aged 25 to 64 with a university degree, using data from the 2012 Programme for the International Assessment of Adult Competencies (PIAAC). This article also examines the extent to which overqualified workers are dissatisfied with their jobs. Overqualified workers are defined in this study as university-educated workers who reported that they were in a job requiring no more than a high school education. Some highlights of findings from the study include: (1) In 2012, about 12% of workers aged 25 to 64 with a university degree reported that they were working in a job that did not require more than a high school education (i.e., they were &quot;overqualified&quot;). Another 19% said that their job required a college education, while 69% said that their job required a university education; (2) Among overqualified university graduates aged 25 to 64, 47% had lower literacy skills and 54% had lower numeracy skills; (3) The factors associated with overqualification are not necessarily the same for lower-skilled and higherskilled university graduates; (4) Overqualified university graduates use fewer skills in the workplace; and (5) After accounting for other factors that are related to job satisfaction, about 13% of overqualified university graduates were not satisfied with their job in 2012. This compared with 3% for those who were in a university-level position.
Regional Differences in the Educational Outcomes of Young Immigrants. Insights on Canadian Society
Author: Hou, Feng
Date: 2015-11-18
Type: Reports - Research
Subjects: Foreign Countries,Regional Characteristics,Outcomes of Education,Immigrants,Migrant Children,Reading Skills,Mathematics Skills,High School Graduates,College Graduates,Graduation Rate,Achievement Gap,Scores,Geographic Distribution,International Assessment

Canada is well-known for its success in integrating the children of immigrants into the education system and labour market. In particular, the children of immigrants generally outperform the children of Canadian-born parents in educational attainment by a large margin. Previous studies have attributed this success to the socioeconomic and cultural characteristics of Canada's immigrants and the efficacy of Canada's education and social policies. This article examines regional differences in the math and reading skills of immigrant children aged 15 based on data from the Programme for International Student Assessment (PISA). It also examines regional differences in high-school and university completion rates among young immigrants who came to Canada before the age of 15 using National Household Survey (NHS) data. Throughout the article, comparisons are made with the children of the Canadian-born (third- or higher-generation Canadians).
Literacy and Numeracy among Off-Reserve First Nations People and Métis: Do Higher Skill Levels Improve Labour Market Outcomes? Insights on Canadian Society
Author: Arriagada, Paula
Date: 2016-05-18
Type: Reports - Research
Subjects: Canada Natives,Literacy,Numeracy,Nonreservation American Indians,Indigenous Populations,Adults,Labor Market,Employment Level,International Assessment,Ethnicity,Racial Differences,Educational Attainment,Probability,Predictor Variables,Individual Characteristics,Foreign Countries

Existing research shows that higher cognitive skills, such as literacy and numeracy, are associated with greater labour force participation and higher earnings, as well as a positive relationship with self-reported health status. However, this research has not focused specifically on the Aboriginal population in Canada. This article examines the literacy and numeracy skills of off-reserve First Nations and Métis adults, focusing on the factors and labour market outcomes associated with higher skill levels. In this study, individuals in the higher range for literacy and numeracy are defined as those who scored level 3 or higher (out of 5 levels) in tests administered by the 2012 Programme for the International Assessment of Adult Competencies (PIAAC). This article begins by providing a profile of the skills of First Nations people living off reserve, Métis and the non-Aboriginal adult population aged 25 to 65. The second part of this article examines the factors associated with higher literacy and numeracy skill levels for off-reserve First Nations people and Métis as well as the non-Aboriginal population. The final section focuses on employment outcomes and how they relate to higher skill levels within the core working-age group of adults aged 25 to 54. Data for this article are from the 2012 Programme for the International Assessment of Adult Competencies (PIAAC), a large survey on the information-processing skills of youth and adults aged 16 to 65 in every province and territory in Canada and 23 other countries.
Over-Education and Life Satisfaction among Immigrant and Non-Immigrant Workers in Canada. Analytical Studies Branch Research Paper Series
Author: Frank, Kristyn
Date: 2017-05-05
Type: Reports - Research
Subjects: Foreign Countries,Life Satisfaction,Immigrants,Educational Attainment,Well Being,College Graduates,Community Surveys,Likert Scales,Graduate Surveys,Regression (Statistics),Socioeconomic Status,Educational Benefits,Employment Potential

