共查询到20条相似文献，搜索用时 31 毫秒
1.
Soo-yong Byun Matthew J. Irvin Bethany A. Bell 《Journal of Experimental Education》2015,83(4):439-468
Using data from the Educational Longitudinal Study of 2002–2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low socioeconomic status students than for high socioeconomic status students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed. 相似文献
2.
Using data from the National Education Longitudinal Study of 1988, this study documented college attendance patterns of rural youth in terms of the selectivity of first postsecondary institution of attendance, the timing of transition to postsecondary education, and the continuity of enrollment. The study also examined how these college attendance patterns among rural students differed from those among their nonrural counterparts and which factors explained these rural–nonrural differences. Results showed that rural youth were less likely than their nonrural counterparts to attend a selective institution. In addition, rural youth were more likely to delay entry to postsecondary education compared to their urban counterparts. Finally, rural students were less likely than their urban counterparts to be continuously enrolled in college. Much of these rural–nonrural disparities in college attendance patterns were explained by rural–nonrural differences in socioeconomic status and high school preparation. Policy implications, limitations of the study, and future research directions are also discussed. 相似文献
3.
Jiyun Kim 《Research in higher education》2012,53(2):123-151
This study explores the relationship between state financial aid policies and postsecondary enrollment for high school graduates
(or equivalent diploma holders). Utilizing an event history modeling for a nationally representative sample from the National
Education Longitudinal Study (NELS:88/2000) in addition to state-level policy variables, this study examined how state aid
policies differentially affect students’ postsecondary enrollment choices depending on their family income and race/ethnicity
between the years 1992 through 2000. The findings demonstrate that there is a clear and consistent gap in college enrollment
for students who are from different income and race/ethnic groups, and that changes in state financial aid policy are significantly
related with the type of institutions a student attends across income and racial groups. The study findings have important
implications for state aid policy as well as future research on the role of public financial aid policy in college choice
of students from different income and racial/ethnic backgrounds. 相似文献
4.
Joshua Klugman 《Research in higher education》2012,53(8):803-830
Previous studies argued that high school resources play a modest role in students?? postsecondary destinations, but they ignored schools?? programmatic resources, which provide opportunities for marks of distinction, such as Advanced Placement courses, and they focused on older cohorts of high school students who entered colleges before competition over admission to selective colleges intensified in the 1980s. Analyses of data on a cohort of students who entered college in the mid-2000s suggest that programmatic and non-programmatic resources found in high schools influence postsecondary destinations and mediates the effect of family socioeconomic status on choices among 4-year colleges. 相似文献
5.
Brian P. An 《Research in higher education》2013,54(4):407-432
I examine the influence of dual enrollment, a program that allows students to take college courses and earn college credits while in high school, on academic performance and college readiness. Advocates consider dual enrollment as a way to transition high school students into college, and they further claim that these programs benefit students from low socioeconomic status (SES). However, few researchers examine the impact of dual enrollment on academic performance and college readiness, in particular, whether SES differences exist in the impact of dual enrollment. Even fewer researchers consider the extent to which improved access to dual enrollment reduces SES gaps in academic performance and college readiness. I find that participation in dual enrollment increases first-year GPA and decreases the likelihood for remediation. I conduct sensitivity analysis and find that results are resilient to large unobserved confounders that could affect both selection to dual enrollment and the outcome. Moreover, I find that low-SES students benefit from dual enrollment as much as high-SES students. Finally, I find that differences in program participation account for little of the SES gap in GPA and remediation. 相似文献
6.
Derick M. Kiger Jeffrey A. Johnson 《Community College Journal of Research & Practice》2013,37(8):687-693
A vast majority of colleges and universities have provisions for admitting high school students to special college programs (Robinson & Noble, 1992). These postsecondary enrollment options programs are vital because they link local higher education to the community by actively involving high school personnel, students, and parents in planning for college. Establishing and maintaining this link presents unique challenges to educators because it must meet the needs of a diverse population. The purpose of this study was to assess how students and parents perceived a suburban community colleges’ postsecondary enrollment options program. Basing marketing strategies on these perceptions provides colleges and universities an effective means to maintain the established community link. 相似文献
7.
Worsham Rachel DeSantis Andrea L. Whatley Melissa Johnson Katie R. Jaeger Audrey J. 《Research in higher education》2021,62(7):942-975
Research in Higher Education - Community college transfer pathways, whereby students begin their postsecondary enrollment at a 2-year institution, are an increasingly popular option for students... 相似文献
8.
