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Julie R. Trivitt

Bio: Julie R. Trivitt is an academic researcher from University of Arkansas. The author has contributed to research in topics: Voucher & School choice. The author has an hindex of 9, co-authored 23 publications receiving 335 citations. Previous affiliations of Julie R. Trivitt include Arkansas Tech University & Arkansas Department of Education.

Papers
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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: In this paper, the authors examine the usefulness of a corporate brand when parental school choice is expanded through K-12 tuition scholarships and evaluate whether Catholic schools carry an identifiable education brand (1) preferred even by non-Catholics, (2) for reasons connected to the brand, signaling largely accurate information resulting in an enduring "match" of school characteristics to student needs, and (4) leading to exit from the program when a Catholic school fails to meet consumers' brand expectations.
Abstract: How useful are “corporate brands” in markets? In theory, brands convey reliable information, providing consumers with shortcuts to time-consuming provider searches. We examine the usefulness of a corporate brand when parental school choice is expanded through K–12 tuition scholarships. Specifically, we evaluate whether Catholic schools carry an identifiable education brand (1) preferred even by non-Catholics, (2) for reasons connected to the brand, (3) signaling largely accurate information resulting in an enduring “match” of school characteristics to student needs, and (4) leading to exit from the program when a Catholic school fails to meet consumers' brand expectations. We test these hypotheses using attitudinal and behavioral data from a scholarship program in Washington, DC. The results largely confirm our hypotheses about the Catholic school brand being attractive, familiar, generally accurate, and, when not accurate, an instigator of programmatic attrition—results that speak to enduring po...

46 citations

Journal ArticleDOI
TL;DR: This paper used a regression discontinuity design to evaluate the impact of Florida's high-stakes testing policy on student proficiency in the low-stakes subject of science and found that students in schools facing more immediate sanctions under the policy made substantial gains in the highstakes subjects of math and reading.

44 citations

Journal ArticleDOI
TL;DR: In this article, the government has sought to improve the quality of the teacher workforce by requiring certification, and teachers are among the most licensed public personnel employees in the United States, according to the American Academy of Pediatrics.
Abstract: Historically, the government has sought to improve the quality of the teacher workforce by requiring certification. Teachers are among the most licensed public personnel employees in the United Sta...

38 citations


Cited by
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Journal ArticleDOI
TL;DR: It is concluded that multiple Imputation for Nonresponse in Surveys should be considered as a legitimate method for answering the question of why people do not respond to survey questions.
Abstract: 25. Multiple Imputation for Nonresponse in Surveys. By D. B. Rubin. ISBN 0 471 08705 X. Wiley, Chichester, 1987. 258 pp. £30.25.

3,216 citations

Book ChapterDOI
01 Jan 2014
TL;DR: In this paper, a revision of the previous edition article by Robert Visser, volume 4, pp 551-560, is presented. But this article is based on the previous version of the article.
Abstract: This article is a revision of the previous edition article by Robert Visser, volume 4, pp 551–560, © 2005, Elsevier Inc.

766 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

ReportDOI
TL;DR: In this article, the authors present evidence on whether NCLB has influenced student achievement based on an analysis of state-level panel data on student test scores from the National Assessment of Educational Progress (NAEP).
Abstract: The No Child Left Behind (NCLB) Act compelled states to design school accountability systems based on annual student assessments. The effect of this federal legislation on the distribution of student achievement is a highly controversial but centrally important question. This study presents evidence on whether NCLB has influenced student achievement based on an analysis of state-level panel data on student test scores from the National Assessment of Educational Progress (NAEP). The impact of NCLB is identified using a comparative interrupted time series analysis that relies on comparisons of the test-score changes across states that already had school accountability policies in place prior to NCLB and those that did not. Our results indicate that NCLB generated statistically significant increases in the average math performance of fourth graders (effect size 5 0.23 by 2007) as well as improvements at the lower and top percentiles. There is also evidence of improvements in eighth-grade math achievement, particularly among traditionally low-achieving groups and at the lower percentiles. However, we find no evidence that NCLB increased fourth-grade reading achievement. © 2011 by the Association for Public Policy Analysis and Management.

520 citations