Bachelor's Degree Recipients Research Articles

Abstract WP112: Neighborhood Level Characteristics Associated With Adequate Transition of Stroke Care: The Transition of Care Stroke Disparities Study

Objective: Transition of Care Stroke Disparities Study is an observational prospective cohort aimed to investigate disparities in the transition of stroke care (TOSC) post-hospitalization to home and to identify factors associated with adequate TOSC and stroke outcomes. we have demonstrated that higher individual socioeconomic status is associated with adequate TOSC. The present study explores the association between neighborhood-level characteristics (NLC) and adequate TOSC in ischemic stroke patients 1 month after discharge. Methods: Data from 925 ischemic stroke patients discharged from 10 Comprehensive Stroke Centers (CSCs) was obtained from three sources: a. NLC: demographic composition, level of education, and median household income from publicly available data using participants’ Zip codes (independent variables); b. 30-day post-discharge data for 6 categories of TOSC-related behaviors (dependent variables) including medication adherence, weekly exercise, medical follow-up, rehabilitation attendance, toxic habit cessation, diet modification. c. Clinical characteristics from Get with the Guidelines-Stroke (covariates). The primary outcome was 100% adequate transition of care (ATOC), a combined index of ideal adherence to all applicable behavior modifications. Results: The sample included 46% Women, 23% Non-Hispanic Black and 22% Hispanic, the average age was 64 years. NLC ranged as follows: % Black (0-93.9, median 9.1), %Hispanic (3-99.9, median 82.3), % bachelor’s degree (6.3-77.3, median 26.2), and median household income ($18,920-159,914, median $48,816). Almost a third (34%) of participants achieved 100% ATOC. In the adjusted analysis of NLC variables, higher %Hispanic (OR=1.45, 95% CI=1.03-2.04), higher %bachelor's degree recipients (OR=1.62, 95% CI=1.21-2.18), and higher median income (OR=1.12, 95%CI=1.04-1.21) were significantly associated with achieving 100% ATOC. Conclusions: Results suggest that NLC plays a crucial role in adherence to care transition instructions, underscoring the importance of interventions targeted at lower socioeconomic status populations. Future work will determine the impacts of NLC on stroke recurrence and readmission.

Exploring the formation of individual educational paths for bachelor's and master's students at NULES of Ukraine

The article investigates the role of selective educational components in constructing personalized educational trajectories for bachelor's and master's degree recipients. It delves into the legislative framework that upholds the right of higher education seekers to shape their individual educational paths. The NULES of Ukraine's experience is detailed, emphasizing the allocation of selective educational components into blocks of free choice aligned with the educational program and tailored to the preferences of the recipients of educational services. The article also sheds light on overarching trends in credit distribution within undergraduate and graduate educational programs. It provides a rationale for the annual update procedure of the list of disciplines in the block of free choice, considering student preferences and presenting options for combining optional disciplines.

Selection criteria for cloud-based learning technologies for the development of professional competencies in statistics bachelors

This article presents the findings of an expert evaluation of current cloud-based learning technologies according to defined criteria and scientifically supports the selection criteria for cloud-based learning technologies for the development of professional competencies of bachelor's degree statistics majors. Information-didactic, functional, and technological criteria were established for the selection of cloud-based learning technologies for the development of professional competences of bachelor's degree statistics majors. The method of expert evaluation was used to implement the choice of cloud-based learning technologies for the formation of professional competences of bachelor's degree statistics majors, and effective use in the process of formation of relevant competencies. The expert evaluation was conducted in two stages: the first stage chose the cloud-based learning technologies that the author deemed to be the most appropriate, and the second stage identified those cloud-based learning technologies that should be used in the educational process as a way to develop professional skills for Bachelor of Statistics graduates. According to the study, CoCalc and Wolfram|Alpha are the cloud-based learning tools that are most suitable, practical, and efficient for the development of professional capabilities of upcoming bachelor's degree recipients in statistics.

Does alma mater matter? An audit study of labour market outcomes of Canadian Bachelor's Degree recipients.

