scholarly journals Making summer matter: The impact of youth employment on academic performance

10.3982/qe883 ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 477-504
Author(s):  
Amy Ellen Schwartz ◽  
Jacob Leos-Urbel ◽  
Joel McMurry ◽  
Matthew Wiswall
Keyword(s):  
New York ◽  
Academic Outcomes ◽  
Department Of Education ◽  
Youth Employment ◽  
High Demand ◽  
Test Taking ◽  
Level Data ◽  
And Performance ◽  
Lottery System ◽  
The Impact

This paper examines New York City's Summer Youth Employment Program (SYEP). SYEP provides jobs to youth ages 14–24, and due to high demand for summer jobs, allocates slots through a random lottery system. We match student‐level data from the SYEP program with educational records from the NYC Department of Education and use the random lottery to estimate the effects of SYEP participation on a number of academic outcomes, including test taking and performance. We find that SYEP participation has positive impacts on student academic outcomes, and these effects are particularly large for students who participate in SYEP multiple times.

scholarly journals Revisiting Grade Retention: An Evaluation of Florida's Test-Based Promotion Policy

2007 ◽  
Vol 2 (4) ◽  
pp. 319-340 ◽  
Author(s):  
Jay P. Greene ◽  
Marcus A. Winters
Keyword(s):  
New York ◽  
Public School ◽  
Grade Retention ◽  
School Students ◽  
Public School Students ◽  
Promotion Policy ◽  
Individual Level ◽  
Retained Students ◽  
Level Data ◽  
The Impact

In 2002, Florida adopted a test-based promotion policy in the third grade in an attempt to end social promotion. Similar policies are currently operating in Texas, New York City, and Chicago and affect at least 17 percent of public school students nationwide. Using individual-level data on the universe of public school students in Florida, we analyze the impact of grade retention on student proficiency in reading one and two years after the retention decision. We use an instrumental variable (IV) approach made available by the relatively objective nature of Florida's policy. Our findings suggest that retained students slightly outperformed socially promoted students in reading in the first year after retention, and these gains increased substantially in the second year. Results were robust across two distinct IV comparisons: an across-year approach comparing students who were essentially separated by the year in which they happened to have been born, and a regression discontinuity design.

Using Modeling and Simulation Techniques to Improve the Accountability and the Performance of Human Resource Management

2018 ◽  
pp. 75-112
Author(s):  
Florea Nicoleta Valentina ◽  
Manea Marinela Daniela
Keyword(s):  
Human Capital ◽  
Human Resources ◽  
Organizational Performance ◽  
Simulation Techniques ◽  
A Value ◽  
Long Run ◽  
Level Data ◽  
Strategic Role ◽  
And Performance ◽  
The Impact

The analysis of human resources function and its contribution to obtain performance dates back to the 1920s. Now, the HR is an equal partner on the board of the companies, having a strategic role in obtaining performance, thus we try to show that compensating appropriately, the human capital it will be motivated to obtain performance. This paper examines the two different visions of different managers in which the human capital is perceived as a major cost for organization and the others which perceive it as an investment on long run. In this article, we analyse the impact could have the direct costs of human capital on individual and organizational performance using samples of some variables from European level, data between 2005-2016. Data used for the different years were analysed using simulation methods. Findings of this study show consistency with the theory in the filed, bringing a value in motivation and accountability of human capital and performance obtained through human capital.

scholarly journals Online engagement and performance on formative assessments mediate the relationship between attendance and course performance

2022 ◽  
Vol 19 (1) ◽  
Author(s):  
Chang Lu ◽  
Maria Cutumisu
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Formative Assessment ◽  
Academic Outcomes ◽  
Formative Assessments ◽  
Learning Engagement ◽  
Class Attendance ◽  
And Performance ◽  
The Impact ◽  
The Relationship

AbstractIn traditional school-based learning, attendance was regarded as a proxy for engagement and key indicator for performance. However, few studies have explored the effect of in-class attendance in technology-enhanced courses that are increasingly provided by secondary institutions. This study collected n = 367 undergraduate students’ log files from Moodle and applied learning analytics methods to measure their lecture attendance, online learning activities, and performance on online formative assessments. A baseline and an alternative structural equation models were used to investigate whether online learning engagement and formative assessment mediated the relationship between lecture attendance and course academic outcomes. Results show that lecture attendance does not have a direct effect on academic outcomes, but it promotes performance by leveraging online learning engagement and formative assessment performance. Findings contribute to understanding the impact of in-class attendance on course academic performance and the interplay of in-class and online-learning engagement factors in the context of technology-enhanced courses. This study recommends using a variety of educational technologies to pave multiple pathways to academic success.

