农民工随迁子女高中教育与高中择校、高考移民的辨析及启示

农民工随迁子女高中教育成为继义务教育之后亟需面对和解决的问题。然而,"农民工随迁子女高中教育"与"高中择校"、"高考移民"的模糊性限制了人们正确地认识和有效地解决该问题。基于此,本文对三者共性及差异性进行了辨析和梳理,并在此基础上提出,在政策导向上将三者区别对待,在实践上将"父母社保号/一定年限纳税证明+农民工随迁子女学籍年限"作为农民工随迁子女在流入地接受高中教育的资格,以期为农民工随迁子女高中教育权利的保障进行有益的探索。     

Educational credentials and external effects: A test for the Netherlands

This paper proposes and uses a new test to discriminate between on the one hand the human capital model and on the other hand the credentialists and signalling models. Previous tests used only one source of variation between years spend in education and obtained degrees. Most use the variation among degree holders in the number of years they spend at school and some use the variation in the degrees obtained given the years spend in school. This paper uses both sources of variation in a combined method. It further tests the Stiglitz model of signalling, which hypothesizes that signalling will have positive external effects against other signalling and credentialist model, which hypothesize that signalling, will have negative external effects. Dutch data from the Amenities and services utilisation surveys of 1999 and 2003 (AVO’99, AVO’03) conducted by the ‘Sociaal en Cultureel Planbureau’ of the Netherlands is used to test the hypotheses.The main findings of the analysis is that on the one hand degrees are seen as a credential, i.e. the effects of educational degrees outweigh the effect of years of education, but that on the other hand investments in education lead to positive external effects. So the social return of education is higher than the private return, supporting Stiglitz (1975) idea of signalling.     

Origins and Destinations,but How Much and When? Educational Disparities in Smoking and Drinking Across Adolescence and Young Adulthood

Educational inequalities in health behaviors change dynamically across the life course. Yet, how parental and personal education interactively shape age-specific behavioral inequalities across the transition to adulthood has yet to be understood. Drawing on national Add Health data (N?=?12,605; 6,675 women and 5,930 men), we analyze age- and gender-specific trajectories of current smoking and binge drinking from adolescence to young adulthood. In line with previous work, we find that parental education associates with smoking and drinking disparities even after respondents’ own education is completed. Reciprocally, we also find that disparities by eventual educational attainment appear early. During the college years, higher parental education predicts higher—not lower—rates of binge drinking. We find that attaining higher education “against the odds” of an educationally disadvantaged family background circumscribes the lowest rates of smoking and drinking for men and women alike, and especially during the college years, while “falling from grace” by not attaining higher education at levels matching one’s parents predicts the highest levels of smoking and drinking for both genders during or after college. These results shed new light on the interactive socioeconomic processes that help to explain behavioral health gradients across adolescence and adulthood.

     

Effects of ability mixing in high school on adulthood earnings: quasiexperimental evidence from South Korea

We estimate impacts of ability mixing compared to ability grouping in high school education on students’ adulthood earnings. To overcome endogeneity and selection problems that plagued the previous studies, we exploit a policy experiment in South Korea in the 1970s, which changed the education regime of general high schools from grouping to mixing in major cities. We find that the mixing treatment has a positive but statistically insignificant effect on average adulthood earnings. We also find that while mixing has positive effects on low ability students’ adulthood earnings, it has smaller positive or even negative effects on higher ability students.      

Socio-demographic Correlates of Subjective Well-being in Urban India

This study aimed to explore subjective well-being (SWB) in an urban Indian sample. Adults (n = 1099) belonging to two wards in the city of Bangalore in South India, responded to a study-specific questionnaire. This paper is based on data generated as part of an ongoing larger study looking at correlates of SWB. Almost equal number of men and women responded to the study and their age ranged from 20 to 81 years (mean age 37 years). Majority of them were married, Hindus, from middle socio-economic status, had studied above pre-university level and more than half were earning. The mean scores on positive affect (40.9), negative affect (27.6) and life satisfaction (24) suggested above average levels of SWB. Higher age, being married, having higher education, higher income and working in a full time job seemed to improve life satisfaction and decrease negative affect. Religion was also significantly associated with negative affect. Step-wise regression analysis suggested that only education and income were important predictors of positive affect, while negative affect was better predicted by age, income, work status and religion. Life satisfaction was predicted by income, age and education. The important correlates of SWB for men and women were somewhat different. Overall, sociodemographic variables have minimal effect on SWB in urban India and research needs to explore other predictors of SWB.     