In many parts of the world, the rewards attached to a university degree vary significantly according to the name of the institution one attends, particularly in countries with highly stratified postsecondary systems. Because the Canadian higher education system is relatively homogenous and non-hierarchical, it has been generally accepted that Canadian graduates enter the labour market on equal footing regardless of where they matriculate. We test this assumption through an experimental audit study that compares employers' responses to fictitious matched job applications from equally qualified bachelor's degree recipients from three Ontario universities: Brock, Queen's, and Waterloo. Not all employers make a distinction between the paired applications; but when they do, Waterloo is favoured. In these cases, even though applicants had the same field of study, academic achievement and work experience, employers singled out Waterloo applicants for a response 84% more often than those from Brock. These findings indicate that institutional affiliation matters in Canada, and suggests that graduates from some institutions fare significantly better in the labour market than their equally accomplished peers from other institutions. We conclude that even in relatively non-hierarchical systems with comparatively minimal structural or resource variation, status hierarchies emerge that privilege some graduates over others.

Do Overseas Returnees Excel in the Chinese Labour Market?

AbstractOverseas study is a global phenomenon and a major business internationally. But does overseas study pay off? Using data from the 2015 China Household Finance Survey (CHFS), we examine the labour market performance of overseas returnees in China. To obtain more accurate results, we matched each returnee with a local so that the domestic group is as similar as possible to the returnee group. We then conducted empirical analyses of the matched data. We find that compared with domestic postgraduates, returnee postgraduates earn about 20 per cent more annually. Moreover, the salary premiums paid for foreign graduate degrees can be attributed principally to the superior human capital gained from overseas education rather than from any “signalling” effect. Also, returnees with graduate degrees are more likely to enter high-income professions and foreign-funded ventures, and to reach higher positions in those organizations. However, we find no significant differences in income, occupation choices and positions between returnee and local bachelor's degree recipients. As such, we suggest that Chinese students and their families are best served when the students obtain a local undergraduate degree and then go overseas for graduate training.

Is student loan debt good or bad for full-time employment upon graduation from college?

Student loan debt represents an important phenomenon in the United States, as around 61% of bachelor's degree recipients graduate with a debt of over $28,100. Although studies emphasize that holding student loan debt delays the transition to adulthood in terms of marriage and home ownership, little is known about its impact on employment and this limited research offers, at best, equivocal evidence. The current study draws from Conservation of Resources theory to argue that student loan debt acts as a major financial stressor for new labor market entrants during job search. Using archival data from 1,248 graduating seniors from 4 geographically diverse universities in the United States collected in the context of a prospective study design, we found evidence for 2 countervailing mechanisms through which student loan debt may influence full-time employment upon graduation. On the one hand, college students who had student loan debt were more likely to experience financial strain, and subsequently more job search strain, which was negatively related to college seniors' odds of securing full-time employment upon graduation. On the other hand, this financial strain was also positively related to students' work hours while in the last semester of college, which was positively related to their odds of securing full-time employment upon graduation. Further mediation tests revealed that only the 3-stage indirect effect through job search strain (i.e., student loan debt → financial strain → job search strain → full-time employment) was statistically significant. The theoretical and practical implications of these findings are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

The Road to the Baccalaureate

International students are increasingly enrolling in U.S community colleges as a starting point to their higher education. However, limited research examines the factors contributing to their successful transfer to a 4-year institution and bachelor degree attainment. Utilizing longitudinal transcript data from a large community college district in Texas, this study uses hierarchical logistical regression to compare college experiences and transfer outcomes based on region of origin. Findings demonstrate that while Sub-Saharan African students have a significantly higher probability of transfer than Asian and Latin American students, the majority of bachelor degree recipients were Asian students graduating in STEM fields. Delayed enrollment into college and academic preparedness in math were negatively associated with transfer for Latin American and Caribbean students.

Another Day Another Dollar Metric? An Event History Analysis of Student Loan Repayment

Students increasingly borrow money to attend postsecondary education. Yet, little attention in the literature has been paid to the repayment of student loans, aside from failure indicators like default. This study examines a nationally representative sample of bachelor's degree recipients and the time it takes to reach different repayment thresholds on federal student loans. Motivated by a new federal emphasis on student loan repayment rates, we use event history analysis to show that bachelor's degree recipients have little trouble paying down $1 of their principal balance upon entering repayment. After just six months, 65 percent of this student borrower population had already done so, often paying back much more than $1. However, borrowers enrolled in federal Income-Driven Repayment (IDR) plans took much longer to pay down any loan balance, and many never did in the time we observed their repayment. The consistently negative relationship we find between IDR and paying down loan balances highlights a tension between repayment rate policies and the push for IDR reform of the U.S. repayment system. We discuss the policy implications of these findings and offer an alternative repayment metric to accommodate the contrasting goals and structures of standard repayment schedules versus income-contingent repayment policies.

