University of Arkansas Department of Education Reform Research Paper Series最新文献

The Value of Study Abroad Experience in the Labor Market: Findings from a Resume Audit Experiment 留学经历对劳动力市场的价值:来自简历审计实验的发现

University of Arkansas Department of Education Reform Research Paper Series Pub Date : 2020-02-07 DOI: 10.2139/ssrn.3538269

Albert Cheng, Laura Florick

{"title":"The Value of Study Abroad Experience in the Labor Market: Findings from a Resume Audit Experiment","authors":"Albert Cheng, Laura Florick","doi":"10.2139/ssrn.3538269","DOIUrl":"https://doi.org/10.2139/ssrn.3538269","url":null,"abstract":"Conventional wisdom and some empirical research suggest that study abroad programs enhance skills and personal growth in ways that translate into success in the labor market. However, this research is limited by its inability to address sources of selection bias that may confound the positive relationship between study abroad experience and labor-market success. To overcome these limitations, we conduct a field experiment where we submitted fictitious resumes to potential employers, randomizing some resumes to list study abroad experience. With this resume audit, we estimate the causal relationship between participation in study abroad experience and the likelihood of receiving a callback from a potential employer. We also tested for potential heterogeneities by the location (i.e., Asia versus Europe) and length (i.e., two weeks versus one year) of the study abroad experience. Compared to resumes that list no study abroad experience, resumes that list study abroad experience in Asia regardless of length are about 20 percent more likely to receive a callback for an interview if the resume listed study abroad experience. The difference in rates increases to 25 percent when comparing resumes without study abroad experience to those that list two-week programs in Asia. Resumes that list study abroad experience in Europe for one year are 20 percent less likely to receive any callback and 35 percent less likely to receive a call back for an interview, relative to resumes that do not list study abroad experience. Implications about the value of study abroad are discussed.","PeriodicalId":336198,"journal":{"name":"University of Arkansas Department of Education Reform Research Paper Series","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125070534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Assessment of Faith and Learning 信仰与学习的评估

University of Arkansas Department of Education Reform Research Paper Series Pub Date : 2019-11-13 DOI: 10.2139/ssrn.3486401

B. Green, Albert Cheng, David I. Smith

引用次数: 2

Assessing Christian Learning: Vocation, Practices, and Investment 评估基督徒学习:职业、实践和投资

University of Arkansas Department of Education Reform Research Paper Series Pub Date : 2019-11-13 DOI: 10.2139/ssrn.3486433

David I. Smith, Mia Kurkechian, B. Green, Albert Cheng

引用次数: 3

Parental Occupational Choice and Children's Entry into a Stem Field 父母的职业选择与孩子进入Stem领域

University of Arkansas Department of Education Reform Research Paper Series Pub Date : 2019-09-01 DOI: 10.2139/ssrn.3457307

Albert Cheng, Katherine Kopotic, Gema Zamarro

引用次数: 3

Inside the Black Box: Stakeholder Perceptions on the Value of Arts Field Trips 黑箱内部:利益相关者对艺术实地考察价值的看法

University of Arkansas Department of Education Reform Research Paper Series Pub Date : 2019-05-01 DOI: 10.2139/ssrn.3382486

Angela R. Watson

{"title":"Inside the Black Box: Stakeholder Perceptions on the Value of Arts Field Trips","authors":"Angela R. Watson","doi":"10.2139/ssrn.3382486","DOIUrl":"https://doi.org/10.2139/ssrn.3382486","url":null,"abstract":"This descriptive, qualitative study, an extension of an experimental primary study, documents stakeholders’ experiences and perceptions of attending multiple field trips where urban elementary students in fourth and fifth grades were randomly assigned to receive three arts field trips including an art museum, a live theater performance, and a symphony concert. Evidence of declining K-12 attendance to educational cultural or arts field trips has been mounting for decades. Further, minority students in struggling schools and their teachers report attending fewer field trip experiences, as well as limited access to arts experiences in their schools. The full impact of this declining and restricted access to arts and culture on social-emotional learning (SEL) as well as on other academic outcomes is unknown. However, rigorous empirical evidence supporting the educational benefits of culturally enriching field trips continues to amass. I find that adult as well as student stakeholders report the importance of experience and exposure as the main impacts of educational arts field trips. Additionally, I find that classroom teachers support and advocate for experiential field trips for their students and consider it an important part of the job of educating students in their schools and community. Further, students make meaning from these experiences and articulate that meaning in intricate detail months after the field trips occur. Students also recall field trips from years past, connecting new experiences to prior learning, thus indicating that these are important and memorable experiences for them. I also find evidence of student-to-student connection via common experience, and shared meaning and learning. Lastly, students advocate for these experiences for themselves and for their peers, and articulate the importance of these experiences with poignant and compelling detail.","PeriodicalId":336198,"journal":{"name":"University of Arkansas Department of Education Reform Research Paper Series","volume":"20 23-24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134447996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Is Collegiate Political Correctness Fake News? Relationships between Grades and Ideology 大学政治正确是假新闻吗?年级与意识形态的关系

University of Arkansas Department of Education Reform Research Paper Series Pub Date : 2019-04-08 DOI: 10.2139/ssrn.3383704

Matthew C. Woessner, R. Maranto, A. Thompson

引用次数: 6

Does Art Make You Smart? A Longitudinal Experiment of the Effects of Multiple Arts- Focused Field Trips 艺术让你聪明吗?以艺术为中心的多种实地考察的纵向实验

University of Arkansas Department of Education Reform Research Paper Series Pub Date : 2019-02-28 DOI: 10.2139/ssrn.3360471

Heidi Holmes Erickson, Jay P. Greene, Angela R. Watson, Molly I. Beck

引用次数: 4

Private School Choice and Character: More Evidence from Milwaukee 私立学校的选择和特点:来自密尔沃基的更多证据

University of Arkansas Department of Education Reform Research Paper Series Pub Date : 2019-02-26 DOI: 10.2139/ssrn.3335162

Corey A. DeAngelis, Patrick J. Wolf

引用次数: 11

Promises Fulfilled? A Systematic Review of the Impacts of Promise Programs 承诺兑现?对承诺项目影响的系统评价

University of Arkansas Department of Education Reform Research Paper Series Pub Date : 2017-10-26 DOI: 10.2139/SSRN.2849194

E. Swanson, Angela R. Watson, Gary W. Ritter, Malachi Nichols

引用次数: 14

Does Private Islamic Schooling Promote Terrorism? An Analysis of the Educational Background of Successful American Homegrown Terrorists 私立伊斯兰学校会助长恐怖主义吗?美国本土成功恐怖分子的教育背景分析

University of Arkansas Department of Education Reform Research Paper Series Pub Date : 2017-10-16 DOI: 10.2139/ssrn.3068968

M. Danish Shakeel, Patrick Wolf

引用次数: 5