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The relationship between board characteristics and micro-level organizational factors is an area that has been significantly under-researched, and there is a lack of understanding of how these two elements interact with each other. Hence, we aim to explore how board characteristics could potentially have an impact on individual-level job satisfaction. The dataset used for this study encompasses a total of 4020 observations gathered from 804 companies listed in the FTSE 350 and S&P 500 indices, and it covers the period spanning from 2016 to 2021. The results of the adopted multiple regression analysis showed significant positive relationships between board gender diversity, diversity of specific skills, board independence, board meeting attendance, board size, and average board tenure and employees' job satisfaction of the companies under analysis. However, cultural diversity was not found to have a significant impact on employees' satisfaction. We draw out the theoretical implications of these findings and provide practical recommendations regarding companies' boards composition and structure that help them to enhance the level of their employees' job satisfaction. [ABSTRACT FROM AUTHOR]

School achievement has long-term consequences for occupational success, mental health, and overall psychological adjustment. The present study examined the association between temperament trajectories from late childhood through adolescence and academic outcomes during late adolescence and young adulthood. Data come from the California Families Project, a longitudinal study of 674 Mexican-origin youth assessed 12 times from Age 10 to 23, and from school records. Results from latent growth curve models indicate that higher levels of Effortful Control (EC) at Age 10 were associated with better academic achievement (i.e., higher high school grade point average and test scores, greater likelihood of high school graduation and college attendance) in late adolescence and young adulthood. Higher levels of Negative Emotionality (NEM) at Age 10 were associated with worse academic achievement, but this effect did not hold for all facets of NEM. Neither the levels nor slopes of Positive Emotionality (Surgency, Affiliation) consistently predicted school achievement. There were no main effects of the EC or NEM slopes; however, statistically significant interactions between these slopes and parental monitoring emerged. When parental monitoring was low, youth who experienced greater increases in EC (vs. flat or decreasing slopes) had better academic achievement, and youth who experienced greater increases in NEM had worse academic achievement; in contrast, when parents closely monitored their children, changes in EC and NEM were only weakly associated with achievement. Overall, these findings demonstrate that temperament in late childhood, and changes in temperament across adolescence, have important prospective effects on academic achievement. [ABSTRACT FROM AUTHOR]

There are hundreds of recognized tuition‐free college "promise" programs, but few are as generous or flexible as the Kalamazoo Promise (KPromise). Pre‐COVID studies on KPromise have demonstrated effects on increased college attendance, credit completion, and persistence. Extending these findings to the COVID‐19 pandemic context can help establish a baseline understanding of the ability and limits of tuition‐free college to mitigate a shock to college enrollment and speed the recovery in the aftermath. This chapter explores incoming student college enrollment and first‐year persistence among recent KPromise cohorts at the primary community college that scholars attend: Kalamazoo Valley Community College (KVCC). We found that enrollment decreased for two consecutive cohorts, notably among students with lower high school academic performance. We found that first‐year stop out overall increased, and these two changes together resulted in demographic changes in the KPromise student population at KVCC. Our findings have important implications for tuition‐free programs and the 2‐year institutions that receive Promise students. [ABSTRACT FROM AUTHOR]

We report on continuing research on the UK scientific elite, intended to illustrate a proposed new approach to elite studies and based on a prosopography of Fellows of the Royal Society born from 1900. We extend analyses previously reported of Fellows' social origins and secondary schooling to take in their university careers as under‐ and postgraduates. The composite term 'Oxbridge', as often applied in elite studies, is called into question, as members of the scientific elite prove to have been recruited more from Cambridge than from Oxford. Particular interest then attaches to the relation between Fellows' social origins and schooling and their attendance at Cambridge. Among Fellows whose university careers were made at Cambridge, those of more advantaged class origins and those with private schooling are over‐represented, although in this, as in various other respects, including Fellows' field of study, family influences persist independently of schooling. One suggestive interaction effect exists in that being privately educated increases the probability of having been at Cambridge more for Fellows from managerial than from professional families. Private schooling leading on to both undergraduate and postgraduate study at Cambridge can be identified as the educational 'royal road' into the scientific elite; and Fellows coming from higher professional and managerial families alike have the highest probability of having entered the elite in this way. But the most common route turns out in fact to be via state schooling and attendance at universities outside of 'the golden triangle' of Cambridge, Oxford and London; and this route is far more likely to have been followed by Fellows of all other class origins than higher professional. The relation between the degree of social skew in the recruitment of an elite and the degree of social homogeneity among its members can be more complex than has often been supposed. [ABSTRACT FROM AUTHOR]

Evidence from around the world shows low university participation among young people from low socioeconomic status backgrounds. A common concern is that disadvantaged young people may be unable to afford higher education costs. Using data on government benefits intended to support students from low income households in high school, we identify students at risk of being unable to pay higher education costs. Large differences in university participation rates are observed which are no longer evident after controlling for high school achievement. Results suggest improving high school achievement is an important channel through which disadvantaged student participation may be improved. [ABSTRACT FROM AUTHOR]

