Reported Progress under the Student Right-to-Know Act: How Reliable is It?

The Student Right-to-Know Act requires colleges to provide institution-specific information on graduation rates for students initially enrolling full-time in the fall term. Not all students enroll in that fashion, especially at two-year institutions. We use data on degree-seeking students from the 1996/2001 Beginning Post-Secondary Survey to identify students for whom statistics are and are not reportable under the Act and to track their progress. Results indicate the published progress rates are substantially higher than the progress rates for the non-reportable populations, whether students enter a two-year or a four-year institution. While progress rates for the two samples are significantly correlated within four-year institutions, they are not within two-year institutions. For those beginning at two-year institutions, the progress rates reported under the Student Right-to-Know Act are indicative of neither their absolute nor their relative (cross-institution) probability of success. Policy makers and prospective students will not make efficient decisions without better information.Efficiency, Resource Allocation, Graduation

Increasing Returns to Education and Progress towards a College Degree

Returns to college have increased, but graduation rates have changed relatively little. Modifying a human capital model of college enrollment to endogenize time-to-graduation, we predict that higher returns to education will both speed graduation and increase enrollment. Some of those new entrants may, however, take longer to graduate. Using the 1989 and 1995 Beginning Postsecondary Studies, we employ a multinomial logit to model the association between individual and family characteristics, and five-year college outcomes: graduation, continued enrollment, and non-enrollment. Between cohort differences arise either because the characteristics of those entering college are different or because the relations between characteristics and outcomes have changed. We utilize a Oaxaca-Blinder style decomposition to distinguish between these two alternatives, attributing differences in characteristics to newly attracted students and differences in the relations between characteristics and outcomes to historically attracted students behaving differently. It is changes in behavior that explain the increased progress we observe.Higher Education, Graduation Rates, Persistence

Bessel beam propagation: Energy localization and velocity

The propagation of a Bessel beam (or Bessel-X wave) is analyzed on the basis of a vectorial treatment. The electric and magnetic fields are obtained by considering a realistic situation able to generate that kind of scalar field. Specifically, we analyze the field due to a ring-shaped aperture over a metallic screen on which a linearly polarized plane wave impinges. On this basis, and in the far field approximation, we can obtain information about the propagation of energy flux and the velocity of the energy.Comment: 6 pages, 4 figure

Reported progress under the student right-to-know act: how reliable is it?

The Student Right-to-Know Act requires colleges to provide institution-specific information on graduation rates for students initially enrolling full-time in the fall term. Not all students, however, initially enroll full-time or in the fall term. We use longitudinal data on academic, degree-seeking students from the 1996/2001 Beginning Post-Secondary Survey to identify those students for whom statistics are and are not reported under the Act and to track their relative progress at two- and four-year institutions. We also examine the intra-institution correlation between reported and unreported students' progress to determine if the published statistics will at least allow relative comparisons. Our results indicate that the published progress rates are substantially higher than the progress rates for the unreported populations. Furthermore, while these rates are relatively comprehensive for and comparable across four-year institutions, they are neither for two-year institutions. Policy makers and prospective students will not make efficient decisions using such unreliable information

A single structured light beam as an atomic cloud splitter

We propose a scheme to split a cloud of cold non-interacting neutral atoms based on their dipole interaction with a single structured light beam which exhibits parabolic cylindrical symmetry. Using semiclassical numerical simulations, we establish a direct relationship between the general properties of the light beam and the relevant geometric and kinematic properties acquired by the atomic cloud as its passes through the beam.Comment: 10 pages, 5 figure

Are the factors affecting dropout behavior related to initial enrollment intensity for college undergraduates?