Schooling,marriage, and age at first birth in Madagascar

The low school attainment, early marriage, and low age at first birth of females are major policy concerns in less developed countries. This study jointly estimated the determinants of educational attainment, marriage age, and age at first birth among females aged 12–25 in Madagascar, explicitly accounting for the endogeneities that arose from modelling these related outcomes simultaneously. An additional year of schooling results in a delay to marriage of 1.5?years and marrying 1?year later delays age at first birth by 0.5?years. Parents’ education and wealth also have important effects on schooling, marriage, and age at first birth, with a woman's first birth being delayed by 0.75?years if her mother had 4 additional years of schooling. Overall, our results provide rigorous evidence for the critical role of education—both individual women's own and that of their parents—in delaying the marriage and fertility of young women.     

The Longitudinal Relationships Between Basic Psychological Needs Satisfaction at School and School-Related Subjective Well-Being in Adolescents

Situated within a positive psychology perspective, this study aimed at examining the nature and directionality of longitudinal relationships between basic psychological needs satisfaction at school and adolescents’ school-related subjective well-being. A total of 576 students (40.5 male and 36.8 % students in junior high school) completed measures of adolescent students’ basic psychological needs at school and school-related subjective well-being at two time points, 6 weeks apart. Cross-lagged structural equation modeling showed significant bidirectional longitudinal relationships between autonomy, relatedness, and competence needs satisfaction and school satisfaction. Furthermore, significant bidirectional relationships were observed between competence need satisfaction and positive affect in school. The findings provided important evidence of the roles of adolescents’ different types of needs satisfaction, experienced specifically during school, in adolescents’ school-related subjective well-being. The findings also helped extend the positive psychology perspective to the relatively neglected context of education.     

连片特困少数民族地区教育层次结构对农民收入增长的作用——以南疆三地州为例

连片特困少数民族农村地区是我国实现全面脱贫的攻坚区域,教育扶贫是彻底稳定脱贫的重要推手.以新疆南疆三地州少数民族农民微观调查数据为基础,通过明瑟分位数回归法,实证研究不同层级教育水平对少数民族贫困农民收入的影响.研究发现:由于南疆三地州少数民族和连片贫困的特殊性,不同层次教育对该区域少数民族农民收入的影响具有明显的差异性.其中,双语教育、高等教育、技能培训对收入增长的促进作用显著,初中教育和职业教育对收入影响不显著,职业教育处于"有功不明"的状态;而高中教育与收入增长呈现负相关关系,与高等教育的教育收益率显著为正形成悖论.因此,要完善连片特困少数民族地区教育结构,目前重中之重是全面普及高中教育,重视职业教育,跨出"教育门槛",解决教育的断崖式贫困问题.     

The impact of school entry laws on female education and teenage fertility

The literature on school entry laws in the USA suggests that school entry laws affect educational success in offsetting ways, where students born after the entry cutoff date tend to achieve higher test scores yet complete fewer years of schooling. However, the laws have little impact on a number of other outcomes, including fertility, wages, and employment. This paper has two goals. First, using a North Carolina dataset which individually links birth certificate data to school administrative records, it more fully explores the opposite impacts on educational success than previous papers and investigates why students born after the cutoff date have lower educational attainment despite doing better in school. Second, it investigates the impact of school entry laws on teenage fertility and provides some evidence that test scores and years of education have negative impacts, but that these impacts offset each other in the case of school entry laws.     

Very Happy Youths: Benefits of Very High Life Satisfaction Among Adolescents

This study investigated the characteristics of adolescents reporting very high levels of life satisfaction. Participants (N = 410) were divided into three life satisfaction groups: very high (top 10%), average (middle 25%), and very low (lowest 10%). Results revealed that very happy youths had significantly higher mean scores on all included school, interpersonal, and intrapersonal variables, and significantly lower mean scores on depression, negative affect, and social stress than youths with average and very low levels of life satisfaction. Life meaning, gratitude, self-esteem, and positive affect were found to have a significantly more positive influence on global life satisfaction for the very unhappy than the very happy. Findings suggest that very unhappy youths would benefit most from focused interventions aimed at boosting those variables having the most influence on their level of life satisfaction. Results are discussed in light of previous findings and suggestions for future directions are briefly discussed.     

