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50 records from EconBiz based on author Name
1. The effects of growth mindset on college persistence and completion
Kim, Soobin; Yun, John; Schneider, Barbara; Broda, Michael; Klager, Christopher; Chen, I-Cien;2022
Type: Aufsatz in Zeitschrift; Article in journal;
Availability: Link
Citations: 2 (based on OpenCitations)
2. Time Use and Population Representation in the Sloan Study of Adolescents
abstractDo studies of time use interfere too much in the lives of the subjects? As a result are those who agree to participate a biased sample of the population? We examine the characteristics of the Experience Sampling Method (ESM) adolescent sample from the Alfred P. Sloan Study of Youth and Social Development in order to detect and quantify instances of sampling and nonresponse bias. According to available proxies for time use and standard demographic variables, the Sloan ESM sample is nearly representative in terms of teen employment rates, parental employment rates, a student's grade point average, and TV watching. Work hours are slightly undercounted in the study because of slightly higher nonresponse rates by teenagers working long hours. The sample is less representative in terms of the time of week and gender; nonresponse is relatively common on school nights and (to a lesser extent) on weekends, and among boys. We offer some suggestions regarding general implications of our findings for the measurement of time use
Mulligan, Casey B.; Schneider, Barbara; Wolfe, Rustin;2021
Availability: Link
3. Are expectations alone enough? : estimating the effect of mandatory college-prep curriculum in Michigan
abstractThis paper examines the impacts of the Michigan Merit Curriculum (MMC), a statewide college-preparatory curriculum that applies to the high school graduating class of 2008 and later. We use a student, longitudinal database for all public school students in Michigan for the main analyses, and complement this with analyses from a state-year panel. The study employs several non-experimental approaches, including a comparative interrupted time series and a synthetic control method. Our analyses suggest that the higher expectations embodied in the MMC has had little impact on student outcomes. Looking at student performance on the ACT, the only clear evidence of a change in academic performance comes in science. Our best estimates indicate that ACT science scores improved by 0.2 points (or roughly 0.04 standard deviations) as a result of the MMC. Students who entered high school with the weakest academic preparation saw the largest improvement, gaining 0.35 points (0.15 standard deviations) on the ACT composite score and 0.73 points (0.22 standard deviations) on the ACT science score. Our estimates for high school completion are very sensitive to the sample and methodology used. Some analysis suggests a small negative impact on high school graduation for students who entered high school with the weakest academic preparation, but other analysis finds no such effect.
Jacob, Brian Aaron; Dynarski, Susan M.; Frank, Kenneth; Schneider, Barbara;2016
Type: Arbeitspapier; Working Paper; Graue Literatur; Non-commercial literature;
Availability: Link Link
4. Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan
abstractThis paper examines the impacts of the Michigan Merit Curriculum, a statewide college preparatory curriculum that applies to the high school graduating class of 2008 and later. We use a student, longitudinal database for all public school students in Michigan for the main analyses, and complement this with analyses from a state-year panel. The study employs several non-experimental approaches, including a comparative interrupted time series and a synthetic control method. Our analyses suggest that the higher expectations embodied in the MMC has had little impact on student outcomes. Looking at student performance on the ACT, the only clear evidence of a change in academic performance comes in science. Our best estimates indicate that ACT science scores improved by 0.2 points (or roughly 0.04 standard deviations) as a result of the MMC. Students who entered high school with the weakest academic preparation saw the largest improvement, gaining 0.35 points (0.15 standard deviations) on the ACT composite score and 0.73 points (0.22 standard deviations) on the ACT science score. Our estimates for high school completion are very sensitive to the sample and methodology used. Some analysis suggests a small negative impact on high school graduation for students who entered high school with the weakest academic preparation, but other analysis finds no such effect
Jacob, Brian; Schneider, Barbara; Frank, Kenneth; Dynarski, Susan;2016
Availability: Link Link
Citations: 1 (based on OpenCitations)
5. Entwicklung von Führungspersönlichkeiten zum gesunden Führen : Ansätze und Fallbeispiele
Nürnberg, Volker; Schneider, Barbara;2017
Type: Aufsatz im Buch; Book section;
6. Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan
Jacob, Brian A.; Dynarski, Susan M.; Frank, Kenneth; Schneider, Barbara;2016
Type: Working Paper;
Availability:
7. Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan
abstractThis paper examines the impacts of the Michigan Merit Curriculum (MMC), a statewide college-preparatory curriculum that applies to the high school graduating class of 2008 and later. We use a student, longitudinal database for all public school students in Michigan for the main analyses, and complement this with analyses from a state-year panel. The study employs several non-experimental approaches, including a comparative interrupted time series and a synthetic control method. Our analyses suggest that the higher expectations embodied in the MMC has had little impact on student outcomes. Looking at student performance on the ACT, the only clear evidence of a change in academic performance comes in science. Our best estimates indicate that ACT science scores improved by 0.2 points (or roughly 0.04 standard deviations) as a result of the MMC. Students who entered high school with the weakest academic preparation saw the largest improvement, gaining 0.35 points (0.15 standard deviations) on the ACT composite score and 0.73 points (0.22 standard deviations) on the ACT science score. Our estimates for high school completion are very sensitive to the sample and methodology used. Some analysis suggests a small negative impact on high school graduation for students who entered high school with the weakest academic preparation, but other analysis finds no such effect
Jacob, Brian Aaron; Dynarski, Susan M.; Frank, Kenneth A.; Schneider, Barbara;2016
Availability: Link Link
8. Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan
abstractThis paper examines the impacts of the Michigan Merit Curriculum, a statewide college preparatory curriculum that applies to the high school graduating class of 2008 and later. We use a student, longitudinal database for all public school students in Michigan for the main analyses, and complement this with analyses from a state-year panel. The study employs several non-experimental approaches, including a comparative interrupted time series and a synthetic control method. Our analyses suggest that the higher expectations embodied in the MMC has had little impact on student outcomes. Looking at student performance on the ACT, the only clear evidence of a change in academic performance comes in science. Our best estimates indicate that ACT science scores improved by 0.2 points (or roughly 0.04 standard deviations) as a result of the MMC. Students who entered high school with the weakest academic preparation saw the largest improvement, gaining 0.35 points (0.15 standard deviations) on the ACT composite score and 0.73 points (0.22 standard deviations) on the ACT science score. Our estimates for high school completion are very sensitive to the sample and methodology used. Some analysis suggests a small negative impact on high school graduation for students who entered high school with the weakest academic preparation, but other analysis finds no such effect
Jacob, Brian Aaron; Dynarski, Susan M.; Frank, Kenneth; Schneider, Barbara;2016
Availability: Link
9. Are expectations alone enough? : estimating the effect of a mandatory college-prep curriculum in Michigan
Jacob, Brian Aaron; Dynarski, Susan M.; Frank, Kenneth; Schneider, Barbara;2016
Type: Arbeitspapier; Working Paper; Graue Literatur; Non-commercial literature;
Availability: Link
10. Kundenmanagement im Krankenhaus : Service – Qualität – Erreichbarkeit
abstractDie Relevanz des Themas -- Das Gesundheitswesen im internationalen Vergleich -- Das Gesundheitswesen in Deutschland -- Krankenhäuser, Kundenmanagement und Kundenorientierung -- Analyse der Kundenorientierung in Krankenhäusern -- Handlungsempfehlungen.
Nürnberg, Volker; Schneider, Barbara;2014
Availability: Link
Citations: 1 (based on OpenCitations)
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