High-quality School Research Articles

The Impact of Micro-Level Influencing Factors on Home Value: A Housing Price-Rent Comparison

The housing sales market in China has flourished and gained considerable interest, while the housing rental market has lagged behind and been ignored over the past two decades. With the acceleration of urbanization, the housing rental demand is rising rapidly. Exploring and comparing the influencing factors on housing sale prices and rental prices has significance for sustainable urban planning and management. Using house purchase transaction and rent transaction data in 2017, as well as the average housing price and rent data in 2016 in Beijing, China, this paper compares the spatial distribution and it employs the hedonic price model and quantile regression model to quantify the average and distributional effects of micro-level influencing factors on housing prices and housing rents. Results show that housing prices and housing rents both have a decentralized distribution with multiple centers, but rents of residential communities with high housing prices may not necessarily be high. Both homeowners and renters prefer properties with good structural, locational, and neighborhood characteristics, as well as a good school attendance zone, whereas they still differ in terms of preferences. Homeowners prefer a higher-quality living environment. Renters are more concerned with proximity to an employment center and public transit convenience. Moreover, the price premium of school quality for homeowners exceeds the premium for renters. Higher-priced homeowners or renters differ in the preferences from lower-priced homeowners or renters. Higher-priced homeowners and higher-priced renters are more willing to live in property with a larger number of bedrooms, proximity to a major employment center, park, or school, as well as a location in a school attendance zone with higher school quality.

Supplementary Tutoring for Compulsory Education Students in China: Status and Trends

Purpose The purpose of this paper is to explore the current status of, and developmental trends affecting, the participation in supplementary tutoring by compulsory education students in China. Design/Approach/Methods Based on the data from the China Family Panel Study (CFPS) conducted by the Peking University Institute of Social Science Survey in 2010, 2012, 2014, and 2016, the paper uses the method of multilevel linear model to comprehensively analyze problems involving a multilevel data structure. Findings The paper finds that the proportion of compulsory education students participating in supplementary tutoring (and the expenditure on such tutoring) increased annually before declining in 2016. Students with higher socioeconomic status, higher school quality, and better academic performance have a higher tutoring participation rate and also spend more on tutoring. Students in China's three northeastern provinces and eastern coastal areas have higher participation rates in tutoring and higher tutoring expenditures. Originality/Value Supplementary tutoring in China already has its own developmental patterns and trends; however, few scholars have empirically studied the developmental patterns and trends of supplementary tutoring in compulsory education based on longitudinal survey data.

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Vocational High School Quality Viewed from Teacher Competencies

ABSTRACTThis study aims to describe the competence of productive teachers of Vocational High School in North Morowali Regency in terms of four teacher competencies. This research is a descriptive study, conducted in four accredited Vocational High Schools in North Morowali District. The respondents were 178 students. Data were collected through documentation and questionnaires. Data were analyzed descriptively by display in the form of data categories and graphs. The results showed: (1) pedagogic competence of teacher equal to 66,76% with high category, professional competence of teacher equal to 77,92% including high category, teacher personality competence equal to 78,66% including high category, teacher social competence equal to 79,82 % including high category.Keywords: teacher, vocational, competenceÂ

HIGH SCHOOL IN PUBLIC HIGH SCHOOL IN BRAZIL: INEQUALITIES AND REGIONAL CHALLENGES

This article approaches, in the five regions of Brazil, the universalization of High School, initial training and work conditions of teachers. The discussion was carried out based on educational indicators available at the National Research of Household Sample and the School Census. The analysis makes explicit disparities among the regions regarding to the universalization of access, most claimed in North and Northwest regions. Appropriate training has more requirements in Northwest and Central West regions. Similarly, better work conditions are most required in Central west, North and South. At the same time, it points, in the five regions, a context far from of the National Education Plan (2014-2024). It suggests that social quality of High School only will be a reality with insurance of universalization to young people from 15 to 17 years old and with all the teachers socially valued. It also demonstrates dimensions silenced nowadays in the Law number 13.415/2017 and its bet on flexibility.

