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2. Long-Term Impacts of College Students' Food Insecurity on Future Socioeconomic Status, Wealth, and Food Insecurity. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2021-06
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University of Kentucky Center for Poverty Research (UKCPR), Leung, Cindy, Wolfson, Julia, Insolera, Noura, and Cohen, Alicia
- Abstract
Food insecurity, a condition of limited access to nutritious food, is a critical issue for college students' health and well-being. In this report, we present results from our project that examines the long-term effects of college students' food insecurity on future socioeconomic status, wealth, and food insecurity using nationally representative data from the Panel Study of Income Dynamics. Our study population included 1,574 individuals who were enrolled in college between 1999-2003, aged 16-29 years old during college enrollment, and remained in the sample through 2015-17. We examined the associations of interest using a combination of linear, logistic, multinomial logistic, and fixed-effects regression models, adjusting for sociodemographic characteristics measured concurrent with college enrollment or during childhood. In the sample, the prevalence of food insecurity during college was 14.9%. College food insecurity was associated with lower odds of college completion and lower likelihood of obtaining a Bachelor's degree or a graduate or professional degree. These associations were more pronounced among first-generation college students. College food insecurity was also associated with lower mean labor wage income and lower wealth accumulation (including home equity) across subsequent survey waves between 2005-2019. Finally, college food insecurity was associated with a higher prevalence of food insecurity in the later adult years (measured in 2015-17). Results suggest that college food insecurity has long-term implications for socioeconomic outcomes in adulthood. Future research should focus on the role of programs and policies that can break the cycle of chronic food insecurity and poverty over the life course.
- Published
- 2021
3. Labour Market Outcomes of Postsecondary Graduates, Class of 2015. Education, Learning and Training: Research Paper Series
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Statistics Canada, Reid, Alana, Chen, Hui, and Guertin, Rebecca
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This article looks at the labour market outcomes of 2015 postsecondary graduates three years after graduation. Specifically, it examines their employment status, job permanency, relatedness of their job or business to their 2015 educational program, the degree to which graduates feel qualified for their job, their employment income and their job satisfaction. This article answers the question: How are graduates of 2015 faring in terms of their integration into the labour market?
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- 2020
4. The Impact of Short-Duration Credentials after an Undergraduate Degree on Labour Market Outcomes. Education, Learning and Training: Research Paper Series
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Statistics Canada, Ntwari, Aimé, and Fecteau, Eric
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This study uses longitudinal data combining information from the Postsecondary Student Information System (PSIS) with data from personal income tax (T1 Family File) to analyze the impact of short-duration credentials (certificates and diplomas from colleges and universities), completed after an undergraduate degree, on the outcomes on the labour market of graduates from Canadian public universities.
- Published
- 2020
5. The Potential for Community College Students to Expand and Diversify University Degree Production in STEM Fields. Working Paper No. 244-1020
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Qian, Cheng, and Koedel, Cory
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We use rich administrative microdata from Missouri to examine the potential to expand and diversify the production of STEM [science, technology, engineering, and mathematics] degrees at universities by tapping into the population of community college students. We find that the scope for expansion is modest, even at an upper bound, because most community college students have academic qualifications that make them unlikely to succeed in a STEM field at a university. We also find there is almost no scope for community college students to improve the racial/ethnic diversity of four-year STEM degree recipients. We conclude that it will be challenging to expand and diversify STEM degree production at universities with interventions targeted toward community college students.
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- 2020
6. The Social Circuitry of High Finance: Universities and Intimate Ties among Economic Elites. Research & Occasional Paper Series: CSHE.11.2020
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University of California, Berkeley. Center for Studies in Higher Education, Eaton, Charlie, and Gibadullina, Albina
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Financiers have regained preeminence among economic elites, accruing growing shares of income and wealth. Yet network analyses have shown a decline in the bank-based interlocks between corporate boards that were once thought to foster financier power and elite cohesion. We ask if social organizations parallel to the economy provide a circuitry that connects financiers to other elites, despite growing complexity and fragmentation in finance. We develop and test hypotheses that apply the theory to elite university social ties using original data on degree holding among the "Forbes" 400 wealthiest Americans and on the financial affiliations of all trustees on the boards of 60 top ranked U.S. universities.
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- 2020
7. Skill Utilization and Earnings of STEM-Educated Immigrants in Canada: Differences by Degree Level and Field of Study. Analytical Studies Branch Research Paper Series
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Statistics Canada, Picot, Garnett, and Hou, Feng
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In Canada, immigrants represented more than half of the population in the prime working ages with at least a bachelor's degree in the science, technology, engineering, and mathematics (STEM) fields of study in 2016. They accounted for three-quarters of engineering and computer science graduates with a master's or doctorate degree. This paper examines the skill utilization and earnings of employed STEM-educated immigrants by field of study and degree level. Compared with the Canadian-born with similar levels of education and in similar fields of study, immigrants with a bachelor's degree had considerably lower skill utilization rates and earnings outcomes than those of doctoral degree holders. This is mostly because immigrant doctoral graduates are more likely to be educated in a Western country. By field of study, immigrant engineering graduates, particularly at the bachelor's level, had relatively weaker skill utilization rates and earnings outcomes; immigrant computer science graduates did somewhat better. The slightly more than half of STEM-educated immigrants who did not find a STEM job had the weakest skill utilization rates and earnings outcomes. Much of the gap between the earnings of immigrant and Canadian-born graduates was associated with differences in country of education. STEM immigrants educated in Canada, the United States, the United Kingdom or France had outcomes similar to the Canadian-born.
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- 2019
8. Recent Trends in Over-Education by Immigration Status. Analytical Studies Branch Research Paper Series
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Statistics Canada, Hou, Feng, Lu, Yao, and Schimmele, Christoph
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The rapidly growing supply of university-educated workers from both immigration and domestic educational institutions, coupled with relatively slack demand for educated labour, has raised concerns about skill use in the Canadian economy. This study uses census data from 2001 to 2016 to compare trends in over-education among recent immigrants and Canadian-born youth. The study showed that only about one-half of the growth in university-educated workers over this 15-year period was matched with growth in jobs requiring a university education. University-educated recent immigrants became more concentrated in jobs requiring less than a university education. In comparison, Canadian-born youth with a university degree became less likely to work in jobs requiring high school or less education.
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- 2019
9. Timing Matters: How Delaying College Enrollment Affects Earnings Trajectories. CCRC Working Paper No. 105
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Columbia University, Community College Research Center, Lin, Yuxin, and Liu, Vivian Yuen Ting
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Over one in three students who started college in 2012 did not enroll in the fall immediately following their high school graduation. Despite the prevalence of delayed college enrollment, however, little is known about its consequences for labor market outcomes. Using data from the National Longitudinal Survey of Youth 1997, this paper examines the characteristics and earnings trajectories of students who do not enroll in college immediately after high school ("delayers") and the effects of this choice on academic and labor market outcomes. Propensity score matching results show that delaying college enrollment decreases individuals' likelihood of enrolling in college and increases their tendency to enroll in two-year colleges if they do return to school. They also show that, consistent with the study's descriptive results, the early earnings benefits experienced by delayers fade out after their mid-20s and turn to significant losses over time. Oaxaca decomposition results indicate that differences in student characteristics only explain one third of the pay gap between the two groups; 60 percent of the pay gap is explained by delayers' reduced likelihood of attending and obtaining a degree at a four-year college.
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- 2019
10. Community Colleges and the New Era of Work and Learning. Working Paper 66
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Mathematica Policy Research, Inc., Gallagher, Sean, and Maxwell, Nan L.
