Alberto Arenas de Mesa, David Bravo, Jere R. Behrman, Olivia S. Mitchell, Petra E. Todd, Andres Otero, Jeremy Skog, Javiera Vasquez, and Viviana Velez-Grajales
- Published in print:
- 2007
- Published Online:
- January 2008
- ISBN:
- 9780199226801
- eISBN:
- 9780191710285
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199226801.003.0003
- Subject:
- Business and Management, Pensions and Pension Management
This chapter introduces the Encuesta de Previsión Social (EPS, or Social Protection Survey), a recently developed longitudinal survey of individual respondents that provides invaluable new ...
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This chapter introduces the Encuesta de Previsión Social (EPS, or Social Protection Survey), a recently developed longitudinal survey of individual respondents that provides invaluable new information for microeconomic analyses of key aspects of the Chilean pension system, and illustrates some of the analyses possible with these data. Initiated in 2002, the EPS fielded a follow-up round in 2004; additional survey waves were scheduled for 2006 and every two years thereafter (funding permitting). In addition, the research team has worked to link respondent records to a wide range of historical administrative files on contribution patterns, benefit payments, and other program features. Among the findings is that participation rates are much higher with automatic enrolment in retirement plans than with opt-in enrolment. Many individuals view the employer default savings option as an implicit endorsement of both the contribution rate and the distribution of funds. Default choices are not neutral; they play a role in every stage of the lifetime savings cycle, including savings plan participation, contributions, asset allocation, rollovers, and decumulation.Less
This chapter introduces the Encuesta de Previsión Social (EPS, or Social Protection Survey), a recently developed longitudinal survey of individual respondents that provides invaluable new information for microeconomic analyses of key aspects of the Chilean pension system, and illustrates some of the analyses possible with these data. Initiated in 2002, the EPS fielded a follow-up round in 2004; additional survey waves were scheduled for 2006 and every two years thereafter (funding permitting). In addition, the research team has worked to link respondent records to a wide range of historical administrative files on contribution patterns, benefit payments, and other program features. Among the findings is that participation rates are much higher with automatic enrolment in retirement plans than with opt-in enrolment. Many individuals view the employer default savings option as an implicit endorsement of both the contribution rate and the distribution of funds. Default choices are not neutral; they play a role in every stage of the lifetime savings cycle, including savings plan participation, contributions, asset allocation, rollovers, and decumulation.
Curtis L. Meinert
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199742967
- eISBN:
- 9780199897278
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199742967.003.0020
- Subject:
- Public Health and Epidemiology, Epidemiology, Public Health
This chapter presents guidelines for persons in search of a clinical trial to enroll in. By and large, one should be shopping for randomized trials because two things are certain: firstly, that there ...
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This chapter presents guidelines for persons in search of a clinical trial to enroll in. By and large, one should be shopping for randomized trials because two things are certain: firstly, that there was a series of trials prior to the one of interest showing the treatment to be reasonably safe, and secondly, that there is an underlying state of clinical equipoise. The first step when shopping for a trial is to go to www.clinicaltrials.gov. The site is a registry of 97,000 + trials (as of October 14, 2010) in different stages, ranging from still-being-planned ones to completed ones, and everything in between. Chances are that some relevant trials will be found and that they are open for enrollment. One can also surf the web for ongoing trials listed on the websites of major drug companies.Less
This chapter presents guidelines for persons in search of a clinical trial to enroll in. By and large, one should be shopping for randomized trials because two things are certain: firstly, that there was a series of trials prior to the one of interest showing the treatment to be reasonably safe, and secondly, that there is an underlying state of clinical equipoise. The first step when shopping for a trial is to go to www.clinicaltrials.gov. The site is a registry of 97,000 + trials (as of October 14, 2010) in different stages, ranging from still-being-planned ones to completed ones, and everything in between. Chances are that some relevant trials will be found and that they are open for enrollment. One can also surf the web for ongoing trials listed on the websites of major drug companies.
Paul Glewwe (ed.)
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9780226078687
- eISBN:
- 9780226078854
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226078854.001.0001
- Subject:
- Education, Educational Policy and Politics
Economists and other researchers have accumulated abundant evidence that education increases workers’ productivity and thus increases their incomes. Education also leads to improvements in health and ...