Preadmission predictors of academic performance in a pharmacy program: A longitudinal, multi-cohort study

IntroductionThis study examined the extent to which a preadmission health science program and demographic variables predicted academic performance throughout an undergraduate pharmacy degree (BPharm) program. MethodsA longitudinal, multi-cohort study was undertaken of 557 students admitted to the University of Otago School of Pharmacy BPharm program between 2008 and 2012, from a preceding health science year (HSFY). Preadmission baseline data including health science grade point average (GPA), sex, age, ethnicity, residency status, and high school qualifications were matched against outputs of GPA performances in all three years of the BPharm program using regression analyses. ResultsFive hundred thirty-eight students (96.6%) completed their BPharm degree. The regression models were significantly predictive of performance in the BPharm program with 57%, 43% and 38% of variances explained for GPA performance across years two, three and four, respectively (p < 0.001). Demographic variables including being male, being from certain minority ethnic groups or not having a specific domestic high school qualification were associated with lower GPA performances across the BPharm program compared to reference groups. Discussion and conclusionsDetermining admission from performance rankings as the single selection tool holds reasonable predictive value early in progression, however additional measures may be warranted to better predict performances extending beyond the first year of the BPharm program.

Early Childhood Education and Later Educational Attainment and Socioeconomic Wellbeing Outcomes to Age 30

This paper examines the associations between attendance at early childhood education (ECE) and longer-term academic attainment and socioeconomic wellbeing in a New Zealand birth cohort studied to age 30. Nearly 95% of the cohort had attended ECE by age 5. After adjustment for family background and child characteristics, results showed statistically significant trends for increasing duration of ECE attendance to be associated with: greater attainment of high school and university qualifications and higher adult socioeconomic wellbeing (income, employment, occupational status); effect size estimates were small to moderate. No evidence was found for differential effects of ECE attendance across subgroups defined by child: ethnicity, gender, parental education or socioeconomic status. The implications of these findings are discussed.

Education quality, accessibility, and housing price: Does spatial heterogeneity exist in education capitalization?

Evaluating the capitalization effect of educational facilities via the real estate market has elicited considerable research attention. Although the spatial attribute of housing data is generally considered when constructing a hedonic price model, only a few studies investigated the spatial heterogeneity of educational capitalization in depth. To fill this gap, this study uses the housing data of 516 communities in Hangzhou, as well as constructs the hedonic price, spatial econometric and geographically weighted models to quantitatively evaluate the capitalization effect of educational facilities and explore whether space plays an important role in the capitalization of education. Results confirm that, from the perspective of educational quality or accessibility, kindergarten, primary school, junior high school, senior high school, and university significantly affect housing prices. Specifically, the quality of primary school and junior high school as well as the accessibility of university profoundly influence housing prices. The geographically weighted regression model (GWR) further reveals the existence of spatial heterogeneity in educational capitalization. Different types of educational facilities show significant spatial differences in the scope of influence and capitalization rate, thereby implying that homebuyers have different preferences for educational resources in different areas of the city. Comparisons of the three models affirm that the spatial econometric model can better handle problems caused by the spatial dependence of housing price, whereas the GWR has unique advantages in dealing with spatial heterogeneity and can obtain results that are substantially detailed.

Mathematical model for prediction of efficiency indicators of educational activity in high school

The quality of high school is a current problem all over the world. The paper presents the system dedicated to predicting the accreditation indicators of technical universities based on J. Forrester mechanism of system dynamics. The mathematical model is developed for prediction of efficiency indicators of the educational activity and is based on the apparatus of nonlinear differential equations.

Gender gaps in long-term earnings and retirement wealth: The effects of education and parenthood

We measure gender gaps in long-term earnings and retirement wealth over the 15-year period from 2001 to 2015. Our analysis of data from the Housing, Income, and Labour Dynamics in Australia survey generates new estimates of the effects of education on men’s and women’s long-term earnings. These show that whilst university qualifications improve women’s long-term earnings, university education does not, on average, lift women’s earnings above those attained by men with a high school qualification. The increment in long-term earnings associated with parenthood also shows a large gender gap favouring men. Parenthood is associated with higher long-term earnings for men but on average this factor has a strong negative association with women’s earnings. The article also maps the consequences of the gender gap in long-term earnings for retirement wealth in the form of superannuation. The results show how the large gender gaps in retirement wealth reflect in large part the economic costs arising from the gendered division of roles associated with parenthood in many Australian households.

Policy change, amenity, and spatiotemporal dynamics of housing prices in Nanjing, China

Understanding the spatiotemporal heterogeneity of the housing market is critical for formulating land/housing policies and achieving sustainable urbanization. This study analyzes the housing transactions at the city, community, and apartment levels in Nanjing, focusing on the effects of government policy and amenity. We find that housing prices have appreciated significantly in Chinese cities, and prices also vary within cities. We also find that changes in government policies, especially policies for the development of new urban districts and public facilities, significantly influence the spatiotemporal heterogeneity and dynamics of housing prices. Moreover, high-quality schools provided by governments are evidently exerting an increasing influence on housing values, while proximities to parks, (sub-)CBDs and government service centers also emerge as important factors. We can therefore summarize that housing price variation within Chinese cities is largely institutionally driven, and the Chinese government is the dominant agent of creating uneven urban development in China. We suggest that development policies should consider the need and location of residential areas and improve their access to public facilities to promote intra-urban equality in the housing market.

