Paul C. Gutjahr
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780199740420
- eISBN:
- 9780199894703
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199740420.003.0008
- Subject:
- Religion, Church History
Chapter Eight explores Charles Hodge’s conversion to Christianity during the revival at Princeton College in the winter of 1815. Hodge had been religious his entire life, but decided to take a step ...
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Chapter Eight explores Charles Hodge’s conversion to Christianity during the revival at Princeton College in the winter of 1815. Hodge had been religious his entire life, but decided to take a step forward in his commitment to Christ during this revival. He then threw himself into various religious activities at the College as both his grades and his health suffered.Less
Chapter Eight explores Charles Hodge’s conversion to Christianity during the revival at Princeton College in the winter of 1815. Hodge had been religious his entire life, but decided to take a step forward in his commitment to Christ during this revival. He then threw himself into various religious activities at the College as both his grades and his health suffered.
George Yancey
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199735433
- eISBN:
- 9780199866267
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199735433.003.0002
- Subject:
- Religion, Religion and Society
This chapter explores sociological theories concerning racial diversity on college campuses in general and how such theories may predict racial diversity in Protestant colleges and universities. The ...
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This chapter explores sociological theories concerning racial diversity on college campuses in general and how such theories may predict racial diversity in Protestant colleges and universities. The development of Protestant institutions of higher education provides insight into the type of barriers these colleges and universities may have in becoming racially diverse. This chapter also documents some of the recent efforts these campuses have made toward diversity.Less
This chapter explores sociological theories concerning racial diversity on college campuses in general and how such theories may predict racial diversity in Protestant colleges and universities. The development of Protestant institutions of higher education provides insight into the type of barriers these colleges and universities may have in becoming racially diverse. This chapter also documents some of the recent efforts these campuses have made toward diversity.
Robert A. Ferguson
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780300230833
- eISBN:
- 9780300235296
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300230833.003.0012
- Subject:
- Law, Criminal Law and Criminology
This concluding chapter looks at a speech conducted at the January graduation ceremony of prisoners who would receive their college degrees at the Fishkill Correctional Institution, in conjunction ...
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This concluding chapter looks at a speech conducted at the January graduation ceremony of prisoners who would receive their college degrees at the Fishkill Correctional Institution, in conjunction with programs run by Nyack College in upstate New York. It explains how graduation oratory is all about telling people to apply what they have learned in the world. The graduation speech consists of six key takeaways: the more you know, the more you realize you do not know; recognizing what you do not know is a social tool; education is self- knowledge; education is also about learning to write well; education is self- improvement; and finally, education is a place of its own.Less
This concluding chapter looks at a speech conducted at the January graduation ceremony of prisoners who would receive their college degrees at the Fishkill Correctional Institution, in conjunction with programs run by Nyack College in upstate New York. It explains how graduation oratory is all about telling people to apply what they have learned in the world. The graduation speech consists of six key takeaways: the more you know, the more you realize you do not know; recognizing what you do not know is a social tool; education is self- knowledge; education is also about learning to write well; education is self- improvement; and finally, education is a place of its own.
Paul C. Gutjahr
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780199740420
- eISBN:
- 9780199894703
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199740420.003.0012
- Subject:
- Religion, Church History
Chapter Twelve examines Hodge as he transitions from his Seminary graduation to his appointment to teach at Princeton Theological Seminary. After his seminary graduation, he joins his family in ...
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Chapter Twelve examines Hodge as he transitions from his Seminary graduation to his appointment to teach at Princeton Theological Seminary. After his seminary graduation, he joins his family in Philadelphia where he preaches and studies Hebrew with Reverend Joseph Banks. His classmate John Johns is first offered the teaching position at the Seminary, but he turns it down in favor of the Episcopal ministry. Hodge is then approached and appointed to the position.Less
Chapter Twelve examines Hodge as he transitions from his Seminary graduation to his appointment to teach at Princeton Theological Seminary. After his seminary graduation, he joins his family in Philadelphia where he preaches and studies Hebrew with Reverend Joseph Banks. His classmate John Johns is first offered the teaching position at the Seminary, but he turns it down in favor of the Episcopal ministry. Hodge is then approached and appointed to the position.
Walter Lowrie
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691157771
- eISBN:
- 9781400845972
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691157771.003.0009
- Subject:
- Philosophy, History of Philosophy
This chapter refers to a period between 1838 and 1840, which Kierkegaard considered so uninteresting as to describe it as “the great parenthesis.” During this time he was preparing for his ...