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Economists and other researchers have accumulated abundant evidence that education increases workers’ productivity and thus increases their incomes. Education also leads to improvements in health and provides many other non-monetary benefits. Policymakers in developing countries also agree that there are important benefits from increasing the education of their citizens; governments in developing countries now spend about $700 billion each year on education. Despite this increased spending, 13% of children in developing countries do not finish primary school, and over one third do not enroll in secondary school. Even more worrisome is that there is a large amount of evidence that students in developing countries learn far less than students in developed countries. While spending even more money may increase enrollment and learning, most developing countries face serious budget constraints that prevent them from devoting significantly larger amounts of money to education. Thus there is an urgent need to find specific, and relatively inexpensive, policies that will lead to better education outcomes in those countries. Fortunately, there has been a large increase in research on education in developing countries in the last two decades, yet these findings are scattered in many different academic journals and other types of publications. Given this situation, this volume has three goals. The first is to take stock of what this recent research has found. The second is to present the implications of this research for education policies in developing countries. Finally, the third is to set priorities for future research on education in those countries.Less
Economists and other researchers have accumulated abundant evidence that education increases workers’ productivity and thus increases their incomes. Education also leads to improvements in health and provides many other non-monetary benefits. Policymakers in developing countries also agree that there are important benefits from increasing the education of their citizens; governments in developing countries now spend about $700 billion each year on education. Despite this increased spending, 13% of children in developing countries do not finish primary school, and over one third do not enroll in secondary school. Even more worrisome is that there is a large amount of evidence that students in developing countries learn far less than students in developed countries. While spending even more money may increase enrollment and learning, most developing countries face serious budget constraints that prevent them from devoting significantly larger amounts of money to education. Thus there is an urgent need to find specific, and relatively inexpensive, policies that will lead to better education outcomes in those countries. Fortunately, there has been a large increase in research on education in developing countries in the last two decades, yet these findings are scattered in many different academic journals and other types of publications. Given this situation, this volume has three goals. The first is to take stock of what this recent research has found. The second is to present the implications of this research for education policies in developing countries. Finally, the third is to set priorities for future research on education in those countries.
Gary W. Selnow
- Published in print:
- 2004
- Published Online:
- January 2005
- ISBN:
- 9780199273393
- eISBN:
- 9780191601675
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199273391.003.0002
- Subject:
- Economics and Finance, Financial Economics
This chapter focuses on the challenges faced by retirement saving advocates in encouraging the labour force to save for their retirement. It discusses the uniqueness of retirement savings issues and ...
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This chapter focuses on the challenges faced by retirement saving advocates in encouraging the labour force to save for their retirement. It discusses the uniqueness of retirement savings issues and the complacency inspired by Social Security. It proposes an automatic enrolment approach which avoids the natural impediments to employee-initiated investment plans.Less
This chapter focuses on the challenges faced by retirement saving advocates in encouraging the labour force to save for their retirement. It discusses the uniqueness of retirement savings issues and the complacency inspired by Social Security. It proposes an automatic enrolment approach which avoids the natural impediments to employee-initiated investment plans.
Martin Carnoy, Prashant Loyalka, Maria Dobryakova, Rafiq Dossani, Isak Froumin, Katherine Kuhns, Jandhyala B. G. Tilak, and Rong Wang
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780804786010
- eISBN:
- 9780804786416
- Item type:
- chapter
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804786010.003.0002
- Subject:
- Sociology, Education
The chapter discusses in broad terms the historical foundations of BRIC university systems, how the BRICs' higher education systems are being transformed by their enormous enrollment growth, the ...
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The chapter discusses in broad terms the historical foundations of BRIC university systems, how the BRICs' higher education systems are being transformed by their enormous enrollment growth, the strategies BRIC States are using to achieve that growth, and the varying role that the growth of technical higher education—specifically engineering and computer science—plays in in that transformation. The chapter makes the case that higher education enrollment growth in the BRICs since 1995 is just the latest round of educational expansion worldwide in the twentieth century, and, as in other countries, was shaped, in varying degrees, by the history of earlier, more limited growth in these higher education systems. The chapter also argues that enrollment growth in the BRICs generally differs significantly from earlier expansions in the developed countries in that it has relied more on families' private contributions, is more vocationalized, and is characterized by increasing differentiation among institutions,Less
The chapter discusses in broad terms the historical foundations of BRIC university systems, how the BRICs' higher education systems are being transformed by their enormous enrollment growth, the strategies BRIC States are using to achieve that growth, and the varying role that the growth of technical higher education—specifically engineering and computer science—plays in in that transformation. The chapter makes the case that higher education enrollment growth in the BRICs since 1995 is just the latest round of educational expansion worldwide in the twentieth century, and, as in other countries, was shaped, in varying degrees, by the history of earlier, more limited growth in these higher education systems. The chapter also argues that enrollment growth in the BRICs generally differs significantly from earlier expansions in the developed countries in that it has relied more on families' private contributions, is more vocationalized, and is characterized by increasing differentiation among institutions,
Michael A. Olivas
- Published in print:
- 2012
- Published Online:
- May 2016
- ISBN:
- 9780814762448
- eISBN:
- 9780814762455
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814762448.003.0003
- Subject:
- Law, Human Rights and Immigration
This chapter discusses various problems and issues that have arisen in the actual implementation of the decision. No case is self-implementing, and additional litigation, advocacy, and monitoring ...