The increased migration of skilled workers globally has led to a focus in the immigration literature on the economic costs of unsuccessful labour market integration. Less attention has been given to the consequences of employment difficulties, such as those related to over-education, on aspects of immigrants' subjective well-being. Although a large proportion of immigrants experience over-education, studies examining the relationship between over-education and life satisfaction tend to concentrate on the general population. These studies find a negative relationship between over-education and life satisfaction. Since immigrant and Canadian-born (non-immigrant) workers may experience over-education differently, it is important to examine this relationship in both groups. This study examines how over-education is associated with life satisfaction among university-educated immigrant and non-immigrant workers in Canada, and accounts for differences in the degree of over-education in each group. Results indicate that overeducation was negatively associated with life satisfaction among immigrants and non-immigrants, although the effect was weaker in the immigrant population. Income was the main factor mediating the negative relationship between over-education and life satisfaction among immigrants. Furthermore, this relationship weakened with immigrants' increased residence in Canada. This may suggest that over-education is less influential in immigrants' assessment of life satisfaction over time, or the effect of over-education is weaker among earlier arrival cohorts. Results also indicated that the negative relationship between over-education and life satisfaction was weaker for immigrants from developing countries compared with those from developed countries.
Epistemological Beliefs: Its Relationship with Learning Styles, Learning Approaches, and Achievement
Author: Jena, Ananta Kumar
Date: 2018-01-00
Type: Journal Articles
Subjects: Epistemology,Beliefs,Cognitive Style,Learning Processes,Academic Achievement,Questionnaires,Predictor Variables,Student Interests,College Students,Correlation,Interest Inventories,Check Lists,Multivariate Analysis,Foreign Countries

The study aimed to assess the relationship among epistemological beliefs, learning styles, learning approaches and achievement of the University students. One hundred University students participated and responded the Epistemological Belief Questionnaires (EVQ) and Learning Style Inventory (LSI), and MANOVA used to find out the relationship among the variables. It resulted that ability has significant relationship with learning styles and learning approaches, and there was significant relationship between learning styles and interest, but no significant relationship among learning approaches, interest, and achievements of students. It was also resulted that there existed no significant relationship among the epistemological beliefs, learning styles, learning approaches and achievement of the University students. Quick learning, slow learning, traditional approach, constructivist approach, and achievement have no significant relationship with ability. Similarly, interest, previous knowledge, effort, IQ, environment have no significant relationship with quick learning, slow learning, traditional approach, constructivist approach and achievement of the university students.
School Principals&apos; Administrative Characteristics and the Effects on the Development of Students
Author: Sezer, Senol
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Administrator Characteristics,Undergraduate Students,Case Studies,Administrator Behavior,Administrator Role,Leadership Qualities,Teacher Education Programs,Elementary Secondary Education,Student Attitudes,Student Development

This study aiming to determine the managerial characteristics of the school principals and to reveal the effects on the development of the students was planned in a qualitative case study model. The study group was 16 undergraduate students. The semi-structured letters were used as a means of collecting data in this study written by undergraduate students to the school principals. The findings were analyzed by using content analysis technique. The findings show that school principals exhibit both positive and negative personal characteristics. The most frequent positive personal characteristics of the school principals were good-humored, neat, sympathetic, fair, tolerant, and respectful. The most frequent negative personal characteristics were authoritarian, punitive, normative, strict, and distant attitudes. The school principals exhibit positive administrative features such as to display solution-focused management, to create positive school culture, to make staff feel valuable, and to listen everybody as carefully as. School principals also exhibit negative administrative characteristics such as punitive attitude, extreme restrictive attitude, a distant attitude, and to behave official. The most frequent instructional leadership characteristics of school principals were to focus on educational success of the school, to motivate to learn, to care all students to establish an effective learning environment, to lead to teaching and to appreciate success of students. The positive attitudes of school principals ensure the feelings on students such as self-confidence, self-respect, feel precious, gratitude, awareness, love and courage. The negative attitudes ensure the feelings such as fear, violence, humiliation, lack of self-confidence, lack of motivation, and timidity. Based on the findings it can be suggested that school principals should consider the effects of positive administrative attitudes on the development of students.