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This chapter refers to a period between 1838 and 1840, which Kierkegaard considered so uninteresting as to describe it as “the great parenthesis.” During this time he was preparing for his theological examination out of deference to his father, which he had considered a necessity despite having to put off his more interesting studies in favor of academic discipline. The chapter then explores the integration of his “active I” (which he considered his personal consciousness or his “real” self) and his “reflective I,” at the same time discussing the irony of Kierkegaard failing to likewise integrate into what he called “the universal,” i.e. society. It also recounts the beginnings of his courtship with Regina Olsen. Finally, this chapter briefly discusses the publication of a book entitled, From the Posthumous Papers of one Still Living.Less
This chapter refers to a period between 1838 and 1840, which Kierkegaard considered so uninteresting as to describe it as “the great parenthesis.” During this time he was preparing for his theological examination out of deference to his father, which he had considered a necessity despite having to put off his more interesting studies in favor of academic discipline. The chapter then explores the integration of his “active I” (which he considered his personal consciousness or his “real” self) and his “reflective I,” at the same time discussing the irony of Kierkegaard failing to likewise integrate into what he called “the universal,” i.e. society. It also recounts the beginnings of his courtship with Regina Olsen. Finally, this chapter briefly discusses the publication of a book entitled, From the Posthumous Papers of one Still Living.
Nicola Lacey
- Published in print:
- 2006
- Published Online:
- January 2010
- ISBN:
- 9780199202775
- eISBN:
- 9780191705953
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199202775.003.0004
- Subject:
- Law, Legal History
This chapter details H. L. A. Hart's preparations to become a barrister and the start of his legal practice. By the time of his graduation, Herbert had already preparing to qualify as a barrister. ...
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This chapter details H. L. A. Hart's preparations to become a barrister and the start of his legal practice. By the time of his graduation, Herbert had already preparing to qualify as a barrister. The Bar provided nothing in the way of formal training: it was simply a matter of equipping oneself with the knowledge necessary to pass the entry examinations. From the very beginning of his student career, Herbert had entertained an ambition to follow up his classics degree with an undergraduate degree in law based on just one further year's study. Spurred on by his brilliant success in his finals, and by the story of another student who had gained a First in a year, Herbert set out to match this achievement.Less
This chapter details H. L. A. Hart's preparations to become a barrister and the start of his legal practice. By the time of his graduation, Herbert had already preparing to qualify as a barrister. The Bar provided nothing in the way of formal training: it was simply a matter of equipping oneself with the knowledge necessary to pass the entry examinations. From the very beginning of his student career, Herbert had entertained an ambition to follow up his classics degree with an undergraduate degree in law based on just one further year's study. Spurred on by his brilliant success in his finals, and by the story of another student who had gained a First in a year, Herbert set out to match this achievement.
Ephraim Chirwa and Andrew Dorward
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780199683529
- eISBN:
- 9780191763069
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199683529.003.0011
- Subject:
- Economics and Finance, Development, Growth, and Environmental
Graduation has emerged as an issue in debates about the future of the agricultural input subsidy programme in Malawi, amid concerns about the programme’s high cost and fiscal sustainability. However, ...
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Graduation has emerged as an issue in debates about the future of the agricultural input subsidy programme in Malawi, amid concerns about the programme’s high cost and fiscal sustainability. However, graduation processes hardly feature in theoretical consideration of subsidy programmes and the current design of the programme does not make any explicit allowance for the graduation of some farmers from the subsidy over time. This chapter considers ways in which the concept of graduation may be usefully applied to the FISP and sets out a broad conceptualization of graduation for potential application in programme design and implementation. Graduation is conceptualized as a removal of access to the programme that ‘does not leave current beneficiaries supported by the programme unable to pursue sustainable independent livelihoods’. The chapter also highlights the need for a multi-scale approach to facilitate graduation and the political difficulties associated with programme reduction and increasing farmer contributions.Less
Graduation has emerged as an issue in debates about the future of the agricultural input subsidy programme in Malawi, amid concerns about the programme’s high cost and fiscal sustainability. However, graduation processes hardly feature in theoretical consideration of subsidy programmes and the current design of the programme does not make any explicit allowance for the graduation of some farmers from the subsidy over time. This chapter considers ways in which the concept of graduation may be usefully applied to the FISP and sets out a broad conceptualization of graduation for potential application in programme design and implementation. Graduation is conceptualized as a removal of access to the programme that ‘does not leave current beneficiaries supported by the programme unable to pursue sustainable independent livelihoods’. The chapter also highlights the need for a multi-scale approach to facilitate graduation and the political difficulties associated with programme reduction and increasing farmer contributions.