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This chapter discusses various problems and issues that have arisen in the actual implementation of the decision. No case is self-implementing, and additional litigation, advocacy, and monitoring have been needed to continue the holding. Examples of such problems have included the involvement of undocumented parents in schools, identification of children in the absence of Social Security numbers (SSNs), and attendance zones and school district borders. Remarkable support for these children and their school enrollment has developed, with a number of states enacting protective measures. There have also been restrictionist responses, such as California’s Proposition 187, most of which was struck down by MALDEF lawyers. The decision has also withstood federal attempts to overturn it, such as the Gallegly amendment. In the 30-plus years since the decision was handed down, it has proven to be resilient and is still in force.Less
This chapter discusses various problems and issues that have arisen in the actual implementation of the decision. No case is self-implementing, and additional litigation, advocacy, and monitoring have been needed to continue the holding. Examples of such problems have included the involvement of undocumented parents in schools, identification of children in the absence of Social Security numbers (SSNs), and attendance zones and school district borders. Remarkable support for these children and their school enrollment has developed, with a number of states enacting protective measures. There have also been restrictionist responses, such as California’s Proposition 187, most of which was struck down by MALDEF lawyers. The decision has also withstood federal attempts to overturn it, such as the Gallegly amendment. In the 30-plus years since the decision was handed down, it has proven to be resilient and is still in force.
William A. Penn
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780813167718
- eISBN:
- 9780813168777
- Item type:
- book
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813167718.001.0001
- Subject:
- History, American History: Civil War
This is a detailed Civil War study of a Kentucky Blue Grass town and county. This extensive research of Cynthiana and Harrison County reveals the area’s divisive sectional animosities and ...
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This is a detailed Civil War study of a Kentucky Blue Grass town and county. This extensive research of Cynthiana and Harrison County reveals the area’s divisive sectional animosities and personalities. As the title suggests, Cynthiana was widely perceived to be a Rebel stronghold when the secession crisis erupted. The county’s state representatives, Lucius Desha and W. W. Cleary, were among Kentucky’s pro-secession supporters during neutrality, and Desha was arrested for treason when accused of recruiting for the Confederate army. Belief that the town was a den of Southern sympathizers was further supported when Union soldiers arrested and imprisoned for disloyal activities about sixty citizens, including several county officials and newspaper editor. Countering these secession activities were Home Guards and Union supporters, such as attorney W. W. Trimble. John Hunt Morgan’s raids in Kentucky resulted in the First and Second Battles of Cynthiana, which the author carefully researched and enhanced by new battlefield maps. Readers will learn of the central role of the county in the Union military defenses of the Kentucky Central Railroad corridor. The book also describes from both the soldiers’ and citizens’ viewpoints the Confederate army march through the county on the way to threaten Cincinnati in 1862. It also describes the recruiting activities of Union and Confederate supporters, and the controversial African American enrollments.Less
This is a detailed Civil War study of a Kentucky Blue Grass town and county. This extensive research of Cynthiana and Harrison County reveals the area’s divisive sectional animosities and personalities. As the title suggests, Cynthiana was widely perceived to be a Rebel stronghold when the secession crisis erupted. The county’s state representatives, Lucius Desha and W. W. Cleary, were among Kentucky’s pro-secession supporters during neutrality, and Desha was arrested for treason when accused of recruiting for the Confederate army. Belief that the town was a den of Southern sympathizers was further supported when Union soldiers arrested and imprisoned for disloyal activities about sixty citizens, including several county officials and newspaper editor. Countering these secession activities were Home Guards and Union supporters, such as attorney W. W. Trimble. John Hunt Morgan’s raids in Kentucky resulted in the First and Second Battles of Cynthiana, which the author carefully researched and enhanced by new battlefield maps. Readers will learn of the central role of the county in the Union military defenses of the Kentucky Central Railroad corridor. The book also describes from both the soldiers’ and citizens’ viewpoints the Confederate army march through the county on the way to threaten Cincinnati in 1862. It also describes the recruiting activities of Union and Confederate supporters, and the controversial African American enrollments.
Jeane W. Anastas
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780195378061
- eISBN:
- 9780199932740
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195378061.003.0039
- Subject:
- Social Work, Research and Evaluation
After an overview of the various mechanisms that can be used for evaluating doctoral programs, important proximal outcomes are described, such as time to degree, publishing or presenting while a ...
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After an overview of the various mechanisms that can be used for evaluating doctoral programs, important proximal outcomes are described, such as time to degree, publishing or presenting while a student, and teaching while a student. Older students were enrolled longer and fulltime students were enrolled for shorter periods. Students in this survey were publishing and presenting at a rate comparable to that in the social sciences. Satisfaction with faculty interactions was related to a range of outcomes, including time to degree, publishing and presenting, and overall program satisfaction, but this could be an outcome rather than a precursor of these experiences. Factors related to being part of a community of scholars, such as work space on campus, were also related to student assessments of program quality and satisfaction.Less
After an overview of the various mechanisms that can be used for evaluating doctoral programs, important proximal outcomes are described, such as time to degree, publishing or presenting while a student, and teaching while a student. Older students were enrolled longer and fulltime students were enrolled for shorter periods. Students in this survey were publishing and presenting at a rate comparable to that in the social sciences. Satisfaction with faculty interactions was related to a range of outcomes, including time to degree, publishing and presenting, and overall program satisfaction, but this could be an outcome rather than a precursor of these experiences. Factors related to being part of a community of scholars, such as work space on campus, were also related to student assessments of program quality and satisfaction.
