scholarly journals The Impact of No Child Left Behind's Accountability Sanctions on School Performance: Regression Discontinuity Evidence from North Carolina

2014 ◽  
Author(s):  
Thomas Ahn ◽  
Jacob Vigdor
Keyword(s):  
North Carolina ◽  
School Performance ◽  
Regression Discontinuity ◽  
The Impact

scholarly journals Birthdays, Schooling, and Crime: Regression-Discontinuity Analysis of School Performance, Delinquency, Dropout, and Crime Initiation

2016 ◽  
Vol 8 (1) ◽  
pp. 33-57 ◽  
Author(s):  
Philip J. Cook ◽  
Songman Kang
Keyword(s):  
North Carolina ◽  
School Performance ◽  
Juvenile Delinquents ◽  
Regression Discontinuity ◽  
Causal Link ◽  
Crime Rates ◽  
Drop Out ◽  
Criminal Involvement ◽  
Late Entry ◽  
High Crime

Dropouts have high crime rates, but is there a direct causal link? This study, utilizing administrative data for six cohorts of public school children in North Carolina, demonstrates that those born just after the cut date for enrolling in public kindergarten are more likely to drop out of high school before graduation and to commit a felony offense by age 19. We present suggestive evidence that dropout mediates criminal involvement. Paradoxically, these late-entry students outperform their grade peers academically while still in school, which helps account for the fact that they are less likely to become juvenile delinquents. (JEL H75, I21, J13, J24, K42)

The Impact of Gavi on Vaccination Rates: Regression Discontinuity Evidence

2015 ◽  
Author(s):  
Sarah Dykstra ◽  
Amanda L. Glassman ◽  
Charles Kenny ◽  
Justin Sandefur
Keyword(s):  
Regression Discontinuity ◽  
Vaccination Rates ◽  
The Impact

Pupil with Obsessive-Compulsive Disorder

2017 ◽  
Vol 7 (2) ◽  
pp. 7-25
Author(s):  
Karolina Diallo
Keyword(s):  
Obsessive Compulsive Disorder ◽  
School Performance ◽  
School Environment ◽  
Detrimental Effect ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
The Past ◽  
And Performance ◽  
The Impact

Pupil with Obsessive-Compulsive Disorder. Over the past twenty years childhood OCD has received more attention than any other anxiety disorder that occurs in the childhood. The increasing interest and research in this area have led to increasing number of diagnoses of OCD in children and adolescents, which affects both specialists and teachers. Depending on the severity of symptoms OCD has a detrimental effect upon child's school performance, which can lead almost to the impossibility to concentrate on school and associated duties. This article is devoted to the obsessive-compulsive disorder and its specifics in children, focusing on the impact of this disorder on behaviour, experience and performance of the child in the school environment. It mentions how important is the role of the teacher in whose class the pupil with this diagnosis is and it points out that it is necessary to increase teachers' competence to identify children with OCD symptoms, to take the disease into the account, to adapt the course of teaching and to introduce such measures that could help children reduce the anxiety and maintain (or increase) the school performance within and in accordance with the school regulations and curriculum.

An Investigation into the Impact of Environmental Education Certification on Perceptions of Personal Teaching Efficacy

2017 ◽  
Vol 22 (2) ◽  
pp. 5-17
Author(s):  
Mandy Harrison ◽  
Lisa Gross ◽  
Jennifer McGee
Keyword(s):  
North Carolina ◽  
Environmental Education ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
School Teachers ◽  
The North ◽  
Significant Difference ◽  
Personal Teaching Efficacy ◽  
Environmental Educators ◽  
The Impact

The purpose of this study is to examine how participation in the North Carolina Environmental Educator (NCEE) program influences the individual's perceived self-efficacy. Specifically, this study examines the impact of NCEE certification on participants’ perceived personal teaching self-efficacy. This study compared personal teaching efficacy scores of certified environmental educators, non-certified environmental educators, and licensed schoolteachers. The study found significant differences in teaching efficacy between certified and non-certified environmental educators, as well as certified environmental educators and licensed school teachers. In addition, the study found no significant difference in efficacy scores between NCEE certified licensed school teachers and NCEE certified environmental educators. Results of this study indicate a link between environmental education certification and higher personal teaching efficacy.

scholarly journals Effectiveness of a Power Factor Correction Policy in Improving the Energy Efficiency of Large-Scale Electricity Users in Ghana

Energies ◽  
2019 ◽  
Vol 12 (13) ◽  
pp. 2582 ◽  
Author(s):  
Samuel Lotsu ◽  
Yuichiro Yoshida ◽  
Katsufumi Fukuda ◽  
Bing He
Keyword(s):  
Energy Efficiency ◽  
Power Factor ◽  
Large Scale ◽  
Regression Discontinuity ◽  
Power Factor Correction ◽  
Energy Crisis ◽  
Regression Discontinuity Design ◽  
The Government ◽  
Power Factor Improvement ◽  
The Impact

Confronting an energy crisis, the government of Ghana enacted a power factor correction policy in 1995. The policy imposes a penalty on large-scale electricity users, namely, special load tariff (SLT) customers of the Electricity Company of Ghana (ECG), whose power factor is below 90%. This paper investigates the impact of this policy on these firms’ power factor improvement by using panel data from 183 SLT customers from 1994 to 1997 and from 2012. To avoid potential endogeneity, this paper adopts a regression discontinuity design (RDD) with the power factor of the firms in the previous year as a running variable, with its cutoff set at the penalty threshold. The result shows that these large-scale electricity users who face the penalty because their power factor falls just short of the threshold are more likely to improve their power factor in the subsequent year, implying that the power factor correction policy implemented by Ghana’s government is effective.

The storm after the storm: the long-term lingering impacts of hurricanes on schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cassandra R. Davis ◽  
Sarah R. Cannon ◽  
Sarah C. Fuller
Keyword(s):  
North Carolina ◽  
Data Collection ◽  
Instructional Time ◽  
Emotional Needs ◽  
Social Emotional ◽  
Content Type ◽  
The North ◽  
State Education ◽  
The Impact

PurposeThe purpose of this paper is to identify and describe the long-term impacts of hurricanes on schools and discuss approaches to improving recovery efforts.Design/methodology/approachInterviews with 20 school districts in Texas and North Carolina after Hurricanes Harvey (2017) and Matthew (2016). In total, 115 interviews were conducted with teachers, principals, district superintendents and representatives from state education agencies. Interview questions focused on the impact of storms and strategies for recovery.FindingsThe authors uncovered three long-term impacts of hurricanes on schools: (1) constrained instructional time, (2) increased social-emotional needs and (3) the need to support educators.Research limitations/implicationsThis paper focuses on two storms, in two states, in two successive years. Data collection occurred in Texas, one academic year after the storm. As compared to the North Carolina, data collection occurred almost two academic years after the storm.Practical implicationsThis paper illuminates strategies for stakeholders to implement and expedite hurricane recovery through; (1) updating curricula plans, (2) providing long-term counselors and (3) supporting educators in and out of school.Originality/valueTo date, very few studies have explored the ways in which schools face long-term impacts following a disaster. This paper provides insight to the challenges that prolong the impacts of disasters and impede recovery in schools. With hurricanes and related disasters continuing to affect schooling communities, more research is needed to identify the best ways to support schools, months to years after an event.

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