Suchergebnisse

This study is concerned with the accuracy with which subjects can interpolate the position of a pointer or index between two scale graduations. Each of 20 subjects estimated the position of a mark on each of 99 5-in, linear, ungraduated scales. Estimates were given in units over the range 0–100 units. The median error was only 1.5% of the distance between the two marked graduations. Accuracy was greatest at the ends and middle of the scale. The data indicate that interpolation of fifths and even tenths will provide accuracy satisfactory for most situations.

Much attention is focused on finding ways to encourage females to study STEM in school and college, but what actually happens once women complete a STEM degree? We use the UK Quarterly Labour Force Survey to trace out gender differences in STEM persistence over the career. We find a continuous process whereby women are more likely to exit STEM than men. Among STEM undergraduate degree holders, women are more likely to obtain a non‐STEM master's degree. After entering the labour market, there is a gradual outflow of females during the first 15 years post‐graduation, so that females are about 20 percentage points less likely to work in STEM than men. Conditional on leaving STEM, females are more likely to enter the education and health sectors, while males are more likely to enter the business sector, and this can partly explain the gender pay gap for STEM graduates. Overall, our results suggest that policies that aim to increase the proportion of females studying STEM may have less effect than expected due to the lower attachment of females to STEM after graduation. Such policies may need to be augmented with efforts to tackle the greater propensity of females to exit STEM throughout the career.

This study examines the determinants of high school graduation in Australia. It uses two main approaches to estimation. The first of these is a conventional probit model based on a range of family background & demographic variables. This approach is then extended through consideration of a random parameters probit model. The results show that schools matter to the chances of completing high school in Australia. However, the school effects seem to have more to do with the selection of more able students with superior socioeconomic backgrounds than with the independent creation of favorable school or classroom climates. 3 Tables, 1 Appendix, 32 References. Adapted from the source document.

Interventions into the education landscape began subtly at first, but over the years, they were replaced with efforts to reform the curriculum along more religious lines and deeper control mechanisms.

ObjectiveCollege enrollments among Latinx students have increased by 12 percent in the last 14 years, but the group's overall graduation rate has only increased by 5 percent, leading researchers to reevaluate the predictors of completion for Latinx students. This study explores the relationship between Latinx graduation rates and various forms of representation.MethodsRandom effect modeling using institutional‐level data collected from the Integrated Postsecondary Education Data System, 2008–2011, is used to examine the relationship between Latinx graduation rates, peer, faculty, and structural representation.ResultsResults suggest that structural representation and behaviors are important predictors of Latinx students' persistence toward graduation. Specifically, historically black colleges and universities fare better than other structures in representing and supporting Latinx students.ConclusionInstitutions and policymakers seeking to improve the college completion rates of Latinx students should think beyond descriptive representation and consider reducing the structural barriers to Latinx students' success.