Erica O. Turner
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9780226675220
- eISBN:
- 9780226675534
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226675534.003.0005
- Subject:
- Education, Educational Policy and Politics
This chapter examines marketing as another example of color-blind managerialism. It argues that Milltown and Fairview leaders turned to marketing, and particularly to marketing diversity, in an ...
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This chapter examines marketing as another example of color-blind managerialism. It argues that Milltown and Fairview leaders turned to marketing, and particularly to marketing diversity, in an attempt to articulate an inclusive vision for schools while responding to competition in a “market” that advantaged and empowered predominantly white middle- and upper-middle class families and was exacerbated by open enrollment school choice policy. The two districts’ particular strategies for selling diversity differed in their specifics, but both school districts tried to capitalized on their racial capital, or the value gained from their association with people of color, in order to market multicultural capital to the white middle- and upper-middle class families who were seen as developing negative perceptions of “urbanizing” schools and taking resources with them. In a kind of interest convergence, their efforts sometimes benefited communities of color. But while evocations of diversity projected a veneer of egalitarian cultural values, their discourses commodified images of communities of color, reflected a narrow vision of racial diversity, normalized instrumental orientations toward racial diversity, and consistently centered on and privileged the concerns of white middle-class parents, thus reinforcing existing status inequities and whiteness in the two school districts.Less
This chapter examines marketing as another example of color-blind managerialism. It argues that Milltown and Fairview leaders turned to marketing, and particularly to marketing diversity, in an attempt to articulate an inclusive vision for schools while responding to competition in a “market” that advantaged and empowered predominantly white middle- and upper-middle class families and was exacerbated by open enrollment school choice policy. The two districts’ particular strategies for selling diversity differed in their specifics, but both school districts tried to capitalized on their racial capital, or the value gained from their association with people of color, in order to market multicultural capital to the white middle- and upper-middle class families who were seen as developing negative perceptions of “urbanizing” schools and taking resources with them. In a kind of interest convergence, their efforts sometimes benefited communities of color. But while evocations of diversity projected a veneer of egalitarian cultural values, their discourses commodified images of communities of color, reflected a narrow vision of racial diversity, normalized instrumental orientations toward racial diversity, and consistently centered on and privileged the concerns of white middle-class parents, thus reinforcing existing status inequities and whiteness in the two school districts.
Xiaoming Li and Yan Guo
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199765126
- eISBN:
- 9780199918942
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199765126.003.0005
- Subject:
- Public Health and Epidemiology, Public Health, Epidemiology
Children’s life chances are dramatically shaped by the extent to which they succeed in school. Because of this, it is crucial for programs to be able to support the successful school entry of ...
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Children’s life chances are dramatically shaped by the extent to which they succeed in school. Because of this, it is crucial for programs to be able to support the successful school entry of children affected by AIDS. This chapter first reviews existing literature on the impact of the HIV/AIDS epidemic on educational systems (teachers and school resources), and the impact of HIV/AIDS on orphans and vulnerable children (OVC) and their educational outcomes, including school enrollment and attendance, school performance, school behaviors, and school completion. It then reviews global intervention practices that aim to address multiple threats to the educational needs of OVC and other vulnerable children, making recommendations for future actions based on the lessons learned from the existing literature.Less
Children’s life chances are dramatically shaped by the extent to which they succeed in school. Because of this, it is crucial for programs to be able to support the successful school entry of children affected by AIDS. This chapter first reviews existing literature on the impact of the HIV/AIDS epidemic on educational systems (teachers and school resources), and the impact of HIV/AIDS on orphans and vulnerable children (OVC) and their educational outcomes, including school enrollment and attendance, school performance, school behaviors, and school completion. It then reviews global intervention practices that aim to address multiple threats to the educational needs of OVC and other vulnerable children, making recommendations for future actions based on the lessons learned from the existing literature.
S. Scott Graham
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226264059
- eISBN:
- 9780226264196
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226264196.003.0005
- Subject:
- History, History of Science, Technology, and Medicine
Chapter 4 explores the history of neuroimaging technologies and their eventual contribution to the legitimization of marginalized pain disorders. As a part of this analysis, this chapter explores the ...
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Chapter 4 explores the history of neuroimaging technologies and their eventual contribution to the legitimization of marginalized pain disorders. As a part of this analysis, this chapter explores the role of calibration-by-detour, a mode of cross-ontological calibration where marginalized ontologies are able to gain credibility through enlisting the support of previously legitimized practices and emergent ontologies. Furthermore, this chapter contributes to the development of a fully hybrid rhetorical-ontological inquiry by exploring the process of trope-shifting as a mode of calibration-by-detour. Through combining Latour’s actor-network analysis of enrollment and detour with a rhetorical theory of trope, this chapter documents the historical process whereby new imaging technologies were able to gain rapid acceptance through calibration-by-detour through prior technologies.Less
Chapter 4 explores the history of neuroimaging technologies and their eventual contribution to the legitimization of marginalized pain disorders. As a part of this analysis, this chapter explores the role of calibration-by-detour, a mode of cross-ontological calibration where marginalized ontologies are able to gain credibility through enlisting the support of previously legitimized practices and emergent ontologies. Furthermore, this chapter contributes to the development of a fully hybrid rhetorical-ontological inquiry by exploring the process of trope-shifting as a mode of calibration-by-detour. Through combining Latour’s actor-network analysis of enrollment and detour with a rhetorical theory of trope, this chapter documents the historical process whereby new imaging technologies were able to gain rapid acceptance through calibration-by-detour through prior technologies.
