The inequitable transition to the high school system. Case study: high school admission in Bucharest, Romania

The main objective of this article is to analyze the interaction between the principle of proximity in the enrollment process to primary school and the high school admission mechanism from an educational equity perspective. Specifically, I conduct a case study in which I analyze how the type of school graduated by a student in Bucharest influences the type of high school at which she will be admitted, given the present system of allocation. As such, I am interested in identifying the extent to which the school where the student is enrolled (when parents, theoretically cannot choose, as it is dependent on the street where they reside) can represent an explanatory factor for the probability to be admitted at a particular high school (a stage when parents and students can manifest their preferences for a school/specialization).

Inclusive Education at Islamic and General Universities: An Analysis of Policies, Teaching Strategies, and Curriculum Implementation

This study recruited participants from UIN Sunan Kalijaga and Universitas Sanata Dharma in Yogyakarta and the University of Sydney, and the University of Western Sydney in Australia and aimed at investigating whether policies are implemented as a bridge to accommodate disabled students for admission and academic pursuits. In this combined policy research and case study, individual, group, and policymaker interviews were conducted. The findings indicate that, while university policymakers admit students with special needs, a lack of academic advocates among faculty has hampered understanding of pertinent policies. As a result, some lecturers do not pay attention to inclusiveness. There are environmental impediments, a dearth of services throughout the enrollment process, a lack of faculty competencies, and a paucity of information in syllabi indicating where impaired students can access resources. In Australia, colleges are more forthright about accommodating students with special needs during the enrolling process and during class time. Both campuses have disability assessment clinics. However, some are more physically and centrally positioned to facilitate impaired students who self-refer for services. The purpose of this paper is to argue that genuinely inclusive education is not segregated schooling that separates 'normal' pupils from those with special needs. For authentic inclusion, disabled populations require considerate, if not extraordinary, care and services. AbstrakPenelitian ini merekrut partisipan di UIN Sunan Kalijaga dan Universitas Sanata Dharma di Yogyakarta serta University of Sydney dan University of Western Sydney di Australia dan bertujuan untuk investigasi apakah kebijakan sebagai sarana untuk mengakomodasi mahasiswa difabel pada proses pendaftaran dan pencapaian akademik. Penelitian kebijakan dan studi kasus ini dilakukan melalui serangkaian interview dengan individu, kelompok, pembuat kebijakan. Hasil penelitian menunjukkan bahwa meskipun para pengambil kebijakan menjamin penerimaan mahasiswa dengan kebutuhan khusus, lemahnya dukungan para pengajar telah mengurangi perhatian penerapan kebijakan yang relevan. Akibatnya, beberapa pengajar kurang menaruh perhatian pada inklusivitas. Terdapat halangan lingkungan, kurangnya layanan selama proses pendaftaran dan kompetensi para pengajar, serta kurangnya petunjuk dalam silabus menjelaskan dimana mahasiswa difabel mengakses sumber-sumber yang diperlukan. Kampus-kampus di Sydney lebih transparan dalam memfasilitasi mahasiswa difabel selama proses pendaftaran dan kuliah. Terdapat banyak pusat layanan, beberapa secara struktural terpusat di kampus untuk diakses. Artikel ini berargumentasi bahwa pendidikan inklusif itu bukan sistem kelas yang memisahkan mahasiswa ‘normal’ dari yang berkebutuhan khusus. Untuk inklusi, mahasiswa difabel perlu digandeng dan mendapatkan pengajaran dan layanan yang memadai.How to Cite: Lessy, Z., Assegaf, A. R., Sirait, S. (2021). Inclusive Education at Faith-Based and Non-Faith Based Universities: A Policy, Teaching, and Curriculum Analysis. TARBIYA: Journal of Education in Muslim Society, 8(1), 1-15. doi:10.15408/tjems.v8i1.18992.

The GGLEAM Study: Understanding Glaucoma in the Ohio Amish

Glaucoma leads to millions of cases of visual impairment and blindness around the world. Its susceptibility is shaped by both environmental and genetic risk factors. Although over 120 risk loci have been identified for glaucoma, a large portion of its heritability is still unexplained. Here we describe the foundation of the Genetics of GLaucoma Evaluation in the AMish (GGLEAM) study to investigate the genetic architecture of glaucoma in the Ohio Amish, which exhibits lower genetic and environmental heterogeneity compared to the general population. To date, we have enrolled 81 Amish individuals in our study from Holmes County, Ohio. As a part of our enrollment process, 62 GGLEAM study participants (42 glaucoma-affected and 20 unaffected individuals) received comprehensive eye examinations and glaucoma evaluations. Using the data from the Anabaptist Genealogy Database, we found that 80 of the GGLEAM study participants were related to one another through a large, multigenerational pedigree containing 1586 people. We plan to integrate the health and kinship data obtained for the GGLEAM study to interrogate glaucoma genetics and pathophysiology in this unique population.

