Article 334 of the Constitution of India (1950) stipulates that certain electoral districts in each state should be reserved for minority groups, namely the “Scheduled Caste”(SC) and the Scheduled Tribe”(ST), through the reservation of seats in the states' legislative assemblies. Even though the original article stated that the reservation policy would be in place for just twenty years, it has been amended several times and is still in effect. This dissertation examines the impact of the policy on the education and health outcomes of the SC population. Variations in seat quotas are generated by the timing of elections in different states and the states’ fluctuating SC populations. The first paper on education uses data from 25 Indian States and 3 Union Territories for the years 1990-2011 to form a panel dataset to estimate the impact of the quota system on both enrollment and dropout rates among SC students in all levels of schooling. I use the fixed effect regression to test the mechanisms through which an elected SC legislator could have an influence on the education outcomes for the SC population in the represented state. I then use the resulting variables as my controls to identify the causal relationship using the dynamic panel data model. I find that a SC legislator has the potential to influence the number of schools built, as well as the amount of education and welfare expenditure allocated to the SC population. Moreover, I find that the SC political reservation has a positive and statistically significant impact on the SC enrollment rates and a negative and significant impact on the dropout rates, in all levels of schooling. Likewise, I use the NFHS-3 dataset and the Cox Proportional Hazard Model to estimate the hazard rates (risks of dying) of children under the age of 12 months (IMR) and under the age of 60 months (U5MR) as influenced by different SC quota share quintiles. I find that the 50-60% quota-share quintile has the biggest impact in reducing the IMR and U5MR among the SC children.

Magister Philosophiae - MPhil / Background: In South Africa, many students are not able to register at higher education institutions after receiving their high school diploma. The majority of those who do register do not even complete their tertiary studies. The purpose of this research project is to investigate and analyse higher education institutions’ enrolment and dropout within the Gauteng province, South Africa. Data and Methods: Large-scale secondary data from the General Household Survey (GHS, 2012), obtained from Statistics South Africa were used. The Statistical Package for Social Science (SPSS) and the Statistical Analyst System (SAS) software package were utilised for quantitative analysis. The numerous local and international pedagogical studies synthesised in this research show that finance, unplanned pregnancies, orphanhood and transport to the higher education institutions are some of the main concerns that affect the enrolment rate of students. Further variables such as gender, race, ethnicities and the type of institution have also negatively affected the enrolment rate of students, particularly in sub-Saharan Africa. Results: According to the ICEF Monitor 2015, current higher education enrolment in Sub-Saharan Africa is 8%. The UIS Fact Sheet 2010 revealed that the enrolment ratio is 4.8% for women compared to 7.3% for men. The present study focuses on the Gauteng province's students who have completed their high school education, as well as those who are either registered or not registered within the province’s higher education institutions, and are between the ages of 17 and 35 years. Conclusion: This study hopes to be useful to policy-makers, research managers and other decision makers within education.

The problem of this study is twofold. The first is to discover in what ways are physics teachers and counselors in large Texas public secondary schools encouraging students to take physics, and second, what are their perceptions of reasons for student avoidance of physics. The population consisted of physics teachers and counselors in large (1,310 minimum enrollment) high and low percentage physics enrollment schools. Percentage enrollment in physics is defined as the number of students enrolled in physics compared to total twelfth grade enrollment. Thirty high (above 8.9) and thirty low (below 8.0) percentage enrollment schools comprise the sample population. Data were collected using separate questionnaires that related to (a) school, (b) physics teacher, and (c) counselor variables that could affect physics enrollments. The questionnaires addressed to perceptions of both physics teachers and counselors covered (a) the exchange of physics course information between students, teachers, and counselors, (b) the method of exchange of physics course information, and (c) the extent to which the physics program is sold to the student body. Also elicited were eleven responses from both physics teachers and counselors that pertain to perceived reasons for student avoidance of physics courses. A statistical analysis was made between physics teachers and counselors perceptions pairing high and low percentage enrollment groups by chi square analysis of each item of the questionnaire, using a .05 level for significance.

