High School Math Curriculum, Student\u27s Course Selection and Education Outcomes

Twenty-one states are increasing the requirements for a high school diploma so that all students graduate college-ready. The new graduation requirements include completion of Algebra, Geometry and Algebra II. Before this recent set of reforms, states had graduation requirements related to the number of math credits, irrespective of math course content. To quantify the potential impact of requiring Algebra, Geometry and Algebra II for high school graduation on educational attainment and math knowledge, I develop a dynamic, discrete choice model of high school attendance, math course selection and educational attainment. I estimate the parameters of the model using data from NELS:88/2000 under the old policy and simulate behavior under the new graduation requirement. Model simulations show that educational attainment at age 18 is very responsive to the policy change, but college completion by age 25 is less so. The on-time high school graduation rate falls from 84 to 59 percent, and the proportion of students opting for a GED during the four years of high school increases from 2 to 20 percent. The overall proportion of individuals who earn an advanced degree remains roughly constant, moving from 37 to 36 percent

High school math curriculum, students\u27 course selection and education outcomes

Twenty-one states are increasing the requirements for a high school diploma so that all students graduate college-ready. The new graduation requirements include completion of Algebra, Geometry and Algebra II. Before this recent set of reforms, states had graduation requirements related to the number of math credits, irrespective of math course content. To quantify the potential impact of requiring Algebra, Geometry and Algebra II for high school graduation on educational attainment and math knowledge, I develop a dynamic, discrete choice model of high school attendance, math course selection and educational attainment. I estimate the parameters of the model using data from NELS:88/2000 under the old policy and simulate behavior under the new graduation requirement. Model simulations show that educational attainment at age 18 is very responsive to the policy change, but college completion by age 25 is less so. The on-time high school graduation rate falls from 84 to 59 percent, and the proportion of students opting for a GED during the four years of high school increases from 2 to 20 percent. The overall proportion of individuals who earn an advanced degree remains roughly constant, moving from 37 to 36 percent

High school math curriculum, students\u27 course selection and education outcomes

Twenty-one states are increasing the requirements for a high school diploma so that all students graduate college-ready. The new graduation requirements include completion of Algebra, Geometry and Algebra II. Before this recent set of reforms, states had graduation requirements related to the number of math credits, irrespective of math course content. To quantify the potential impact of requiring Algebra, Geometry and Algebra II for high school graduation on educational attainment and math knowledge, I develop a dynamic, discrete choice model of high school attendance, math course selection and educational attainment. I estimate the parameters of the model using data from NELS:88/2000 under the old policy and simulate behavior under the new graduation requirement. Model simulations show that educational attainment at age 18 is very responsive to the policy change, but college completion by age 25 is less so. The on-time high school graduation rate falls from 84 to 59 percent, and the proportion of students opting for a GED during the four years of high school increases from 2 to 20 percent. The overall proportion of individuals who earn an advanced degree remains roughly constant, moving from 37 to 36 percent

Training TANF Recipients for Careers in Healthcare: The Experience of the Health Profession Opportunity Grants (HPOG) Program

This report focuses on TANF recipients’ engagement and experiences in the HPOG Program, with the goal of understanding how HPOG programs serve TANF recipients and developing hypotheses for further study. Specifically, this report uses preliminary data to describe observed differences — and possible reasons for the differences — in the participation, outcomes, and experiences of two types of HPOG participants: (1) those receiving TANF benefits when they begin an HPOG program and (2) those not receiving TANF when they begin an HPOG program. The report then addresses why TANF recipient participation levels vary across HPOG programs and identifies strategies programs used to engage the TANF population and work cooperatively with local TANF agencies

Health Profession Opportunity Grants Impact Study

Authorized by the Affordable Care Act, the Health Profession Opportunity Grants (HPOG) program provides education and training to TANF recipients and other low-income individuals for occupations in the health care field that pay well and are expected to either experience labor shortages or be in high demand.The HPOG Impact Study is designed to demonstrate how variations in program services affect program impacts. The literature on promising and innovative career pathways programs, especially in health care, is quite limited. As such, the HPOG Impact Study fills a void in the sectoral training and career pathways literature about both program effectiveness and which types of programs or program components are most effective. Key evaluation questions that will be addressed in the study include: 1. What impacts do HPOG programs have on outcomes of interest? 2. To what extent to these impacts vary by subgroups of interest? 3. To what extent does HPOG program participation (in particular components, with particular dosage) have an impact on outcomes of interest? 4. To what extent do various HPOG program models or components have varying impacts? 5. To what extent do specific program enhancements--facilitated peer support, emergency assistance, and non-cash incentives--have impacts, relative to the “standard” HPOG program? 6. How does parental participation in various HPOG program models and components affect outcomes for children? The study is being conducted by Abt Associates and its subcontractor The Urban Institute and is supported by the Administration for Children and Families, U.S. Department of Health and Human Services

HPOG Impact Analysis Plan

The Health Profession Opportunity Grants (HPOG) Impact Study will answer questions about the program’s overall effectiveness and explore how variations in services affect program impacts. This analysis plan provides detailed information on the study’s impact analyses, including data sources that will be used, how variables and measures will be operationalized, how missing data will be treated, the approach to hypothesis testing, and model specifications for each of the study’s research questions. This document supplements information outlined in the HPOG Impact Study Design Report released in November 2014. The amendment provides an update to the study’s approach for estimating the influence of locally adopted program components and implementation features on average impacts. The study team “pre-tested” the originally proposed analytic method and learned that it did not improve upon common practice

High School Math Curriculum, Students' Course Selection and Education Outcomes * (JOB MARKET PAPER)

Abstract Twenty-one states are increasing the requirements for a high school diploma so that all students graduate college-ready. The new graduation requirements include completion of Algebra, Geometry and Algebra II. Before this recent set of reforms, states had graduation requirements related to the number of math credits, irrespective of math course content. To quantify the potential impact of requiring Algebra, Geometry and Algebra II for high school graduation on educational attainment and math knowledge, I develop a dynamic, discrete choice model of high school attendance, math course selection and educational attainment. I estimate the parameters of the model using data from NELS:88/2000 under the old policy and simulate behavior under the new graduation requirement. Model simulations show that educational attainment at age 18 is very responsive to the policy change, but college completion by age 25 is less so. The on-time high school graduation rate falls from 84 to 59 percent, and the proportion of students opting for a GED during the four years of high school increases from 2 to 20 percent. The overall proportion of individuals who earn an advanced degree remains roughly constant, moving from 37 to 36 percent. * I would like to thank my dissertation committee Kenneth I. Wolpin, Petra E. Todd and Flavio Cunha for their support and insight. I am grateful to Rebecca A. Maynard for the opportunities available to IES Pre-Doctoral Fellows. I would also like to than