Only a quarter of full-time U.S. students complete their desired goal from community college attendance, with the rate of success even lower for Latinx students. This panel-data regression study looks for evidence regarding the expected influence of increasing the presence of Latinx faculty or administrators on cohort completion rates for all students, only Latinx students, and sub-samples of these two cohort types divided further by economic advantage or college preparation. We find that a one-percentage-point increase in Latinx faculty among full-time instructors or a similar increase in Latinx representation among administrators positively influences nearly all cohort completion rates. [ABSTRACT FROM AUTHOR]

The college-educated are more likely to vote than are those with less education. Prior research suggests that the effect of college attendance on voting operates directly, by increasing an individual's interest and engagement in politics through social networks or human capital accumulation. College may also increase voting indirectly by leading to degree attainment and increasing socioeconomic status, thus facilitating political participation. However, few studies have empirically tested these direct and indirect pathways or examined how these effects vary across individuals. To bridge this gap, we employ a nonparametric causal mediation analysis to examine the total, direct, and indirect effects of college attendance on voting and how these effects differ across individuals with different propensities of attending college. Using data from the 1979 and 1997 cohorts of National Longitudinal Surveys of Youth, we find large direct effects of college on self-reported voting and comparably smaller indirect effects that operate through degree completion and socioeconomic attainment. We find the largest impact of college on voting for individuals unlikely to attend, a pattern due primarily to heterogeneity in the direct effect of college. Our findings suggest that civic returns to college are not contingent upon degree completion or socioeconomic returns. An exclusive focus on the economic returns to college can mask the broader societal benefits of expanding higher education to disadvantaged youth. [ABSTRACT FROM AUTHOR]

Even the least severe forms of exclusionary discipline are associated with detrimental effects for students that attend schools that overuse them. With a nationally representative longitudinal study of high school students, we utilize propensity score weighting to limit selection bias associated with schools that issue high numbers of in-school suspensions. Accounting for school social order and individual suspensions, we find that high-suspension schools are negatively associated with students' math achievement and college attendance. We also find that when we account for high and low-suspension schools, attending an urban schools is associated with an increase in both math achievement and college attendance. [ABSTRACT FROM AUTHOR]

Inequality research has found that a college education can ameliorate intergenerational disparities in economic outcomes. Much attention has focused on how family resources impact academic achievement, though research continues to identify how mechanisms related to social class and structural contexts drive college attendance patterns. Using the Education Longitudinal Study and multilevel modeling techniques, this study uniquely highlights how extracurricular activities relate to family socioeconomic status and school contexts to influence college attendance. Altogether, sport and non-sport extracurricular participation, college expectations, and academic achievement scores, situated within unique school contexts that are driven by residential social class segregation, contribute to the cumulative advantages of children from higher SES families. The results from this study show that these cumulative advantages are positively associated with college attendance and an increased likelihood of attending a more selective school. [ABSTRACT FROM AUTHOR]

It is well-known that the more educated people are, the more liberal views they tend to express. However, it is unclear whether this is due to college attendance itself or because those who go to college differ from those who do not in ways (directly or indirectly) related to their later political identification. In this paper, we therefore attempt to estimate the effect of college on political identification net of people's tendencies to select into college using an inverse probability of treatment weighting approach. Based on data from the General Social Survey, we analyze how this effect has changed over time and whether college affects the political identification of women in the same ways as that of men. We find evidence consistent with the argument that college attendance politicizes both men and women. Moreover, we show that not only the general, but also the gender specific effects change markedly across the decades. This raises questions about the different mechanisms at play in how college mobilizes men and women politically. [ABSTRACT FROM AUTHOR]

Some studies suggest that university attendance exerts a liberalizing effect on attitudes toward cultural issues such as sexuality and sexual identity, prostitution, drug addiction, abortion, capital punishment, divorce, parenting, gender, race, religion, science, and technology. Other studies find only a weak effect or no effect. Divergent findings may stem from research designs that rest largely on observational data when assignment to treatment is nonrandom and there are many threats to inference. In this study, we enlist a unique research setting in Romania that allows for a fuzzy regression discontinuity design separating those qualified to matriculate to university from those unqualified to do so. We find that university attendance contributes to a more liberal outlook as measured by our composite index, corroborating the main (preregistered) hypothesis. Evidence for subsidiary hypotheses is mixed. [ABSTRACT FROM AUTHOR]