Martin Carnoy, Prashant Loyalka, and Maria Dobryakova
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780804786010
- eISBN:
- 9780804786416
- Item type:
- book
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804786010.001.0001
- Subject:
- Sociology, Education
This is a study of higher education expansion and its changing quality in the world's four largest developing economies—Brazil, Russia, India, and China—known as the BRIC countries. These four ...
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This is a study of higher education expansion and its changing quality in the world's four largest developing economies—Brazil, Russia, India, and China—known as the BRIC countries. These four economies are already important players globally, but by mid-century, they are likely to be economic powerhouses. The purpose of this book is to understand the large, rapid transformation of universities in these economies as a way to judge the potential each of these economies has for future development. It also assesses the quality of engineering education in the BRICs and the impact that the huge and increasing numbers of engineering and computer science graduates in India and China may play in altering the global configuration of high tech production in the coming decades. The book is the first to take a comprehensive look at the largest expansion of university enrollment in world history and to assess its implications for national and global development. The approach is also unique, using political theory and the context of the changing global economy to understand educational change comparatively. The book argues that BRIC governments play a key role in shaping the expansion of their higher education systems. It shows that these government strategies have consciously poured increasing public resources into a limited number of elite “world class” universities, while financing “mass” enrollment growth largely through private tuition. The result has been huge increases in engineering graduates, but only a small proportion of high enough quality to compete with those in developed countries.Less
This is a study of higher education expansion and its changing quality in the world's four largest developing economies—Brazil, Russia, India, and China—known as the BRIC countries. These four economies are already important players globally, but by mid-century, they are likely to be economic powerhouses. The purpose of this book is to understand the large, rapid transformation of universities in these economies as a way to judge the potential each of these economies has for future development. It also assesses the quality of engineering education in the BRICs and the impact that the huge and increasing numbers of engineering and computer science graduates in India and China may play in altering the global configuration of high tech production in the coming decades. The book is the first to take a comprehensive look at the largest expansion of university enrollment in world history and to assess its implications for national and global development. The approach is also unique, using political theory and the context of the changing global economy to understand educational change comparatively. The book argues that BRIC governments play a key role in shaping the expansion of their higher education systems. It shows that these government strategies have consciously poured increasing public resources into a limited number of elite “world class” universities, while financing “mass” enrollment growth largely through private tuition. The result has been huge increases in engineering graduates, but only a small proportion of high enough quality to compete with those in developed countries.
Sarah E. Turner
- Published in print:
- 2004
- Published Online:
- February 2013
- ISBN:
- 9780226355351
- eISBN:
- 9780226355375
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226355375.003.0002
- Subject:
- Education, Higher and Further Education
This chapter documents the changing relationship between college enrollment and college completion, examines the factors responsible for these shifts, and considers their implications. In doing so, ...
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This chapter documents the changing relationship between college enrollment and college completion, examines the factors responsible for these shifts, and considers their implications. In doing so, the chapter sets a new direction for higher education research by documenting the gap between enrollment rates and completions and identifying the universe of possible explanations. The first section discusses the measurement of college enrollment and college completion, focusing on the intersection of results from a range of different data sources. The second section sets out a basic framework for analysis, starting with the human capital investment model, and outlines explanations for why individuals who begin college do not complete it or complete it in an extended period of time. The chapter provides empirical evidence distinguishing the explanatory role of these various factors. The concluding section summarizes the challenges for future research and suggests some implications for policy and data collection.Less
This chapter documents the changing relationship between college enrollment and college completion, examines the factors responsible for these shifts, and considers their implications. In doing so, the chapter sets a new direction for higher education research by documenting the gap between enrollment rates and completions and identifying the universe of possible explanations. The first section discusses the measurement of college enrollment and college completion, focusing on the intersection of results from a range of different data sources. The second section sets out a basic framework for analysis, starting with the human capital investment model, and outlines explanations for why individuals who begin college do not complete it or complete it in an extended period of time. The chapter provides empirical evidence distinguishing the explanatory role of these various factors. The concluding section summarizes the challenges for future research and suggests some implications for policy and data collection.
Matthew Johnson
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9781501748585
- eISBN:
- 9781501748592
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501748585.003.0003
- Subject:
- History, Cultural History
This chapter examines the origins of affirmative action in the University of Michigan (UM). The pressure that led to the university's first undergraduate affirmative action admissions program came ...