Effects of a Double Major on Post-Baccalaureate Outcomes

We use data from the Baccalaureate and Beyond Longitudinal Study and propensity score weighting methods to estimate the effect of a double major on bachelor's degree recipients’ earnings within four years after college graduation. We classify each of a student's two majors in a double major combination as either “higher- or lower-paying,” based on the rank order of the average earnings of each major among single major students. Our analyses yield three main findings. First, within one year after graduation, double major graduates earn significantly less relative to their single major peers with the same higher paying major; however, by four years after graduation, their earnings are similar to those with the single higher paying major and significantly higher relative to those with the single lower paying major. Second, we find that double major graduates are more likely to be employed, work longer hours, and pursue graduate education than their single major peers four years after graduation. Finally, transcript data suggest that double major graduates take fewer classes in the higher paying major, which may explain their initial earnings penalty relative to those with the higher paying single major.

Finishing Strong: GPA and Timely College Graduation Outcomes among Native Hawaiian STEM Majors

We examine GPA and timely graduation among Native Hawaiian (NH) students using a unique dataset of bachelor degree recipients from the University of Hawai'i. Our findings indicate that NHs have lower average GPA at graduation and the differences persist across the entire distribution of GPA. More troubling were the larger differences in GPA between NHs and their fellow student STEM majors. We find that where students attend high school matters for STEM majors, whereas NHs in non-STEM majors take statistically longer graduate than their peers, regardless of their high school. More comprehensive research is imperative to understand these disparities, including how they translate into labor force outcomes and earnings.

Early Career Outcomes of International Bachelor's Degree Recipients from U.S. Institutions: The Role of International Status and Region of Origin

Early Career Outcomes of International Bachelor's Degree Recipients from U.S. Institutions: The Role of International Status and Region of Origin

Heterogeneity in educational pathways and the health behavior of U.S. young adults.

An increasing number of U.S. adults are progressing through college in decidedly more complex ways. Little is known, however, about how this growing heterogeneity may be associated with the health behaviors and ultimately health of young adults. Using a life course perspective, we investigate whether and why different educational pathways - that is, variation in when people attend and complete school - are associated with daily smoking and binge drinking among U.S. young adults. We use 14 waves (1997-2011) of data from the National Longitudinal Survey of Youth 1997 cohort (n=7,359) that enable us to identify the most common educational pathways, as well as their association with young adult health behaviors. Bachelor's degree recipients who enrolled immediately after high school but did not attain their degree within 4 years were more likely to smoke daily in early adulthood (i.e., ages 26 to 32) than those who enrolled in college immediately after high school and attained a bachelor's degree within 4 years. Conversely, bachelor's degree recipients who delayed college enrollment were less likely to binge drink in early adulthood than individuals who enrolled in college immediately after high school and attained a bachelor's degree within 4 years. Marital status and household income in young adulthood accounted for some of the relationships between educational pathways and health behavior. These findings highlight the complexity of education's relationship to health behavior and strongly suggest that heterogeneity in educational pathways should be explicitly examined in population health research. Word Count: 241.

Study shows student loan debt burden 4 years after graduation

About 72 percent of students who graduated with bachelor's degrees in 2007–08 borrowed money to pay for either their undergraduate or graduate education, reports the National Center for Education Statistics Institute of Education Sciences. The Debt Burden of Bachelor's Degree Recipients, a new NCES report, examined the debt these students carried four years after graduation.

Hispanic representation among bachelor's degree recipients in physical sciences and engineering

Between 2002 and 2012, the number of bachelor's degrees earned in the physical sciences grew by 47%; in engineering, the number increased by 33%. The number of Hispanics earning degrees in these disciplines grew even faster: 78% in the physical sciences and 64% in engineering. Though the growth in the physical sciences was larger, about five times more Hispanics earned degrees in an engineering field in 2012 than in the physical sciences.