Today, the trends are the robotics field since it is used in too many environments that are very important in human life. Covid 19 disease is now the deadliest disease in the world, and most studies are being conducted to find solutions and avoid contracting it. The proposed system senses the presence according to a specific injury to warn of it and transfer it to the specialist doctor. This system is designed to work in service departments such as universities, institutes, and all state departments serving citizens. This system consists of two parts: the first is fixed and placed on the desk and the other is mobile within a special robot that moves to perform the required task. This system was tested at the University of Basrah within the college of engineering, department of electrical Engineering, on teaching staff, students, and staff during the period of final academic exams. The presence of such a device is considered a warning according to a specific condition and isn't a treatment for it, as the treatment is prescribed by the specialist doctor. It is found that the average number of infected cases is about 3% of the total number of students and the teaching staff and the working staff. The results were documented in special tables that go to the dean of the college with the attendance tables to know the daily health status of the students. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine whether secondary student engagement was predictive of college attendance. Data were drawn from the High School Longitudinal Study of 2009 9th grade (n = 21,444) and 11th grade (n = 20,549) cohorts. Multilevel modeling was used to analyze whether demographic, academic, financial, and engagement variables predicted postsecondary enrollment. Demographic (higher SES, attending a Catholic or private school) and academic (English and Math GPA) variables were predictive of college enrollment across both cohorts, as were participants' thoughts on the affordability of college. For ninth grade students, the engagement scales of family support for learning and future goals and aspirations remained significant predictors of enrollment after accounting for other variables. Among 11th grade students, peer support for learning, future goals and aspirations, and behavioral engagement remained significant predictors of enrollment. Student engagement is thought to underlie high school and college completion efforts but little research connects these levels of schooling. This study suggests providing support for students' engagement in high school could positively affect college enrollment. Financial education about the costs and options for paying for college may also be beneficial. Practitioner points: Students' engagement in both 9th and 11th grades was predictive of college enrollment.Students' beliefs about the affordability of college in 9th and 11th grades was associated with enrollment in college.Support for students' engagement and education regarding costs and financial options for college while in high school may positively affect college enrollment. [ABSTRACT FROM AUTHOR]

EITC benefits are substantially more generous for households with more qualifying children, and children ages 19–23 only qualify if they enroll in college. These eligibility rules result in an implicit college attendance subsidy – up to $4000 per year. The maximum subsidy is targeted at households earning approximately $20,000, so it represents a large fraction of both total earnings and net tuition. We find no evidence that college enrollment responds to these substantial financial incentives and can statistically rule out moderate effects. [ABSTRACT FROM AUTHOR]

This paper combines a theoretical-based model with a data-driven approach to develop an Early Warning System that detects students who are more likely to dropout. The model uses innovative multilevel statistical and machine learning methods. The paper demonstrates the validity of the approach by applying it to administrative data from a leading Italian university. [ABSTRACT FROM AUTHOR]

Objectives: Longitudinal survey data allow for the estimation of developmental trajectories of substance use from adolescence to young adulthood, but these estimates may be subject to attrition bias. Moreover, there is a lack of consensus regarding the most effective statistical methodology to adjust for sample selection and attrition bias when estimating these trajectories. Our objective is to develop specific recommendations regarding adjustment approaches for attrition in longitudinal surveys in practice. Methods: Analyzing data from the national U.S. Monitoring the Future panel study following four cohorts of individuals from modal ages 18 to 29/30, we systematically compare alternative approaches to analyzing longitudinal data with a wide range of substance use outcomes, and examine the sensitivity of inferences regarding substance use prevalence and trajectories as a function of college attendance to the approach used. Results: Our results show that analyzing all available observations in each wave, while simultaneously accounting for the correlations among repeated observations, sample selection, and attrition, is the most effective approach. The adjustment effects are pronounced in wave‐specific descriptive estimates but generally modest in covariate‐adjusted trajectory modeling. Conclusions: The adjustments can refine the precision, and, to some extent, the implications of our findings regarding young adult substance use trajectories. [ABSTRACT FROM AUTHOR]

Emerging evidence suggests COVID lockdowns have not only increased the social problem of loneliness but widened the 'loneliness gap' between the most and least lonely people. Qualitative investigation can reveal why this gap might have increased, for whom, and whether the loneliness gap will remain long term. Using multi‐wave qualitative survey data conducted during Australia's 2020 lockdown period and beyond, we examine personal experiences of interaction transitioning out of lockdown. We find substantial and uneven impacts of COVID lasting well beyond lockdown. Participants reported heightened loneliness attributable to: physical isolation, health anxieties, ceased activities, reduced connection quality, and poor motivation. COVID also created new interactive difficulties for singles, those with physical and mental disabilities, their carers, and those with low social capital. There was also reported 'pruning' of social networks (i.e. reduced bridging, increased bonding social capital), and evidence that increased digital interaction did not substitute for lost physical contact. Younger people also experienced isolating COVID‐induced life disruptions (e.g. travel, university attendance etc). Findings suggest COVID has increased potential long‐term inequalities in loneliness, highlight the post COVID risks faced by vulnerable groups, and suggest caution in advocating digital solutions as a panacea for diminished physical interaction in the post‐pandemic world. [ABSTRACT FROM AUTHOR]

