scholarly journals Do Human Capital Decisions Respond to the Returns to Education? Evidence from DACA

2020 ◽  
Vol 12 (1) ◽  
pp. 293-324 ◽  
Author(s):  
Elira Kuka ◽  
Na’ama Shenhav ◽  
Kevin Shih
Keyword(s):  
High School ◽  
Human Capital ◽  
School Attendance ◽  
The United States ◽  
College Attendance ◽  
Temporary Work ◽  
High School Graduation Rates ◽  
Deferred Action ◽  
School Graduation ◽  
High School Attendance

This paper studies human capital responses to the availability of the Deferred Action for Childhood Arrivals (DACA) program, which provides temporary work authorization and deferral from deportation for undocumented, high-school-educated youth. We use a sample of young adults that migrated to the United States as children to implement a difference-in-difference design that compares noncitizen immigrants (“eligible”) to citizen immigrants (“ineligible”) over time. We find that DACA significantly increased high school attendance and high school graduation rates, reducing the citizen-noncitizen gap in graduation by 40 percent. We also find positive, though imprecise, impacts on college attendance. (JEL H52, I21, I26, J13, J15, J24)

Closer to the Finish Line? Compulsory Attendance, Grade Attainment, and High School Graduation

2017 ◽  
Vol 12 (1) ◽  
pp. 28-53
Author(s):  
Wael S. Moussa
Keyword(s):  
High School ◽  
Public Schools ◽  
Graduation Rates ◽  
High School Graduation ◽  
The United States ◽  
Finish Line ◽  
High School Graduation Rates ◽  
Compulsory Attendance ◽  
School Graduation ◽  
The Impact

High school graduation rates are a central policy topic in the United States and have been shown to be stagnant for the past three decades. Using student-level administrative data from New York City Public Schools, I examine the impact of compulsory school attendance on high school graduation rates and grade attainment, focusing the analysis on ninth and tenth grade cohorts. I exploit the interaction between the school start-age cutoff and compulsory attendance age requirement to identify the effect of compulsory schooling. I find that an additional year in compulsory attendance leads to an increase of 9 to 12 percent in the probability of progressing to grades 11 and 12, and raises the probability of graduating from high school by 9 to 14 percent, depending on the specification.

We Are Not a Nation of Softies

2019 ◽  
pp. 28-47
Author(s):  
Kathleen Bachynski
Keyword(s):  
High School ◽  
World War Ii ◽  
School Attendance ◽  
The United States ◽  
High School Football ◽  
Middle School Children ◽  
The Great Depression ◽  
Tackle Football ◽  
The Cold War ◽  
High School Attendance

Although the Great Depression limited funding for athletics, New Deal programs helped build infrastructure that contributed to making football a ubiquitous sport in high schools across the United States. With the end of World War II, high school football surged in the context of increasing prosperity, high school attendance, and suburbanization. Football’s expansion to increasingly include pre-pubescent children renewed critiques of the “big business” aspects of the sport. The participation of younger children also fostered a new range of concerns about physical injuries, as well as the emotional pressures of competitive collision sports for elementary and middle school children. Yet calls for limits on tackle football were ultimately obscured by the political and social culture of the Cold War. Football safety concerns were discounted as the anxieties of overly protective mothers. From the claims of coaches to the promotion of competitive sports by American presidents, tackle football was widely celebrated as a physically and morally beneficial sport for boys.

The Degree of Disadvantage

2013 ◽  
Vol 651 (1) ◽  
pp. 24-43 ◽  
Author(s):  
Stephanie Ewert ◽  
Bryan L. Sykes ◽  
Becky Pettit
Keyword(s):  
United States ◽  
High School ◽  
Black Men ◽  
Racial Inequality ◽  
African American Men ◽  
High School Graduation ◽  
Dropout Rate ◽  
The United States ◽  
High School Graduation Rates ◽  
School Graduation

This article examines how the rise in incarceration and its disproportionate concentration among low-skill, young African American men influences estimates of educational attainment in the United States. We focus on high school graduation rates and the persistent gap in attainment that exists between young black and white Americans. Although official statistics show a declining racial gap in high school dropout in recent years, conventional data sources exclude the incarcerated population from sample data. We show how those exclusions underestimate the extent of racial inequality in high school graduation and underestimate the dropout rate among young black men by as much as 40 percent. America’s prisons and jails have become repositories for high school dropouts, thereby obscuring the degree of disadvantage faced by black men in the contemporary United States and the relative competitiveness of the U.S. workforce.

