This study analyzed data on 25,922 students at Kennesaw State University to examine the relationship between student age and GPA. A segmented regression found that for students ages 17-25.5, age correlated negatively with GPA, but for ages 25.5-61, age correlated positively with GPA. Further analysis showed that while non-traditional students performed better on average than traditional students, many lost eligibility for HOPE scholarships after 7 years out of high school, despite being high-performing students in need of financial assistance. The findings suggest the HOPE scholarship criteria should be re-evaluated to reinstate eligibility for non-traditional students.
This document summarizes a student research project analyzing retention at Franklin University. The team assessed retention using data mining techniques like clustering, association rules, naive bayes and logistic regression. They reviewed previous literature on predictive modeling and factors of student retention. The team interviewed university administrators to understand current retention efforts and goals. They analyzed a dataset of 635 students from 2007-2012 to identify attributes that influence retention. The goal was to validate assumptions and provide recommendations to improve retention based on their analysis.
Factors Correlated with Educational Attainment
Applied Analysis has been asked by the Las Vegas Chamber of Commerce to examine various aspects of Nevada’s system of elementary and secondary education in public schools (“K-12”). One such aspect is the extent to which student achievement is related or unrelated to socio-economic factors and/or measures of school operations, including, without limitation, financial resources. This briefing examines the most commonly cited factors, analyzing each against student performance on standardized exams and graduation rates in all 50 states and the District of Columbia.
The document analyzes the traditional K-12 classroom approach in Georgia which is characterized by a lack of innovative learning and real-world engagement. Graduation rates in Georgia are 72.5%, nearly 10% below the national average. The memo provides data showing the majority of K-12 students in Georgia are minorities from low-income families who are less likely to enroll in university after graduating. It examines the history of conservative policies that have reduced K-12 funding by $8.3 billion since 2003 while funding for pre-K and higher education has increased. Three alternative approaches to the traditional classroom are presented for evaluation.
This document summarizes a study that examined budgeting and spending behaviors of college students. It found that female students were more likely than male students to create monthly budgets and use daily planners. It also found that upperclassmen were more likely to have budgets and spend their entire printing budgets than underclassmen. The study surveyed 550 students at a small Midwestern liberal arts college about their budgeting, spending on meals and discretionary items, and use of the school-provided printing budget. It found several significant differences in these behaviors based on student gender and class year.
This document summarizes an analysis of factors influencing educational attainment in Uganda using data from the 2005/06 Uganda National Household Survey. The analysis develops three regression models to examine the relationship between socioeconomic factors and educational attainment. The basic model relates years of schooling to variables like parents' education, employment hours, household duties, poverty, and pregnancy. For current students, an augmented model adds variables like school costs and distance. For non-students, reasons for non-attendance like distance and school quality are examined. The analysis finds parents' education, poverty, and urban/rural residence most strongly correlate with attainment, while distance effects are inconclusive due to data limitations. Distance and school quality appear to deter non
This chapter reviews literature and studies on career preferences and decision making. It discusses several theories on how career choices are influenced by factors like personality, self-concept, experiences in childhood, and social class. Several studies found that increasing career development activities in schools, like setting goals and exploring options, led students to have higher self-esteem and be more satisfied with their education. The chapter concludes that effective career development requires a collaborative effort between educators, parents, and businesses to help students identify career choices and set goals.
Assessment needs of bsmath students in preparation for their future career an...JOBERT DOMINGUEZ RONABIO
The document summarizes a research study conducted on the career preferences and needs of BS Math students at Partido State University in the Philippines. It discusses the study's background, objectives, scope, significance and provides definitions of key terms. Demographic data was collected from 50 students, with the majority being female and from the 2nd year level. The top 3 expressed career choices were teaching, statistician careers, and careers in accountancy and finance. Anticipated problems in career choice was also examined.
Social Adjustment of Widows in Rivers State of NigeriaWilliam Kritsonis
Social Adjustment of Widows in Rivers State of Nigeria by Drs. Kritsonis, Osho, Eremie, Kennedy
National Forum Journal of Counseling and Addiction - NATIONAL FORUM JOURNALS - www.nationalforum.com
This document summarizes a student research project analyzing retention at Franklin University. The team assessed retention using data mining techniques like clustering, association rules, naive bayes and logistic regression. They reviewed previous literature on predictive modeling and factors of student retention. The team interviewed university administrators to understand current retention efforts and goals. They analyzed a dataset of 635 students from 2007-2012 to identify attributes that influence retention. The goal was to validate assumptions and provide recommendations to improve retention based on their analysis.
Factors Correlated with Educational Attainment
Applied Analysis has been asked by the Las Vegas Chamber of Commerce to examine various aspects of Nevada’s system of elementary and secondary education in public schools (“K-12”). One such aspect is the extent to which student achievement is related or unrelated to socio-economic factors and/or measures of school operations, including, without limitation, financial resources. This briefing examines the most commonly cited factors, analyzing each against student performance on standardized exams and graduation rates in all 50 states and the District of Columbia.
The document analyzes the traditional K-12 classroom approach in Georgia which is characterized by a lack of innovative learning and real-world engagement. Graduation rates in Georgia are 72.5%, nearly 10% below the national average. The memo provides data showing the majority of K-12 students in Georgia are minorities from low-income families who are less likely to enroll in university after graduating. It examines the history of conservative policies that have reduced K-12 funding by $8.3 billion since 2003 while funding for pre-K and higher education has increased. Three alternative approaches to the traditional classroom are presented for evaluation.
