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"Education Assistance"
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Employer-Sponsored Education Assistance and Graduate Program Choice, Cost, and Finance
This paper studies the impact of the Economic Growth and Tax Relief Reconciliation Act of 2001 that amended employer-sponsored education assistance (ESEA) fringe benefits from taxable to nontaxable for graduate studies. ESEA is an integral part of graduate education finance and is the dominant non-loan source of student aid. Using difference-in-difference and triple-difference specifications, we empirically evaluate educational outcomes related to graduate education choice, cost, and finance. The empirical results suggest that post-law reform, non-degree graduate students who exercise ESEA benefits are 12.3% more likely to attend open-admission institutions, 12.5% less likely to attend in-state, 10.3% more likely to attend for-profit colleges, and no changes are identified on cost or education debt loads, relative to their pre-law reform peers. As a whole, no differences in program choice are observed for degree-seeking graduate students. Additionally, the estimates suggest that while degree-seeking graduate students applying ESEA attend programs that cost, on average, $1170 more, no changes are identified post-law reform (2008 dollars). Furthermore, degree-seeking graduate students that apply ESEA benefits take out, on average, $1530 less in student loans, and this declines by an additional $1474 post-law reform (2008 dollars). Analysis by graduate program and also by gender and age suggest substantial heterogeneity from graduate program educational outcomes, especially for MBA students.
Journal Article
Research on the Reform of the Teaching Mode of Rural English Education Assistance Based on the Technical Support of Network Technology
Under the background of the development of network technology, this paper aims to promote rural English teaching and constructs an English teaching model that combines English recognition technology and rural teaching. The main process of speech recognition is examined by analyzing different speech recognition technologies. Using a deep learning network, an English speech recognition model has been established. Combined with the English acoustic features in the network data, fluency of English speech is evaluated. Data embedding is performed on the English sequences in the network, combined with the sequence probability in the English data, so as to determine whether the English speech is correct or not. The Eval value for the English recognition model based on deep learning is 5.49%, while the test value is 5.89%, as per the results. As the English dataset increases, so does the English recognition technique proposed in this paper, and the accuracy remains above 0.6, and when the dataset is 500, the speech recognition accuracy is 0.8. The teaching model that combines speech recognition techniques with English teaching improves students’ English to a certain extent.
Journal Article
Education, poverty, malnutrition and famine
\"Education, Poverty, Malnutrition and Famine provides an overview of education response - what it is and how it can be improved in relation to one of the more persistent issues globally. Poverty, famine and/or malnutrition exist in variant degrees among developing and developed nations and the issue figures prominently in international development. This book provides a global overview of education and such issues through case study samples of countries within various regions and offers insights and proposes solutions on how educational response can help alleviate this challenge. Each chapter contains contemporary questions to encourage active engagement with the material and an annotated list of suggested reading to support further exploration\"-- Provided by publisher.
Book
Benefits of Nutrition Education in Local Community Supported Agriculture Sites: A Case Study
Nutrition education, framed within Supplemental Nutrition Assistance Program Education (SNAP-Ed) guidance, was provided to SNAP-eligible shoppers at community supported agriculture (CSA) sites in Michigan where SNAP nutrition incentives were accepted. An evaluation was conducted on data sources from sites where the CSA Food Navigator program was implemented to assess the delivery of nutrition education, understand the needs and experiences of SNAP-eligible shoppers, and measure behavioral outcomes. A multi-phase, mixed-methods design incorporated (1) outcome surveys with SNAP-eligible shoppers at participating CSA sites; (2) open-ended feedback surveys from CSA site staff; (3) nutrition educator activity logs; (4) a semi-structured nutrition educator focus group; and (5) semi-structured focus groups with SNAP-eligible shoppers. In phase one, descriptive analysis was completed on the quantitative data and constant comparative analysis was completed on the qualitative data. In phase two, these data were collated into case reports for respective CSA sites; then, a cross-case analysis was performed. In phase three, statistical tests were performed on SNAP-eligible shoppers’ survey data to assess outcomes against a nationally representative sample of nutrition incentive program participants. Results indicate significantly higher fruit and vegetable consumption among shoppers relative to SNAP incentive participants nationally. Key qualitative themes were (1) relating over transacting: investing in multi-level relationships, (2) personalizing engagement and experiential nutrition education, (3) activating social–ecological spheres to promote changes in access, and (4) enhancing education support and resources for accessibility. The findings have practical implications to enhance the delivery and impact of CSA-based nutrition education.
Journal Article
From schooling access to learning outcomes
This report finds that in developing countries over the past 15 years, high priority was accorded to increasing enrolments in primary schools, but much less attention was directed to the crucial issue of whether children are learning adequately. The report recommends that countries, the World Bank and development partners give the same emphasis to learning outcomes as to access, so that the world's increasing investments in primary education have a far greater impact on poverty reduction and national development. The World Bank is the largest provider of external financial support to education in developing world. Since 1963, it has transferred about US$36.5 billion for education, over $14 billion of which has been for primary education. Its current lending portfolio consists of about 143 operations in 88 countries amounting to US$8.4 billion. (DIPF/Orig.).
eBook
Multi-tiered systems of support in secondary schools : the definitive guide to effective implementation and quality control
\"Multi-Tiered Systems of Support in Secondary Schools is a humanistic guide used to produce reliable human capital outputs while ensuring the promotion of socially just practices on campus. Featuring real perspectives from practitioners, this text shows how to make manageable changes at secondary schools in accordance with public policy mandates and evidence-based practices by developing smart teams and programs, identifying roles and responsibilities, implementing layers of academic support and services, improving behavioral and mental health of students, and creating an inclusive school culture. This unique guide assists practitioners in implementing systemic change in a bureaucratic system while simultaneously strengthening the health and cohesion of the organization.\" -- Provided by publisher.
Book
Supplemental Nutrition Assistance Program-Education Improves Food Security Independent of Food Assistance and Program Characteristics
The purpose of this project was to determine whether consistent food assistance program participation or changes in participation over time mediated or moderated the effect of federal nutrition education through the Supplemental Nutrition Assistance Program-Education (SNAP-Ed) on food security and determine the associations of SNAP-Ed program delivery characteristics with change in food security. This secondary analysis used data from a randomized controlled trial from September 2013 through April 2015. SNAP-Ed-eligible participants (n = 328; ≥18 years) in households with children were recruited from 39 counties in Indiana, USA. The dependent variable was one year change in household food security score measured using the United States Household Food Security Survey Module. Assessment of mediation used Barron-Kenny analysis and moderation used interactions of food assistance program use and changes over time with treatment group in general linear regression modeling. Program delivery characteristics were investigated using mixed linear regression modeling. Results showed that neither consistent participation nor changes in food assistance program participation over time mediated nor moderated the effect of SNAP-Ed on food security and neither were SNAP-Ed program delivery characteristics associated with change in food security over the one year study period. SNAP-Ed directly improved food security among SNAP-Ed-eligible Indiana households with children regardless of food assistance program participation and changes over time or varying program delivery characteristics.
Journal Article