Research in Canada and abroad has shown that newcomers face multiple obstacles in their search for health care during their resettlement and integration to the host society. In Ontario, primary care services are organized in three main models based on the remuneration scheme to physicians: fee for service, capitation, and salaried. During the Primary Care reforms in early 2000s, the province introduced new models of primary care practices to enhance the quality of care through the expansion of comprehensive multidisciplinary care, applying more preventive measures and enhanced chronic disease management strategies. Along with these innovative reforms, the province promoted an enrollment system with a family doctor in the primary care practices. This research examined the access of immigrants to the enrollment system in Ontario. A review of the literature contrasting a PMC and PHC approaches showed that the latter has more potential to address social determinants of health of immigrant populations. Taking into account the organization of health services in the province, immigrants can receive primary care services mainly through PMC practices (FFS and capitation-based), but also through PHC-type of models, such as Community Health Centers. The analysis of enrollment in primary care was conducted using a secondary analysis of administrative data. The main findings have shown that immigrants’ enrollment in primary care services has increased over time, but the levels of enrollment remain lower compared to long-term residents. Moreover, compared to long-term residents, immigrants have less access to the most comprehensive models of care, which represents an important inequity. In exploring the perceptions of immigrants in two major cities of the province, most of the participants perceived that important factors, such as information, knowledge, language barriers, cultural issues; are affecting their capacity to understand and navigate the system. Hence, it takes a long time for them to make sense and learn how to connect and use the system.

The objective of the study is to apply Markov chain analysis to analyze student flow through King Abdul Aziz University (KAU) in Saudi Arabia, and to predict important metrics such as graduation and dropout rates. This objective arises from examination of the policies of KAU University. We begin with background information detailing the subject of study, then move into a general outline of stochastic processes. We then use these methods to construct a specific matrix of transition probabilities with data from the university student population. Finally, we discuss the calculation of the possibilities of transition between each level of study and the average time a student takes to complete each stage. The study uses Markov chains with these outcomes to analyze student retention data from the Department of Mathematics at KAU. From this analysis, the study will provide university policy recommendations that can be generalized to examine other universities.

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The purpose of this study was to determine if there is a relationship between dual enrollment engagement and the completion of a certificate or diploma at a Tennessee College of Applied Technology. Other factors such as demographics of race and age was considered as well. This study is useful in providing further information on the transition from secondary to postsecondary education. Information was gathered to determine the relationship between high school dual enrollment students who attend a Tennessee College of Applied Technology and the likelihood of graduating with a diploma. The participants consist of high school dual enrollment students from each of the 27 Tennessee College of Applied Technology institutions across the state of Tennessee. The findings of this study were that there is a correlation between increased levels of dual enrollment engagement and the completions of a certificate or diploma.

This study addresses student accountablity and the need for a change of focus from groups of children to the individual child. Accountability data gathered for the study came from the Texas State Department of Education.

This dissertation assesses the effectiveness of the Ugandan Universal Secondary Education policy. It seeks to ascertain whether and to what extent offering free-tuition education at eligible public and private secondary schools has affected gross enrollment rates at the lower secondary school level in Uganda between 2007 and 2015. Using a synthetic control method as well as a linear probability model, I explore the impact of the USE policy on lower secondary school enrollment both at the country and household levels since the policy implementation in 2007 up to 2015. To carry out the analysis, I merge several sources of administrative data, including World Bank education indicators, UNESCO Institute of Statistics data on school participation, Uganda National Bureau of Statistics' annual statistical abstracts and Uganda’s Ministry of Education and Sports’ annual reports into a country-panel dataset for the period of 1992-2015 and use the latter for the synthetic control approach. The linear probability model exploits the data from the 2013 Uganda National Household Survey (UNHS). The synthetic control analysis shows no effect of the USE policy at the country level. Instead, the results indicate that during my study period, lower secondary school enrollment rates growth in Uganda was reduced by a yearly average of 8 percentage points compared to its synthetic version. The micro-analysis, however, shows that the receipt of a government subsidy to enroll in lower secondary school had a positive and statistically significant effect ranging from .5 to 9.4 percentage points.