This document summarizes a study that examined budgeting and spending behaviors of college students. It found that female students were more likely than male students to create monthly budgets and use daily planners. It also found that upperclassmen were more likely to have budgets and spend their entire printing budgets than underclassmen. The study surveyed 550 students at a small Midwestern liberal arts college about their budgeting, spending on meals and discretionary items, and use of the school-provided printing budget. It found several significant differences in these behaviors based on student gender and class year.
This document summarizes an analysis of factors influencing educational attainment in Uganda using data from the 2005/06 Uganda National Household Survey. The analysis develops three regression models to examine the relationship between socioeconomic factors and educational attainment. The basic model relates years of schooling to variables like parents' education, employment hours, household duties, poverty, and pregnancy. For current students, an augmented model adds variables like school costs and distance. For non-students, reasons for non-attendance like distance and school quality are examined. The analysis finds parents' education, poverty, and urban/rural residence most strongly correlate with attainment, while distance effects are inconclusive due to data limitations. Distance and school quality appear to deter non
This chapter reviews literature and studies on career preferences and decision making. It discusses several theories on how career choices are influenced by factors like personality, self-concept, experiences in childhood, and social class. Several studies found that increasing career development activities in schools, like setting goals and exploring options, led students to have higher self-esteem and be more satisfied with their education. The chapter concludes that effective career development requires a collaborative effort between educators, parents, and businesses to help students identify career choices and set goals.
Assessment needs of bsmath students in preparation for their future career an...JOBERT DOMINGUEZ RONABIO
The document summarizes a research study conducted on the career preferences and needs of BS Math students at Partido State University in the Philippines. It discusses the study's background, objectives, scope, significance and provides definitions of key terms. Demographic data was collected from 50 students, with the majority being female and from the 2nd year level. The top 3 expressed career choices were teaching, statistician careers, and careers in accountancy and finance. Anticipated problems in career choice was also examined.
Social Adjustment of Widows in Rivers State of NigeriaWilliam Kritsonis
Social Adjustment of Widows in Rivers State of Nigeria by Drs. Kritsonis, Osho, Eremie, Kennedy
National Forum Journal of Counseling and Addiction - NATIONAL FORUM JOURNALS - www.nationalforum.com
1. Multivibrator bistabil adalah multivibrator yang memiliki dua keadaan stabil dan tidak menggunakan kapasitor sehingga waktu aktifnya diatur oleh pemicu eksternal.
2. Pengubahan keadaan sinyal keluaran dilakukan dengan memberikan masukan "set" atau "reset" pada komponen penguat yang aktif.
3. Multivibrator bistabil dapat digunakan untuk membangkitkan dan memproses sinyal denyut serta melakukan operasi log
Charles Weaver has over 30 years of experience in IT operations, property management, and business systems analysis. He has extensive experience implementing and supporting the MAXIMO enterprise asset management system, including managing the MAXIMO Kuwait Support Center. He has held roles managing government-owned property for military logistics contracts in Iraq, Afghanistan, and Kuwait. His background also includes network administration, hardware installation, and software training and support.
John Dewey fue un filósofo, psicólogo y pedagogo estadounidense nacido en 1859. Es considerado el padre de la psicología progresista. Sus obras más destacadas incluyen Democracia y Educación y Experiencia y Educación. Sus ideas pedagógicas se basaban en el aprendizaje mediante la experiencia y la resolución de problemas concretos, influyendo en el desarrollo del método activo. Dewey veía la educación como un proceso para transmitir los valores de una comunidad y asegurar su
This document describes a study that aimed to build a model to predict crime rate based on education and economic metrics. The study collected data from various sources on 50 US states regarding variables like population, crime rates, unemployment rates, education levels, and spending on education. Multiple linear regression analysis found that unemployment rate and percentage of high school graduates had the greatest influence on crime rate. Models showed crime rate increased as unemployment rate rose and education levels fell. The results suggest focusing on job training and education could help lower crime rates more than law enforcement.
El documento describe un plan para implementar un taller de TIC en un jardín de niños en Zapopan, Jalisco. El taller tiene como objetivo enseñar a los alumnos y padres habilidades básicas de computación e internet para mejorar el proceso educativo. El taller incluirá lecciones sobre partes de la computadora, uso de internet para educación, medios de comunicación digitales y redes de aprendizaje.
Pathways to Opportunity Project: Increasing Educational Equity through Innova...Leslie Talbot
This paper details the complexities of in- and out-of-school challenges encountered by off-track youth. It outlines the tremendous opportunity these students present for high school innovation. The authors maintain that schools appropriately designed can effectively meet the academic and nonacademic needs of over-age and under-credited students. The authors provide recommendations school design and systems modifications that can be implemented in either public charter or district alternative high schools. It is the authors’ position (and experience) that schools implementing these design elements maintain safe and healthy climates and cultures, content and effective staff, and most importantly –greater performance gains and improved life circumstances for their students.
On May 9, Civic Enterprises and the Everyone Graduates Center at Johns Hopkins University, as part of the GradNation Campaign, released the 2016 Building a Grad Nation report. Released annually, the report shows detailed progress toward the GradNation goal of a national on-time graduation rate of 90 percent by 2020.
