Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Improving enlisted service member transitions from active duty to civilian life calls for better information about how service members fare in their transitions. The authors examined the relationship among enlisted service members' military occupations, personal characteristics, and civilian employment outcomes over the first three years after separation from active duty. They used detailed empirical analysis of more than 1 million service records, matched to employment and earnings after separation. The data encompass all separations from the armed forces from 2002 through 2010. Earnings varied markedly in relation to the former service member's military occupation. Individuals who worked in intelligence and information systems consistently appeared in the high tier of post-service earnings. Those who worked in combat arms, medical, supply, and transportation were generally in the moderate or low tier of post-service earnings. These gaps point to military occupations that might need additional support to develop marketable skills, either during the whole of service members' military careers or around the time of transition. Higher levels of education achieved at the time of separation were associated with greater earnings after separation. Separations after poor conduct or substance abuse were associated with lower earnings. Deployment during service had mixed association with post-service earnings, depending on service, gender, and length of service. Service members in most military occupations had lower earnings after leaving the service compared with their final year of active duty. This finding emphasizes the importance of building marketable skills for service members and supporting their transitions into the civilian labor force.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Stackable credential programs—that is, programs that facilitate students' ability to earn multiple postsecondary certificates or degrees—have been a priority for Ohio, which has a long history of legislation, state and regional initiatives, and institution-led efforts to build more-effective pathways to address the needs of employers and students. To assess progress and inform ongoing efforts to scale stackable credentials, the Ohio Department of Higher Education and the RAND Corporation established a research partnership. In this report, RAND researchers examine students who earned postsecondary certificates in health care, manufacturing and engineering technology (MET), or information technology (IT) fields at Ohio institutions between the 2004–2005 and 2012–2013 academic years and went on to earn (or stack) additional educational credentials. The authors descriptively examine the completion of credentials over time, the types of students who are earning certificates and going on to stack credentials, the subfields and levels of credentials earned, the types of institutions students earned credentials from, and the credit accumulation and terms of enrollment for students earning different types of credentials.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Mathematics --- Academic achievement --- High school students --- Educational productivity. --- Study and teaching (Secondary)

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Mathematics --- Academic achievement --- High school students --- Educational productivity. --- Study and teaching (Secondary)

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.

EDU009000