Steven W. Hemelt's research while affiliated with University of North Carolina at Chapel Hill and other places

... A measure also used inConzelmann et al. (2022) for the social return on investment. ...

... As of 2010, the United States seems to have reached a plateau of consistently lower migration rates although it is still the case that those with a college degree are more mobile. Stange et al. (2022) look at migration patterns for recent graduates more closely and find that according to publicly available LinkedIn data, 50% of recent college grads stay in the MSA in which the institution they attended was located. This is especially true for less selective universities. ...

... 3 Previous research exploits job vacancy postings across different labor markets, without seeking to explain the CZ size premium (Hershbein and Kahn, 2018;Deming and Kahn, 2018;Hemelt et al., 2020). 2019; Moretti, 2021). ...

... There is a large body of research which demonstrates the positive impact of financial aid on college persistence and completion (Bell et al., 2009;Bettinger et al., 2009;Castleman & Long, 2016;De La Rosa, 2006;Goldrick-Rab et al., 2009;Grodsky & Jones, 2007;Page et al., 2019;Venegas, 2006). In spite of this research and the multi-billion-dollar annual investment made in need-based financial aid, there is a persistent gap in college completion for students from historically underrepresented backgrounds (Addo et al., 2016;Clotfelter et al., 2018;George-Jackson & Gast, 2015;Jackson & Reynolds, 2013;McCabe & Jackson, 2016). Rather than promoting access, college admissions and financial aid processes have been criticized for creating a series of barriers that the most vulnerable students must overcome to get to college (De La Rosa & Tierney, 2006). ...

... Referência: (Hemelt, Ladd and Clifton 2021) Título: "Do Teacher Assistants Improve Student Outcomes? Evidence From School Funding Cutbacks in North Carolina" Sumário: This article examines the influence of teacher assistants and other personnel on outcomes for elementary school students during a period of recession-induced cutbacks in teacher assistants. ...

... In Focus schools (schools with the widest achievement gaps between high-and lowachieving students), a short-run decrease in the math achievement gap was driven by stagnant performance among high-achieving students rather than growth among lower achievers. There were no effects on the reading achievement gap or math or reading performance (Hemelt & Jacob, 2018). ...

... Although STEM education remains an important means of getting locals into the lucrative economies of the region, STEM programs are also the most costly discipline for a higher education institution (HEI) to offer, averaging almost four times as much per student than a humanities major (Hemelt, Stange, Furquim, Simon & Sawyer, 2018). Furthermore, without knowledge of the quality of such programs in the DRC, it is impossible to know whether graduates are qualified enough to fill high-paying positions in their local economies. ...

... For example, taking at least one dual enrollment course increases the probability of attending college in Illinois (Lichtenberger et al., 2014;Taylor, 2015), New York and Florida (Karp et al., 2008), Texas (Giani et al., 2014), and Washington (Cowan & Goldhaber, 2015). However, other researchers find that dual enrollment has null effects on college enrollment in Tennessee (Hemelt et al., 2020) or heterogeneous effects based on a course subject (Speroni, 2011). Speroni (2011) finds that college algebra is the only dual enrollment course that significantly increases high school graduation, college enrollment, and degree attainment. ...

... As one can see, the classes students took at their respective elementary school in fifth grade ultimately decided their middle school mathematics pathway. This trend is consistent with several scholars' findings, such that mathematics course tracking commonly begins in elementary school (Hemelt & Lenard, 2020;Matthews et al., 2013;Lleras & Rangel, 2009). After SS was implemented, students had more opportunities to change pathways, illustrated in Figure 2. Figure 2 illustrates the possibility for upward (and downward) movement between levels of mathematics. ...

... Today, making career choices becomes difficult because of the many available careers, the staggering array of jobs, the continual changes in the economy and job market, the fear of making mistakes, and the misery that is likely to happen when people get into the wrong work [7]. Assessing the factors that influence the career choice of students is very imperative because it helps students in the Senior High Schools (SHS) to acquire the skills and knowledge to realistically plan for their future in the world of work [8]. Many students often are faced with uncertainty and stress as they make career choices [9]. ...