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Std 7 hindi
april2022
Dhoran 7 hindi paper
Hi Friends,
In addition t potentially observable factors like academic achievement, family background, and ability, other analysts have tried to control for selfselection into various institutions, as individuals select the institutions that might be best for them. Self-selection may be a particularly important aspect of subbaccalaureate education because of some evidence that community college students choose these institutions (rather than four-year colleges) when they are unsure of their abilities and interests, when they are unsure of their ability to make their way in large and impersonal institutions like public four-year universities, and when they feel unable to leave home."
As a result of self-selection, some observers have argued that most students attending two-year colleges would not attend postsecondary education at all if community colleges were not so accessible. This issue is in turn related to a conceptual argument and to important decisions about statistical analysis. If community college students would otherwise have attended four-year colleges where they are more likely to complete baccalaureate degrees, then community colleges operate to "cool out" their aspirations, reducing their eventual education attainment (Clark, 1960, 1980; Karabel, 1972; Zwerling, 1976; Pincus, 1980; Brint & Karabel, 1989). If, on the other hand, students entering community colleges would otherwise not have progressed beyond high school, then the expansion of two-year colleges since the 1960s provides enhanced educational opportunities, particularly for moderateincome, minority, and other "non-traditional" students.
A number of researchers have compared students with postsecondary education in two-year versus fouryear colleges, implicitly assuming that the alternative for those attending community colleges would have been to attend four-year colleges. But if four year college is not a possibility, then the relevant comparison is between the effects of a high school diploma and those of various amounts of community college education. In the results reported in Sections II, I take the latter approach, comparing the wages and earnings of individuals with varying kinds of postsecondary education to those of high school graduates.
"I'l A final problem is that the benefits of postsecondary education may not materialize until individuals reach their late twenties or early thirties. In conventional age-earnings profiles by levels of education, earnings for different education groups do not begin to diverge until after age 30. One implication is examining wages and earnings soon after leaving postsecondary education may not capture the differentials related to education that emerge only as individuals advance in the early stages of their careers (see Klerman & Karoly, 1994 on movement into "adult" employment).
This is a special problem with national data sets based on young cohorts, and with state data that collects information shortly after leaving postsecondary education. In sum, the particular institutions that provide sub-baccalaureate education, the nature of students who enroll in these institutions, the special characteristics of demand generate a series of hypotheses worth investigating, though certain well-known statistical issues create problems in doing so.
As we will see in the next sections, many data
sets are not rich enough to test some of these hypotheses and others have not
been investigated even when the data are available. These issues illustrate the
complexity of sub-baccalaureate education, along with its potential importance
for students and employers alike.