Since entering the information age, educational informatization reform has become the inevitable trend of the development of colleges and universities. The traditional education management methods, especially the classroom attendance methods, not only need to rely on a large number of manpower for data collection and analysis but also cannot dynamically monitor students' attendance and low efficiency. The development of Internet of things technology provides technical support for the informatization reform of education management in colleges and universities and makes the classroom attendance management in colleges and universities have a new development direction. In this study, a college smart classroom attendance management system based on RFID technology and face recognition technology is constructed under the architecture of the Internet of things, and the corresponding simulation experiments are carried out. The experimental results show that the smart classroom attendance management system based on RFID technology can accurately identify the absence and substitution of students and has the advantages of fast response and low cost. However, its recognition is easily affected by obstructions, which requires students to place identification cards uniformly. The smart classroom attendance management system based on face recognition technology can accurately record and identify the situation of students entering and leaving the classroom and identify the situations of being late and leaving early, absenteeism, and substitute classes. The experimental results are basically consistent with the sample results, and the error rate is low. However, the system is easily affected by environmental light, students' sitting posture, expression, and other factors, so it cannot be recognized. Generally speaking, both can meet the needs of classroom attendance in colleges and universities and have high accuracy and efficiency. [ABSTRACT FROM AUTHOR]

The beginning of COVID-19 had an impact on the entire world population. In the university context, a special situation arose; for students, university attendance constituted a formative reference complementary to that of their own family. Social interaction and learning associated with this type of environment quickly suffered a disruption marked by confinement and physical isolation. The new conditions of socialization infer a new perception and, therefore, a new way of seeing reality. This situation, which has extended for almost three years, has collided with traditional learning styles, appealing to self-management and selfregulation of the educational process, but also to resilience in the face of damage to health and a redefinition of the way of relating to other people, especially in a time of socialization associated with university youth. [ABSTRACT FROM AUTHOR]

School counselors may be integral in disrupting racial disparities in college attendance by increasing conversations about college using humanistic approaches. A covariate analysis of family income, family education, and math performance, of 14,520 Black and White students from 944 schools, revealed factors impacting conversations about college. [ABSTRACT FROM AUTHOR]

Previous research has documented the negative consequences of exposure to food insecurity over the early childhood period in terms of health and cognitive and behavioral outcomes, but less research has explored the consequences of exposure to food insecurity at other points in childhood. We examine the association between food insecurity during adolescence and educational attainment. We begin by exploring a conceptual framework for the potential mechanisms that might lead adolescents who experience food insecurity to have differential educational outcomes. Then, we use descriptive and regression analysis to see whether food insecurity is associated with lower educational attainment using data from the Panel Study of Income Dynamics Transition to Adulthood Survey. We find that exposure to food insecurity during adolescence predicts lower levels of educational attainment by reducing college attendance. [ABSTRACT FROM AUTHOR]

Purpose: To study the association between attendance and academic performance of MBBS students belonging to a private medical college in the subject of ophthalmology. Study Design: Cross sectional observational study. Place and Duration of Study: Akhter Saeed Medical and dental college of Lahore, from January 2021 to October 2021. Methods: A total of 152 students were included in study. The attendance record and test records of students in the subject of ophthalmology was retrieved. Both class test and ward tests included Short essay questions and multiple choice questions. Relationship between the attendance and test results was compared by using Pearson Correlation. Results: Among 152 students, 62.5%were females and 37.5% were males. The mean attendance in 3rd year was 55.73 ± 20.44 and in 4th year was 77.25 ± 19.03. During 3rd year MBBS, 80.92% students had attendance below 75% and in 4th year 32.24% had below 75%. Passed students had mean attendance of 56.82% in 3rd year and 78.74% in 4th year. Failed students had mean attendance of 49.27% in 3rd year and 40% in 4th year. Regarding ward test, students who passed their batch test in first attempt had mean attendance of 60.92% and 83.54% in 3rd year and 4th year respectively. Positive relationship between pass candidates in send up exams and ward tests was demonstrated by Pearson Correlation, showing significant results at 0.01. Conclusion: The academic performance of students is directly related with class attendance. The students with better class performance had better percentage of attendance and vice versa. [ABSTRACT FROM AUTHOR]

Introduction: Academic success is the level of student performance in courses. Many factors such as class attendance affect academic success. The aim of this study was to evaluate the relationship between academic success of Bezmialem Vakıf University students and their attendance in classes. Method: The study was conducted retrospectively on 597 students studying in the 1st, 2nd, 3rd, 4th, and 5th grades. We accessed course attendance data via a QR code from the training management system. The student success status was accessed from the student information system. Each student's score and attendance percentage are matched. The relationship between the data was examined using the Pearson correlation coefficient. Additionally, a survey was conducted to determine the reasons for absenteeism. One hundred thirty eight people participated in the survey. Results: The r value was found to be 0.305, and the p value was <0.001 when a: 0.05. The r value indicates a positive correlation between success and absenteeism; the p value indicates high significance. Of the 138 students who participated in the survey, 63.2% were female and 36.8% were male. 32.47% had long breaks; 33.05% had a busy schedule; 35.19% had inefficiency; 37.5% had lost motivation; 33.73% had a negative instructor's approach; 31.54% responded that sleep problems caused them to be absent "occasionally". It has been observed that transportation, diseases, and weather cause absenteeism, albeit "rarely". Also, it was found that thinking that the department is not suitable for oneself, family pressure, and having to work do not "never" cause of absenteeism in most of the students. Conclusion: Absenteeism affects success, but there are other factors that affect academic success, and these factors can also be investigated. [ABSTRACT FROM AUTHOR]

