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Collin Hitt

Bio: Collin Hitt is an academic researcher from Southern Illinois University School of Medicine. The author has contributed to research in topics: Conscientiousness & Test (assessment). The author has an hindex of 13, co-authored 32 publications receiving 382 citations. Previous affiliations of Collin Hitt include Arkansas Department of Education & Southern Illinois University Carbondale.

Papers
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Journal ArticleDOI
TL;DR: This article conducted a meta-analysis of the achievement impacts of No Excuses charter schools, focusing on experimental, lottery-based studies and found that No Excuse charter schools increase student math and literacy achievement by 0.25 and 0.17, respectively, for approximately each year of attendance.
Abstract: Many most well-known charter schools in the United States use a “No Excuses” approach. We conduct the first meta-analysis of the achievement impacts of No Excuses charter schools, focusing on experimental, lottery-based studies. We estimate that No Excuses charter schools increase student math and literacy achievement by 0.25 and 0.17, respectively, for approximately each year of attendance. These are large and meaningful gains. Moreover, these effects are substantially larger than those of attending other kinds of charter schools. We discuss policy implications and offer necessary caveats.

66 citations

Journal ArticleDOI
TL;DR: This article found that the percentage of questions left unanswered during the baseline year, when respondents were adolescents, is a significant predictor of later-life outcomes and that respondents with higher item response rates are more likely to attain higher levels of education.
Abstract: Character traits and noncognitive skills are important for human capital development and long-run life outcomes. Research in economics and psychology now shows this clearly. But research into the exact determinants of noncognitive skills have been slowed by a common data limitation: most large-scale datasets do not contain adequate measures of noncognitive skills.This is a particularly acute problem in education policy evaluation. We demonstrate that there are important latent data within any survey dataset that can be used as proxy measures of noncognitive skills. Specifically, we examine the amount of conscientious effort that students exhibit on surveys, as measured by their item response rates. We use six nationally representative, longitudinal surveys of American youth. We find that the percentage of questions left unanswered during the baseline year, when respondents were adolescents, is a significant predictor of later-life outcomes. Respondents with higher item response rates are more likely to attain higher levels of education. The pattern of findings gives compelling reasons to view item response rates as a promising behavioral measure of noncognitive skills for use in future research in education. We posit that response rates are a partial measure of conscientiousness, though additional research from the field of psychology is required to determine what exact noncognitive skills are being captured by item response rates.

55 citations

Journal ArticleDOI
TL;DR: The authors found that the percentage of questions skipped during the baseline year when respondents were adolescents is a significant predictor of later-life educational attainment, net of cognitive ability, and they posit that response rates are a measure of conscientiousness, though additional research is required to determine what exact noncognitive skills are being captured by item response rates.

48 citations

Journal ArticleDOI
TL;DR: The assumption is that differences in test scores reflect differences in cognitive skills and conten... as mentioned in this paper, and the assumption is also supported by the fact that test scores are highly correlated with test scores.
Abstract: Policy debates in education are greatly influenced by international differences in test scores. The presumption is that differences in test scores reflect differences in cognitive skills and conten...

36 citations

Journal ArticleDOI
TL;DR: This article examined the extent to which respondents provide careless answers or intentionally skip questions in the Understanding America Study and found that careless answering is correlated with non-cognitive traits related to conscientiousness and neuroticism.

35 citations


Cited by
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Journal ArticleDOI
TL;DR: In this article, a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers is presented.
Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

4,931 citations

01 Jan 2000
TL;DR: “As a boy and then as an adult, I never lost my wonder at the personality that was Einstein.”
Abstract: 在翟象俊主编的《大学英语》第2册第5单元中,有这样一个句子:“As a boy and then as an adult, I never lost my wonder at the personality that was Einstein.”教参中指出“the personality that was Einstein”应理解为“the personality which was the most striking characteristic of Einstein”,该句译为“作为一个孩子,到后来作为一个成人,我一直对爱因斯坦的个性惊叹不已”。很明显,在这里译者把“personality”理解为“个性,人格”,但本人认为应译为“人物,名人”更妥。“personality”可作“个性,人格”讲,但它还有另外一个重要意思。在陆谷孙主编的《英汉大词典》(1993年版)中,“personality”第3条释义为:“个人,人物,名人”:“appoint a personality to lead a campaign,派一个人去领导一场运动”。“a personality in the news,新闻人物”。在...

1,096 citations

Book ChapterDOI
31 Oct 2017
TL;DR: The modern evolution of America's Flagship Universities by Eugene M. Tobin this article has been studied extensively in the field of educational attainment: overall trends, disparities, and the public universities we study.
Abstract: Acknowledgments vii Preface xiii Chapter 1. Educational Attainment: Overall Trends, Disparities, and the Public Universities We Study 1 Chapter 2. Bachelor's Degree Attainment on a National Level 20 Chapter 3. Finishing College at Public Universities 32 Chapter 4. Fields of Study, Time-to-Degree, and College Grades 57 Chapter 5. High Schools and "Undermatching" 87 Chapter 6. Test Scores and High School Grades as Predictors 112 Chapter 7. Transfer Students and the Path from Two-Year to Four-Year Colleges 134 Chapter 8. Financial Aid and Pricing on a National Level 149 Chapter 9. Financial Aid at Public Universities 166 Chapter 10. Institutional Selectivity and Institutional Effects 192 Chapter 11. Target Populations 207 Chapter 12. Looking Ahead 223 Appendix A. The Modern Evolution of America's Flagship Universities by Eugene M. Tobin 239 Notes 265 List of Figures 337 List of Tables 347 List of Appendix Tables 349 References 357 Index 377

696 citations

Journal ArticleDOI
TL;DR: Coleman et al. as discussed by the authors studied the consequences of adolescent culture on the school, in general, and on secondary education, in particular, using questionnaires given to high school students at two different times.
Abstract: This book is the result of carefully designed research attempting to delineate the various consequences that the existing adolescent culture has on the school, in general, and on secondary education, in particular. The study includes ten different high schools which vary in size from one hundred fifty students to nineteen hundred fifty students per high school. The communities vary from a small town, farming community, population one thousand, to a large city, population a hundred thousand, and a parochial school in Chicago. The data was collected by means of questionnaires given to the high school students at two different times—in the fall of 1957 and in the following spring. Questionnaires were also given to the teachers and sent to the parents. The book, however, concentrates on the analysis of the students' questionnaires. Dr. Coleman and his assistants have done a remarkable job in analyzing the data and

378 citations