scholarly journals Nonlinear Processes in Time-Ordered Observations: Self-­Organized Criticality in Daily High School Attendance

2017 ◽  
Vol 14 (2) ◽  
Author(s):  
Matthijs Koopmans
Keyword(s):  
High School ◽  
New York ◽  
School Attendance ◽  
The United States ◽  
Research Literature ◽  
Attendance Rates ◽  
Temporal Dimension ◽  
Daily Attendance ◽  
The Impact ◽  
High School Attendance

In the United States, high school attendance and drop-°©‐‑out are important policy concerns receiving extensive coverage in the research literature. Traditionally, the focus in this work is on the summary of dropout rates and mean attendance rates in specific schools, regions or socio-economic groups. However, the question how stable those attendance rates are over time has received scant attention. Since instability in attendance may affect how long individual students stay in school, the issue deserves attention. Theschool districts that have begun to keep record of daily attendance rates in their schools over multi-year periods, such as those in New York City, have created an opportunity to investigate the temporal dimension of daily attendance, and thereby explore its stability. This paper will focus on its long-term characteristics, specifically the following: self-similarity, meta-stability or pink noise, and the impact of sudden departures from the central tendency of the series. Such departures can be used to estimate the impact of exogenous influences on the behavior of the system. The findings illustrate the importance of describing the dynamical patterns underlying attendance that remain concealed in traditional summary measures.

Improving High School Graduation Through School Climate

2021 ◽  
pp. 019263652199321
Author(s):  
David G. Buckman ◽  
Nathan W. J. Hand ◽  
Arvin Johnson
Keyword(s):  
High School ◽  
School Climate ◽  
Graduation Rates ◽  
High School Graduation ◽  
Ordinary Least Squares ◽  
The Body ◽  
Public High Schools ◽  
High School Graduation Rates ◽  
Strategic Plans ◽  
School Graduation

The purpose of this study was to contribute to the body of literature regarding decisions school leaders make when developing strategic plans to improve student outcomes. This study investigated whether there is a significant relationship between school climate and graduation rates for public high schools in the state of Georgia when controlling for potential covariates. Using an ordinary least squares multiple regression procedure, this study found a positive school climate increased high school graduation rates ( b = .164, p ≤ .01).

scholarly journals Effects of Recovery High School Attendance on Students’ Mental Health Symptoms

2018 ◽  
Vol 17 (2) ◽  
pp. 181-190 ◽  
Author(s):  
Emily E. Tanner-Smith ◽  
Andrew J. Finch ◽  
Emily A. Hennessy ◽  
D. Paul Moberg
Keyword(s):  
Mental Health ◽  
High School ◽  
School Attendance ◽  
Mental Health Symptoms ◽  
Health Symptoms ◽  
Recovery High School ◽  
High School Attendance

scholarly journals High School Graduation Rates:Alternative Methods and Implications

2004 ◽  
Vol 12 ◽  
pp. 55 ◽  
Author(s):  
Jing Miao ◽  
Walt Haney
Keyword(s):  
High School ◽  
No Child Left Behind ◽  
Graduation Rates ◽  
Graduation Rate ◽  
High School Graduation ◽  
Alternative Methods ◽  
High School Graduation Rates ◽  
Public School Systems ◽  
School Graduation ◽  
Rate Method

The No Child Left Behind Act has brought great attention to the high school graduation rate as one of the mandatory accountability measures for public school systems. However, there is no consensus on how to calculate the high school graduation rate given the lack of longitudinal databases that track individual students. This study reviews literature on and practices in reporting high school graduation rates, compares graduation rate estimates yielded from alternative methods, and estimates discrepancies between alternative results at national, state, and state ethnic group levels. Despite the graduation rate method used, results indicate that high school graduation rates in the U.S. have been declining in recent years and that graduation rates for black and Hispanic students lag substantially behind those of white students. As to graduation rate method preferred, this study found no evidence that the conceptually more complex methods yield more accurate or valid graduation rate estimates than the simpler methods.

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