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Wertheimer M (1912) Experimentelle studien iiber das Sehen von Bewegung. Z für Psychol 61:161–265

Wirth W, Hartmann T, Böcking S, Vorderer P, Klimmt Ch, Schramm H et al. (2007) A process model of the formation of spatial presence experiences. Media Psychol 9:493–525

Zacks JM (2004) Using movement and intentions to understand simple events. Cogn Sci 28(6):979–1008

Zacks JM (2013) Constructing event representations during film comprehension. In: Shimamura AP (ed) Psychocinematics. Oxford University Press, New York, NY, pp 227–243

Zacks JM (2014) Flicker: your brain on movies. Oxford University Press, New York, NY

Zillmann D (1991) Empathy: affect from bearing witness to the emotion of others. In: Bryant J, Zillmann D (eds) Responding to the screen. Erlbaum, Hillsdale NJ, pp 135–167

Zillmann D (2000) Basal morality in drama appreciation. In: Bondebjerg I (ed) Moving images, culture, and the mind. University of Luton Press, Luton, pp 53–63

Zillmann D (2003) Theory of affective dynamics: Emotions and moods. In: Zillmann D, Bryant J, Roskos-Ewoldsen D, Cantor J (eds) Communication and emotion: essays in honor of Dolf Zillmann. Erlbaum, Mahwah NJ, p 533–567

Zillmann D (2006) Affective reactivity to others’ emotional experiences. In: Bryant J, Vorderer P (eds.) Psychology of entertainment. Erlbaum, Mahwah NJ, pp 151–181

The research for this article has been supported in part by the Netherlands Organisation for Scientific Research (NWO), grant number 360-30-200 for the project 'Varieties of Absorption'.

Data availability

Data sharing not applicable to this paper as no datasets were generated or analysed.

Authors

The author declares no competing interests.

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This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ .

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The problem with this plan is that it will cost too much.

There's no difference between the two products.

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HS Graduation Rate Estimates Across Various Longitudinal Data Sources

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Source: Authors’ calculations based on NLSY, NELS and HSB data. GED recipients are not counted as high school graduates in all calculations. All outcomes are weighted. The AddHealth data is restricted to those enrolled in the 7th and 8th grades in the initial survey. Hispanic samples are too small in NLS68 data to obtain reliable estimates. Standard errors in parentheses.

Estimates by race and sex are also in agreement with Census estimates and confirm the low graduation rates for minority students found in Census and CCD data. The NLS male graduation rate declines sharply while the female rate is stagnant. As observed in Census data, the black rate rises from the earliest NLS68 cohorts and then remains stagnant from both NLSY79 cohorts through the NLSY97 cohorts. The NLSY79 estimates a high school graduation rate of 69.7 percent for blacks born from 1957−1960. The estimate for blacks born 25 years later is a slightly lower 69.1 percent. The levels in black graduation rates by cohort are consistent with those obtained from Census data.

Recent studies of the high school graduation rate report widely different and often contradictory estimates. We find that when similar methods are used on identical populations, estimated graduation rates are in substantial agreement both in trends and levels for all race and sex groups. We summarize our analysis by comparing the estimates obtained from the Census household data, correcting for GED recipients and recent immigration, with those obtained from longitudinal data sources such as the NLSY surveys, as well as the estimates obtained from NCES and CCD data. In addition to the data sources discussed so far, we add the National Survey of Families and Households (NSFH). 47 Novica Peridot and garnet dangle earrings Jali Glamour 34qHQ
presents the estimated graduation rates across different birth-year cohorts and data sources. Rates for the same cohorts, using the same definition of high school graduation, are in agreement across all data sources in both overall levels and trends.

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Overall U.S. Graduation Rates Across All Data Sources Analyzed in this Paper

Notes: Authors’ calculations from various data sources. Census graduation rates are ages 20−24 or 25−29 depending on cohort and do not include recent immigrants. The 8th grade estimator is calculated using CCD data. It is assumed that people graduate at age 18. For example, the graduation rate in the year 1968 is for those born in 1950. GED recipients are not counted as high school graduates in all calculations. The NLS data sources are the Young Men and Young Women (born 1946−1951), two cohorts of NLSY79 data (those born 1957−1960 and 1961−1964) and the NLSY97 (born 1980−1984). For all survey data, 99% confidence intervals are shown. CCD data do not allow for standard error calculations. The 1981−1985 “Census” estimates are calculated in the 2004 ACS. survey.

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The U.S. high school graduation rate declined throughout most of the entire post-1970 period. Our findings have important consequences for understanding a number of first-order economic questions.

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“They’ve always said that the greatest gift you can ever gift your parents, is the gift of education. I’ve planned for this moment for so long and it finally came.

Back in high school, I was not the most dedicated student. Yes, I was able to pass my classes, but it was just enough to get by to be able to dance and play sports. In high school, teachers are always on top of you to see if you turned in your work or if you read the assigned book. In the university setting, it is not like that. Professors tell you the work that needs to get done and it is up to you to decide to if you want to do it or not. Ultimately you are the ones that are paying to be there. That, I believe was my downfall as a college student. My behaviors in education transcended towards my college career and it caused me to be suspended from the university. At the time of my suspension, I had a 1.47 GPA. When my parents found out that I had been suspended, the look on their faces completely broke my heart. Their face was filled with utter disappointment and sadness. The last time I saw that face was when they found out my older brother passed away in car accident in my senior year in high school. From that moment on, I told myself that I would never do anything to see that look in their face.I would never do anything to ever disappoint them again.

The next semester following my suspension, I decided to go back to school with a whole different attitude. I had applied myself to my education and actually saw the results at the end of the semesters. Unfortunately, since I was suspended from the university, my federal aid was suspended as well. I was paying out of pocket and it got to the point where I had to get emergency loans from the university. Summer 2015 came by and I could not pay back the loan to the university. Since the loan was not paid back, I was dropped from my fall 2015 courses. I got out another year from the university and in summer of 2016 I decided to leave my job at a local bank to work upstate to raise the money I needed. I worked as a helper in a scaffolding company for about four months upstate. It not the best idea to work in scaffolding when you are afraid of heights. But it is something I had to do get the money I needed. I stayed with the most amazing friends that let me stay at their house rent free because they knew what my situation was. With the help of the university dance program and the money I earned from working, I was able to pay off my emergency loans and return to school fall 2016. I could only afford 1 class, so I decided to apply for financial aid and was awarded federal aid for spring 2017. From then on out I went continuously, spring, summer 1, summer 2, fall 2017, all the way to spring 2018. My parents never knew when I was going to graduate. I always told them soon, but never when.