Using Modeling and Simulation Techniques to Improve the Accountability and the Performance of Human Resource Management

2019 ◽  
pp. 137-166
Author(s):  
Florea Nicoleta Valentina ◽  
Manea Marinela Daniela
Keyword(s):  
Human Capital ◽  
Human Resources ◽  
Organizational Performance ◽  
Simulation Techniques ◽  
A Value ◽  
Long Run ◽  
Level Data ◽  
Strategic Role ◽  
And Performance ◽  
The Impact

The analysis of human resources function and its contribution to obtain performance dates back to the 1920s. Now, the HR is an equal partner on the board of the companies, having a strategic role in obtaining performance, thus we try to show that compensating appropriately, the human capital it will be motivated to obtain performance. This paper examines the two different visions of different managers in which the human capital is perceived as a major cost for organization and the others which perceive it as an investment on long run. In this article, we analyse the impact could have the direct costs of human capital on individual and organizational performance using samples of some variables from European level, data between 2005-2016. Data used for the different years were analysed using simulation methods. Findings of this study show consistency with the theory in the filed, bringing a value in motivation and accountability of human capital and performance obtained through human capital.

The Ethics of Indeterminacy: Theatre de Complicite's ‘Mnemonic’

2001 ◽  
Vol 17 (3) ◽  
pp. 212-218 ◽  
Author(s):  
Helen Freshwater
Keyword(s):  
New York ◽  
Ethical Issues ◽  
Academic Press ◽  
National Theatre ◽  
Theatre Companies ◽  
Edinburgh Review ◽  
University Of Edinburgh ◽  
And Performance ◽  
The University ◽  
The Impact

Theatre de Complicite was founded in 1983 by Simon McBurney, Annabel Arden, and Marcello Magni, and has since established its reputation as one of Britain's leading experimental physical theatre companies. Here, Helen Freshwater discusses the construction, performance, and implications of one of their recent works, Mnemonic, which premiered at the Salzburg Festival in 1999, and has since toured to London's National Theatre and the John Jay College Theatre in New York. The work questions our metaphorical conceptualization of memory, displacing the conventional model of retrieval with an understanding of memory based upon a performative paradigm. This is memory as an act of imagination: transient; grounded upon narrative; open to interpretation; intrinsically corporeal. Freshwater interrogates the impact of the performance's incompletion, addressing the ethical issues raised by recognzing the indeterminacy of the past. Under Simon McBurney's direction, the original cast comprised Catherine Schaub Abkarian, Katrin Cartlidge, Richard Katz, Simon McBurney, Tim McMullan, Kostas Philippoglou, and Daniel Wahl. Helen Freshwater is currently completing her PhD on performance and censorship in twentieth-century Britain at the University of Edinburgh and will shortly be taking up a post as Lecturer in Drama and Performance at the University of Nottingham. She is a contributor to the Edinburgh Review, and the forthcoming anthology Crossing Boundaries (Sheffield Academic Press, 2001).

scholarly journals Untangling the Links among Athletic Involvement, Gender, Race, and Adolescent Academic Outcomes

2005 ◽  
Vol 22 (2) ◽  
pp. 178-193 ◽  
Author(s):  
Kathleen E. Miller ◽  
Merrill J. Melnick ◽  
Grace M. Barnes ◽  
Michael P. Farrell ◽  
Don Sabo
Keyword(s):  
New York ◽  
Academic Outcomes ◽  
Female Athletes ◽  
Sports Participation ◽  
Two Dimensions ◽  
School Sports ◽  
Athletic Involvement ◽  
School Misconduct ◽  
The Impact ◽  
The Relationship

Although previous research has established that high school sports participation might be associated with positive academic outcomes, the parameters of the relationship remain unclear. Using a longitudinal sample of nearly 600 western New York adolescents, this study examined gender- and race-specific differences on the impact of two dimensions of adolescent athletic involvement (“jock” identity and athlete status) on changes in school grades and school misconduct over a 2-year interval. Female and Black adolescents who identified themselves as jocks reported lower grades than did those who did not, whereas female athletes reported higher grades than female nonathletes. Jocks also reported significantly more misconduct (including skipping school, cutting classes, having someone from home called to the school for disciplinary purposes, and being sent to the principal’s office) than did nonjocks. Gender moderated the relationship between athlete status and school misconduct; athletic participation had a less salutary effect on misconduct for girls than for boys.

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