Conventional wisdom and some empirical research suggest that study abroad programs enhance skills and personal growth in ways that translate into success in the labor market. However, this research is limited by its inability to address sources of selection bias that may confound the positive relationship between study abroad experience and labor-market success. To overcome these limitations, we conduct a field experiment where we submitted fictitious resumes to potential employers, randomizing some resumes to list study abroad experience. With this resume audit, we estimate the causal relationship between participation in study abroad experience and the likelihood of receiving a callback from a potential employer. We also tested for potential heterogeneities by the location (i.e., Asia versus Europe) and length (i.e., two weeks versus one year) of the study abroad experience. Compared to resumes that list no study abroad experience, resumes that list study abroad experience in Asia regardless of length are about 20 percent more likely to receive a callback for an interview if the resume listed study abroad experience. The difference in rates increases to 25 percent when comparing resumes without study abroad experience to those that list two-week programs in Asia. Resumes that list study abroad experience in Europe for one year are 20 percent less likely to receive any callback and 35 percent less likely to receive a call back for an interview, relative to resumes that do not list study abroad experience. Implications about the value of study abroad are discussed.
{"title":"The Value of Study Abroad Experience in the Labor Market: Findings from a Resume Audit Experiment","authors":"Albert Cheng, Laura Florick","doi":"10.2139/ssrn.3538269","DOIUrl":"https://doi.org/10.2139/ssrn.3538269","url":null,"abstract":"Conventional wisdom and some empirical research suggest that study abroad programs enhance skills and personal growth in ways that translate into success in the labor market. However, this research is limited by its inability to address sources of selection bias that may confound the positive relationship between study abroad experience and labor-market success. To overcome these limitations, we conduct a field experiment where we submitted fictitious resumes to potential employers, randomizing some resumes to list study abroad experience. With this resume audit, we estimate the causal relationship between participation in study abroad experience and the likelihood of receiving a callback from a potential employer. We also tested for potential heterogeneities by the location (i.e., Asia versus Europe) and length (i.e., two weeks versus one year) of the study abroad experience. Compared to resumes that list no study abroad experience, resumes that list study abroad experience in Asia regardless of length are about 20 percent more likely to receive a callback for an interview if the resume listed study abroad experience. The difference in rates increases to 25 percent when comparing resumes without study abroad experience to those that list two-week programs in Asia. Resumes that list study abroad experience in Europe for one year are 20 percent less likely to receive any callback and 35 percent less likely to receive a call back for an interview, relative to resumes that do not list study abroad experience. Implications about the value of study abroad are discussed.","PeriodicalId":336198,"journal":{"name":"University of Arkansas Department of Education Reform Research Paper Series","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125070534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Practicing Faith Survey (PFS) is a new assessment tool designed to measure the extent to which schoolchildren connect their faith to learning. This paper reviews the landscape of educational assessment and argues that assessment remains a critical element in the design of Christian teaching and learning. It suggests that unease around the concept of educational measurement leads to limited attempts to assess faith formation in the context of learning. The paper discusses PFS as a way to reframe the design process consistent with distinctively Christian practices of teaching and learning.
{"title":"The Assessment of Faith and Learning","authors":"B. Green, Albert Cheng, David I. Smith","doi":"10.2139/ssrn.3486401","DOIUrl":"https://doi.org/10.2139/ssrn.3486401","url":null,"abstract":"The Practicing Faith Survey (PFS) is a new assessment tool designed to measure the extent to which schoolchildren connect their faith to learning. This paper reviews the landscape of educational assessment and argues that assessment remains a critical element in the design of Christian teaching and learning. It suggests that unease around the concept of educational measurement leads to limited attempts to assess faith formation in the context of learning. The paper discusses PFS as a way to reframe the design process consistent with distinctively Christian practices of teaching and learning.","PeriodicalId":336198,"journal":{"name":"University of Arkansas Department of Education Reform Research Paper Series","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114749073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
David I. Smith, Mia Kurkechian, B. Green, Albert Cheng
This paper describes a new initiative co-funded by the Kuyers Institute for Christian Teaching and Learning at Calvin University and Cardus. The initiative builds upon past Cardus work on assessing Christian school outcomes as well as the Kuyers Institute’s work on Christian pedagogical practices. The project has developed a new online assessment tool to help Christian secondary schools assess the Christian formation that they seek to offer their students and review their own educational practices. This tool, the Practicing Faith Survey, will be piloted in an initial cluster of schools in 2020. It asks students to self-report on their investment in faith-informed practices that are integral to the student role and uses their responses both to provide formative individual feedback and to offer schools aggregate data on this form of student investment. Here we will unpack some key ideas that have informed our work, focusing in turn on questions concerning faith, vocation, and practices.