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Changes in the credentialing market have produced a complex, multilayered ecosystem with a demand for shorter credentials that are focused around job market competencies. Community colleges are well positioned to lead this emerging market for three reasons. (1) Their dual mission to offer both traditional degrees and workforce development programs provides a competitive advantage in piloting and implementing many of the new types of credentials, especially those that can be embedded into traditional degree programs. (2) They have a long history in awarding certificates, one type of shorter work-aligned credential that is experiencing a new emphasis in today's market. (3) They have an established infrastructure, content knowledge experts, and employer relationships that can support a broad array of shorter credentials with a solid level of quality assurance. To play a central, even leading role, in the new credentialing market, community colleges must build credentials that respond to four growing trends and imperatives: building competency and market-oriented programs, structuring credentials to facilitate lifelong learning, unbundling learning in traditional degrees, and recognizing the need for quality assurance.
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- 2019
11. Exploring Funding Options for the University of California. Research & Occasional Paper Series: CSHE.12.18
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University of California, Berkeley. Center for Studies in Higher Education and Douglass, John Aubrey
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Despite massive cuts in state funding over the past thirty years, the University of California has managed to keep enrollment on pace with growth in population. With California's population projected to grow 22.5 percent (from 40 to 49 million by 2040), that will no longer be the case, unless UC is able to find a new funding model. Informed by the historical analysis in the report "Approaching a Tipping Point: A History and Prospectus of Funding for the University of California", this essay revisits the options for funding UC from that report, including: reinvestment by California lawmakers and a proposed general bond measure for capital construction; increasing research funding to help subsidize teaching and public service programs; revising the indirect-cost agreement with the State of California; raising undergraduate tuition and fees for upper income students and establishing tuition pricing model tiered by student family income; explore differential fees by major; and reducing the percentage of UC undergraduate tuition income that is "returned-to-aid" in favor of increased fundraising for financial aid. All relate to two central questions: a) can UC afford to grow in its enrollment and academic programs with the state's population and needs? and b) how to identify new sources of revenue and pursue management efficiencies to reduce operating and capital costs? Without a substantial boost in income from the state or other sources, UC may be approaching a crossroads, where it continues to grow in enrollment without adequate funding, or where it instead chooses to halt or limit growth to focus on maintaining quality and productivity, but with serious consequences for California. Any significant state reinvestment will depend on the new California governor. Governors in the past have been key players in creating and building California's pioneering higher education system. A new governor should have ambitions for higher education that match those of Californians.
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- 2018
12. Teacher Candidate Apprenticeships: Assessing the Who and Where of Student Teaching. Working Paper No. 206-1118-1
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Krieg, John, Goldhaber, Dan, and Theobald, Roddy
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We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching ("cooperating teachers") and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. We also find that teacher candidates are more likely to be placed with cooperating teachers of the same gender and race/ethnicity, and are more likely to work with cooperating teachers and in schools with administrators who graduated from the candidate's TEP.
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- 2018
13. How Competency-Based Education May Help Reduce Our Nation's Toughest Inequities. Lumina Issue Papers
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Lumina Foundation and Krauss, Stephanie Malia
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Competency-based education (CBE) is a rapidly growing movement of postsecondary and K-12 programs that allow learners to move ahead based on what they know and can do, rather than time spent in class. At the postsecondary level, CBE could be a pathway that helps many thousands of learners move from poverty to prosperity. This paper considers how CBE can be used to educate, equip, and empower learners who struggle in postsecondary learning programs because of who they are and where they live. Recommended starting points--places and programs--are provided throughout the paper to highlight where and how CBE providers can prioritize equity. The first section identifies three learner populations for CBE programs to prioritize: (1) learners of color; (2) adult learners who are unemployed or underemployed; and (3) adult learners with some postsecondary education but no credential. The second section details the types of programs CBE providers should offer, and the final section suggests some occupations and industries for which CBE programs should prepare their graduates.
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- 2017
14. Reforming the American Community College: Promising Changes and Their Challenges. CCRC Working Paper No. 98
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Columbia University, Community College Research Center, Dougherty, Kevin J., Lahr, Hana, and Morest, Vanessa S.
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Enrolling more than 6 million students each fall, community colleges carry out a crucial function in higher education by providing access to college, including baccalaureate opportunities, occupational education, remedial education, and other educational services. At the same time, community colleges face great challenges that have elicited calls for major reforms. This paper begins by discussing the social roles and organization of community colleges in the United States, their main social contributions, and the challenges they face. It then describes and evaluates the sweeping policy proposals that have been made to address these challenges.
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- 2017
15. High School Course Access and Postsecondary STEM Enrollment and Attainment. Working Paper 186
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Darolia, Rajeev, Koedel, Cory, Main, Joyce B., Ndashimye, Felix, and Yan, Junpeng
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We study the effects of access to high school math and science courses on postsecondary STEM enrollment and degree attainment using administrative microdata from Missouri. Our data panel includes over 140,000 students from 14 cohorts entering the 4-year public university system. The effects of high school course access are identified by exploiting plausibly exogenous variation in course offerings within high schools over time. We find that differential access to high school courses does not affect postsecondary STEM enrollment or degree attainment. Our null results are estimated precisely enough to rule out moderate impacts.
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- 2018
16. Stackable Credentials: Do They Have Labor Market Value? CCRC Working Paper No. 97
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Columbia University, Community College Research Center, Bailey, Thomas, and Belfield, Clive R.
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Stackable credentials--sequential postsecondary awards that allow individuals to progress on a career path--have been suggested as a way to enhance the labor market prospects of middle-skill workers. Yet, thus far, little evidence has been provided on the economic value of these credentials. Here, we report a series of estimates on the association between stackable credentials and earnings. We use national, survey, and college-system-level datasets. A significant body of evidence indicates that the labor market returns to certificates--along with those to college degrees--are positive. But our estimates of stackable credentials show only weakly positive and inconsistent gains from these award combinations. Generally, these estimates are indistinguishable from the returns to only one postsecondary credential. There is no clear evidence of how earnings vary across types of stack--progressive, supplemental, or independent--or student characteristics. However, estimated earnings gains from stackable credentials may be imprecise. Few college students stack awards, the motives for stacking are unknown, and notably, the number of stacked awards depends on whether general vocational awards are included. Future research should examine why students stack awards and how they can choose combinations of awards that maximize their earnings gains from stacking.
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- 2017
17. Internships, Integrative Learning and the Degree Qualifications Profile (DQP). Occasional Paper #30
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National Institute for Learning Outcomes Assessment and Grose, Alan W.
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Internships are among the most beneficial out-of-classroom experiences designated as High-Impact Practices (HIPs). Yet, due to the diverse and unscripted nature of internship experiences, as well as the many different models for facilitating them, outcomes assessment practices are a long way from capturing the full power of internships as learning experiences. This paper draws upon the framework of the Degree Qualifications Profile (DQP) to sketch three different curricular pathways that learning from internships might follow. This allows for mapping specific learning outcomes expected in internships, as well as the identification of appropriate forms of evidence for documenting their achievement -- including evidence from intentionally designed assignments. Drawing on the DQP, and the VALUE Rubrics from the Association of American Colleges & Universities, the paper explores Integrative Learning as a framework for evaluating learning associated with different internship learning pathways. It concludes with suggestions for collaboration on- and off- campus that can help facilitate meaningful learning though internship experiences. [Foreword by Pat Hutchings.]
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- 2017
18. STEM Graduates and Secondary School Curriculum: Does Early Exposure to Science Matter? CEP Discussion Paper No. 1443
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) and De Philippis, Marta
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Increasing the number of Science, Technology, Engineering and Math (STEM) university graduates is considered a key element for long-term productivity and competitiveness in the global economy. Still, little is known about what actually drives and shapes students' choices. This paper focusses on secondary school students at the very top of the ability distribution and explores the effect of more exposure to science on enrolment and persistence in STEM degrees at the university and on the quality of the university attended. The paper overcomes the standard endogeneity problems by exploiting the different timing in the implementation of a reform that induced secondary schools in the UK to offer more science to high ability 14 year-old children. Taking more science in secondary school increases the probability of enrolling in a STEM degree by 1.5 percentage point and the probability of graduating in these degrees by 3 percentage points. The results mask substantial gender heterogeneity: while girls are as willing as boys to take advanced science in secondary school--when offered--the effect on STEM degrees is entirely driven by boys. Girls are induced to choose more challenging subjects, but still the most female-dominated ones. An appendix provides supplementary tables. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.]