This paper presents the research made in Transylvania referring the history of peregrinatio academica during the Communist regime, fhocusing on the most important work published about this topic: the book of Sándor Tonk, entitled “University attendance of Transylvanians in the Middle Ages”, published in 1979 in Hungarian language. I will discuss the sources, the primarly and secondarly literature, and the methodology used, and the critical reception of this book, as well the continuation of the Transylvanians’ investigations concerning the history peregrinatio academica. [ABSTRACT FROM AUTHOR]

Objectives: The goal is to describe the use of a virtual platform in the delivery of Virtual Pathology Grand Rounds (VPGR) and discuss the overall experience from the perspective of hosts, speakers, and participants.Methods: Zoom was a natural choice for an online format because virtual platforms had been increasingly used to conduct meetings and medical education. VPGR hosted 14 speakers on a variety of topics, including subspecialty anatomic pathology material, digital pathology, molecular pathology, and medical education.Results: There were 221 registrants and 114 participants for the first lecture, reaching a maximum of 1,268 registrants for the 12th lecture and the maximum limit of 300 participants during 3 lectures. Speakers stated that VPGR conveniently provided career-building opportunities through partnerships with host universities and remote attendance. Participants identified a lack of interpersonal communication and technical challenges as downsides.Conclusions: VPGR serves as strong proof of concept for the feasibility and demand for high-quality, remote academic pathology talks. [ABSTRACT FROM AUTHOR]

Objective: This study questions whether the Deferred Actionfor Childhood Arrivals (DACA) has promoted the educational and career advancement in a subgroup of Mexican youth who crossed illegally by their parents at a young age, or has not promoted such advancement. Methods: I draw upon recent research on this topic. From the American Community Survey, I drill down to a cohort of young Mexicans who qualified for DACA in 2012, and follow it to 2016. Results: This cohort (DACAs) entered the workforce and curtailed college attendance between 2012 and 2016 but also completed college, were employed professionally, and increased their income markedly, relative to a cohort of "Dreamers" (an analogous group that did not qualify for DACA). Conclusion: The integration of DACAs, so beneficial to the country, will be curtailed if DACA is definitively terminated by the disallowal of renewals; DACAs would return to an underclass status resembling that of the Dreamers. [ABSTRACT FROM AUTHOR]

Objective: This study examined the statistical association between net tuition and changes in degree aspirations among community college students. In addition, the study explored the moderating influence of unmet financial need. Method: Analyses relied on data from the most recent iteration of the Beginning Postsecondary Students Longitudinal Study. Estimates were derived from a series of robust multinomial models controlling for student, institutional, and state-level covariates. Results: Net tuition was consistently associated with decreased risks of experiencing a "cool out," regardless of model specification. Yet, this main effect of net tuition was moderated by unmet need, such that net tuition increased cool out risks among students with greater unmet need. Conclusions: The results of this study suggest that net reductions in tuition alone may not fully reduce or eliminate barriers to college access and student success. Future financial aid policies should focus on the full cost of college attendance. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine veterans' educational intentions as well as the factors influencing their college choices. Individual interviews were conducted with 30 veterans separating from military service who were eligible for military educational benefits. Results indicated 80 percent of veterans planned to utilize their military educational benefits to pursue postsecondary education when they separate from the military. Veterans rated four factors as influential in their college attendance decisions including preparation for a new career, anticipation of high financial returns, utilization of an earned benefit, and the desire to obtain a higher education credential. Veterans' rationale for nonattendance included three major factors, including a lack of interest or belief in higher education, performance concerns, and perceived lack of resources or competing responsibilities. [ABSTRACT FROM AUTHOR]

The current research investigated the impact of Advancement via Individual Determination (AVID) on middle level students' executive function skills. AVID uses inquiry-based and student-centered instruction to close the opportunity gap in college attendance and degree attainment for underrepresented demographic groups. With AVID, teachers inspire students to take control of their learning. This study analyzed AVID elective class students (the intervention group) and a comparison group utilizing the Behavior Rating Inventory of Executive Function (BRIEF2) Teacher Form. Each group's science teacher completed a pre-and post-survey to measure the participants' individual BRIEF2 Behavior Regulation Index (BRI) and Cognitive Regulation Index (CRI). A multiple regression analysis was used to measure the change in the BRI and CRI from fall to spring. The findings indicate the AVID participants' BRI and CRI indexes were significantly different from the comparison group following the implementation of the intervention. [ABSTRACT FROM AUTHOR]