Janet Grossbach Mayer
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780823234165
- eISBN:
- 9780823240814
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823234165.003.0011
- Subject:
- History, Social History
Marisa was an extremely talented young teenager with an outgoing personality and uncommon singing ability. She could have been written off as not having gifts of any kind because of her weakness in ...
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Marisa was an extremely talented young teenager with an outgoing personality and uncommon singing ability. She could have been written off as not having gifts of any kind because of her weakness in mathematics. However, one could not help but like her; her smile was contagious, and everyone felt better in her presence. Talk about charm. She had always struggled with math and was terrified of the New York math regents competency test that had just been put in place as a graduation requirement. Before 1994, no competency tests were required to graduate with a local diploma. In order to graduate, she had to pass this test, the first of what would come to be called “high-stakes tests.” The dropout rate in New York City and in cities across the nation is very high. Even before so-called higher standards the cities had failed to graduate about fifty percent of their students.Less
Marisa was an extremely talented young teenager with an outgoing personality and uncommon singing ability. She could have been written off as not having gifts of any kind because of her weakness in mathematics. However, one could not help but like her; her smile was contagious, and everyone felt better in her presence. Talk about charm. She had always struggled with math and was terrified of the New York math regents competency test that had just been put in place as a graduation requirement. Before 1994, no competency tests were required to graduate with a local diploma. In order to graduate, she had to pass this test, the first of what would come to be called “high-stakes tests.” The dropout rate in New York City and in cities across the nation is very high. Even before so-called higher standards the cities had failed to graduate about fifty percent of their students.
Tim Clydesdale
- Published in print:
- 2007
- Published Online:
- February 2013
- ISBN:
- 9780226110653
- eISBN:
- 9780226110677
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226110677.001.0001
- Subject:
- Sociology, Education
Wild parties, late nights, and lots of sex, drugs, and alcohol. Many assume these are the things that define an American teenager's first year after high school. But the reality is really quite ...
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Wild parties, late nights, and lots of sex, drugs, and alcohol. Many assume these are the things that define an American teenager's first year after high school. But the reality is really quite different. As this book reports, teenagers generally manage the increased responsibilities of everyday life immediately after graduation effectively. But, like many good things, this comes at a cost. Tracking the daily lives of fifty young people making the transition to life after high school, the book reveals how teens settle into manageable patterns of substance use and sexual activity; how they meet the requirements of postsecondary education; and how they cope with new financial expectations. Most of them, we learn, handle the changes well because they make a priority of everyday life. But the book finds that teens also stow away their identities—religious, racial, political, or otherwise—during this period in exchange for acceptance into mainstream culture. This results in the absence of a long-range purpose for their lives and imposes limits on their desire to understand national politics and global issues, sometimes even affecting the ability to reconstruct their lives when tragedies occur.Less
Wild parties, late nights, and lots of sex, drugs, and alcohol. Many assume these are the things that define an American teenager's first year after high school. But the reality is really quite different. As this book reports, teenagers generally manage the increased responsibilities of everyday life immediately after graduation effectively. But, like many good things, this comes at a cost. Tracking the daily lives of fifty young people making the transition to life after high school, the book reveals how teens settle into manageable patterns of substance use and sexual activity; how they meet the requirements of postsecondary education; and how they cope with new financial expectations. Most of them, we learn, handle the changes well because they make a priority of everyday life. But the book finds that teens also stow away their identities—religious, racial, political, or otherwise—during this period in exchange for acceptance into mainstream culture. This results in the absence of a long-range purpose for their lives and imposes limits on their desire to understand national politics and global issues, sometimes even affecting the ability to reconstruct their lives when tragedies occur.
Maya Plisetskaya
- Published in print:
- 2001
- Published Online:
- October 2013
- ISBN:
- 9780300088571
- eISBN:
- 9780300130713
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300088571.003.0011
- Subject:
- Music, Dance
In this chapter, Maya Plisetskaya recalls the first day of World War II which plunged the entire city of Moscow into darkness as the Germans began bombing the city. Maya left the Bolshoi Theater and ...
