How Much Does High School Matter? High School Classes and Subsequent College Performance

Ferenstein, Greg F.; Hershbein, Brad J.

doi:10.2139/ssrn.2264820

Cited by 5 publications

(2 citation statements)

References 39 publications

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“…While secondary graduation rates have steadily risen each year across the nation (U.S. Department of Education, Institute of Education Sciences, & National Centre for Education Statistics, 2020), this metric has not translated to success in postsecondary educational institutions or the workforce. Postsecondary institutions indicate that secondary school graduates are not adequately prepared for their coursework due to remedial (non‐credit) coursework required, with some universities even refusing to accept traditionally more rigorous secondary curriculum, known as advanced placement credits, as most of them were not found to be strongly predictive of college readiness (Hershbein & Ferenstein, 2016). Labour market data also indicates that employees early in their careers are not adequately prepared to find success on the job.…”

Section: Introductionmentioning

confidence: 99%

“…Importantly, many WBL experiences often lead to improved student motivation, attendance, and attainment of soft skills while improving a collective pool of skilled workers, thereby reducing overall onboarding costs by employers (Dobbs‐Oates, 2019; Plasman & Gottfried, 2020; Stauffer, n.d). For college‐bound students, gaining a practical understanding of theoretical functioning based on personal experience helps to reinforce their understanding of learned material, providing an expansive foundation for continued education (Hershbein & Ferenstein, 2016).…”

Section: Introductionmentioning

confidence: 99%

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The value of informal learning within work‐based learning: The economic benefits of WBL

Plasman

Thompson

2023

Int J Training Development

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Recent updates to federal policy governing career and technical education (CTE) in the United States have emphasised the need to include work‐based learning (WBL) experiences as central components of CTE programming. Many of these experiences showcase an informal learning component which has strong ties to early career success as suggested by the Human Capital Theory. This study explores the following questions: What is the relationship between WBL and early career income? Are there differential relationships based on the type of WBL experience? The Education Longitudinal Study of 2002 (ELS) includes nationally representative data for student participation in WBL and early career income. We used school‐fixed effects and propensity score matching techniques to respond to our questions regarding the potential relationship between WBL participation and early career income. We found that students who participated in at least one WBL experience in high school could expect to have an average 7% higher income compared to non‐WBL participants. With respect to specific WBL experiences, job shadowing, community service, and mentoring had the largest positive relationship to higher early career income. Findings from this study indicate that participation in WBL experiences can have a positive impact on a high school graduate's college and career readiness as measured through early career income. Given the differential relationships observed for different types of WBL, schools, policymakers, and students should explore WBL options that best align with their personal goals.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The value of informal learning within work‐based learning: The economic benefits of WBL

Plasman

Thompson

2023

Int J Training Development

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Do School Counselors Exhibit Bias in Recommending Students for Advanced Coursework?

Francis

Oliveira

Dimmitt

2019

The B.E. Journal of Economic Analysis &Amp; Policy

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In this paper, we seek to understand minority and female underrepresentation in advanced STEM courses in high school by investigating whether school counselors exhibit racial or gender bias during the course assignment process. Using an adapted audit study, we asked a sample of school counselors to evaluate student transcripts that were identical except for the names on the transcripts, which were varied randomly to suggestively represent a chosen race and gender combination. Our results indicate that black female students were less likely to be recommended for AP Calculus and were rated as being the least prepared. Our results have policy implications for any program that asks individuals to make recommendations that may be subject to bias – whether conscious or unconscious.

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The Effect of Big Data on Recommendation Quality. The Example of Internet Search

2018

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The working papers published in the Series constitute work in progress circulated to stimulate discussion and critical comments. Views expressed represent exclusively the authors' own opinions and do not necessarily reflect those of the editor. Terms of use: Documents inThe Effect of Big Data on Recommendation Quality. The Example of Internet SearchMaximilian Schaefer * Geza Sapi † Szabolcs Lorincz ‡ March 2018Abstract Are there economies of scale to data in internet search? This paper is first to use real search engine query logs to empirically investigate how data drives the quality of internet search results. We find evidence that the quality of search results improve with more data on previous searches. Moreover, our results indicate that the type of data matters as well: personalized information is particularly valuable as it massively increases the speed of learning. We also provide some evidence that factors not directly related to data such as the general quality of the applied algorithms play an important role. The suggested methods to disentangle the effect of data from other factors driving the quality of search results can be applied to assess the returns to data in various recommendation systems in e-commerce, including product and information search. We also discuss the managerial, privacy, and competition policy implications of our findings.

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How Much Does High School Matter? High School Classes and Subsequent College Performance

Cited by 5 publications

References 39 publications

The value of informal learning within work‐based learning: The economic benefits of WBL

The value of informal learning within work‐based learning: The economic benefits of WBL

Do School Counselors Exhibit Bias in Recommending Students for Advanced Coursework?

The Effect of Big Data on Recommendation Quality. The Example of Internet Search

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