A Quantitative Analysis of the Effects of Postsecondary Institution Conversions from Not-For-Profit to For-Profit

This study highlights the changes that have occurred at postsecondary institutions after conversion from not-for-profit to for-profit control. Using Delta Cost Project Data and a pre-post study design with a control group of not-for-profit institutions that did not convert, comparisons are drawn. The findings suggest that institutions that convert experience greater enrollment growth, a decline in fulltime employment levels per full time equivalent (FTE) student, no change in average expenses per FTE student, a decrease in total revenue, a decrease in Pell Grants received, a decrease in tuition and fees revenue, and a decline in average subsidy per student post conversion. These findings are critical to the creation of informed policy decisions regarding institutional conversions.     

A Telephone Intervention for Substance-Using Adult Male Perpetrators of Intimate Partner Violence

OBJECTIVE: To preliminarily evaluate telephone-delivered motivational enhancement therapy (MET) in motivating unadjudicated and nontreatment seeking intimate partner violence (IPV) perpetrators, who also use substances, to self-refer into treatment. METHOD: 124 adult men were recruited via a multimedia marketing campaign and were randomly assigned to the intervention (MET) or comparison group following a baseline assessment. Participants in the MET condition received a personalized feedback report on their IPV and substance-use behaviors, consequences, and social norms beliefs. RESULTS: Results supported the likely effectiveness of MET in short-term reduction of IPV behavior, increasing motivation for treatment seeking, and changing perceived norms for IPV and substance abuse (SA). CONCLUSIONS: Applications for brief MET interventions to facilitate voluntary treatment entry among substance-using IPV perpetrators are discussed.     

The Pursuit of Productivity

This study names a pantheon of entrepreneurs and managers who have introduced a range of far‐reaching productivity innovations throughout modern history. The thread tying together all of the innovations, in whatever sector of the economy one examines, is the theory of swift, even flow. The study argues why swift, even flow explains the power and long‐lasting nature of these innovations and why other factors thought by some to affect productivity fall short.     

Response Order Effects in Dichotomous Categorical Questions Presented Orally: The Impact of Question and Respondent Attributes

Using data from 548 experiments in telephone surveys conductedby the Gallup Organization, we explored how attributes of questionsand respondents moderate response order effects in dichotomouscategorical questions. These effects were predominantly recencyeffects and occurred most in questions that were more difficultto comprehend (especially among respondents with the least education),with response choices that were more difficult to comprehend(because they were complete sentences instead of words or phrasesand because they were not mutually exclusive), and that wereasked after many prior questions. Recency effects were alsomore common in questions that explicitly or implicitly encouragedrespondents to wait until they had heard all the answer choicesbefore formulating a judgment than in questions that inducedrespondents to begin formulating a judgment before all the answerchoices had been read (especially among the least educated respondents).A study of interviewer behavior revealed patterns of pausingbetween and within sentences that help to explain why some typesof questions are especially prone to recency effects and othersare not.     

The Collegiate Learning Assessment: facts and fantasies

The Collegiate Learning Assessment (CLA) is a computer administered, open-ended (as opposed to multiple-choice) test of analytic reasoning, critical thinking, problem solving, and written communication skills. Because the CLA has been endorsed by several national higher education commissions, it has come under intense scrutiny by faculty members, college administrators, testing experts, legislators, and others. This article describes the CLA's measures and what they do and do not assess, how dependably they measure what they claim to measure, and how CLA scores differ from those on other direct and indirect measures of college student learning. For instance, analyses are conducted at the school rather than the student level and results are adjusted for input to assess whether the progress students are making at their school is better or worse than what would be expected given the progress of "similarly situated" students (in terms of incoming ability) at other colleges.     

Bauer on Aid

Book reviewed in this article: Reality and Rhetoric. Studies in the Economics of Development. By P.T. Bauer     

The Prevalence of Uncorrected Refractive Errors in Adolescents Incarcerated in a Youth Detention Center

The purpose of this study was to determine the number of residents requiring corrective lenses in a youth detention center for juveniles from 12 to 18 years old over a 2-year period. A greater number of adolescents incarcerated for criminal activity in a detention center had uncorrected refractive errors (34.87 %) as compared to a comparable population in the public school system (22 %). The prevalence of significant refractive errors among incarcerated adolescents in this study is significantly higher than has been reported previously. The current study found a refractive error rate of almost 35 %. This difference can be explained by a number of factors in their social environments and identifies an area for potential intervention to reduce antisocial behavior in this population.