{"title":"Assessing Christian Learning: Vocation, Practices, and Investment","authors":"David I. Smith, Mia Kurkechian, B. Green, Albert Cheng","doi":"10.2139/ssrn.3486433","DOIUrl":"https://doi.org/10.2139/ssrn.3486433","url":null,"abstract":"This paper describes a new initiative co-funded by the Kuyers Institute for Christian Teaching and Learning at Calvin University and Cardus. The initiative builds upon past Cardus work on assessing Christian school outcomes as well as the Kuyers Institute’s work on Christian pedagogical practices. The project has developed a new online assessment tool to help Christian secondary schools assess the Christian formation that they seek to offer their students and review their own educational practices. This tool, the Practicing Faith Survey, will be piloted in an initial cluster of schools in 2020. It asks students to self-report on their investment in faith-informed practices that are integral to the student role and uses their responses both to provide formative individual feedback and to offer schools aggregate data on this form of student investment. Here we will unpack some key ideas that have informed our work, focusing in turn on questions concerning faith, vocation, and practices.","PeriodicalId":336198,"journal":{"name":"University of Arkansas Department of Education Reform Research Paper Series","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127312005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We explore the intergenerational occupational transmission between parents and their children as it pertains to entry into the STEM field. Using the Education Longitudinal Study of 2002, we study student’s aspirations to work in a STEM field and eventual STEM education and employment. We show how these patterns change depending on whether the student’s parents work in a STEM field. We find strong effects of parental occupation type on student’s STEM outcomes that are heterogeneous by student gender. High school boys are more likely to aspire to work in STEM if one of their parents do so. By adulthood, both boys and girls have a higher probability of majoring and working in a STEM field if their parents also do, and in this case, estimated effects are stronger for girls despite a lack of effects on high school girls’ aspirations. For girls but not for boys, having a parent working in STEM increases the probability of entering the STEM field in adulthood above and beyond aspirations to enter the STEM field during adolescence.
{"title":"Parental Occupational Choice and Children's Entry into a Stem Field","authors":"Albert Cheng, Katherine Kopotic, Gema Zamarro","doi":"10.2139/ssrn.3457307","DOIUrl":"https://doi.org/10.2139/ssrn.3457307","url":null,"abstract":"We explore the intergenerational occupational transmission between parents and their children as it pertains to entry into the STEM field. Using the Education Longitudinal Study of 2002, we study student’s aspirations to work in a STEM field and eventual STEM education and employment. We show how these patterns change depending on whether the student’s parents work in a STEM field. We find strong effects of parental occupation type on student’s STEM outcomes that are heterogeneous by student gender. High school boys are more likely to aspire to work in STEM if one of their parents do so. By adulthood, both boys and girls have a higher probability of majoring and working in a STEM field if their parents also do, and in this case, estimated effects are stronger for girls despite a lack of effects on high school girls’ aspirations. For girls but not for boys, having a parent working in STEM increases the probability of entering the STEM field in adulthood above and beyond aspirations to enter the STEM field during adolescence.","PeriodicalId":336198,"journal":{"name":"University of Arkansas Department of Education Reform Research Paper Series","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129311858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This descriptive, qualitative study, an extension of an experimental primary study, documents stakeholders’ experiences and perceptions of attending multiple field trips where urban elementary students in fourth and fifth grades were randomly assigned to receive three arts field trips including an art museum, a live theater performance, and a symphony concert. Evidence of declining K-12 attendance to educational cultural or arts field trips has been mounting for decades. Further, minority students in struggling schools and their teachers report attending fewer field trip experiences, as well as limited access to arts experiences in their schools. The full impact of this declining and restricted access to arts and culture on social-emotional learning (SEL) as well as on other academic outcomes is unknown. However, rigorous empirical evidence supporting the educational benefits of culturally enriching field trips continues to amass. I find that adult as well as student stakeholders report the importance of experience and exposure as the main impacts of educational arts field trips. Additionally, I find that classroom teachers support and advocate for experiential field trips for their students and consider it an important part of the job of educating students in their schools and community. Further, students make meaning from these experiences and articulate that meaning in intricate detail months after the field trips occur. Students also recall field trips from years past, connecting new experiences to prior learning, thus indicating that these are important and memorable experiences for them. I also find evidence of student-to-student connection via common experience, and shared meaning and learning. Lastly, students advocate for these experiences for themselves and for their peers, and articulate the importance of these experiences with poignant and compelling detail.
