They served delicious…. At the campus we saw…. Site designed and developed by. Getting Started What we try to do is not have the client fit the program, but customize the program to fit the client. Find Out More Your Life, Your Way By providing fun and engaging activities, we help you gain the skills you need to live your life on your terms.
The Fab 5 select one. Functional Education Education celebrates the power of the mind. Life Skills Life Skills is about having a voice. Community Access Where are you going today? As many as 2, schools, colleges and universities have been involved in the Aimhigher scheme, which attempts to encourage teenagers or primary school pupils from less-advantaged backgrounds to go to university.
Mr Willetts said: "Aimhigher has assisted universities and schools to learn a lot about what works in raising the aspirations of young people from disadvantaged backgrounds, but we now need to use this knowledge to make much faster progress on social mobility. Ministers say social mobility stalled under the last government, and that they are giving universities increased responsibilities to widen participation and investing more in improving access for people from disadvantaged backgrounds.
The National Union of Students condemned the decision, saying that the scholarship programme money would be out-weighed by cuts to the Educational Maintenance Allowance EMA , which is paid to the poorest students in sixth forms and colleges.
This 'difference-in-differences' methodology allows us to distinguish the impact of the policy on outcomes from the time-constant effect of unobserved LEA attributes and trends.
Yet, given that the policy was implemented in EiC areas, and that there may be complementarities between the two programmes, our results should not be interpreted as isolating the independent effect of the Aimhigher: Excellence Challenge programme. In fact, while point estimates of the impact of Aimhigher: Excellence Challenge suggest a positive impact of the policy on the fraction of young individuals studying beyond compulsory education, there is enormous variation around these estimates and they do not provide statistically reliable information on the effectiveness of the policy.
This is due to the way in which the policy was implemented to cover only a few very broadly defined 'treatment' areas, which have to be compared to a similarly broadly defined comparison group. As a result, there is considerable variation in the outcome variables and only very large policy effects might be expected to result in statistical significance. Download full report.
This 'difference-in-differences' methodology allows us to distinguish the impact of the policy on outcomes from the time-constant effect of unobserved LEA attributes and trends common to both groups of LEAs. However, our analysis gives stronger evidence of heterogeneity in the effects of the policy. Individuals from more disadvantaged backgrounds for example, as indicated by those living on social housing or having unemployed fathers have seemed to benefit more from the policy, compared to students from better-off backgrounds - their probability of entering post-compulsory education is significantly higher as a result of the policy.
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