We use data from the 1990/94 Beginning Post-Secondary Survey to determine whether the factors associated with long-term attrition from higher education differ for students who initially enrolled part-time as compared to for students who initially enrolled full-time. Using a two-stage sequential decision model to analyze the initial enrollment intensity decision jointly with attrition, we find no evidence of correlation in the unobservables that necessitates joint estimation, but substantial evidence that the factors associated with attrition differ by initial enrollment status. The timing of initial enrollment, academic performance, parental education, household characteristics, and economic factors had a substantially greater impact on those initially enrolled full-time, while racial and ethnic characteristics had a greater impact on those initially enrolled part-time. The results of our study suggest that separate specifications are necessary to identify at-risk full-time as compared with at-risk part-time students

A multinomial logit model of college stopout and dropout behavior

Studies of college attrition typically assume that all attrition is permanent. We use data from the 1990/94 Beginning Postsecondary Survey to distinguish between long-term dropout and short-term stopout behavior in order to test that assumption. We find significant differences between those who stop out and those who drop out in the first year. Failure to recognize these differences biases the results of standard attrition models and hence may cause policy makers to pursue inappropriate policy initiatives or incorrectly target at-risk populations. Furthermore, the type of financial aid received is found to have a differential impact on stopout versus dropout probabilities

Antigenic and genetic evolution of contemporary swine H1 influenza viruses in the United States

Several lineages of influenza A viruses (IAV) currently circulate in North American pigs. Genetic diversity is further increased by transmission of IAV between swine and humans and subsequent evolution. Here, we characterized the genetic and antigenic evolution of contemporary swine H1N1 and H1N2 viruses representing clusters H1-α (1A.1), H1-β (1A.2), H1pdm (1A.3.3.2), H1-γ (1A.3.3.3), H1-δ1 (1B.2.2), and H1-δ2 (1B.2.1) currently circulating in pigs in the United States. The δ1-viruses diversified into two new genetic clades, H1-δ1a (1B.2.2.1) and H1-δ1b (1B.2.2.2), which were also antigenically distinct from the earlier H1-δ1-viruses. Further characterization revealed that a few key amino acid changes were associated with antigenic divergence in these groups. The continued genetic and antigenic evolution of contemporary H1 viruses might lead to loss of vaccine cross-protection that could lead to significant economic impact to the swine industry, and represents a challenge to public health initiatives that attempt to minimize swine-to-human IAV transmission

Geographical variation in certification rates of blindness and sight impairment in England, 2008-2009

To examine and interpret the variation in the incidence of blindness and sight impairment in England by PCT, as reported by the Certificate of Vision Impairment (CVI). Design: Analysis of national certification data. Setting: All Primary Care Trusts, England. Participants: 23 773 CVI certifications issued from 2008 to 2009. Main Outcome measures: Crude and Age standardised rates of CVI data for blindness and sight loss by PCT. Methods: The crude and age standardised CVI rates per 100 000 were calculated with Spearman's rank correlation used to assess whether there was any evidence of association between CVI rates with Index of Multiple Deprivation (IMD) and the Programme Spend for Vision. Results: There was high-level variation, almost 11-fold (coefficient of variation 38%) in standardised CVI blindness and sight impairment annual certification rates across PCTs. The mean rate was 43.7 and the SD 16.7. We found little evidence of an association between the rate of blindness and sight impairment with either the IMD or Programme Spend on Vision. Conclusions: The wide geographical variation we found raises questions about the quality of the data and whether there is genuine unmet need for prevention of sight loss. It is a concern for public health practitioners who will be interpreting these data locally and nationally as the CVI data will form the basis of the public health indicator ‘preventable sight loss’. Poor-quality data and inadequate interpretation will only create confusion if not addressed adequately from the outset. There is an urgent need to address the shortcomings of the current data collection system and to educate all public health practitioners

Subtleties on energy calculations in the image method

In this pedagogical work we point out a subtle mistake that can be done by undergraduate or graduate students in the computation of the electrostatic energy of a system containing charges and perfect conductors if they naively use the image method. Specifically, we show that the naive expressions for the electrostatic energy for these systems obtained directly from the image method are wrong by a factor 1/2. We start our discussion with well known examples, namely, point charge-perfectly conducting wall and point charge-perfectly conducting sphere and then proceed to the demonstration of general results, valid for conductors of arbitrary shapes.Comment: 9 pages, 2 figures; Major change in this version: subsection added to Sect.4 (theorem generalization). Minor changes: title replaced; corrections to the English; some explanatory comments adde