{"title":"Inside the Black Box: Stakeholder Perceptions on the Value of Arts Field Trips","authors":"Angela R. Watson","doi":"10.2139/ssrn.3382486","DOIUrl":"https://doi.org/10.2139/ssrn.3382486","url":null,"abstract":"This descriptive, qualitative study, an extension of an experimental primary study, documents stakeholders’ experiences and perceptions of attending multiple field trips where urban elementary students in fourth and fifth grades were randomly assigned to receive three arts field trips including an art museum, a live theater performance, and a symphony concert. Evidence of declining K-12 attendance to educational cultural or arts field trips has been mounting for decades. Further, minority students in struggling schools and their teachers report attending fewer field trip experiences, as well as limited access to arts experiences in their schools. The full impact of this declining and restricted access to arts and culture on social-emotional learning (SEL) as well as on other academic outcomes is unknown. However, rigorous empirical evidence supporting the educational benefits of culturally enriching field trips continues to amass. I find that adult as well as student stakeholders report the importance of experience and exposure as the main impacts of educational arts field trips. Additionally, I find that classroom teachers support and advocate for experiential field trips for their students and consider it an important part of the job of educating students in their schools and community. Further, students make meaning from these experiences and articulate that meaning in intricate detail months after the field trips occur. Students also recall field trips from years past, connecting new experiences to prior learning, thus indicating that these are important and memorable experiences for them. I also find evidence of student-to-student connection via common experience, and shared meaning and learning. Lastly, students advocate for these experiences for themselves and for their peers, and articulate the importance of these experiences with poignant and compelling detail.","PeriodicalId":336198,"journal":{"name":"University of Arkansas Department of Education Reform Research Paper Series","volume":"20 23-24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134447996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While considerable quantitative research demonstrates ideological liberalism among American professors, only qualitative work examines whether this affects undergraduate education. Using the HERI dataset surveying students in their first and fourth years in college (n=7,207), we use OLS regressions to test whether students’ political beliefs are associated with reported college grades and perceived collegiate experiences. We find that while standardized test scores are the best predictors of grade point average, ideology also has impacts. Even with controls for SES, demographics, and SAT scores, liberal students report higher college grades and closer relationships with faculty. Nevertheless, conservative students consistently show higher levels of satisfaction with college courses and experiences, and higher high school grades. We discuss implications.
{"title":"Is Collegiate Political Correctness Fake News? Relationships between Grades and Ideology","authors":"Matthew C. Woessner, R. Maranto, A. Thompson","doi":"10.2139/ssrn.3383704","DOIUrl":"https://doi.org/10.2139/ssrn.3383704","url":null,"abstract":"While considerable quantitative research demonstrates ideological liberalism among American professors, only qualitative work examines whether this affects undergraduate education. Using the HERI dataset surveying students in their first and fourth years in college (n=7,207), we use OLS regressions to test whether students’ political beliefs are associated with reported college grades and perceived collegiate experiences. We find that while standardized test scores are the best predictors of grade point average, ideology also has impacts. Even with controls for SES, demographics, and SAT scores, liberal students report higher college grades and closer relationships with faculty. Nevertheless, conservative students consistently show higher levels of satisfaction with college courses and experiences, and higher high school grades. We discuss implications.","PeriodicalId":336198,"journal":{"name":"University of Arkansas Department of Education Reform Research Paper Series","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125970828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Heidi Holmes Erickson, Jay P. Greene, Angela R. Watson, Molly I. Beck
This paper presents second year results from the first ever multi-visit, longitudinal experiment on the benefits from arts-focused field trips. Students in fourth and fifth grades in ten elementary schools in a large urban school district were randomly assigned to receive three arts-related field trips throughout the school year, including an art museum, a live theater production, and a symphony performance or to serve as a control. We find that treatment students exhibit higher levels of school engagement as measured by students’ behavioral infractions and self-reported engagement. We also find that treatment students perform significantly better on their end of year standardized tests, up to 16% of a standard deviation increase. These effects are persistent even one year following treatment. However, the effects appear to be stronger for the first cohort of students in our sample.
{"title":"Does Art Make You Smart? A Longitudinal Experiment of the Effects of Multiple Arts- Focused Field Trips","authors":"Heidi Holmes Erickson, Jay P. Greene, Angela R. Watson, Molly I. Beck","doi":"10.2139/ssrn.3360471","DOIUrl":"https://doi.org/10.2139/ssrn.3360471","url":null,"abstract":"This paper presents second year results from the first ever multi-visit, longitudinal experiment on the benefits from arts-focused field trips. Students in fourth and fifth grades in ten elementary schools in a large urban school district were randomly assigned to receive three arts-related field trips throughout the school year, including an art museum, a live theater production, and a symphony performance or to serve as a control. We find that treatment students exhibit higher levels of school engagement as measured by students’ behavioral infractions and self-reported engagement. We also find that treatment students perform significantly better on their end of year standardized tests, up to 16% of a standard deviation increase. These effects are persistent even one year following treatment. However, the effects appear to be stronger for the first cohort of students in our sample.","PeriodicalId":336198,"journal":{"name":"University of Arkansas Department of Education Reform Research Paper Series","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132402910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We examine the effects of Milwaukee’s school voucher program on adult criminal activity and paternity suits. Using matched student-level data, we find that exposure to the program in 8th or 9th grade predicts lower rates of conviction for criminal activity and lower rates of paternity suits by ages 25 to 28. Specifically, exposure to the MPCP is associated with a reduction of around 53 percent in drug convictions, 86 percent in property damage convictions, and 38 percent in paternity suits. The program effects tend to be largest for males and students with lower levels of academic achievement at baseline.