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- 2016
19. Testing Means-Tested Aid. CEP Discussion Paper No. 1396. Revised
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Murphy, Richard, and Wyness, Gill
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Inequalities do not end once students enter higher education. Yet, the majority of papers on the effectiveness of higher education aid examine its impact on college enrolment. In this paper, we provide evidence on the causal impact of means-tested but otherwise unconditional financial aid on the outcomes of students who have already enrolled in college. To do so, we exploit a unique non-salient financial aid program which varies both across and within institutions, and for which eligibility is a highly non-linear function of parental income. Using student-level administrative data collected from 9 English universities, we study the effects of aid receipt on college completion rates, annual course scores, and degree quality. Our findings suggest that each £1,000 of financial aid awarded increases the chances of gaining a good degree by around 3.7 percentage points, driven by increases in annual rates of completion and course scores. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.]
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- 2016
20. A Post-Coronavirus Pandemic World: Some Possible Trends and Their Implications for Australian Higher Education. Discussion Paper
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University of Melbourne (Australia), Centre for the Study of Higher Education (CSHE), Croucher, Gwilym, and Locke, William
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This paper summarises factors and emerging trends for higher education following from the disruption caused by the coronavirus pandemic and the responses of providers and governments. It is framed as a provocation to stimulate discussion about futures for higher education in Australia and beyond following the immediate COVID-19 disruption. While the evolving response to the pandemic makes prediction fraught, to provide concrete indication of the trajectory of many trends this paper draws on research into and past experience of similar economic, political and social 'shocks' to the provision of higher education in advanced economies. It examines how the coronavirus pandemic is magnifying existing pressures for universities and how it is providing new possibilities. The first section summarises ten trends and their associated drivers. Based on a PESTEL analysis, it includes codes for each item to signal the associated key factors contributing to the trend, including (P)olitical, (Ec)onomic, (S)ociocultural, (T)echnological, (L)egal and (En)vironmental. For each trend, we outline several implications for higher education provision in Australia. The second section synthesises these implications into a range of outcomes and questions.
- Published
- 2020
21. Structuring State Policy for Student Success: Applying Incentives in the Volunteer State. Executive Summary. Lumina Issue Papers
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Lumina Foundation and Wright, David L.
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This is the executive summary for "Structuring State Policy for Student Success: Applying Incentives in the Volunteer State." For many years, state funding to public colleges and universities in Tennessee and across the nation was distributed based primarily on enrollment, rather than degree production or efficiency. This led or allowed institutions to seek more funding through efforts such as boosting enrollment and engaging in mission creep, with little incentive for completion. To address this ill effect and promote better outcomes tied to state goals, Tennessee has implemented two primary types of direct economic incentives for institutions: performance funding (1979) and an outcomes-based funding formula for public higher education (2010). Under these initiatives, institutional performance, as measured by the funding model, leads directly to the institution's amount and share of state appropriations for institutional operating expenses. In Tennessee's experience, incentives work. This experience is pertinent to other states because: with only 36 percent of its adult residents holding a postsecondary certificate or higher, Tennessee has a long way to go in terms of educational attainment; it has made substantial strides in a short time; and it shares enough characteristics with enough states to make its experience relevant across a variety of state contexts. [For the full report, see ED587412.]
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- 2016
22. Early Results of Outcomes-Based Funding in Tennessee. Lumina Issue Papers
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Lumina Foundation, Johnson, Nate, and Yanagiura, Takeshi
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No state has done more than Tennessee to shift state higher education funding to reflect outcomes rather than inputs. In other states, most of the core funding for higher education, including tuition and state appropriations, flows to colleges based on student enrollment. With a goal to reach the national average in higher education attainment by 2025, Tennessee is at the vanguard of this movement and has aligned its budget with its ambitions. It is the first state to base most state appropriations to colleges and universities on outcomes, with emphasis on progress toward and completion of degrees. Initial results are promising, but still preliminary. Evidence of success will come from information on: (1) degrees awarded; (2) enrollment; (3) grades and credits earned; and (4) progress and other performance benchmarks. Recommendations for other states that emerge from initial findings are included. This brief's appendix table shows how data will become available over the next several years to facilitate review of the impact of formula funding in Tennessee.
- Published
- 2016
23. Graduate Returns, Degree Class Premia and Higher Education Expansion in the UK. CEP Discussion Paper No. 1392
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Naylor, Robin, Smith, Jeremy, and Telhaj, Shqiponja
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We investigate the extent to which graduate returns vary according to the class of degree achieved by UK university students and examine changes over time in estimated degree class premia. Using a variety of complementary datasets for individuals born in Britain around 1970 and aged between 30 and 40, we estimate an hourly wage premium for a "good" (relative to a "lower") class of degree of 7% to 9%, implying a wide spread around the average graduate premium. We also estimate the premium for a good relative to a lower degree for different cohorts (those born between the mid-1960s and early-1980s) and find evidence that the premium for a good degree has risen over time as the proportions of cohorts participating in higher education have increased. Tables and a list of university types are appended.
- Published
- 2015
24. Attrition from Administrative Data: Problems and Solutions with an Application to Postsecondary Education. Working Paper 30232
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National Bureau of Economic Research (NBER), Foote, Andrew, and Stange, Kevin M.
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This paper examines the bias arising from individuals' migration from administrative outcome data, with a focus on the labor market consequences of postsecondary education. We find that out-of-state migration is particularly problematic for high-earners, flagship graduates, and certain majors. Consequently, the effect of graduating from a flagship university is 10% higher than one would estimate using in-state earnings exclusively, though the extent of bias differs substantially across contexts. The impact of obtaining a 2-year CTE credential is also understated, as are earnings differences across majors. Approaches to testing for and bounding this bias are considered.
- Published
- 2022
25. What about the Non-Completers? The Labor Market Returns to Progress in Community College. A CAPSEE Working Paper
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Center for Analysis of Postsecondary Education and Employment (CAPSEE), Zeidenberg, Matthew, Scott, Marc, and Belfield, Clive
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Of the copious research on the labor market returns to college, very little has adequately modeled the pathways of non-completers or compared their outcomes with those of award holders. In this paper, we present a novel method for linking non-completers with completers according to their program of study. This method allows us to calculate the labor market returns to programs of study, accounting both for those who obtain an award and those who do not. We use a large dataset of community college transcripts matched with earnings data. We find that different classification systems--by algorithm, intent, or goal--yield very different enrollment patterns across programs. These classifications make a substantial difference to earnings patterns. Our results show that returns vary not only by program completion, but they also vary by program non-completion. Consequently, combining completers and non-completers yields a new pattern of returns. For some awards, this leads to wider earnings differentials. However, we find that the variance in returns by subject of study is reduced when we combine data on completers and non-completers. Finally, we find that progression in a program per se does not lead to higher earnings for students who do not complete (even as it demonstrably does for students who complete their program). If validated, these findings have significant implications for policies on program choice and on student retention policies. A supplementary figure is appended.
- Published
- 2015
26. STEM Summer Programs for Underrepresented Youth Increase STEM Degrees. Working Paper 30227
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National Bureau of Economic Research (NBER), Cohodes, Sarah R., Ho, Helen, and Robles, Silvia C.
