Parent Expectations, Deaf Youth Expectations, and Transition Goals as Predictors of Postsecondary Education Enrollment

This study used the National Longitudinal Transition Study–2 (NLTS2) data set to determine the effects of expectations and transition planning goals on the postsecondary education enrollment of deaf youth. Propensity scoring modeling results indicated that high expectations held by deaf youth and their parents significantly predicted postsecondary education attendance at 2- and 4-year college, and career and technical education (CTE) school. College enrollment as a transition planning goal for deaf youth also significantly predicted enrollment in all three types of postsecondary education institutions. Postsecondary CTE school attendance as a transition plan goal for deaf youth did not make a difference in enrollment outcomes for CTE and 2-year college, and significantly reduced their odds of attending 4-year college. Implications regarding expectations and transition plan goals are discussed.

Predictive Analysis of the Enrolment of Elementary Schools Using Regression Algorithms

— By fitting a linear equation to observable values, linear regression determines the relationship between two variables. The Department of Education enrollment data in the Philippines, specifically in the School Division of Batangas, is needed to produce modules. The data collected is from the division office, where data cleaning was applied. Deep Learning, Decision Tree, Random Forest, Gradient Boosted Tree, Support Vector Machine, and Linear Regression were used to perform the prediction, and linear regression performed the best with an absolute value of 14.465 and a relative error of 84.81%. Keywords— Prediction, Information Management, Linear Regression, Cloud Computing, LDM

A Sociological Examination of Parenting Practices and Gifted Education

This literature review uses a socio-cultural lens to explore how income, race, culture, and parenting practices interact to cause, complicate, and further exacerbate the gap in gifted student identification. The article reframes the aforementioned factors using Annette Lareau’s work on concerted cultivation and natural growth models as a theoretical explanation. The authors recommend the following to address gifted education enrollment inequity: enhanced preparation and training of gifted student identification for educators, education about culturally relevant teaching practices, and improvements to the curricula in schools serving minority and low-income students.

Evaluation and Optimization of University Students’ Entrepreneurial Ability Training Strategy Based on Multi - source Data Fusion Analysis

Objectives: In today’s society, it is under the background of the popularization of higher education. With the continuous expansion of higher education enrollment and the scale of higher education, the number of graduates has increased year by year, and the employment problem of college students has become more and more serious, which has aroused great concern from all walks of life. Methods: Under the background of employment difficulties, college students’ self-employment has opened up a new way for college students’ employment problems. More and more college students are plunging into the craze of entrepreneurship. The main reason for the long-term difficulties in the cultivation of higher education talents is that there is no effective means to determine the actual situation of individual entrepreneurs’ innovation and entrepreneurship, and their ability cultivation is not targeted. Results: The purpose of this paper is to alleviate the employment pressure of college students and promote the good development of the employment situation in China. Conclusion: This paper attempts to provide the optimal way to improve the cultivation of college students’ innovation and entrepreneurship ability from the connotation and composition of innovation and entrepreneurship ability, the use of mapping method, the use of multi-source data means, according to the actual measurement results of individual college students. In order to improve the entrepreneurial ability of college students, strategies are put forward for the cultivation of entrepreneurial ability of college students based on the analysis results.

What Happened to Your College Town: The Changing Relationship of Higher Education and College Towns, 1940–2000

This essay examines the history of what is commonly called the town-gown relationship in American college towns in the six decades after the Second World War. A time of considerable expansion of higher education enrollment and function, the period also marks an increasing detachment of higher education institutions from their local communities. Once closely tied by university offices that advised the bulk of their students in off-campus housing, those bonds between town and gown began to come apart in the 1970s, due primarily to legal and economic factors that restricted higher education institutions’ outreach. Given the importance of off-campus life to college students, over half of whom have historically lived off campus, the essay argues for increased research on college towns in the history of higher education.

Arab countries and the global education agenda 2030: Incomplete path

The 2030 global education agenda sets a progression path for all countries. About ten years before this deadline, this paper explores potential trajectories for Arab countries to achieve significant advances in education. The article examines major challenges related to access and quality of education. While most countries made major progress on quantitative dimensions of education (enrollment, years of schooling), important challenges remain such as limited learning outcomes, persistent illiteracy, inequalities and poor governance of education. This paper proposes new ways to rethink education in this region. The tension between credentials(prioritized by students, family and the state) and skills (needed by society and the job market)is one of the most relevant issue in reforming education in the region.

Charter Schools Have Rainy Days Too! But Are They Ready for When It Pours?

Nearly 30 years since their inception in the United States, charter schools are now a well-established educational option for parents and students. Although they are an important education provider schooling more than 3.1 million students nationwide, we know little about their ability to accumulate fiscal savings for weathering rainy days and sustaining smooth service. Unlike most other fiscal savings studies focusing on the unrestricted fund balance, we examine both restricted and unrestricted fund balances across Pennsylvania charter schools, this study’s unit of analysis. Using a Newey-West regression and data spanning the years 2011–2019, we show that charter schools consider all fund balance classifications when making savings decisions; albeit the unrestricted was their primary savings vehicle. Given their limited revenue portfolio, they are left with only a few options for accumulating fiscal savings. Surplus from tuition payments and additional revenues from private funding sources appear as main fund balance boosters. Surprisingly, special education enrollment significantly increases the unrestricted fund balance, a finding that requires further attention from legislators and policy makers. Concerns are also raised about participation in the state pension system as it absorbs a significant amount of slack that otherwise could be used for other purposes. Overall, most charter schools retain inadequate fiscal savings not capable of insulating their operation from revenue volatility and other contingencies. Statutory fund balance minimums and the adoption of formal fund balance policies articulating how savings are accumulated, used, and replenished should, therefore, be considered.

Higher Education Finance Between Ghana and the United States

Over the years, there has been a tremendous increase in enrollment in higher education as well as the cost of attendance. This article comparatively analyzes the higher education finance between the United States of America (U.S.A.) and Ghana, taking into consideration the goals of higher education, enrollment and expenditure, and the various sources of finance available to students in both countries. The source of education finance between both countries is examined through the lens of neoliberalism, which prioritizes capitalism, free trade, and market in public institutions, specifically higher education. While there are disparities in the financing of higher education in both countries, there is a similarity in the limited access to higher education and funding by students from low socioeconomic backgrounds.