【正文】 a nal ysis also s how s tha t the es ti ma ted pro babili ty tha t Ke ntuc ky stude nts w ill a tte nd colle ge o ut o f s ta te i ncr eas es ov er fo ur fold i f the y believe the y w ill have to mo ve o ut o f s tate to s ucc eed 。 nearl y thr ee fol d i f the y li ve i n a n ur ba n co unty。 al mos t tw o fold i f the y do not per ceive cos t as a n obs tacle to c olle ge。 a nd b y a fac tor o f 1 .7 i f their decisi o n ab o ut li fe after high school w as made in elementar y school . K e ntuc ky i s no t uniq ue w i th r espe c t to s tude nts w ho l eav e to a tte nd colle ge i n a no ther s ta te . Ta ble 2 s how s the per ce nta ge o f firs t year coll e ge stude nts e nteri ng a nd lea vi ng K e ntuc ky a nd nei ghb ori ng s ta tes to a tte nd colle ge . T he perc e nta ge o f s tude nts e nteri ng a s ta te for hi gher e d uc a tio n is low es t i n Illi nois (11%) and highest in Virginia (29%). Kentucky’s 1 7% is low er tha n the maj ority of theses ta tes. T he hi ghes t perce nta ge o f firs t year stude nts leavi ng i s i n Illi nois (21%) w hile the l ow es t is i n Nor th Car oli na (9%). Kentucky’s percentage is a mo ng the low e s t for s tude nts lea vi ng the state to go to college. In ter ms o f di ffere nces be tw ee n e nteri ng a nd dep ar ti ng s tude nts, Illi nois has a huge de fi ci t w hil e Nor th C aroli na ha s a l ar ge s ur pl us. O nl y o ne o ther s ta te , Wes t Vir gi nia , has a deficit like Illinois. Kentucky’s nu mber s are i n the pl us c a te gor y b ut are s mall i n bo th numb er a nd perce nta ge di ffere nces. Fi gur e 1 s how s w her e eac h s ta te r a nks w i th res pec t to the nu mber o f s tude nts e nteri ng a nd l eavi ng. Ke ntuc ky is i n the mi ddle o f the p ac k bo th i n ter ms o f nu mb ers a nd perc e nta ges o f the di ffere nces be tw ee n s tud e nts w ho lea ve or e nter the s ta te for the p urp ose o f hi gher ed uc ati o n. B eca use these n u mb ers d o no t re flec t the acad e mic pr epar ati o n of s tude nts , i t i s di ffi c ul t to know w he ther ther e is, i ndeed , a ne t brai n drai n. If, how ever , tale nted s tud e nts are l eavi ng Ke ntuc ky, their numb ers are no t disproportiona te to those of other states. Rece nt analyses of Geia’s HOPE scholarship program suggest that Kentucky’s new and analogous e ffor t, K E ES, ma y w ell help pers uade more tale nted s tud e nts to s ta y i n sta te for coll e ge . HO P E sc holars hips pro vide 山西財 經大學畢業(yè)論文（設計） 22 full tui tio n a t p ublic c olle ges, appr ove d ma nda to r y fee s, a nd a $1 50 perse me ster bo o k allow a nce . Roo m a nd b oard are no t c ove red . A t pri va te colle ge s, the H OP E Sc holars hi p pr ovi des $3, 00 0 per ac ade mic yea r, a nd stude nts ca n q ualify for the Geor gia T ui tio n Eq uali za ti o n Gra nt o f $ 1,0 50 per ac ade mic yea r, fo r a total o f $4 ,05 0 p er ac ade mic year a t pri va te colle ge s. Ma ny a cade mi call y gi fted s tude nts are o p ti ng to ap pl y to to p s ta te ins ti tutio ns , par tic ularl y the Univ ersi ty o f G eor gi a, w hic h ha s se e n the avera ge S A T scor e o f e nteri ng fre s hme n i ncrea se s ubs ta nti all y si nc e H O PE w as es tablis hed . If K E ES has si milar e ffec ts i n Ke ntuc ky, w e mi ght e xpec t A CT sc ores to i ncreas e a t K e ntuc ky sc ho ols. In Ke ntuc ky, the ma xi mu m KE E S aw ar d for a G P A s tude nt w ho sc ores 28 or hi gher o n the A C T is $2, 500 p er a cad e mi c year , w hi c h ca n be use d a t a ny par tici pa ti ng a ccre di ted public or private institutio n. O ur fi ndi ngs s ugge s t tha t, i f the av era ge A C T sc ores o f e nteri ng fre s hme n d o no t i ncr ease a t Ke ntuc ky i ns ti tutio ns, i t ma y be nec essar y to increas e K EE S sc holars hip aw ar ds to top s tude nts to e nti ce more to r e mai n in s ta te. G e ner all y, the c os t o f a tte ndi ng c olle ge is less o f a n obs tacle for stude nts w ho pl a n to le ave the s ta te 。 ro ug hl y hal f ( 48%) c o me fro m ho us e hol ds w i th a nnua l fa mil y i nco mes o ver $7 0, 000 co mp are d to o nl y abo ut a q uar ter ( 28%) o f those w ho pl a n to a tte nd coll e ge i n s ta te. Se co nd, increasi ng the mi gra tio n o f e nteri ng fres hme n i nto the s ta te is ke y as pos tgr ad ua te l oca ti o n deci sio ns ar e s tr o ngl y li nke d to w here s tude nts a tte nd colle ge . T hir d, a ny e ffor t to pl ug the brai n drai n mus t be desi gne d to re ac h stude nts e arl y i n their a cad e mic c areer . O ur s ur ve y res ul ts s how tha t 57% o f those w ho pla n to lea ve the s tate ma de the decisi o n i n ele me ntar y s c ho ol — co mpar ed to 34% o f those w ho pla n to re mai n i n Ke ntuc ky. F o ur t h, si nce stude nts i n ur ba n co unties hav e a muc h hi gher pro babili ty o f lea vi ng the sta te, new a tte ntio n to recr ui tme nt ma y be need ed i n these s c ho ols. Ul ti ma tel y, more s tude nts w ill be a ttra c ted to K e ntuc ky i ns ti tutio ns o f higher education as our higher education quality goals are realized. 山西財經大學畢業(yè)論文（設計） 23 英文文獻譯文 肯塔基遏止人才流失 許多歸因于教育的青年時期 肯 塔 基 損 失 被 察 覺 的 缺 乏 機 會 這 里 。 在197 0年和 199 5年 之 間 ， 單 獨 大 城 市 路 易 斯 維 爾 體 驗 了 在 20世紀 60年代期間被負擔的大約 2 5,0 00位居民凈損失。 塞住這 “人才流失 ”確 定作 為 一 個重要公眾政策目標由政治，教育和橫跨狀態(tài)的經濟領導。的確，三歲的肯塔基教育優(yōu)秀獎學金 (K E ES) 節(jié)目的一個理論基礎是保留更多 肯塔基 最佳 的學 生。 研 究 表示 ， 學生 是 可 能位 于 他 們接 受 他 們的 大 學 教 育的 狀 態(tài)，它是否是 他 們 的 當 地 狀 態(tài) 。 這 政 策 筆 記 哪 里 辨 認 有 些 因 素 與 上 學 院 交 往在狀態(tài)外面，顯示肯塔基適合全國性關于大學生的遷移，并且提供流程的建議。 肯塔基高中調查告訴我們關于某些因素影響更多學院跳起高中青年時 期這 里 。開 發(fā) 由與 肯 塔 基 (英國 ) 肯 塔 基教 育 政 策分