This paper examines a series of high school-level interventions designed to encourage college attendance in a historically underperforming region, Appalachian Ohio. High schools received competitive grants to combat information frictions regarding postsecondary enrollment|through campus visits, college fairs, financial aid seminars, etc. I estimate the effect of these competitive grants on postsecondary enrollment. Only Appalachian high schools were eligible for the program, and I exploit this policy-induced variation in treatment allocation to compare college attendance rates for high schools that received funding and similar, non-Appalachian high schools that were ineligible for the program using a difference-in-differences framework. Leveraging multiple datasets and treatment specifications, I document two findings: i) while college attendance generally rose during treatment, no evidence indicates that the grants increased attendance relative to similar yet untreated schools and ii) there is no evidence that attendance patterns shifted to higher-quality institutions. [ABSTRACT FROM AUTHOR]

Our study examines the impact of the transition from NCAA Football Championship Series (FCS) participation to Football Bowl Series (FBS) participation on demand for university football. The primary empirical analysis uses 23 schools that transitioned to the FBS between 1987 and 2013 to examine attendance effects. We first examine the change as a type of event study and estimate the impact in a short run "transition window" of the 5 years leading up to and after the transition. We then estimate the long run impact of membership on annual attendance over a period extending from 5 years before transition through 2013 for all transition schools. Finally, we estimate impact on an alternative sample that includes a control group of top performing FCS schools that have not transitioned to FBS. The results derived from these panel regressions indicate a substantial positive impact on per game attendance over the transition period and for many years beyond the transition. [ABSTRACT FROM AUTHOR]

Existing research generally confirms a countercyclical education enrollment, whereby youths seek shelter in the educational system to avoid hardships in the labor market: the "discouraged worker" thesis. Alternatively, the "encouraged worker" thesis predicts that economic downturns steer individuals away from education because of higher opportunity costs. This study provides a formal test of these opposing theories using data from the United States compared with similar sources from the United Kingdom, Germany, and Sweden. I investigate whether macroeconomic stimuli—including recessions and youth unemployment fluctuations—matter for enrollment decisions. Analyses rely on 10 years of detailed individual-level panel data, consisting of birth cohorts across several decades. Across data sources, results show enrollment persistence in secondary education is stronger in response to economic downturns. These patterns differ sharply for tertiary-enrolled students and those who recently left higher education. Surprisingly, U.S. youths display an increased hazard of school leaving and a decreased hazard of educational reenrollment in response to adverse conditions. In contrast, European youths tend to make enrollment decisions supportive of discouraged-worker mechanisms or insensitivity to adverse conditions. The U.S.-specific encouraged-worker mechanism might be explained by the relative importance of market forces in one's early career and the high costs of university attendance, which induces risk aversion with regard to educational investment. The discussion addresses the consequences for educational inequality. [ABSTRACT FROM AUTHOR]

In Europe and America, associations between personality traits and body-mass index (BMI) have been reported. However, in Japan, the association between personality traits and BMI (i.e., thinness and obesity) has not been well studied. In this study, we investigated the relationship between Temperament and Character Inventory (TCI) personality traits and changes in BMI status among Japanese students during their university attendance. We measured the height and weight of 5,340 students in a Japanese university during annual medical checkups and calculated their BMI. The students' personality traits were measured using the short Japanese version of the TCI at university admission. The participants were divided into seven groups based on how BMI changed from the first year to the fourth year at university. In men, compared to the group that maintained normal BMI status (N = 2,189) over time (i.e., the control group), the group that maintained thinness status (N = 226) were lower in Reward Dependence, and the group whose status improved from thinness to normal (N = 117) were higher in Harm Avoidance. In women, compared with the control group (N = 1,510), the group that maintained thinness status (N = 302) was lower in Novelty Seeking, and the group whose status worsened from normal to thinness (N = 127) was higher in Harm Avoidance. Weak associations were found between thinness and TCI personality traits among Japanese university students. Further elaboration of the relationship between obesity or thinness and personality traits may help to provide effective preventive interventions in these areas. [ABSTRACT FROM AUTHOR]

As policymakers along with students and families demand information related to the return on investment in postsecondary education, it is critical to empirically assess the relationship between enrollment in higher education and future earnings. Previous research into the impact of college attendance on future income mostly focuses on selective institutions. This study contributes to this literature by analyzing the effect of enrolling in a Minority Serving Institution (MSI) on earnings compared to non-MSIs using propensity score matching and logistic regression. Using data derived from the College Scorecard and other sources, we find that those enrolling in some categories of MSIs have higher earnings when compared to those who enroll in non-MSIs. This is particularly true of Asian American Native American Pacific Islander Serving Institutions in most earnings categories as defined by the College Scorecard. Other MSI categories yielded mixed results. We do not find evidence for a negative relationship between MSI enrollment and different levels of future earnings. We conclude that enrollment in MSIs does not inhibit student success as defined by workforce earnings as is often argued by those critical of institutions that tend to be broad access. [ABSTRACT FROM AUTHOR]