That afternoon, expert speakers and co-authors of the report – John Bridgeland, CEO and president, Civic Enterprises,Jennifer DePaoli, senior education advisor, Civic Enterprises, and Robert Balfanz, director of the Everyone Graduates Center at Johns Hopkins University School of Education – discussed where the nation and states stand on the path to 90 percent.
The webinar was moderated by Tanya Tucker, vice president of alliance engagement, America's Promise Alliance.
In addition to audience questions, topics included:
• Where the nation and states stand on reaching the 90 percent by 2020 goal
• Threats to achieving the goal
• Setting the record straight on graduation rates
• Recommendations for moving forward
Find the report at: www.gradnation.org/2016report
This document summarizes an experimental study that examines educational investment decisions under uncertainty. The study uses a laboratory experiment to model students' enrollment and continuation decisions as profit-maximizing choices made with imperfect information, similar to real-world educational investment decisions. The experiment presents participants with signals about their ability to maximize payoffs and varying levels of information to interpret. The study aims to determine if participants can better infer their optimal choices and maximize profits when given more useful information, especially when prospects are unfavorable. The summary provides relevant background on decision-making under uncertainty, educational investment theory including the concept of option value, and hypotheses that participants will generally make reasonable investment decisions subject to constraints.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
The document discusses the growing population of adult learners in higher education and provides data on adult learners at DePaul University. It notes that adult learners now comprise over half of all students nationally and make up around 47% of DePaul's student population. The document proposes redesigning DePaul's Adult Student Center into a new ACCESS Center for Adult, Continuing, and Career Changers Educational Student Services to better support adult students using principles of adult learning and student success. Key services discussed include outreach, career and life planning coaching, student support systems, and strategic partnerships.
This document provides a framework for identifying barriers that schools face in advancing students through the AP pipeline from preparation to success. It analyzes data on AP participation and performance in Tennessee, finding that while most AP-ready students have access to AP courses, not all enroll or take the exams. As a result, only about half of AP-ready students and less than a third of economically disadvantaged AP-ready students earn college credits through AP exams. The framework is intended to help schools and districts design targeted solutions to the challenges they face at different points along the AP pipeline.
This document summarizes perspectives on education and poverty from different socioeconomic classes in the United States. It finds that while all classes view education as important, children from lower socioeconomic classes face more barriers to educational achievement. Working class students often feel isolated in higher education due to cultural differences. Democrats are more likely than Republicans to support policies that could help low-income families, such as early childhood education, but political divides have prevented comprehensive solutions. Significant achievement gaps exist along racial and income lines in the U.S. education system.
Families See College As An Essential Goal That Must Be Met Despite The Costsnoblex1
Borrowing by students and parents to pay for college has been one of the most commonly discussed and debated issues of national policy over the last two decades. Concerns about steadily increasing borrowing levels, have prompted a variety of policy proposals to ease the burden of college borrowing. Despite efforts to simplify and streamline student loan repayment, public knowledge about who borrows, how much is borrowed, and what students and their families think about borrowing is very limited. Much of what people know and think about student borrowing is framed by media reports, college student guides, and word-of-mouth. But how accurate those impressions are is virtually unknown.
To assess the current status of borrowing to pay for college on a national level, we prepared this comprehensive summary report. Our report seeks to add to public knowledge about college borrowing in several distinct ways. First, we present the most recent data available on national college borrowing trends. The analysis in this report focuses on borrowing trends in 2021-2022, and includes the most current estimates of borrowing levels and projections of total borrowing by the end of the decade. Data on the characteristics of those taking out student loans also comprise an important component of this analysis.
We also offer the results of a nationally representative survey of undergraduate students and families who borrow to pay for college. The survey was designed to assess the impact of student loan debt on family attitudes about college, major financial decisions, and the possible future ramifications of debt burden. This survey provides a snapshot of student and family views about college debt and paying for college. Profiles of student and family borrowers complete this package of information on college loan debt. These borrowers, who all currently have loans to pay for their education were interviewed at length to further illustrate how borrowing impacts American families in their pursuit of postsecondary education.
The combination of national data, survey responses, and profiles presents a complete picture of the situation facing students and families - both now and in the near future - as they attempt to finance what has become one of the most important, and most expensive, pieces of the American Dream: a college education. The overall findings suggest that while borrowing for college has exploded in the last five years, families are torn between their need to borrow and the burdens that these loans place on their present and future.
Our analysis of national data on borrowing revealed that changes in the federal student loan programs have had a dramatic impact on borrowing for college.
Source: https://ebookschoice.com/families-see-college-as-an-essential-goal-that-must-be-met-despite-the-costs/
This poster analyzes data from a student health survey to estimate the percentage of overweight adolescent students in the US. The survey sampled over 12,000 students. The poster will show the estimated overall percentage of overweight students is 13.62% with a 95% confidence interval of 12.74% to 14.50%. It will also break down estimates and comparisons by gender and age group, and use plots to illustrate BMI distributions and the best predictors of BMI, such as students' health ratings.
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This study compared elementary schools in Indiana based on the percentage of students passing the state achievement test versus a demographics adjusted performance measure. When looking only at pass rates, the top schools had high SES, white, high ability students. However, after controlling for student demographics, the highest performing schools were more diverse. The study found student income, race, and ability accounted for over half the variance in school pass rates. It suggests evaluations of school quality based only on pass rates can be biased and ignoring student factors does a disservice to schools serving disadvantaged students.