It is necessary to better understand the unique variables that serve as predictors of Latino students’ postsecondary enrollment and success. Impacts of various variables were examined among 850 Latino and Caucasian students (76% and 24% of the sample, respectively). Gender, ethnicity, perceived affordability, high school grade point average, and high school credits earned served as significant predictors. Yet the highest mathematics class taken by the 11th grade was not significant, and Latino students’ negative perceptions of college affordability may have hindered students’ postsecondary enrollment aspirations, despite their having access to a guaranteed scholarship. 相似文献
9.
《Journal of research on educational effectiveness》2013,6(3):380-399
States are currently seeking ways to improve alignment between K–12 and postsecondary education and better prepare students for postsecondary schooling. Some states have begun implementing policies that inform high school students that they are not ready for college-level courses well before they graduate, in order to give both notice and time to prepare. However, if the early information from these tests suggests that a student may require remedial coursework upon entry to college, the student may be discouraged from attending college. This article focuses on one state's effort to increase students’ information about college readiness. Regression discontinuity design is used to determine whether a student receiving a signal that he/she needs remediation lowers the probability of that student applying to or enrolling in participating universities. Results indicate that the policy has had little to no impact on application and no impact on enrollment. 相似文献
10.
11.
Despite improvement in educational opportunity and outcomes, students with disabilities remain substantially less likely to participate in postsecondary education than individuals without disabilities. The purpose of this exploratory study was to examine the relations of teacher-rated social-emotional skills to postsecondary enrollment among students with disabilities. Using data from the National Longitudinal Transition Study-2, a classification tree analysis was conducted to ascertain which social-emotional skills were predictive of postsecondary enrollment in conjunction with student sociodemographic characteristics. Results indicate that compliance and, to a lesser extent, peer-relations skills, in addition to family income, predict postsecondary enrollment for students with high-incidence disabilities. This finding suggests that social-emotional skills play an important role in postsecondary enrollment for students with disabilities, providing support for the use of social-emotional skills interventions in improving postsecondary enrollment rates for students with disabilities. 相似文献
12.
The purpose of the current study was to examine the relationship between Advanced Placement (AP) exam participation and enrollment in a 4‐year postsecondary institution. A positive relationship was expected given that the primary purpose of offering AP courses is to allow students to engage in college‐level academic work while in high school, and potentially receive college credit by earning qualifying scores on the corresponding AP exam. Therefore, college preparation and planning is an implicit and explicit part of AP participation. Analyzing a national sample of over 1.5 million students, the current study found that AP participation was related to college enrollment, even after controlling for student demographic and ability characteristics and high school level predictors. For example, the odds of attending a 4‐year postsecondary institution increased by at least 171% for all three AP participation groups (taking either one AP exam, two or three AP exams, or four or more AP exams) as compared to students who took no AP exams. Given the current political environment and the renewed interest in readying high school students for college, these results may help inform and shape educational initiatives targeted at the school, district, state, or even national level. 相似文献
13.
We examine whether virtual advising – college counseling using technology to communicate remotely – increases postsecondary enrollment in selective colleges. We test this approach using a sample of approximately 16,000 high-achieving, low- and middle-income students identified by the College Board and randomly assigned to receive virtual advising from the College Advising Corps. The offer of virtual advising had no impact on overall college enrollment, but increased enrollment in high graduation rate colleges by 2.7 percentage points (5%), with instrumental variable impacts on treated students of 6.1 percentage points. 相似文献
14.
Allyson Flaster 《Research in higher education》2018,59(8):979-1020
Parents vary in both their willingness and ability to pay for their children’s college expenses, yet there is little research on how adolescents’ expectations of future financial support from parents affect their college enrollment decisions. Using data from the High School Longitudinal Study, I fill this gap in the literature by examining the predictors of parents’ plans to pay for college and estimating the effect of having a parent that plans to pay for college on an adolescent’s probability of college attendance. The results suggest that after parents’ ability to pay is taken into account, social class remains a strong predictor of whether parents plan to pay for their children’s college education. Additionally, parent’s plans to pay for college have a measurable impact on children’s college enrollment as long as the child is aware of or agrees with the parent’s plans. Therefore, it is likely that socioeconomic differences in parents’ pledges of financial support to adolescents contribute to postsecondary stratification. The results from this study suggest that policymakers and researchers who are concerned about educational inequality should pay greater attention to the role of parental financial support in structuring children’s ability to access college. 相似文献
15.