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This chapter examines the origins of affirmative action in the University of Michigan (UM). The pressure that led to the university's first undergraduate affirmative action admissions program came from a federal bureaucrat and the president of the United States, who were both responding to black activism for workplace justice. Yet this pressure never threatened UM with the loss of lucrative federal contracts or potential court cases. UM adopted affirmative action in 1964 because people at the top of the institution wanted the university to change. This environment of weak federal coercion created a perfect recipe for co-optation. After the initial dose of federal pressure, UM officials took control of the purpose and character of affirmative action, creating a program that preserved the university's long-established priorities and values. It is no surprise, then, that between 1964 and 1967, black enrollment rose from only 0.5 to 1.65 percent of the student body. However, given that African Americans constituted more than 10 percent of the state population, affirmative action made a small dent in the racial disparities at UM.Less
This chapter examines the origins of affirmative action in the University of Michigan (UM). The pressure that led to the university's first undergraduate affirmative action admissions program came from a federal bureaucrat and the president of the United States, who were both responding to black activism for workplace justice. Yet this pressure never threatened UM with the loss of lucrative federal contracts or potential court cases. UM adopted affirmative action in 1964 because people at the top of the institution wanted the university to change. This environment of weak federal coercion created a perfect recipe for co-optation. After the initial dose of federal pressure, UM officials took control of the purpose and character of affirmative action, creating a program that preserved the university's long-established priorities and values. It is no surprise, then, that between 1964 and 1967, black enrollment rose from only 0.5 to 1.65 percent of the student body. However, given that African Americans constituted more than 10 percent of the state population, affirmative action made a small dent in the racial disparities at UM.
Matthew Johnson
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9781501748585
- eISBN:
- 9781501748592
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501748585.003.0006
- Subject:
- History, Cultural History
This chapter addresses the new affirmative action policies in the University of Michigan (UM), which ultimately led to the racial retrenchment of the late 1970s and early 1980s. Almost all the ...
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This chapter addresses the new affirmative action policies in the University of Michigan (UM), which ultimately led to the racial retrenchment of the late 1970s and early 1980s. Almost all the enrollment gains made since the Black Action Movement (BAM) were reversed. During these years, black enrollment fell from 7.25 percent to 4.9 percent of UM's student body by 1983. Just as important, the economic backgrounds of black students at UM changed, as UM officials shifted their recruiting, admissions, and financial aid policies to focus on bringing middle-class black students from suburban areas around the country. Even as black enrollment began to rise again in the mid-1980s, UM would never again craft its affirmative action policies to target working-class students in Detroit. Ultimately, the policies administrators introduced in the late 1970s revealed that the co-optation of racial justice was a long-term project that evolved to protect the university's priorities as conditions changed. The declining power of black student activists also gave administrators more control over how the university would respond to the changing environment. By the end of the 1970s, the character of affirmative action looked nothing like BAM's vision of racial justice.Less
This chapter addresses the new affirmative action policies in the University of Michigan (UM), which ultimately led to the racial retrenchment of the late 1970s and early 1980s. Almost all the enrollment gains made since the Black Action Movement (BAM) were reversed. During these years, black enrollment fell from 7.25 percent to 4.9 percent of UM's student body by 1983. Just as important, the economic backgrounds of black students at UM changed, as UM officials shifted their recruiting, admissions, and financial aid policies to focus on bringing middle-class black students from suburban areas around the country. Even as black enrollment began to rise again in the mid-1980s, UM would never again craft its affirmative action policies to target working-class students in Detroit. Ultimately, the policies administrators introduced in the late 1970s revealed that the co-optation of racial justice was a long-term project that evolved to protect the university's priorities as conditions changed. The declining power of black student activists also gave administrators more control over how the university would respond to the changing environment. By the end of the 1970s, the character of affirmative action looked nothing like BAM's vision of racial justice.
Matthew Johnson
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9781501748585
- eISBN:
- 9781501748592
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501748585.003.0008
- Subject:
- History, Cultural History
This chapter focuses on the Michigan Mandate, one of the most ambitious racial inclusion initiatives in the University of Michigan's (UM) history. The initiative responded to black student activists ...