This document summarizes research on various social factors that influence student academic success. It reports on a survey of 106 college students that found cultural stereotypes may negatively impact minority student performance, with Caucasian students more likely to have a GPA over 3.5. It also found that students with loans reported their financial status as more influential on grades and had slightly lower GPAs. Further, students with more involved parents or alloparents in their education tended to have higher GPAs. The document concludes that social factors likely influence academic success but the study results were inconclusive due to limitations.
Be the Change 2017 - College Access and Completion PanelKIPP New Jersey
This year's Be the Change Celebration featured our first panel, which focused on the issues of college access and completion. These slides were presented during the panel by moderator Shavar Jeffries of Democrats for Education Reform and our panelists: Richard Barth, CEO of the KIPP Foundation, Ays Necioglu, Vice President at SEO Scholars, and Dr. Daniel Porterfield, President of Franklin and Marshall College.
The document discusses the Criterion-Referenced Competency Test (CRCT) that was used to measure school performance in Georgia under the No Child Left Behind Act. This put pressure on Atlanta Public Schools and led to cheating on standardized tests to meet performance goals. While the goals of the act were well-intentioned, it failed to address underlying issues in low-performing schools and had unintended consequences like the Atlanta cheating scandal. The act also created inequities by rewarding already high-performing schools.
The document discusses the impact of mentoring on academically at-risk students and their academic outcomes. It summarizes several studies that found mentoring can positively impact students' attitudes, behaviors, and academic performance by improving relationships with teachers and parents and boosting academic self-confidence. However, one large study found no significant impacts of mentoring on academic achievement, engagement, or behavior. The effects of mentoring depend on characteristics of the students, mentors, and program context. The document also provides resources for mentors and an overview of a K-12 journey map for college and career planning.
A Study on the Relationship between Education and Income in the USEugene Yan Ziyou
What is the relationship between education and income? Is education truly the great equalizer or do factors such as gender and family income at the age of 16 affect current income?
As part of the Coursera Data Analysis and Statistical Inference course, these issues were examined using data from the US General Social Survey in R.
1. Multivibrator bistabil adalah multivibrator yang memiliki dua keadaan stabil dan tidak menggunakan kapasitor sehingga waktu aktifnya diatur oleh pemicu eksternal.
2. Pengubahan keadaan sinyal keluaran dilakukan dengan memberikan masukan "set" atau "reset" pada komponen penguat yang aktif.
3. Multivibrator bistabil dapat digunakan untuk membangkitkan dan memproses sinyal denyut serta melakukan operasi log
Charles Weaver has over 30 years of experience in IT operations, property management, and business systems analysis. He has extensive experience implementing and supporting the MAXIMO enterprise asset management system, including managing the MAXIMO Kuwait Support Center. He has held roles managing government-owned property for military logistics contracts in Iraq, Afghanistan, and Kuwait. His background also includes network administration, hardware installation, and software training and support.
John Dewey fue un filósofo, psicólogo y pedagogo estadounidense nacido en 1859. Es considerado el padre de la psicología progresista. Sus obras más destacadas incluyen Democracia y Educación y Experiencia y Educación. Sus ideas pedagógicas se basaban en el aprendizaje mediante la experiencia y la resolución de problemas concretos, influyendo en el desarrollo del método activo. Dewey veía la educación como un proceso para transmitir los valores de una comunidad y asegurar su
This document describes a study that aimed to build a model to predict crime rate based on education and economic metrics. The study collected data from various sources on 50 US states regarding variables like population, crime rates, unemployment rates, education levels, and spending on education. Multiple linear regression analysis found that unemployment rate and percentage of high school graduates had the greatest influence on crime rate. Models showed crime rate increased as unemployment rate rose and education levels fell. The results suggest focusing on job training and education could help lower crime rates more than law enforcement.
El documento describe un plan para implementar un taller de TIC en un jardín de niños en Zapopan, Jalisco. El taller tiene como objetivo enseñar a los alumnos y padres habilidades básicas de computación e internet para mejorar el proceso educativo. El taller incluirá lecciones sobre partes de la computadora, uso de internet para educación, medios de comunicación digitales y redes de aprendizaje.
Pathways to Opportunity Project: Increasing Educational Equity through Innova...Leslie Talbot
This paper details the complexities of in- and out-of-school challenges encountered by off-track youth. It outlines the tremendous opportunity these students present for high school innovation. The authors maintain that schools appropriately designed can effectively meet the academic and nonacademic needs of over-age and under-credited students. The authors provide recommendations school design and systems modifications that can be implemented in either public charter or district alternative high schools. It is the authors’ position (and experience) that schools implementing these design elements maintain safe and healthy climates and cultures, content and effective staff, and most importantly –greater performance gains and improved life circumstances for their students.
On May 9, Civic Enterprises and the Everyone Graduates Center at Johns Hopkins University, as part of the GradNation Campaign, released the 2016 Building a Grad Nation report. Released annually, the report shows detailed progress toward the GradNation goal of a national on-time graduation rate of 90 percent by 2020.
That afternoon, expert speakers and co-authors of the report – John Bridgeland, CEO and president, Civic Enterprises,Jennifer DePaoli, senior education advisor, Civic Enterprises, and Robert Balfanz, director of the Everyone Graduates Center at Johns Hopkins University School of Education – discussed where the nation and states stand on the path to 90 percent.
The webinar was moderated by Tanya Tucker, vice president of alliance engagement, America's Promise Alliance.