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The federal government and many individual organizations have invested in programs to support diversity in the STEM pipeline, including STEM summer programs for high school students, but there is little rigorous evidence of their efficacy. We fielded a randomized controlled trial to study a suite of such programs targeted to underrepresented high school students at an elite, technical institution. The STEM summer programs differ in their length (one week, six weeks, or six months) and modality (on-site or online). Students offered seats in the STEM summer programs are more likely to enroll in, persist through, and graduate from college, with gains in institutional quality coming from both the host institution and other elite universities. The programs also increase the likelihood that students graduate with a degree in a STEM field, with the most intensive program increasing four-year graduation with a STEM degree attainment by 33 percent. The shift to STEM degrees increases potential earnings by 2 to 6 percent. Program-induced gains in college quality fully account for the gains in graduation, but gains in STEM degree attainment are larger than predicted based on institutional differences. [Financial support also provided by the Teachers College Provost's Investment Fund, the National Center for Institutional Diversity at the University of Michigan, and the Lab for Economic Applications and Policy at Harvard University.]
- Published
- 2022
27. Experimentally Estimated Impacts of School Vouchers on College Enrollment and Degree Attainment. Program on Education Policy and Governance Working Papers Series. PEPG 15-01
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Harvard University, Program on Education Policy and Governance, Chingos, Matthew M., and Peterson, Paul E.
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We provide the first experimental estimates of the long-term impacts of a voucher to attend private school by linking data from a privately sponsored voucher initiative in New York City, which awarded the scholarships by lottery to low-income families, to administrative records on college enrollment and degree attainment. We find no significant effects on college enrollment or four-year degree attainment of the offer of a voucher. However, we find substantial, marginally significant impacts for minority students and large, significant impacts for the children of women born in the United States. Negative point estimates for the children of non-minority and foreign-born mothers are not statistically significant at conventional levels. The information needed to match students to administrative data on postsecondary outcomes was available for 99 percent of the sample. We find evidence of substantial bias due to attrition in the original evaluation, which relied on data collected at follow-up sessions.
- Published
- 2015
28. Understanding the STEM Pipeline. Working Paper 125
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research and Sass, Tim R.
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I investigate the determinants of high school completion and college attendance, the likelihood of taking science, technology, engineering or math (STEM) courses in the first year of college and the probability of earning a degree in a STEM field. The focus is on women and minorities, who tend to be underrepresented in STEM fields. Tracking four cohorts of students throughout Florida, I find that large differences in math achievement across racial lines exist as early as elementary school and persist through high school. These achievement differences lead to higher drop-out rates in high school and a reduced probability of attending college for black students. However, conditional on immediately attending a four-year college after high school, black and Hispanic students are more likely than whites to take STEM courses during their first year in college. Increased exposure to Hispanic math and science teachers in middle and high school tends to increase the likelihood that Hispanic students take STEM courses during their first year in college, though pairing black students and black math/science teachers does not have the same positive effect. For all students, having high school math and science teachers with a degree in biology, chemistry or math (as opposed to education) is associated with a higher likelihood of taking STEM courses as college freshmen. When pre-college differences in income and math achievement are taken into account, black and Hispanic students are at least as likely as white students to successfully complete a STEM major. Racial/ethnic pairing of students and college instructors in first-year STEM courses does not increase the likelihood of majoring in a STEM field. In contrast to underrepresented minorities, women perform nearly as well as men on math achievement tests through high school and are more likely to finish high school and attend college than males. Among college students, however, women are less likely than men to take courses in the physical sciences in their first year and are less likely to earn a degree in physics or engineering, even after adjusting for pre-college test scores. Gender matching of students and math/science teachers in middle and high school tends to increase the likelihood that female college freshman will take at least one STEM course, However, conditional on first-year coursework, neither gender matching at the secondary or college levels appears to have any effect on the likelihood of completing a major in a STEM field. Tables are appended.
- Published
- 2015
29. Pell Grants as Performance-Based Aid? An Examination of Satisfactory Academic Progress Requirements in the Nation's Largest Need-Based Aid Program. A CAPSEE Working Paper
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Center for Analysis of Postsecondary Education and Employment (CAPSEE), Schudde, Lauren, and Scott-Clayton, Judith
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The Federal Pell Grant Program is the nation's largest need-based grant program. While students' initial eligibility for the Pell is based on financial need, renewal of the award is contingent on their making satisfactory academic progress (SAP)--meeting minimum academic standards similar to those proposed in models of performance-based scholarships. It is not clear how many students are affected by failure to meet SAP standards, or how the policies shape student outcomes. In this study, we draw from literature on performance-based funding and academic probation to consider the potential implications of SAP standards. We describe federal guidelines and illustrate how SAP is evaluated in a statewide community college system. Using administrative data with term-by-term measures of Pell receipt, student grades, attempted and earned credits, persistence, degree attainment, and transfer, we employ regression discontinuity and difference-in-differences approaches to examine the magnitude of SAP failure and its effects. Our results suggest that a substantial portion of Pell recipients at community colleges are at risk for Pell ineligibility due to their failure to meet SAP grade point average (GPA) or credit completion requirements. Approximately a quarter fail to meet the GPA standard alone. When the credit completion requirement is taken into consideration, the first-year SAP failure rate approaches 40 percent. Our preferred difference-in-differences estimates show mixed effects of SAP standards: Failing to meet the GPA requirement has a negative impact on persistence into the second year, but it may improve associate degree attainment and transfer among students who are not discouraged from reenrolling. The following are appended: (1) Regression Discontinuity Results; and (2) Difference-in-Differences Results.
- Published
- 2014
30. The Value of Postsecondary Credentials in the Labor Market: An Experimental Study. A CAPSEE Working Paper
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Center for Analysis of Postsecondary Education and Employment (CAPSEE), Deming, David J., Yuchtman, Noam, Abulafi, Amira, Goldin, Claudia, and Katz, Lawrence F.
- Abstract
We study employers' perceptions of postsecondary degrees using a field experiment. We randomly assign the sector and selectivity of institution to fictitious resumes and send them to real vacancy postings on a large online job board. According to our results, a bachelor's degree in business from a for-profit "online" institution is 22 percent less likely to receive a callback than a similar degree from a non-selective public institution. Degrees from selective public institutions are relatively more likely to receive callbacks from employers posting higher-salaried jobs, suggesting that employers value college quality and the likelihood of a successful match when contacting applicants. "Measuring Job Quality by Collecting Job Title-Specific Salaries" is appended.
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- 2014
31. Returns to Different Postsecondary Investments: Institution Type, Academic Programs, and Credentials. Working Paper 29933
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National Bureau of Economic Research (NBER), Lovenheim, Michael F., and Smith, Jonathan
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Early research on the returns to higher education treated the postsecondary system as a monolith. In reality, postsecondary education in the United States and around the world is highly differentiated, with a variety of options that differ by credential (associates degree, bachelor's degree, diploma, certificate, graduate degree), the control of the institution (public, private not-for-profit, private for-profit), the quality/resources of the institution, field of study, and exposure to remedial education. In this Chapter, we review the literature on the returns to these different types of higher education investments, which has received increasing attention in recent decades. We first provide an overview of the structure of higher education in the U.S. and around the world, followed by a model that helps clarify and articulate the assumptions employed by different estimators used in the literature. We then discuss the research on the return to institution type, focusing on the return to two-year, four-year, and for-profit institutions as well as the return to college quality within and across these institution types. We also present the research on the return to different educational programs, including vocational credentials, remedial education, field of study, and graduate school. The wide variation in the returns to different postsecondary investments that we document leads to the question of how students from different backgrounds sort into these different institutions and programs. We discuss the emerging research showing that lower-SES students, especially in the U.S., are more likely to sort into colleges and programs with lower returns as well as results from recent U.S.-based interventions and policies designed to support success among students from disadvantaged backgrounds. The Chapter concludes with some broad directions for future research.
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- 2022
32. Invited Paper: The Transition from MIS Departments to Analytics Departments
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Urbaczewski, Andrew and Keeling, Kellie B.