Educational Attainment and Adult Mortality in the United States: A Systematic Analysis of Functional Form

A vast literature has documented the inverse association between educational attainment and U.S. adult mortality risk but given little attention to identifying the optimal functional form of the association. A theoretical explanation of the association hinges on our ability to describe it empirically. Using the 1979–1998 National Longitudinal Mortality Study for non-Hispanic white and black adults aged 25–100 years during the mortality follow-up period (N = 1,008,215), we evaluated 13 functional forms across race-gender-age subgroups to determine which form(s) best captured the association. Results revealed that the preferred functional form includes a linear decline in mortality risk from 0 to 11 years of education, followed by a step-change reduction in mortality risk upon attainment of a high school diploma, at which point mortality risk resumes a linear decline but with a steeper slope than that prior to a high school diploma. The findings provide important clues for theoretical development of explanatory mechanisms: an explanation for the selected functional form may require integrating a credentialist perspective to explain the step-change reduction in mortality risk upon attainment of a high school diploma, with a human capital perspective to explain the linear declines before and after a high school diploma.     

Perceived Social Support and School Well-Being Among Chinese Early and Middle Adolescents: The Mediational Role of Self-Esteem

This study examined the mediational role of self-esteem in accounting for the empirical link between perceived social support (parents, friends, and teachers) and school well-being (school satisfaction, positive affect in school, and negative affect in school). Participants were from China and were 221 early adolescents (Mage = 13.6) and 140 middle adolescents (Mage = 16.4). Among early adolescents, parent and teacher support, but not friend support, related significantly to positive school well-being. Among middle adolescents, friend and teacher support, but not parent support, significantly related to school well-being. For both early and middle adolescents, global self-esteem mediated relations between teacher support and school well-being. For early adolescents, global self-esteem mediated relations between parent support and school well-being; whereas for middle adolescents, global self-esteem mediated relations between friend support and school well-being. The findings supported socialcognitive models of well-being in Chinese context. Implications are discussed in the context of developmental and cultural considerations.     

The continuation of education after marriage among women in the United States: 1970

Data from the 1970 National Fertility Study are used to assess the extent and determinants of post-nuptial education among women in the United States. Over one-fifth of all women have attended high school or college since marriage; over one-third either have returned to school or anticipate returning to an academic institution sometime in the future. This phenomenon is apparently increasing since women married less than five years have already attended school in as great a proportion as women married 15-19 years. Examination of differentials reveals for both blacks and whites that post-nupital education is higher among women who: (1) attended college before marriage, (2) married early, (3) are currently separated or divorced, (4) support egalitarian sex-role attitudes, or (5) whose most recent occupation is in the professional, managerial, or administrative category. Post-nuptial trends in education undoubtedly reflect the much broader social phenomenon of changing sex-role perceptions.     

A Short-Term Longitudinal Study of Differential Sources of School-Related Social Support and Adolescents’ School Satisfaction

School is an important context for early adolescents’ development. An overall positive sense of well-being in school, measured by school satisfaction in this study, should be one of the indicators of a good schooling experience. To address the importance of social support in the school context, this study examined the relationship between three sources of school-related social support (family support for learning, peer support for learning, and teacher-student relationships) and early adolescents’ school satisfaction across time. Participants were 547 middle school students from a middle school in the Southeastern United States who completed surveys of school social climate and school satisfaction on two separate occasions, five months apart. Results showed that overall school-related social support explained a substantial amount of the variance associated with students’ school satisfaction reports at both time points. However, there were differential effects among three sources of social support. Specifically, teacher-student relationships accounted for the largest amount of variance in school satisfaction at Time 1 and Time 2 (controlling for Time 1); peer support contributed a statistically significant amount of unique variance to school satisfaction at Time 1; and family support significantly contributed to students’ school satisfaction at Time 2 (controlling for Time 1). Recommendations for educators, childcare workers, administrators, and policymakers are discussed in light of the findings and developmental considerations.     

School Attachment Among Taiwanese Adolescents: The Roles of Individual Characteristics,Peer Relationships,and Teacher Well-Being

This study examines the effects of individual characteristics (school grade and gender), peer relationships (peer support and peer victimization), and the subjective well-being of teachers (depression and job satisfaction) on students’ attachment to school. Twenty-four classes in grades 7 through 9 at two middle schools in Taipei were selected as the sample, and survey data were obtained from students and homeroom teachers. Hierarchical linear modeling was used to conduct a two-level analysis on 720 students and 24 teachers with valid data on all research variables. A series of models were constructed and tested stepwise. The results indicated that students’ average school attachment scores varied significantly among classes. A higher school grade was associated with reduced attachment while no gender difference was found. Peer support had a positive influence and peer victimization had a negative effect on school attachment. Finally, job satisfaction of the homeroom teachers positively contributed to students’ attachment to school, but teachers’ depression had no significant effect. Implications for creating a positive classroom environment were discussed.     