In addition to audience questions, topics included:
• Where the nation and states stand on reaching the 90 percent by 2020 goal
• Threats to achieving the goal
• Setting the record straight on graduation rates
• Recommendations for moving forward
Find the report at: www.gradnation.org/2016report
This document summarizes an experimental study that examines educational investment decisions under uncertainty. The study uses a laboratory experiment to model students' enrollment and continuation decisions as profit-maximizing choices made with imperfect information, similar to real-world educational investment decisions. The experiment presents participants with signals about their ability to maximize payoffs and varying levels of information to interpret. The study aims to determine if participants can better infer their optimal choices and maximize profits when given more useful information, especially when prospects are unfavorable. The summary provides relevant background on decision-making under uncertainty, educational investment theory including the concept of option value, and hypotheses that participants will generally make reasonable investment decisions subject to constraints.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
The document discusses the growing population of adult learners in higher education and provides data on adult learners at DePaul University. It notes that adult learners now comprise over half of all students nationally and make up around 47% of DePaul's student population. The document proposes redesigning DePaul's Adult Student Center into a new ACCESS Center for Adult, Continuing, and Career Changers Educational Student Services to better support adult students using principles of adult learning and student success. Key services discussed include outreach, career and life planning coaching, student support systems, and strategic partnerships.
This document provides a framework for identifying barriers that schools face in advancing students through the AP pipeline from preparation to success. It analyzes data on AP participation and performance in Tennessee, finding that while most AP-ready students have access to AP courses, not all enroll or take the exams. As a result, only about half of AP-ready students and less than a third of economically disadvantaged AP-ready students earn college credits through AP exams. The framework is intended to help schools and districts design targeted solutions to the challenges they face at different points along the AP pipeline.
This document summarizes perspectives on education and poverty from different socioeconomic classes in the United States. It finds that while all classes view education as important, children from lower socioeconomic classes face more barriers to educational achievement. Working class students often feel isolated in higher education due to cultural differences. Democrats are more likely than Republicans to support policies that could help low-income families, such as early childhood education, but political divides have prevented comprehensive solutions. Significant achievement gaps exist along racial and income lines in the U.S. education system.
Families See College As An Essential Goal That Must Be Met Despite The Costsnoblex1
Borrowing by students and parents to pay for college has been one of the most commonly discussed and debated issues of national policy over the last two decades. Concerns about steadily increasing borrowing levels, have prompted a variety of policy proposals to ease the burden of college borrowing. Despite efforts to simplify and streamline student loan repayment, public knowledge about who borrows, how much is borrowed, and what students and their families think about borrowing is very limited. Much of what people know and think about student borrowing is framed by media reports, college student guides, and word-of-mouth. But how accurate those impressions are is virtually unknown.
To assess the current status of borrowing to pay for college on a national level, we prepared this comprehensive summary report. Our report seeks to add to public knowledge about college borrowing in several distinct ways. First, we present the most recent data available on national college borrowing trends. The analysis in this report focuses on borrowing trends in 2021-2022, and includes the most current estimates of borrowing levels and projections of total borrowing by the end of the decade. Data on the characteristics of those taking out student loans also comprise an important component of this analysis.
We also offer the results of a nationally representative survey of undergraduate students and families who borrow to pay for college. The survey was designed to assess the impact of student loan debt on family attitudes about college, major financial decisions, and the possible future ramifications of debt burden. This survey provides a snapshot of student and family views about college debt and paying for college. Profiles of student and family borrowers complete this package of information on college loan debt. These borrowers, who all currently have loans to pay for their education were interviewed at length to further illustrate how borrowing impacts American families in their pursuit of postsecondary education.
The combination of national data, survey responses, and profiles presents a complete picture of the situation facing students and families - both now and in the near future - as they attempt to finance what has become one of the most important, and most expensive, pieces of the American Dream: a college education. The overall findings suggest that while borrowing for college has exploded in the last five years, families are torn between their need to borrow and the burdens that these loans place on their present and future.
Our analysis of national data on borrowing revealed that changes in the federal student loan programs have had a dramatic impact on borrowing for college.
Source: https://ebookschoice.com/families-see-college-as-an-essential-goal-that-must-be-met-despite-the-costs/
This poster analyzes data from a student health survey to estimate the percentage of overweight adolescent students in the US. The survey sampled over 12,000 students. The poster will show the estimated overall percentage of overweight students is 13.62% with a 95% confidence interval of 12.74% to 14.50%. It will also break down estimates and comparisons by gender and age group, and use plots to illustrate BMI distributions and the best predictors of BMI, such as students' health ratings.
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This study compared elementary schools in Indiana based on the percentage of students passing the state achievement test versus a demographics adjusted performance measure. When looking only at pass rates, the top schools had high SES, white, high ability students. However, after controlling for student demographics, the highest performing schools were more diverse. The study found student income, race, and ability accounted for over half the variance in school pass rates. It suggests evaluations of school quality based only on pass rates can be biased and ignoring student factors does a disservice to schools serving disadvantaged students.
This document summarizes research on various social factors that influence student academic success. It reports on a survey of 106 college students that found cultural stereotypes may negatively impact minority student performance, with Caucasian students more likely to have a GPA over 3.5. It also found that students with loans reported their financial status as more influential on grades and had slightly lower GPAs. Further, students with more involved parents or alloparents in their education tended to have higher GPAs. The document concludes that social factors likely influence academic success but the study results were inconclusive due to limitations.