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This paper takes a look backward while simultaneously looking to the future for MIS departments that are making the transition to Analytics departments. MIS has a long past of providing a base of skills supporting organizations. We examine this history as well as how the blending of MIS with business translator and modeling skills has led to the development of analytics programs and concentrations. While the transition to analytics has taken place in many MIS departments at least partially, the question is how long analytics will remain a focus and when will the next major shift occur.
- Published
- 2019
33. Invited Paper: Building a K-16-Industry Partnership to Train IT Professionals
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Hoanca, Bogdan and Craig, Benjamin
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Building on the importance of experiential learning for early career success, this paper presents a blueprint for a multiple-tier co-op approach, where students as early as high school will be selected by employers, will learn skills relevant to the employer's needs, and will get hands-on experience while enrolled in a relevant educational program. This program is currently being developed by a partnership of industry professionals, university faculty, and local school district faculty and administrators in Anchorage, Alaska. After identifying a need for more and better qualified candidates for many unfilled IT positions, a consortium of hiring authorities in Anchorage initiated discussions with educators to better align curriculum with employers' needs and to establish a pipeline in the education system for better recruiting, growing, and retaining technology talent. Two high school courses have been developed as a result of this collaboration and are being offered with direct assistance and involvement from the business community. In the courses, students are evaluated against a series of 13 micro-credentials relevant for IT professionals. An articulated pathway into university degrees and an extension of the pipeline into middle school are under development.
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- 2019
34. Improved PageRank and New Indices for Academic Impact Evaluation Using AI Papers as Case Studies.
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Wang, Rui, Li, Shijie, Yin, Qing, Zhang, Ji, Yao, Rujing, and Wu, Ou
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ARTIFICIAL intelligence , *ACADEMIC degrees , *CITATION indexes , *CITATION networks - Abstract
Evaluating academic papers and groups is important in scholar evaluation and literature retrieval. However, current evaluation indices, which pay excessive attention to the citation number rather than the citation importance and unidirectionality, are relatively simple. This study proposes new evaluation indices for papers and groups. First, an improved PageRank (PR) algorithm introducing citation importance is proposed to obtain a new citation-based paper index (CPI) via a pre-ranking and fine-tuning strategy. Second, to evaluate the paper's influence inside and outside its research field, the focus citation-based paper index (FCPI) and diversity citation-based paper index (DCPI) are proposed based on topic similarity and diversity, respectively. Third, aside from the statistical indices for academic papers, we propose a foreign academic degree of dependence (FAD) to characterise the dependence between two academic groups. Finally, artificial intelligence (AI) papers from 2005 to 2019 are utilised for a case study. [ABSTRACT FROM AUTHOR]
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- 2024
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35. Matching in the Dark? Inequalities in Student to Degree Match. Working Paper 29215
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National Bureau of Economic Research, Campbell, Stuart, Macmillan, Lindsey, Murphy, Richard, and Wyness, Gillian
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This paper examines inequalities in the match between student and degree quality using linked administrative data from schools, universities and tax authorities. We analyse two measures of match at the university-subject level: undergraduate enrollment qualifications, and graduate earnings. We find for both that disadvantaged students match to lower quality degrees across the entire distribution of achievement, in a setting with uniform fees and a generous financial aid system. While there are negligible gender gaps in academic match, high-attaining women systematically undermatch in terms of expected earnings, driven by subject choice. These inequalities in match are largest among the most undermatched.
- Published
- 2021
36. Science Teachers' Satisfaction: Evidence from the PISA 2015 Teacher Survey. OECD Education Working Papers, No. 168
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Organisation for Economic Cooperation and Development (OECD) (France), Mostafa, Tarek, and Pál, Judit
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In 2015, for the first time in its history, PISA (the Programme for International Student Assessment) asked teachers to describe the various aspects of their working environment and teaching practices. This paper examines how teacher, student, and school characteristics are related to science teachers' satisfaction in 19 PISA-participating countries and economies. The findings show that the most satisfied science teachers tend to be those who are initially motivated to become teachers. The results also highlight the positive relationship between science teachers' satisfaction and teacher collaboration, good disciplinary climate in science classes, availability of school resources, and the opportunity to participate in professional-development activities.
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- 2018
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37. Teacher Candidate Apprenticeships: Assessing the Who and Where of Student Teaching. CEDR Working Paper No. 11212018-1-1
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Center for Education Data & Research (CEDR), Krieg, John, Goldhaber, Dan, and Theobald, Roddy
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We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching ("cooperating teachers") and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. We also find that teacher candidates are more likely to be placed with cooperating teachers of the same gender and race/ethnicity, and are more likely to work with cooperating teachers and in schools with administrators who graduated from the candidate's TEP.
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- 2018
38. Student Learning in Online College Programs. Working Paper 28552
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National Bureau of Economic Research, Cellini, Stephanie Riegg, and Grueso, Hernando
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We draw on administrative data from the country of Colombia to assess differences in student learning in online and traditional on-campus college programs. The Colombian context is uniquely suited to study this topic, as students take a compulsory exit examination at the end of their studies. We can therefore directly compare performance on the exit exam for students in online and on-campus programs both across and within institutions, degrees, and majors. Using inverse probability weighting methods based on a rich set of background characteristics coupled with institution-degree-major fixed effects, our results suggest that bachelor's degree students in online programs perform worse on nearly all test score measures (including math, reading, writing, and English) relative to their counterparts in on-campus programs. Results for shorter technical certificates are more mixed. While online students perform significantly worse than on-campus students on exit exams in private institutions, they perform better in SENA--the main public vocational institution in the country.
- Published
- 2021
39. The Effect of Changes in the Skill Premium on College Degree Attainment and the Choice of Major. NBER Working Paper No. 26420
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National Bureau of Economic Research, Abramitzky, Ran, Levy, Victor, and Segev, Maayan
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We study the impact of financial incentives on higher education decisions and the choice of major. We rely on a reform whereby Israeli kibbutzim shifted from their traditional policy of equal sharing to productivity-based wages. We use for identification the staggered implementation of this reform in different kibbutzim. In this setting of very low initial returns to education, we find that the dramatic increase in the rate of return and its sharp variation across fields of study led to a large increase in the probability of receiving a Bachelor degree, especially in STEM fields of study that are expected to yield higher financial returns. For men this increase was largely in computer science and engineering, and for women in biology, chemistry and computer science. Our findings suggest that investment in higher education and the choice of major are responsive to increases in the return to education for both men and women. [Financial support from the European Research Council.]
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- 2019
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40. Scientific Education and Innovation: From Technical Diplomas to University STEM Degrees. NBER Working Paper No. 25928
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National Bureau of Economic Research, Bianchi, Nicola, and Giorcelli, Michela
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This paper studies the effects of university STEM education on innovation and labor market outcomes by exploiting a change in enrollment requirements in Italian STEM majors. University-level scientific education had two direct effects on the development of patents by students who had acquired a STEM degree. First, the policy changed the direction of their innovation. Second, it allowed these individuals to reach top positions within firms and be more involved in the innovation process. STEM degrees, however, also changed occupational sorting. Some higher-achieving individuals used STEM degrees to enter jobs that required university-level education, but did not focus on patenting. [Financial support was provided by the Stanford Europe Center and the Stanford Center for International Development.]