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This chapter focuses on the Michigan Mandate, one of the most ambitious racial inclusion initiatives in the University of Michigan's (UM) history. The initiative responded to black student activists who, in 1987, led a campus-wide protest that threatened to shut down university operations. The Michigan Mandate allocated unprecedented resources to repair UM's racial climate and increase underrepresented minority students, faculty, and staff. However, the Mandate did not represent an institutional revolution; the Michigan Mandate represented a deliberate attempt to co-opt the student movement for racial justice on campus and gain administrative control of racial inclusion. Although the Mandate raised black enrollment and redistributed millions of dollars to inclusion initiatives, it sustained some of the most important pieces of co-optation. UM officials continued to protect the admissions policies that targeted middle-class black students living outside cities. Officials also continued to privilege the goal of combating white students' prejudice through interracial contact over addressing black students' social alienation. Diversity continued to serve as a key intellectual foundation in sustaining these priorities.Less
This chapter focuses on the Michigan Mandate, one of the most ambitious racial inclusion initiatives in the University of Michigan's (UM) history. The initiative responded to black student activists who, in 1987, led a campus-wide protest that threatened to shut down university operations. The Michigan Mandate allocated unprecedented resources to repair UM's racial climate and increase underrepresented minority students, faculty, and staff. However, the Mandate did not represent an institutional revolution; the Michigan Mandate represented a deliberate attempt to co-opt the student movement for racial justice on campus and gain administrative control of racial inclusion. Although the Mandate raised black enrollment and redistributed millions of dollars to inclusion initiatives, it sustained some of the most important pieces of co-optation. UM officials continued to protect the admissions policies that targeted middle-class black students living outside cities. Officials also continued to privilege the goal of combating white students' prejudice through interracial contact over addressing black students' social alienation. Diversity continued to serve as a key intellectual foundation in sustaining these priorities.
Matthew Johnson
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9781501748585
- eISBN:
- 9781501748592
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501748585.003.0010
- Subject:
- History, Cultural History
This epilogue details how, in 2006, Michigan voters approved an amendment to the state Constitution that banned affirmative action in public institutions. One way to read Proposal 2 is as the ...
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This epilogue details how, in 2006, Michigan voters approved an amendment to the state Constitution that banned affirmative action in public institutions. One way to read Proposal 2 is as the culmination of a conservative backlash to affirmative action at the University of Michigan (UM). There is no doubt that these anti-affirmative action efforts have made racial inclusion more difficult at UM. But UM officials have long crafted visions of inclusion that accommodated and defended racial inequality. Proposal 2 did not create racial disparities and a poor racial climate at UM—it simply exacerbated existing problems. In the wake of Proposal 2, black enrollment began to decline, and the racial climate worsened. Battles on campus since 2006 have revolved around the university's culpability in racial retrenchment. University officials have deployed racial innocence, blaming the constitutional amendment for any problems on campus. Black students, however, have tried to hold UM accountable for its part in the new era of retrenchment, despite Proposal 2.Less
This epilogue details how, in 2006, Michigan voters approved an amendment to the state Constitution that banned affirmative action in public institutions. One way to read Proposal 2 is as the culmination of a conservative backlash to affirmative action at the University of Michigan (UM). There is no doubt that these anti-affirmative action efforts have made racial inclusion more difficult at UM. But UM officials have long crafted visions of inclusion that accommodated and defended racial inequality. Proposal 2 did not create racial disparities and a poor racial climate at UM—it simply exacerbated existing problems. In the wake of Proposal 2, black enrollment began to decline, and the racial climate worsened. Battles on campus since 2006 have revolved around the university's culpability in racial retrenchment. University officials have deployed racial innocence, blaming the constitutional amendment for any problems on campus. Black students, however, have tried to hold UM accountable for its part in the new era of retrenchment, despite Proposal 2.
Brendan Cantwell, Simon Marginson, and Anna Smolentseva (eds)
- Published in print:
- 2018
- Published Online:
- November 2018
- ISBN:
- 9780198828877
- eISBN:
- 9780191867347
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198828877.001.0001
- Subject:
- Business and Management, Knowledge Management
Higher education has become a central institution of society, building individual knowledge, skills, agency, and relational social networks at unprecedented depth and scale. Within a generation there ...
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Higher education has become a central institution of society, building individual knowledge, skills, agency, and relational social networks at unprecedented depth and scale. Within a generation there has been an extraordinary global expansion of higher education, in every region in all but the poorest countries, outstripping economic growth and deriving primarily from familial aspirations for betterment. By focusing on the systems and countries that have already achieved near universal participation, High participation systems (HPS) of higher education explores this remarkable transformation.The world enrolment ratio, now rising by 10 per cent every decade, is approaching 40 per cent, mostly in degree-granting institutions, including three-quarters of young people in North America and Europe. Higher education systems in the one in three countries that enrol more than 50 per cent are here classified as ‘HPS’.Part I of the book measures, maps, and explains the growth of participation, and the implications for society and higher education itself. Drawing on a wide range of literature and data, the chapters theorize the changes in governance, institutional diversity, and stratification in higher education systems, and the subsequent effects in educational and social equity. The theoretical propositions regarding high-participation higher education developed in these chapters are then tested in the country case studies in Part II, presenting a comprehensive enquiry into the nature of the emerging ‘high participation society’.Less
Higher education has become a central institution of society, building individual knowledge, skills, agency, and relational social networks at unprecedented depth and scale. Within a generation there has been an extraordinary global expansion of higher education, in every region in all but the poorest countries, outstripping economic growth and deriving primarily from familial aspirations for betterment. By focusing on the systems and countries that have already achieved near universal participation, High participation systems (HPS) of higher education explores this remarkable transformation.The world enrolment ratio, now rising by 10 per cent every decade, is approaching 40 per cent, mostly in degree-granting institutions, including three-quarters of young people in North America and Europe. Higher education systems in the one in three countries that enrol more than 50 per cent are here classified as ‘HPS’.Part I of the book measures, maps, and explains the growth of participation, and the implications for society and higher education itself. Drawing on a wide range of literature and data, the chapters theorize the changes in governance, institutional diversity, and stratification in higher education systems, and the subsequent effects in educational and social equity. The theoretical propositions regarding high-participation higher education developed in these chapters are then tested in the country case studies in Part II, presenting a comprehensive enquiry into the nature of the emerging ‘high participation society’.