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In this chapter, Maya Plisetskaya recalls the first day of World War II which plunged the entire city of Moscow into darkness as the Germans began bombing the city. Maya left the Bolshoi Theater and ballet school, rode a train with her mother and two brothers for Sverdlovsk, and made friends with fellow evacuees. She worked with Maria Mikhailovna Leontyeva for more than six months as she prepared for her graduation examination in March 1943. She danced the variation of the Queen of the Dryads from Don Quixote and passed the exam.Less
In this chapter, Maya Plisetskaya recalls the first day of World War II which plunged the entire city of Moscow into darkness as the Germans began bombing the city. Maya left the Bolshoi Theater and ballet school, rode a train with her mother and two brothers for Sverdlovsk, and made friends with fellow evacuees. She worked with Maria Mikhailovna Leontyeva for more than six months as she prepared for her graduation examination in March 1943. She danced the variation of the Queen of the Dryads from Don Quixote and passed the exam.
Brian R. McEnany
- Published in print:
- 2015
- Published Online:
- September 2015
- ISBN:
- 9780813160627
- eISBN:
- 9780813165479
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813160627.003.0004
- Subject:
- History, Military History
This chapter begins with the graduation of the June Class of 1861 (Custer’s class). Tully McCrea and his classmates have been advanced two years in forty-five days and are now the new first class. ...
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This chapter begins with the graduation of the June Class of 1861 (Custer’s class). Tully McCrea and his classmates have been advanced two years in forty-five days and are now the new first class. The First Battle of Bull Run (or Manassas) in July brings a call for early graduation of their class as well, but the secretary of war reverses his earlier decision and the class remained at West Point until the following year. The chapter describes their last semester as cadets, their graduation ceremony, and their graduation parade, along with their final thoughts before they begin their careers as officers.Less
This chapter begins with the graduation of the June Class of 1861 (Custer’s class). Tully McCrea and his classmates have been advanced two years in forty-five days and are now the new first class. The First Battle of Bull Run (or Manassas) in July brings a call for early graduation of their class as well, but the secretary of war reverses his earlier decision and the class remained at West Point until the following year. The chapter describes their last semester as cadets, their graduation ceremony, and their graduation parade, along with their final thoughts before they begin their careers as officers.
Simon J. Bronner
- Published in print:
- 2012
- Published Online:
- March 2014
- ISBN:
- 9781617036163
- eISBN:
- 9781621036173
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781617036163.003.0010
- Subject:
- Literature, Folk Literature
After four long years of intellectual and social journey, the moment that college students have been working, waiting, and suffering for arrives: graduation. Commencement symbolizes death and rebirth ...
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After four long years of intellectual and social journey, the moment that college students have been working, waiting, and suffering for arrives: graduation. Commencement symbolizes death and rebirth as the student enters a new life after symbolically leaving behind the “senior” status of his/her collegiate maturation. The recognition of graduating senior status begins at the end of the junior year, with many campuses holding a special occasion known as Moving-Up Day. The official countdown to graduation typically begins 100 days before commencement. A commencement tradition at several notable institutions is the ritual use of building steps. Another campus tradition is leaving wills and gifts to the college, in line with the spirit of “moving to the great beyond.” The best-known pregraduation tradition for women is “Daisy Chain.” The college degree’s value after graduation often becomes a subject of folk humor.Less
After four long years of intellectual and social journey, the moment that college students have been working, waiting, and suffering for arrives: graduation. Commencement symbolizes death and rebirth as the student enters a new life after symbolically leaving behind the “senior” status of his/her collegiate maturation. The recognition of graduating senior status begins at the end of the junior year, with many campuses holding a special occasion known as Moving-Up Day. The official countdown to graduation typically begins 100 days before commencement. A commencement tradition at several notable institutions is the ritual use of building steps. Another campus tradition is leaving wills and gifts to the college, in line with the spirit of “moving to the great beyond.” The best-known pregraduation tradition for women is “Daisy Chain.” The college degree’s value after graduation often becomes a subject of folk humor.
John Eric Humphries
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780226100098
- eISBN:
- 9780226100128
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226100128.003.0003
- Subject:
- Economics and Finance, Public and Welfare
The analysis presented in this book shows that the GED credential provides little or no economic benefit for most. How can one reconcile the large number of dropouts who take the GED test despite ...