- Published
- 2019
41. Improving Educational Pathways to Social Mobility: Evidence from Norway's 'Reform 94'. NBER Working Paper No. 25679
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National Bureau of Economic Research, Bertrand, Marianne, Mogstad, Magne, and Mountjoy, Jack
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High school vocational education has a controversial history in the United States, largely due to a perceived tradeoff between teaching readily deployable occupational skills versus shunting mostly disadvantaged students away from the educational and career flexibility afforded by general academic courses. We study the effects of a nationwide high school reform in Norway that aimed to move beyond this tradeoff. Reform 94, implemented in one step in the fall of 1994, integrated more general education into the vocational track, offered vocational students a pathway to college through a supplementary semester of academic courses, and sought to improve the quality of the vocational track through greater access to apprenticeships. We identify the impacts of the reform through a difference-in-discontinuity research design, comparing students born just before and after the reform's birthdate eligibility cutoff to students born around the same cutoff in placebo years. Linking multiple administrative registries covering the entire Norwegian population, we find that the reform substantially increased initial enrollment in the vocational track, but with different subsequent outcomes for different groups. More men complete the vocational track at the expense of academic diplomas, but this has no detectable impact on college-going and leads to reduced criminal activity and higher earnings in adulthood, especially among disadvantaged men. For disadvantaged women, the initial surge in vocational enrollment leads to fewer high school dropouts and more vocational degrees with the college-prep supplement, and hence an increase in the share of college-eligible women; however, this translates into only small and insignificant increases in college completion and adult earnings. We show that men overwhelmingly pursue vocational education in higher-paying skilled trade fields, while women almost exclusively pursue vocational education in lower-paying service-based fields, which helps in interpreting some of these results. Overall, the reform succeeded at improving social mobility, particularly among men, but it somewhat exacerbated the gender gap in adult earnings.
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- 2019
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42. Protecting the Value of UK Degrees: Reviewing Progress One Year on from the Statement of Intent
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Universities UK (United Kingdom), GuildHE (United Kingdom), Snelling, Charlotte, and Fisher, Rowan
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In May 2019, the United Kingdom (UK) higher education sector restated its strong commitment to protecting the value of UK degrees over time. This was based on the following principles: (1) Protecting the value of qualifications is in the interest of students -- past, present and future -- who deserve qualifications that they can take pride in; (2) All higher education institutions are responsible for protecting the value and the sustainability of the classification system; (3) Qualifications should be based on clear criteria that recognise, demonstrate and celebrate academic stretch and success; (4) Higher education institutions are responsible for awarding degrees that benefit from common arrangements to protect their value; and (5) The diversity of the UK higher education sector is a strength, which is founded on shared, consistent and comparable academic practices. A statement of intent was created to support the sector in this work and hold it to account, with four key commitments: (1) ensure assessments continue to stretch and challenge students; (2) review and explain how final degree classifications are calculated; (3) support and strengthen the external examiners system; and (4) review and publish data and analysis on students' degree outcomes. This report outlines progress to date across the sector relevant to the statement of intent. This has already seen a levelling off in the proportion of upper degrees being awarded with no increase witnessed in 2018-19. However, the report also sets out areas that could be explored to reinforce this work and ensure transparency, fairness and reliability in degree classification. It shows that the sector remains strongly committed to the statement's principles. [The report was also produced by the UK Standing Committee for Quality Assessment.]
- Published
- 2020
43. Proceedings of the International Conferences on Education Technologies (ICEduTech) and Sustainability, Technology and Education (STE) (New Tapei City, Taiwan, December 10-12, 2014)
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International Association for Development of the Information Society (IADIS), Kommers, Piet, Issa, Tomayess, Issa, Theodora, Chang, Dian-Fu, and Isias, Pedro
- Abstract
These proceedings contain the papers of the International Conferences on Educational Technologies (ICEduTech 2014), and Sustainability, Technology and Education (STE 2014). The International Conference on Educational Technologies (ICEduTech 2014) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding of what education needs and how to achieve it. Topics for the ICEduTech Conference include: (1) Education in Context: Education in the Network Society, Educational Games, Social Media in Education, Home Schooling, Students' Rights, Parents' Rights, Teachers' Rights, Student-Safe Searching, School Violence, Education and Tolerance for Peace and Education in Developing Countries; (2) Education as Professional Field: Teacher Education, Teachers' Professional Development, Teachers' Workload, Teacher Support for Grading, Time Tabling, Grading, Learning Tools, and Online Learning Software, Teachers' learning in Communities of Practice, Web-based Communities for Teacher Support, Teachers' Career Planning, Legal and Financial Issues, Conflict Resolution and Mediation, Governance and Servant Leadership and Educational Policies; (3) Curricular Evolution: Problem-based Learning, Critical Thinking Skills, Creativity Skills, Learning Citizenship, Global Education, Media Literacy / Pedagogy, Multicultural Education and Alternative Assessment Methods; (4) Learner Orientation: Student-Oriented Learning, Peer- and Collaborative Learning, Learning Strategies: Learn how to Learn, Motivating Students, Recognizing Students' Learning Styles and Special Education; (5) Integrating Educational Technologies: Social Media and Social Networking, The Semantic Web 3.0, Podcasting for Broadcasting Video Lectures, Podcasting feedback to students, Wiki and blogs in Higher Education, Mobile, Virtual and Vicarious Learning and Simulations and Modeling; and (6) International Higher Education: Marketing Higher Education as a Business Case, Pitfalls and Solutions in Joint and Double Degree Programs, Enculturation and International Teacher Accreditation, Web-based, Mobile, Virtual Presence and Social Media to Overcome Student Mobility, Blended Learning and Student Assessment at a Distance, Student Mobility and Distance Education, New-Emerging Standards and Benchmarks for Higher Education, Education, Research, Exchange and Capacity Building, 21st Century Academic and Industrial Brain Exchange, Academic Salaries, Faculty Contracts, Residence Permits and Legal Issues, International Student Exchange Funding Programs: Erasmus Mundus, the U.S. Council on International Educational Student Exchange, and the Euro-American "Atlantis" program, Networks for International Higher Education in the Pacific, Australia, Europe, Asian and European countries and Higher Education, Cultural Diversity, Tolerance and Political Conflict. The International Conference on Sustainability, Technology and Education (STE) aims to address the main issues which occur by assessing the relationship between Sustainability, Education and Technology. Broad areas of interest are: Sustainability and Leadership, Sustainability and Green IT, Sustainability and Education. Following three Keynote Lectures by Chun-Yen Chang, David Tawei Ku, and Pedro Isais, the full papers presented are as follows: (1) The Study of Adopting Problem Based Learning in Normal Scale Class Course Design (Chia-ling Hsu); (2) Student Learning Through Hands-On Industry Projects (Lingma Lu Acheson); (3) A Study of Facilitating Cognitive Processes with Authentic Support (Rustam Shadiev, Wu-Yuin Hwang, Yueh-Min Huang and Tzu-Yu Liu); (4) Mobile-Assisted Second Language Learning: Developing a Learner-Centered Framework (Choy Khim Leow, Wan Ahmad Jaafar Wan Yahaya and Zarina Samsudin); (5) Social Interaction Development through Immersive Virtual Environments (Jason Beach and Jeremy Wendt); (6) Teaching and Learning in the Digital Era: A Case Study of Video-Conference Lectures from Japan to Australia (Seiko Yasumoto); (7) Lessons Learnt from and Sustainability of Adopting A Personal Learning Environment & Network (PLE&N) (Eric Tsui and Farzad Sabetzadeh); (8) Studying Challenges in Integrating Technology in Secondary Mathematics with Technological Pedagogical and Content Knowledge (TPACK) (Dorian Stoilescu); (9) Building Better Discipline Strategies for Schools by Fuzzy Logics (Dian-Fu Chang, Ya-Yun Juan and Wen-Ching Chou); (10) Assessing Critical Thinking Performance of Postgraduate Students in Threaded Discussions (Cheng Lee Tan and Lee Luan Ng); (11) Work-Integrated Learning with Work-Integrated Learners (Martin Gellerstedt and Tobias Arvemo); (12) A Framework for Gamified Activities Based on Mobile