Suchergebnisse

In this analysis, I evaluate how socioeconomic status (SES) directly shapes the probability that students with similar academic achievements complete key transitions in the U.S. postsecondary system. I develop the concept of institutional reach to illuminate the maintenance of socioeconomic differences across successive forward transitions via institutions of varying selectivity in this postsecondary system. Both low- and high-SES students with high academic achievements display a greater probability of moving forward through the system. However, high-SES students are more likely to do so by attending more selective institutions at entry and, consequently, are more likely to complete a bachelor's degree at such institutions. In other words, high-SES students have greater institutional reach given similar academic achievements. Greater protection from low achievements and greater boosts from high achievements are both important for maintaining high-SES students' advantage.

Prior research shows that U.S. veteran households tend to spend a smaller share of their income on housing. In this report, the authors reveal exceptions to this national veteran advantage at the local level in many cities and less populated areas.

This toolkit shows stakeholders how to strengthen their talent pipelines by treating the management of talent pipelines as a design issue. The authors explain key steps for understanding pipelines and developing a plan to improve them.

In this analysis, we consider how a potentially important triggering event in the life course—exclusionary school discipline—may affect students' high school outcomes. We extend the literature to focus on the long-term effects of exclusionary discipline that occurs in the early grades, when students are relatively young and when a significant share of exclusionary discipline first occurs. We further evaluate the potential, long-term effects of exclusionary discipline on different high school outcomes (non-completion, GED certification, high school diploma) in statistical models that account for observed and unobserved heterogeneity. Overall, we find robust and consistent evidence that very young children are not somehow more resilient or more protected from negative, long-term effects of suspension or expulsion in early elementary school. Moreover, previous research might underestimate the effects of (early) exclusionary discipline more generally by ignoring the independent effects on GED certification.

In this paper we reanalyze Robert D. Mare's highly influential work on educational transitions among American men born in the first half of the 20th century. Contrary to previous belief Mare found that the effects of socioeconomic background variables decline regularly across educational transitions in conditional logistic regression analyses. We have reconfirmed Mare's findings and tested them by introducing a modified logistic response model that constrains selected social background effects to vary proportionally across educational transitions. We refer to our preferred model as the logistic response model with partial proportionality constraints (LRPPC). The model can easily be estimated in Stata or using other standard statistical software. Partial proportionality constraints may also prove useful in interpopulation comparisons based on other linear models.

This brief offers suggestions to state leaders across the United States who are interested in growing and diversifying their computer science and information technology workforces.

Using Ohio as a case study, the authors of this report offer suggestions to state leaders across the United States who are interested in growing and diversifying their computer science and information technology workforces.

This brief describes potential interventions to boost recruitment and retention in Virginia's health care workforce and increase its structural efficiency.