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The analysis presented in this book shows that the GED credential provides little or no economic benefit for most. How can one reconcile the large number of dropouts who take the GED test despite this evidence? This chapter documents how the GED is widely promoted by society. Government programs incentivize GED certification and are judged by the number of GEDs they produce. Prisons, Adult Education programs, and workforce investment programs incentivize GED certification. The returns to post-secondary education, changes in family characteristics, and increases in high school graduation standards also increase demand for the certificate.Less
The analysis presented in this book shows that the GED credential provides little or no economic benefit for most. How can one reconcile the large number of dropouts who take the GED test despite this evidence? This chapter documents how the GED is widely promoted by society. Government programs incentivize GED certification and are judged by the number of GEDs they produce. Prisons, Adult Education programs, and workforce investment programs incentivize GED certification. The returns to post-secondary education, changes in family characteristics, and increases in high school graduation standards also increase demand for the certificate.
James J. Heckman, John Eric Humphries, and Tim Kautz
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780226100098
- eISBN:
- 9780226100128
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226100128.003.0004
- Subject:
- Economics and Finance, Public and Welfare
The pool of exam certified high school equivalents has changed greatly over the past 60 years. At the outset, exam certified equivalents were World War II veterans. The early equivalency tests were ...
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The pool of exam certified high school equivalents has changed greatly over the past 60 years. At the outset, exam certified equivalents were World War II veterans. The early equivalency tests were successful because they targeted these veterans, who had abundant character skills. The test certified their cognitive skills and their military experience certified their character skills. Nowadays, GED exam certification sends a mixed signal. In this chapter we show that across four different data sets, GED recipients have higher cognitive ability than other dropouts, but come from similar backgrounds and exhibit similar behaviours. The GED exam certifies cognitive skills, but dropping out of high school signals a shortfall of important character skills.Less
The pool of exam certified high school equivalents has changed greatly over the past 60 years. At the outset, exam certified equivalents were World War II veterans. The early equivalency tests were successful because they targeted these veterans, who had abundant character skills. The test certified their cognitive skills and their military experience certified their character skills. Nowadays, GED exam certification sends a mixed signal. In this chapter we show that across four different data sets, GED recipients have higher cognitive ability than other dropouts, but come from similar backgrounds and exhibit similar behaviours. The GED exam certifies cognitive skills, but dropping out of high school signals a shortfall of important character skills.
James J. Heckman, John Eric Humphries, and Tim Kautz
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780226100098
- eISBN:
- 9780226100128
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226100128.003.0005
- Subject:
- Economics and Finance, Public and Welfare
This chapter summarizes and extends the literature on the effects of GED certification. It estimates the social and economic benefits of GED certification for numerous adult outcomes using a variety ...
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This chapter summarizes and extends the literature on the effects of GED certification. It estimates the social and economic benefits of GED certification for numerous adult outcomes using a variety of major data sets and empirical specifications. After controlling for their higher cognitive ability, male GED recipients are nearly indistinguishable from other male dropouts with regard to labor market outcomes including annual earnings, hourly wages, employment, and hours worked. Female GED recipients have higher annual earnings than other dropouts because they are more likely to be employed, not because they earn higher hourly wages. Our analysis shows that female GED recipients are more likely to participate in the labor force compared to other dropouts, but are not more likely to be employed if they do participate in the labor force. This finding is consistent with the interpretation that women who do not plan to work in the future have no incentive to earn a GED. The weight of the evidence supports the interpretation of the estimated GED effect for women as a selection effect. We find little evidence that the economic benefits to the GED increase with work experience. GED recipients and dropouts have very similar hourly wage profiles.Less
This chapter summarizes and extends the literature on the effects of GED certification. It estimates the social and economic benefits of GED certification for numerous adult outcomes using a variety of major data sets and empirical specifications. After controlling for their higher cognitive ability, male GED recipients are nearly indistinguishable from other male dropouts with regard to labor market outcomes including annual earnings, hourly wages, employment, and hours worked. Female GED recipients have higher annual earnings than other dropouts because they are more likely to be employed, not because they earn higher hourly wages. Our analysis shows that female GED recipients are more likely to participate in the labor force compared to other dropouts, but are not more likely to be employed if they do participate in the labor force. This finding is consistent with the interpretation that women who do not plan to work in the future have no incentive to earn a GED. The weight of the evidence supports the interpretation of the estimated GED effect for women as a selection effect. We find little evidence that the economic benefits to the GED increase with work experience. GED recipients and dropouts have very similar hourly wage profiles.