Komparasi Model Prediksi Daftar Ulang Calon Mahasiswa Baru Menggunakan Metode Decision Tree Dan Adaboost

Every year, all the colleges hold new student enrollment. It is needed to start a new school academic year. Unfortunately, the number of students who resigned is considerably high to reach 837 students and caused 324 empty seats. The college’s stakeholders can minimize the resignation number if the selection phase of new students is done accurately. Making a machine learning-based model can be the answer. The model will help predict which candidates who potentially complete the enrollment process. By knowing it in the first place will help the management in the selection process. This prediction is based on historical data. Data is processed and used to train the model using the Adaboost algorithm. The performance comparison between Adaboost and Decision Tree model is performed to find the best model. To achieve the maximum performance of the model, feature selection is performed using chi-square calculation. The results of this research show that the performance of Decision Tree is lower than the performance of the Adaboost algorithm. The Adaboost model has f-measure score of 90.9%, precision 83.7%, and recall 99.5%. The process of analyzing the data distribution of prospective new students was also conducted. The results were obtained if prospective students who tended to finish the enrollment process had the following characteristics: graduated from an Islamic school, 19-21 years old, parents' income was IDR 1,000,000 to IDR. 5,000,000, and through the SBMPTN program.

If You Fund Them, Will They Come? Implications From a PhD Fellowship Program on Racial/Ethnic Student Diversity

Prior research demonstrates the important role that financial considerations play in prospective students’ decision making when applying to and enrolling in graduate school. Racially/ethnically minoritized students, in particular, face persistent challenges during the graduate application and enrollment process. Capitalizing on a natural experiment, we identify the effects of introducing a PhD fellowship on the composition of applicants and enrolling students in PhD programs at a large public university’s graduate school of education. Using administrative data from 9 years of applications, we use difference-in-differences and event study analyses to show that the fellowship increased the number of applicants overall, as well as the share of Black applicants and enrollees in impacted cohorts, with no significant effects on academic preparation. To better understand why and how a PhD fellowship might impact students’ application behaviors and experiences once in graduate school, we supplement our primary findings with survey responses from current PhD students at the graduate school of education.

Can Re-Enrollment Campaigns Help Dropouts Return to College? Evidence From Florida Community Colleges

In this study, we develop and implement a text messaging re-enrollment campaign to encourage former community college students to return to college. Former students are randomly assigned to one of two treatment groups that either receives information to simplify the re-enrollment process or receives both information and a one-course tuition waiver. We find that providing information and a one-course tuition waiver to former students increases their likelihood of re-enrollment by 1.5 percentage points (21.1%), enrolling in multiple courses by 0.9 percentage points (16.4%), full-time enrollment by 0.5 percentage points (21.7%), and persistence by 0.6 percentage points (23.1%). This study highlights the importance of targeted interventions that address informational and financial barriers facing former students.

Capitalizing on Fear and Failure: For-Profit Colleges Selling Themselves to the Poor

This study explores the admissions encounter that prospective undergraduates experience at many for-profit colleges and universities (FPCUs). We consider how this encounter is shaped by intentional sales techniques and the implications of that approach for the college enrollment choices of low-SES and low-achieving students. Using the content of an admissions and recruitment staff training manual from a for-profit college with a publicly traded parent corporation and interviews from 47 students who went through the admissions and enrollment process at a for-profit college, we explore how recruiting practices are relevant to students’ college choice and to our rethinking of how college choice operates for students who are very similar to community college populations. Our data reveal for-profit admissions representatives, despite their good intentions, are incentivized to work as institutional agents in service of the institution’s profit motive at the expense of the student. FPCUs use admissions representatives to recruit prospective students by presenting the benefits of enrolling in a way that capitalizes on student anxieties, stress, and fear.

Helping Parents Navigate the Early Childhood Education Enrollment Process: Experimental Evidence From New Orleans

Enrolling in publicly funded early childhood education involves searching for programs, applying, verifying eligibility, and registering with the program. Many families do not complete this process, despite demonstrated interest. In this study, we assessed support for families as they verify eligibility as a means for increasing enrollment completion rates. Working with district administrators, we randomly assigned families to receive either (a) the district’s usual, modest communications; (b) the usual communications plus weekly text message reminders with a formal tone; or (c) the usual communications plus weekly personalized, friendly text message reminders. Text message reminders increased verification rates by seven percentage points (regardless of tone), and personalized messages increased enrollment rates for some groups. Exchanges between parents and administrators revealed the obstacles parents confronted.