Games (Ana Amelia Carvalho, Inês Araújo and Nelson Zagalo); (13) The OpenForest Portal as an Open Learning Eosystem: Co-Developing in the Study of a Multidisciplinary Phenomenon in a Cultural Context (Anu Liljeström, Jorma Enkenberg, Petteri Vanninen, Henriikka Vartiainen and Sinikka Pöllänen); (14) Designing Participatory Learning (Henriikka Vartiainen); (15) The Relationship among Principals' Technology Leadership Teaching Innovation, and Students' Academic Optimism in Elementary Schools (Chuan-Chung Hsieh, Hung-Chin Yen and Liu-Yen Kuan); (16) Design Research Methods for Future Mapping (Sugandh Malhotra, Prof. Lalit K. Das and Dr. V. M. Chariar); (17) Makahiki: An Open Source Serious Game Framework for Sustainability Education and Conservation (Yongwen Xu, Philip M. Johnson, George E. Lee, Carleton A. Moore and Robert S. Brewer); (18) The Relationships among Principals' Distributed Leadership, School Knowledge Innovation and ICT Use in Taiwanese Elementary Schools (Chuan-Chung Hsieh, Jui-Hsuan Hung and Hao-Chiou Li); (19) Beauty of Wholeness and Beauty of Partiality "New Terms Defining the Concept of Beauty in Architecture in Terms of Sustainability and Computer Aided Design (Ayman A. Farid, Weaam M. Zaghloul and Khaled M. Dewidar); (20) Galvanizing Local Resources: A Strategy for Sustainable Development in Rural China (Eun Ji Cho); (21) Teaching Assembly for Disassembly: An Under-Graduate Module Experience (Eleftheria Alexandri); and (22) System-Events Toolbox- Activating Urban Places for Social Cohesion through Designing a System of Events that Relies on Local Resources (Davide Fassi and Roberta Motter). Short Papers include: (1) A Design and Development of Distance Learning Support Environment for Collaborative Problem Solving in Group Learners (Takuya Nitta, Ryo Takaoka, Shigeki Ahama and Masayuki Shimokawa); (2) Academic Use of Social Media Technologies as an Integral Element of Informatics Program Delivery in Malaysia (Jane See Yin Lim, Barry Harper and Joe F. Chicharo); (3) Digital Storytelling across Cultures: Connecting Chinese & Australian Schools (Mark Pegrum, Grace Oakley, Cher Ping-Lim, Xi Bei Xiong and Hanbing Yan); (4) A Study on Building an Efficient Job Shadowing Management Methodology for the Undergraduate Students (Koichi Sakoda and Masakazu Takahashi); (5) Using Tablet PCS in Classroom for Teaching Human-Computer Interaction: An Experience in High Education (Andre Constantino da Silva, Daniela Marques, Rodolfo Francisco de Oliveira and Edgar Noda); (6) Technology and Motor Ability Development (Lin Wang, Yong Lang and Zhongmin Luo); (7) The Integrated Framework of College Class Activities--Using Learn Mode with the Introduction of Educational Technology as an Example (Chia-Ling Tsai and David Tawei Ku); (8) Training Pre-Service Chinese Language Teachers to Create Instructional Video to Enhance Classroom Instruction (Lih-Ching Chen Wang and Ming-Chian Ken Wang); (9) Using Project-Based Learning and Google Docs to Support Diversity (Amy Leh); (10) Exploring Social Equity Aspects in Integrating Technology in Primary Mathematics Education (Dorian Stoilescu); (11) Chinese Fantasy Novel: Empirical Study on New World Teaching for Non-Native Learners (Bok Check Meng and Goh Ying Soon); and (12) Building of a Disaster Recovery Framework for E-Learning environment Using Private Cloud Collaboration (Satoshi Togawa and Kazuhide Kanenishi). The reflection papers include: (1) Stoic Behavior Hypothesis in Hint Seeking and Development of Reversi Learning Environment as Work Bench for Investigation (Kazuhisa Miwa, Kazuaki Kojima and Hitoshi Terai); (2) Alternative Assessment Methods Based on Categorizations, Supporting Technologies and A Model for Betterment Marion G. Ben-Jacob and Tyler E. Ben-Jacob; (3) Wiki -Enhanced Scaffolding to Encourage Student Participation in a Content and Language Integrated Learning (CLIL) Classroom (Chun-Yi Lin) ; and (4) Pragmatics and Seminotics: Movies as Aesthetic Audio-Visual Device Expedite Second Language Acquisition (Lucia Y. Lu). Individual papers contain references. An author index is included. [These conferences are co-sponsored by Curtin University, Curtin Business School (Australia), and the International Society for Professional Innovation Management.]
- Published
- 2014
44. Academic Fraud and the World's Largest Diploma Mill
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Ezell, Allen
- Abstract
This article is the second in a series of three articles about academic fraud. The first, "Diploma Mills and Counterfeit Operations, Part 1" by Allen Ezell College and University v94 n3 Sum 2019 described the history and growth of diploma mills and counterfeit operations. This article provides an in-depth look at the operations of the world's largest diploma mill, Axact, Ltd., a criminal enterprise with more than 8 million customers worldwide that has generated several billion dollars. The third article will detail how to identify diploma mills and Axact websites. [For "Diploma Mills and Counterfeit Operations, Part 1," see EJ1225180.]
- Published
- 2019
45. Growth of a Science Center: The Center for Science and Mathematics Education (CESAME) at Stony Brook University
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Gafney, Leo, Bynum, R. David, and Sheppard, Keith
- Abstract
This report describes the origin and development of CESAME (The Center for Science and Mathematics Education) at Stony Brook University. The analysis identifies key ingredients in areas of personnel, funding, organizational structures, educational priorities, collaboration, and institutionalization. After a discussion of relevant issues in American education, the report explores the Center's priorities, including: (1) Outreach offering educational and research experiences for school teachers and students; (2) Science and mathematics teaching, leadership, and professional development: (3) Programs providing Ph.D. and MAT degrees in science education; (4) Research opportunities, scholarships, fellowships and funding at all educational levels; (5) Support for faculty in the development of new curricula and courses; (6) Partnerships and networking within and beyond the university; and (7) Research in science and mathematics education. Activities are evaluated and presented in ways that can be used as guidelines for replication. The report concludes with a discussion of critical success factors and the future of the organization.
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- 2015
46. Learning to Learn: Empowering Students to Articulate the Value of Their HASS Degree
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Rahman, Nira and Lakey, Elizabeth
- Abstract
In an uncertain labour market, the questions around the employability of graduate students take on a new urgency. Fears about the graduate market in the coming years are acute and are compounded by a sense that there is a large disconnect between a university education and what is expected in the workplace. Australian labour market trends clearly demonstrate that the skills most in demand by Australian graduate employers are precisely the transferrable skills which are honed by doing a HASS degree at the university. However, HASS academics do not usually talk about the skills and attributes students are gaining during their university studies and how this is useful in the workplace. Creating this awareness in both staff and students is immensely important for future graduates to survive and excel beyond university. Based on focus groups, interviews, and student-led projects over the last three years, this paper explores how to balance the need to engage with deep disciplinary knowledge with the understanding that this knowledge is only useful in the real world if accompanied by explicit skills. By using a case study, this paper showcases how to articulate skills and knowledge to HASS students to prepare for workforce. Furthermore, it focusses on how graduate attributes and learning outcomes can be connected from assessment tasks to classroom teaching.
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- 2023
47. Integrating Certifications into the Cybersecurity College Curriculum: The Efficacy of Education with Certifications to Increase the Cybersecurity Workforce
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Binh Tran, Karen C. Benson, and Lorraine Jonassen
- Abstract
One only needs to listen to the news reports to recognize that the gap between securing the enterprise and cybersecurity threats, breaches, and vulnerabilities appears to be widening at an alarming rate. An untapped resource to combat these attacks lies in the students of the secondary educational system. Necessary in the cybersecurity education is a 3-tiered approach to quickly escalate the student into a workplace-ready graduate. The analogy used is a three-legged-stool, where curriculum content, hands-on skills, and certifications are equal instruments in the edification of the cybersecurity student. This paper endeavors to delve into the 3rd leg of the stool by developing the concept of vendor-specific and vendor-neutral certifications to educate the cybersecurity student and test their capability of protecting the workplace. The research data was drawn from companies in the Atlanta, Georgia area, who employ and hire cybersecurity recruits. The data from the research proves certifications are necessary as an addition to the cybersecurity curriculum in the secondary education arena. The paper reviews the need for cybersecurity graduates, the balance between cybersecurity theory and applied skillsets, the difference between a certificate and a certification, benefits to the community, classifications of certifications, relevancy of a college degree in today's workforce, and recommendations for further study.
