The NELS Curve: Replicating The Bell Curve Analyses with the National Educational Longitudinal Survey

1998 ◽  
Author(s):  
David I. Levine ◽  
Gary Painter
Keyword(s):  
Longitudinal Survey ◽  
Bell Curve ◽  
National Educational Longitudinal Survey

Multiple Resources, Multiple Outcomes: Testing the “Improved”School Finance With NELS88

2008 ◽  
Vol 45 (1) ◽  
pp. 104-144 ◽  
Author(s):  
W. Norton Grubb
Keyword(s):  
High School ◽  
Conceptual Framework ◽  
School Finance ◽  
Test Scores ◽  
Longitudinal Survey ◽  
Production Functions ◽  
School Resources ◽  
Effective School ◽  
Multiple Resources ◽  
National Educational Longitudinal Survey

This article first presents the conceptual framework of the “improved” school finance. This approach clarifies that effective school resources include compound resources, complex resources, and abstract resources in addition to the simple resources usually included in production functions. The implications of this approach are then explored with the National Educational Longitudinal Survey of the Class of 1988 (NELS88), data rich enough to measure many school resources and many outcomes. The results indicate that simple resources are much less powerful than compound, complex, and abstract resources. Many effective resources are unaffected by spending levels and must be constructed within schools, explaining why money often does not make a difference to outcomes. The results also indicate that, while a few powerful resources affect all outcomes, some affect test scores but not progress through high school, while others affect progress but not learning.

Will Moving to a Better Neighborhood Help? Teenage Residential Mobility, Change of Context, and Young-Adult Educational Attainment

2016 ◽  
Vol 53 (2) ◽  
pp. 305-337 ◽  
Author(s):  
Pat Rubio Goldsmith ◽  
Marcus L. Britton ◽  
Bruce Reese ◽  
William Velez
Keyword(s):  
Socioeconomic Status ◽  
Educational Attainment ◽  
Residential Mobility ◽  
Neighborhood Effects ◽  
Longitudinal Survey ◽  
Growing Up ◽  
Propensity Score Methods ◽  
The Social ◽  
National Educational Longitudinal Survey

Research suggests that growing up in more affluent neighborhoods improves educational attainment. But would it help adolescents to move to relatively more affluent neighborhoods, as theories of neighborhood effects anticipate? Does it depend on the magnitude of the change of context? To answer these questions, we use data from the National Educational Longitudinal Survey and the 1990 Census to estimate models using propensity score methods. We found that both upward mobility and change of context during adolescence had small effects on long-term educational attainment that varied by race, socioeconomic status, transfer status, and the social class of starting neighborhoods. Importantly, upward moves and positive changes in context reduced African-Americans’ chances of completing high school.

Spearman's Law of Diminishing Returns

2006 ◽  
Vol 27 (4) ◽  
pp. 199-207 ◽  
Author(s):  
Peter Hartmann
Keyword(s):  
Principal Axis ◽  
Age Groups ◽  
Principal Component ◽  
Longitudinal Survey ◽  
Male And Female ◽  
Two Samples ◽  
Diminishing Returns ◽  
The One ◽  
Armed Services ◽  
Principal Axis Factor

Spearman's Law of Diminishing Returns (SLODR) with regard to age was tested in two different databases from the National Longitudinal Survey of Youth. The first database consisted of 6,980 boys and girls aged 12–16 from the 1997 cohort ( NLSY 1997 ). The subjects were tested with a computer-administered adaptive format (CAT) of the Armed Services Vocational Aptitude Battery (ASVAB) consisting of 12 subtests. The second database consisted of 11,448 male and female subjects aged 15–24 from the 1979 cohort ( NLSY 1979 ). These subjects were tested with the older 10-subtest version of the ASVAB. The hypothesis was tested by dividing the sample into Young and Old age groups while keeping IQ fairly constant by a method similar to the one developed and employed by Deary et al. (1996) . The different age groups were subsequently factor-analyzed separately. The eigenvalue of the first principal component (PC1) and the first principal axis factor (PAF1), and the average intercorrelation of the subtests were used as estimates of the g saturation and compared across groups. There were no significant differences in the g saturation across age groups for any of the two samples, thereby pointing to no support for this aspect of Spearman's “Law of Diminishing Returns.”

Race, IQ, and the APA report on The Bell Curve.

1997 ◽  
Vol 52 (1) ◽  
pp. 69-70 ◽  
Author(s):  
J. Philippe Rushton
Keyword(s):  
Bell Curve

The Bell Curve is factually incorrect: Reply to Jacobs and Doering

1996 ◽  
Vol 41 (4) ◽  
pp. 398-399
Author(s):  
Donald D. Dorfman
Keyword(s):  
Bell Curve

Shared Perspectives: Social factors carve the bell curve

1995 ◽  
Author(s):  
Howard E. Gruber ◽  
Curtis Branch ◽  
Jeanne Brooks-Gunn ◽  
John M. Broughton ◽  
Morton Deutsch ◽  
...  
Keyword(s):  
Social Factors ◽  
Bell Curve

Entrepreneurial Mindset

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Nusa FAIN ◽  
Michel ROD ◽  
Erik BOHEMIA
Keyword(s):  
Influencing Factors ◽  
Future Study ◽  
Engineering Students ◽  
Initial Study ◽  
Longitudinal Survey ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Design Students ◽  
Commerce Students ◽  
Case Based

This paper explores the influence of teaching approaches on entrepreneurial mindset of commerce, design and engineering students across 3 universities. The research presented in this paper is an initial study within a larger project looking into building ‘entrepreneurial mindsets’ of students, and how this might be influenced by their disciplinary studies. The longitudinal survey will measure the entrepreneurial mindset of students at the start of a course and at the end. Three different approaches to teaching the courses were employed – lecture and case based, blended online and class based and fully project-based course. The entrepreneurial mindset growth was surprisingly strongest within the engineering cohort, but was closely followed by the commerce students, whereas the design students were slightly more conservative in their assessments. Future study will focus on establishing what other influencing factors beyond the teaching approaches may relate to the observed change.

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