What Is a Summer Job Worth? The Impact of Summer Youth Employment on Academic Outcomes

2014 ◽  
Vol 33 (4) ◽  
pp. 891-911 ◽  
Author(s):  
Jacob Leos-Urbel
Keyword(s):  
Academic Outcomes ◽  
Youth Employment ◽  
The Impact

scholarly journals Making summer matter: The impact of youth employment on academic performance

10.3982/qe883 ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 477-504
Author(s):  
Amy Ellen Schwartz ◽  
Jacob Leos-Urbel ◽  
Joel McMurry ◽  
Matthew Wiswall
Keyword(s):  
New York ◽  
Academic Outcomes ◽  
Department Of Education ◽  
Youth Employment ◽  
High Demand ◽  
Test Taking ◽  
Level Data ◽  
And Performance ◽  
Lottery System ◽  
The Impact

This paper examines New York City's Summer Youth Employment Program (SYEP). SYEP provides jobs to youth ages 14–24, and due to high demand for summer jobs, allocates slots through a random lottery system. We match student‐level data from the SYEP program with educational records from the NYC Department of Education and use the random lottery to estimate the effects of SYEP participation on a number of academic outcomes, including test taking and performance. We find that SYEP participation has positive impacts on student academic outcomes, and these effects are particularly large for students who participate in SYEP multiple times.

scholarly journals The Impact of Children's Social Adjustment on Academic Outcomes

2010 ◽  
Vol 27 (1-2) ◽  
pp. 25-47 ◽  
Author(s):  
Melissa E. DeRosier ◽  
Stacey W. Lloyd
Keyword(s):  
Social Adjustment ◽  
Academic Outcomes ◽  
The Impact

scholarly journals Outcomes for Black Students in Team-Based Learning Courses

2018 ◽  
Vol 50 (1) ◽  
pp. 66-86 ◽  
Author(s):  
Caroline Macke ◽  
James Canfield ◽  
Karen Tapp ◽  
Vanessa Hunn
Keyword(s):  
Academic Success ◽  
Black Students ◽  
Postsecondary Education ◽  
Academic Outcomes ◽  
Social Work Students ◽  
Grade Point ◽  
Course Grades ◽  
White Institutions ◽  
Team Based Learning ◽  
The Impact

Racial inequity in postsecondary education is a significant social problem. Black students’ academic success is often hindered by feelings of isolation, particularly at predominantly White institutions (PWIs). Educators should ensure that their teaching strategies promote a sense of belonging. Team-based learning (TBL) is a small-group pedagogy that is being used at an increasing rate. The extant literature has not yet examined the impact of TBL on Black students. The current study compared the academic outcomes of White and Black students enrolled in TBL courses. In this study of 148 social work students, academic outcomes were operationalized as grade point average (GPA), course grade, and peer evaluation score. Findings indicate that although Black students had comparable GPAs and course grades, they scored significantly lower on peer evaluations. Implications are discussed.

scholarly journals Peer effects in college: how peers' performance can influence students' academic outcomes

2021 ◽  
Author(s):  
Laeticia R. de Souza ◽  
Cristine Campos de Xavier Pinto ◽  
Bernardo L Queiroz ◽  
Dimitri de Oliveira e Silva
Keyword(s):  
Peer Effects ◽  
Academic Outcomes ◽  
Female Students ◽  
Male Students ◽  
Dropping Out ◽  
Admission Process ◽  
Self Selection ◽  
The Impact ◽  
High Ability Students ◽  
Identification Strategy

This paper investigates the existence of peer effects in academic outcomes by exploringspecificities in the student's admission process of a Brazilian federal university, which works as a naturalexperiment. Individuals who are comparable in terms of previous academic achievement end up havingclassmates with better or worse performance in college because of the assignment rule of students toclassrooms. Thus, our identification strategy for estimating peer effects on academic outcomes eliminates theendogenous self-selection into groups that would otherwise undermine the causal inference of peer effects.Overall, our findings showed that joining a class with high-ability students damages academic achievementsof the lowest-ability students at UFMG. Although male and female students are both negatively affected bybeing in the first (better) class, we found gender differences. Specifically, being at the bottom of the betterclass make females take less radical decisions compared to male students in the sense that female studentscontinue to study even though with lower performance (reduced GPA and credits earned) while male studentsseem to be more prone towards dropping out (increased number of subjects – or even University registration– cancelled and reduced attendance in classroom). We have also found other heterogeneities in peer effectsin college in terms of class shift, period of admission, area of study and parents’ education. This study is anecessary step before investigating the impact of peer quality on after-graduating decisions using the samenatural experiment. This will allow us to deepen our understanding of how peer effects can also have long-lasting impacts.

scholarly journals Results from a Psychology OER pilot program: faculty and student perceptions, cost savings, and academic outcomes

Open Praxis ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 83
Author(s):  
Juliana Magro ◽  
Sara V Tabaei
Keyword(s):  
Student Perceptions ◽  
Academic Outcomes ◽  
Cost Savings ◽  
Open Educational Resources ◽  
Pilot Program ◽  
Open Textbooks ◽  
The Impact ◽  
Pedagogical Changes ◽  
Better Than

This case study describes the library’s experience of collaborating with an undergraduate Psychology Department at Touro College to integrate open textbooks into their program. We discuss the pedagogical changes as well as explore the impact of Open Educational Resources (OER) on students’ savings, their academic outcomes and perceptions of OER. Furthermore, we highlight the successes and shortcomings in having the library as a central OER partner. To measure the results, we surveyed students and conducted a faculty survey and a focus group, in addition to analyzing the students’ final grades. This pilot program delivered strong results. The students’ perception was very positive, and faculty’s opinions on the textbooks used were mixed. Some professors felt that the textbook lacked important content, but because of its openness, they added their own content to the book. Students enrolled in OER courses performed better than those enrolled in the same courses using a commercial textbook.

scholarly journals Making Summer Matter: The Impact of Youth Employment on Academic Performance

2015 ◽  
Author(s):  
Amy Ellen Schwartz ◽  
Jacob Leos-Urbel ◽  
Joel McMurry ◽  
Matthew Wiswall
Keyword(s):  
Academic Performance ◽  
Youth Employment ◽  
The Impact

ADHD and school

2018 ◽  
Author(s):  
Christine Merrell ◽  
Kapil Sayal
Keyword(s):  
Academic Outcomes ◽  
School Environment ◽  
Longitudinal Research ◽  
Long Term Outcomes ◽  
Secondary Schooling ◽  
School Based ◽  
School Based Interventions ◽  
Children’S Behaviour ◽  
The Impact

Within the school environment, teachers are well placed to identify children who exhibit ADHD symptoms. Universal school-based screening for ADHD is, however, not recommended. Teachers’ ratings of children’s behaviour at age 5 have been found to predict later academic outcomes. Longitudinal research suggests that inattention is substantively and significantly associated with poor academic outcomes whereas hyperactivity is not significantly related to later academic attainment, and impulsivity might be advantageous. Symptoms of inattention remain largely stable over time but symptoms of hyperactivity and impulsivity change. Whilst the school environment can present significant challenges for children with ADHD, advice and guidance to teachers about how to help children with inattentive, hyperactive, and impulsive behaviour to succeed in the classroom can facilitate more positive behavioural and academic outcomes. There is a need for research that assesses long-term outcomes and cost-effectiveness of school-based interventions as well as the impact of transition into secondary schooling.

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