Prior studies have found college attendance to boost self‐esteem and mastery in young adults. Yet, college attendance itself is likely influenced by self‐esteem and mastery levels experienced in adolescence. And both are likely influenced by adolescent cognitive ability and academic achievement. Using data from the NLSY79‐YA, we illustrate the difficulties in isolating the positive effect of college on young adult self‐concept. First, we estimate adolescent self‐concept trajectories for respondents and analyze whether these trajectories are predictive of college attendance and degree attainment. Second, we assess whether the inclusion of adolescent self‐concept trajectories significantly reduces the beneficial effect of college on young adult self‐esteem and mastery. We also investigate the complex temporal relationship between adolescent characteristics, debt accumulation, and young adult self‐concept. Our findings show that the positive effects of college attainment and debt accumulation on young adult self‐concept are significantly reduced when measures of adolescent self‐concept and cognitive ability are included. These results imply that the benefit of going to college or acquiring debt may be overstated when adolescent characteristics are not taken into consideration. [ABSTRACT FROM AUTHOR]

Though many studies explore arts participation at the P-12 level and attendance at the adult level, there remains little to no exploration on who attends arts events throughout college. Being an egalitarian period of life where on-campus arts programing remains either free or at a reduced cost, college may be one of the last areas to cultivate long-term consumers of the arts. This study uses a sample of 7,857 students from the Wabash National Study on Liberal Arts Education to understand student attendance of the arts during the first-year of college. The study tests how elements of socio-demographic characteristics, human capital, habitus, and social capital influence student attendance of arts programing. The study discusses ideas concerning future research of arts attendance and improvement of attendance while in college. [ABSTRACT FROM AUTHOR]

We propose a robust method to estimate the average treatment effects in observational studies when the number of potential confounders is possibly much greater than the sample size. Our method consists of three steps. We first use a class of penalized |$M$| -estimators for the propensity score and outcome models. We then calibrate the initial estimate of the propensity score by balancing a carefully selected subset of covariates that are predictive of the outcome. Finally, the estimated propensity score is used to construct the inverse probability weighting estimator. We prove that the proposed estimator, which we call the high-dimensional covariate balancing propensity score, has the sample boundedness property, is root- |$n$| consistent, asymptotically normal, and semiparametrically efficient when the propensity score model is correctly specified and the outcome model is linear in covariates. More importantly, we show that our estimator remains root- |$n$| consistent and asymptotically normal so long as either the propensity score model or the outcome model is correctly specified. We provide valid confidence intervals in both cases and further extend these results to the case where the outcome model is a generalized linear model. In simulation studies, we find that the proposed methodology often estimates the average treatment effect more accurately than existing methods. We also present an empirical application, in which we estimate the average causal effect of college attendance on adulthood political participation. An open-source software package is available for implementing the proposed methodology. [ABSTRACT FROM AUTHOR]

Children who spend time in the care of their local authority, usually due to neglect or abuse within the birth family, tend to experience significant educational disruption and have lower educational outcomes, on average, than other young people. However, little is known about those subsequently participating in higher education, who comprise just under one percent of the student body in England. The paper synthesises three contrasting datasets to map participation patterns among care-experienced young people for the first time. Considerably more enter higher education than previously thought, but they remain significantly less likely to participate than other young people. Furthermore, they tend to enter later, with less prestigious qualifications and to lower status institutions. The paper concludes by discussing key differences between the datasets, reflecting on difficulties with identifying and recording care-experienced students which may account for an apparent lack of progress in encouraging their participation despite concerted policy efforts. [ABSTRACT FROM AUTHOR]

Recent work has broadened the scope of school effectiveness research to consider not only academic achievement but also other outcomes, especially college attendance. This literature has argued that high schools are an important determinant of college attendance, with some contending that high schools matter more for college attendance than for academic achievement. A separate branch of research has illustrated how place-based opportunities facilitate college attendance. We merge these two literatures by asking if schools' geographic context can explain apparent variation in effectiveness among Wisconsin high schools. We find that geographic context explains more than a quarter of the variance in traditional estimates of school effectiveness on college attendance, because factors like proximity to colleges are strongly associated with college attendance. Accounting for geography is therefore important in order not to overstate high schools' role in higher education outcomes. Results are based on multilevel models applied to rich administrative data on every Wisconsin public high school entrant between 2006 and 2011. [ABSTRACT FROM AUTHOR]

Objective: The current study examined whether the transition from university to work, a major developmental milestone in young adulthood, was related to stability and change in self-esteem.Method: Self-esteem was assessed in the last year of their master's program (T1) of 163 27-year old students and 14 months later, when they had graduated and half of them had started a full-time job (T2). Daily diaries were used to assess the occurrence of achievement- and affiliation-related experiences on 14 consecutive days at T1 and T2. We compared the full-time job beginners and a comparison group without a full-time job with regard to their mean-level change, rank-order stability and correlated change of self-esteem and daily experiences.Results: First, job beginners increased in self-esteem, but the difference to the mean-level change of the comparison group was only small. Second, self-esteem was less stable among job beginners than among the comparison group. Third, the changes in achievement-related daily experiences and self-esteem correlated positively in the job-beginner group but not in the comparison group.Conclusions: The findings underline the role of daily experiences during life transitions for individual differences in self-esteem change. The discussion calls for accounting for unique transition experiences to advance theory and research on self-esteem development. [ABSTRACT FROM AUTHOR]