Latina/o students are one of the least likely populations to access technology and possess the techno-capital necessary to succeed in postsecondary education. This phenomenological qualitative research study used interviews with 20 Latina/o college students in Central Texas to examine how techno-capital and techno-disposition interact in complex ways to influence their college-going processes. Preliminary findings suggest that Latina/o students held varying levels of cognizance about the digital gap that were heavily dependent upon their socioeconomic backgrounds, that techno-disposition could be leveraged to access and attain more techno-capital, and that gender differences exist between how Latina/o students think about, approach, and utilize technology in their college experiences. 相似文献
16.
HOPE for community college students: The impact of merit aid on persistence,graduation, and earnings
Community colleges play a major role in postsecondary education, yet previous research has emphasized the impact of merit aid on four-year students rather than two-year students. Furthermore, researchers have focused on the impact of merit aid on enrollment and outcomes during college, but to my knowledge, none have yet considered the impact of aid on earnings after college. This paper utilizes discontinuities in eligibility criteria for a large merit scholarship to examine the local impact of aid on student outcomes both during college and after college. The findings suggest that reducing the cost of community college does not impact persistence, academic performance, degree completion, expected earnings, or short-term earnings after college for marginally eligible students. 相似文献
17.
Recognizing the current administration’s focus on improving postsecondary access, this study examines resource allocation
patterns and the predictive power of these resources in increasing the likelihood of 2- and 4-year college enrollment among
low-income students. Using data from the Educational Longitudinal Study, college choice decision-making is conceptualized
in relation to an individual’s habitus and capital deficiency theory. The results reveal significant differences in the availability
and predictive power of various forms of capital across enrollment classifications. The study concludes with implications
for administrators and policymakers interested in improving access for low-income students. 相似文献
18.
Justin C. Ortagus 《Research in higher education》2018,59(8):1035-1058
This study examines the influence of first-year online enrollment on the long-term academic outcomes of postsecondary students. Using a nationally representative sample and propensity score weighting, I find that enrolling in some online courses is associated with lower odds of dropping out of college. Additional results reveal a positive relationship between enrolling in some online courses and sub-baccalaureate indicators of long-term academic success, such as earning an associate’s degree and transferring from a community college to a 4-year institution. 相似文献
19.
Preparing Students for College: The Implementation and Impact of the Early College High School Model 总被引：1，自引：0，他引：1
Julie A. Edmunds Lawrence Bernstein Elizabeth Glennie John Willse Nina Arshavsky Fatih Unlu 《Peabody Journal of Education》2013,88(3):348-364
As implemented in North Carolina, Early College High Schools are small, autonomous schools designed to increase the number of students who graduate from high school and are prepared for postsecondary education. Targeted at students who are underrepresented in college, these schools are most frequently located on college campuses and are intended to provide students with 2 years of college credit upon graduation from high school. This article reports on preliminary 9th-grade results from 285 students in 2 sites participating in a longitudinal experimental study of the impact of the model. These early results show that significantly more Early College High School students are enrolling and progressing in a college preparatory course of study. This expanded access, however, is associated with somewhat lower pass rates for some courses, suggesting the need for strong academic support to accompany increased enrollment in more rigorous courses. Implementation data collected on one school indicate that it is successfully implementing the model's components. 相似文献
20.
Jennifer Merriman Bausmith Megan France 《Journal of Education for Students Placed at Risk》2013,18(4):234-246
The purpose of this study was to evaluate the impact of the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) on college readiness outcomes using a quasi-experimental design. GEAR UP is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education by providing 6-year grants to states and district partnerships to provide services at high-poverty middle and high schools. Specifically, this study sought to evaluate whether 173 schools that participated in GEAR UP showed increases in the percentages of students who were prepared to enter and succeed in postsecondary education, as compared to students from similar, non-GEAR UP schools. Seven years (2003–2009) of matched cohort data were compiled to include all regular (e.g., nonspecial education) high schools with grade 12 enrollment as documented by the National Center for Educational Statistics. Participation in and performance on three College Board assessments that measure college readiness at the high school level (SAT, PSAT/NMSQT, and AP) as well as percent free/reduced-price lunch were used to identify comparable schools. Results showed that, overall, the GEAR UP program showed positive evidence of improving college readiness outcomes for low income students using a variety of college readiness measures. 相似文献