Educational Attainment and Nonwage Labor Market Returns in the United States

Moving the Needle for Ever-ELs?: Advanced Math Course Taking and College Enrollment

STEM preparation-especially high school math course-taking-is a key predictor of college entrance. Previous research suggests that high school English learners (ELs) not only take fewer advanced math courses but also enroll in college at much lower rates than non-ELs-a group that includes former ELs. In the present study, we alter the analytic lens to examine whether ever-EL status, i.e., ever being identified for and receiving EL services, moderates the relationship between advanced math and college enrollment. Essentially, do ever-EL students experience the same boost to college enrollment from advanced math as their peers? We employ multilevel models to analyze statewide, longitudinal, administrative K-12 and higher education data to examine how ever-EL status and advanced math-and the interaction between the two-predict high school graduation, college application and enrollment, and level of college attended. Results show that both measures are associated with a greater likelihood of graduating from high school, applying to a four-year college, and enrolling in any college. We also find that ever-EL status moderates the relationship between advanced math and college enrollment, with important implications for students' access to four-year colleges. Ultimately, ever-EL students experience different returns on advanced math relative to never-ELs.

Gender, Educational Attainment, and Job Quality in Germany, Sweden, and the UK: Evidence from the 2015 European Working Conditions Survey

This research aims to explore the relationships between gender, educational attainment, and job quality, including work autonomy, work intensity, and job satisfaction across Germany, Sweden, and the UK. The European Working Conditions Survey 2015 was used to achieve this research objective. Descriptive statistics and multivariate regression analysis were used to determine how educational level plays an important role in creating gender differences in job quality across three countries. The findings show that receiving postsecondary education can improve work autonomy for both German and Swedish women. However, postsecondary education has different impacts on gender gaps in job quality in these countries. While postsecondary education lowers the gender gap in work autonomy and intensity in Sweden, postsecondary education increases the gender gap in work autonomy and intensity in Germany. Postsecondary education does not significantly decrease gender differences in job satisfaction in Germany or Sweden or any of our job quality measures in the UK. These findings challenge the commonly held belief that higher education has a positive effect on job quality. In fact, gender norms and national institutional factors may also play important roles in this relationship.

Employment profiles of autistic adults in Australia

Autistic adults experience a high number of job changes, reduced working hours, minimal workplace supports, and overrepresentation in entry-level and low paid positions. This study adds to the existing evidence base to guide clinical decisions and interventions for this population. This study utilized baseline data collected between 2015 and 2017 from the Autism CRC's Australian Longitudinal Study of Autism in Adulthood. The aim was to describe the employment profiles and explore factors related to employment for Australian autistic adults aged 25 and older (N = 149). Comparisons between participants and the Australian workforce were made using Australian Bureau of Statistics (ABS) data. Two logistic regression models were conducted to explore the association between underemployment and underutilisation with personal and environmental factors. In comparison to the Australian workforce, autistic adults were more likely to work part-time, work reduced hours and be employed at skill levels lower than their qualifications warranted. Logistic regressions reported that more autistic traits, more social supports and having workplace adjustments implemented were significantly associated with a higher odds of autistic adults being appropriately employed and/or utilized in the workforce. Results suggest that interventions implementing appropriate workplace adjustments, a supportive workplace environment, and adequate social supports may improve employment outcomes for autistic adults. All employees may benefit from workplace resources targeted toward fostering an inclusive workplace environment. LAY SUMMARY: This study aimed to describe the employment profiles and explore factors related to employment for Australian autistic adults. We compared this with the Australian workforce using data from the Australian Bureau of Statistics. Autistic adults with more autistic traits and more social and workplace supports were more likely to be employed and have jobs that were better suited to them. Autistic adults might have better employment outcomes if they have the appropriate workplace adjustments, a supportive workplace and adequate social supports.