James J. Heckman, John Eric Humphries, Paul A. Lafontaine, and Pedro L. Rodríguez
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780226100098
- eISBN:
- 9780226100128
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226100128.003.0007
- Subject:
- Economics and Finance, Public and Welfare
The option to obtain a General Educational Development (GED) certificate changes the incentives facing high school students. This chapter evaluates the effect of three different GED policy ...
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The option to obtain a General Educational Development (GED) certificate changes the incentives facing high school students. This chapter evaluates the effect of three different GED policy innovations on high school graduation rates. A 6-point decrease in the GED pass rate produced a 1.3-point reduction in high school dropout rates. The introduction of a GED certification program in high schools in Oregon produced a 4% decrease in high school graduation rates. Introduction of GED certificates for civilians in California increased the dropout rate by 3 points. The GED program induces students to drop out of high school.Less
The option to obtain a General Educational Development (GED) certificate changes the incentives facing high school students. This chapter evaluates the effect of three different GED policy innovations on high school graduation rates. A 6-point decrease in the GED pass rate produced a 1.3-point reduction in high school dropout rates. The introduction of a GED certification program in high schools in Oregon produced a 4% decrease in high school graduation rates. Introduction of GED certificates for civilians in California increased the dropout rate by 3 points. The GED program induces students to drop out of high school.
Leah Platt Boustan, Carola Frydman, and Robert A. Margo
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9780226163895
- eISBN:
- 9780226163925
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226163925.003.0003
- Subject:
- Economics and Finance, Economic History
Goldin and Katz (2008) document the key role that the educational attainment of native-born workers in the U.S. has played in determining changing returns to skill and income distribution in the ...
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Goldin and Katz (2008) document the key role that the educational attainment of native-born workers in the U.S. has played in determining changing returns to skill and income distribution in the twentieth century. Understanding the forces driving the supply of educated workers is thus critical. This paper focuses on the role of elementary and secondary educational institutions in the United States, which have changed dramatically over the latter half of the century, in determining high school graduation rates. In part, these institutional changes have been formally legislated and implemented as specific programs, but the programs alone do not explain the full extent of the dramatic rise in spending. I review relevant literatures and policy history, and present original descriptive analysis of the role of income inequality in shaping graduation and spending from 1963 to 2007. Results suggest that inequality, which previous research establishes as negatively correlated with the establishment of public secondary schooling earlier in the twentieth century, was positively correlated not only with education spending levels but also with aggregate high school graduation rates at the state level. This relationship holds with inequality at the bottom of the distribution as well as at the top.Less
Goldin and Katz (2008) document the key role that the educational attainment of native-born workers in the U.S. has played in determining changing returns to skill and income distribution in the twentieth century. Understanding the forces driving the supply of educated workers is thus critical. This paper focuses on the role of elementary and secondary educational institutions in the United States, which have changed dramatically over the latter half of the century, in determining high school graduation rates. In part, these institutional changes have been formally legislated and implemented as specific programs, but the programs alone do not explain the full extent of the dramatic rise in spending. I review relevant literatures and policy history, and present original descriptive analysis of the role of income inequality in shaping graduation and spending from 1963 to 2007. Results suggest that inequality, which previous research establishes as negatively correlated with the establishment of public secondary schooling earlier in the twentieth century, was positively correlated not only with education spending levels but also with aggregate high school graduation rates at the state level. This relationship holds with inequality at the bottom of the distribution as well as at the top.
Joel Perlmann
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814707425
- eISBN:
- 9780814705384
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814707425.003.0004
- Subject:
- Sociology, Race and Ethnicity
This chapter deploys a methodological innovation to address the often-feared possibility that the Mexican American second generation will assimilate “downward” and develop into an underclass. To ...