Be the Change 2017 - College Access and Completion PanelKIPP New Jersey
This year's Be the Change Celebration featured our first panel, which focused on the issues of college access and completion. These slides were presented during the panel by moderator Shavar Jeffries of Democrats for Education Reform and our panelists: Richard Barth, CEO of the KIPP Foundation, Ays Necioglu, Vice President at SEO Scholars, and Dr. Daniel Porterfield, President of Franklin and Marshall College.
The document discusses the Criterion-Referenced Competency Test (CRCT) that was used to measure school performance in Georgia under the No Child Left Behind Act. This put pressure on Atlanta Public Schools and led to cheating on standardized tests to meet performance goals. While the goals of the act were well-intentioned, it failed to address underlying issues in low-performing schools and had unintended consequences like the Atlanta cheating scandal. The act also created inequities by rewarding already high-performing schools.
The document discusses the impact of mentoring on academically at-risk students and their academic outcomes. It summarizes several studies that found mentoring can positively impact students' attitudes, behaviors, and academic performance by improving relationships with teachers and parents and boosting academic self-confidence. However, one large study found no significant impacts of mentoring on academic achievement, engagement, or behavior. The effects of mentoring depend on characteristics of the students, mentors, and program context. The document also provides resources for mentors and an overview of a K-12 journey map for college and career planning.
A Study on the Relationship between Education and Income in the USEugene Yan Ziyou
What is the relationship between education and income? Is education truly the great equalizer or do factors such as gender and family income at the age of 16 affect current income?
As part of the Coursera Data Analysis and Statistical Inference course, these issues were examined using data from the US General Social Survey in R.
Adult Learners Who Are They And What Do They WantNiki Perkins
This document provides an overview of a study examining the characteristics and career goals of adult learners. It analyzes survey responses from nearly 12,000 adult learners at 11 colleges and universities. Key findings include:
1) Adult learners surveyed were on average 38 years old, mostly white women. Many were married or financially independent.
2) Personal satisfaction and attaining life goals were the primary reasons for attending college, rather than job advancement.
3) Adult learners reported lower feelings of superiority than traditional college students. They received strong family support for their education.
4) Most adult learners felt they had clear career objectives and plans, though those with only high school degrees were less clear.
The Carrera Adolescent Pregnancy Prevention Program provides a holistic set of services to youth in middle and high school to prevent teen pregnancy. An evaluation of the program found it lowered teen birth rates by 46% and increased high school graduation rates by 30% and college attendance by 37%.
A benefit-cost analysis was conducted to evaluate the economic impacts of the program. It found that for every $1 invested in Carrera, $9.83 is generated in benefits to participants and society. Over a 7-year implementation in 3 New York City schools, the program would generate $1.56 billion in net present value at a cost of $158.6 million. The analysis monetizes benefits from increased
Running head MORE THAN STANDARDIZED TESTS1MORE THAN STANDARDIZ.docxcharisellington63520
Brittany was unable to graduate high school on time despite fulfilling all requirements except passing a standardized test. Thousands of students each year fail to graduate due to these tests. The document proposes replacing standardized tests with end-of-year subject tests administered by school districts rather than the federal government. These tests would focus on mastery of core subjects and allow students to choose the subjects they are tested on. The proposal argues this would save time and money while improving education outcomes compared to the current standardized testing system.
Three statistical methods were used to address class imbalance in predicting rare events like CLABSI infections: exact logistic regression, rare events logistic regression, and Firth's penalized likelihood method. Gradient boosting machines using SMOTE oversampling of the rare positive cases achieved the best performance on the validation data with a sensitivity of 72.7%, specificity of 84.8%, and AUC of 85.3%. The optimal model was integrated into the hospital system to generate real-time alerts when a patient's infection risk score exceeded 70%.
This study compared the drought response of American sycamore (Platanus occidentalis) and black willow (Salix nigra) under field and greenhouse conditions to determine their suitability for riparian restoration. In the field, both species showed similar photosynthetic rates but Salix had higher water use. Salix also had higher levels of arbuscular mycorrhizal colonization. In the greenhouse, both species were similarly affected by drought and fungicide treatments, though Platanus showed higher growth rates. The results suggest Platanus may be better suited for riparian restoration due to its stronger growth and less dependence on mycorrhizal associations under drought conditions.
This document summarizes a study comparing the drought and fungicide responses of two riparian tree species, Salix nigra and Platanus occidentalis, for use in ecological restoration. Saplings of both species were subjected to control, drought, or drought with fungicide treatments in a greenhouse experiment using a randomized block design. Anatomical measurements of height and circumference were taken weekly, and physiological measurements of photosynthetic rates were taken using a LI-COR gas analyzer. Results showed Platanus grew faster than Salix under drought conditions based on anatomical data, while physiological data found Platanus responded better to light under drought. However, statistical analyses found no significant differences between species or treatments for most measurements
The document discusses supervised versus unsupervised discretization methods for transforming variables in cluster analysis models. It finds that unsupervised, or SAS-defined, transformations generally result in more profitable models compared to supervised, or user-defined, transformations. However, the most profitable transformations can be complex and difficult to explain. There is a tradeoff between profitability and interpretability, known as the "cost of simplicity." The document analyzes different variable transformations applied to a credit risk prediction model to determine which balance of profit and explanation is most appropriate.