Educational Attainment and Mortality in the United States: Effects of Degrees,Years of Schooling,and Certification

Researchers have extensively documented a strong and consistent education gradient for mortality, with more highly educated individuals living longer than those with less education. This study contributes to our understanding of the education–mortality relationship by determining the effects of years of education and degree attainment on mortality, and by including non-degree certification, an important but understudied dimension of educational attainment. We use data from the mortality-linked restricted-use files of the Panel Study of Income Dynamics (PSID) sample (N = 9821) and Cox proportional hazards models to estimate mortality risk among U.S. adults. Results indicate that more advanced degrees and additional years of education are associated with reduced mortality risk in separate models, but when included simultaneously, only degrees remain influential. Among individuals who have earned a high school diploma only, additional years of schooling (beyond 12) and vocational school certification (or similar accreditation) are both independently associated with reduced risks of death. Degrees appear to be most important for increasing longevity; the findings also suggest that any educational experience can be beneficial. Future research in health and mortality should consider including educational measures beyond a single variable for educational attainment.     

Global and Ethnic Self-esteem in School Context: Minority and majority groups in the Netherlands

There is a considerable body of research that has explored the impact of school characteristics on the self-esteem of racial and ethnic minority group children. This work, however, has been mainly conducted among African Americans and has various conceptual and methodological problems. The present large-scale study in 182 classes from 82 schools has tried to go beyond this research by focusing on different groups of early adolescents in the Netherlands and by using multilevel analysis. This analysis allows to examine the importance of both individual and classroom determinants for personal global and ethnic self-esteem. It was found that both global self-esteem and ethnic self-esteem depend partly on the classroom context. Multi cultural education and teachers' reactions to ethnic harassment affected self-esteem positively. In addition, the proportion of Dutch pupils affected ethnic self-esteem among ethnic minority groups negatively but not that of the Dutch. Furthermore, ethnic minority group participants were found to possess higher ethnic self-esteem and higher global self-esteem than the Dutch. In addition, boys had more positive self-esteem than girls.     

What Men Who Have Sex With Men in Peru Want in Internet-Based Sexual Health Information

We aimed to gather information among gay men regarding their preferences for online sexual health information; 1,160 Peruvian MSM, 18 years or older, completed an online survey hosted on www.tunexo.org. The mean age was 26.8 years. Around 90% had post–high school education. The self-reported HIV prevalence was 12.3%. The acceptability of sexual health content was greater in the most highly educated group. The highest rated topics and services of interest were those related to improving sexual and mental health. The least educated group was significantly more interested in “getting prevention messages on mobiles” compared to men with the highest level of education (71% vs. 52%; p < 0.001). Men’s sexual health was of more interest to the 30–39-year-old group compared to the 18–24-year-old one (97% vs. 87%; p = 0.005). Future Web-based interventions related to sexual health among targeted groups of MSM in Peru can be tailored to meet their preferences.     

Changing effects of family background on transitions to secondary education in the Netherlands: Consequences of educational expansion and reform

Recent developments in educational transitions research suggest a decomposition of qualitative dimensions within educational levels that are (nearly) universal. However, research on long-term trends of social stratification in the structurally tracked educational system of the Netherlands has not been published previously. In the Netherlands, the secondary educational level is divided into four hierarchical tracks which each lead to different options for subsequent educational decisions. A rapid increase of participation in the higher tracks over time however, may have changed the background-specific distribution of early track placement. This paper improves upon previous research on educational inequality by incorporating a long-term perspective into tracking research. The secondary level of the Dutch educational system is decomposed into its four tracks, using a time frame that covers cohorts that entered secondary education between 1946 and 1998. The application of multinomial logit regressions reveals that the choice of a secondary track is strongly depending on social background features, measured as education of the parents and occupational status of the father. We found linear downward trends of effects for fathers’ occupation in the intermediate tracks for the cohorts that entered secondary education between WWII and the 90s. The effects of parental education also decrease after WWII, but the trend is curvilinear and not enduring. Unexpectedly, the effects almost reach their previous level in the youngest cohort. Our results furthermore suggest that a controversial reform of the educational system in 1968 neither triggered nor accelerated equalization of secondary education, although it resulted in a growth of participation in senior general education (HAVO).     

An examination of paternal and maternal intergenerational transmission of schooling

More educated parents are observed to have better educated children. However, previous research has found conflicting results regarding the role of fathers and mothers: in most cases, a strong positive paternal effect was found with a negligible maternal effect; in fewer cases, opposite results were found. In this paper, I use a sample of Norwegian twins to evaluate the impact of sample size and sample selection on the estimates’ robustness: results concerning the effect of mother’s education are very sensitive to the sample size, while the selection of the sample seems to be a key to reconciling previous results.