Private tutoring, students’ cognitive ability and school engagement, and the formal schooling context: Evidence from middle school students in China

This study examines the effects of participation in private tutoring on Chinese students’ cognitive ability and school engagement, and further investigates the role of the formal schooling context in moderating these effects. Utilizing a nationally representative data set of Chinese middle school students and the method of propensity score matching, I find that participation in private tutoring significantly boosts students’ cognitive ability and school engagement. Moreover, multilevel models are employed to demonstrate that the observed positive effects of receiving private tutoring vary across schools. Specifically, these effects are more significant for students in low-quality schools and tend to decrease for students in higher-quality schools. This study thus calls for a systematic examination of the private tutoring effects on various dimensions of student development as well as the contextual influence of formal schools while discussing the implications of private tutoring for educational inequality in contemporary China.

An evaluation of vocational high schools in Indonesia: A comparison between four-year and three-year programs

The research aimed to gain insights into the quality of four-year program vocational high school (VHS) in Indonesia compared to four-year program VHS. This research was conducted based on the school graduate standard, business sector and industrial sector (or Dunia Usaha dan Dunia Industri (DUDI)) – or the performance of the graduates and alumni (the graduates’ satisfaction). The research was conducted using Discrepancy Evaluation Model using 16 VHSs (eight four-year program VHSs and eight three-year program VHSs). The result shows that from the standpoint of the school, the graduates of the four-year program VHS are higher in quality than those of the three-year program VHS. The four-year program VHS graduates are more qualified in seven aspects: teamwork, discipline, tenacity, theoretical knowledge, confidence, creativity, and leadership. Meanwhile, using DUDI standpoint, the four-year program VHS graduates are also higher in quality than the three-year program VHS graduates. In addition, the four-year program VHS graduates are better in the quality of their discipline, tenacity, theoretical knowledge, practical skills, confidence, carefulness, creativity, and leadership. The four-year program VHS graduates have a higher level of satisfaction in terms of income than the three-year program VHS graduates. The higher quality of the four-year program VHS graduates has resulted from longer duration of the internship program (PKL) that provides them with reliable experience and skills concerning work-related problem-solving activities.

Transitions in Smoking Across a Pregnancy: New Information from the Growing Up in New Zealand Longitudinal Study.

Introduction Maternal smoking remains a modifiable cause of adverse maternal and child health outcomes. This study investigated smoking transitions across pregnancy. Methods Data from the contemporary child cohort study Growing Up in New Zealand (n = 6822) were used to analyse smoking status across three points across a pregnancy: pre-pregnancy, during pregnancy and after pregnancy. Odds-ratios (OR) were calculated for maternal, socio-economic and pregnancy-related factors associated with each transition using multivariate logistic regression. Results The prevalence of smoking pre-pregnancy was 20.3%. The cessation rate during pregnancy was 48.5%, while the postpartum relapse rate was 36.0%. Heavy smokers were less likely to quit during pregnancy (OR 0.13, 95% CI 0.08-0.20), and more likely to relapse at 9months (OR 2.63, CI 1.60-4.32), relative to light smokers. Women in households with another smoker were less likely to quit during pregnancy (OR 0.35, CI 0.25-0.48), and more likely to relapse postpartum (OR 2.00, CI 1.14-3.51), relative to women in a smoke-free household. Women without high school qualifications were less likely to quit during pregnancy than women with bachelor degrees (OR 0.21, CI 0.11-0.41) but no more likely to relapse. Maori women were less likely to quit during pregnancy than European women (OR 0.35, CI 0.25-0.49) but no more likely to relapse. Conclusion Heavy smokers and those with another smoker in the household are at high risk of smoking during pregnancy or relapsing after pregnancy. Decreasing smoking across a pregnancy therefore requires a focus on cessation in all households with heavy smokers of child-bearing age. The association between smoking and ethnicity may be confounded as it not consistent across the pregnancy.

Peer Quality and the Academic Benefits to Attending Better Schools

Despite strong demand for attending high schools with better peers, there is mixed evidence on whether doing so improves academic outcomes. We estimate the cognitive returns to high school quality ...