This binary classification model uses logistic regression to predict customer credit risk and maximize profit. The dataset was merged and cleaned. The dependent variable was transformed into a binary variable indicating good or bad credit risk. Some variables had coded non-numeric values that were replaced. The model was developed using variable transformations and selections to create a profitable clustering of customers.
1) The study compared the drought response and fungicide effects of two riparian tree species, Salix nigra and Platanus occidentalis, to determine their potential for ecological restoration.
2) Results showed Platanus occidentalis grew faster than Salix nigra under drought conditions. Platanus also showed higher photosynthetic rates when drought stressed without fungicide treatment, indicating the native fungi benefited its growth.
3) The findings suggest Platanus occidentalis could be a suitable alternative to Salix nigra for riparian restoration, particularly under drought conditions if native fungi are left undisturbed.
1. “Is There HOPE For Non-Traditional Students?”
Presenters: Nicole Moutos, Reuben Hilliard, Kevin Robinson
Faculty Advisor: Dr. Jennifer Priestley
We began our study by conducting an exploratory analysis of the original data set. The raw data file contained information on the GPA, Age,
major, cumulative hours completed, and gender for 26,278 students at Kennesaw State University. Through our preliminary analysis, we
discovered that there is a relationship between the age of a student and their academic performance. This led us to address a problem within the
HOPE scholarship system that prevents older students, who have been out of high school for 7 or more years from receiving the scholarship. This
is a problem that has affected each of us individually, who are all high performing students in pursuit of a degree to enrich the lives of ourselves and
our families.
Through further analysis we created two categorical variables, which allowed us to segment students based on their age and their level of academic
performance. With these variables, we constructed 100% stacked bar charts to be able to make meaningful and scaled comparisons of each
segment. Our explanatory variable was the student’s age and our response variable was their GPA. When we created our first bar chart, we saw an
interesting trend reversal between the third and fourth age categories. This encouraged us to do a deeper segmented regression analysis to uncover
any breakpoints in the trend that we were missing in a basic linear regression model. We found that between ages 25 and 26 there is in fact a trend
reversal. From ages 17 to 25.5, there is a negative correlation between age and GPA, and from 25.5 to 61 the trend reverses to show a positive
correlation between age and GPA. We then zoomed in on the stacked bar chart to look at the individual ages from 20 to 31, where the breakpoint
was also captured.
*We cleaned our data to reflect only the students who could potentially get HOPE, irrespective of their age. This reduced our number of observations to 25,922 students.
ABSTRACT
RESULTS
In 2011, the HOPE Scholarship Fund enacted an eligibility clause preventing students who have been out of high school for seven or more years
the opportunity to receive the scholarship.1 Notably, this clause came after the 2008 financial crisis when unemployment rates and the number of
scholarship awards increased simultaneously.2,3 Since the clause was enacted, previously eligible non-traditional students now have to find
alternative ways of paying for school, which include taking out student loans and creating debt for them and their families. This presentation seeks
to provide evidence that on average, older non-traditional students, who are ineligible for HOPE scholarship perform better in school than their
younger counterparts. The data set contains GPA and age information for 25,922 students, enrolled at Kennesaw State University, during the
2013/2014 school year. The student ages range from 17 to 61, and the GPA data is on a 4.0 scale. The response of interest is the academic
performance of the students, measured by their GPA. The explanatory variable is the students’ age. The data will be analyzed through the creation
of age and GPA categories. Age categories will be separated into meaningful segments based on traditional and non-traditional student
classifications. GPA categories will be separated using proper categorizations, as determined by Kennesaw State and the University system. The
categories will be used to create 100% stacked bar charts to evenly scale the different age groups. The quantitative variables will also be used to
create a segmented regression, in order to discover trends and breakpoints that are not evident in a linear regression model. We would like to show
that non-traditional students perform just as well or better than traditional students and should therefore be entitled to the same scholarship funding
that is ultimately determined by academic performance.
INTRODUCTION
METHODS
The acronym HOPE, as it pertains to the scholarship, stands for “Helping Outstanding Pupils Educationally”. It was originally created to help high
performing students fund their education. It was designed to be all- inclusive for Georgia residents and did not discriminate based on age, gender,
race, or high school diploma type. In 2011, the HOPE scholarship bill underwent a number of budgetary-based amendments for the purpose of
keeping the funding alive and well allocated.4 These changes came after three years of increasing scholarship award amounts following the 2008
financial crisis. The aftermath of the financial crisis was sky-rocketing unemployment rates and mounting debt for many individuals. Denying non-
traditional students access to the HOPE scholarship has left them seeking alternative ways to fund their education, while not pushing their families
into more debt. In 2013, 93.27% of incoming non-traditional freshman at KSU were eligible for HOPE scholarship. Approximately 50% of those
HOPE recipients lost their scholarship within the first year.5 According to a study done in 2011, only 27.7% of Kennesaw State students who began
their college career with the HOPE scholarship maintained it until graduation.4 These numbers lead us the question whether the HOPE scholarship
is sacrificing high performing non-traditional students to save the traditional students, who appear to be unprepared for college. Our analysis
provides evidence that on average, non-traditional students do perform better in school than traditional students.
Our findings led us to conclude that while Non-Traditional students, on average, perform better than “Traditional” students, they have been left without HOPE, despite the likelihood that they are the students most desperately in need. While Non-Traditional
students seem to be the most serious about being successful students, taking away HOPE has made their road to self-improvement more difficult, as well as leaving them with a mountain of debt, simply because of their time away from school. A scholarship
purely based on academic merit, should not discriminate based on age, as Non-Traditional students have the same financial needs as Traditional students and quite possibly far more financial obligations.