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- 2023
48. The Bologna in the Field of Social Sciences and Humanities: A Precondition for Successful University Education
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Jelena Osmanovic Zajic and Jelena Maksimovic
- Abstract
The Bologna Process represents the most significant extensive reform of higher education in Europe. The particular aspects of the Bologna Process still incite critical evaluations as regards the successfulness of its implementation. The theoretical part of the paper analyzes the fundamental principles defined in the Bologna Declaration, requirements and critical views of the Bologna Process, as well as the relevant research conducted on this issue used for the comparative analysis. The introduction of the Bologna Process into the Serbian university education has initiated numerous changes, the increase of the student mobility being the most striking one. The empirical part of the paper focuses on the study of the following problem: the manner in which students of social sciences and humanities perceive the Bologna Process fifteen years after its implementation into the Serbian university education. Consequently, the subject matter of the research is the observation and description of students' attitudes to this phenomenon with the purpose of acquiring relevant information "firsthand." The achievable objective of the presented research reviews the context and condition of the Bologna Process during 2019/2020 academic year and its feasible improvements, which can contribute to comparative study of similar researches in the time of the pandemics. The specific research tasks include the study of the Bologna requirements, attitudes to the Bologna Process, benefits and restrictions of this reform, and particularly the attempt to suggest the improvement of the Bologna Process realization from the perspective of students of social sciences and humanities. The research sample consisted of the Bachelor students of social sciences and humanities from the Faculty of Philosophy in Niš (N=150). The survey technique and the scaling technique with a rating scale questionnaire were used (BOL-JM-JOZ). The questionnaire had five closed-ended questions, while the Likert scale was comprised of 23 items. The test of the instrument consistency proved its reliability. The obtained results were shown by the chi square test, which proved a statistically significant difference in the respondents' answers as regards the year of study, p<0.05. The main factors were extracted from the assessment scale by the application of the factor analysis. These factors examined the students' perceptions of the Bologna Process, comparing the answers provided by the students of the first, second, third and fourth year of study of social sciences and humanities, p<0.05.
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- 2023
49. Connecting the Dots: A Systematic Review of Explanatory Factors Linking Contextual Indicators, Institutional Culture and Degree Awarding Gaps
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Pallavi Banerjee
- Abstract
Purpose: The primary aim of this paper is to illuminate the critical issue of the degree awarding gap in the UK, which significantly impacts students from lower socio-economic backgrounds and minority groups. By conducting a systematic review of existing literature following the PRISMA protocol, this study seeks to uncover the complex web of explanatory factors that mediate the relationship between contextual indicators, institutional culture, and degree awarding disparities. Addressing this gap is vital for promoting social justice, enhancing the economy, safeguarding the reputation of UK universities, and adhering to legal responsibilities. This paper endeavours to provide a comprehensive understanding of the underlying causes of degree awarding gaps and offer evidence-based recommendations for the higher education sector to mitigate these disparities. Design/methodology/approach: This study employs a systematic review design, adhering to the PRISMA protocol, to meticulously analyse the existing body of literature concerning the degree awarding gap in UK higher education. By systematically gathering, evaluating, and synthesizing relevant studies, the review aims to identify and understand the multifaceted factors mediating the link between contextual indicators, institutional culture, and the disparities observed in degree awarding. This methodological approach ensures a rigorous and transparent examination of the literature, enabling the identification of both the breadth and depth of research on the topic. Through this design, the paper aspires to uncover nuanced insights into the mechanisms driving degree awarding gaps. Findings: The review's findings reveal that degree awarding gaps in UK universities are influenced by a constellation of factors, highlighting the complexity of this issue. Key among these are unconscious bias, limited student engagement opportunities with academic staff, institutional racism, inadequate support systems, and a scarcity of social and cultural capital. These factors collectively contribute to significant disparities in degree outcomes, disproportionately disadvantaging students from lower socio-economic backgrounds and minority groups. The evidence suggests that institutional practices and culture play a pivotal role in either exacerbating or alleviating these disparities, indicating the need for targeted interventions to address the root causes of degree awarding gaps. Research limitations/implications: One strength of conducting a systematic review is its rigorous and meticulous nature, which ensures that the process is carefully planned and executed. This comprehensive approach allows for the elimination of biases, as the review systematically gathers and analyses existing literature on the topic. By adhering to a structured methodology, the systematic review enhances the validity and reliability of the findings, providing a robust and unbiased synthesis of the available evidence. This strength lends credibility to the research and reinforces the confidence in the conclusions drawn from the review. Practical implications: The practical implications arising from this information indicate that universities need to address the identified issues directly by implementing supportive strategies and interventions. By doing so, they can create a learning environment that is more inclusive and equitable, allowing all students to unlock their full potential. This may involve measures such as raising awareness about unconscious bias, promoting engagement between academic staff and students, implementing anti-racist policies, establishing comprehensive support systems, and actively fostering social and cultural capital. Such practical actions will contribute to reducing the degree awarding gaps and promoting equal opportunities for all students, ultimately leading to a more equitable and successful educational experience. Social implications: The social implications derived from this information are significant. By implementing supportive strategies and interventions to address the identified issues, universities can contribute to creating a more inclusive and equitable learning environment. This has the potential to have a transformative impact on society by providing equal opportunities for all students to unlock their full potential. By raising awareness about unconscious bias and implementing anti-racist policies, universities can foster a more diverse and inclusive community. Promoting engagement between academic staff and students and establishing comprehensive support systems can enhance social cohesion and create a sense of belonging. Ultimately, these efforts can lead to reduced degree awarding gaps and contribute to a more equitable and successful educational experience, positively influencing broader social equality and cohesion. Originality/value: This paper contributes significantly to the literature by offering a comprehensive, systematic review of the factors contributing to the degree awarding gap in UK higher education, highlighting its originality and value. By focusing on the interplay between contextual indicators, institutional culture, and degree awarding disparities, the study provides novel insights into how these dynamics contribute to educational inequities. Furthermore, the evidence-based recommendations for institutional interventions presented in this paper furnish the higher education sector with actionable strategies to foster a more inclusive and equitable learning environment. This work not only advances academic understanding of degree awarding gaps but also offers practical value to policymakers and educational institutions aiming to enhance social justice in higher education.
- Published
- 2024
- Full Text
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50. Reinventing Freire in the Italian Context. the Case of His Honorary Degree at the University of Bologna
- Author
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Massimiliano Tarozzi
- Abstract
This paper provides a critical analysis of Freire's Italian reception and argues that reinventing Freire requires us to historicise and to contextualise his legacy, which in Italy makes sense in consonance with the already existing Italian popular education tradition. Based on the case study of his 1989 honorary degree at the University of Bologna, this article investigates Freire's influence in academia by comparing two generations of scholars and activists who have received Freire in different ways. Drawing on interviews to key informants who belong to two generations of educators influenced by Freire, this paper argues that the Italian Freire's renaissance is associated with the growing need for a generation of militant educators to find a theoretical framework to oppose the hegemony of both neo-liberal and neo-nationalist discourses in education. The reasons for Freire's reinvention in the academic sphere are investigated and the profile of the second generation of Freireans in Italy traced out, highlighting both continuities and tensions with the first one. Finally, the motives for Freire's success in today's Italy are presented in seven main theses, showing that many of them are made possible by virtue of the political, cultural and pedagogical background that made Freire's re-invention in an Italian context possible.
- Published
- 2024
- Full Text
- View/download PDF
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