Filter results by
Search HelpKeyword(s)
Subject
Survey or statistical program
Results
All (5)
All (5) ((5 results))
- Articles and reports: 81-004-X200700410375Description:
This article investigates the use of the Internet for education-related reasons based on findings from the 2005 Canadian Internet Use Survey (CIUS). After providing an overview of Internet use in Canada, the article describes selected social, economic and geographic characteristics of those going online for education-related reasons. It then examines specific reasons for going online for education-related purposes, including for distance education, self-directed learning and correspondence courses. Finally, it examines urban and rural differences among those using the Internet for distance education.
Release date: 2007-10-30 - Articles and reports: 11F0019M2007303Geography: CanadaDescription:
In this study, we use new Canadian data containing detailed information on standardized test scores, school marks, parental and peer influences, and other socio-economic background characteristics of boys and girls to try to account for the large gender gap in university attendance. Among 19-year-old youth in 2003, 38.8% of girls had attended university, compared with only 25.7% of boys. However, young men and women were about equally likely to attend college. We find that differences in observable characteristics between boys and girls account for more than three quarters (76.8%) of the gap in university participation. In order of importance, the main factors are differences in school marks at age 15, standardized test scores in reading at age 15, study habits, parental expectations and the university earnings premium relative to high school. Altogether, the four measures of academic abilities used in the study "overall marks, performance on standardized reading tests, study habits and repeating grade" collectively account for 58.9% of the gender gap in university participation. These results suggest that understanding why girls outperform boys in the classroom may be a key to understanding the gender divide in university participation.
Release date: 2007-09-20 - 3. Back to school ; September 2007 ArchivedArticles and reports: 81-004-X200700310318Description:
Tens of thousands of students, from kindergarten to college and university, have gone back to school. In honour of this annual ritual, we have put together a few facts and figures relating to education, from the important role that parents play in preparing their children for school, to enrolment trends in college, university and apprenticeship training, to labour market outcomes across the country for individuals with differing levels of educational attainment.
Release date: 2007-09-13 - 4. Estimation of research and development expenditures in the higher education sector, 2005/2006 ArchivedStats in brief: 88-001-X200700410310Description:
The higher education sector is composed of all universities, colleges of technology and other institutes of postsecondary education, whatever their source of finance or legal status. It also includes all research institutes, experimental stations and clinics operating under the direct control of, or administered by, or associated with higher education establishments.
Release date: 2007-08-31 - Articles and reports: 11F0019M2007295Geography: CanadaDescription:
In this study, I use new Canadian data containing detailed information on academic abilities, parental influences, financial constraints, and other socio-economic background characteristics of youth to try to account for the large gap in university attendance across the income distribution. I find that 96% of the total gap in university attendance between youth from the top and bottom income quartiles can be accounted for by differences in observable characteristics. Differences in long-term factors such as standardized test scores in reading obtained at age 15, school marks reported at age 15, parental influences, and high-school quality account for 84% of the gap. In contrast, only 12% of the gap is related to financial constraints. Similar results hold across different income quartiles and when I use standardized test scores in mathematics and science. However, reading scores account for a larger proportion of the gap than other test scores.
Release date: 2007-02-08
Stats in brief (1)
Stats in brief (1) ((1 result))
- 1. Estimation of research and development expenditures in the higher education sector, 2005/2006 ArchivedStats in brief: 88-001-X200700410310Description:
The higher education sector is composed of all universities, colleges of technology and other institutes of postsecondary education, whatever their source of finance or legal status. It also includes all research institutes, experimental stations and clinics operating under the direct control of, or administered by, or associated with higher education establishments.
Release date: 2007-08-31
Articles and reports (4)
Articles and reports (4) ((4 results))
- Articles and reports: 81-004-X200700410375Description:
This article investigates the use of the Internet for education-related reasons based on findings from the 2005 Canadian Internet Use Survey (CIUS). After providing an overview of Internet use in Canada, the article describes selected social, economic and geographic characteristics of those going online for education-related reasons. It then examines specific reasons for going online for education-related purposes, including for distance education, self-directed learning and correspondence courses. Finally, it examines urban and rural differences among those using the Internet for distance education.
Release date: 2007-10-30 - Articles and reports: 11F0019M2007303Geography: CanadaDescription:
In this study, we use new Canadian data containing detailed information on standardized test scores, school marks, parental and peer influences, and other socio-economic background characteristics of boys and girls to try to account for the large gender gap in university attendance. Among 19-year-old youth in 2003, 38.8% of girls had attended university, compared with only 25.7% of boys. However, young men and women were about equally likely to attend college. We find that differences in observable characteristics between boys and girls account for more than three quarters (76.8%) of the gap in university participation. In order of importance, the main factors are differences in school marks at age 15, standardized test scores in reading at age 15, study habits, parental expectations and the university earnings premium relative to high school. Altogether, the four measures of academic abilities used in the study "overall marks, performance on standardized reading tests, study habits and repeating grade" collectively account for 58.9% of the gender gap in university participation. These results suggest that understanding why girls outperform boys in the classroom may be a key to understanding the gender divide in university participation.
Release date: 2007-09-20 - 3. Back to school ; September 2007 ArchivedArticles and reports: 81-004-X200700310318Description:
Tens of thousands of students, from kindergarten to college and university, have gone back to school. In honour of this annual ritual, we have put together a few facts and figures relating to education, from the important role that parents play in preparing their children for school, to enrolment trends in college, university and apprenticeship training, to labour market outcomes across the country for individuals with differing levels of educational attainment.
Release date: 2007-09-13 - Articles and reports: 11F0019M2007295Geography: CanadaDescription:
In this study, I use new Canadian data containing detailed information on academic abilities, parental influences, financial constraints, and other socio-economic background characteristics of youth to try to account for the large gap in university attendance across the income distribution. I find that 96% of the total gap in university attendance between youth from the top and bottom income quartiles can be accounted for by differences in observable characteristics. Differences in long-term factors such as standardized test scores in reading obtained at age 15, school marks reported at age 15, parental influences, and high-school quality account for 84% of the gap. In contrast, only 12% of the gap is related to financial constraints. Similar results hold across different income quartiles and when I use standardized test scores in mathematics and science. However, reading scores account for a larger proportion of the gap than other test scores.
Release date: 2007-02-08
Journals and periodicals (0)
Journals and periodicals (0) (0 results)
No content available at this time.
- Date modified: