Education as a collective accomplishment: how personal, peer, and parent expectations interact to promote degree attainment

Sommerfeld, Amanda K.

doi:10.1007/s11218-015-9325-7

Cited by 22 publications

(21 citation statements)

References 43 publications

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“…However, this effect is diminished when school mean SES is considered. On one hand, this result shows that although individual expectations are still predictive of various educational outcomes (Sommerfeld, 2016), the expectations of those in a school also influence aggregate student achievement. This idea links closely with how economic research identifies high expectation as an important predictor for “effective schools,” although this originally referred to administrators’ expectations (Dobbie & Fryer, 2013; Kraft, Marinell, & Yee, 2016).…”

Section: Discussionmentioning

confidence: 93%

Collective Expectations Protecting and Preventing Academic Achievement

Trinidad

2018

Education and Urban Society

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High academic expectation—how far a student expects to get in school—is usually predictive of positive outcomes for a student. Yet less is known about mechanisms behind collective expectation: the proportion of students in a school who expect to pursue further studies. Using urban schools’ data from the Education Longitudinal Study 2002, this research examines how collective expectations affect short-term and long-term outcomes, and the predictors of these expectations. Through hierarchical linear models, I find that collective expectations are positively associated with academic outcomes, and that individual expectations remain significant even after controlling for socioeconomic status. I argue that the results illustrate how school structural and economic forces interact with collective expectations in protecting or preventing personal academic attainment.

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Section: Discussionmentioning

confidence: 93%

Collective Expectations Protecting and Preventing Academic Achievement

Trinidad

2018

Education and Urban Society

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“…"By analyzing data from 3279 individuals who participated in the Longitudinal Study of American Youth, this study examines ..." [25] While these two examples are from different domains, their named entity extraction tasks are similar: in each case, we want a model that, without altering its structure, can adapt to the task of identifying a certain class of scientific named entity (polymers and social science datasets, respectively) in scientific text.…”

Section: Problem Definitionmentioning

confidence: 99%

SciNER: Extracting Named Entities from Scientific Literature

Hong

Tchoua

Chard

et al. 2020

Lecture Notes in Computer Science

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The automated extraction of claims from scientific papers via computer is difficult due to the ambiguity and variability inherent in natural language. Even apparently simple tasks, such as isolating reported values for physical quantities (e.g., "the melting point of X is Y") can be complicated by such factors as domain-specific conventions about how named entities (the X in the example) are referenced. Although there are domain-specific toolkits that can handle such complications in certain areas, a generalizable, adaptable model for scientific texts is still lacking. As a first step towards automating this process, we present a generalizable neural network model, SciNER, for recognizing scientific entities in free text. Based on bidirectional LSTM networks, our model combines word embeddings, subword embeddings, and external knowledge (from DBpedia) to boost its accuracy. Experiments show that our model outperforms a leading domain-specific extraction toolkit by up to 50%, as measured by F1 score, while also being easily adapted to new domains.

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“…What can explain the decline in subjective assessments of the state of the education system in a society? Since subjective assessments of the state of the education system are largely related to a variety of personal expectations, on the one hand, underestimating the benefits of education, on the one hand, and overestimating educational expenses, on the other, leads to a decrease in educational aspirations, as well as an increase in mistrust to the education system in society, and, as a result, lower subjective assessments (Wong et al, 2015;Lisin et al, 2015;Sommerfeld, 2016;Lisin et al, 2016). One may easily agree with the argument that an increase in the duration and coverage of higher and vocational education is sometimes considered as a factor of instability in the labor market.…”

Section: Introductionmentioning

confidence: 99%

Trust and development of education and science

Volchik¹,

Maslyukova²

2019

JESI

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Education and science play an increasingly significant role in the development of modern society as well as the economy. The number of years people spend on education has been steadily increasing over the past century, and this phenomenon has become truly global. Thence, one would probably agree that education strengthens its importance in social and economic life, and its development becomes an important indicator of the economic well-being and sustainable development of any given country. Our paper scrutinizes the indicators of development and trust in eduction and science using a case study from Russian Federation, a country where education has a very important, yet a dubious and debatable significance. In Russian society, a paradoxical situation has developed in many ways with attitudes in society towards the state of the education system, which is reflected in the gap in the desire to give their children (or grandchildren for that matter) the highest level of education coupled with a very low rate of assessment of this very education. We measure and apply the indicators of growth of science and education based on the the level of trust which is taken as a proxy of the quality of social capital. We show that a high level of trust characterizes social capital, which contributes to the establishment of depersonalized (impersonal) social ties, both outside and inside organizations. On the other hand, the low level of trust causes a dysfunction of management and complicates the formation of social ties and is characterized by the dominance of institutions that limit the possibilities of social and professional mobility. Our results and outcomes can be useful for constructing economic and social measures for supporting the growth of science and education as well as for finding the most effective pathways for achieving the sustainable development of this field which leads to the increase in the economic competitiveness of a country.

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Education as a collective accomplishment: how personal, peer, and parent expectations interact to promote degree attainment

Cited by 22 publications

References 43 publications

Collective Expectations Protecting and Preventing Academic Achievement

Collective Expectations Protecting and Preventing Academic Achievement

SciNER: Extracting Named Entities from Scientific Literature

Trust and development of education and science

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