Physics Trends flyers & high school flyers

Since 2000, we have published a series of flyers highlighting various data of interest to physics faculty members and students. For example, our Fall 2015 Physics Trends flyers display the employment sectors where physics bachelor's degree recipients work, the knowledge used frequently by mid-career PhD physicists working primarily in private sector jobs, and the proportion of women among physics faculty members. We have recently added a new resource for high school physics teachers: flyers focusing on high school physics. PDFs of both the Physics Trends and high school flyers are available for download at: www.aip.org/statistics/physics-trends and www.aip.org/statistics/highschool. We also have a limited number of printed copies of the Physics Trends flyers which we are happy to send to you upon request. We appreciate the responses from each of you who has helped us collect these data. Next month we will look at Hispanic representation among bachelor's degree recipients in physical sciences and engineering.

The value of educational degrees in turbulent economic times: Evidence from the Youth Development Study

Rising costs of higher education have prompted debate about the value of college degrees. Using mixed effects panel models of data from the Youth Development Study (ages 31–37), we compare occupational outcomes (i.e., weekly hours worked, earnings, employment status, career attainment, and job security) between educational attainment categories within year, and within categories across years, from 2005 to 2011, capturing the period before, during, and in the aftermath of the Great Recession. Our findings demonstrate the long-term value of post-secondary degrees. Bachelor's and Associate's degree recipients, while experiencing setbacks at the height of recession, were significantly better off than those with some or no college attendance. Vocational-Technical degree holders followed a unique trajectory: pre-recession, they are mostly on par with Associate's and Bachelor's recipients, but they are hit particularly hard by the recession and then rebound somewhat afterwards. Our findings highlight the perils of starting but not finishing post-secondary educational programs.

Job title of recent bachelor's degree recipients

Physics bachelor's degree recipients work in all kinds of professions—science writing, medicine, law, history of science, acting, music, healthcare and more. Since very few of these employees have the word “physics” in their job titles, it can be hard for new graduates to know where to look for jobs and how to find other recent physics graduates in the workforce. The American Institute of Physics and the Society of Physics Students joined forces on an NSF-funded grant to create career tools for undergraduate physics students.1 One of the tools available to students in the Careers Toolbox is a listing of common job titles of physics bachelors degree recipients working in various fields; some of the job titles are listed below.

Who hires physics bachelor's degree recipients?

As we saw last month, over 40% of the students who recently earned bachelor's degrees in physics enter the job market. There are employment opportunities for these graduates in all areas of the economy. When we contact graduates, we ask them where they are working, and we use their responses to compile a list of employers in each state who have recently hired a physics bachelor's degree recipient. We also produce a separate list of firms that have hired three or more physics bachelor's. These lists can be useful tools for students who want to know more about where one can find a job with a bachelor's degree in physics. The lists are available at www.aip.org/whos-hiring-physics-bachelors.

What are students who earned a bachelor's degree in physics doing one year after graduation?

Each year we attempt to contact each person who received a bachelor's degree in physics one year earlier to ask them what they are doing. New degree recipients typically follow one of two paths: enrolling in graduate school or entering the employment market. For the classes of 2011 and 2012 combined, nearly 60% chose to enroll in a graduate program; almost 40% of those opting for graduate school went into a field other than physics or astronomy. Only 4% of physics bachelor's degree recipients from the classes of 2011 and 2012 were still seeking employment one year after graduation.

Investment Over the Business Cycle: Insights from College Major Choice

This paper examines the relationship between individuals' personal exposure to economic conditions and their investment choices in the context of human capital. Focusing on bachelor's degree recipients, we find that birth cohorts exposed to higher unemployment rates during typical schooling years select majors that earn higher wages, that have better employment prospects, and that more often lead to work in a related field. Much of this switching behavior can be considered a rational response to differences in particular majors' labor market prospects during a recession. However, higher unemployment leads to other meaningful changes in the distribution of majors. Conditional on changes in lifetime expected earnings, recessions encourage women to enter male-dominated fields, and students of both genders pursue more difficult majors, such as STEM fields.These findings imply that the economic environment changes how students select majors, possibly by encouraging them to consider a broader range of possible degree fields. Finally, in the absence of this compensating behavior, we estimate that the average estimated costs of graduating in a recession would be roughly ten percent larger.