{"title":"Private School Choice and Character: More Evidence from Milwaukee","authors":"Corey A. DeAngelis, Patrick J. Wolf","doi":"10.2139/ssrn.3335162","DOIUrl":"https://doi.org/10.2139/ssrn.3335162","url":null,"abstract":"We examine the effects of Milwaukee’s school voucher program on adult criminal activity and paternity suits. Using matched student-level data, we find that exposure to the program in 8th or 9th grade predicts lower rates of conviction for criminal activity and lower rates of paternity suits by ages 25 to 28. Specifically, exposure to the MPCP is associated with a reduction of around 53 percent in drug convictions, 86 percent in property damage convictions, and 38 percent in paternity suits. The program effects tend to be largest for males and students with lower levels of academic achievement at baseline.","PeriodicalId":336198,"journal":{"name":"University of Arkansas Department of Education Reform Research Paper Series","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134547700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Swanson, Angela R. Watson, Gary W. Ritter, Malachi Nichols
This review examines the existing evidence on the impacts of Promise Programs on community development, K-12 academic achievement, and student postsecondary outcomes. Promise Programs are place-based, guaranteed college scholarships offered to all students who graduate from a certain school or district while meeting the minimum thresholds of the program. We delineate Promise Programs by their design - whether the scholarships are available to all students, are awarded based on merit, or are awarded based on need. We also note the applicability of Promise Programs - whether the funds be used at a wide range of postsecondary institutions, or if they are narrowly targeted towards certain institutions. We find suggestive evidence that Promise Programs are successful at improving housing prices, attracting residents to Promise zones, improving student K-12 academic outcomes, and increasing postsecondary enrollment. However, the number of studies examining Promise Programs remains limited, and skewed towards particular programs.
{"title":"Promises Fulfilled? A Systematic Review of the Impacts of Promise Programs","authors":"E. Swanson, Angela R. Watson, Gary W. Ritter, Malachi Nichols","doi":"10.2139/SSRN.2849194","DOIUrl":"https://doi.org/10.2139/SSRN.2849194","url":null,"abstract":"This review examines the existing evidence on the impacts of Promise Programs on community development, K-12 academic achievement, and student postsecondary outcomes. Promise Programs are place-based, guaranteed college scholarships offered to all students who graduate from a certain school or district while meeting the minimum thresholds of the program. We delineate Promise Programs by their design - whether the scholarships are available to all students, are awarded based on merit, or are awarded based on need. We also note the applicability of Promise Programs - whether the funds be used at a wide range of postsecondary institutions, or if they are narrowly targeted towards certain institutions. We find suggestive evidence that Promise Programs are successful at improving housing prices, attracting residents to Promise zones, improving student K-12 academic outcomes, and increasing postsecondary enrollment. However, the number of studies examining Promise Programs remains limited, and skewed towards particular programs.","PeriodicalId":336198,"journal":{"name":"University of Arkansas Department of Education Reform Research Paper Series","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121845533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Some commentators argue that private religious schools are less likely to inculcate the attributes of good citizenship than traditional public schools, specifically proposing that private Islamic schools are relatively more likely to produce individuals sympathetic to terrorism. This study offers a preliminary examination of the question by studying the educational backgrounds of Western educated terrorists. While data are limited, in accord with prior work findings indicate the vast majority of both Islamic and reactionary terrorists attended traditional public schools and had no religious education; hence findings suggest that early religious training and identification may actually encourage prosocial behavior.
{"title":"Does Private Islamic Schooling Promote Terrorism? An Analysis of the Educational Background of Successful American Homegrown Terrorists","authors":"M. Danish Shakeel, Patrick Wolf","doi":"10.2139/ssrn.3068968","DOIUrl":"https://doi.org/10.2139/ssrn.3068968","url":null,"abstract":"Some commentators argue that private religious schools are less likely to inculcate the attributes of good citizenship than traditional public schools, specifically proposing that private Islamic schools are relatively more likely to produce individuals sympathetic to terrorism. This study offers a preliminary examination of the question by studying the educational backgrounds of Western educated terrorists. While data are limited, in accord with prior work findings indicate the vast majority of both Islamic and reactionary terrorists attended traditional public schools and had no religious education; hence findings suggest that early religious training and identification may actually encourage prosocial behavior.","PeriodicalId":336198,"journal":{"name":"University of Arkansas Department of Education Reform Research Paper Series","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114718088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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