scholarly journals Can Information Widen Socioeconomic Gaps in Postsecondary Aspirations? How College Costs and Returns Affect Parents’ Preferences for Their Children

2019 ◽  
Author(s):  
Albert Cheng ◽  
Michael Henderson ◽  
Paul E. Peterson ◽  
Martin R. West
Keyword(s):  
College Costs ◽  
Socioeconomic Gaps ◽  
Postsecondary Aspirations

Assistant Secretary Stroup Issues Statement Regarding Report on College Costs

2004 ◽  
Author(s):  
Susan Aspey ◽  
Jane Glickman ◽  
Stephanie Babyak
Keyword(s):  
College Costs

Career and College Planning Needs of Ninth Graders–as Reported by Ninth Graders

2006 ◽  
Vol 10 (2) ◽  
pp. 2156759X0601000
Author(s):  
Melinda M. Gibbons ◽  
L. DiAnne Borders ◽  
Mark E. Wiles ◽  
Julie B. Stephan ◽  
Patrick E. Davis
Keyword(s):  
Decision Making ◽  
Parent Education ◽  
Career Planning ◽  
Ninth Graders ◽  
Accurate Information ◽  
College Planning ◽  
College Costs ◽  
Career Plans ◽  
Education Group ◽  
College And Career

Few researchers have asked students directly about what they know and need to know regarding college and career planning. Given the critical choices made early in high school, ninth graders (n = 222) were surveyed regarding their educational and career plans and the resources they were using in their decision-making. Overall results as well as differences by ethnicity, gender, and parent education group are reported. Results indicated a discrepancy between plans and accurate information about college costs and availability.

scholarly journals Rethinking the Traditional Textbook

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Deanna Cozart ◽  
Erin Maria Horan ◽  
Gavin Frome
Keyword(s):  
Open Educational Resources ◽  
Course Evaluations ◽  
College Costs ◽  
Foundations Of Education ◽  
Teacher Student ◽  
Course Grades ◽  
Qualitative Survey ◽  
Student Academic Performance ◽  
Course Outcomes ◽  
Academic Year

As college costs have continued to rise, textbooks now average more than $1,200 per student per academic year as of 2020. Traditional textbooks are not only expensive, but also have fixed and frequently outdated content. In this study, we compared pre-service teacher-student outcomes and perceptions of a traditional textbook versus no-cost, online materials such as open educational resources (OER) in an undergraduate Foundations of Education course. Outcomes were measured by comparison of final course grades. Perceptions were determined through quantitative and qualitative survey questions added to existing end-of-course evaluations. Results revealed students found OER and no-cost online materials more useful to their success in the course and more engaging than a traditional textbook. Qualitative analysis further revealed that while students appreciated there was no cost for the online materials, they preferred them to a traditional textbook because of the customized content. Results suggest students find instructor-curated, no-cost online readings more useful and preferable to a traditional textbook without compromising student academic performance.  

Tuition Rising: Why College Costs So Much

2002 ◽  
Vol 21 (2) ◽  
pp. 189-191 ◽  
Author(s):  
Samuel Cooper
Keyword(s):  
College Costs

Social Class and College Costs

2002 ◽  
Vol 73 (2) ◽  
pp. 189-236 ◽  
Author(s):  
Michael B. Paulsen ◽  
Edward P. St. John
Keyword(s):  
Social Class ◽  
College Costs

scholarly journals Populism, participation, and political equality

2019 ◽  
Vol 11 (1) ◽  
pp. 109-124 ◽  
Author(s):  
Eva Anduiza ◽  
Marc Guinjoan ◽  
Guillem Rico
Keyword(s):  
Political Participation ◽  
Survey Data ◽  
European Countries ◽  
Political Equality ◽  
Online Participation ◽  
Socioeconomic Gaps ◽  
The Relationship

AbstractThis article analyses the relationship between populist attitudes and political participation. We argue that populist attitudes can be a motivation for participation through their identity, emotional, and moral components, and that they have the potential to narrow socioeconomic gaps in participation. Using survey data from nine European countries, our results show that populist attitudes are positively related to expressive non-institutionalized modes of participation (petition signing, online participation and, in some contexts, demonstrating), but not to turnout. In addition, populist attitudes are found to reduce education-based gaps and even reverse income-based inequalities in political participation. The implications of these findings are discussed.

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