Attitudes toward Change: A Comparison Between Senior Assistants and Teachers in Malaysian Secondary Schools

The central aim of the study was to examine the patterns of attitudes toward change (ATC) of senior assistants and teachers in Malaysian secondary schools. A total of 1,014 respondents were involved in the final analysis. The findings revealed that a) the senior assistants scored significantly higher than the teachers in all the three domains of ATC; b) the senior assistants and the teachers hold cognitively-based ATC; c) as a whole, senior assistants scored at the quadrant of Embracing whereas the teachers scored at the quadrant of Acceptance; d) in terms of quadrants, the senior assistants scored at the quadrant of Embracing for Cognitive, Affective and Behavioural whereas the teachers scored at the quadrant of Embracing for Cognitive and Affective but at the quadrant of Acceptance for Behavioural. In summary, there is a need for relevant parties to uncover the real situation to improve teacher attitudes toward change. Improvement of quality of teachers’ attitudes is an obligatory condition for high quality school education as teachers are the change implementers who are closest to the student. Indeed, the central pivot of any school change is the acceptance or the heart of the teachers to work through the change process.

Planning for school turnaround in the United States: an analysis of the quality of principal-developed quick wins

ABSTRACTResearch suggests that high-quality school improvement planning reflective of the school’s needs and objectives is central to a principal’s success in leading a school. Some American scholars contend that successfully planned and executed “quick wins” are critically important to launching high-level organizational change processes necessary to turn around low-performing schools. Yet, lack of research suggests that the concept of quick wins may be built more on assumptions than evidence. In this study, we evaluate formal quick wins as planned by school principals participating in a turnaround leadership program in the United States. Our results suggest that principals struggle to develop high-quality quick wins despite their relative simplicity as an improvement planning starting point, especially in comparison with the development of traditional annual improvement or development plans. Finally, we consider the implications of these results in relation to traditional school improvement planning, especially in response to low-performing school contexts.

School Nursing EBP Clinical Guidelines: What They Are and Are Not, and Why They Matter.

Quality school nursing practice should be evidence-based. However registered nurses in autonomous school nursing practice have limited capacities to access, synthesize, and implement the best evidence into practice. Clinical guidelines are important tools to reduce barriers to evidence-based practice (EBP) and support the delivery of high-quality school nursing care. The purpose of this article is to outline what EBP clinical guidelines are, are not, and why they matter.

O ensino médio no Brasil: universalização do acesso e condições de trabalho

O artigo tem como objetivo compreender os limites e as perspectivas universalizao do acesso e as condies de trabalho dos professores no Ensino Mdio. Realizou-se a discusso com base em indicadores educacionais arrolados qualidade social, com destaque a Taxa de Frequncia Lquida e o Esforo Docente, e nas metas do Plano Nacional de Educao (2014-2024). A anlise dos dados explicita um contexto distante do proposto nas metas 3, 17 e 18 do referido Plano e evidencia desafios relacionados universalizao do acesso e s condies de trabalho do professor no Ensino Mdio. Sugere que o problema da qualidade social do Ensino Mdio no se resolver com a flexibilizao curricular proposta na Lei 13.415/2017. O salto de qualidade ser dado com a matrcula de todos os jovens, mormente os de 15 a 17 anos, na ltima etapa da Educao Bsica e a transformao da docncia numa profisso socialmente atraente.

The Effects of Regulations on Private School Choice Program Participation: Experimental Evidence from Florida

When deciding whether to participate in a private school choice program, private school leaders weigh additional financial benefits against additional regulatory costs. In theory, raising the costs associated with entering private school choice programs should reduce the likelihood that individual schools participate in those programs. However, very little empirical evidence exists evaluating this idea. While a few studies suggest that more highly regulated programs are correlated with lower levels of school participation, none have established causal relationships between these factors, and none have determined which program regulations are the most costly. Because it is nearly impossible to randomly assign program regulations to individual private schools, we use surveys to randomly assign different regulations to 3,080 private school leaders in Florida and ask them whether they would participate in a new private school choice program during the following school year. Relative to no regulations, our most conservative models find that open-enrollment mandates reduce the likelihood that private schools are certain to participate by about 17 percentage points, or 70 percent. State standardized testing requirements reduce the likelihood that private schools are certain to participate by 11 percentage points, or 44 percent. We find no evidence to suggest that the prohibition of copayment affects program participation overall. These estimates of the impact of regulatory requirements on the expressed willingness of private school principals to participate in a private school choice program are causal because random assignment leads to equivalence in expectation across treatment and control groups on both measurable and unmeasurable factors. We also find evidence to suggest that higher quality schools – as measured by tuition levels and enrollment trends – are more likely to be deterred by program regulations.