Personality traits such as grit and self-control are important determinants of success in life outcomes. However, most measures of these traits, which rely on self-reports, might be biased when used for the purpose of evaluating education policies or interventions. Recent research has shown the potential of survey effort—in particular, item non-response and careless answering—as a proxy measure of these traits. The current investigation uses a dataset of high school seniors (N = 513) to investigate survey effort measures in relationship with teacher reports, performance task measures, high school academic outcomes, and college attendance. Our results show promise for use of survey effort as proxy measures of grit and self-control. [ABSTRACT FROM AUTHOR]

Many undergraduates leave college without completing a degree or credential. Some researchers characterize this as a waste of the student's time because (they assert) college short of a degree does not yield any advantage in the labor market. Using data for an entire cohort of students graduating high school in Texas in one year, we compare the employment and earnings years later of those who do not go beyond high school with those who enter college but do not complete a credential. Using techniques that address selection bias, we find that students with "some college" are considerably more likely to be employed fifteen years after high school graduation and tend to earn significantly more than their counterparts who do not go to college. These benefits are found across student subgroups, with low-income students, women, and students of color generally experiencing the greatest improvements in labor outcomes from college attendance. While college dropouts do not fare as well as college graduates, incomplete college nevertheless functions for many as a stepping-stone into a better labor market position. [ABSTRACT FROM AUTHOR]

This paper highlights the importance of conducting studies to ascertain students' perceptions of the teaching-learning process, as this information can provide a valuable guide to course planning and enhance teaching. This study analyses, based on structural equation modelling, the relationship between students' academic performance in an accounting course offered at the University of Granada and these students' perceptions of aspects of the teaching-learning process. Results show that academic achievement is directly related, positively and significantly, to students' prior interest in the course, their perceptions of the usefulness of the course, their level of class participation, their prior academic achievement and their age. Furthermore, we found that the prior interest of the students in the course is indirectly related to the final grade obtained, through the variables usefulness of the course and class participation. The implications of the results are discussed. [ABSTRACT FROM AUTHOR]

Using the Education Longitudinal Study of 2002 (ELS:2002), this paper analyzes students' baccalaureate attainment and early labor market performance, comparing 2-year college and 4-year institution entrants and exploring the potential heterogeneous treatment effects of initiating one's college experience in a 2-year college by individual pre-college academic preparation. Utilizing propensity score matching on a rich set of student demographic characteristics, academic and high school attributes, we find that 2-year college entry sharply reduces baccalaureate aspirants' likelihood of earning a baccalaureate, and such negative effects are particularly pronounced for students in the highest quartile of pre-college math ability. In terms of labor market outcomes, female 2-year college entrants are less likely to gain full-time employment, as compared to their female 4-year institution counterparts. We also examine various mechanisms that may hinder 2-year college entrants' baccalaureate completion, including the impact of 2-year college attendance on early academic progress, challenges of the transfer process, loss of credits at the point of transfer, and post-transfer academic shock. Our results provide suggestive evidence in support of all four mechanisms. [ABSTRACT FROM AUTHOR]

Although college access has increased, first-generation college students are still less likely to enroll in postsecondary education, and when they do enroll, are more likely to attend less selective schools compared to their peers whose parents are college-educated. In order to understand how first-generation students end up where they do, we must consider how they decide which colleges to apply to. Using interview and observational data with 29 first-generation college students and 22 school counseling staff members at two high schools, I examined how students evaluated colleges during the search process. I find that first-generation college students employed three frames to evaluate colleges: incidental, limited and personal fit. Evaluative frames are informed by cultural knowledge about college and social networks and the most common frame that students with limited knowledge used was the incidental frame. Students employing this frame focused on college attendance and deemphasized differences between colleges. Although few first-generation college students evaluated colleges using the personal fit frame, this was the frame most counselors used. Employing different frames meant that counselors and students approached the search with different purposes, making counselors less effective during a critical component of the college process. [ABSTRACT FROM AUTHOR]

Though the diversification of pathways through higher education is widely recognized, little is known about longer-term patterns of undergraduate participation and attainment. I used sequence analysis to examine college-going across early and middle adulthood in nationally-representative data. Clustering of sequence data revealed four latent groups of college-goers: marginal students, rapid completers, lifelong students, and delayed completers. Rapid completers cleaved closest to "normal" college attendance, though even among this group non-standard practices were evident. I also examined how employment, marital, and parental transitions vary among these clusters. Rapid completers were most distinctive, and had the most uniform employment and family trajectories. Other clusters had trajectories that were less uniform and involved earlier transitions than rapid completers, but were more uniform and had later transitions than those who never attended college. Findings support the contention that non-standard pathways through higher education are a mechanism for the reproduction of inequality among college-goers. [ABSTRACT FROM AUTHOR]