If the HOPE scholarship’s intent is to help outstanding students improve their ability to excel in school, with the ultimate goal of making them employable, they are doing themselves a disservice by rejecting Non-Traditional Students. The results are clear,
70 percent of hiring managers do report screening applicants based on their GPA, but the largest group say they use a 3.0 as their cutoff.6 All other factors being equal, an employer is more likely to choose the candidate with stellar grades.
The economy is showing multiple signs of recovery, and it is our recommendation that the State Legislature reverse its 2011 decision and once again include Non-Traditional students in the eligibility standards for the HOPE scholarship. In order to offset
the increased costs associated with an influx of Non-Traditional students, the GPA requirement could be raised to 3.25 to accommodate for this measure.
CONCLUSIONS
R CODE
#create contingency table and proportion table for 100% stacked
ctab2_Age1_GPA <- table(StAge,GPA_CV)
rwpt2_Age1_GPA <- prop.table(ctab2_Age1_GPA,1)
#set graphical parameters to provide room for legend and format color and text
par(mfrow=c(1, 1), mar=c(5, 5, 5, 10),font.lab=2,fg="yellow2", bg="gray51",col.main="yellow2",col.axis="yellow2",col.lab="yellow2")
#create formatted 100% stacked bar with legend outside of plot area
SB_AGE1 <- barplot(t(rwpt2_Age1_GPA*100),ylim = c(0,110),border="black",col=c("firebrick3","darkorange2","dark
blue","blue","forestgreen","green1"), main=" Figure 1: 100% Stacked Bar Chart of Age Group by GPA
Category (n=25922)", ylab="Proportion",xlab="Age Category",legend.text = TRUE,args.legend = list(x = 6 +
6.8, y=100, bty = "n"))
#pastes frequencies above bars to show the size of each segment
text(0.7, 103, "3385")
text(1.9, 103, "14396")
text(3.1, 103, "4301")
text(4.3, 103, "1647")
text(5.5, 103, "882")
text(6.7, 103, "576")
text(7.9, 103, "735")
#Sets graphical parameters for segmented regression
par(mfrow=c(1, 1), mar=c(7, 8, 4, 8),font.lab=2,fg="black", bg="gray51",col.main="yellow2",col.axis="yellow2",col.lab="yellow2")
plot(AGE,KSU_ADJUSTED_GPA, ylim=c(2,4),xlim=c(17,62),pch=20)
#install and call segmented package
install.packages("segmented")
library(segmented)
#assign and run linear regression first
lin.mod <- lm(KSU_ADJUSTED_GPA~AGE)
summary(lin.mod)
#assign and run segmented regression, find estimated breakpoint
segmented.mod <- segmented(lin.mod, seg.Z = ~AGE, psi=30)
summary(segmented.mod)
#plot segmented regression with spline at estimated age breakpoint
plot(segmented.mod, add=T, pch=20, interc=TRUE, col="red",lwd=3,conf.level=.95,shade=TRUE)
abline(v=25.5, col= "blue", lwd=3)
title(main = "Figure 3: Segmented Regression of Student GPA by Age (n=29522)")
SUPPORTING DATA
0
500
1000
1500
2000
2500
2003 2004 2005 2006 2007 2008
NumberofStudents
Figure 4: KSU Student 6yr Graduation Rate Trends
With Hope - Graduated within 6 years No Hope - Graduated within 6 years
Incoming w/ Hope Incoming - No Hope
U.S. Unemployment Rates (2002-2014)
Sources: MacroTrends.net and the Bureau of Labor Statistics
RESOURCES
1. "Georgia's HOPE Scholarship Program Overview." GA College 411. Georgia Student Finance Commission, XAP Corporation, n.d. Web.
2. . "Scholarship and Grant Award History." Georgia Student Finance Commission. Gsfc.org, n.d. Web.
3. "Unemployment Rate - Last Ten Years." MacroTrends. Bureau of Labor Statistics, n.d. Web.
4. Diamond, Laura. "Few Hold onto HOPE for Whole Time in College." AJC.com. The Atlanta Journal Constitution, n.d. Web.
5. "Fact Book." Fact Book 2012-2013. Kennesaw State University, n.d. Web.
6. National Association of Colleges and Employers. Job Outlook 2005 survey, n.d. Web
FINDINGS
After seeing there was in fact segmented correlations between age and GPA, we wanted to look for the behavior of HOPE scholars before and after the changes of 2011. Our supporting data shows how the amount of HOPE scholarships awarded, rose
steadily through 2010 - the same time period in which unemployment rates climbed sharply. This suggests it is likely many laid-off workers enrolled in college to improve their chances of finding a good job. When the changes were implemented in
2011, the HOPE scholarships plummeted sharply, but as unemployment rates steadily continued to fall, HOPE scholarships stayed relatively steady, again suggesting that unemployment rates no longer affected HOPE because those now ineligible are
the same people most affected by unemployment.
We then turned our attention to graduation rates of HOPE scholars compared to Non-HOPE students. In Figure 4, we see that not only is the proportion of incoming freshman who receive HOPE much higher than those not receiving it (more than 4:1
in 2013), the ratio of HOPE scholars graduating within six years vs. students who did not receive HOPE, is even more dramatic (34:1 in 2013).