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This chapter deploys a methodological innovation to address the often-feared possibility that the Mexican American second generation will assimilate “downward” and develop into an underclass. To solve the problem of measuring the characteristics of the second generation in decennial census data, this chapter uses a proxy group, defined by individuals who arrived in the United States as very young children, before the age of three. Based on data for this group, high-school dropout rates for the Mexican second generation are quite high but indicators of involvement in risky behaviors are relatively low. Consistent with this picture, the rates of labor-force attachment are high, and consequently the earnings payoff to efforts to improve the high-school graduation rates of Mexican Americans would be substantial. The benefits to families would also be considerable because of the relatively high rate of intact families among Mexican Americans.Less
This chapter deploys a methodological innovation to address the often-feared possibility that the Mexican American second generation will assimilate “downward” and develop into an underclass. To solve the problem of measuring the characteristics of the second generation in decennial census data, this chapter uses a proxy group, defined by individuals who arrived in the United States as very young children, before the age of three. Based on data for this group, high-school dropout rates for the Mexican second generation are quite high but indicators of involvement in risky behaviors are relatively low. Consistent with this picture, the rates of labor-force attachment are high, and consequently the earnings payoff to efforts to improve the high-school graduation rates of Mexican Americans would be substantial. The benefits to families would also be considerable because of the relatively high rate of intact families among Mexican Americans.
H. Michael Gelfand
- Published in print:
- 2006
- Published Online:
- September 2014
- ISBN:
- 9780807830475
- eISBN:
- 9781469605449
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807877470_gelfand.6
- Subject:
- History, Military History
The United States Naval Academy (USNA) at Annapolis, Maryland, is the most revered source of officers for the Navy, for the Marine Corps since 1887, and for the Air Force between 1949 and 1963. The ...
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The United States Naval Academy (USNA) at Annapolis, Maryland, is the most revered source of officers for the Navy, for the Marine Corps since 1887, and for the Air Force between 1949 and 1963. The Naval Academy is an institution abundant with traditions, and this book employs culture as a vehicle to study and analyze the dramatic changes in Annapolis. It describes the activities within the institutional culture of USNA, beginning with an overview of the history of the academy and an outline of the USNA administrative organization. The chapter then describes aspects of midshipmen's admission, lives and activities in the Academy, and the graduation process. It also highlights one of the Academy's dramatic transformations, what came to be known as the “Academic Revolution.”Less
The United States Naval Academy (USNA) at Annapolis, Maryland, is the most revered source of officers for the Navy, for the Marine Corps since 1887, and for the Air Force between 1949 and 1963. The Naval Academy is an institution abundant with traditions, and this book employs culture as a vehicle to study and analyze the dramatic changes in Annapolis. It describes the activities within the institutional culture of USNA, beginning with an overview of the history of the academy and an outline of the USNA administrative organization. The chapter then describes aspects of midshipmen's admission, lives and activities in the Academy, and the graduation process. It also highlights one of the Academy's dramatic transformations, what came to be known as the “Academic Revolution.”
J. Samuel Walker
- Published in print:
- 2011
- Published Online:
- July 2014
- ISBN:
- 9780807835036
- eISBN:
- 9781469602578
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807869123_walker.5
- Subject:
- History, American History: 20th Century
This chapter shows how John E. Hocutt, the dean of men at the College of William and Mary in Williamsburg, Virginia, customarily met individually with all male students near the end of their ...
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This chapter shows how John E. Hocutt, the dean of men at the College of William and Mary in Williamsburg, Virginia, customarily met individually with all male students near the end of their sophomore year to review their records and evaluate their progress toward graduation. William and Mary was a state-supported institution with an enviable academic reputation. In the spring of 1949, Hocutt, a gruff, no-nonsense administrator, informed a member of the college's football team that an introductory Spanish course he had passed would not count toward his degree. Hocutt explained that since the student had taken two years of Spanish in high school he could not receive credit for freshman Spanish at William and Mary. The student protested that he had never taken Spanish in high school and the transcript that showed his having done so was incorrect. It later came to light that the college's copy of the student's transcript had been altered.Less
This chapter shows how John E. Hocutt, the dean of men at the College of William and Mary in Williamsburg, Virginia, customarily met individually with all male students near the end of their sophomore year to review their records and evaluate their progress toward graduation. William and Mary was a state-supported institution with an enviable academic reputation. In the spring of 1949, Hocutt, a gruff, no-nonsense administrator, informed a member of the college's football team that an introductory Spanish course he had passed would not count toward his degree. Hocutt explained that since the student had taken two years of Spanish in high school he could not receive credit for freshman Spanish at William and Mary. The student protested that he had never taken Spanish in high school and the transcript that showed his having done so was incorrect. It later came to light that the college's copy of the student's transcript had been altered.
