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- All Subjects: Songs (High voice) with piano
Description
A growing number of jobs in the US require a college degree or technical education, and the wage difference between jobs requiring a high school diploma and a college education has increased to over $17,000 per year. Enrollment levels in postsecondary education have been rising for at least the past decade, and this paper attempts to tease out how much of the increasing enrollment is due to changes in the demand by companies for workers. A Bartik Instrument, which is a measure of local area labor demand, for each county in the US was constructed from 2007 to 2014, and using multivariate linear regression the effect of changing labor demand on local postsecondary education enrollment rates was examined. A small positive effect was found, but the effect size in relation to the total change in enrollment levels was diminutive. From the start to the end of the recession (2007 to 2010), Bartik Instrument calculated unemployment increased from 5.3% nationally to 8.2%. This level of labor demand contraction would lead to a 0.42% increase in enrollment between 2008 and 2011. The true enrollment increase over this period was 7.6%, so the model calculated 5.5% of the enrollment increase was based on the changes in labor demand.
ContributorsHerder, Daniel Steven (Author) / Dillon, Eleanor (Thesis director) / Schoellman, Todd (Committee member) / Economics Program in CLAS (Contributor) / Department of Psychology (Contributor) / Sandra Day O'Connor College of Law (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Education, with emphasis on post secondary education, should become a top priority for policy makers with regards to the criminal justice system in the United States. Criminal justice funding within the United States is being applied increasingly to factors that correlate with high rates of recidivism such as housing increased numbers of inmates. Research strongly supports education in the mitigation of the rate of recidivism. Reducing the rate of recidivism helps to create a more sustainable influx of inmates into correctional facilities. Those who enter into prison are some of the most economically disadvantaged individuals in the United States. In comparison to the general population, the prison population has significantly lower formal education levels and lower literacy levels. Without access to an education, inmates have the greater struggle to reach economic livelihood. Limited access to education perpetuates a cycle of inequality and injustice and can contribute to high recidivism rates. Recidivism drives up the costs of taxpayer dollars. Effective means for integrating inmates into society, such as basic literacy training and access to post secondary educational programs, must be expanded on and implemented.
ContributorsAbraham, Kristen (Author) / Robertson, Sherry (Thesis director) / Bruhn, Karen (Committee member) / Ribeiro, Michelle (Committee member) / Barrett, The Honors College (Contributor)
Created2012-05
ContributorsMartorana, Gabrielle (Performer) / Olarte, Aida (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-20
Description
This study explored the influence of how the development of self-determination skills affected college students with an Autism Spectrum Disorder (ASD). Five college students who qualified for a university-based disabilities resource program under the category of Autism Spectrum Disorder (ASD) participated in a five session mentoring program over the course of the first 12 weeks of the fall semester. The mentoring program was designed to develop specific self-determination skills, including, self-awareness, self-advocacy, and confidence. Participants engaged in an interactive dialogue, discussing specific skills and experiences, relative to the development of self-determination skills. Pre- and post-surveys, and a post intervention interview indicated that the students reported positive results in describing that mentoring experience, and found the protocol useful in their development of self-determination skills. Implications identified for further application into practice, include (a) a deeper appreciation and review of the participants’ background and experience, (b) the development and implementation of peer-to-peer mentoring, (c) the need for more intentional collaboration with high school partners, (d) the need to expand the skills being developed, and (e), the need to expand the number of services and resources discussed. This study will be used in the exploration of a broader collegiate mentoring program geared towards students with ASD with the purpose of increasing self-determination skills.
ContributorsHarrop, Lance J (Author) / Caterino, Linda C (Thesis advisor) / Puckett, Kathleen (Committee member) / Montoya, Georgeana (Committee member) / Arizona State University (Publisher)
Created2017
ContributorsBan, Banlingyu (Performer) / ASU Library. Music Library (Publisher)
Created2018-04-10
Description
Literature reviews, books, and research studies are reviewed in this thesis with the purpose of examining the postsecondary transition of young adults on the autism spectrum (AS). Previous research on the specific social, legislative, victimization, and self-determination issues that young adults on the AS face during their postsecondary transition process is extensively examined as well as research that addresses the viewpoints of postsecondary programs from the perspectives of caregivers and young adults. Research studies and literature reviews that address current postsecondary programs for those on the AS and current adult outcomes for those on the AS are also included in the literature review section. The research aspect of the current thesis involved a postsecondary education transition team at Arizona State University who compared the viewpoints of young adults and parents of young adults on the AS on their experience with the postsecondary transition process and what they believe should be fundamental aspects of the postsecondary transition process. Two forms of a survey were administered (one for the young adult population and another for the parent population). Survey results found a lot of similarities and differences in terms of how caregivers and young adults felt about postsecondary transition. Although both young adults and caregivers expressed a strong interest in postsecondary programs for students with autism, both groups expressed that the likelihood of the young adult attending such a program would be significantly less. Differing viewpoints between the two populations existed on what a postsecondary program should look like. Although the two groups did agree that such programs should consist of an employment and social activities component, young adults felt that programs should have a more diverse set of criteria. Following completion of a secondary program, caregivers saw young adults attending a postsecondary education institution, while young adults perceived themselves as transferring directly into the workforce. On the contrary, caregivers did demonstrate an even variability in choice for opinions. The thesis concludes with the many implications for this study and suggestions for future research.
ContributorsHanish, Maxwell (Author) / Mccoy, Kathleeen M. (Thesis advisor) / Rader, Martha (Committee member) / Cocchiarella, Martha (Committee member) / Arizona State University (Publisher)
Created2011
ContributorsMcHardy, Haley (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-30
ContributorsCaupp, Acadia (Contributor) / ASU Library. Music Library (Publisher)
Created2018-03-27
ContributorsBates, Ashton (Performer) / Zhang, Dongfang (Performer) / ASU Library. Music Library (Publisher)
Created2018-04-14
ContributorsBlake, Ethan (Performer) / ASU Library. Music Library (Publisher)
Created2018-04-17