David R. Godschalk and Jonathan B. Howes
- Published in print:
- 2012
- Published Online:
- July 2014
- ISBN:
- 9781469607252
- eISBN:
- 9781469608280
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469607252.003.0003
- Subject:
- Education, History of Education
This chapter discusses the creation of the award-winning 2001 Campus Master Plan that was spurred by the need to update the 1988 Campus Framework Plan prepared by Johnson, Johnson, and Roy (1991) and ...
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This chapter discusses the creation of the award-winning 2001 Campus Master Plan that was spurred by the need to update the 1988 Campus Framework Plan prepared by Johnson, Johnson, and Roy (1991) and by announcement of significant enrollment increases for the 16-campus University of North Carolina system. The three-year planning process began in 1998 with the hiring of the Baltimore-based architectural firm of Ayers Saint Gross. Charged with creating a plan for the physical development of the campus into the 21st century, the architectural consultants launched an intensive process during which hundreds of faculty, staff, students, administration, and campus neighbors engaged in over 500 planning meetings. A key concern of the participants was planning for preservation and extension of the existing open space. This chapter describes the information gathered and the actions taken during the planning process for the 2001 Campus Master Plan.Less
This chapter discusses the creation of the award-winning 2001 Campus Master Plan that was spurred by the need to update the 1988 Campus Framework Plan prepared by Johnson, Johnson, and Roy (1991) and by announcement of significant enrollment increases for the 16-campus University of North Carolina system. The three-year planning process began in 1998 with the hiring of the Baltimore-based architectural firm of Ayers Saint Gross. Charged with creating a plan for the physical development of the campus into the 21st century, the architectural consultants launched an intensive process during which hundreds of faculty, staff, students, administration, and campus neighbors engaged in over 500 planning meetings. A key concern of the participants was planning for preservation and extension of the existing open space. This chapter describes the information gathered and the actions taken during the planning process for the 2001 Campus Master Plan.
Marc Marschark, Shirin Antia, and Harry Knoors (eds)
- Published in print:
- 2019
- Published Online:
- April 2019
- ISBN:
- 9780190912994
- eISBN:
- 9780190913021
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190912994.001.0001
- Subject:
- Psychology, Developmental Psychology
Co-enrollment programming in deaf education refers to classrooms in which a critical mass of deaf and hard-of-hearing (DHH) students is included in a classroom containing mainly hearing students and ...
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Co-enrollment programming in deaf education refers to classrooms in which a critical mass of deaf and hard-of-hearing (DHH) students is included in a classroom containing mainly hearing students and the class is taught by both a mainstream teacher and a teacher of the deaf. It thus offers full access to both DHH and hearing students in the classroom through “co-teaching” and avoids both academic segregation of DHH students and their integration into classes with hearing students without the need for additional support services or modification of instructional methods and materials. Co-enrollment thus seeks to give DHH learners the best of both (mainstream and separate) educational worlds. Co-enrollment programming has been described as a “bright light on the educational horizon” for DHH learners, giving them unique educational opportunities and educational access comparable to that of hearing peers. Co-enrollment programming shows great promise, but research concerning co-enrollment programming for DHH learners is still in its infancy. This volume provides descriptions of 14 co-enrollment programs from around the world, explaining their origins, functioning, and available outcomes. Set in the larger context of what we know and what we don’t know about educating DHH learners, the volume offers readers a vision of a brighter future in deaf education for DHH children, their parents, and their communities.Less
Co-enrollment programming in deaf education refers to classrooms in which a critical mass of deaf and hard-of-hearing (DHH) students is included in a classroom containing mainly hearing students and the class is taught by both a mainstream teacher and a teacher of the deaf. It thus offers full access to both DHH and hearing students in the classroom through “co-teaching” and avoids both academic segregation of DHH students and their integration into classes with hearing students without the need for additional support services or modification of instructional methods and materials. Co-enrollment thus seeks to give DHH learners the best of both (mainstream and separate) educational worlds. Co-enrollment programming has been described as a “bright light on the educational horizon” for DHH learners, giving them unique educational opportunities and educational access comparable to that of hearing peers. Co-enrollment programming shows great promise, but research concerning co-enrollment programming for DHH learners is still in its infancy. This volume provides descriptions of 14 co-enrollment programs from around the world, explaining their origins, functioning, and available outcomes. Set in the larger context of what we know and what we don’t know about educating DHH learners, the volume offers readers a vision of a brighter future in deaf education for DHH children, their parents, and their communities.
