Education Statistics Quarterly, Volume 5(4), 2003

2004 ◽  
Keyword(s):  
Education Statistics

Digest 2002 Digest of Education Statistics 2002

2003 ◽  
Author(s):  
Thomas D. Snyder ◽  
◽  
Charlene M. Hoffman
Keyword(s):  
Education Statistics

Higher education, gender, and foreign direct investment: Evidence from OECD countries

2021 ◽  
pp. 095042222199727
Author(s):  
George Pantelopoulos
Keyword(s):  
Higher Education ◽  
Foreign Direct Investment ◽  
Direct Investment ◽  
Tertiary Education ◽  
Labour Force ◽  
Oecd Countries ◽  
Educational Levels ◽  
Education Statistics ◽  
Level Of Significance ◽  
The Relationship

The objective of this study was to explore and empirically investigate the relationship between the labour force across educational levels and foreign direct investment (FDI), and to facilitate comparisons of education statistics and indicators across countries based on uniform and internationally agreed definitions. The analysis focuses on OECD countries. The empirical findings suggest that an educated labour force positively affects inward FDI. However, different educational levels do not have the same level of significance; tertiary education appears to have the greatest influence. As far as gender is concerned, the level of female participation in the workforce seems to be crucial in attracting FDI, and governments should therefore adopt policies to promote women’s empowerment.

Missing Girls or Hidden Girls? A Comment on Shi and Kennedy's “Delayed Registration and Identifying the ‘Missing Girls’ in China”

2017 ◽  
Vol 231 ◽  
pp. 797-803 ◽  
Author(s):  
Yong Cai
Keyword(s):  
Political System ◽  
Census Data ◽  
Numerical Estimate ◽  
Short Note ◽  
Foreseeable Future ◽  
Birth Cohorts ◽  
Data Manipulation ◽  
Social Challenge ◽  
Education Statistics ◽  
Lines Of Evidence

In a recent article published in this journal, Yaojiang Shi and John Kennedy suggest that China's missing girls problem is much more a statistical artefact than previously known. According to their analysis, unreported female births, or hidden girls, account for 73 per cent of the 15 million missing girls from the 1990–2010 birth cohorts in the 2010 census. Their conclusion is based in part on their fieldwork, but the numerical estimate is grounded on their understanding and analyses of Chinese census data. While the insights from their fieldwork – that China's political system leaves ample room for data manipulation and delayed registration – cannot be faulted, Shi and Kennedy's analyses of Chinese census data are questionable and their conclusion is in contradiction with the “missing girls” shown in other data sources. In this short note, I present three lines of evidence to challenge Shi and Kennedy's conclusion: one from the censuses, one from official education statistics, and one from survey data. For the sake of clarity, I use two terms to describe missing girls: nominal missing – the number of missing girls as revealed by population statistics, and truly missing – the number of missing girls excluding those hidden (unreported) girls. My conclusion backs the conventional wisdom about the missing girls phenomenon in China: the elevated sex ratios in Chinese population, or “missing girls,” is not a statistical artefact, but a real social challenge that China has to face for now and for the foreseeable future.

Grade Retention and School Dropout: Comparing Specific Grade Levels Across Childhood and Early Adolescence

2021 ◽  
pp. 027243162110103
Author(s):  
Zachary Giano ◽  
Amanda L. Williams ◽  
Jennifer N. Becnel
Keyword(s):  
High School ◽  
Grade Retention ◽  
School Dropout ◽  
Dropping Out ◽  
Social Changes ◽  
Grade Levels ◽  
Grade Versus ◽  
Youth Transition ◽  
Education Statistics ◽  
Race Ethnicity

Students who repeat a grade are at a higher risk of dropping out of high school. Previous research has examined this in a methodologically aggregated way (e.g., repeated any grade versus never repeated) or only specific grades/grade ranges (e.g., Kindergarten or elementary) leaving questions about which grades are more detrimental to repeat with respect to school dropout. This study uses data from the National Center for Education Statistics ( N = 9,309) to comparatively examine which grades, when repeated, show the strongest associations with dropping out. Overall, those who repeated sixth or seventh had the highest odds of dropping out of high school with unique patterns by gender and race/ethnicity. These grades are typically when youth transition into middle school. When examined through a developmental lens, these results highlight the important impact that grade retention while youth experience other normative physical, cognitive, and social changes.

Relationships Among Band Festival Ratings, Director Gender, and Other Selected Factors

2021 ◽  
pp. 002242942110604
Author(s):  
Heather Nelson Shouldice ◽  
Victoria Woolnough
Keyword(s):  
Logistic Regression ◽  
School Size ◽  
Teaching Profession ◽  
Band Directors ◽  
Demographic Information ◽  
High School Band ◽  
Hierarchical Logistic Regression ◽  
Student Socioeconomic Status ◽  
Education Statistics ◽  
To Receive

The purpose of this study was to examine relationships among high school band festival ratings and director gender as well as school locale, school size, student socioeconomic status (SES), student race, repertoire difficulty, and ensemble name. Data included overall ratings of bands ( N = 257) that performed at District Concert Assessments held across the state of Virginia during 2019 as well as demographic information from the National Center for Education Statistics. Statistical analysis of a subset of these performances ( n = 151) revealed a statistically significant association between ratings and director gender, with male-directed ensembles more likely to receive a “I” rating than female-directed ensembles. However, hierarchical logistic regression revealed that repertoire difficulty and ensemble name were the best predictors of whether an ensemble would receive a “I” rating. Implications include the need to examine why female band directors may choose less difficult repertoire than male directors and to explore strategies for making the secondary band teaching profession more equitable and inclusive.

USE OF SHARING KNOWLEDGE ACTIVELY LEARNING MODEL WITH GUIDED DISCOVERY METHOD AT TUTORIAL STATISTICS IN GROUP STUDY AT UNIVERSITAS TERBUKA IN BANJARBARU

2021 ◽  
Author(s):  
MUHAMMAD QAMARUZZAMAN
Keyword(s):  
Small Groups ◽  
Learning Model ◽  
Guided Discovery ◽  
Educational Statistics ◽  
Class A ◽  
Research Activities ◽  
Education Statistics ◽  
The Subject ◽  
Statistics Courses ◽  
Discovery Method

The aim of this action research is increasing the activity and learning through the application of sharing knowledge actively learning model with guided discovery method on statistics courses tutorial at open university (UT) study group in Banjarbaru. The subject of this study were Students of UT at, Pendas S-1 class A of PGSD, who took an educational statistics courses (PEMA - 4210) semesters VII, 2011.1 registered.Action research activities divided students into small groups, and each time of the meeting, the tutor provides the Group Worksheet (LKK), which contains materials summary to be studied by each group. Tutor only facilitated groups who had barriers, with reminded to reread LKK, the tutor was not allowed to give a direct answer.During the research activities carried out by using LKK, it could be concluded that students really learned in groups, and they also helped each other between a group with other groups to discuss the material that was less mastered by them.The results showed the use of sharing knowledge actively learning model with guided discovery method, capable to provide assistance students in learning statistical material, and outcomes indicated that PGSD Pendas S-1 class A, who took education statistics (Pema 4210) semesters VII, period 2011.1 were graduated 100 percent. (*)

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